TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes |

Lesson Plan Number: 38

Topic/Process: Industrial Boom

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch. 6, sec. 1, pgs 230-235

Texas Essential Knowledge and Skills (TEKS): US1 A-B, US2 B, US22 A-C, US23 A-B, US25 A-B & D

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(2)  History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(B)  analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and

(22)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(A)  explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;

(B)  explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs; and

(C)  analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.

(23)  Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

(A)  analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States; and

(B)  explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.

(25)  Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A)  use social studies terminology correctly;

(B)  use standard grammar, spelling, sentence structure, and punctuation;

(D)  create written, oral, and visual presentations of social studies information.

TAKS: US1 A-B, US2 B, US22 A & C, US23 A

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(2)  History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(B)  analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and

(22)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(A)  explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;

(C)  analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.

(23)  Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

(A)  analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States; and

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Industrialization |Industrialization is often the result of new technology. Industrialization may lead to changes in |

| |culture, economy and demography. |

|Technology |Technology may lead to social, economic and political change. Technology often results in |

| |industrialization and economic growth. |

|Change |Change is inevitable. Change can be positive or negative. Change often occurs as a result of |

| |technology. |

| | |

| | |

Sequence of Activities (Instructional Strategies):

1. Focus: Bring or have photographs of several inventions from the late 19th century industrial period. Show these to the class and briefly discuss

what each one is, have students guess the year it was invented. At the end

of the session, tell the students the actual dates. You may want to offer a small incentive for the person with the most correct answers. Examples of inventions

include: sewing machine, telephone, light bulb, electric motor, radio, motion

pictures, x-rays, typewriter.

2. Activity: Randomly assign students one of the three major factors that lead the U.S.

to become a leading industrial nation: Abundant Natural Resources, Increasing

Number of Inventions and Expanding Urban Population. Have students create

a brief outline of each of the factors: resources, ideas, impact, etc. After the

students are finished; have them divide up into groups of 3, with an “expert” on

each of the factors. Have students discuss the knowledge they acquired with

their groups.

3. Writing Activity: Analyzing Effects

Have student pick the invention or development, of this time period, that had the

greatest impact on society. Tell student to justify their choice by thinking about

the following:

- application of the invention

- impact on people’s daily life

- impact on the workplace

Questions to consider in lesson:

1) If the US had not had abundant natural resources, how would industrialization have been effected?

2) Which invention discussed had the greatest impact on society? Explain your answer.

Assessment of Activities:

Classroom Observation

Writing Activity

Prerequisite Skills:

1. Understand cause-effect relationships

2. Writing Skills

Key Vocabulary:

Industrialization, oil, steel, Thomas Edison, George Westinghouse, Alexander Graham Bell

Materials/Resources Needed:

Textbook, pens, paper, photographs or actual inventions, overhead, projector, computer, LCD projector

Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP.

Differentiated Instruction: Have students research the evolution of one major invention of this time period. Have students create a poster to share with the class.

Teacher Notes:

Sample Test Questions:

1. Which of the following most allowed manufacturers to build their factories away from rivers?

A. electricity

B. steel beams

C. railroads

D. the telephone

2. All of the following factors contributed to the immense industrial boom of the early 1900’s except

A. a wealth of natural resources

B. government support for business

C. growing urban population

D. the emergence of the middle class

Project developed and delivered through a Collaborative research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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