Teacher	Mrs. Rakeman
Grade Level	9^th
Subject Area	Social Studies – US History
Lesson Description	Industry and Quincy History – Lesson 2
Essential Questions	· How did industry in Quincy change over time? · How was the change reflected in the demographics?
Enduring Understandings	· Natural resources were the backbone of Quincy’s industries. · Immigration can be heavily influenced by industry.
Objectives	· Students will utilize articles in local newspapers and historical information to create a timeline of events for their industries · Students will locate historic industrial sites on a map and first hand accounts of workers · Students will write and give a persuasive/motivational speech
Standards	USI.27 – Industrial growth in antebellum America 3.14 Language Arts – Oral presentations
Lesson Activities	In groups, students will create an industrial timeline for a selected industry including 5 important dates Students will locate their industry’s primary region (s) in Quincy on the previously provided maps Day 4 HWK: Each student must research an industrial area and the people who worked there and bring in one fact and source info Students will locate a newspaper advertisement or article about selected industry as well as info on who worked there Students will produce a persuasive advertisement for new immigrants coming to work in their area during the 1800’s Day 5 and 6 HWK: Research and work on advertisement Students will write and perform for class a speech motivating new immigrants to come and work in their industry Day 7
Materials	Library time Examples of articles/ads for industry in Quincy newspapers Rubric for advertisement/speech
Assessment	Completion of industrial timeline Informative and persuasive advertisement and motivational speech for new immigrants

Things to Think About

When you delve into the people who immigrated to your area, you need to answer some key questions:

1. What countries did the immigrants of this time period come from?

2. What kind of issues did the new immigrants bring?

3. How was your industry “immigrant friendly”?

Example: Could the work be done with a limited understanding of English?

You need to think about these questions when designing your advertisement and writing your speech.

Criteria for Speech

Points

	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because students jumps around.	Students present information in logical sequence which audience can follow.	Students present information in logical, interesting sequence which audience can follow.	____
Content Knowledge	Students do not have grasp of information; students cannot answer questions about subject.	Students are uncomfortable with information and are able to answer only rudimentary questions.	Students are at ease with content, but fail to elaborate.	Students demonstrate full knowledge (more than required)with explanations and elaboration.	____
Visuals	Students used no visuals.	Students occasionally used visuals that rarely support presentation.	Visuals related to presentation.	Students used visuals to reinforce presentation.	____
Persuasiveness	Students make no attempt at persuasion.	Students attempt to persuade without background info.	Students use some background info to persuade audience.	Students analyze audience and cater to their wants and needs.	____
Delivery	Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of class to hear.	Students incorrectly pronounce terms. Audience members have difficulty hearing presentation.	Students’ voices are clear. Students pronounce most words correctly.	Students used clear voices and correct, precise pronunciation of terms.	____
				Total---->	____

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