LaTrisha Jackson
July 22, 2011
E & E Lesson Plan
Title: 19th Century Entrepreneurs and their Impact on the American Economy
Abstract: During this lesson, students will be introduced to some of the most influential entrepreneurs of the 19th
Century. Beyond the introduction, students will conduct a research project and take a further look at various
entrepreneurs. In researching the topic and specific entrepreneurs, students will focus on the impact that entrepreneur
had economically-this will include dissecting the concepts related to economics. Additionally, students will weave the
concepts of transportation and communication into the project. Tentatively, students will be given 2-3 weeks to
research and create their project about comparing and contrasting two 19th century entrepreneurs and approximately a
week will be given to present the projects. Additionally, it is a goal to incorporate the idea of philanthropy and how it
connects to the students who participate in service learning.
Concept Based Title: Legacy-The Influence of 19th Century Entrepreneurs.
Learning Outcome Statement: Throughout this unit, students will learn the importance of 19th century entrepreneurs.
Using the early framework of the evolution of the United States, students will reflect and build connections through the
lenses of up and coming entrepreneurs (19th century) and compare and contrast some of the successes and failures the
entrepreneurs encountered. Not only will students learn the role of a researcher, but they will also make additional
connections with the role of entrepreneurs as philanthropists.
Overview: I would create a list of local, state, and national entrepreneurs. Students would be responsible for
researching background information about the entrepreneurs. In doing so, students would focus on the entrepreneur’s
beginnings, experience, location/relocation, products, success, and failures; how the entrepreneur marketed the
product and how the product was transported to consumers (maybe include the current status of the entrepreneurs
business and/or how the business impacted the economy during the time period and even today). In order to focus in
on the latter parts of the assignment, I will front load and discuss with students about how they decide what to buy and
how they receive the products that they have to order. Additionally, as students gather information and develop their
project, as a class we will work on building vocabulary, research skills, oral presentation methods, and overall
comprehension of the topic.
Hook: In order to hook students into the lesson, as a class we will front load about entrepreneurs and their purpose.
During the same class period, students will be given a note card with a unique word on one side and instructions on the
side. The instructions will require each student or students in small groups to create a product that is innovative and
one-of-a-kind. The product has to consist of the name that has been printed on the note card and cannot have any
modern technology features (i.e. a cell phone that teleports individuals, etc…). To further motivate students to be
creative, I will include a PowerPoint slide of a head silhouette of The Next Great Entrepreneur. Students will be
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informed that one of their goals is to become a successful entrepreneur and to develop a product that might also
improve or evolve over time.
On day two, students will give a brief presentation (2-3 minutes on their product) and possibly be recorded so
that teachers could judge the best product. Once all students have presented, I will present a PowerPoint
presentation that will include images of entrepreneurs. I might start with current individuals and work may work my
way back to individuals from the 19th century (local, state, and national. The end result of the list being that students
begin to recognize some of the local, state, and national levels. Further, students will begin to process the concept of
various entrepreneurs which will lead them into the beginning stages of the project.
Key Words for students to learn: innovation, economics, entrepreneur, supply/demand, import/export, philanthropy,
labor force, additional vocabulary as students delve into their projects.
Categories and questions for the project (3-5 pieces of evidence are needed to support each category):
Communication/Transportation Component: How did the entrepreneur’s innovation affect and/or impact society?
(Think about how products were marketed and how these products made it from one place to another).
Economics Component: How did the entrepreneur engage in philanthropy and community giving?
Entrepreneur Component: What was the monetary value of the entrepreneur at the time the business was sold or the
entrepreneur’s time of death? (Three to five pieces of evidence are not needed here).
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Part I
Table of Contents
Lessons
Strategies
Questions
Learning Outcomes
1. Via bell questions, I
would ask students
questions about
entrepreneurs. This
would be used to
introduce the project.
(bell question sheet)
Power Point slides with
bell questions.
What is an
entrepreneur and why
are they important?
What does it take to be
an entrepreneur?
2. Share with students
a NCAA Sweet 16
bracket. Introduce then
to 19th century
entrepreneurs and
project.
Hand out and
discussion.
Student definition of
entrepreneur and why
they are important and
what it takes to become
an entrepreneur. Open
discussion about
entrepreneurs in the
19th century.
Students will learn the
basis of their project.
3. In groups of 2-3
three, students would
select entrepreneurs
from the list of local,
state, and national
entrepreneurs.
Students would begin
researching their
entrepreneurs and
collecting information
about each
entrepreneur.
4. Using some of the
information students
have collected,
demonstrate with
students the difference
between primary
sources and secondary.
Field trip to library and
Wayne County
Museum.
Create a list of answers
on the board.
Why are these
particular
entrepreneurs
important?
Standard(s):
(Research and
Technology Standards:
8.4.4, 8.4.5, 8.4.6)
The 5 W’s and relating it Students will begin
their entrepreneurs.
researching and
learning about the
significance of their
entrepreneur.
Standard(s):
(Economics: 8.4.5, 8.4.6
(inventions), 8.4.11)
Primary resources and
secondary resource
materials/
What is the difference
between primary
resources and
secondary resources?
Why is it important to
have different types of
resources?
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As students continue to
collect data, they will
know they will
difference between
primary and secondary
sources.
Standard(s):
(Research and
Technology Standards:
8.4.4, 8.4.5, 8.4.6)
Resources and Assessments to use for lessons 1-4:
Resources:
Lesson One: Bell Question sheets- This may be designed to meet the needs of a teacher. See attachment (attachment 1)
for general concept of bell questions sheet if needed.
Lesson Two: Elite Entrepreneurs Sheet (see attachment 2) is an assessment that may be used when assessing students
work. However, this particular lesson may be modified to assess students in various ways. A research paper may be an
assessment tool, power point; poster, Facebook page (see attachment 3) activity, etc… may also be used.
Lesson 3: For the field trip to the museum and/or library, students may need a strategy and/or resource to help them
gather information. Therefore, a 3-2-1 worksheet or K-W-L chart may help them to dissect the information a bit more
easily. Attached is a link that provides both strategies. http://www.readingquest.org/strat/
Lesson 4: After students have collected some information for their project, it will be useful to help them understand the
difference between primary sources and secondary sources. A link for a comparison and contrast chart has been
included-http://www.readingquest.org/strat/. Additionally, in order to help students with this, below you will find links
or materials for primary sources and secondary sources.
Primary Sources:
Jackson, LaTrisha R. April 23, 2011. Atlas Underwear Factory.
The picture of the Atlas Factory will be beneficial because it is part of the Richmond Community.
Many students have seen this building and are familiar with the location. However, students will be able to
further connect with the business that was once operated in the building. It is not likely that many students
know that Richmond had an underwear factory!
Jackson, LaTrisha R. April 24, 2011. Starr-Gennett Building.
This image is a valuable resource because it may be used to show the local ties of the Starr-Gennett business.
Additionally, teachers may use the close vicinity of the Starr-Gennett Business to allow students to explore and
or tour the famous business.
Salesroom of the Starr Piano Company. Circa 1897. Starr-Gennett Foundation.
http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).
Star-Gennett: This is a valuable resource because it serves as a local historical business affiliation.
Students and teachers are familiar with the Star-Gennett Foundation and the positive impact that it has in the
Richmond Community. Using this site will offer additional information about the gentlemen who founded the
company and the products they made into a household brand.
Starr Player Pianos Advertisement. December 1906. Starr-Gennett Foundation.
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http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).
The advertisement of the Starr-Gennett Piano, is a priceless image of the pride that was put forth to market the
product. Though it was a pricey item to purchase during this particular time period, it was also an item that
many consumers desired for its quality craftsmanship.
Secondary Sources:
*Unknown. Levi Strauss & Company. 2010.
http://www.levistrauss.com/about/heritage/archives/memorabilia (accessed April 24, 2011).
Strauss Website: This is a valuable resource because of the unlimited information that is provided
throughout the website. Not only does the site have information about life of Levi Strauss, but it also provides
images of memorabilia and resources that teachers may use.
*Andrew Carnegie Biography. Directed by A & E Television Network. Performed by Unknown. 2011.
This resource could be used to provide background information about Andrew Carnegie and his rise to
becoming one of the greatest entrepreneurs in the United States. It also serves as a great source to explain some
of Carnegie’s influence on other businesses and his motivation to help the less fortunate.
*Olsen, Nathan. Levi Strauss and blue jeans. Mankato: Capstone Press, 2007.
This is a valuable resource for primary school teachers to use because it explains the story of Levi
Strauss for a younger audience. However, this resource could also be used to front load about Strauss to other
grade levels.
*Parker, Lewis K. John Jacob Astor: And the Fur Trade (American Tycoons). New York: PowerKids
Press, 2003.
This is a valuable resource for those teaching a younger population-though it could potentially be used at
various grade levels for front loading. The book provides general information about Astor. However, what
makes this particular book an excellent resource is that it covers a plethora of American tycoons. Therefore,
additional information about entrepreneurs is available.
*Weldt, Maryann N. Mr. Blue Jeans: A Story About Levi Strauss. Minneapolis: First Avenue Editions,
1992.
This resource could be used more so for the intermediate level and perhaps the middle school level. It
provides a biography of how Levi Strauss went from rags-to-riches. It also gives a bit of background about the
view of immigrant migrating to the United States-which has always been known as a land of opportunity.
Assessments: In order to assess students over lessons 1-4, one may use bell questions as a means of assessment or
entrance/exit tickets to understand what students are learning.
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Part II
Table of Contents
Lessons
Strategies
Questions
Learning Outcomes
5. Students will be given
words that they are
likely to come across as
they research.
Additionally, a word
tree or bank will be
created to help
students learn other
new words.
Word Tree or Bank and
vocabulary
development.
How do these words
relate to your project?
What definitions can we
give each of these
words?
Students will build their
vocabulary while
learning how the words
relate to the project
and/or entrepreneur.
6. As students start to
sort through
information, students
will be introduced to
the idea of comparing
and contrasting their
Venn diagrams.
Standard(s):
Vocabulary Development:
8.1.3)
How are the
entrepreneurs similar
and different? What
information is still
needed to help develop
your project?
Students will learn the
purpose of a Venn
diagram and decide
what additional
information is needed
for the project.
Standards: Human Systems
8.3.7, 8.3.8, Economics:
8.4.3,
7. Though students will
not be required
remember dates, they
will need to sort their
information
accordingly. In order to
help them, a timeline
will be provided to help
them sort through the
information.
8. Introduce students to
the role that
transportation and
communication played
in businesses.
Timelines.
What information
needs to go where? Is
it necessary to include
every date? Why or
why not?
Students will learn how
to extract information
and dates as it pertains
to their entrepreneur.
Standards: Chronological
Thinking: 8.1.28, 8.1.29
Use of primary sources.
How did an
entrepreneur market
his products? In what
was did transportation
play in how products
were delivered?
Students will tie in
primary & secondary
sources along with
learning about the impact
of transportation and
communication.
Standards: (Research and
Technology Standards: 8.4.4,
8.4.5, 8.4.6) Analysis &
Interpretation: 8.1.30, 8.1.31
Human Systems 8.3.7, 8.3.8
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Resources and Assessments to use for lessons 5-8:
Resources:
Lesson 5: To assist students in understanding some of the terminology associated with this topic, a word bank/bank/tree
may be a helpful tool. Under the key terms section are words that students should definitely know when doing this unit.
However, other words may need to be added to student’s vocabulary bank. See link to view/print vocabulary word
map: http://www.readingquest.org/strat/.
Lesson 6: When comparing and contrasting their entrepreneur’s accomplishments a Venn diagram may be useful for
students to use. Students will be able to use their completed Venn diagram to help with understanding each
entrepreneur and assessing what information they may still need to obtain. See link to view/print Venn diagram:
http://www.readingquest.org/strat/.
Lesson 7: So that students can further sift through the data that have collected and are collecting, a timeline will be
provided so that students may have an idea of the progress entrepreneurs made over time (See attachment 3).
Lesson 8: In order to aide students in understanding the concepts of transportation and communication and how it
relates to entrepreneurs, a discussion about the two concepts and primary & secondary sources will be used to help
further understanding. Additionally, a business directory and newspaper ad (see attachments 4 and 5) may be used to
help students relate to the concepts of communication. The links provided will assist in showing the relevancy of
transportation in the 19thcentury.
Primary Sources:
Deere's "Improved Clipper" with rolling coulter. Appeared in Country Gentlemen August 20, 1857. Courtesy: Deere and
Company, John Deere Archives. http://www.lib.niu.edu/2001/iht810102.html
Accessed on June 30, 2011
Stagecoach ad:
http://imnh.isu.edu/digitalatlas/geog/historic/histtxt/1899.htm
Streetcar Image:
Company, W.H. Bass Photo. "Mule Drawn Streetcar." Indiana Historical Society. Unknown, 1860.
http://images.indianahistory.org/cdm4/item_viewer.php?CISOROOT=/P0130&CISOPTR=1626&CISOBOX=1&REC=2
(accessed June 22, 2011).
Secondary Sources
Jones, Daisy Marvel. Richmond: Eastern Gateway to Indiana. Richmond: Richmond City Schools, 1959.
(Company 1860)
Assessments: In order to assess students over lessons 5-8, one may use a vocabulary quiz to make sure students
comprehend the words associated with the project. Again, entrance/exit tickets and/or bell questions may be used to
check student understanding.
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Part III
Table of Contents
Lessons
9. By now, students will
have gathered a
plethora of information.
A summative
assessment should be
outlined, discussed, or
already given to
students.
10. To assess students
individually, a written
reflection will be
assigned about what
students have learned
throughout the project.
Strategies
Open discussion about
information and
project.
Sweet 16 Entrepreneurs
Bracket.
3-2-1 Chart if additional
information is needed.
Simple 6 or 6 + 1
Writing Rubric.
Questions
Learning Outcomes
What have you learned
about entrepreneurs?
How can you share this
information with
others?
Students will decide (if
it has not already been
decided) how they want
to share the
information that they
have gathered.
See below.
Students will share
interesting facts about
their project in a
written format.
Standards: Human Systems
8.3.7, 8.3.8, Economics:
8.4.3, Research and
Technology Standards: 8.4.4,
8.4.5, 8.4.6) Analysis &
Interpretation: 8.1.30, 8.1.31
Vocabulary Development:
8.1.3.
Unit Wrap-Up:
While I plan on using a March Madness –Sweet 16 Bracket as an assessment tool, one could actually a number
of assessment strategies to wrap up the project. Once students have compiled their information about each of the
entrepreneurs, students will then begin to create a project that will be presented to the class. The project may consist
of a power point presentation, talk show simulation along with visuals, facebook page along with a model of the
entrepreneurs inventions (if possible), or a tri-fold board each entrepreneur’s contributions to the business world or
economy. In order to make sure that students are meeting the requirements for the project, a class period may be used
to differentiate between a good and bad presentation. Though I have not decided what activity would be used to
demonstrate, I do believe that the students and I would create a list of what makes a good project and what makes a
bad project. To further assist students, a 3-2-1 chart would be distributed to help students extract important
information, interesting facts, and questions that that still need to be answered (they may use this several times to help
decide what information is a keeper or not).
(Evaluation and Revision: 8.4.7, 8.4.8, 8.4.9)
The end result of this project will be that students learn about entrepreneurs but that they also learn the meaning of
being a true researcher. Additionally, students will give a presentation about the entrepreneur and his contributions to
the economy. To conclude the project, students will be assessed by a writing reflection and the overall presentation of
their project. Questions to reflect may include:
8
o
o
o
o
o
How did your entrepreneur impact the local, state, or national economy with his business?
How did/has the business product change over time?
How were products advertised in the 19th century? How does it compare to today?
Why were/are entrepreneurs so important to world?
What were some of the successes and failures the entrepreneur endured?
(Writing Applications Standards: 8.5.1, 8.5.3)
(Oral Communication Standards: 8.7.4., 8.7.5, 8.7.12)
(Human Systems Standards: 8.3.9)
(Environment and Society Standards: 8.3.11)
(Economics Standards: 8.4.5, 8.4.6 (inventions), 8.4.11)
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Primary Resources:
Stagecoach ad:
http://imnh.isu.edu/digitalatlas/geog/historic/histtxt/1899.htm
Streetcar Image:
Company, W.H. Bass Photo. "Mule Drawn Streetcar." Indiana Historical Society. Unknown, 1860.
http://images.indianahistory.org/cdm4/item_viewer.php?CISOROOT=/P0130&CISOPTR=1626&CISOBOX=1&REC=2
(accessed June 22, 2011).
Deere's "Improved Clipper" with rolling coulter. Appeared in Country Gentlemen August 20, 1857. Courtesy: Deere and
Company, John Deere Archives. http://www.lib.niu.edu/2001/iht810102.html
Accessed on June 30, 2011
10
Jackson, LaTrisha R. April 23, 2011. Atlas Underwear Factory.
The picture of the Atlas Factory will be beneficial because it is part of the Richmond Community.
Many students have seen this building and are familiar with the location. However, students will be able to
further connect with the business that was once operated in the building. It is not likely that many students
know that Richmond had an underwear factory!
Jackson, LaTrisha R. April 24, 2011. Starr-Gennett Building.
This image is a valuable resource because it may be used to show the local ties of the Starr-Gennett business.
Additionally, teachers may use the close vicinity of the Starr-Gennett Business to allow students to explore and
or tour the famous business.
Salesroom of the Starr Piano Company. Circa 1897. Starr-Gennett Foundation.
http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).
Star-Gennett: This is a valuable resource because it serves as a local historical business affiliation.
Students and teachers are familiar with the Star-Gennett Foundation and the positive impact that it has in the
Richmond Community. Using this site will offer additional information about the gentlemen who founded the
company and the products they made into a household brand.
11
Starr Player Pianos Advertisement. December 1906. Starr-Gennett Foundation.
http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).
The advertisement of the Starr-Gennett Piano, is a priceless image of the pride that was put forth to market the
product. Though it was a pricey item to purchase during this particular time period, it was also an item that
many consumers desired for its quality craftsmanship.
Secondary Resources:
Olsen, Nathan. Levi Strauss and blue jeans. Mankato: Capstone Press, 2007.
This is a valuable resource for primary school teachers to use because it explains the story of Levi
Strauss for a younger audience. However, this resource could also be used to front load about Strauss to other
grade levels.
Parker, Lewis K. John Jacob Astor: And the Fur Trade (American Tycoons). New York: PowerKids Press,
2003.
This is a valuable resource for those teaching a younger population-though it could potentially be used at
various grade levels for front loading. The book provides general information about Astor. However, what
makes this particular book an excellent resource is that it covers a plethora of American tycoons. Therefore,
additional information about entrepreneurs is available.
Weldt, Maryann N. Mr. Blue Jeans: A Story About Levi Strauss. Minneapolis: First Avenue Editions,
1992.
This resource could be used more so for the intermediate level and perhaps the middle school level. It
provides a biography of how Levi Strauss went from rags-to-riches. It also gives a bit of background about the
view of immigrant migrating to the United States-which has always been known as a land of opportunity.
12
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