Industrial Rev Lesson 1

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)
After answering individually and discussing as a class, the question, “How do

changes of the past impact the future?” the students will identify the central ideas
and themes in the text together in groups, and write a well-structured paragraph
identifying and explaining the invention from this given time period that they
believe was the most impactful, citing evidence from the text to support their claim.
They will be expected to score a minimum of a four out of six on a
teacher-constructed rubric.
NYS STANDARDS AND INDICATORS
Key Idea: 8.2 A CHANGING SOCIETY: Industrialization and immigration

contributed to the urbanization of America. Problems resulting from these changes
sparked the Progressive movement and increased calls for reform. (Standards: 1, 2,
4; Themes: MOV, SOC, TECH, EXCH)
Key Concept: 8.2a Technological developments changed the modes of production,

and access to natural resources facilitated increased industrialization. The demand
for labor in urban industrial areas resulted in increased migration from rural areas
and a rapid increase in immigration to the United States. New York City became
the nation’s largest city, and other cities in New York State also experienced
growth at this time.
Indicator: This will be evident when students discuss, analyze, and answer
questions on documents to become “experts” on a particular invention, then
discussing their findings with “experts” of other inventions and concluding class
by stating which invention they believe was the most important and why in both a
class discussion and exit ticket.
CCSS.ELA-LITERACY.CCRA.SL.
1 Text Types and Purposes
2. Write informative/explanatory texts to examine and convey complex ideas and
© Molloy College, Division of Education, Rockville Centre, NY 11571
*edTPA academic language

information clearly and accurately through the effective selection, organization,
and analysis of content.
Indicator: This will be evident when students use evidence from the documents in
order to write about what they believe was the most important invention from the
Industrial Revolution and why.
CCSS.ELA-LITERACY.CCRA.SL.
1 Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their
own clearly and persuasively.
Indicator:This will be evident when students engage in discussions about their
invention with their fellow “experts,” and “experts” of the other major inventions
during the time. It will also be evident when the students have a class
debate/discussion where they will convey what they believe was the most impactful
invention from the Industrial Revolution.
NCSS C3 Inquiry Arc
Dimension 4: Students will draw on knowledge and skills to work individually and
collaboratively to conclude their investigations into societal issues, trends, and
events and will present their information, portions and findings.
Indicator:This will be evident when students use sound evidence from their
documents in order to identify and explain what they believe was the most
impactful invention from the Industrial Revolution through participating in a class
discussion and filling out an exit ticket.
NCSS- Theme 8: Individual Development and Identity
VIII. Science, Technology, & Society Social studies programs should include
experiences that provide for the study of relationships among science, technology,
and society, so that the learner can:
a. identify and describe examples in which science and technology have changed
the lives of people, such as in homemaking, childcare, work, transportation, and
communication;

Indicator:This will be evident when students answer document-based questions
on a specific invention from the Industrial Revolution, along with its impact. It will
also be evident when they discuss the invention in groups, Jigsaw, discuss as a
class, and fill out an exit slip identifying and explaining the impact of a particular
invention during this time.
INSTRUCTIONAL RESOURCES
. Documents for the students to read and answer questions.
. Document analysis T-Chart.
. Students must come equipped with a pen and paper in order to fill out their exit
ticket.
. Text summaries for the documents.
.Translated text, text summaries, and questions for ELL’s.
MOTIVATION (Engaging the learner(s)*)

For a Do Now, students will answer the question and discuss briefly, “How do
inventions impact society?”
DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Do Now: How do inventions impact society? Followed by brief discussion(5

minutes).
2. Students will be placed in groups where they will analyze document(s) in order
to become “experts” on one invention from this revolution. Each group will
discuss, analyze, and answer questions on their given document(s)(10 minutes).
3. The students will “Jigsaw,” as one person from every different invention group
will be put into a group with one another to discuss the impact of their
invention(10 minutes).
4. The class will debate/discuss what they think the most impactful invention from
the Industrial Revolution is and why(10 minutes).
5. The students will fill out an exit ticket identifying and explaining what they
believe is the most impactful invention from the Industrial Revolution.They must
give two reasons to support their claim(5 minutes).
Key Questions:
1. How do inventions impact society?(Do Now)
2. What did the(insert invention) do?

3. Why was the(insert invention) impactful?
4. What is some specific evidence from the text that supports the last two
questions?
5. What do you think was the most impactful invention from the Industrial
Revolution and why?(Discussion and Exit Ticket)
This T-Chart will guide the students as they take notes while analyzing their
documents, listen to their classmates during the “Jigsaw” activity, and
debate/discuss the topic as a class. They are recording the claim made by
themselves, the article, or their classmates, as well as the evidence cited by one of
these parties. This will be very helpful as it is a simple way to keep track of
information to create an opinion based upon sound evidence

INSTRUCTIONAL STRATEGIES (Learning Strategies*)
Collaboration
This will be evident when the students discuss their respective invention
documents in order to become “experts” on it, discuss their invention with
“experts” of different inventions, and have a class discussion/debate on what they
believe was the most impactful invention during the Industrial Revolution.
Independent Study
. This will be evident when the students fill out an exit ticket where they identify
and explain what they believe was the most impactful invention from the Industrial
Revolution. They must give two reasons to support their claim.
Guided Questioning
. This will be evident when the teacher asks questions to guide the discussions for
the Do Now and the class debate.
ADAPTATIONS (Exceptionality*)
Billy
Billy is a seventh grade student who continues to struggle with reading
skills: fluency, vocabulary recognition and comprehension. He has been classified
Learning Disabled in reading and participates in resource room program one period
each day. Billy struggles most in English and Social Studies. At this time, he has
become extremely anxious in testing situations. Research projects and homework
assignments which involve independent reading are challenges and he frequently
finds ways to avoid completing them. He is at risk of failing both English and
Social Studies due to incomplete assignments. Billy, however, appears to be a
strong auditory and visual learner. He is an accomplished communicator who
easily gains the respect and confidence of his peers when working in small,

cooperative group settings. Billy is also an accomplished artist who has designed
several program covers for school events.
*Billy will be assigned a buddy note-taker. This individual will take notes for Billy,
which can give him quality document analysis, an area he struggles in.For the Exit
Ticket and homework, he will be given the option of making Flipgrid videos
identifying and explaining the invention he believes was the most and least
important during this time period.The Flipgrid can play to his strength as he is an
accomplished communicator.
Carlos
Carlos is a 13 year old bilingual male who came to this country from
Ecuador two years ago. He has encountered serious learning problems resulting
primarily from his physical disability, time lost from school during surgery, and
relocation to the US. Carlos has poor circulation in his hands and feet that cause
swelling and discoloration of her fingers and toes. Extremely motivated to learn
and from an educationally ambitious family, he is keenly aware of his failure and
very anxious in academic situations. This results in further impairment of his
performance.Academically, he is far below the seventh grade in reading, spelling
and arithmetic. He reads at a low fifth grade level, with good overall
comprehension based on context, but with many common words unknown to him.
Auditory discrimination of consonant blends and knowledge of the consonant
sound-symbol relationship are inadequate. In addition, he confuses some of the
short vowel sounds and is unsure of the long vowels. Carlos has not read enough in
English to develop a sufficiently large sight vocabulary to cope with the
assignments given to her. Carlos is an extremely pleasant student who makes
friends easily and enjoys group activities during classes or at recess. He is the
middle child in a two-parent family. His siblings are academically average brothers
who are very protective of Carlos in social situations.
*Carlos will be in an environment where he thrives, as this lesson is centered

around group work. He will be grouped selectively with at least one advanced
student. This advanced student will write text summaries for Carlos and explain
whatever words Carlos is unfamiliar with, essentially peer tutoring him. Carlos is
skilled and enjoys working with others, so this can put him in a situation where he

is comfortable, while his classmate is assisting him in understanding overall text
and particular key words.Like billy, he will be given the option of doing a Flipgrid
for the Exit Ticket and homework assignment.
DIFFERENTIATION OF INSTRUCTION
ELL’s
. These students will be provided with translated text, text summaries, and
translated questions.
Struggling Students
. These students will be provided with a text summary so they can better
understand the document(s) they have to read and answer questions on.
Average Students
. These students will also be provided with a text summary.
Advanced Students
. These students will write text summaries during class that they will give to their
struggling classmates, be assigned to a classmate as a buddy note-taker, or as a
peer tutor.
Visual Learners
. These learners will benefit from the text and visuals presented in the documents.
Auditory Learners
. These learners will benefit from listening to their classmates during group and
class discussions.
Kinesthetic Learners
. These learners will benefit from the moving around and constant interaction with
their fellow classmates as they discuss their documents and opinions on the subject
matter.

ASSESSMENT (artifacts* and assessment [formal & informal]*)
The students will fill out an exit ticket identifying and explaining what they believe
is the most impactful invention from the Industrial Revolution.They must give two
reasons to support their claim and will be expected to score a minimum of a three
out of four on a teacher-constructed rubric.
INDEPENDENT PRACTICE
For homework, the students will construct another paragraph. For this paragraph,
they will identify and explain the invention from the Industrial Revolution they
believe had the least impact on the Industrial Revolution. They must cite
information from the text.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT
Direct Teacher Intervention

. The teacher will host an extra help session before and after school to work with students who
had difficulty grasping the material for this particular lesson. The teacher will be able to tell who
did not comprehend the subject matter based on how the students performed on their Exit
Tickets.
Academic Enrichment
. The students will write a letter to someone as if they are a person living during the Industrial
Revolution. In this letter, they will identify and describe an invention during the Industrial
Revolution. Along with this description, they must explain the impact of this invention on both
them personally and the society.

2a Basándose en este documento, indique un efecto que tuvo la desmotadora de
algodón en la producción de algodón. [1]
b Sobre la base de este documento, indique un efecto que tuvo la desmotadora en el

crecimiento de la esclavitud
This diagram exhibits how more cotton was produced and how slaves
became more valuable as a result of the cotton gin.
Este diagrama muestra cómo se produjo más algodón y cómo los esclavos se
volvieron más valiosos como resultado de la ginebra de algodón.

1.Basándose en este documento, ¿cómo cambió el uso de esta tecnología la forma
en que se procesaba el algodón?
The document exhibits how removing seeds from cotton was much faster as
a result of this new invention.
El documento muestra cómo eliminar semillas del algodón fue mucho más
rápido como resultado de esta nueva invención.

4 Según este cuadro, ¿cuál era una ventaja de usar los ferrocarriles en
comparación con otros métodos de
¿Transporte a mediados del siglo XIX? [1]
This document exhibits how the railroad was more efficient than the other
means of transportation.
Este documento muestra cómo el ferrocarril era más eficiente que los otros
medios de transporte.

6 Sobre la base de este mapa, indique una generalización acerca del impacto
de los ferrocarriles en los Estados Unidos. [1]
This document exhibits how and where railroads could travel throughout the
nation.
Este documento muestra cómo y dónde los ferrocarriles podrían viajar a
través de la nación.

With the commercial development of the anthracite coal fields in eastern
Pennsylvania and with the completion of the canal system by which the coal could
be transported at low rates to populated regions of the state, it was now possible to
provide low-cost fuel to steam engines. This was extremely important as it freed
industry from having to rely on water-power to perform mechanical tasks such as
turning a shaft that could, for example, pull a cable attached to empty coal cars up
an incline or drive a blower that could provide blast-air to an iron furnace. Or the
engine shaft could turn the wheels of a self-propelled vehicle – a steam locomotive,
for example, operating on a rail system using iron rails to be produced by the
anthracite iron industry which burgeoned in the early 1840s. Or the engine could
turn a shaft driving the propeller of a boat – the “steamboat”.
Con el desarrollo comercial de los campos de carbón de antracita en el este

de Pennsylvania y con la finalización del sistema de canales por el cual el carbón
podía ser transportado a bajas tasas a las regiones pobladas del estado, ahora era
posible proporcionar combustible de bajo costo para las máquinas de vapor. . Esto
fue extremadamente importante ya que liberó a la industria de tener que depender
de la energía hidráulica para realizar tareas mecánicas, como girar un eje que
podría, por ejemplo, tirar de un cable conectado a vagones de carbón vacíos en una
pendiente o conducir un soplador que podría proporcionar una explosión. -Aire a
un horno de hierro. O el eje del motor podría hacer girar las ruedas de un vehículo
autopropulsado: una locomotora de vapor, por ejemplo, que funciona en un sistema
de rieles que utiliza rieles de hierro producidos por la industria del hierro antracita
que floreció a principios de la década de 1840. O el motor podría girar un eje que
impulsa la hélice de un barco: el "barco de vapor".

This document explains how the steam engine could operate on low cost fuel
and transport goods more efficiently throughout the country. This invention turned
away from the use of water power and could perform important tasks like pulling
attached cables, driving blowers, and turning shafts.
1. Name two tasks that the steam engine could perform.
2. List two advantages of this invention as stated in the document.
Este documento explica cómo la máquina de vapor podría funcionar con

combustible de bajo costo y transportar bienes de manera más eficiente en todo el
país. Este invento rechazó el uso de la energía hidráulica y pudo realizar tareas
importantes como tirar de los cables conectados, impulsar los sopladores y hacer
girar los ejes.
1. Nombra dos tareas que la máquina de vapor podría realizar.
2. Enumere dos ventajas de esta invención como se indica en el
documento.

Factories that still relied on wind or water power to drive their machines during the
Industrial Revolution were confined to certain locales; steam meant that factories could
be built anywhere, not just along fast-flowing rivers.
Those factories benefited from one of the world's greatest partnerships — that of Watt
and Matthew Boulton, a British manufacturer. Together, they tailored Watt's steam
engine to any company that could use it, amassing great fortunes for themselves but
also sharing research over vast distances.
Transportation was one of those important beneficiaries. By the early 1800s,

high-pressure steam engines had become compact enough to move beyond the factory,
prompting the first steam-powered locomotive to hit the rails in Britain in 1804. For the
first time in history, goods were transported over land by something other than the
muscle of man or animal.
Las fábricas que aún dependían de la energía eólica o hidráulica para conducir sus
máquinas durante la Revolución Industrial estaban confinadas en ciertos lugares; el
vapor significaba que las fábricas podían construirse en cualquier lugar, no solo a
lo largo de ríos que fluían rápidamente.
Esas fábricas se beneficiaron de una de las asociaciones más grandes del mundo: la
de Watt y Matthew Boulton, un fabricante británico. Juntos, adaptaron la máquina
de vapor de Watt a cualquier empresa que pudiera usarla, amasando grandes
fortunas para sí mismos pero también compartiendo investigaciones a grandes
distancias.
El transporte fue uno de esos beneficiarios importantes. A principios de la década

de 1800, los motores de vapor de alta presión se habían vuelto lo suficientemente
compactos como para ir más allá de la fábrica, lo que provocó que la primera
locomotora a vapor se estrellara en Gran Bretaña en 1804. Por primera vez en la
historia, las mercancías se transportaban por tierra por algo Aparte del músculo del
hombre o animal.

This document explains how the steam engine allowed for factories to be
built and located anywhere. This invention was important for transportation, as it
allowed for goods to be transported further and more efficiently. This was the first
time ever goods were being moved by a machine, rather than a person or animal.
1. What type of power did steam power replace?
2. List two benefits of this invention as stated in the document.
3. What was done for the first time in history? Why was this important?
Este documento explica cómo la máquina de vapor permitió que las fábricas
fueran construidas y ubicadas en cualquier lugar. Este invento era importante para
el transporte, ya que permitía que las mercancías se transportarán más y más
eficientemente. Esta fue la primera vez que los bienes fueron movidos por una
máquina, en lugar de una persona o un animal.
1. ¿Qué tipo de potencia reemplazó la potencia de vapor?
2. Enumere dos beneficios de esta invención como se indica en el
documento.
3. ¿Qué se hizo por primera vez en la historia? ¿Por qué era esto importante?

During the Industrial Revolution of the 19th century, machines took over most of
the m The event that laid the groundwork for this monumental change was the
intro of manufacturing work from men, and factories replaced craftsmen’s
workshops. Introduction of interchangeable parts, or pre-manufactured parts that
were for all practical purposes identical, into the firearms industry.
Interchangeable parts, popularized in America when Eli Whitney used them to
assemble muskets in the first years of the 19th century, allowed relatively
unskilled workers to produce large numbers of weapons quickly and at lower
cost, and made repair and replacement of parts infinitely easier.
Durante la Revolución Industrial del siglo XIX, las máquinas tomaron la mayor
parte del trabajo de fabricación de los hombres y las fábricas reemplazaron los
talleres de artesanos. El evento que sentó las bases para este cambio monumental
fue la introducción de piezas intercambiables, o piezas prefabricadas que eran para
todos los propósitos prácticos idénticas, en la industria de las armas de fuego. Las
piezas intercambiables, popularizadas en Estados Unidos cuando Eli Whitney las
usó para ensamblar mosquetes en los primeros años del siglo XIX, permitieron a
los trabajadores relativamente poco capacitados producir grandes cantidades de
armas de manera rápida y a un costo menor, y la reparación y el reemplazo de las
piezas era infinitamente más fácil.
This document explains how interchangeable parts allowed for the mass
production of goods, even by unskilled workers. These parts were the exact same
and pre-made, allowing for more goods to be made quicker and cheaper.
1. According to the document, what was one benefit of this invention?

2. How did this invention allow for more goods to be produced?
3. When could this invention be put to good use? (Hint: it gave an example of
when it was put to use in the document)
Este documento explica cómo las partes intercambiables permitían la

producción masiva de bienes, incluso por trabajadores no calificados. Estas piezas
eran exactamente iguales y prefabricadas, lo que permite que más productos sean
más rápidos y más baratos.
1. De acuerdo con el documento, ¿cuál fue un beneficio de esta invención?

2.¿Cómo esta invención permitió que se produjeran más bienes?
3. ¿Cuándo se podría dar buen uso a esta invención? (Pista: dio un ejemplo de
cuándo fue puesto en uso en el documento)

This document illustrates and explains how interchangeable parts are still
used today. The main benefit of this invention is that one part of a product can be
easily swapped in for another if a replacement is needed.
1. How does this document exhibit the benefits of interchangeable parts?

2. Based on this document, is Whitney’s invention still important today?
Este documento ilustra y explica cómo las partes intercambiables todavía se

utilizan en la actualidad. El principal beneficio de esta invención es que una
parte de un producto puede intercambiarse fácilmente por otra si se necesita
un reemplazo.
1. ¿Cómo muestra este documento los beneficios de las piezas

intercambiables?
2. Basado en este documento, ¿el invento de Whitney sigue siendo importante
hoy en día? Explica por qué y cómo.


REFERENCES
History.com Editors. (2010, April 26). Interchangeable Parts. Retrieved from

https://www.history.com/topics/inventions/interchangeable-parts
Steam Power and Railroad Development. Retrieved from

http://himedo.net/TheHopkinThomasProject/TimeLine/IndustrialRevAmerica/SteamEngines/Ste
am_and_RR_Development.htm
Whipps, H. (2008, June 16). How the Steam Engine Changed the World. Retrieved from
https://www.livescience.com/2612-steam-engine-changed-world.html
Parts From Other Models That May Work With Your Vehicle. Retrieved from Retrieved from
https://www.pullapart.com/inventory/interchangeable-parts/
(2009, June 3). Grade 8 Intermediate-Level Social Studies Test: Booklet 2 Document-Based
Question(DBQ). Retrieved from
http://www.nysedregents.org/Grade8/SocialStudies/20090603book2.pdf
Connolly, M., & Giouroukakis, V. (2016). Achieving next generation literacy: Using the tests
(you think) you hate to help the students you love. Alexandria, VA: ASCD.
New York State K-8 Social Studies Framework. (n.d.). Retrieved from
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
New York State P-12 Common Core Learning Standards for English Language Arts &
Literacy. (n.d.). Retrieved from
https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standar
ds-for-english-language-arts-and-literacy
Chamot, A. & O’Malley, J. A Cognitive Academic Language Learning Approach: An ESL

Content-Based Curriculum. Retrieved from
https://files.eric.ed.gov/fulltext/ED338108.pdf

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INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After answering individually and discussing as a class, the question, “How do

NYS STANDARDS AND INDICATORS

Key Idea: 8.2 A CHANGING SOCIETY: Industrialization and immigration

Key Concept: 8.2a Technological developments changed the modes of production,

*edTPA academic language

*edTPA academic language

MOTIVATION (Engaging the learner(s)*)

1. Do Now: How do inventions impact society? Followed by brief discussion(5

*edTPA academic language

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

*Carlos will be in an environment where he thrives, as this lesson is centered

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

Direct Teacher Intervention

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

b Sobre la base de este documento, indique un efecto que tuvo la desmotadora en el

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

Con el desarrollo comercial de los campos de carbón de antracita en el este

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

Este documento explica cómo la máquina de vapor podría funcionar con

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

Transportation was one of those important beneficiaries. By the early 1800s,

El transporte fue uno de esos beneficiarios importantes. A principios de la década

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

1. According to the document, what was one benefit of this invention?

Este documento explica cómo las partes intercambiables permitían la

1. De acuerdo con el documento, ¿cuál fue un beneficio de esta invención?

*edTPA academic language

1. How does this document exhibit the benefits of interchangeable parts?

Este documento ilustra y explica cómo las partes intercambiables todavía se

1. ¿Cómo muestra este documento los beneficios de las piezas

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

*edTPA academic language

History.com Editors. (2010, April 26). Interchangeable Parts. Retrieved from

Steam Power and Railroad Development. Retrieved from

Chamot, A. & O’Malley, J. A Cognitive Academic Language Learning Approach: An ESL

© Molloy College, Division of Education, Rockville Centre, NY 11571

*edTPA academic language

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