Beruflich Dokumente
Kultur Dokumente
Essential Questions
How does capitalism affect our
society today?
How different would the United
States be without the Industrial
Revolution?
How does livelihood divide people?
What does a nation need to do in
order to protect itself?
Learning Activities:
Day 1:
1. 5 minutes. Warm up: If there were no roads in the United States,
how would you find your route/way to and from destinations?
2. 2 minutes. This Day in History- this is read from the almanac, it
has facts that many students find interesting.
3. 15 minutes. See Think Wonder. Students will be given 2 minutes
for each stage of See Think Wonder in order to write down their
thoughts. Thoughts will be shared with the class once completed.
The Industrial Revolution image can be located in
(Supplemental Materials #1)
4. 5 minutes. Begin a class discussion prompting the following
questions to the class:
a. Is anyone wearing or carrying a garment or item that was made
entirely by hand?
b. Why are handmade goods so much more difficult today than
mass-produced ones?
5. 5 minutes. Prediction. Students will try to predict the Chapter in
their journals by writing a descriptive paragraph on Section 1 of
Chapter 11 subheadings. The following headings will be posted on
the board. The teacher will have a few volunteer students read
their paragraphs out loud to the class to see how students may
vary.
a. The Industrial Revolution Begins
b. A Revolution Crosses the Atlantic
c. Lowell, Massachusetts: A Model Factory Town
d. Daily Life During the Industrial Revolution
e. Growing Cities
6. 20 minutes. Next, Students will read pages 330-335 Section 1
The Industrial Revolution. They will fill out the Guided Reading
and Review worksheet that coincides with this section.
Students may work in pairs. This worksheet will need to be
completed by the next class. If students do not use time wisely it
will be considered Homework.
Day 2:
1. 5 minutes. Warm up:
2. 2 minutes. This day in history
3. 10 minutes. Review. The Guided Reading and Review worksheet
from the previous day will be reviewed and taken for a grade on
correctness and completeness.
4. 25 minutes. Students will be separated into groups. They will
pretend that they live in or near a small market town in 1820. A
businessman has announced that he hopes to build a textile
factory I the town. Class will be organized into 6 groups, and each
group will discuss the impact the factory will have on its members.
They will need to make a list of Pros and Cons (located in the
Supplemental Materials #2) using the Graphic Organizer provided
for them. Then, each group will choose one member to represent
its viewpoint in a town meeting to decide whether the town will
protest or support the construction of the factory. They will take a
thumbs up or down vote at the end.
a. Sheep Farmers
b. Spinners and Weavers
c. The unemployed
d. Landowners
e. Merchants
f. Town Officials.
Day 3:
1. 5 minutes. Warm up: Do you or your one of your siblings you
know have a job? If they do, how old are they, and what is
expected of them?
2. 2 minutes. This Day in History
3. 20 minutes. Kahoot! Students will play Kahoot as a review of
Section 1 of Chapter 11. This game is fun, competitive, and
interactive.
4. 30 minutes. Students will read Chapter 11 Section 2 pages 337341. They will be asked to use post it notes and write 3-5 bullet
points of the Main Idea and Supporting Detail. After they complete
this, they will be asked to write a paragraph for each section
summarizing what they have read. The bullet points should guide
them in writing their summaries. There should be a Paragraph for
each of the following sections. This should be turned in the
following day for teacher assessment.
a. Traveling West
b. Improvements to Roads
c. Steam Transport
d. The Canal Boom
Day 4:
1. 5 minutes. Warm up: How might a new Factory in Ortonville affect
your community?
2. 2 minutes. This Day in History
3. 5 minutes. Begin a class discussion with the following prompts
have students write it on the White Board.
a. How many methods of transportation can you think of?
disagree on?
c. What are the economical differences?
4. 35 minutes. Current Events!
a. Access Prior Knowledge. Ask students what they know about
the phrase the 1 percent. First show students the video on
the 1 percent that explains how money is currently distributed
in the United States: https://www.youtube.com/watch?
v=slTF_XXoKAQ
b. Obama and Shark Tank on the 1 percent.
https://www.youtube.com/watch?v=igHlPTII4ak
c. Turn this into a Chalk talk! Students will travel from station to
station and write comments and have conversations on the
boards that surround the hot debate of the 1 percent.
Questions will include
1. Do you think that getting rid of capitalism/manufacturing
would eliminate the 1%? Why or why not?
2. Some people think we should go back to a more subsistence
farming lifestyle? How would this affect your life directly?
3. How are you affected by capitalism?
4. What suggestions do you have in order to have a more ideal
distribution of the nations wealth?
Day 7:
1. 5 minutes. Warm up: After yesterdays chalk talk about the 1
percent, what amount of money/income in a year do you think
would afford a comfortable lifestyle? Explain where and how you
would spend your money? What would your budget look like?
2. 2 minutes. This Day in History
3. 25 minutes. Budget- In order to give students a bit of a reality and
to build off of their chalk talk, they will be asked to create a budget
with a small group. They will be permitted to use their phones and
class computers for research on how much typical items cost.
They will need to select a job that they would like to have and find
out the average income that job creates. Students will share their
budgets with the entire class and if the teacher or students think
of items that they may have missed, it will be added to their
budgets. These items may include
a. Heat
b. Mortgage/Rent
c. Water
d. Trash
e. Insurance
f. Car payment
g. Gas
h. Food
i. Clothing
j. Entertainment (going to the movies, dinner, or game)
k. Phone Bill
l. Extracurricular Activities (Dance, sports, horseback lessons)