Industrialization

11.2

K. Belcher, Edison High School

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Standards:

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

1. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.
2. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

1. Analyze why England was the first country to industrialize.
2. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

EL/Inclusion Strategies: Experiential Exercise, Whisper reading with peers, checking for understanding, discussion, graphic organizers for notes.

Materials:

• The Great Balloon Race packet (40 copies)         
• String                        
• Modern World History Patterns of Interaction pages 283-286
• Scissors                    
• Interactive Student Notebook
• Paper                        
• Markers

Objective: Students will experience the impact of specialization on industrialization. Students will be able to explain how the development of inventions and factories increased productivity and efficiency.

Vocabulary: factory, specialization, division of labor.

Procedures:

• Students will be given the Great Balloon Race Packet, directions will be given
• Each student will have ten minutes to work individually to create as many balloons as possible using the materials in class.
• After the ten minutes are over, count the balloons, discuss the difficulties in creating balloons individually
• Brainstorm ways to make production more efficient (examples of responses, dividing students up, cutting materials beforehand, communicating better).
• Use their responses to reorganize groups, divide into four groups, the artists, the cutters, the ribbon cutters, the assemblers
• Spend ten minutes and allow students to produce as many balloons as possible, make sure they know they are trying to make more.
• At the conclusion, count up the number of balloons and have the students talk about how production differed.
• Using their interactive student notebooks have students turn to a clean left sided page and as a class create a Venn Diagram that compares and contrasts individualized production and cooperative production, have students identify unique characteristics of each and ways that both types of production were similar.
• Explain to students that this was an experience that helped them to understand the changes that took place as a result of industrialization
• Have students open to page 283 and discuss the concept of revolution, what brings a revolution
• Allow students 15 minutes to WRAP and take notes on pages 284-286, focusing on what led to industrialization.
• End in a discussion with students talking about the impact of industrialization and what types of changes it brought.
• Draw comparisons between the classroom activity and the industrial revolution in England, talk about why this revolution was necessary and how it has changed lives. Discuss the later industrial movements in the United States and how they fed off of this movement also discuss how revolution changes a society completely.
• For homework, have students write a summary in response to the following prompt “Analyze how our lives would be different if the Industrial Revolution had never taken place. In your opinion, how has our society benefited from this Revolution?”
• The following day review information and begin discussing the impacts of the Industrial Revolution on social life and its impact on families. Make connections to the Industrial Revolution in the U.S.A. and to current moves of industrialization in the U.S.A.

Technology Component: None

Resources:

• Modern World History Patterns of Interaction

Assessment:

• Venn Diagram-identifying students’ abilities to compare and contrast information
• Summary- Allowing students to demonstrate their understanding of the importance of the Industrial Revolution in England to the development of modern society. Students will also use this to help them understand the economic, social and economic impact of this movement.

Reflection:

This activity went well with the students. Students were engaged and competed to get the most balloons completed. However if I had the opportunity to complete this lesson again I would have split it into a two-day lesson, there was too much information and activities to successfully present in one class period. I was not able to properly conclude the lesson thus not allowing all students the opportunity to make the connection between the activity and the historical context of this type of lesson. If taught again I would complete the experiential exercise on day one and for a hook for the following day I would have students do a five-minute quick-write at the beginning of class the second day to have them discuss how the activity made them feel and their feelings as a worker. Then to follow-up with this I would have students open their books and WRAP read. As they WRAP they would be completing a Venn Diagram and on one side they would be taking notes on working conditions during the Industrial Revolution, on the other side they would put their feelings from the simulation and then as a class for processing we would complete the common area of the Venn Diagram and I would have the students complete a one or two paragraph summary listing the similarities and differences between or activity and the events of the Industrial Revolution.