Compressed Zip File
Be sure that you have an application to open this file type before downloading and/or purchasing.
This NO PREP stations activity presents a variety of industrialization topics with visually appealing photo sets. Increase student growth and engagement using fun and effective methods!
After completing this lesson, students should be able to identify the causes of industrialization, how railroad expansion affected the U.S. economy, the role of captains of industry in building big business, and the long-term effects (positive and negative) of the growth of U.S. industries
Students will examine each of the following stations:
1. Industrialization Overview
2. Railroad Expansion
3. Growth of Big Business
4. Captains of Industry
6. Growth of Labor Unions.
The lesson is easily adaptable to fit your teaching style. The following methods have proven to be the most successful in my classroom:
1. Hang the information sheets around the class and have students rotate to each sheet.
- This is my favorite because it gets students up and moving. You can assign the
worksheet that accompanies this activity, or simply have them summarize each
topic as they rotate.
2. Split the students into groups and assign one sheet per group. Have the students read the information sheet and prepare to present the information to the rest of class.
- I assign a number to each group member (number the first group, then start back at
1 for the next group, so that you have multiple 1’s, 2’s, etc. throughout the class) and
after students have had adequate time to prepare I tell them all the 2’s are
presenting. This method motivates students because they don’t know which group
member is presenting until it is time to present.
3. Form groups of 6 and have the students pass around the information sheets.
- I’ve found the best approach for this method is to give students a set amount of
time and then have all students pass their sheets to the right when told.
The versatility of this activity allows for several culminating assessments. Typically, once students have completed one of the methods above, I have them write a journal entry from the point of a factory worker, or a captain of industry. Then, I have students from both sides share their journal entry and we compare the differences. I stress for them to incorporate as much information from the stations as possible. Another activity is to have students decide whether they believe captains of industry were justified in their actions. Then, I conduct a debate in which students can defend their choice.