Lesson 1: England's Industrial Revolution
Rationale:
This lesson, which involves playing ‘The Urban Game’, will demonstrate England’s changes over time during the 1700s. This lesson will show how England went from being a mostly agricultural country early on with few class distinctions, to becoming a booming industrial center. Changes in technology, population, employment, and most areas of one’s life drastically changed with the emergence of the industrial revolution. This lesson will reproduce those changes in a hands-on approach. By first investigating and understanding the changes that England experienced during their Industrial Revolution, students will be more apt to understand the changes that America faced during their Industrial Revolution.
Curriculum Frameworks:
· Massachusetts Frameworks: USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)
A. the technological improvements and inventions that contributed to
industrial growth
B. the causes and impact of the wave of immigration from Northern Europe to
America
in the 1840s and 1850s
C. the rise of a business class of merchants and manufacturers
D. the roles of women in New England textile factories
· NCSS Theme: Time, Continuity, and Change-“Studying the past makes it possible for us to understand the human story across time. The historical experiences of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values and ways of life.”
Learning Objectives:
Students will be able to understand how a country, region, or society can be drastically changed with the emergence of new technology. Students will know how the Industrial Revolution changed many aspects of one’s life including population, employment, geography, city planning, gender roles. Students will be able to make connections between England and America’s experiences before, during, and after the Industrial Revolution. Students will have a more thorough understanding of the effects England had on America.
Teaching Methods: Cooperative Learning
Procedure:
1. Students will be broken up into five groups of four. Students will count off by numbers 1-5 to make each group.
2. Each group will be given a large piece of paper along with a premade template depicting each of the symbols.
3. Students will be instructed to complete each set of instructions as a group. Each round a new group member must be the one to draw on the paper. All group members will discuss the task at hand.
4. I will announce to the class that we are currently living in England in 1700. They are the planners for their village and must make careful decisions as the years go on and their village changes. They will receive background information about the current status of England.
5. I will read out each set of instructions for each round and the groups will continue to add on to their village map.
6. After the game ends, students will be asked to individually free write in response to the question, “If you were to start over and plan your village/city again, what changes would you make? What aspects would you keep the same? Explain your reasoning and ideas.”
Assessment:
The free write would serve as both an exit ticket and a formative assessment.
Materials:
5 Large pieces of paper, 5 templates, pencils, and teacher set of instructions for each round
This lesson, which involves playing ‘The Urban Game’, will demonstrate England’s changes over time during the 1700s. This lesson will show how England went from being a mostly agricultural country early on with few class distinctions, to becoming a booming industrial center. Changes in technology, population, employment, and most areas of one’s life drastically changed with the emergence of the industrial revolution. This lesson will reproduce those changes in a hands-on approach. By first investigating and understanding the changes that England experienced during their Industrial Revolution, students will be more apt to understand the changes that America faced during their Industrial Revolution.
Curriculum Frameworks:
· Massachusetts Frameworks: USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)
A. the technological improvements and inventions that contributed to
industrial growth
B. the causes and impact of the wave of immigration from Northern Europe to
America
in the 1840s and 1850s
C. the rise of a business class of merchants and manufacturers
D. the roles of women in New England textile factories
· NCSS Theme: Time, Continuity, and Change-“Studying the past makes it possible for us to understand the human story across time. The historical experiences of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values and ways of life.”
Learning Objectives:
Students will be able to understand how a country, region, or society can be drastically changed with the emergence of new technology. Students will know how the Industrial Revolution changed many aspects of one’s life including population, employment, geography, city planning, gender roles. Students will be able to make connections between England and America’s experiences before, during, and after the Industrial Revolution. Students will have a more thorough understanding of the effects England had on America.
Teaching Methods: Cooperative Learning
Procedure:
1. Students will be broken up into five groups of four. Students will count off by numbers 1-5 to make each group.
2. Each group will be given a large piece of paper along with a premade template depicting each of the symbols.
3. Students will be instructed to complete each set of instructions as a group. Each round a new group member must be the one to draw on the paper. All group members will discuss the task at hand.
4. I will announce to the class that we are currently living in England in 1700. They are the planners for their village and must make careful decisions as the years go on and their village changes. They will receive background information about the current status of England.
5. I will read out each set of instructions for each round and the groups will continue to add on to their village map.
6. After the game ends, students will be asked to individually free write in response to the question, “If you were to start over and plan your village/city again, what changes would you make? What aspects would you keep the same? Explain your reasoning and ideas.”
Assessment:
The free write would serve as both an exit ticket and a formative assessment.
Materials:
5 Large pieces of paper, 5 templates, pencils, and teacher set of instructions for each round