Industrial Revolution

1. Industrial Revolution

2. Geography #2 • Discovery During the Industrial Revolution • A.8.10 Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment • Students will be grouped heterogeneously and assigned a major discovery from the Industrial Revolution • Examples include: • Steam Engine • Cotton Gin • Sewing Machine • Telegraph • Model T (automobile) • Each team will describe and present the following using either a story board, PowerPoint presentation, skit or commercial: • The inventions economical impact • The inventions social impact • The inventions impact on the environment

3. Political Science #1 • Debate – Scaffolded from the Discovery during the Industrial Revolution Lesson • C.8.7 Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate • Students will create and present an argument that the invention they researched in the previous lesson created the most economical and social impact on the country. • Students will be able to argue for their invention and against inventions of the other teams. • Students will be able to use any media necessary to prove their points. • Local business leaders will judge the competition.

4. Geography #1 • State Population Tracker • A.8.7 Describe the movement of people, ideas, diseases, and products throughout the world • Each Student is assigned 1-2 states to research population trends from the creation of the state until 1920. Students will create a table and a graph using Excel • Students will then compile all state population data onto a series of maps of the US. Each map will represent an additional ten years starting in 1850 and ending in 1920 • Students will use internet, particularly the websites from the Census Bureau and the State Historical Societies for references

5. Economics #1 • Captains of Industry or Robber Barons • D.8.8 Explain how and why people who start new businesses take risks to provide goods and services, considering profits as an incentive • Students will be heterogeneously assigned into groups of four • Each group will choose a captain of industry examples include but are not limited to: • Rockefeller • Carnegie • Morgan • Vanderbilt • Each student in the group will research and summarize one of the following four categories: • Their upbringing. • How they made their fortune. • How they treated their workers. • Their philanthropic works. • The groups will make a PowerPoint presentation on their research and make a persuasive argument on whether they were a captain of Industry or a Robber Baron

6. Economics #2 • Build your Empire! • D.8.2 Identify and explain basic economic concepts: supply, demand, production, exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services • Students will play capitalism to create an empire • Students can play single games or multi-games • Students will be given class time and study hall time to play. • Student will create an ongoing journal and reflect on why they were successful or not during the game

7. Behavioral Science #2 • Slavery: A day in the life. • E.8.3 Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people • Many attribute the rapid industrialization of America to the exploitation of slave labor • Students will read one of the following books • Narrative of the Life of Frederick Douglass, an American Slave • Incidents in the Life of a Slave Girl • The Slave Dancer • Other preapproved books • Students will a written, video or audio journal of their reflections on each chapter of the book they are reading • Students will reflect on the how slavery and the demand for labor impacted the culture and daily lives of the slaves.

8. Political Science #2 • Advocate for Change • C.8.8 Identify ways in which advocates participate in public policy debates • Each student will select and research one advocate for labor reform during the Industrial Revolution examples include: • Jane Addams • Grace Abbot • Lewis Hine • Each student will create a list of grievances based on the life work of the advocate by writing a protest song or poem

9. History #1 • What happened to the workforce during the Industrial Revolution? • B.8.9 Explain the need for laws and policies to regulate science and technology • Each student will revisit the grievances of the labor advocate they previously researched. • Each student will write a response in the form of a letter to the advocate they selected explaining what has changed since their works and what has stayed the same. • Students will send the letters to a family member or representative of the advocate

10. History #2 • The Great Railroad Strike of 1877 – A Cocktail Party • B.8.4 Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians • Field Trip – Historical Society Library UW-Madison • Students will find books and research one individual from the Great RR Strike of 1877 • Students will collect the following information • Their background information • Their view of the strike • Their role in the strike • What happened to them after the strike • Each role will be approved at the library before research begins • Students will collect all their information and create a costume • The output from the lesson is a cocktail party where each student will share their character with myself and the other students. Their will be refreshments and parents will be invited to come.

11. Behavioral Science #1 • The Great Railroad Strike of 1877 • E.8.12 Describe conflict resolution and peer mediation strategies used in resolving differences and disputes • Students will research and discuss conflict resolution and mediation techniques in small groups • Each student will create a timeline of the events leading up to, during and after the strike (major events will be provided as a minimum) • Students will identify opportunities where the strike could have been averted or ended and construct their own interventions • Students will construct a classroom timeline using their benchmarks and add their interventions using graphic representations

12. Summative Assessment • Create a Museum • Students will create an Industrial Revolution Museum using pictures, drawings, books, or any other media or graphic representation necessary to cover the important aspects of the Industrial Revolution • The students will receive a rubric that outlines the expectations