Students learn about the technological developments of the Industrial Revolution and how those developments impacted the economy of the North. Then, they select a key invention or innovation from this time and research it further.
Students learn about the technological developments of the Industrial Revolution and how those developments impacted the economy of the North. Then, they select a key invention or innovation from this time and research it further.
Students read an introduction to the Industrial Revolution and view an image of the spinning jenny. They consider how this invention transformed textile production, then respond on a class wall to the prompts: what they think the machine was used for and how it might have saved time and money. Students review classmates’ posts and reply to at least two with a question or positive comment.
Teacher MovesExplain that the image shows the spinning jenny invented by James Hargreaves, describing how it increased thread production by spinning multiple spools at once. Emphasize that this is one of many Industrial Revolution innovations that changed the U.S. economy and culture, and frame the experience as an exploration of key inventions and their impacts.
Students examine an image labeled “Design for First Steam Engine” and read about how the Industrial Revolution shifted the United States from a farming society to an industrial, urban-centered one. They read American Economic Growth 1820-1860 and Industrial Revolution Inventions to learn about major technologies that expanded factories, transportation, and production. Students then complete a drag-and-drop activity matching key inventions and inventors (such as the steam engine, cotton gin, steamboat, canals, railroads, iron and steel plows, telegraph, and sewing machine) to their descriptions. Finally, they post to a class wall explaining which invention they believe had the greatest impact on American growth and justify their choice, then read about how factory growth led to increased urbanization in northern cities like Boston and New York.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students view an image labeled “Factory Workers” and read about how industrialization changed the U.S. economy and social structure, including the rise of hourly wage labor, factory owners’ control over workers’ hours and employment, and the concentration of profits among industrialists. They read Rise of Industrial America and Differences Between Wealthy, Middle Class and Poor in the Industrial Revolution to explore how different economic classes were affected. Using a graphic organizer, students describe how the Industrial Revolution impacted the upper, middle, and lower classes.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students read a prompt summarizing the innovations studied so far, then consult Industrial Revolution Timeline to choose one invention to research in greater depth. Using the internet or other research sources, they prepare a brief report explaining who invented it, how it was discovered, why it was important, and how it impacted the economy during the Industrial Revolution. Students post their report or a link to a digital presentation (such as Prezi, PowerPoint/Google Slides, or Glogster) on a class discussion wall.
Teacher MovesInvite several students to present their reports to the class and lead a discussion about the impact of each invention, focusing on how it changed daily life and economic activity for people living during that time.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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