Teachers:

Mrs. Anna Rojas

Subject: 7th Grade Social Studies

Standard:
Strand 1 AH- Concept 7 PO 1 & 2
Emergency of the Modern U. S emigration positive and negative effect, Industrial Revolution, Relationship
between industrialization and immigration, impact of industrialization urban, factory condition, union s and
influences of big business, Progressive Era
Strand 2 WH- Concept 6 PO1,2
Age of Revolution Innovations and Inventions and how it affected the Western World

Objective (Explicit):

Students will apply their knowledge of Industrial Revolution and how they connect to the Child Labor laws that are
used today by participating in a factory like setting activity.

Evidence of Mastery (Measurable):

1.)
2.)
3.)
4.)
5.)

Did children have to work during the industrial revolution?

Were children in that time forced to go to school like they are now?
How were the working environments?
Did the children workers get paid well?
Did the Child Labor Laws help children today?

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will know how the Industrial Revolution started after the Civil War and helped to shape America, however
poor working environments led the way to many new laws that are still enforced today(i.e., Child Labor Laws).

Key vocabulary: Industrial Revolution, factory lines,

Materials: Guided notes to summarize the power point

working environments

article, blouse activity items; paper, scissors, tape, markers

Opening (state objectives, connect to previous learning, and make relevant to real life)

Students we have already learned about the Industrial Revolution are how it changed America. Today we are
going to go deeper in the factories are learn about the children who had to work and what the conditions were
like for them. Lets quickly review the kind of inventions and factories were taking place during that time?

Teacher Will:

Instructional Input

Students what are you going to do?

Student Will:

Students will work on guided notes followed by creating

factory like womens shirts.

Teacher will walk around the classroom to

monitor students work and answer questions.

Differentiation Strategy--

Guided Practice

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?

Teacher Will:

Student Will:

Students will be instructed to stay in their rows for

the activity. Students will be given a series of
instructions:

Students will read on Child Labor during the Industrial

Revolution and participate in factory-like work.

Students will need to stay in the table rows to do this

activity. If there are open seat students will need to

fill the seats with the students in the back. At least 5
full rows with 6 students in each row will be needed.
1st student will be given a stack of papers with a shirt
printed on it and they will need to cut out two at a
time and then pass it to the next student on the right.
2nd student will need to tape the two sheets together
then pass it to the student on the right.
3rd will outline the heart on the front of the shirt, then
pass it to the student on the right.
4th student will color the heart, then pass it to the
student on the right.
5th student will outline the heart on the back of the
shirt and then pass it to the right which would be the
last student.
6th student will color in the heart on the back which
would complete the shirt.

2 students will be chosen by the teacher and they will

act as factory floor supervisors along with the teacher
as the factory owner and will be simulating the harsh
factory and subjecting them to difficult condition and
destroying unsatisfactory work.

This activity will continue for 10 minutes and the

group with the most completed shirts will win a
prize.

Before starting I will ask a series of questions to

check understanding:
Who is your group?
Do you need to move your desks?
Who will go first?

What do you need to do by the question?

Differentiation Strategy

Independent Practice

Accommodation/ Modifications: This activity can be used for sequencing, listening skills, auditory procession,
and multiple intelligences. If there are any students who cannot stand and do these activities, they are to still
participate in the factory line work while sitting down
Teacher Will:

Student Will:

Students will be given a guided note work sheet to

summarize the Child Labor Law with facts such as
who, what, when , how.

Students will fill out guided note summarizing work sheet.

Students can help each other out once giving support.

Closing/Student Reflection/Real-life connections:

After the 10 minutes are up I will raise my hand as the signal that the time is over. I will begin with a series of questions
to check for understanding by calling on students. We will continue review by asking questions like:
Briefly explain the Child Labor Laws?
Why do you think the laws were created?
Do these laws affect you students today and how?