LaTrisha Jackson

July 22, 2011

E & E Lesson Plan

Title: 19th Century Entrepreneurs and their Impact on the American Economy

Abstract: During this lesson, students will be introduced to some of the most influential entrepreneurs of the 19th Century. Beyond the introduction, students will conduct a research project and take a further look at various entrepreneurs. In researching the topic and specific entrepreneurs, students will focus on the impact that entrepreneur had economically-this will include dissecting the concepts related to economics. Additionally, students will weave the concepts of transportation and communication into the project. Tentatively, students will be given 2-3 weeks to research and create their project about comparing and contrasting two 19th century entrepreneurs and approximately a week will be given to present the projects. Additionally, it is a goal to incorporate the idea of philanthropy and how it connects to the students who participate in service learning.

Concept Based Title: Legacy-The Influence of 19th Century Entrepreneurs.

Learning Outcome Statement: Throughout this unit, students will learn the importance of 19th century entrepreneurs. Using the early framework of the evolution of the United States, students will reflect and build connections through the lenses of up and coming entrepreneurs (19th century) and compare and contrast some of the successes and failures the entrepreneurs encountered. Not only will students learn the role of a researcher, but they will also make additional connections with the role of entrepreneurs as philanthropists.

Overview: I would create a list of local, state, and national entrepreneurs. Students would be responsible for researching background information about the entrepreneurs. In doing so, students would focus on the entrepreneur’s beginnings, experience, location/relocation, products, success, and failures; how the entrepreneur marketed the product and how the product was transported to consumers (maybe include the current status of the entrepreneurs business and/or how the business impacted the economy during the time period and even today). In order to focus in on the latter parts of the assignment, I will front load and discuss with students about how they decide what to buy and how they receive the products that they have to order. Additionally, as students gather information and develop their project, as a class we will work on building vocabulary, research skills, oral presentation methods, and overall comprehension of the topic.

Hook: In order to hook students into the lesson, as a class we will front load about entrepreneurs and their purpose. During the same class period, students will be given a note card with a unique word on one side and instructions on the side. The instructions will require each student or students in small groups to create a product that is innovative and one-of-a-kind. The product has to consist of the name that has been printed on the note card and cannot have any modern technology features (i.e. a cell phone that teleports individuals, etc…). To further motivate students to be creative, I will include a PowerPoint slide of a head silhouette of The Next Great Entrepreneur. Students will be

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informed that one of their goals is to become a successful entrepreneur and to develop a product that might also improve or evolve over time.

On day two, students will give a brief presentation (2-3 minutes on their product) and possibly be recorded so that teachers could judge the best product. Once all students have presented, I will present a PowerPoint presentation that will include images of entrepreneurs. I might start with current individuals and work may work my way back to individuals from the 19th century (local, state, and national. The end result of the list being that students begin to recognize some of the local, state, and national levels. Further, students will begin to process the concept of various entrepreneurs which will lead them into the beginning stages of the project.

Key Words for students to learn: innovation, economics, entrepreneur, supply/demand, import/export, philanthropy, labor force, additional vocabulary as students delve into their projects.

Categories and questions for the project (3-5 pieces of evidence are needed to support each category):

Communication/Transportation Component: How did the entrepreneur’s innovation affect and/or impact society? (Think about how products were marketed and how these products made it from one place to another).

Economics Component: How did the entrepreneur engage in philanthropy and community giving?

Entrepreneur Component: What was the monetary value of the entrepreneur at the time the business was sold or the entrepreneur’s time of death? (Three to five pieces of evidence are not needed here).

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Part I

Table of Contents

Lessons Strategies Questions Learning Outcomes

1. Via bell questions, I would ask students questions about entrepreneurs. This would be used to introduce the project.(bell question sheet)

Power Point slides with bell questions.

Create a list of answers on the board.

What is an entrepreneur and why are they important?What does it take to be an entrepreneur?

Student definition of entrepreneur and why they are important and what it takes to become an entrepreneur. Open discussion about entrepreneurs in the 19th century.

2. Share with students a NCAA Sweet 16 bracket. Introduce then to 19th century entrepreneurs and project.

Hand out and discussion.

Why are these particular entrepreneurs important?

Students will learn the basis of their project.

Standard(s):(Research and Technology Standards: 8.4.4, 8.4.5, 8.4.6)

3. In groups of 2-3 three, students would select entrepreneurs from the list of local, state, and national entrepreneurs. Students would begin researching their entrepreneurs and collecting information about each entrepreneur.

Field trip to library andWayne County Museum.

The 5 W’s and relating it their entrepreneurs.

Students will begin researching and learning about the significance of their entrepreneur.

Standard(s):(Economics: 8.4.5, 8.4.6 (inventions), 8.4.11)

4. Using some of the information students have collected, demonstrate with students the difference between primary sources and secondary.

Primary resources and secondary resource materials/

What is the difference between primary resources and secondary resources? Why is it important to have different types of resources?

As students continue to collect data, they will know they will difference between primary and secondary sources.Standard(s):(Research and Technology Standards: 8.4.4, 8.4.5, 8.4.6)

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Resources and Assessments to use for lessons 1-4:

Resources:

Lesson One: Bell Question sheets- This may be designed to meet the needs of a teacher. See attachment (attachment 1) for general concept of bell questions sheet if needed.

Lesson Two: Elite Entrepreneurs Sheet (see attachment 2) is an assessment that may be used when assessing students work. However, this particular lesson may be modified to assess students in various ways. A research paper may be an assessment tool, power point; poster, Facebook page (see attachment 3) activity, etc… may also be used.

Lesson 3: For the field trip to the museum and/or library, students may need a strategy and/or resource to help them gather information. Therefore, a 3-2-1 worksheet or K-W-L chart may help them to dissect the information a bit more easily. Attached is a link that provides both strategies. http://www.readingquest.org/strat/

Lesson 4: After students have collected some information for their project, it will be useful to help them understand the difference between primary sources and secondary sources. A link for a comparison and contrast chart has been included-http://www.readingquest.org/strat/. Additionally, in order to help students with this, below you will find links or materials for primary sources and secondary sources.

Primary Sources:

Jackson, LaTrisha R. April 23, 2011. Atlas Underwear Factory.

The picture of the Atlas Factory will be beneficial because it is part of the Richmond Community. Many students have seen this building and are familiar with the location. However, students will be able to further connect with the business that was once operated in the building. It is not likely that many students know that Richmond had an underwear factory!

Jackson, LaTrisha R. April 24, 2011. Starr-Gennett Building.

This image is a valuable resource because it may be used to show the local ties of the Starr-Gennett business. Additionally, teachers may use the close vicinity of the Starr-Gennett Business to allow students to explore and or tour the famous business.

Salesroom of the Starr Piano Company. Circa 1897. Starr-Gennett Foundation.http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).

Star-Gennett: This is a valuable resource because it serves as a local historical business affiliation. Students and teachers are familiar with the Star-Gennett Foundation and the positive impact that it has in the Richmond Community. Using this site will offer additional information about the gentlemen who founded the company and the products they made into a household brand.

Starr Player Pianos Advertisement. December 1906. Starr-Gennett Foundation.

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http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).

The advertisement of the Starr-Gennett Piano, is a priceless image of the pride that was put forth to market the product. Though it was a pricey item to purchase during this particular time period, it was also an item that many consumers desired for its quality craftsmanship.

Secondary Sources:

*Unknown. Levi Strauss & Company. 2010. http://www.levistrauss.com/about/heritage/archives/memorabilia (accessed April 24, 2011).

Strauss Website: This is a valuable resource because of the unlimited information that is provided throughout the website. Not only does the site have information about life of Levi Strauss, but it also provides images of memorabilia and resources that teachers may use.

*Andrew Carnegie Biography. Directed by A & E Television Network. Performed by Unknown. 2011.

This resource could be used to provide background information about Andrew Carnegie and his rise to becoming one of the greatest entrepreneurs in the United States. It also serves as a great source to explain some of Carnegie’s influence on other businesses and his motivation to help the less fortunate.

*Olsen, Nathan. Levi Strauss and blue jeans. Mankato: Capstone Press, 2007.

This is a valuable resource for primary school teachers to use because it explains the story of Levi Strauss for a younger audience. However, this resource could also be used to front load about Strauss to other grade levels.

*Parker, Lewis K. John Jacob Astor: And the Fur Trade (American Tycoons). New York: PowerKids Press, 2003.

This is a valuable resource for those teaching a younger population-though it could potentially be used at various grade levels for front loading. The book provides general information about Astor. However, what makes this particular book an excellent resource is that it covers a plethora of American tycoons. Therefore, additional information about entrepreneurs is available.

*Weldt, Maryann N. Mr. Blue Jeans: A Story About Levi Strauss. Minneapolis: First Avenue Editions, 1992.

This resource could be used more so for the intermediate level and perhaps the middle school level. It provides a biography of how Levi Strauss went from rags-to-riches. It also gives a bit of background about the view of immigrant migrating to the United States-which has always been known as a land of opportunity.

Assessments: In order to assess students over lessons 1-4, one may use bell questions as a means of assessment or entrance/exit tickets to understand what students are learning.

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Part II

Table of Contents

Lessons Strategies Questions Learning Outcomes

5. Students will be given words that they are likely to come across as they research. Additionally, a word tree or bank will be created to help students learn other new words.

Word Tree or Bank and vocabulary development.

How do these words relate to your project?What definitions can we give each of these words?

Students will build their vocabulary while learning how the words relate to the project and/or entrepreneur.Standard(s):Vocabulary Development: 8.1.3)

6. As students start to sort through information, students will be introduced to the idea of comparing and contrasting their

Venn diagrams. How are the entrepreneurs similar and different? What information is still needed to help develop your project?

Students will learn the purpose of a Venn diagram and decide what additional information is needed for the project.Standards: Human Systems 8.3.7, 8.3.8, Economics: 8.4.3,

7. Though students will not be required remember dates, they will need to sort their information accordingly. In order to help them, a timeline will be provided to help them sort through the information.

Timelines. What information needs to go where? Is it necessary to include every date? Why or why not?

Students will learn how to extract information and dates as it pertains to their entrepreneur.

Standards: Chronological Thinking: 8.1.28, 8.1.29

8. Introduce students to the role that transportation and communication played in businesses.

Use of primary sources. How did an entrepreneur market his products? In what was did transportation play in how products were delivered?

Students will tie in primary & secondary sources along with learning about the impact of transportation and communication.Standards: (Research and Technology Standards: 8.4.4, 8.4.5, 8.4.6) Analysis & Interpretation: 8.1.30, 8.1.31 Human Systems 8.3.7, 8.3.8

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Resources and Assessments to use for lessons 5-8:

Resources:

Lesson 5: To assist students in understanding some of the terminology associated with this topic, a word bank/bank/tree may be a helpful tool. Under the key terms section are words that students should definitely know when doing this unit. However, other words may need to be added to student’s vocabulary bank. See link to view/print vocabulary word map: http://www.readingquest.org/strat/.

Lesson 6: When comparing and contrasting their entrepreneur’s accomplishments a Venn diagram may be useful for students to use. Students will be able to use their completed Venn diagram to help with understanding each entrepreneur and assessing what information they may still need to obtain. See link to view/print Venn diagram: http://www.readingquest.org/strat/.

Lesson 7: So that students can further sift through the data that have collected and are collecting, a timeline will be provided so that students may have an idea of the progress entrepreneurs made over time (See attachment 3).

Lesson 8: In order to aide students in understanding the concepts of transportation and communication and how it relates to entrepreneurs, a discussion about the two concepts and primary & secondary sources will be used to help further understanding. Additionally, a business directory and newspaper ad (see attachments 4 and 5) may be used to help students relate to the concepts of communication. The links provided will assist in showing the relevancy of transportation in the 19thcentury.

Primary Sources:

Deere's "Improved Clipper" with rolling coulter. Appeared in Country Gentlemen August 20, 1857. Courtesy: Deere and Company, John Deere Archives. http://www.lib.niu.edu/2001/iht810102.htmlAccessed on June 30, 2011

Stagecoach ad:http://imnh.isu.edu/digitalatlas/geog/historic/histtxt/1899.htmStreetcar Image:Company, W.H. Bass Photo. "Mule Drawn Streetcar." Indiana Historical Society. Unknown, 1860. http://images.indianahistory.org/cdm4/item_viewer.php?CISOROOT=/P0130&CISOPTR=1626&CISOBOX=1&REC=2 (accessed June 22, 2011).Secondary Sources

Jones, Daisy Marvel. Richmond: Eastern Gateway to Indiana. Richmond: Richmond City Schools, 1959.

(Company 1860)

Assessments: In order to assess students over lessons 5-8, one may use a vocabulary quiz to make sure students comprehend the words associated with the project. Again, entrance/exit tickets and/or bell questions may be used to check student understanding.

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Part III

Table of Contents

Lessons Strategies Questions Learning Outcomes

9. By now, students will have gathered a plethora of information. A summative assessment should be outlined, discussed, or already given to students.

Open discussion about information and project.

Sweet 16 EntrepreneursBracket.3-2-1 Chart if additional information is needed.

What have you learned about entrepreneurs? How can you share this information with others?

Students will decide (if it has not already been decided) how they want to share the information that they have gathered.

10. To assess students individually, a written reflection will be assigned about what students have learned throughout the project.

Simple 6 or 6 + 1 Writing Rubric.

See below. Students will share interesting facts about their project in a written format. Standards: Human Systems 8.3.7, 8.3.8, Economics: 8.4.3, Research and Technology Standards: 8.4.4, 8.4.5, 8.4.6) Analysis & Interpretation: 8.1.30, 8.1.31Vocabulary Development: 8.1.3.

Unit Wrap-Up:

While I plan on using a March Madness –Sweet 16 Bracket as an assessment tool, one could actually a number of assessment strategies to wrap up the project. Once students have compiled their information about each of the entrepreneurs, students will then begin to create a project that will be presented to the class. The project may consist of a power point presentation, talk show simulation along with visuals, facebook page along with a model of the entrepreneurs inventions (if possible), or a tri-fold board each entrepreneur’s contributions to the business world or economy. In order to make sure that students are meeting the requirements for the project, a class period may be used to differentiate between a good and bad presentation. Though I have not decided what activity would be used to demonstrate, I do believe that the students and I would create a list of what makes a good project and what makes a bad project. To further assist students, a 3-2-1 chart would be distributed to help students extract important information, interesting facts, and questions that that still need to be answered (they may use this several times to help decide what information is a keeper or not).

(Evaluation and Revision: 8.4.7, 8.4.8, 8.4.9)

The end result of this project will be that students learn about entrepreneurs but that they also learn the meaning of being a true researcher. Additionally, students will give a presentation about the entrepreneur and his contributions to the economy. To conclude the project, students will be assessed by a writing reflection and the overall presentation of their project. Questions to reflect may include:

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o How did your entrepreneur impact the local, state, or national economy with his business?o How did/has the business product change over time?o How were products advertised in the 19th century? How does it compare to today?o Why were/are entrepreneurs so important to world?o What were some of the successes and failures the entrepreneur endured?

(Writing Applications Standards: 8.5.1, 8.5.3)(Oral Communication Standards: 8.7.4., 8.7.5, 8.7.12)(Human Systems Standards: 8.3.9)(Environment and Society Standards: 8.3.11)(Economics Standards: 8.4.5, 8.4.6 (inventions), 8.4.11)

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Primary Resources:

Stagecoach ad:

http://imnh.isu.edu/digitalatlas/geog/historic/histtxt/1899.htm

Streetcar Image:

Company, W.H. Bass Photo. "Mule Drawn Streetcar." Indiana Historical Society. Unknown, 1860. http://images.indianahistory.org/cdm4/item_viewer.php?CISOROOT=/P0130&CISOPTR=1626&CISOBOX=1&REC=2 (accessed June 22, 2011).

Deere's "Improved Clipper" with rolling coulter. Appeared in Country Gentlemen August 20, 1857. Courtesy: Deere and Company, John Deere Archives. http://www.lib.niu.edu/2001/iht810102.htmlAccessed on June 30, 2011

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Jackson, LaTrisha R. April 23, 2011. Atlas Underwear Factory.

The picture of the Atlas Factory will be beneficial because it is part of the Richmond Community. Many students have seen this building and are familiar with the location. However, students will be able to further connect with the business that was once operated in the building. It is not likely that many students

know that Richmond had an underwear factory!

Jackson, LaTrisha R. April 24, 2011. Starr-Gennett Building.

This image is a valuable resource because it may be used to show the local ties of the Starr-Gennett business. Additionally, teachers may use the close vicinity of the Starr-Gennett Business to allow students to explore and

or tour the famous business.

Salesroom of the Starr Piano Company. Circa 1897. Starr-Gennett Foundation.http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).

Star-Gennett: This is a valuable resource because it serves as a local historical business affiliation. Students and teachers are familiar with the Star-Gennett Foundation and the positive impact that it has in the

Richmond Community. Using this site will offer additional information about the gentlemen who founded the company and the products they made into a household brand.

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Starr Player Pianos Advertisement. December 1906. Starr-Gennett Foundation.http://www.starrgennett.org/about/contact.htm (accessed April 21, 2011).

The advertisement of the Starr-Gennett Piano, is a priceless image of the pride that was put forth to market the product. Though it was a pricey item to purchase during this particular time period, it was also an item that

many consumers desired for its quality craftsmanship.

Secondary Resources:

Olsen, Nathan. Levi Strauss and blue jeans. Mankato: Capstone Press, 2007.

This is a valuable resource for primary school teachers to use because it explains the story of Levi Strauss for a younger audience. However, this resource could also be used to front load about Strauss to other grade levels.

Parker, Lewis K. John Jacob Astor: And the Fur Trade (American Tycoons). New York: PowerKids Press, 2003.

This is a valuable resource for those teaching a younger population-though it could potentially be used at various grade levels for front loading. The book provides general information about Astor. However, what makes this particular book an excellent resource is that it covers a plethora of American tycoons. Therefore, additional information about entrepreneurs is available.

Weldt, Maryann N. Mr. Blue Jeans: A Story About Levi Strauss. Minneapolis: First Avenue Editions, 1992.

This resource could be used more so for the intermediate level and perhaps the middle school level. It provides a biography of how Levi Strauss went from rags-to-riches. It also gives a bit of background about the view of immigrant migrating to the United States-which has always been known as a land of opportunity.

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