History Lab Lesson Plan
Skills Benchmarks:
SS.912.A.1.1
history.
Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in
SS.912.A.1.2
time period.
Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical
SS.912.A.1.4 Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and
events from the past.
Content Benchmark(s):
SS.912.A.3.2
century.
Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th
Materials:
Copies of graphic organizers and sources
Procedures:
1.
2.
3.
4.
Discuss the Essential Question and ask students to hypothesize possible answers before passing out sources.
Distribute graphic organizers and copies of each source to students.
Model the process of analyzing sources and filling in graphic organizer using the first source.
Have students work with a partner or small group to analyze each remaining source and think about how it helps to answer the essential question,
completing the graphic organizer as they go.
5. Discuss responses and reactions to each source as a class.
6. Have students write their own thesis statement that answers the essential question using specific evidence from the sources.
Extensions:
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Have students write an essay expanding upon thesis.
Have students debate differing interpretations of essential question.
Have students research to find additional sources to support their thesis.
Have students create their own history lab, using a new essential question and different sources.
Name _____________________________________________
Period _____
Date _____________________
SS.912.A.3.2 Examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution
that began in the late 19th century.
Essential Question: Were big business leaders “captains of industry” or “robber barons”?
Source
Main Idea / Message / Important Details
How does this document answer the
essential question?
Source 1
Political cartoon “The
Protectors of Our
Industries,” Puck
Magazine 1883
Source 2
Political cartoon
“What a Funny Little
Government,” by
Horace Taylor, 1899
Source 3
Photograph of Ford
assembly line
Source 4
Illustration of the
Bessemer process
Thesis:
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Source 1 – “The Protectors of Our Industries” 1883
Source 2 – Political Cartoon “What a Funny Little Government”
Source 3 – Photograph of a Ford factory assembly line
Source 4 – Illustration of the Bessemer process