American Industrial Revolution Lesson Plans

Fifth graders examine and research a major region of the Unites States in groups of four. In addition, they locate the states, capitals, mammals and two bodies of water or mountain ranges found within their region. After the research, they create a short play or story acting and taking their mammals through a journey through their region.

Learners in an ESL classroom are introduced to the contributions of the Filipinos to the United States. In groups, they research the history of the Phillipines including its culture, climate, and economy. They discuss the varoius waves of immigration from the country to the United States and state the reasons why they would leave the Phillipines. To end the lesson, they compare and contrast the Filipino immigration experience to those of Mexico and Puerto Rico.

Students participate in a discussion about why people come to the United States, benefits and complications for both immigrants and the country, and their opinion on immigration. Given a list of both fiction and nonfiction books about immigration, they choose one to read and write a review of the book once they have completed.

Learners who live in the inner city are introduced to the four corners region of the United States. In groups, they examine how the region differs compared to where they live and their culture. They develop maps of the area and locate landmarks of the area. To end the lesson, they research the contributions of the Native American groups of the four corners region and examine artifacts.

Students explore what life was like during the Industrial Revolution.  In this United States History lesson, students analyze a specific job then complete a webquest about that job.  Once their research is complete, students work in groups to discuss their findings and develop an opinion about which job they think was the worst.

Learners explore the United States. For this research lesson, students gather information about the 50 states such as state symbols, population, government, culture and history. Learners also make a budget to plan a trip to each region.

Students research daily life, industries, and the political situation along the United States/Mexico border. They conduct research to research what it might be like to live at the border and the controversies surround US government policies.

Students discuss their ideas about alliances and ally. They examine the competition between the United States and Venezuela. Using the New York Times, they search for examples of geopolitical alliances. They write a persuasive essay in support of either the United States or Venezuela.

Tenth graders examine the reasons and motives for immigration to the United States during the late 19 th century and the early 20 th century. They investigate and analyze the geographic factors that changed the face of society in America.

Tenth graders role-play a person living in the United States during the 1890s. Students research their role using focus questions about daily life, including standard of living.industrialization. They have the opportunity to demonstrate their understanding by sharing their answers with the class.