CEP Lesson Plan Form

Teacher: Mr. Wollert

10/21/16
School:
Grade

Montrose High School

Content Area: Social Studies

Date:
Grade Level: 10th-12th

Title: Big Business During the Industrial Revolution

Lesson #:_6_ of __

Content Standard(s) addressed by this lesson:

directly from the standard)

(Write Content Standards

Content Area: Social Studies

Grade Level Expectations: High School
Standard: Economics 3b.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

Students will keep considering what a monopoly is, and the impact that it had on small
businesses and workers.

Questions to ask are, how will this impact the labor force? Is this beneficial to learn?
How can I make monopolies relatable to today?

Concepts and skills students master: (Understandings, Big Ideas, Unit

objectives)

1. Productive resources are scarce, therefore, choices on how individuals, business,

governments and societies allocate these resources.

2. Explain and interpret monopolies as they impact small business and the average worker.
How will this impact the near future during this time period?

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)

Every student will be able to:

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CEP Lesson Plan Form

Every student will be able to correctly define the term monopoly, as well as relate the term to the
Industrial Revolution. In doing this, students will be able to identify and relate Industrial Era
monopolies, to monopolies today.
I can: Provide students with the necessary information that they need to be

able to correctly identify monopolies during the Industrial Era, as well as

identify current monopolies and big business owners.

This means: That I as a teacher must make my learning target clear, and

also make sure that I hit all of the main points that I intend to, so that
students understand and can take part in the in class activities. This will
create a positive learning environment, as well as high engagement.

Assessment of Evidence Outcomes:

I will assess the students in a multitude of ways. I will pass out a worksheet in which they will
use to analyze two separate political cartoons of this time period. By filling out this worksheet,
students will show that they fully understand big business during this era, and how powerful
some business owners became.

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CEP Lesson Plan Form

Planned Lesson Activities

Activity Name

Big Business During the Industrial Revolution

Approx. Time

I expect this class to last for 1 hour and 40 minutes.

Anticipatory
Set

My hook activity is one that is interesting because of how it involves current people and businesses that the
students know.
I begin by showing modern day big business people on the Apple TV. I then ask the students who they
are, and how they made their fortune.
Next, I show big business people from the industrial era, and ask the students to identify who they are.
Lastly, I have the students make the connection of how people from the past, are related to people
currently, and how they made their fortune.

Teaching/
Presentation:
(Select the most
appropriate
teaching model.)
-direct
instruction
-presentation
model
-concept
teaching
-cooperative
learning
-inquiry

Class Layout
1 Hour 40 Minutes
Classes 1,3,4
LT: Students will be able to define monopoly, as well as identify big business owners during the Industrial
Revolution.

I begin class by introducing the hook activity, in which talks about current big business people,
compared to Industrial Revolution big business people. This introduces the days lesson, as well as
making the lesson more relevant to today. (15 min).
Next, I will write the word monopoly on the board, and ask the students what this means. I will give
them individual time to come up with an answer, as well as write down what monopoly means to them
in their own words. (5 min).
Once students understand what the term monopoly means, I will then ask them to think about current
monopolies. This will be good because it allows the students an opportunity to think about current
situations. I will then write what the students come up with on the board, in which they can see just how
many there are. (10 min)
The next step in my lesson is to show and use a power point on big business during the Industrial

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Revolution. As I talk about and go through the PowerPoint, students will be taking notes. (20 min).
Once I am finished with the PowerPoint, I will move on to my political cartoon section of the class. I
will begin by asking students if they know how to analyze a political cartoon. Once I ask this, I then tell
them to open their textbooks to a certain page with a political cartoon on it. Once students are on the
page, I then analyze a cartoon with them, so that they know how to correctly do so. (10 min).
For the last part of class, I will have students analyze the two political cartoons that I have put on
Google Classroom. I will circulate the room during this activity to answer any questions that the
students might have. (35 min).
The last five minutes of class will consist of me collecting the Cartoon Analysis worksheets, as well as
answering any questions the students may have. (5 min).
Throughout the entire time the students are working on their Cartoon Analysis worksheets, I will
circulate the room, periodically stopping to help students who have questions. I will briefly stay to help
and give praise to the students, as well as use other questions to solve their problem but also not directly
giving the students the right answer.

Teaching
Strategy:
Guided Practice
&
Differentiation

Teaching
Strategy:
(Independent
Practice)

For independent practice during this lesson, I will make sure to give the students enough time to finish
the worksheets. If students did not finish in the time given, the work will then become homework, in
which they can bring back next class. This will allow them to work on their own, as well as problem
solve without my guidance.

Closure

To close out class, I will monitor the room to see just how far the students have gotten on their
worksheets. It is at this time that I collect the worksheets that are completed, and announce that any uncompleted worksheets will be homework and turned in at the beginning of next class.
Lastly, I will ask the students if they have any questions about the days lesson. By doing this, I can
make sure that nothing was too confusing, as well as create a solid base with how the students felt about
the lesson.
Materials:
IPads
Apple TV

Materials

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CEP Lesson Plan Form

Accommodatio
ns
&
Modifications

Assessment

Laptop
Whiteboard
Textbook
Cartoon Analysis Worksheet

-If the activity is too difficult for a student, I will continually check up on their progress, and if issues arise, I
will help that student while others are doing work asked of them.
-If the activity is too easy for a student, I can also ask them to help me with the students who are struggling. By
doing this, not only is every student being helped, but we are saving time as well.
-Often during my American History R1 class, I must provide a specific student with an online version of the
daily activities, since they are unable to write by hand, but is still able to type the information being learned.

To record proper assessment, I will take the completed worksheets and review them before the next
class. This will give me a good level of understanding of where the students are at, as well as their grasp
of the material being taught.

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CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
During the lesson, I felt that objectives were very much achieved. During the hook
activity, students were very engaged in the ideas being taught, and the class response was
very positive. I feel as though by including current big business people, the students
automatically became interested in the topic. Also, during the PowerPoint presentation,
each student appeared to be taking very good notes, and engaged in what was being
taught. The worksheets too seemed to go very well. Although, I must say that it was a
good thing that I showed the students how to analyze a political cartoon because the
majority of the class was not exactly sure how to. However, the students seemed to grasp
the content very quickly, and I was rather impressed by the completed Cartoon Analysis
worksheets.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
Although the lesson was very productive, I feel as though in the future I will make a few
changes to the lesson. My first being that I would spend a little more time on the term
monopoly. I feel as though students understood this term very well, but that a few more
minutes on the topic would be beneficial for students to learn as they move on to
economics classes. Another change that I would make would be to slow down while
presenting the PowerPoint. I felt as though many of the students were rushed as I went
through the slides, which may have led to them not grasping all of the material that they
needed to. Although these are changes that I will make in the future, I still feel as though
the lesson was very positive.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
As we move forward as a class, I envision the class to learn about inventions during the
Industrial Revolution. This will be a both fun and interactive lesson, in which I am
planning on using QR codes for the majority of the learning. This will get the students
moving around the room instead of sitting for an hour and forty minutes. Also, it will be
important for students to learn about because they must know the impact of these
innovative inventions, and how they will change the future. I am very excited for this

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next lesson, and generally curious about how the students will respond to the use of QR
codes.

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CEP Lesson Plan Form

Direct Instruction
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Demonstrate or list
the task analysis of
the skill or procedure
(i.e., define precisely
what the learners
need to do)
Describe or
demonstrate your
modeling of the skill
or procedure.
Describe or
demonstrate guided
practice including the
second (or third)
example and then
address your method
to check for
understanding (i.e.,
how you assess
student learning
before moving to the
next stage). Include

Presentation
Model
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Concept Teaching

Describe or
demonstrate an
advance organizer.

Describe or
demonstrate all of
the critical attributes
of the concept,
identify the class or
category to which the
concept belongs.

Describe, picture or
demonstrate learning
materials and
activities specific to
the options of this
model (e.g.,
explaining links and
examples; ruleexample-rule;
signposts and
transitions). Two or
more of the teaching
and learning
activities are rich and
engaging.
Describe, list or
demonstrate one or
more questions, or a
discussion structure

Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.

Describe or
demonstrate a clear
progression of
examples and nonexamples; deduction
is illustrated through
the early definition of
the concept;
induction is
illustrated through
definition of the
concept late in the
activities.
Describe or
demonstrate the

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Cooperative
Learning
Describe or
demonstrate the
lesson introduction
including how you
establish set (i.e.,
prepare students to
learn) and how you
share the lesson
outcome.
Describe or
demonstrate the
assessment methods
you use to determine
the academic
progress of EACH
student in the class
(i.e., make each
student individually
accountable) and
how you assess the
social and/or
interpersonal skills
identified for
acquisition or
practice during the
lesson.
Describe or
demonstrate the
grouping
arrangement and
the ways in which
you promote positive
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Inquiry
Describe or picture
the instructional
materials and
resources you use to
reveal their
creativity,
functionality, and
appropriateness to
the question(s)
posed.
List the specialists
and field experiences
you included.
Describe or
demonstrate how you
inspire curiosity on
the part of your
students. Describe or
demonstrate your
review of classroom
guidelines for social
and/or interpersonal
skills
Describe or
demonstrate how you
prompt investigative
processes. Reveal
how you facilitate
your students efforts
as they propose how
to gather information,
study, craft an

CEP Lesson Plan Form

examples of
feedback you provide
for correct and
incorrect student
responses.
Describe or
demonstrate your
method of
independent
practice.
Two or more of the
teaching and learning
activities during
guided and
independent practice
are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g., a
quiz, ticket-to-leave,
etc.).

you provide to
extend your
students thinking on
the content.
Describe or
demonstrate how
your students
demonstrate their
learning. Address
assessment methods
during instruction
(i.e., checking for
understanding), and
after instruction (e.g.,
a quiz, ticket-toleave, etc.).

assessment
processes you use to
test for acquisition of
the concept at key
points during the
presentation of
examples and nonexamples.
Describe, list or
demonstrate one or
more questions, or a
discussion structure
you provide to
extend your
students thinking on
the concept.
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or
demonstrate how
your students
demonstrate their
learning after
instruction (e.g.,
students summarize
their definition of the
concept orally or in
writing, etc.).

interdependence
between group
members.

experiment, observe
and/or conduct
interviews.

Describe or
demonstrate the
instructional
materials and
resources; address
resource
interdependence as
necessary.

Write or demonstrate
a sample question
through which you
assist students to
make connections
and/or discover new
knowledge

Describe or
demonstrate your
directions for group
formation,
rearranging furniture
(If necessary) and
how
materials/resources
are distributed.
Describe or
demonstrate the
expectations for
demonstration of
interpersonal and
small group skills
Two or more of the
teaching and learning
activities are rich and
engaging.
Describe or

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Summarize or
demonstrate your
method to help
students share their
new ideas with
others. Possible
formats include a
panel discussion, a
debate, a gallery
walk, a science fair,
etc. Frame or
illustrate two
questions during
which you assist your
students to discuss
the conclusions they
can draw from their
collective effort.
Describe or
demonstrate two or
more teaching and
learning activities
that are rich and

CEP Lesson Plan Form

demonstrate your
method to check for
understanding (i.e.,
a description of how
you will assess
student learning
academically and
socially) as you
circulate among the
groups as well as the
feedback you
provide.

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engaging.
Reveal how you
promote reflection.
Share one question
that may prompt
students to reflect on
the process they
followed; share a
second question that
prompts students to
identify new
questions that arose
from this lesson.

CEP Lesson Plan Form

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