Students will enter the classroom on day 2 of our work with the Industrial Revolution and begin a short conference with their table groups about some of the devices we had previously discussed.
Once completed the teacher will ask the questions:
“What aspects of those objects made them useful to people living in this time”?
What could we change about those objects to make them more effective?
This conversation will allow students to see how technological advancements were made during the Industrial Revolution simplified the lives of those who lived in the era.
||Students will be set in tables with small groups but will have the freedom to work independently if they choose to do so.
The teacher will have provided each table group with a few activities students may struggle to complete because the equipment is insufficient. These tasks include:
Write name with toothpick and paint
Counting out 100 unit blocks with chopsticks
Filling up 1 cup with water using an eyedropper
The teacher will comment on the difficulty level of all of these activities and then ask “how could we make these tasks easier?
Students and the teacher will then discuss options on how to simplify some of the provided tasks.
Ask questions about why the tasks were so difficult
What can we change or improve about these tasks
Let students talk with small groups to come up with ideas on how we can improve our ability to complete tasks. .
Teachers will navigate through the classroom listening to the ideas that each group develops.
Leaning in and spark conversation
We will gather all possible options of improving the process of completing the laid out tasks on white boards
Students will be free to choose what strategy they will use or what changes they will make to improve their effectiveness of completing the activities.
We will keep track of what worked well and what did not.
Teacher will ask question:
How is this activity similar to how historians solved their problems during the Industrial Revolution?
Students are strategically grouped together by their competence level. No student that typically struggles will not be in a group without a stronger student to lead the conversation.
The conversation starter cards are present on the table. These have starter questions like:
I’m curious about…
I think this is showing us….
Maybe this was used to…..
Good Question examples:
What changes are we noticing in these objects?
Why were these changes made?
How did the changes made to the devices simplify the lives of those who lived during the Industrial Revolution?
Primary Source #1: Seed Bag
The seed bag was used to transport corn kernels to movie theatres after popcorn production took off.
Primary Source #2: Corn Dryer
After the corn was harvested, it needed to be stored in an unheated room on these racks. The kernels with the best germination was completely shelled and used for next years crop. This device made shelling and drying corn quicker.
Primary Source #3:Breaking Plow
This plow was used to prepare land for farming. Plows like this have now been adapted for landscaping.
Primary Source #4: Corn Hook
Another farming tool that made cultivating crops much quicker and safer. The glove and hook were used to gold and shuck the corn.
Students experienced frustration the first time around with the activities and rightfully so. The tasks were meant to demonstrate how difficult a task can be without proper technology.
After the first round of activities, students will discuss in small groups how they can improve their strategies or the technology used in each task.
Instead of toothpick use pen/pencil
Instead of chopsticks with unit blocks use hands and fingers
Instead of eyedropper use a baster
All of the new solutions will make each activity much easier
This will relate directly to how things changed during the industrial revolution
After the second round of activities we meet as a whole group and list on the board the changes that worked to make our activities easier.
Survey the primary documents and how each simplified the lives of the user.
We then list how this relates to the experiences of those who lived during the Industrial Revolution