Inquiry Statement: Scientific and technological innovations revolutionized the world and changed every aspect of modern life.
Lesson 1
As a HOOK To introduce the Industrial Revolution the students desks will be upside down when they come in, they will be confused and want to turn them over. They will not be allowed until after we watch the Twilight zone video on wordplay to show students how new advancements in technological innovations made people feel. Also how the words can change meanings with different generations, for example how I learned last week that slime now means cool......
I will ask the students how the upside down desks make them feel and ask them how they think new inventions made people feel.. Takes awhile for people to start getting used to something.
I will ask the students how the upside down desks make them feel and ask them how they think new inventions made people feel.. Takes awhile for people to start getting used to something.
2. As a class we will read page 229 and the first paragraph of 230 together
3. Ask the students to take a few minutes and talk with the person next to them about an invention they were unsure of at first but now like or just an invention they have found significant in their life so far. Example for me it would be the invention of an Ipod and phones with internet on them.
Ask them what is one invention they would uninvent and why?
3. Ask the students to take a few minutes and talk with the person next to them about an invention they were unsure of at first but now like or just an invention they have found significant in their life so far. Example for me it would be the invention of an Ipod and phones with internet on them.
Ask them what is one invention they would uninvent and why?
4. Hand out the chapter questions which also follow along as notes for students, answers to the questions will be given in the powerpoint and also the page number in the text for students to look at for further information.
Also have students take notes on powerpoint and create 5 T/F questions with them
Also have students take notes on powerpoint and create 5 T/F questions with them
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5. Have the students watch the video below and fill in the blanks to go along with the video
Lesson 2
1. To start class off with a hook, show the video below about life in Britain at this time in a comical way
2. Set the stage for what it is like to live in Britain at this time
What was it like to live in 18th Century Britain?
What was it like to live in 18th Century Britain?
- There were two very different lifestyles in 18th-century England: that of the rich and that of the poor. With the Industrial Revolution, which started in the middle of the century, came new machinery that saved time and made some people very wealthy. The rich were getting richer and the poor, poorer.
- Many people were out of work because suddenly machines were doing their jobs.
- The population was growing wildly. Cities were dirty, noisy, and overcrowded. London had about 600,000 people around 1700 and almost a million residents in 1800.
- The rich, only a tiny minority of the population, lived luxuriously in lavish, elegant mansions and country houses, which they furnished with comfortable, upholstered furniture.
- Their calendars included dinner parties, opera, and the theater. Many had inherited their great fortunes and never knew what it was to have to work, cook meals, or empty their own chamber pots.
- Schools were not compulsory, but many upper-class boys attended school, and some girls from well-off families did, too. Girls were educated more in “accomplishments” like embroidery and music than in academic subjects.
- Some “charity schools” started to provide an education to lower-class children.
- Poor people ate rather plain and monotonous diets made up primarily of bread and potatoes; meat was an uncommon luxury.
- Poor craftsmen and laborers lived in just two or three rooms, and the poorest families lived in just one room with very simple and plain furniture.
- It was a difficult life for poor people: There was no government assistance for the unemployed, and many had trouble finding their next meal or a warm place to sleep.
- or every 1,000 children born in early-18th-century London, almost 500 died before they were 2, generally due to malnutrition, bad water, dirty food, and poor hygiene.
- Orphans roamed the streets; because they didn’t attend school, they had little chance of improving their situation
3. Show PowerPoint on the workforce during the revolution leading into child labour discussion and activity.
the_impact_on_workers_l2.odp | |
File Size: | 6105 kb |
File Type: | odp |
4. Break students up into 3 groups and give them primary sources on a Coal Miner, Chimney Sweep and Child Factory Worker and answer the questions using the sources.
When they are done have them share the information with their classmates
When they are done have them share the information with their classmates
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5. Sweatshop worksheet, introducing students to a sweatshop in this day in age that is still happening with big corporations and answer the questions provided.
sweatshops_article.doc | |
File Size: | 461 kb |
File Type: | doc |
6. Depending on the time watch the two videos below on sweatshops by Nike and other famous companies
7. End this lesson by providing students homework of coloring an old model T car cutout for us to have a contest on for our factory simulation game on Monday. The winning car will get a prize.
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Lesson 3
1. I will start class off with our question of the week which for this week will be; What is one invention you would uninvent and why?
Then I will bring in some "old" artifacts that some students may not know or may not know how to use, for example a type writer. Asking them if they know what each item is and how it was used or what it does, for each one right I will hand out a candy or chocolate. - seeing how long I can bring these items in for before no one knows what any of them are.
Then I will bring in some "old" artifacts that some students may not know or may not know how to use, for example a type writer. Asking them if they know what each item is and how it was used or what it does, for each one right I will hand out a candy or chocolate. - seeing how long I can bring these items in for before no one knows what any of them are.
2. Show a video on new futuristic gadgets that we could be seeing in the near future and see what students think.
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3. Students will be broken up into groups of 3-4 and will be doing a brief presentation to the class on a invention, from pages 240-244 and a quick search of their invention on the internet. GIVE STUDENTS more than 20 minutes next time to get a better fulfillment out of the lesson on learning deeper into the content of each invention.
The options students have are;
-Steam Power
-Newcomen's Steam Engine
- Watt's Steam Engine
-Cottage Industry
-Spinners and Weavers
-The Factory Age
-Transportation
-Roads
-Water Transportation
-Rail Transportation
The students can present their information in various ways;
-Kahoot
-Window Writers
-White board
-Poster
-Newspaper Headlines
-Film
-Skit
-Poem
-Talk show
The options students have are;
-Steam Power
-Newcomen's Steam Engine
- Watt's Steam Engine
-Cottage Industry
-Spinners and Weavers
-The Factory Age
-Transportation
-Roads
-Water Transportation
-Rail Transportation
The students can present their information in various ways;
-Kahoot
-Window Writers
-White board
-Poster
-Newspaper Headlines
-Film
-Skit
-Poem
-Talk show
4. Have students copy down the following notes:
Factory System: Organize labour around machines. Too big for houses. Work comes to a central location (factory). Leads to time management, easier to supervise and regulate. Wages kept deliberately low (maximize profits.).
Cottage Industry: Involves whole family, product made at home.
We will then post the cars students coloured over the weekend on the board and have a vote on who's is the best one. How do you feel about it? The winner will win a chocolate bar.
Factory System: Organize labour around machines. Too big for houses. Work comes to a central location (factory). Leads to time management, easier to supervise and regulate. Wages kept deliberately low (maximize profits.).
Cottage Industry: Involves whole family, product made at home.
We will then post the cars students coloured over the weekend on the board and have a vote on who's is the best one. How do you feel about it? The winner will win a chocolate bar.
assembly_line_activity_instructions.doc | |
File Size: | 251 kb |
File Type: | doc |
We will then transition into a factory simulation activity- make sure to print MANY car sheets 60+ students will have 25 mins to create as many cars as they can. Play factory noises video below
A. Get Students to put the desks into 2 rows
B. Get ready to play some Gregorian chants, dark music, heavy metal to create atmosphere.
C. Give instructions to students: OVERHEAD ATTACHED.
D. Some jobs may appear two times. – need boxes for finished products.
E. During simulation, be sure to yell at kids and drive them hard. Rip up cars, assign someone the job of crawling along the floor picking up scraps.
F. Prize to team with most cars made.
6. How do you feel about these cars?
What were the advantages and disadvantages to the cottage industry? - write it out on board for class to see and build upon
A. Get Students to put the desks into 2 rows
B. Get ready to play some Gregorian chants, dark music, heavy metal to create atmosphere.
C. Give instructions to students: OVERHEAD ATTACHED.
D. Some jobs may appear two times. – need boxes for finished products.
E. During simulation, be sure to yell at kids and drive them hard. Rip up cars, assign someone the job of crawling along the floor picking up scraps.
F. Prize to team with most cars made.
6. How do you feel about these cars?
What were the advantages and disadvantages to the cottage industry? - write it out on board for class to see and build upon
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Lesson 4
1. Start class off with the top 10 inventions of all time video to show students how important inventions are in a cool way that makes them think of a time before these were around
2. Have a discussion on the activity from yesterday testing the students knowledge on the cottage and factory system.
hen hand out the reflection sheet from yesterday that also contains the notes on the back about the Luddites. CHANGE QUESTION 5 on the sheet. to HOW DOES WHAT WE DID TODAY CONNECT TO THE HISTORY DISCUSSED ABOUT CHILD LABOUR?
hen hand out the reflection sheet from yesterday that also contains the notes on the back about the Luddites. CHANGE QUESTION 5 on the sheet. to HOW DOES WHAT WE DID TODAY CONNECT TO THE HISTORY DISCUSSED ABOUT CHILD LABOUR?
luddites.doc | |
File Size: | 44 kb |
File Type: | doc |
3. Look into the changes of society during this time because of the Revolution.
changes_to_society.odp | |
File Size: | 3505 kb |
File Type: | odp |
4. Introduce students to their projects for this unit and provide them work time and computers
5. Students will begin to work on their inventions project and cite their sources
inventions__project.pptx | |
File Size: | 2639 kb |
File Type: | pptx |
Lesson 5
1. Today students will be learning about the Cottage industry and learning how to weave together a Metis Sash, Thanks to our Multicultural room members.
2. Students will then finish the class working on their inventions project
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