The+Second+Industrial+Revolution

=**The Second Industrial Revolution**=
 * by Majlinda Dapshi**

Unit Overview
A. the economic impetus provided by the Civil War B. important technological and scientific advances C. the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P.Morgan, John D. Rockefeller, and Cornelius Vanderbilt. A. the growth of big business B. environmental impact C. the expansion of cities
 * Standard:** Industrial America and Its Emerging Role in International Affairs, 1870-1920
 * Benchmarks** as written
 * USII.1** Explain the various causes of the Industrial Revolution. (H, E)
 * USII.2** Explain the important consequences of the Industrial Revolution. (H, E)

Discuss important technological and scientific advances Explain the role of bussiness leaders, entreprenuers, and inventors such as Edwin L. Drake, Alexander Graham Bell, Henry Ford, Thomas Edison, Orville and Wilbur Wright. A. the growth of big business B. environmental impact C. the expansion of cities
 * Benchmarks Adressed in Unit:**
 * USII.I** **/**B
 * USII.I/**C
 * USII.2** Explain the important consequences of the Industrial Revolution. (H, E)

1) Describe how the development of steel processing led to a boom in railroad construction. 2) Explain how advances in oil and electricity improved transportation and communications. 3) Discuss the effects of innovations on the economy and on daily life in the United States during the Second Industrial Revolution. 4) Identify and match the invention to their inventor.
 * Learning Targets:**

How did technological advances change people's lives and affect businesses. Identify, discuss and describe the effects and the developments of the Industrial Revolution. Identify the inventors and their inventions of the late 1800s.
 * Unit Guiding Questions:**

Pre-assessment or diagnostic assessments, formative assessments through collecting samples of students' work and portfolios, evaluations, feedback, quizzes. Rubrics for timeline and graphic organizers. Students will be provided with choices, modalities, and varied activities. They will demonstrate their learning by writing a report, create timelines, posters, or verbal presentations.
 * Assessment:**

Printed Materials: Guided Reading Workbook, transparencies, vocabulary builder activities, vocabulary flash cards, modified worksheets, modified quiz, charts and organizers. Visual Aids: maps, charts, overheads, posters, whiteboard Computer-Based: websites, PowerPoint slide shows
 * Learning Resources and Materials:**

All of my students qualify for special education services and benefit from a highly structured classroom. My classroom consists of 7-8 students with varying learning abilities and styles. As I was reading students' files, evaluation reports, recommendations on classroom strategies from evaluators and previous educators, I obtained these findings: 4 visual learners; 2 verbal learners; 1 visual tactile, 1 tactile. One student has poor decoding and reading comprehension skills, and receives remedial reading services three times a week for 45 minutes each session. My students have low average/average cognitive abilities; they display low levels of motivation and willingness to work in groups and complete all assigned work in a timely and satisfactory manner. Students' disabilities: ADHD/Depression/PDD/PSTD/Bipolar Disorder/ODD. Due to their emotional disabilities and need for constant redirections and academic support, I try to teach for a compact group, by working collaboratively as a whole class, 2 groups of three, and one group of two or 2 individual students ( for individualized one-on-one support). It is very important to manage the social environment of the classroom as sometimes behaviors interfere and interrupt the learning process. The students own their behaviors, however it's my responsibility to create and maintain a safe, learning environment.
 * Individual Student Needs:**

1) What will you learn.... Preview Main Ideas, 2) Daily Bellringer Transparency "If You were there..." Read and discuss the introduction questions 3) Writing Activity - Pick one of these terms: computers, the Internet, cell phones, video games, and describe their importance in daily life. 4) Discuss the Main Idea questions/objectives, then identify places in United States where important events occurred. 5) Critical Thinking: Identifying Cause and Effect(Cause and Effect Posters) for Visual/spatial, Verbal/Linguistic 6) Make and use Cause and Effect graphic organizers 7) Make posters 8)Time Line/ flowcharts 9) Quiz/assessment 10)Create Jingles with the names of each innovator and innovation 11)Identify some inventions from this time period and describe their purposes. 12)Identify some inventors and their inventions. 13) Select an inventor or entreprenuer and explore his contributions to the Industrial Revolution. 14)Powerpoint slide shows 15) Wrap up - slide shows
 * Possible Activities:**

1)Time line to sequence historical events related to Industrial Revolution; 2)Cause-effect graphic organizers/ poster( as a result, because, therefore); 3)Blank outline map of the United States a- to locate and identify places discussed in the section(for all visual/spatial); b- work in groups to share and compare maps; c- select an event from their maps that they feel had a great effect on daily life and write an essay defending their choice- (for verbal/linguistic); 4) Create Jingles with the names of each innovator and innovation and share with class.
 * Application:**

Review with students the main inventions(slide shows); have students complete the Main Idea Activity and complete the graphic organizer.
 * Closure**


 * Lesson:** The Industrial Age

After completing this lesson all students should vocabulary words, the names of of inventions, innovations, and inventors identify inventors, inventions and developments that made significant progress at the turn of century ways in which these advancements promoted the growth of American industry and bussiness.
 * Learning Concepts:**
 * **know**
 * **be able to:**
 * **analyze**


 * Knowledge Demension**
 * factual knowledge
 * conceptual knowledge
 * procedural knowledge


 * Cognitive processes**
 * remember
 * understand
 * analyze
 * create

Besides being familiar with the objectives and the content, I will browse teachers' websites for material that will match my students' reading level, websites for students to go to for reasearch work, and any available enrichment activites. I will also consider students' profiles(how much do they know, what can they grasp easily, what can get skipped or eliminated), their learning abilities(what can they do, what will they do or don't do), and strategies for engagement before I select the activities. My ultimate goal is to make the lesson proactive and interesting, and most importantly, to establish a positive learning environment by maintaining positive behaviors and de-escalating any possible conflict and anticipated behavioral issues.
 * Teacher connections**

__All students should know__
 * What is differentiated:**
 * Content**
 * Vocabulary words: Bessemer process, patents, transcontinental railroad, telegraph, innovation, invention, innovator.
 * People: Edwin L. Drake, Alexander Graham Bell, Henry Ford, Thomas Edison, Wilbur and Orville Wrigh

Most of the students will look up the vocabulary words in the textbook, some will use the vocabulary flashcards(see attached)

Reading material will be differentiated based on students' skill level. Relatively high level students will use the textbook, others will use the modified Guided Reading print out. I will also use visuals such as Powerpint segments to engage both visual and auditory learning modes. Students take notes by using graphic organizers. I will use Scaffolding Instruction(activating prior knowledge, fasciliating engagement, inviting students to contribute their own experiences) __as I want the students to access this essential information:__
 * Describe how oil refining process affected industrial growth.
 * Desribe and analyze how did the Bessemer process affect industry in the United State
 * Discussing the effects of those innovations on Americans' daily lives.
 * Introduce three other innovations: //the railroad, the automobile, the airplane.//Discuss how life was like before these innovatons, and after. Describe the effects of these innovations on Americans' daily lives.
 * Three other innovations were: //the telegraph, the telephone, the typewriter. Di//scuss before and after scenarios for the three innovations. Analyze how these innovations changed both business practices and daily lives.

Based on the students' readiness and learning abilities, students can work as a whole group, pairs, and individuals, however a draft plan will consist of three groups. Student will be grouped based on levels from lowest to highest to complete this Time Line. Group I will complete a Time Line graph that includes: Time-Technology-Inventor; Group II will complete a Time Line that consists of: Time-Innovation-Inventor-Contribution; Group III will complete: Innovation-Inventor-Time-Contribution-Effect.
 * Process**

Students will work in groups to create a time line that lists important technological advances and their inventors. Students will share their posters with classmates. Students will go to their assigned stations to complete the activity. Materials, literature, images and graphs representing inventions, dates, and effects of Industrial Revolution will be at each station.

Anchoring activities: - Trivia questions - magazines, publishings, literature on recent technological advances(automobiles, computers). - word search/crossword puzzles with vocabulary words - silent reading that's content related

All students will create a Time Line. Students may be as creative as they desire. Time lines can be graphics, posters etc. Students may add images, art, rhymes, jingles etc. Group I - Identify at least 5 inventors and their inventions; Group II - Identify at least 5 inventors or entreprenuers and explore their contributions to the Industrial Revolution; Group III - Identify at least 5 inventors, their contributions, and the effects of their innovations.
 * Product**

Writing activity(1/2 page). This is individual work and students can choose to write about one topic. Some students may choose one of the innovations and describe what life was like before these innovations; some students may choose one of the innovations and describe what life was like after the introduction of these innovations; other students may describe the effects of these innovations on Americans' daily lives. I will provide or scaffold assistance as needed to locate information in the text, track their progress, and give feedback. I will also try to monitor students' behaviors, and their "on task" time. There are three quiz forms attached, one for each group of students. Group I will take the modified quiz(attached).

Students may already know some material. Some students may master the objectives more quickly. I will identify students' strengths, and students for whom I have to differentiate: reading material, students who work slower than others and might depend on teacher assisstance, students who work better alone, analytical thinkers, learning styles(auditory, visual, and kinesthetic), and their "buddies". Questions for pre-assessment of Readiness will include but are not limited to: I have already identified students' learning profiles and neccessary accomodations(see Individual Students' Needs) Students might respond better to technology and technological advances, so hopefully all students will get engaged in this lesson. My students are all boys whose interests are video games, computers, music, and sports.
 * What are students' needs**
 * What is an innovation? An innovator?
 * What's the difference between innovation and invention?
 * What do you know about a particular inventor or innovator?
 * What did he invent?

I will engage students in a discussion about technology and technological advances that have occurred recently such as those in automobiles, in computer design and software, health care and lead a discussion of ways in which these technologies help our economy prosper. I will challenge students to think of some inventions that are needed for our modern life. Students may also make predictions about new advances in the future. I will accept all answers. I will provide students with learning choices. Students may work as one group, small group, or alone. The activities will be leveled based on their readinesss and learning profiles.(above activities)
 * How will the students learn**

Students will be expected to show accuracy of the time line, and they must include at least 5 events. The formative assessments will be based on teacher observations, class discussion, note-taking, time-line activity, writing; Time Lines will be assessed based on this criteria: see attached (Rubric#36)
 * How is learning demonstrated**

Some attached forms are listed below.( vocabulary flash cards, modified vocabulary build activity, guided reading strategies, charts and organizers, assessments, and Time Line rubrics).