Doug Littlefield THE GRINDING GEARS OF AMERICA gears of... · 2004 MASTER TEACHER Doug Littlefield

  • View
    213

  • Download
    0

Embed Size (px)

Text of Doug Littlefield THE GRINDING GEARS OF AMERICA gears of... · 2004 MASTER TEACHER Doug Littlefield

  • 2004 MASTER TEACHERDoug Littlefield THE GRINDING GEARS OF AMERICA

    The Grinding Gearsof AmericaOVERVIEW

    Students are going to explore the beginnings of the Industrial Revolution in the United States. Theywill also examine the political, economic, and social impact of the Industrial Revolution. Students willbe exposed to video clips, musical slide shows, informative websites, picture, graphic organizers, andhands-on activities.

    TIME ALLOTMENT

    4-8 Days

    SUBJECT MATTER

    Social StudiesScienceReadingLanguage ArtsComputer Literacy

    LEARNING OBJECTIVES

    Cognitive Objective: The student will be able toidentify people, places and events of theIndustrial Revolution in the United States

    Language Objective: The student will identifyvocabulary associated with the IndustrialRevolution in the United States.

    Metacognitive Objective: The student willevaluate the political, economic, and socialimpact of the Industrial Revolution on theUnited States.

    STANDARDS

    Social Studies-Chapter 113 TEKS

    8.13cEconomics. The student understands whyvarious sections of the United States developeddifferent patterns of economic activity. Thestudent is expected toanalyze the causes andeffects of economic differences among differentregions of the United States at selected times inU.S. history.

    8.14b Economics. The student understandshow various economic forces resulted in theIndustrial Revolution in the 19th century. Thestudent is expected to identify the economicfactors that brought about rapidindustrialization and urbanization.

    8.28aScience, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toexplain the effects of technological andscientific innovations such as the steamboat,the cotton gin, and the Bessemer steel process.

    8.28bScience, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toanalyze the impact of transportation systemson the growth, development, and urbanizationof the United States.

    8.28cScience, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toanalyze how technological innovationschanged the way goods were manufacturedand marketed, nationally and internationally.

  • 2004 MASTER TEACHERDoug Littlefield THE GRINDING GEARS OF AMERICA

    8.28dScience, technology, and society. Thestudent understands the impact of science andtechnology on the economic development ofthe United States. The student is expected toexplain how technological innovations led torapid industrialization.

    8.29aScience, technology, and society. Thestudent understands the impact of scientificdiscoveries and technological innovations ondaily life in the United States. The student isexpected to compare the effects of scientificdiscoveries and technological innovations thathave influenced daily life in different periodsin U.S. history.

    8.29bScience, technology, and society. Thestudent understands the impact of scientificdiscoveries and technological innovations ondaily life in the United States. The student isexpected to describe how scientific ideasinfluenced technological developments duringdifferent periods in U.S. history.

    8.29cScience, technology, and society. Thestudent understands the impact of scientificdiscoveries and technological innovations ondaily life in the United States. The student isexpected to identify examples of howindustrialization changed life in the UnitedStates.

    8.30/US24/WH25 Social studies skills. Thestudent applies critical-thinking skills toorganize and use information acquired from avariety of sources including electronictechnology.

    8.31/US 25/WH26Social studies skills. Thestudent communicates in written, oral, andvisual forms.

    8.32/US 26/WH 27 Social studies skills. Thestudent uses problem-solving and decision-making skills, working independently and withothers, in a variety of settings.

    US2bHistory. The student understands thepolitical, economic, and social changes in theUnited States from 1877 to 1898. The studentis expected to analyze economic issues such asindustrialization, the growth of railroads, thegrowth of labor unions, farm issues, and therise of big business

    US2cHistory. The student understands thepolitical, economic, and social changes in theUnited States from 1877 to 1898. The studentis expected to analyze social issues such as the

    treatment of minorities, child labor, growth ofcities, and problems of immigrants.

    WH 23aScience, technology, and society. Thestudent understands how major scientific andmathematical discoveries and technologicalinnovations have affected societies throughouthistory. The student is expected to giveexamples of major mathematical and scientificdiscoveries and technological innovations thatoccurred at different periods in history anddescribe the changes produced by thesediscoveries and innovations.

    WH 24aScience, technology, and society. Thestudent understands connections betweenmajor developments in science and technologyand the growth of industrial economies andsocieties in the 18th, 19th, and 20th centuries.The student is expected to explain the causes ofindustrialization and evaluate both short-termand long-term impact on societies.

    MEDIA COMPONENTS

    INTERNET RESOURCES

    http://www.freeplaymusic.com/http://www.pbs.org/wnet/historyofus/web04/segment1.htmlhttp://www.pbs.org/wnet/historyofus/web04/segment4.htmlhttp://inventors.about.com/cs/astartinventions/a/HollandThompson.htmhttp://images.google.comhttp://www.saisd.net/ADMIN/curric/SStudies/tip1.htmhttp://www.microsoft.com/windowsxp/moviemaker/getstarted/default.asphttp://www.apple.com/imovie/

    MATERIALS

    PER STUDENT

    The Effective Factory (3 Pages) Webbing Diagram Machines Webbing Diagram Agricultural

    Revolution Handout Coming to America Graphic Organizer Casual Chain to

    Multiple Effects (2 Pages) The Effects of Industrialization Point

    of View

  • 2004 MASTER TEACHERDoug Littlefield THE GRINDING GEARS OF AMERICA

    Life in a Factory 4 photos Life in a Factory Reaction and analysis Cardstock Pen/pencil Map colors/markers Scissors Glue/clear tape

    Computer with Internet connection

    PREP FOR TEACHERS

    Run off all handouts Reserve computer lab for tech days (3-5

    Days) Predetermine cooperative groups of 4 Run off/create all overheads Bookmark all websites used during the

    lesson Create a musical slide show showing

    the Industrial Revolution. Forbackground music, you can downloadcopyright-free files athttp://www.freeplaymusic.com/

    INTRODUCTORY ACTIVITY:SETTING THE STAGE

    Day 1 10 minutes

    Before class begins, have the Machinewebbing diagram either on the board oron the overhead

    Break students into their groups Have students work in their groups to

    write their definition for the wordmachine

    Have one member from each of thegroups report their definition to the restof the class

    After the groups have finished, discusswith the students different types ofmachines that exist today

    Each group is to fill in the webbingdiagram demonstrating different typesof machines that they use on an almostdaily basis

    Ask each group for a machine and writetheir responses on your webbingdiagram that is either on the board oron the overhead.

    Discuss with students about machinesthat create finished goods, such as

    clothing. Ask them to describe what lifewould be like if those machines did notexist.

    Review the following vocabulary wordsrelated to the Industrial Revolution:Factory System, Industrial Revolution,urbanization, Agricultural Revolution,and textile.

    Introduce the concept of the AmericanIndustrial Revolution and brieflydescribe how it changed the UnitedStates.

    Discuss with the students the objectivesof the lesson.

    LEARNING ACTIVITIES

    Day 1 20 minutes - Coming toAmerica

    In their groups either at a computerstation, or at their desks, hand out theComing to America organizer.

    (Media Interaction) Either using the PBSwebsite Wake Up America Introduction, printouts of the website,or other resources, have students fill outthe organizer. Make sure that thestudents are providing details to fullyexplain their answers.

    http://www.pbs.org/wnet/historyofus/web04/segment1.html - PBS Website

    Have students discuss in their groupswhether or not Samuel Slater could beconsidered an important person inAmerican history. Have them debatewhether or not Slater was right orwrong for doing what he had done.

    Day 1 15 minutes - Life in a Factory

    (Media Interaction) In their groups,have students go to Segment 4 TheDarker Side of Progress and read aboutthe conditions of working in a factory.If internet connections are notavailable, hand out printouts of thewebsite or use another source.

    o http://www.pbs.org/wnet/historyofus/web04/segment4.html -Segment 4

    While they are reading, have studentsuse the Cornell Notes strategy in theirnotebooks.

    Hand out the Life in a Factoryhandouts to the students.

  • 2004 MASTER TEACHERDoug Littlefield THE GRINDING GEARS OF AMERICA

    Each group member is responsible forone of the pictures. They are to role playthe people or person in their assignedphotograph. Students can either act outtheir scene orally or write it out on thesecond page of the handouts.

    Day 2 20 Minutes - The AgriculturalRevolution

    (Media Interaction) In their groupsstudents are to