CST: View Lesson Plan

Lesson: Industrial Revolution

Author: Grace M
Subject Area: Social Studies
Grade Level: 9 - 10

Introduction

The Industrial Revolution refers to the greatly increased output of machine-made goods that began in England in the middle 1700s. Before the Industrial Revolution, people wove textiles by hand. Then, machines began to do this and other jobs. Soon the Industrial Revolution spread from England to Continental Europe and North America. Students will learn the effect that the Industrial Revolution had on society, government, the economy, and culture.

Goals

Students will gain knowledge of the Industrial Revolution by: identifying characteristics pertaining to the time period, analyzing the effects the factory conditions had on the standards of life, and consider some factors of media literacy by answering several questions.

Directions

After examining the "Background Builder" sites, take the small quiz testing your knowledge knowledge. Share your score or one fact you didn't know using the Journal strategy. Then, go through the activities and follow the directions as explained. Make sure to use the Strategy Coaches and Strategy Help for tips and ideas for how to respond to the material.

Background Builder

Title: Industrial Revolution Timeline URL: http://www.victorianweb.org/technology/ir/irchron.html
Directions: Time line provides chronology for events relating to the Industrial Revolution that began in England in the 19th century.

Title: Industrial Revolution Overview URL: http://www.schoolhistory.co.uk/lessons/ironbridge/overview.htm
Directions: Read this brief overview for an introduction to the Industrial Revolution. Click on the underlined words for the definitions. Then after completing the reading, take the quiz.

Title: The Spinning Wheel Animation URL: http://www.bbc.co.uk/history/british/victorians/launch_ani_spinning_mill.shtml
Directions: This animation shows how a spinning mill works.The spinning mills were powered by steam. View this to see how the spinning mill was powered in factories during the Industrial Revolution.

Vocabulary Builder

Message: For almost every stanza, there is a vocabulary word to be reviewed.Identify five words that you think are important, and find each definition using the online dictionary.
Vocabulary Words:
plying to work hard and constantly
dolorous to cause pain or sorrow
aloof when a person is reserved or stand-offish
barbarous uncivilized, savage, crude
band something that binds or constricts
gusset a triangle or diamond added to give support to a garment or bridge
shroud cloth used to cover or wrap a corpse
grisly horrible, gruesome
benumbed to lose sensation or feeling due to the cold
primrose an herb with flowers
respite a period of rest

Activity: Images from the Industrial Era in Great Britain

URL

http://www.mtholyoke.edu/courses/rschwart/ind_rev/images/indust.html.htm

Goals

Students will be introduced to the Industrial Revolution through visual images.

Directions

Take a few minutes to view at least five (5) pictures and answer the following questions in your journal. Who is the intended audience? What message is the source trying to communicate?Whose voice is represented in this source? Whose voices are missing? What do these pictures tell you about the Industrial Era? REQUIRED STRATEGIES: QUESTION and JOURNAL

Activity: The Song of the Shirt

URL

http://www.victorianweb.org/authors/hood/shirt.html

Goals

To have an awareness of the thoughts and people during the Industrial Revolution.

Directions

After viewing the pictures, Predict whether "The Song of the Shirt" will have a positive or negative tone and give a supporting reason for your choice. Read the vocabulary words and their meanings. Then read the poem. Write one question that comes to mind about the woman. As you think about the poem, visualize what the woman is feeling at the end of her lengthy, seemingly endless day.Using the Personal Response Strategy, compare your life to that of the woman in the poem. Lastly, complete the poetry imagery map that will be handed out in class. REQUIRED STRATEGIES: PREDICT and FEELING

Activity: Muck and Brass Game

URL

http://www.bbc.co.uk/history/british/victorians/launch_gms_muck_brass.shtml

Goals

This game gives you the opportunity to be a city manager during the height of the Industrial Revolution. Many problems have come to the forefront. You are responsible for making choices to make the situations better or worse! Be thoughtful when making your decisions.

Directions

Go to the provided link and read the introduction carefully.While on this site, be a Media Literacy Detective. Be aware of the purpose of this task. Is it for entertainment, to gain knowledge or both? Then click on "Launch the game" and play the game. As you play the game, answer the questions on the worksheet provided in class. After completing the worksheet, use the Journal Strategy to write a minimum of five (5) facts you have learned about the Industrial Revolution. REQUIRED STRATEGIES: MEDIA LITERACY and JOURNAL