Teacher: Michelle Hochmuth School: Hackett Middle School
Grade: 8 U.S. History Time Period: 43 minutes
Unit: Industrial Revolution
Lesson Topic: Station Activities
Lesson Objectives:
1. Students will review and discuss primary and secondary sources through station activities focused on different perspectives from the Industrial Revolution and summarize their findings.
New York State Standards:
Standard 1, Intermediate 2, Key Idea 2: Students will investigate key turning points in New York State and United States history and explain why these events or developments are significant.
Standard 1, Intermediate 3, Key Idea 2: Students will gather and organize information about the important achievements and contributions of individuals and groups living in New York and the United States.
Activities:
1. Students will complete the P.O.D: (3 minutes)
Explain why immigrants settled in cities.
Ans: Immigrants settled in cities because they wanted to live close to people that spoke their own language, they needed factory jobs which were located in the city, and they had access to public transportation.
2. Students will be broken into pre-determined groups of 3 or 4. Students will be assigned
roles: Leader, Task Identifier, Time keeper, Recorder.
a. Students will be explained what each role entails and descriptions will be written
on the board (5 minutes):
i. Leader: You will make sure your group is staying focused on the task and
not getting side tracked.
ii. Task Identifier: You will read the directions OUT LOUD to your group
at all stations so everyone knows what needs to be completed.
iii. Time Keeper: You will make sure your group is using their time wisely
and you will keep your eye on the clock.
iv. Recorder: You will write down the groups ideas and answers where
needed. You will NOT be answering all the questions on your own.
b. Students will remain at the same desks throughout the stations activities.
c. A countdown stop watch will be projected onto the board showing how many
minutes are remaining for each station.
d. Groups will receive a folder and will be instructed to write all group members
names on the folder. This will be used to collect all work from the stations
activities.
3. All students will begin with station 1 (Factory life).
a. A projected video on the Triangle Shirtwaist Factory fire will be shown to the
whole class. (6 minutes)
b. Following the video, students will be given the first Station Folder with the
activities inside. (13 minutes)
i. The Task Identifier will read the directions to the group for the
station activity.
ii. As per the instructions, the group leader will read the specified
information.
iii. The recorder will copy down the ideas of the group to complete the
activity.
c. Group activities will be placed in group folder when time is up.
d. Stations Folders will be collected.
4. All students will be given the Station Folder for Station 2 (City Life) (13 minutes)
a. The Task Identifier will read the directions to the group for the station activity.
b. As per the instructions, the group leader will read the specified information.
c. The recorder will copy down the ideas of the group to complete the activity.
d. Group activities will be placed in group folder when time is up.
e. Group and Stations Folders will be collected.
Teacher: Michelle Hochmuth School: Hackett Middle School
Grade: 8 U.S. History Time Period: 43 minutes
Unit: Industrial Revolution
Lesson Topic: Station Activities
Lesson Objectives:
1. Students will review and discuss primary and secondary sources through station activities focused on different perspectives from the Industrial Revolution and summarize their findings.
New York State Standards:
Standard 1, Intermediate 2, Key Idea 2: Students will investigate key turning points in New York State and United States history and explain why these events or developments are significant.
Standard 1, Intermediate 3, Key Idea 2: Students will gather and organize information about the important achievements and contributions of individuals and groups living in New York and the United States.
Activities:
1. Students will complete the P.O.D: (3 minutes)
Explain what native-born Americans might fear about immigration.
Ans: Native born Americans might fear immigration because they thought immigrants would take jobs away from Americans or that immigrants would do the same work for less. Also, they did not want new cultures blending into the American culture, which happened when immigrants began to assimilate.
2. Students will be broken into the same pre-determined groups of 3 or 4 from Day 3.
Students will be assigned different roles than Day 3: Leader, Time keeper, Recorder, and
Task Identifier. Students will be explained what each role entails and definitions
will be written on the board again (5 minutes).
a. Students will remain at the same desks throughout the stations activities.
b. A countdown stop watch will be projected onto the board showing how many
minutes are remaining for each station.
3. All students will be given the Station Folder for Station 3 (Big Business) (15 minutes)
a. The Task Identifier will read the directions to the group for the station activity.
b. As per the instructions, the group leader will read the specified information.
c. The recorder will copy down the ideas of the group to complete the activity.
d. Group activities will be placed in group folder when time is up.
e. Station Folders will be collected.
4. All students will be given the Station Folder for Station 4 (Inventions) (16 minutes)
a. The Task Identifier will read the directions to the group for the station activity.
b. As per the instructions, the group leader will read the specified information.
Group leader will assign inventions to group members
c. Each group member will write about their assigned invention and another group
member will double check the work.
d. Group will decide the order for the time line and recorder will glue the invention
cards to the construction paper.
e. Group activities will be placed in group folder when time is up.
f. Group and Station Folders will be collected.
Assessment: Group Folders will be graded on a 25 point scale for each station completed. Students that were absent will be assigned make up work in place of the station activities.