Students learn how the first phase of the American Industrial Revolution began, how it spread from Great Britain, and how it changed manufacturing, labor, and living conditions, while some parts of life in the United States stayed the same.
Students learn how the first phase of the American Industrial Revolution began, how it spread from Great Britain, and how it changed manufacturing, labor, and living conditions, while some parts of life in the United States stayed the same.
Students examine an advertisement for Blandy’s steam engine and reflect on the word revolution by contributing one- or two-word responses to a word cloud about what comes to mind when they hear the term. They then read an overview of the experience that introduces the Industrial Revolution and its objectives.
Teacher MovesIntroduce the lesson focus and key vocabulary, highlighting that students will explore how the Industrial Revolution transformed work, production, and daily life. Facilitate a discussion of the word cloud to identify common themes in students’ ideas about revolution, prompting them to consider conflict, struggle, and significant change as well as nonviolent forms of revolution. Guide the class in drafting a shared working definition of revolution on the board or chart paper, and explain that they will revisit and refine this definition throughout the lesson.
Students read What was the Industrial Revolution? to understand what the term describes and the key developments it involves. Using a drawing tool, they write their own definition of Industrial Revolution, upload a related image, and use the term in a complete sentence. Next, they view an image of Slater Mill and read brief background text about how the Industrial Revolution began and spread. They then answer multiple-choice questions about where the First Industrial Revolution started, what sparked it, and how it spread to the United States.
Teacher MovesSupport students in building a clear, shared understanding of the term Industrial Revolution by discussing their definitions, images, and sentences, and drawing out common features such as new inventions, factory production, and changes in work and daily life. After students answer the questions, review responses and lead a discussion connecting the Industrial Revolution’s origins in Great Britain to its spread to the United States, emphasizing Samuel Slater’s role and how one person’s knowledge can influence national growth. Conclude by revisiting the class definition of revolution from the Engage scene, prompting students to add or revise ideas to reflect what they have learned about technological, economic, and social change.
Students read The First Phase of the American Industrial Revolution to learn how industrialization affected manufacturing, labor, and living conditions in the United States. They complete a graphic organizer that categorizes examples of continuity and change in each of these areas. Afterward, they respond to a discussion wall prompt explaining the relationship between the Industrial Revolution and change, using evidence from their organizer and the reading.
Teacher MovesReview the concepts of continuity and change before students begin. After they complete the organizer, facilitate a discussion in which students share examples from each category and explain why each represents continuity or change. Highlight patterns, such as the shift from home-based hand production to factory work alongside ongoing reliance on agriculture and enslaved labor. Ask students to consider why some aspects of life changed quickly while others remained the same, connecting their ideas to technological, social, and economic factors. During the discussion wall debrief, spotlight responses that connect manufacturing, labor, and living conditions, and guide students to see how these categories interact. Return to the evolving class definition of revolution and invite students to refine it based on their new understanding of mixed continuity and change.
Students read How Transportation Fueled the Industrial Economy to explore how improvements in roads, steamboats, canals, and railroads created a transportation revolution and supported industrial growth. They answer several inline-choice questions about key details and then select the best main idea statement for the text. Finally, they post to a discussion wall explaining how improved transportation during industrialization had similar impacts on people as transportation did during Westward Expansion.
Teacher MovesExplain that this optional scene extends students’ understanding by connecting industrialization to transportation and Westward Expansion. After students answer the questions, review responses and lead a text-based discussion about what each transportation innovation made possible and how it linked farms, towns, and factories. Ask students to cite specific lines and examples for each mode of transportation and to explain how these systems supported urban and economic growth. When discussing the main idea question, have students justify their choices with evidence and analyze why other options are supporting details rather than the central idea. Use the discussion wall to connect this period to earlier units on Westward Expansion, prompting students to compare how transportation enabled movement, settlement, and economic integration in both contexts. Conclude by revisiting the class definition of revolution one last time, incorporating insights about the transportation revolution and guiding the class to agree on a final shared definition.
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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