Intro to Industrial Revolution
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1. We have now studied three revolutions, the English, the French and the American. Brainstorm Briefly what happened in them. Based on that, what do you think would be a good definition for the word “revolution”. Put their ideas on the board. What do you think an industrial revolution would be? What may cause a revolution?
REVOLUTION: Forcible overthrow of a government or social order in favor of a new system. Dramatic and wide ranging change in the way something works or is organized or in people’s ideas about it. The industrial revolution is a revolution that still impacts us today. 2. Mr. Fitton showed "Crash Course in History - The Industrial Revolution." First 2.5 minutes to reveal how it still impacts humanity to this day. |
3. Write on the board: "Civilization has run on ahead of the soul of man, and is producing faster than he can think and give thanks." -- GK Chesterton
4. Mr. Fitton and the class looked at: http://www.washingtonpost.com/national/health-science/humans-staggering-effect-on-earth/2015/05/13/01c9b7e2-f974-11e4-9030-b4732caefe81_gallery.html A Washington Post article on the staggering impact humans have on earth.
5. We are history Spoof (only show up to 6 minutes in)
This makes fun of things that went on during the industrial revolution. What are something things he makes fun of that you can assume were going on during the industrial revolution?
4. Mr. Fitton and the class looked at: http://www.washingtonpost.com/national/health-science/humans-staggering-effect-on-earth/2015/05/13/01c9b7e2-f974-11e4-9030-b4732caefe81_gallery.html A Washington Post article on the staggering impact humans have on earth.
5. We are history Spoof (only show up to 6 minutes in)
This makes fun of things that went on during the industrial revolution. What are something things he makes fun of that you can assume were going on during the industrial revolution?
6. Go on Scavenger Hunt to fill in Industrial and Agricultural Revolution Matrix. Explain Rules. Mr. Fitton will provide a "Unit Matrix." Students are to go around the school and collect data based on the scavenger hunt and place into the fill in the blanks.
the_industrial_revolution_scavenger_hunt.docx | |
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socials_9_-_industrial_revolution_matrix_key.pdf | |
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7. Hand out chapter questions and begin working on them.
Play nationalistic songs in the background: God Save the Queen, Rule Britannia, Britannia Rules the Waves and Hope and Glory (see below)
Play nationalistic songs in the background: God Save the Queen, Rule Britannia, Britannia Rules the Waves and Hope and Glory (see below)
chapter_5_unit_questions.doc | |
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Lesson 2: British Colonies
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1. Review yesterday, discuss some potential good aspects of the Agricultural Revolution and some bad aspects.
-Means a great change. A move from subsistence farming to business farming. -Small strips are consolidated (Enclosure). Big farms = easier to manage + profitable. -Commons = sold off. = people leave to work in the city (causes urbanization --- explain cause and effect to the students.) -Not just to support selves any more. -new breeds of plants and animals created (high yield) – lends support to the industrial revolutions. -New technology/ideas (acre produces more crop – see drill [jethro tull], Lord Townshend – rotate crops with ones that return nutrients, so do not have to leave ground fallow = 1/3 more productivity each year.) Turnips/clover can be used to feed animals too, so more animals. 1. 5 Show video clip "What if the Industrial Revolution never happened?" An interesting look at why this unit is relevant. |
2. Ask them what the following quote means: "Rule, Britannia! rule the waves: Britons never will be slaves."
How do you predict that they treated people in the colonies? Explain the slave trade, 8 million died on ships, horrendous conditions
3. Show clip on British Empire (Horrible Histories The British Empire News Report). Mr. Fitton has saved as "The British Empire Report" on his computer.
4. Show "British Things" video to introduce how we are going to discuss Colonialism and trade.
5. Notes on British Empire
How do you predict that they treated people in the colonies? Explain the slave trade, 8 million died on ships, horrendous conditions
3. Show clip on British Empire (Horrible Histories The British Empire News Report). Mr. Fitton has saved as "The British Empire Report" on his computer.
4. Show "British Things" video to introduce how we are going to discuss Colonialism and trade.
5. Notes on British Empire
british_empire_notes.doc | |
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6. Activity:
-Divide class into 6 small groups. Each group receives 1 short writing on one of Britain’s colonies, and each member receives an organizer to fill in. They are to gather the required information by reading and filling in their organizer. Included is a mapping exercise that has them shade in where each colony was.
-Have each group choose a spokesperson and fill in the organizer completely as presentations are given. – they can put it onto an overhead that I circulate.
-Then put up for the class to copy
-Divide class into 6 small groups. Each group receives 1 short writing on one of Britain’s colonies, and each member receives an organizer to fill in. They are to gather the required information by reading and filling in their organizer. Included is a mapping exercise that has them shade in where each colony was.
-Have each group choose a spokesperson and fill in the organizer completely as presentations are given. – they can put it onto an overhead that I circulate.
-Then put up for the class to copy
british_colonies.doc | |
File Size: | 308 kb |
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7. Work on chapter questions for the rest of class.
8. Bob Hale: http://tune.pk/video/2735987/history-of-british-empire-for-dummies
8. Bob Hale: http://tune.pk/video/2735987/history-of-british-empire-for-dummies
Map of British Colonial Possessions - "The Sun Never Sets on the British Empire."
Lesson 3 - Trains and Factories
1. Go over Phrases: “The Sun Never Sets on the British Empire” and “Rule Britannia, Britannia rules the Waves,” review the colonies and the products that Britain got them from. Have students take out the notes from last class on the colonies. Get them to list the colonies and which items came from each one.
See below for a key: Display the key and go over the items (most important part). For the kids - if they are unwilling to share
See below for a key: Display the key and go over the items (most important part). For the kids - if they are unwilling to share
colonies_+_chart_on_colonies.doc | |
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2. Make a list of the best inventions of all time (MRI, Antibiotics, X-Ray, computers) See how it fits with the internet list. (overhead below)
top_10_inventions.docx | |
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3. James Watt Clip: Explain who James Watt was – the significance of his discovery. Driving force behind the Industrial Revolution. Allowed then to go easily between colonies and ship goods. Play youtube clip (Below): 2:00-5:19 (about Watt – only play the small excerpt)
4. Summarize pages 140-141 for them in a mini lecture
-Industrial Revolution could only happen if they could ship good from farms and factories to Market cheaply, also raw materials must be brought to them from all over the world
-1700 English transportation system was poor, roads medieval and a muddy mess in the frequent rain
- Horses carried good, but slow and must be fed and rested so inefficient, waterways missed whole large sections of the country. Needed good roads for wagons
-Turnpike: Private companies build road and charge toll (so no cost to government)
-Macadam roads: three layers of graded stone with largest stones at bottom and fine gravel on top, slop road to side so water rolls off.
-FIELD TRIP - Take class out to the road that goes between the class across the hall and the portable. (show them one on the road outside the portable) Explain why it would be sloped, and why it would have rocks/sand (helps with drainage) - that's why it doesn't bog down.
-canals built too, dropped shipping costs by 2/3
-some canals build high above the ground. 4000km by early 19th Century
-Industrial Revolution could only happen if they could ship good from farms and factories to Market cheaply, also raw materials must be brought to them from all over the world
-1700 English transportation system was poor, roads medieval and a muddy mess in the frequent rain
- Horses carried good, but slow and must be fed and rested so inefficient, waterways missed whole large sections of the country. Needed good roads for wagons
-Turnpike: Private companies build road and charge toll (so no cost to government)
-Macadam roads: three layers of graded stone with largest stones at bottom and fine gravel on top, slop road to side so water rolls off.
-FIELD TRIP - Take class out to the road that goes between the class across the hall and the portable. (show them one on the road outside the portable) Explain why it would be sloped, and why it would have rocks/sand (helps with drainage) - that's why it doesn't bog down.
-canals built too, dropped shipping costs by 2/3
-some canals build high above the ground. 4000km by early 19th Century
5. DVD: Queen Victoria’s empire (clip below). Play DVD from 0-7:30 minutes. This will help to review the information we’ve learned so far. (queen Victoria Engines of Change part 1/4)
7. Trains: Read page 142 as a class: discuss dangers of trains and high-speed travel. Watch crash course to see how trains changed people's lives (much like the internet has changed ours).
After watching, give students a moment to discuss with their partners - each students must say one impact that the train had on modern day. (Tell students this before we watch the next clip)
8. Notes on George Stevenson, they fill in blanks on overhead and then add cues and summary
train_timeline.doc | |
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9. Work on Chapter Questions until end of the class.
Lesson 4 - Cottage System Cars
1. Play the first 45 seconds of Paper Planes by MIA. Ask the kids: Who likes money? Who wants to make a lot of it? How do you do that?
2. Have students copy down the following notes:
Factory System: Organize labour around machines. Too big for houses. Work comes to a central location (factory). Leads to time management, easier to supervise and regulate. Wages kept deliberately low (maximize profits.).
Cottage Industry: Involves whole family, product made at home.
3. Cottage industry cars – get students to each make a car. Must be perfect – best car wins part of a chocolate bar.
4. When done work on chapter questions.
2. Have students copy down the following notes:
Factory System: Organize labour around machines. Too big for houses. Work comes to a central location (factory). Leads to time management, easier to supervise and regulate. Wages kept deliberately low (maximize profits.).
Cottage Industry: Involves whole family, product made at home.
3. Cottage industry cars – get students to each make a car. Must be perfect – best car wins part of a chocolate bar.
4. When done work on chapter questions.
assembly_line_car.jpg | |
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Lesson 5 - Factory System
1. Show cars and vote on best one. How do you feel about it? This is the Cottage industry
2. Factory simulation with Car making. --- make MANY Copies of the car sheet
A. Get Students to put the desks into 2 rows
B. Get ready to play some Gregorian chants, dark music, heavy metal to create atmosphere.
C. Give instructions to students: OVERHEAD ATTACHED.
D. Some jobs may appear two times. – need boxes for finished products.
E. During simulation, be sure to yell at kids and drive them hard. Rip up cars, assign someone the job of crawling along the floor picking up scraps.
F. Prize to team with most cars made.
2. Factory simulation with Car making. --- make MANY Copies of the car sheet
A. Get Students to put the desks into 2 rows
B. Get ready to play some Gregorian chants, dark music, heavy metal to create atmosphere.
C. Give instructions to students: OVERHEAD ATTACHED.
D. Some jobs may appear two times. – need boxes for finished products.
E. During simulation, be sure to yell at kids and drive them hard. Rip up cars, assign someone the job of crawling along the floor picking up scraps.
F. Prize to team with most cars made.
assembly_line_activity_instructions.doc | |
File Size: | 253 kb |
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3. How do you feel about these cars? Class discussion.
Lesson 6 - Luddites and Child Labour
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1. Complete Attendance in Myed BC
2. Have students to copy down the notes on the "Luddites." Open document below and have students copy down "Cornell Style"
3. Watch Video at this URL (copy and paste into the web browser): http://www.knowmia.com/watch/lesson/34513 OR (same video but with lyrics only at this URL - also on the left) https://www.youtube.com/watch?v=TwPXisYXTVc
-Ask them if it reminds them of yesterday's simulation. 4. Read P. 147-148 as a class and discuss what students already know about the concept of child labour. 5. Activity: Put "Sweatshops on the Board" have students write down what they already know. |
6. Activity: Get them to check their clothing tags – see where each item was made. Put on board. See where each item was manufactured. (Find it on a map?) Put up a world map on the computer, or use the maps on the side board. See if students can point out any of the countries their clothes come from.
7. Ask students take out a piece of paper. They will watch three documentaries today and have to write down five interesting things from each. We are going to be looking at modern day child labour and sweatshops to see the link to the past that we are studying. URLS are Below, and so are the videos. URLS are in case the video does not work.
A. https://www.youtube.com/watch?feature=player_embedded&v=KXWFXeIZY9g
B. https://www.youtube.com/watch?feature=player_embedded&v=ruh0O_mj1v0
C. https://www.youtube.com/watch?feature=player_embedded&v=M5uYCWVfuPQ
After each video, stop and give 2 minutes to write down what they found interesting. Discuss as a class and then go to the next video.
7. Ask students take out a piece of paper. They will watch three documentaries today and have to write down five interesting things from each. We are going to be looking at modern day child labour and sweatshops to see the link to the past that we are studying. URLS are Below, and so are the videos. URLS are in case the video does not work.
A. https://www.youtube.com/watch?feature=player_embedded&v=KXWFXeIZY9g
B. https://www.youtube.com/watch?feature=player_embedded&v=ruh0O_mj1v0
C. https://www.youtube.com/watch?feature=player_embedded&v=M5uYCWVfuPQ
After each video, stop and give 2 minutes to write down what they found interesting. Discuss as a class and then go to the next video.
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8. If time, have students take out their chapter questions. Most should be done. Write down "9-21 on the board, vertically - these correspond to questions from the chapter questions.
-Ask students who is done the questions - get those who are done to do the last questions, and those who are not done to do the earlier questions - each student should get a question.
-Get them to write the answers on the board big enough for people to see. Students who have not finished need to copy the answers. We will also go over them next day.
10. Open Book Industrial Revolution Unit Test!
-Ask students who is done the questions - get those who are done to do the last questions, and those who are not done to do the earlier questions - each student should get a question.
-Get them to write the answers on the board big enough for people to see. Students who have not finished need to copy the answers. We will also go over them next day.
10. Open Book Industrial Revolution Unit Test!
industrial_revolution_test_short_and_open_book.doc | |
File Size: | 557 kb |
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11. Distribute a copy of the Final Exam to Students so they know in advance and can prepare.
12. Conduct a course evaluation. Students write to Mr. Fitton things he is doing well, things he needs to work on, things they would like removed from the course and things they would like to have seen added.
12. Conduct a course evaluation. Students write to Mr. Fitton things he is doing well, things he needs to work on, things they would like removed from the course and things they would like to have seen added.