Lesson Plan: Comparing Primary Sources from the Industrial Revolution
Author: Duane Poland, Gaven Jones, Renee Caserta, Maureen Gannon
Subject: History
Grade(s): 10
Benchmarks and Indicators
- History 9-10, Benchmark B: Explain the social, political, and economic effects of industrialization.
- Indicator: Grade 10, GLI 1. Explain the effects of industrialization in the United States in the 19th century including: a. Changes in work and workplace; b. Modernization of agriculture; d. Urbanization; e. The emergences of a middle class and its impact on leisure and other aspects of culture.
Lesson Summary
Using cooperation and sharing of ideas students will analyze, evaluate and describe certain primary sources pertaining to industrialization in the late 19th century and early 20th century.
Pre-Assessment/Diagnostic
Teacher should facilitate a brainstorming activity on the board. Ask the students to use descriptive words that they associate with the term industrialization. Upon completion of activity visually check to see that students have copy of information from the board. Verbally check for understanding and clarify any misconceptions.
Instructional Procedures
- First, describe the objective of the activity to students. Then, assign teams of 2-3 students. Hand each student a single primary source (see links to suggested photographs under Materials Needed). Next, instruct teams to analyze the primary source by writing answers to the spiral questions written on board (see Resources at right). Spiraling question will advance in level from analysis to evaluation. The teacher should stop between each level and guide answers and discussion.
- Once students have thoroughly identified their primary source they will search for the related primary source of another team based on the categories of workplace conditions, agriculture, urbanization and the emergence of middle class on culture. Each team will then explain their primary source to the other. Next, teams will develop a connection between their related sources. Once teams have developed a consensus they will write a short description linking the two primary sources.
Post-Assessment
Prior to turning in team description paragraphs, groups will be asked to informally present their findings to the entire class. Paragraphs will be formally assessed using 4 point scoring rubric, attached.
