Learning Experience 2
Week 2/ Lesson 4, 5, 6
This week focuses on where the Industrial Revolution began and how both social and economic factors push innovation.
Students will learn that the first Industrial Revolution began in Great Britain and started because of the demand for cotton and textiles. They will further understand how the the revolution then eventually came to America.
They will examine the motivations for innovation and and how history told depends on the biases of the narrator.
Summary
Learning Outcomes
Advancements and inventions originate from a strong need.
Why do people invent?
Standards
4.6e Entrepreneurs and inventors associated with New York State have made important contributions to business and technology.
R1.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
(Standards: 1, 3, 4; Themes: TCC, GEO, ECO, TECH)
practice
focus
Economics and economic systems:
Explain what necessitates decision making
Gathering, interpreting and using evidence:
Create an understanding of the past by using primary and secondary sources.
Comparison and contextualization:
Identify multiple perspectives on a historical event.
Recognize the relationship between geography, economics, and history in social studies.
learning
Theme
Time, Continuity, and Change (TCC)
Geography, Humans, and the Environment (GEO)
Creation, Expansion, and Interaction of Economic Systems (ECO)
Science, Technology, and Innovation (TECH)
Kind of Learning
Acquisition (A)
Meaning Making (M)
Transfer (T)
4C's
-
Communication
-
Collaboration
-
Critical Thinking
-
Creativity
Instructional tools
Online
iMovie/Quicktime video of slides with voice over
In Class
PPT
Assessment
Google slides for students to add their own slides and allow for collaboration
Online or In Class Posters
Essential
question
Enduring Understanding
What the student will see/read/listen to/think about/ do
When and Where did the Industrial Revolution Begin?
What are textiles and why did the revolution start in Great Britain?
Vocabulary Focus:
Textile, merchant, flax, demand, mining, natural resources are explained in English and in languages of students
The Social studies glossary can be provided to all students as required. This will deepen understanding and encourage home language, discourse specific acquisition.
Information about the resource
Teaching Resource
Text: How Machines Changed Culture. Industrial Revolution for Kids - Baby Professor
Text: Industrial Revolution for Kids - Carla Mooney
Differentiation Resource:
Glossaries for ELL learners
Teaching Resource
Text: Industrial Revolution for Kids - Carla Mooney
Visual Reference or Link for the resource
Why the resource is relevant to learning
Students are introduced to the beginnings of the IR in Great Britain.
They continue to be introduced to discourse specific language to support deeper acquisition and meaning making.
Kind of learning or assessment
Learning: Acquisition
The Industrial Revolution makes it's way over to America.
How and when did the revolution reach America?
The revolutions came to America because American businessmen wanted to make money because they saw how well British machine made goods were selling.
Students further build upon their understanding of what motivations pushed the Industrial Revolution.
Learning: Acquisition
Step/ Experience
Resource
Visual/Link
Purpose/ Rationale
category
Learning about Samuel Slater
Samuel Slater is considered the father of the American Industrial Revolution.
Students are introduced the the father of the American Industrial Revolution - Samuel Slater.
Slater's journey to America, how he memorized designs for the Spinnig Jenny.
Learning:
Acquisition
Meaning Making
Transfer
Assessment:
Formative
4C's
Critical Thinking
Communication
Teaching Resource
Providing students with text on Epic allows students to explore vocabulary based on what they need.
Differentiation Resource:
Text: Industrial Revolution for Kids - Carla Mooney
Text: How Machines Changed Culture. Industrial Revolution for Kids - Baby Professor
As we read different texts students are questioned about his process, his motivation and the ultimate result.
Compare & Contrast
How history is presented differently in different texts.
Once they have been introduced to Slater, students will analyze three text excerpts written about how Slater brought new technology to America.
They will focus on the key highlighted words covertly, outwitted and help to form the basis of their argument.
Student Resource
Text Excerpt 1
Sneaky Departure
In 1789, Slater emigrated to the United States. He dreamed of making a fortune by helping to build a textile industry. He did so covertly: British law forbade textile workers to share technological information or to leave the country. Slater set foot in New York in late 1789, having memorized the details of Britain's innovative machines.
PBS: Who Made America
Student Resource
When cotton manufacturing arrived in the US
“An English textile worker, Samuel Slater, realized that a fortune could be made by the person who introduced cotton manufacturing to the Americans. He outwitted British authorities and arrived in the United States in 1789 with the knowledge of English textile machinery in his head. A Rhode Island company provided the money for him to build spinning and carding machines like the ones he remembered.”
Scholastic Facts For Now; Industrial Revolution
This activity will allow students to explore the ethics Slater's of actions, interpret the information presented and explain the basis for their interpretation.
They will present their understanding as a statement.
Learning:
Meaning Making
Assessment:
Formative
4C's
Critical Thinking
Communication
Global Inventors
Students get an opportunity to learn about inventions made by youth across the globe.
The inventors come from different countries and from varied economic and cultural backgrounds.
Once they have watched the videos they will work as a group to compare and contrast why things were invented.
Student Resource
Video:Thomas Suarez
12 Yearl Old Inventor of Apps
This a scaffold that is moving them towards the goal of reaching an understanding that inventions can be a result of economic, social or personal desire.
Learning:
Meaning Making
4C's
Critical Thinking
Creativity
Student Resource
Video:11 Year Old Richard Turere from Kenya Invents the Flashing Light to save his village from lions.
Student Resource
Video:15 Year Old Kevin Doe from Sierra Leone Invents his own radio station.
Group Activity
Cause & Effect
Students work in groups to sort the innovators into categories.
The categories are social good, economic gain and personal achievement.
Students will use these posters through the unit to keep adding names and will also be encouraged to add names of other innovators they know.
Student Resource
Graphic Organizer
Poster
The activity will allow students to think deeply about why people invent.
It will allow them to see the three big reasons people innovate or the reasons that change takes place in the world.
The format of the poster can be online or in class.
Giving students autonomy over the innovators or change makers they put on their as well as giving them the flexibility to change categories will create a sense of ownership and engagement.
Learning:
Acquisition
Meaning Making
Transfer
Assessment:
Formative
4 C's
Collaboration
Creativity
Communication
Critical Thinking
Student Resource
Text Excerpt 3: Industrial Revolution for Kids - Carla Mooney, P 24
Student Resource
Graphic Organizer:
Compare & Contrast
