Goals & Objectives
Students will identify significant Robber Barons (industrialist business men) of the Industrial Revolution using a foldable table/ chart.
After identifying the Robber Barons, students will evaluate their charts and synthesize the information to respond to an exit slip prompt.
After identifying the Robber Barons, students will evaluate their charts and synthesize the information to respond to an exit slip prompt.
California State Content Standards
CA.H/SS.11.2.5: Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
CA.H/SS.11.2.6: Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
CA.H/SS.11.2.6: Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.WH.12.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.WH.12.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Driving Historical Question
Using information the textbook, how did the business practices of late 1800s industrial leaders lead to regulations and unions?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes
Students will be asked an essential question in the form of a quickwrite. Students will be asked: “Should government ever interfere with industry”?
Vocabulary (Content Language Development) ‖ Time: 5 minutes
The instructor will emphasize what a Robber Baron is and that while they may have been philanthropic later in life, their infamy and fortune came about as a result of exploiting workers and being ruthless to their competition.
Content Delivery (Method of Instruction) ‖ Time: 5 minutes
Discussion: The instructor will briefly discuss the Robber Barons and state how they effectively monopolized their respective industries by seizing raw materials and working with their competition to fabricate supply and demand.
The instructor will then introduce a foldable chart that students have to complete as they read select chapters of the textbook. This foldable chart has students identify who the Robber Barons by looking at their respective line of industry, how they controlled the market, how they treated workers, and whether or not they were philanthropic (gave away parts of their fortunes).
The instructor will then introduce a foldable chart that students have to complete as they read select chapters of the textbook. This foldable chart has students identify who the Robber Barons by looking at their respective line of industry, how they controlled the market, how they treated workers, and whether or not they were philanthropic (gave away parts of their fortunes).
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 35 minutes
Pre-reading: Students will be paired in groups of three to four by the instructor. Groups will be formed based on reading ability (each group will have advanced reader and analytical thinkers to assist English learners and striving readers). With regard to actually reading the textbook, each group will choose if they want to read through the 12 pages of reading individually (while filling out their chart) or divide the reading into sections and then discuss each Robber Baron.
During reading: depending on each group choose to read the section, they will be taking notes on either one Robber Baron (essentially become a pseudo-expert on that one industrialist) or writing down information about each Robber Baron. The main goal of this reading is if students decided to individually identify one Robber Baron, then they must discuss their findings with the group in detail after the reading is complete.
After Reading (Think-Pair-Share): Students will work on their foldable chart as a group. The instructor will walk around the room and make sure each group discusses each Robber Baron in detail. The goal of this assignment is to have a broad understanding of early American industry and one can’t establish a broad understanding of American business by simply looking at how one billionaire operated his empire.
During reading: depending on each group choose to read the section, they will be taking notes on either one Robber Baron (essentially become a pseudo-expert on that one industrialist) or writing down information about each Robber Baron. The main goal of this reading is if students decided to individually identify one Robber Baron, then they must discuss their findings with the group in detail after the reading is complete.
After Reading (Think-Pair-Share): Students will work on their foldable chart as a group. The instructor will walk around the room and make sure each group discusses each Robber Baron in detail. The goal of this assignment is to have a broad understanding of early American industry and one can’t establish a broad understanding of American business by simply looking at how one billionaire operated his empire.
Lesson Closure ‖ Time: 5 minutes
Exit slip: At the end of the lesson, the instructor will tell students to keep their foldable and use the information they uncovered to answer the exit slip question.
The exit slip question is “Should government interfere with industry?” Students will this assignment so the instructor can evaluate the exercise as a whole.
The exit slip question is “Should government interfere with industry?” Students will this assignment so the instructor can evaluate the exercise as a whole.
Assessments (Formative & Summative)
Foldable (formative, formal): Students will fill out a chart that has four select Robber Barons already listed. The goal of this assignment is for students to familiarize themselves with the American industry giants of the late 1800s. By completing this assignment, students will not only know about industrialist, but they will also have an understanding of monopolies in industry and how workers were exploited in the late 1800s.
Exit slip (summative, informal): The instructor will assess the class’ understanding of the activity by having them answer a broad essential question that deals with whether or not government should be involved in private sector.
Exit slip (summative, informal): The instructor will assess the class’ understanding of the activity by having them answer a broad essential question that deals with whether or not government should be involved in private sector.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English learners, striving readers, and students with special needs will be paired with advanced readers for this activity. If applicable the instructor will provide English learners with primary language support by presenting them with descriptions on each Robber Baron.
Resources (Books, Websites, Handouts, Materials)
1. Textbook
2. Promethean smart board
3. Primary language support for ELs on Robber Barons (if available)
4. Foldable chart worksheet
2. Promethean smart board
3. Primary language support for ELs on Robber Barons (if available)
4. Foldable chart worksheet
Reading Foldable | |
File Size: | 14 kb |
File Type: | docx |