Dora DePaolis Social Studies: World History 10R Unit: Industrial Revolution Aim: How did the Industrial

Revolution Change the Way Goods were Manufactured? Do Now: Review Questions Objectives: Identify the how the manufacturing process changed after industrialization Discuss the impact of the move to factory work on the working class Examine the impact of industrialization on children Evaluate the positive and negative effects of industrialization

NYS Social Studies Standards: Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations o Performance Indicator: Investigate key events and developments and major turning points in world history to identify the factors that brought about change and the longterm effects of these changes

ELA Common Core Standards: CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text

Materials: PowerPoint slides, baggie with puzzle pieces for 1 puzzle; baggie filled with the same puzzle piece; glue sticks; plain paper; Stopwatch (http://www.online-stopwatch.com/ may be used instead) Procedures: Do Now: o Why were so many individuals looking for work in the city during the industrial revolution? o Why did worker productivity increase during the Industrial Revolution? Students are each given a sheet of plain paper, a baggie that contain all of the pieces necessary to construct an image and a glue stick. They are asked to put the puzzle together as quickly as

possible. An image of the completed puzzle is posted on the SmartBoard. A stopwatch is used to time them. When the first person completes the puzzle, time is called. o Image used is a picture of a people weaving textiles under the cottage system Students are given a baggie that contains only one puzzle piece. An image of the 2 nd puzzle is displayed on the SmartBoard, with each piece numbered so that each student knows where their piece fits. The students are asked to complete as many puzzles as possible as part of an assembly line, in the same amount of time as one puzzle was completed when the worked independently. o Image used is a view of a textile mill o Students can stand up to make the process of assembling the puzzles so that handing it off to the next person easier. o The teacher (or a student acting as manager) may make comments to the assembly line workers (i.e.: Work faster or Ill fire you; Faster, faster; etc.) o In the event that there are more students than puzzle pieces, a separate student may be asked to hand off a sheet of blank paper to the first person on the assembly line; a separate person may be responsible for moving completed puzzles off the end of the assembly line and putting them on the teachers desk; a separate student can be responsible for applying glue to the blank piece of paper before handing off the paper to the student with piece 1, etc. o In the event that there are more puzzle pieces than students, the students with the fastest time, as well as other student volunteers, may be asked to apply more than one piece to the puzzle. Students are asked what they experienced under each system o Which system do you think produced more puzzles? (A count is taken) o If you were working for 15 hours, which system would you prefer? People put jigsaw puzzles together for fun o Which would the worker prefer? Why? o Which would the factory owner prefer? Why? o If you were sick one day and couldnt work what would happen to you under each system? o Which system made the process of putting together easier? Link the introduction of automation to the rise of child labor (process was now so easy a child could do it). Review Working Conditions in Britain for the Working Class o Why didnt factory owners protect workers? o What would you guess was the average lifespan of factory workers? Call students up to the board to pretend they are factory workers they will find out what they would have died of o Students click on a skull image reveals a gruesome workplace injury (see graphic below)

Key Questions How did the manufacturing process change during the industrial revolution? What were the effects of this change?

Assessment: Students verbal responses Written responses Unit Exam Quarterly Exam

Conclusion: Recap key points Answer any remaining questions students may have Review homework assignment

Content on Skull Slide: