ACP Lesson Plan Template

NAME
DATE

Zac Cokely
October 6

DAY OF WEEK

Thursday

COURSE

World History

PERIOD(S)

2,3

UNIT TOPIC
LESSON TITLE

Industrial Revolution
Urban Planning Project

LESSON OBJECTIVES Issues of the Industrial Revolution, Causes of the

Industrial Revolution, Solutions to the problems of the Industrial Revolution.
ESSENTIAL QUESTION (TPE 1,8,9,11,12)
How can we fix the problems of the Industrial Revolution?
CCSSELA: with Numbers of standard and details of standard. (one of how many you use)
CCSS.ELA-LITERACY.RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary
sources.
INSTRUCTIONAL OBJECTIVES
Students will be able to Create goals to solve the problems of the Industrial
Revolution in 1890s New York
INTRODUCTON (TPE 4,5, 8, 9)
Anticipatory Set/Warm-Up: Approximate Time Noted 10 min

Students will bring the list of 20 things they do each day to class. This was the homework from
the day before and can be anything from waking up, to taking a shower, to eating. They will
partner up and for each activity that one student says, their partner must say what, if anything,
requires regulation or government organization/programs. For example, waking up requires an
alarm clock which requires electricity. Electricity is regulated by the government.

BODY OF THE LESSON (TPE1, 4,5,6,8,9,10)

Direct Instruction: Approximate Time Noted 22 min

Students will get an instruction to help them with the idea of reform. I will give them insight on
how they will fix the problems of the industrial revolution by implementing strategies that we see
today. I will give them examples of government regulation (electricity example) and show how
these reforms are all around us. Students will pair share how they think things would be different

if the government did nothing when it came to regulating business. They should be able to take
the problems of the Industrial Revolution and be able to understand that they would only become
worse with time and that we could not live the way we do today.

Guided Practice: Approximate Time Noted 20 min

The students will then be able to get into their groups and work on their project. They will
pinpoint 10 goals for their city to fix the problems of industrialization. Each group of 3 or 4 will
thoughtfully come up with these goals to best suit the people of New York. They must think, not
only what they would want as citizens of this city, but also what will regulate the big businesses
and how will it affect these businesses. They dont want to discourage their economy, but also
dont want to encourage them to exploit the people.

CONCLUSION OF LESSON: (TPE 4, 5, 6, 9, 10)

Lesson Closure/Summary: Approximate Time Noted 5

Students will respond to the prompt: Can there be too much regulation? What might happen to
businesses? After the students have made their goals, it will be important for them to think of the
converse affect of regulation on these companies. If their goals hinder the development of
industry, it can stymie the growth of the city. By the end of the day, they should understand that
it is a delicate balance between under regulation and over regulation.

ADAPTATIONS (TPE 6, 7)
The students will be strategically paired. In addition, they will be given specific examples
that are printed out and given to students. This will give students clear examples and
help them get to the next step. I will spend time with each group and give them help, but
groups that struggle will get specific attention and extra guidance.
ASSESSMENT (TPE 2, 3)
The introduction will be the most important part of the lesson. This will be the bridge
from the problems of the industrial revolution to the solutions. If students understand
this concept they will have a much clearer understanding of how to create their goals.
Their goals should surround the idea of making the society of 1890 like that of todays
with as few regulations as possible. Students should use their goals as a tool to create
the type of city they would feel comfortable living in.
MATERIALS NEEDED
Instructions. Examples.
REFLECTIONS/EVALUATION (TPE 11,12)
What do you anticipate as a problem, concern, or stumbling block for your students? By
thinking ahead, you have eliminated classroom management problems, as much as
possible. Proper planning prevents poor performance.
The main problem i can see from this lesson is students struggling to understand how
the government regulates business. They may take for granted everything that they see
and could have a very limited view on how government really influences our daily lives.
In this case, I will need to provide specific examples to the whole class and possibly walk
them through a goal that I have created to get them thinking.