CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
Submission Date:
LESSON LEVEL:
Authors:Sallie McCutchen
LANGUAGE:
GenEd
PreAP
AP
TYPE OF LESSON:
English
Spanish
Core
Intervention
Enrichment
LESSON TITLE HERE
Pacing: Five class days or 250 Minutes
LEARNING OBJECTIVES
Intended Learning: To be able to indentify the people responsible for the Industrial Revolution, the
new developments that were created, and to effects of these developments on the nation as it leads itself
to a civil war.
Essential Questions:
What was the impact of the Industrial Revolution on the growth of
America and the identity of America?
Assessment:
6 / 9 Week Test
Benchmark
TAKS
End Of Course
TEKS #
Knowledge and Skill
Student Expectation
8.28A
) 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 technological and scientific
innovations such as the steamboat, the cotton gin,
and the Bessemer steel process;
8.28B
) 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:
analyze the impact of transportation systems on the
growth, development, and urbanization of the United
States;
8.28C
) 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:
analyze how technological innovations changed the
way goods were manufactured and marketed,
nationally and internationally; and
8.28D
) 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:
explain how technological innovations led to rapid
industrialization
8.30D
) Social studies skills. The student
applies critical-thinking skills to
organize andSchool
use information
acquired
Independent
District,
2008
from a variety of sources including
electronic technology. The student is
expected to:
© Austin
7/1/16
identify points of view from the historical context
surrounding an event and the frame of reference
which influenced the participants
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
LESSON VOCABULARY
Tier I
Description: canal, capitalism, cottage industry, economy, factory,
industry, invention, manufacturing, rural, textile, transportation,
urban, American System, assembly line, cotton gin, Erie Canal,
interchangeable parts, mass production, mechanical reaper, National
Road (Cumberland Road), power loom, railroad, sewing machine,
steamboat, steel plow, telegraph, Henry Clay, John deere, Robert
fulton, Cyrus McCormic, Samuel Morse, Samuel Slater, and Eli
Whitney.
LESSON ASSESSMENT
Product
Description: Students will be making replicas of the various inventsions
and systmes developed during the Industrial Revolution.
STUDENT WORK PRODUCTS
Students will answer warm-up questions eacy day, build a replica on a specific part of the Industrial
Revolution, and complete graphic organized notes.
HOMEWORK / EXTENDED LEARNING
A one page homework sheet (doesnot require the textbook).
PRINCIPLES OF LEARNING
Recognition of Accomplishment Students will prepare a replica of the Industrial
Revolution and will see that their replica fits into the movement itself and how it
petains to the accomplishments of the Industrial Revolution.
Academic Rigor Students will have to study their assignment in order to make the
replica. In this proces the student will have to raise questions and solve the problem of
making the replica realistic and useable and relative to the course of study..
Organizing for Effort Students will have to complete their replica within the
framework of specified instructions.
Choose one Explanation
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7/1/16
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
INTEGRATION
Health (Mandatory): Students will address the question of how the factory system created pollution and how
urbanization created unsanitary conditions in the cities.
Technology: Students have access to computers to obtain information for the cration of their
replica.
LEARNER STRATEGIES
Gifted and Talented: All students are able to reach their potential through the prepaation of their
replica.
English Language Learner: ELL studlents receive a concept page instead of a warm-up to
establish the vocabulary background. ELL students can particpate in a group with a
responsibility that they can work with comfortably. The graphically organized notes are user
friendly to students that speak another language.
Special Education:
Modifications:
Accomodations:
Significant Cognitive Disabilities:
Other Strategies: All students receive oral, visual, and kinesthetic methods within this lesson.
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7/1/16
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CONTENT AREA
GRADE LEVEL / COURSE
GRADING PERIOD
lesson
aisd
LESSON STAGES
Hook and Overview Box
Description: Students are given hints as to what is
going to be studied to see if they can guess the
lesson and then they go over an overview box
which tells them in detail what they are going to
study.
Assessment: None
Warm Up
Description: Studnets have one warm up question
per day that is answered from reading the book.
Assessment: None
Product
Description: Students will prepare a replica of a
specific part of the Industrial Revolution.
Assessment: Rubric
Graphically Organized Notes
Description: Students use graphically organized
notes in which they fill in boxes by the graphics as
the teacher discusses the Industrial Revolution and
uses the replicas as examples during the discussion.
Test
Description: Students will create an acrostic poem.
© Austin Independent School District, 2008
7/1/16
Assessment: None
Assessment: Rubric
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