Industrial Revolution Unit

Day 1:

1. Watch Flocabulary on the Industrial Revolution.
2. Make a KWL Chart. K-know W-want to know L-learned
3. Have students share out what they already know and what they want to know. The “Learned” part will come at the end of the unit.
4. Read in the textbook about how the industrial revolution began. Explain to students that the US went from agricultural to industrial. Grain was being grown on the farms and sent to factories to be turned into cereal. 
5. Have students with their table groups design their own cereal boxes.

 
Day 2:

1. Students finish and present their cereal boxes.
2. Students will research the positives and negatives of the industrial revolution using the internet and their textbooks. This will help them to begin building background knowledge of what they are going to learn throughout the unit.
3. Students will create a word cloud and present them to the class.

 
Day 3:

1. Bring students together and tell them that the Industrial Revolution contained lots of inventions and technology.
2. Split the class into six groups.
   1. Telephone
   2. Steel
   3. Lightbulb
   4. Airplane
   5. Atomic Bomb
   6. Introduction to Technology
3. Each group will use Ducksters to research their invention during the Industrial Revolution.
4. They will create Google Slides to teach the class about their invention.

 
Day 4:

1. Finish Google Slides
2. Practice presenting

 
Day 5:

1. Make foldable that has 6 slots (1 for each invention)
2. Have groups present their information based on their invention.
3. Have the other students write down important facts (who invented the technology, what it was, how it is used today)

 
Day 6:

1. Finish presentations.

 
Day 7:

1. Read about Immigration in the textbook.
2. Have students find the central idea (what the text is mostly about) and create a summary.
3. Discuss the immigrants and the countries from which they came, and what they brought with them to the US.

 
Day 8:

1. Talk with students about Push and Pull factors.
   1. Push factors are those that are pushing the immigrants out of their countries (war, disease, lack of jobs, poverty, etc.)
   2. Pull factors are those that American offers that are pulling immigrants to our country (jobs, freedom of religion, etc.)
2. Students will then create their own immigrant profile. They will decide which country they are leaving, how old they are, why they are coming, then write a short story about their lives now.

 
Day 9:

1. Finish immigrant profiles.

 
Day 10:

1. Explain to students that immigrants came through Angel Island (California) or Ellis Island (New York).
2. Find the Virtual Tour of Ellis Island on Scholastic.
3. Split the class into 10 groups (about 2 or 3 in each group)
4. Have each group read about 1 stop (there are 10 stops total)
5. They will read and summarize the information and then create a sign for their stop.

 
Day 11:

1. Finish researching stops at Ellis Island and creating signs.

 
Day 12:

1. Hang up signs for each stop around the room in order.
2. Gather the class together like immigrants.
3. When you get to stop one, have the members of that group role play what might happen at that stop and so on.
4. Continue on throughout the entire Ellis Island.

 
Day 13:

1. Introduce “Big Business”
2. Explain to students that all the factory jobs and inventions that came about created some big businesses and helped some people make a lot of money.
3. Read in textbooks about monopolies. 
4. Create examples in journals of reasons we don’t have monopolies today. (A bubble chart with fast-food restaurants and bubbles exiting out that have all the fast-food restaurants)
5. Explain that if monopolies were not made illegal, we would have no competition and business owners could raise the prices and treat workers and customers as they please.
6. Have students, in their groups, create their own bubble charts with their own examples of competitions.
7. Share aloud.

 
Day 14:

1. Introduce Unsafe Working Conditions.
2. Talk about the working conditions of both people and children in factories.
3. Complete the Child Labor TDA.

 
Day 15:

1. Progressives – watch Flocabulary on Industrial Revolution just to review again.
2. Have students read with a partner in their textbooks about Prohibition, Child Labor Laws, Importance of the Press, and Introduction to Progressivism.
3. Put each section on an anchor chart around the room.
4. Give each partner  two sticky notes per section (8 total). On the sticky notes, they will write important information from each section.
5. When everyone is finished, have students create a foldable with four slits (one for each section)
6. Read the sticky notes together and discuss what is most important for each section.

 
Day 16:

1. Review for test.
2. There is a Quizizz linked in resources.

 
Day 17:

1. Test.