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Section Opener vection THE ERA OF THE INDUSTRIAL REVOLUTION Introduction Students trace the major developments of the Industrial Revolution, including the rise of capitalism, new inventions, and technological breakthroughs in a Visual Discovery activity. Next, students investigate the effects of the Industrial Revolution and write an editorial commenting on whether industrialism improved life in a Writing for Understanding activity, Finally, students work in Response Groups to identify and compare neoclassical, romantic, and realist painting, literature, and music to discover how art reflected changes in life during the Industrial era. Objectives Students will be able to: + explain the events that triggered the rise of industrialism and identify agricultural revolution, cottage industry, capitalism, factories, and the Bessemer Process + write an editorial using historical evidence to argue whether industrialism improved life and to propose ways to improve on industriatism’s ill effects + categorize 12 pieces of art by style—neoclassical, romantic, or realist. Materials In addition to the transparencies, student handouts (which you will copy for the students), and transparency masters (which you will copy onto transparencies) provided in this section, you will need an overhead projector, a CD player, scissors, a hole punch, and tape. 0 Techers Cuscuun Taste ‘este Burpe inthe Modem World. 97 Een) The Rise of Industrialism Visual Discovery Overview This Visual Discovery activity introduces students to the Industrial Revolution in Great Britain from 1750 to 1900. Students view and discuss a series of eight transparencies that introduces them to pre-industrial society, the Agricultural Revolution, and early capitalism in Great Britain. They then examine the development of the factory system and innovations in the use of steam, iron, and coal that fueled the rise of Britain as an industrial giant, Students respond to a series of critical-thinking questions about each transparency, record notes, and interact with the images. omemom &] somsom Om OBO BOROBO OB OBO @ BORO Bomene mone HO Procedures at a Glance Haye students arrange their desks into two groups facing each other, Tell them they will be studying the Industrial Revolution in Great Britain, Project Transparencies 2.1A through 2.1H, and ask the series of questions recommended in the Teacher’s Guide. As you discuss cach transparency with students, write notes outlining the main points of the discussion. After you have discussed each transparency, have students record notes. Encourage them to come to the transparency and point out important details. For some transparencies it will be appropriate to ask a group of students to come forward and create a brief act-it-out dramatizing what they think is happening in the image. ‘98 Wester Europe inthe Modem World (© Teachers Cuscoom iste Ba) Procedures in Detail 1, Prepare an overhead transparency that shows students how to set up their desks in two groups facing each other. Project the overhead, and ask students to move into their correct places. Bach student should be able to see the overhead projection screen. 2. ‘To introduce the students to the rise of industrialism, give each student a blank piece of paper. Tell them to pretend they are pre-industrial artisans producing stationery, using only pens or pencils and a ruler. The stationery must have three holes so it can fit in @ binder, and it may be adorned with creative touches to make it visually appealing. Encourage students to be precise and artistic. (Option: To give students incentive to produce precise and artistic stationery, you may want fo award bonus points for the best products.) Allow students 7 to 10 minutes to create their piece of stationery. Collect the products, and quickly show them to the class. Expect many of the pieces of stationery to be beautifully adomed. 3, Then ask one student to use a hole-puneh to punch holes in 30 pieces of paper in front of the class. This method contrasts the comparatively painstaking process artisans went through (o produce their products. Hold a class discussion on the difference in methods of making stationery centering on these questions: How did you feel as an artisan crafting your product? What were the advantages of producing the stationery by hand? Disadvantages? What were the advantages of producing the stationery using the hole-punch? Disadvantages? Overall, was the hole-punch machine an improvement in making stationery? Why or why not? 4, Explain to the students that they will now see a series of transparencies that will introduce them to the important events and inventions that enabled Great Britain to become an industrial giant, Students will be expected to view each transparency carefully and be prepared to answer a series of questions you will ask. 5, Project Transparency 2.1A. Encourage students to discover information from the image by asking the questions, which spiral from the basic to crtical-thinking level, that appear in the Teacher's Guide, Encourage students to come up to the tansparency and point ‘out important details. As you discuss the transparency, write notes outlining the main ideas of the discussion. Have students record notes on the information, The Teacher’s Guide covers all the salient points about life in pre-industrial society; it also contains a section entitled “Some Key Ideas” to use as you guide students’ notetaking, Repeat this process for each of the remaining transparencies. Encourage students to write notes in their own words, (Reminder: ‘The information in the ‘Teacher”s Guide is meant to serve as background information for you. It is not meant to be read as a script, but rather to be a source from which you can extract the most salient points to teach students.) ‘© Teacher’ Cuniculum fastiate ‘Westem Europe in the Modern Word 99

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