2021-2022

03/03/2022 - 03/05/2022
Mr. Salber

Thursday 03/03/2022

7th Grade US History

Learning Objectives
By the end of this lesson, students will be able to do the following:
Identify the technological advances that made the Industrial Revolution possible
Analyze the changing conditions created by the Industrial Revolution in both Europe and the United States
Direct Instruction
Discribe an invention of the Industial revolution and explain it's significance.

Guided Practice
Instructions
Begin by watching the lesson The Industrial Revolution in Europe and the U.S.: Events & Innovations, pausing at the following points to discuss:
2:45 - First, compare and contrast the Industrial Revolution to other revolutions that your class has studied, like the French or American revolutions. From there,
ask them why Slater was so reviled in the UK, but revered in the United States.
5:48 - Some historians have described the early inventions of the Industrial Revolution as having a domino effect. What does that mean? Do you think it's true?
8:32 - All of these textiles that were so important to the early Industrial Revolution had to come from somewhere. Where do you think that was? What effect did
that have on slave states in the South or European colonies in places like India?
Independent Practice
Activity
Divide your class into small groups of 3 students. Using the an informal debate format, assign each group an innovation or invention from the Industrial Revolution
to discuss the importance of, stating why it was the most important advancement of the time. Each student will speak for 1-2 minutes on the following subjects:
Describe what their innovation or invention was.
Why their assigned innovation or invention was the most important.
The impact on society of their innovation. (note, this may not be completely apparent at first, but will require some critical thinking. These can be both positive and
negative)
The student's job is to convince the class that their invention was the most important invention of the industrial revolution. You can even vote after the
presentations to see which group the class believes had the most important invention.
Possible innovations and inventions are:
Steam Engine
Railroad
Interchangeable Parts
Steamboat
Spinning Jenny
High-quality iron
It may prove helpful to have students read the lesson Inventions of the Industrial Revolution: Examples and Summary as well as a transcript of the video lesson in
preparation for their arguments.
Homework

Page 1 of 6 Day View

2021-2022
03/03/2022 - 03/05/2022
Mr. Salber

Without the Industrial Revolution, the world we live in today would be a completely different place. In this asset you will find a list of project ideas to enhance your
middle and high school students' understanding of this era.Without the Industrial Revolution, the world we live in today would be a completely different place. In
this asset you will find a list of project ideas to enhance your middle and high school students' understanding of this era.

The Industrial Revolution

The Industrial Revolution appears in both U.S. and world history classes in middle and high school. The projects listed below are designed for either of these
classes and can be applied to the First Industrial Revolution (1760 - 1830) or Second Industrial Revolution (1870 - 1914). By completing these projects, students
will have a deeper understanding of what the Industrial Revolution was and how it changed nearly every aspect of life for people during the time. There are
opportunities for both individual and group work in these projects.

Inventions of the Industrial Revolution (Individual Project)

For this project, each student in your class will be creating a flyer about an invention of the Industrial Revolution. Whether you are talking about the First or
Second Industrial Revolution, this project is applicable. Begin by assigning (or allowing students to choose) an invention that changed life during the time period.
These can be specific things like the lightbulb, or more general things, like the assembly line. Each student in your class should have a different invention.
Students will then create the flyer that includes the name of the invention, a large image, a description of what the invention did, how it changed life and the name
of the inventor(s). After students have created their flyers, hang them around the classroom. Students should then complete a gallery walk so that they can learn
about many of the changes and inventions of this time period.
Materials Needed: Computers or copy paper and art supplies

Effects of the Industrial Revolution (Group Project)

For this project, students will be working in groups to identify some of the first and second order changes that happened because of the Industrial Revolution.

First order changes describe the direct results of the Industrial Revolution (like more cheaply produced goods)
Second order changes describe the indirect effects of the revolution (think social, economic, religious, cultural and intellectual).Divide students into three groups.
Each group will be assigned one of the following areas to look at:
the rise of the factory system
the transition to machines
the use of powered tools (steam/water power)
Slide Topic
Slide 1 Topic and group members
Slides 2 - 4 Direct effects
Slides 3 - 7 Second order effects (one slide for each of the following: social, economic, religious, cultural and intellectual)Slide 8 Opinion - What was the greatest
long-term change from this particular aspect of the Industrial Revolution?
Slide 9 Works Cited
In addition, each slide should include at least one image. All students in the group should participate in the presentation by presenting at least one slide.

Materials Needed: Computer/tablet for research and creating a presentation

Invention Project (Individual Project)For this project, students will be working individually to create an invention in the spirit of the Industrial Revolution. Their
invention should be something that will help improve society. The first step is to identify a problem in society that can be fixed. A great way to get students thinking
about this is through a group discussion about the biggest problem in society today.

Page 2 of 6 Day View

2021-2022
03/03/2022 - 03/05/2022
Mr. Salber

After identifying the problem, students will create their invention. For this step, they should name the invention, draw an image of it and describe how it will work.
For the final step, students will give a three-minute presentation, either using a brochure or computer presentation where they try to convince others to buy and
use their invention. To make things interesting, you could hold a class vote after all the presentations to see which invention students think is the most practical
and life-changing.
Materials Needed: Computers, copy paper, art supplies

Page 3 of 6 Day View

2021-2022
03/03/2022 - 03/05/2022
Mr. Salber

Friday 03/04/2022

7th Grade US History

Learning Objectives
By the end of this lesson, students will be able to do the following:
Identify the technological advances that made the Industrial Revolution possible
Analyze the changing conditions created by the Industrial Revolution in both Europe and the United States
Direct Instruction
Discribe an invention of the Industial revolution and explain it's significance.

Guided Practice
Instructions
Begin by watching the lesson The Industrial Revolution in Europe and the U.S.: Events & Innovations, pausing at the following points to discuss:
2:45 - First, compare and contrast the Industrial Revolution to other revolutions that your class has studied, like the French or American revolutions. From there,
ask them why Slater was so reviled in the UK, but revered in the United States.
5:48 - Some historians have described the early inventions of the Industrial Revolution as having a domino effect. What does that mean? Do you think it's true?
8:32 - All of these textiles that were so important to the early Industrial Revolution had to come from somewhere. Where do you think that was? What effect did
that have on slave states in the South or European colonies in places like India?
Independent Practice
Activity
Divide your class into small groups of 3 students. Using the an informal debate format, assign each group an innovation or invention from the Industrial Revolution
to discuss the importance of, stating why it was the most important advancement of the time. Each student will speak for 1-2 minutes on the following subjects:
Describe what their innovation or invention was.
Why their assigned innovation or invention was the most important.
The impact on society of their innovation. (note, this may not be completely apparent at first, but will require some critical thinking. These can be both positive and
negative)
The student's job is to convince the class that their invention was the most important invention of the industrial revolution. You can even vote after the
presentations to see which group the class believes had the most important invention.
Possible innovations and inventions are:
Steam Engine
Railroad
Interchangeable Parts
Steamboat
Spinning Jenny
High-quality iron
It may prove helpful to have students read the lesson Inventions of the Industrial Revolution: Examples and Summary as well as a transcript of the video lesson in
preparation for their arguments.
Homework

Page 4 of 6 Day View

2021-2022
03/03/2022 - 03/05/2022
Mr. Salber

Without the Industrial Revolution, the world we live in today would be a completely different place. In this asset you will find a list of project ideas to enhance your
middle and high school students' understanding of this era.Without the Industrial Revolution, the world we live in today would be a completely different place. In
this asset you will find a list of project ideas to enhance your middle and high school students' understanding of this era.

The Industrial Revolution

The Industrial Revolution appears in both U.S. and world history classes in middle and high school. The projects listed below are designed for either of these
classes and can be applied to the First Industrial Revolution (1760 - 1830) or Second Industrial Revolution (1870 - 1914). By completing these projects, students
will have a deeper understanding of what the Industrial Revolution was and how it changed nearly every aspect of life for people during the time. There are
opportunities for both individual and group work in these projects.

Inventions of the Industrial Revolution (Individual Project)

For this project, each student in your class will be creating a flyer about an invention of the Industrial Revolution. Whether you are talking about the First or
Second Industrial Revolution, this project is applicable. Begin by assigning (or allowing students to choose) an invention that changed life during the time period.
These can be specific things like the lightbulb, or more general things, like the assembly line. Each student in your class should have a different invention.
Students will then create the flyer that includes the name of the invention, a large image, a description of what the invention did, how it changed life and the name
of the inventor(s). After students have created their flyers, hang them around the classroom. Students should then complete a gallery walk so that they can learn
about many of the changes and inventions of this time period.
Materials Needed: Computers or copy paper and art supplies

Effects of the Industrial Revolution (Group Project)

For this project, students will be working in groups to identify some of the first and second order changes that happened because of the Industrial Revolution.

First order changes describe the direct results of the Industrial Revolution (like more cheaply produced goods)
Second order changes describe the indirect effects of the revolution (think social, economic, religious, cultural and intellectual).Divide students into three groups.
Each group will be assigned one of the following areas to look at:
the rise of the factory system
the transition to machines
the use of powered tools (steam/water power)
Slide Topic
Slide 1 Topic and group members
Slides 2 - 4 Direct effects
Slides 3 - 7 Second order effects (one slide for each of the following: social, economic, religious, cultural and intellectual)Slide 8 Opinion - What was the greatest
long-term change from this particular aspect of the Industrial Revolution?
Slide 9 Works Cited
In addition, each slide should include at least one image. All students in the group should participate in the presentation by presenting at least one slide.

Materials Needed: Computer/tablet for research and creating a presentation

Invention Project (Individual Project)For this project, students will be working individually to create an invention in the spirit of the Industrial Revolution. Their
invention should be something that will help improve society. The first step is to identify a problem in society that can be fixed. A great way to get students thinking
about this is through a group discussion about the biggest problem in society today.

Page 5 of 6 Day View

2021-2022
03/03/2022 - 03/05/2022
Mr. Salber

After identifying the problem, students will create their invention. For this step, they should name the invention, draw an image of it and describe how it will work.
For the final step, students will give a three-minute presentation, either using a brochure or computer presentation where they try to convince others to buy and
use their invention. To make things interesting, you could hold a class vote after all the presentations to see which invention students think is the most practical
and life-changing.
Materials Needed: Computers, copy paper, art supplies

Page 6 of 6 Day View