Grade, Subject: 11th Grade, US History

Unit Rationale: Understanding the period of industrialization and the rise of

immigration are crucial to the major changes of the 19th century of the United
States.
Lesson Title: Industrialization and Immigration Introduction
Essential Question(s): What contributed to the rise in immigration and
industrialization in early 19th Century United States and what were the effects?
Primary Concepts: What is Immigration and Industrialization? How did they
influence the changes in the United States?
Lesson Objectives/Learner Outcomes: ESWBAT (Every student will be able to)
Analyze and describe the how themes of Industrialization and
Immigration are related and influenced this period of United States History.
Materials: Projector, Computer, Smartboard, PPT, Legos
Developmental Sequence:
For the Board: AGENDA
Peer review
Introduction to the Industrial Revolution and Immigration
Legos
Anticipatory Set: Students will get with the classmate who they exchange
papers with and review recommended changes and suggestions.
Body of Lesson: Intro PPT (20 min) Students will take note on what the
industrial revolution introduction PowerPoint.
LEGOS: Craft to Factory (30 min) Students will participate in a
simulation of the craft system and factory system.
1) First, I will introduce the ideas about the craft system: Before the
Industrial Revolution, most goods were created by hand by craftsmen classified
into three categories: apprentice, journeyman, and master craftsman. A master
craftsman was a person who had mastered all the techniques and skills of a
given craft. After many years of practice, he was regarded as an expert who then
passed along his knowledge and skills to apprentices, young boys who spent
many years under his direction. A journeyman was a craftsman who had
completed apprenticeship but did not yet have the experience or skill to be
designated a master. A craftsman knew the whole process of creating an object;
for example, each woodcrafter knew
how to create a chair from start to
finish.
With the advent of the Industrial Revolution, the job of creating an object
became broken down into many steps, each of which was done by a different
person. In the case of the
wooden chair, one person might lathe the legs,

another would create the seat, another would make the arms and back, and all
the parts would then go to yet other people who would
assemble them. The
advantages were that single tasks could usually be done over and over
faster than when one person did everything start to finish.
2) Students will simulate the craft system buy making assigned products
with different jobs \ at each table (table 1&2: blacksmith creates horseshoes,
tables 3&4, shoemakers, create boots, tables 5&6, seamstresses, create
sweaters, tables 7&8, leatherworker, create horse saddles). One person in each
category (shoemaker, blacksmith, seamstresses, and leatherworkers) will be a
Master Craftsman, one at each table will be a journeyman and the rest shall be
apprentices. The master craftsman will decide how each thing will be made with
the legos provided, however, each individual must create the final product
entirely from start to finish (No Division of Labor). Students will have 10 minutes
to make as many of their products as possible. How many did each group make?
3) Now we will simulate the factory system. The master craftsman will
become the factory foreman and will be instructed to divide labor creating an
assembly line style factory. The students will again be given 10 minutes to make
as many as possible.
Closure: (10 min) Discussion: What system was more efficient? What
allowed for the factory system to work? (railroads, denser populations, etc.)
What is lost in the factory system? What is gained?
Homework: FINAL DRAFT OF PAPER.
Assessment:
Formative: Informal assessment during discussion.
Summative: UNIT 4 Test &
Accommodations/Modifications: N/A
Resources: PPT from U.S. History team. Lesson idea from University of
Massachusetts Lowell Graduate School of Education; heavily modified.
Relevant MN and NCSS Standards:
MN Standard: 9.4.4.19.4 & 5
NCSS Standard: TIME, CONTINUITY, AND CHANGE
Social studies programs should include experiences that provide for the study of
the past and its legacy.