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Social Studies 9

Social Studies 9. Lesson 2. Do Now!. Take 2-3 minutes to answer the following question in your journal. Be sure to write out the question and include the DATE! What is an example of a primary source? How would it help me to learn about history?. Review. Primary Source vs Secondary Source.

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Social Studies 9

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  1. Social Studies 9 Lesson 2

  2. Do Now! • Take 2-3 minutes to answer the following question in your journal. • Be sure to write out the question and include the DATE! • What is an example of a primary source? How would it help me to learn about history?

  3. Review • Primary Source vs Secondary Source

  4. Artifact….. • Is a PRIMARY SOURCE • Yesterday when you looked at my artifact kit you practiced using primary sources.

  5. Drawbacks • But using ONLY primary sources can be tricky.

  6. SO….. • We use many different types of SOURCES to make sure that we have the most accurate understanding of something.

  7. Today • We are going to use a type of SECONDARY SOURCE to learn about our first unit of study:

  8. The Industrial Revolution! • Article: We are going to read an article written by a teacher at RIST last year.

  9. BUT! • Before we begin to read, we need to learn how to read the RIGHT way.

  10. How? • You have to find a PURPOSE or reason for reading. • WHAT are we trying to figure out by reading this?

  11. KWL • Industrial Revolution style! • K= What do I ALREADY know about the Industrial Revolution? • In your groups take 1 minute to write down anything you already know about the Industrial Revolution

  12. W = WHAT • WHAT to I want to find out about the Industrial Revolution? • Take 5 minutes to write down 3 things you would like to learn about the Industrial Revolution.

  13. By the end of this unit, Ms. Rebecca wants you to know: • 1. WHAT IS the Industrial Revolution and how is it a REVOLUTION? • 2. WHAT are some important things that happened during the Industrial Revolution? • 3. HOW did the Industrial Revolution change people’s lives? • 4. Was the Industrial Revolution good or bad?

  14. L = Learned • When our unit of study is over, we should be able to answer most, if not all of the questions posed in our “W” (what we want to learn) section and gain a better understanding of the Industrial Revolution and why it’s so important.

  15. Important Reading Vocab • Main Idea- Most important point • Example- Gives more information to support the main idea • Detail- Specific information to support the main idea • Inference- Understanding something not clearly stated by using evidence or clues • Summarize- Briefly rephrasing the main idea in your own words • Event- Something that has happened

  16. 2- Column notes • Take a sheet of notebook paper and draw a line down the middle. • On the top of the LEFT side write: Main ideas • On the top of the RIGHT side write: Details, Examples and MY observations and questions. Examples of how to start an observation: • “I wonder…….” • “I am confused about…..” • “The picture in my head looks like…….”

  17. Example: • MAIN IDEA: The Industrial Revolution was bad. • Example: Factory owners used child laborers and treated them poorly. • Detail: By the age of 6, many children worked 14 hours a day!

  18. Your group will answer the question that goes with your group number: • 1. WHAT IS the Industrial Revolution and how is it a REVOLUTION? • 2. WHAT are some important things that happened during the Industrial Revolution? • 3. HOW did the Industrial Revolution change people’s lives? • 4. Was the Industrial Revolution good or bad?

  19. Assignment • Each person in your group is responsible for taking 2-column notes on things from the reading that answer your question. • Each person MUST have AT LEAST 2 main ideas with details and your own observations.

  20. Let’s go over the answers: • Each group shares what they wrote

  21. Journal • What have you learned about the Industrial Revolution that you didn’t know before class today? Take 2-3 minutes to answer in your journal.

  22. Homework • Know the following words for the vocabulary quiz next time: • Significant • Disguise • Prohibit • Consequence • Detail • Event Inference • Example • Summarize • Main Idea

  23. Last time • We learned a bit about The Industrial Revolution. Remember: A revolution is a change. The Industrial Revolution changed the way people lived.

  24. Revolution good? • The Industrial Revolution changed the world to make it more modern • Detail: New inventions made it possible to make things faster and easier • Example: The cotton ginmade it easier to harvest (or pick cotton and take the seeds out) cotton so it could be shipped to factories and made into clothes.

  25. New TECHNOLOGY http://www.letusinsureyou.com/lightbulb%20idea.jpg

  26. Cotton with a bunch of stuff in it http://www.ferdinando.org.uk/images/cotton%20seed%20and%20fibre.jpg

  27. How they picked out the seeds BEFORE the cotton gin http://i156.photobucket.com/albums/t32/FiberFantasies/BlogPhotos/CottonPickingMISS.jpg

  28. The NEW way http://statesymbolsusa.org/IMAGES/Texas/cotton_gin.jpg

  29. Today http://gotherefore.net/CottonHarvest.jpg

  30. So… • Inventions made life easier = Hard

  31. = Easy

  32. Other “good” things • New sources of power: • STEAM! http://www.coolest-gadgets.com/wp-content/uploads/2006/11/steam-engine.jpg

  33. Textiles (cloth) easier to make SPINNING JENNY https://eee.uci.edu/clients/bjbecker/SpinningWeb/spinningjenny2a.jpg

  34. Transportation • IMPORTANT because that’s how you get cloth and other goods to buyers http://lincoln.lib.niu.edu/gal/steamboat.jpg

  35. Steam engine train • Using steam for transportation on land. http://www.anntorrence.com/at-images/DSC_3342.jpg

  36. Other inventions Telephone Telegraph http://www.peterme.com/images/dfp_500telephone.jpg

  37. Now that you have a little more information • Answer in your journal: • 1. How was the Industrial Revolution good?

  38. Vocab! • These are some important terms that you need to know for this unit: But how?

  39. What does it mean to you? • Industrial Revolution: The time when people started using machines instead of tools.

  40. What does that mean to you? • Think of a picture that you think represents the term The Industrial Revolution.

  41. Now draw it! • On a note card that I pass out to you. • First, write the term and the definition • Then turn your card over and draw a picture of what you think represents the term. • Example: On one side you will have a picture and of Psychology and on the other side you will write the actual word “Industrial Revolution” and define it.

  42. Now do the same with the following words from our first unit • Industrial Revolution • Industrialization • Spinning Jenny • Cotton gin • Technology • Steamboat • Telegraph • Telephone • Internal combustion engine • textile

  43. Check your book for the definitions

  44. Pick a partner • And go through all of the terms to quiz each other • 1. One person holds up the picture so the other can see • 2. Then READ the description of the term • 3. The other person (the one looking at the picture) guesses what the term is.

  45. Now let’s play! • Pictionary! • Your table is your team. • Each team will take a turn sending one member up to the board to draw. • ONLY the members of the team drawing can guess. • I will show them a term and they will have to draw what they think it looks like. • The team will guess what they think the term is (30 sec) and if they get it right, they get a point! • If they don’t know, the other teams may have a guess. The first person to raise their hand gets to guess. • Then the next team will come up.

  46. Now let’s use the new words (add to lesson 3) • To write a story. • You must use every word to write a story about the Industrial Revolution. Be Creative! Your use of the words MUST show me that you understand what the words mean. • You must write at least 5 sentences to write your story • Don’t worry about grammar, just make sure you understand the terms!

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