doug littlefield the grinding gears of america...

2004 MASTER TEACHERDoug Littlefield THE GRINDING GEARS OF AMERICA

The Grinding Gearsof AmericaOVERVIEW

Students are going to explore the beginnings of the Industrial Revolution in the United States. Theywill also examine the political, economic, and social impact of the Industrial Revolution. Students willbe exposed to video clips, musical slide shows, informative websites, picture, graphic organizers, andhands-on activities.

TIME ALLOTMENT

4-8 Days

SUBJECT MATTER

Social StudiesScienceReadingLanguage ArtsComputer Literacy

LEARNING OBJECTIVES

Cognitive Objective: The student will be able toidentify people, places and events of theIndustrial Revolution in the United States

Language Objective: The student will identifyvocabulary associated with the IndustrialRevolution in the United States.

Metacognitive Objective: The student willevaluate the political, economic, and socialimpact of the Industrial Revolution on theUnited States.

STANDARDS

Social Studies-Chapter 113 TEKS

8.13c Economics. The student understands whyvarious sections of the United States developeddifferent patterns of economic activity. Thestudent is expected to analyze the causes andeffects of economic differences among differentregions of the United States at selected times inU.S. history.

8.14b Economics. The student understandshow various economic forces resulted in theIndustrial Revolution in the 19th century. Thestudent is expected to identify the economicfactors that brought about rapidindustrialization and urbanization.

8.28a Science, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toexplain the effects of technological andscientific innovations such as the steamboat,the cotton gin, and the Bessemer steel process.

8.28b Science, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toanalyze the impact of transportation systemson the growth, development, and urbanizationof the United States.

8.28c Science, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toanalyze how technological innovationschanged the way goods were manufacturedand marketed, nationally and internationally.


8.28d Science, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toexplain how technological innovations led torapid industrialization.

8.29a Science, technology, and society. Thestudent understands the impact of scientificdiscoveries and technological innovations ondaily life in the United States. The student isexpected to compare the effects of scientificdiscoveries and technological innovations thathave influenced daily life in different periodsin U.S. history.

8.29b Science, technology, and society. Thestudent understands the impact of scientificdiscoveries and technological innovations ondaily life in the United States. The student isexpected to describe how scientific ideasinfluenced technological developments duringdifferent periods in U.S. history.

8.29c Science, technology, and society. Thestudent understands the impact of scientificdiscoveries and technological innovations ondaily life in the United States. The student isexpected to identify examples of howindustrialization changed life in the UnitedStates.

8.30/US24/WH25 Social studies skills. Thestudent applies critical-thinking skills toorganize and use information acquired from avariety of sources including electronictechnology.

8.31/US 25/WH26 Social studies skills. Thestudent communicates in written, oral, andvisual forms.

8.32/US 26/WH 27 Social studies skills. Thestudent uses problem-solving and decision-making skills, working independently and withothers, in a variety of settings.

US2b History. The student understands thepolitical, economic, and social changes in theUnited States from 1877 to 1898. The studentis expected to analyze economic issues such asindustrialization, the growth of railroads, thegrowth of labor unions, farm issues, and therise of big business

US2c History. The student understands thepolitical, economic, and social changes in theUnited States from 1877 to 1898. The studentis expected to analyze social issues such as the

treatment of minorities, child labor, growth ofcities, and problems of immigrants.

WH 23a Science, technology, and society. Thestudent understands how major scientific andmathematical discoveries and technologicalinnovations have affected societies throughouthistory. The student is expected to giveexamples of major mathematical and scientificdiscoveries and technological innovations thatoccurred at different periods in history anddescribe the changes produced by thesediscoveries and innovations.

WH 24a Science, technology, and society. Thestudent understands connections betweenmajor developments in science and technologyand the growth of industrial economies andsocieties in the 18th, 19th, and 20th centuries.The student is expected to explain the causes ofindustrialization and evaluate both short-termand long-term impact on societies.

MEDIA COMPONENTS

INTERNET RESOURCES

http://www.freeplaymusic.com/http://www.pbs.org/wnet/historyofus/web04/segment1.htmlhttp://www.pbs.org/wnet/historyofus/web04/segment4.htmlhttp://inventors.about.com/cs/astartinventions/a/HollandThompson.htmhttp://images.google.comhttp://www.saisd.net/ADMIN/curric/SStudies/tip1.htmhttp://www.microsoft.com/windowsxp/moviemaker/getstarted/default.asphttp://www.apple.com/imovie/

MATERIALS

PER STUDENT

The Effective Factory (3 Pages) Webbing Diagram– Machines Webbing Diagram – Agricultural

Revolution Handout – Coming to America Graphic Organizer – Casual Chain to

Multiple Effects (2 Pages) The Effects of Industrialization – Point

of View


Life in a Factory – 4 photos Life in a Factory – Reaction and analysis Cardstock Pen/pencil Map colors/markers Scissors Glue/clear tape

Computer with Internet connection

PREP FOR TEACHERS

Run off all handouts Reserve computer lab for tech days (3-5

Days) Predetermine cooperative groups of 4 Run off/create all overheads Bookmark all websites used during the

lesson Create a musical slide show showing

the Industrial Revolution. Forbackground music, you can downloadcopyright-free files athttp://www.freeplaymusic.com/

INTRODUCTORY ACTIVITY:SETTING THE STAGE

Day 1 – 10 minutes

Before class begins, have the Machinewebbing diagram either on the board oron the overhead

Break students into their groups Have students work in their groups to

write their definition for the word“machine”

Have one member from each of thegroups report their definition to the restof the class

After the groups have finished, discusswith the students different types ofmachines that exist today

Each group is to fill in the webbingdiagram demonstrating different typesof machines that they use on an almostdaily basis

Ask each group for a machine and writetheir responses on your webbingdiagram that is either on the board oron the overhead.

Discuss with students about machinesthat create finished goods, such as

clothing. Ask them to describe what lifewould be like if those machines did notexist.

Review the following vocabulary wordsrelated to the Industrial Revolution:Factory System, Industrial Revolution,urbanization, Agricultural Revolution,and textile.

Introduce the concept of the AmericanIndustrial Revolution and brieflydescribe how it changed the UnitedStates.

Discuss with the students the objectivesof the lesson.

LEARNING ACTIVITIES

Day 1 – 20 minutes - Coming toAmerica

In their groups either at a computerstation, or at their desks, hand out the“Coming to America” organizer.

(Media Interaction) Either using the PBSwebsite “Wake Up America –Introduction,” printouts of the website,or other resources, have students fill outthe organizer. Make sure that thestudents are providing details to fullyexplain their answers.

http://www.pbs.org/wnet/historyofus/web04/segment1.html - PBS Website

Have students discuss in their groupswhether or not Samuel Slater could beconsidered an important person inAmerican history. Have them debatewhether or not Slater was right orwrong for doing what he had done.

Day 1 – 15 minutes - Life in a Factory

(Media Interaction) In their groups,have students go to “Segment 4 – TheDarker Side of Progress” and read aboutthe conditions of working in a factory.If internet connections are notavailable, hand out printouts of thewebsite or use another source.

o http://www.pbs.org/wnet/historyofus/web04/segment4.html -Segment 4

While they are reading, have studentsuse the Cornell Notes strategy in theirnotebooks.

Hand out the “Life in a Factory”handouts to the students.


Each group member is responsible forone of the pictures. They are to role playthe people or person in their assignedphotograph. Students can either act outtheir scene orally or write it out on thesecond page of the handouts.

Day 2 – 20 Minutes - The AgriculturalRevolution

(Media Interaction) In their groupsstudents are to use theinventors.about.com website, printoutsof the website, or other resources toresearch the Agricultural Revolution.

o http://inventors.about.com/cs/astartinventions/a/HollandThompson.htm

While they are conducting theirresearch, students are to useAgricultural Revolution webbingdiagram to record their notes. Havestudents focus on people, inventions,and innovations.

Discuss with the class how theIndustrial Revolution and theAgricultural Revolution contributed tothe economic, political, and socialaspects of the United States.

Day 2 – 30 Minutes - The Effects ofIndustrialization – Point of View

Hand out the “Effects ofIndustrialization” cards.

In their groups, have the students readthe cards to each other.

Once they have completed theirreading, have the students mix up thecards

Each student is to take a turn drawing acard. The student reads the card to theother three and they must guess whothat person is.

Repeat the process until you feel thestudents are familiar with the effects ofthe Industrial Revolution

Day 3 – 20 Minutes - The Causes andEffects of the Industrial Revolution

Handout the blank graphic organizer“The Industrial Revolution in the UnitedStates.

Using their notes and other resources,students are to fill out the graphicorganizer.

The top three boxes are to relate thesteps taken before the IndustrialRevolution came to the U.S. (seeexample)

The bottom boxes are for the effects ofthe Industrial Revolution.

Once completed discuss with thestudents their graphic organizers.

CULMINATING ACTIVITY

Day 3-4 - The Effective Factory

Hand out the “Effective FactoryHandouts” to the students.

Using their notes and other resources,they are to fill out the different sides ofthe factory building. The wheel is to beattached to the “Where Did it Begin?”side.

Have students assemble their factoriesby using scissors, tape, and/or glue.

Days 5 – 8 - The Musical Slide Show(Media Interaction)

* Both iMovie and Windows Movie Maker arefreedownloads*

In the computer lab, have students usethe Google Image Search engine to findpictures of the Industrial Revolution.

o http://images.google.com -Image Search Engine

o http://www.saisd.net/ADMIN/curric/SStudies/tip1.htm - Howto use Google

o http://www.freeplaymusic.com/ - Copyright free backgroundmusic

Make sure that students are saving theirpictures in the correct folder and arefollowing proper citing parameters.

Using iMovie for the Macintosh orWindows Movie Maker for WindowsXP computers, have students create amusical slide show using their picturesand captured music.

o http://www.microsoft.com/windowsxp/moviemaker/getstarted/default.asp - Instructions onhow to use Windows MovieMaker


o http://www.apple.com/imovie/- Looking for information oniMovie

Once they have completed their slide show,have students save/export their slideshows asmovies.

CROSS-CURRICULARACTIVITIES

LANGUAGE ARTS

Students are to write a reflection on how theirlives have been changed by the IndustrialRevolution. Have them explain whether or notlife would have been better if the IndustrialRevolution had not occurred.

COMMUNITY CONNECTIONSHave local speakers from manufacturingcompanies come in to talk with your students.

STUDENT MATERIALS

The Effective Factory (3 Pages) Webbing Diagram– Machines Webbing Diagram – Agricultural

Revolution Handout – Coming to America Graphic Organizer – Casual Chain to

Multiple Effects (2 Pages) The Effects of Industrialization – Point

of View Life in a Factory – 4 photos Life in a Factory – Reaction and analysis Cardstock Pen/pencil Map colors/markers Scissors Glue/clear tape Computer with Internet connection

ADDITIONAL WEB SITES

GENERAL INFORMATION

http://www.fordham.edu/halsall/mod/modsbook14.html

http://history.evansville.net/industry.html

http://socserv2.socsci.mcmaster.ca/%7Eecon/ugcm/3ll3/toynbee/indrev

http://members.aol.com/mhirotsu/kevin/trip2.html

http://www.osv.org/education/WaterPower/index.html

http://www.darex.com/indurevo.htm

EARLY FACTORIES

http://www.slatermill.org/ http://www.nps.gov/lowe/loweweb/L

owell History/prologue.htm

INNOVATIONS

http://www.fordham.edu/halsall/mod/1823cotton.html

http://www.spartacus.schoolnet.co.uk/TEXjenny.htm

http://college.hmco.com/history/readerscomp/rcah/html/ah_092300_whitneyeli.htm

CONDITIONS IN FACTORIES

http://www.spartacus.schoolnet.co.uk/IRchild.main.htm

http://www.womeninworldhistory.com/lesson7.html

CHANGES IN TRANSPORTATION

http://www.connerprairie.org/historyonline/ntlroad.html

http://www.fhwa.dot.gov/rakeman/1795.htm

http://lcweb.loc.gov/exhibits/treasures/trr024.html

http://www.history.rochester.edu/steam/dickinson/

http://www.history.rochester.edu/canal/

http://www.borail.org/

CHANGES IN COMMUNICATION

http://www.150.si.edu/150trav/remember/r819.htm

http://inventors.about.com/library/inventors/bltelegraph.htm

CHANGES IN AGRICULTURE

http://www.invent.org/hall_of_fame/101.html



http://www.history.rochester.edu/Scientific_American/mystery/howe.htm



APPENDIX A: THE EFFECTIVE FACTORY


APPENDIX B: WEBBING DIAGRAM -MACHINES

Machines


APPENDIX C: WEBBING DIAGRAM – AGRICULTURAL REVOLUTION

AgriculturalRevolution


APPENDIX D: COMING TO AMERICA

Wake Up America!

Where did theIndustrial

Revolution begin?

What newmachines made it

easier to turncotton into cloth?

What new systemcombined

machines withpeople?

How did theIndustrial

Revolution cometo America?


APPENDIX E: CAUSAL CHAIN TO MULTIPLE EFFECTS

Began in Great Britainwith the development of

factories

Sam Slater memorizesevery working part of

the machines

Sam Slater moves to

Rhode Island and buildsthe first American

factory from memory

THE INDUSTRIAL

REVOLUTION IN THEUNITED STATES

Urbanizationof the Cities

Women getjobs and aneducation

Americaneconomy

shifts fromAgrarian toIndustrial

Furtherdivides theNorth fromthe South

Growth oftransportation(canals, roads,and railroads)


THE INDUSTRIAL

REVOLUTION IN THEUNITED STATES


APPENDIX F: LIFE IN A FACTORY

Life in a Factory

http://www.louisville.edu/provost/undergrad/elp/factory_scene.gif

http://www.nettlesworth.durham.sch.uk/time/victorian/scavenger2.jpg

http://www.operationoutreach-econed.org/images/indrev.jpg

http://www.mtsu.edu/~kmiddlet/history/women/gif/wh-child-lg.gif

1 2

3 4


APPENDIX G: LIFE IN A FACTORY – REACTION AND ANALYSIS

Life in a Factory

1 2

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