LESSON PLAN STUDENT A FINAL PRODUCT
TITLE: Induction: The Industrial Age
GRADE & SUBJECT: 7TH Grade, United States History: Civil War to the Present
GOALS: The student will understand the significance of the Industrial Age, the difference
between the first and second Industrial Revolutions, along with understanding the impact of
technology on the American society.
SOL’S:
USII.1 (Skills) – The student will demonstrate skills for historical & geographical
analysis & responsible citizenship, including the ability to:
b.) make connections between the past and the present
e.) evaluate and debate issues orally and in writing
i.) identify the costs and benefits of specific choices made, including the
consequences, both intended and unintended, of the decisions and how people and
nations responded to positive and negative incentives.
USII.2 (Geography)- The student will use maps, globes, photographs, pictures, or tables
for:
b.) explaining relationships among natural resources, transportation, and industrial
development after 1865
USII.4 – The student will demonstrate knowledge of how life changed after the Civil War
by:
b.) explaining the reasons for the increase in immigration, growth of cities, new
inventions, and challenges arising from this expansion.
d.) explaining the impact of new inventions, the rise of big business, the growth of
industry, and life on the American farms.
OBJECTIVE: Students will be able to:
- Identify the Industrial Age and dates of occurrence
- Discuss the First and Second Industrial Revolution, and the differences between the two
revolutions.
- List the major region of the United States which were the powerhouses during the
Industrial Revolution.
WARM UP: (5 minutes)
 Set up power point before students arrive, and write journal questions and
directions on board.
Journal Reflection: (Reflection = 5 minutes)
o Directions: Reflect in your “History Journal” on the question listed below:
o Question 1: “How would the modern world and your lifestyle be different if the
Industrial Revolution did not occur, and as a result there was no electricity,
telephones, cars, etc?”
o Question 2: “List Pro’s and Con’s which exist in today’s society, which resulted
from the inventions which started during the Industrial Revolution. (Opinion).
 While students are reflecting write Pro’s and Con’s chart on the board.
 Pro’s = positive outcomes
 Con’s = negative outcomes
LESSON: (30 minutes)
1. 7 minute Class Discussiono Guiding question - Ask students to gave their pros of the Industrial Revolution
(Fill in chart on board with students’ results.)
o Guiding question - Ask students to give their con’s of the Industrial Revolution
(Fill in chart)
 Give feedback on the pro’s and con’s each student shares.
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Discuss: Guiding Questions:
Is there more Pro’s or Con’s?
Why do you think one group resulted in more?
Yes, there are cons about the Industrial Revolution; however, do you think our economy
and/or world would be like it is today if the Industrial Revolution did not take place?
Why or why not, explain your reasoning.
 Transition Statement – “Now we have discussed the positive and negative effects,
and made connection between the past and present, let’s learn more about the
Industrial Age and exactly what took place.
2. Lecture ( 23 Minutes )
 Have students take notes
 Power point
Slide 1 – Industrial Age & Dates
 Industrial Age Early 1800’s until the 1900
 Two focus First Industrial Revolution – early 1800’s – 1876
 Second Industrial Revolution – 1876-1900
 The Industrial Revolution – gradual process by which machines replaced hand
tools.
 The Industrial Revolution changed our societies from a mainly agricultural
society to one which industry and manufacturing was in control
Slide 2 – What took place in the first Industrial Revolution?
 Less advancements and technological change than what took place in the
Second Industrial Revolution
 Advancement which took place were focused around the farming industry
– Eli Whitney – cotton gin – allowed for cotton to be gathered at a quicker
pace, which allowed for more production.
Slide 3 – What took place during the Second Industrial Revolution?
 Technological advancements – touch on Thomas Edison – invented the
light bulb which lead to advancements in electricity, which in return
allowed Industries and machines to thrive
 Social Change (Booming industries and technological innovations
established great cities and economic security for a new middle class. Big
Business developed during this time period )
 Cultural Problems began to arise (Labor Strikes and Labor unions formed,
Struggles which came about for an average industrial worker.)
Slide 4 – SMARTBOARD INTERACTIVE GAME – (5 minutes) – have individual students
come up to the smart board and drag the correct characteristic to either the First or Second
Industrial Revolution.
Slide 5 – Growth of the Cities –
 Describe why people began to move to the cities (moved to the cities to
look for work. New industries and inventions drew people to the city
looking for job in the factories.)
 North Eastern U.S was the powerhouse during the industrial revolution.
o New York
 “Railroads formed the cornerstone of the new industrialized economy.
They ferried raw materials, finished products, food, and people across the
entire country in a matter of days instead of the months or years it had
taken before the Civil War.”
Slide 6 – Graph to show movement: Class Discussion (5 minutes)
Guiding Question:
- “What do you notice about the urban population compared to the rural population?”
- “What do you think lead to the increase in Urban population?”
 “As the Industrial Revolution began to swing into full force, the new inventions
lead the workforce from rural farming areas to factories in the cities. As a result
more and more people were drawn to the cities looking for work in the factories.”
Slide 7 – Conclusion slide
 Make sure students understand, over the next couple of weeks they are
going to discuss:
 Invention which took place during the Industrial
Revolution and the big business which rose from the
innovations.
 Famous people who contributed to the Industrial
Revolution
 Labor movements.
 Innovation = improvements or advancements.
Transition Statement – “Now you are more familiar with the Industrial Age and its relevance,
please pull out your “History Journals” for an in class assignment.
 While students are getting history journals ready, handout directions to
writing activity.
ACTIVITY: (10 minutes)
Directions – in your history journals please respond to the following question:
Question: If you could live during the Industrial time, would you rather live in the
first or second Industrial Revolution? Explain why you choose the revolution you
did, give reasons.”
ASSESSMENT:
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
You have the choice between writing a paragraph, a poem, or drawing a
picture.
Picture and poem must include explanations as well.
If you choose a picture, you must include some text to explain you
picture.
Place name and date in top right corner
Glue into your “History Journals and turn in end of the class period.
Responses are turned in for a grade
Collect students history journals
Students will be assessed on their response to the activity “If You Were
There”
Students will receive up to 5 points for activity
CLOSURE/ SUMMARY: (3 minutes)
Students will be notified to stop work with 3 minutes left in class.
“3 things I would like you to take away from the lesson today include: “
 1. The Industrial Revolution came in two phases the First and Second
Industrial Revolutions, the revolutions changed the way products were
made, from handwork to machines.
 2. The Industrial Revolution changed the workplace from the cottages to
factories.
 3. Lastly, there was a massive immigration from rural areas into the cities,
because many where looking for work.
ACCOMMODATIONS:
For those students who need special accommodation, due to visual impairment I would
print out a copy of the power point and allow them to move seats if needed. For students with
reading and writing disabilities I would allow them to have more time to finish the in class
journal assignment. The student would have the choice to come in early, during lunch, and or
take the assignment home to finish as homework. I will provide each student with a copy of the
activity and directions.
MATERIALS:
- Industrial Revolution power point
- Computer to store power point
- Student Journal
- White board to write directions/ assignment on
- Projector to display power point
ESTIMATED TIME:
- Warm up – 5 minutes
 5 minutes for journal response
- Lesson – 30 minutes
-
 7 minutes for discussion
 2 minutes of power point lecture
In class journal response – 15 minutes
Closure/ Summary – 3 minutes
Total = 55 minutes
Resources:
Deverrel, Book. Austin, Texas: Holt McDougal, a division of Houghton Mifflin Harcourt
Publishing Company. 2008. Print.
Name: __________________________
Date: ____________________________
If You Were There…
Directions – in your history journals please respond to the following question:
Question: If you could live during the Industrial time, would you rather live in the
first or second Industrial Revolution? Explain why you choose the revolution you
did, give reasons.
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Answer on left side of your History journals
Write about a paragraph, pictures and poems can be less.
You have the choice between writing a paragraph, a poem, or drawing a
picture.
Picture and poem must include explanations as well, and relate to the
topic (no credit will be given for irrelevant material.)
If you choose a picture, you must include written text to explain your
picture.
Place name and date in top right corner
Glue the activity sheet in the right side of your History journals and turn
in end of the class period.
Responses are turned in for a grade