Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2
Interdisciplinary and Integrated Learning—Active Learning—Cooperative Learning—
Inquiry-Based Learning—Assessment and Evaluation—Preparation for the Workplace—How
This Affects Students’ Lives—Curriculum Standards—How the Book Is Organized
Correlation of Activities to NCSS Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1
Management and Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1
Background Information for the Time Period—Suggested Schedule Using 45-Minute
Periods—Young-Adult Reading (Literature Circles, Benefits of Young-Adult Literature,
Journal Writing)—Suggested Resources for the Teacher (Books, Art, Music, Technology:
Web Sites, Software and CD-ROMs, Videotapes)
Simulations and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-1
Unit 1: The Rise of Industrialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-2
Unit 2: Inventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-13
Unit 3: The Rise of Monopolies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-24
Unit 4: The Assembly Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-37
Unit 5: Industrial Revolution Exposés . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-42
Unit 6: Poor Factory Conditions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-50
Unit 7: The Creation of Labor Unions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-67
Student Handbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E-i
Student Handbook—Level A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EA-1
Student Handbook—Level B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . EB-1
Overhead Transparencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F-1
Online Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-1
Appendices and Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-1
Appendix A: Reproducibles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-3
Appendix B: Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-19
Appendix C: A Rubric Bank for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-27
Appendix D: Multimedia Resources—CD User’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-69
Appendix E: Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-111
Bonus Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . H-143
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#2689 The Industrial Revolution
Introduction
➢ Curriculum Standards
All of the activities in this book have been developed and correlated to meet the recommendations
contained in Expectations of Excellence, Curriculum Standards for Social Studies, developed by the
National Council for the Social Studies, 1998. The standards that apply to specific activities in the
book are listed in Section B. The numbers and letters represent the corresponding national standards.
Each activity listed is annotated. In this way a teacher can see how the activities meet the national
curriculum standards.
➢ How the Book Is Organized
Each of the books in this series is organized in a user-friendly format. The books are divided into eight
sections.
A
Section A introduces the teacher to the specific book and provides an overview of the
Exploring History series.
b
Section B outlines the ways in which specific activities meet the curriculum standards
published by the National Council for the Social Studies (NCSS).
c
d
e
Section C provides general background for the teacher and includes helpful material
about scheduling activities in the classroom. Relevant resources to enhance and
supplement the unit are provided here. Among the resources that may be included in
each book are topic-related books for teachers and students, videos, period art, music,
dance, and Internet resources.
Section D gives necessary background information for each simulation and activity, as
well as directions for implementing the activities in the classroom and using the
materials in the student handbooks. A list of applicable curriculum standards precedes
each activity. For easy reference, page numbers follow each description.
Section E houses the student handbooks. Each handbook includes information pages
and reproducible activity sheets to be completed by students as they work through the
simulations. The Level A (grades 5–8) and Level B (grades 8 and up) handbooks are
ready to use and have been prepared so that the teacher can pull out and reproduce the
appropriate units. Both levels essentially include the same materials and lessons, with
variations in difficulty level of content, format, and vocabulary. The activities in the
handbooks are used with the lessons in the Simulations and Activities teacher section,
where they are listed as EA (refers to Level A handbook) and EB (refers to Level B
handbook) and followed by the appropriate page numbers.
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© Teacher Created Materials, Inc.
Introduction
➢ How the Book Is Organized (cont.)
f
Section F provides the teacher and students with overhead transparencies of key work
sheets, charts, and other materials that might serve as focal points of a lesson, review, or
presentation.
g
Section G connects the classroom with the Internet. The lessons and activities enrich
the unit and give students the opportunity to share their experiences with other students
around the world.
Section H is divided into five parts. It contains reproducible pages for implementing the
simulations, an answer key for objective activities, and teacher evaluation forms for the
simulations and activities. A Rubric Bank for Teachers, a supplementary guide to assist
teachers and students in negotiating and developing criteria for the activities, is included
in this section. You will also find a User’s Guide for the Multimedia Resources CD.
The guide includes information about using the viewer program, ideas on how to use the
collection in the classroom, and thumbnail photo images and clip art for quick reference.
To assist teachers with the assessment process, the final appendix contains quizzes for
some or all of the units and a book test. Schedule quizzes and tests according to your
particular classroom needs.
h
Following the appendices is a pouch containing bonus items of handy manipulatives to
be used for specific activities in this book. Many of the bonus items can be adapted for
use with extension activities you may wish to include.
C
B
A
Management
Correlation of
Table of Contents
and
Activities to
and
Resources
NCSS Standards
Introduction
D
E
Simulations
and
Activities
F
Student
Handbooks
Overhead
Transparencies
G
H
Online
Connections
Appendices
and
Bonus Items
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Correlation of Activities to NCSS Standards
Standard IV: Individual Development and Identity
c. Describe the ways family, gender, ethnicity, nationality, and institutional affiliations
contribute to personal identity.
1. What Sparked the Industrial Revolution—Understanding the forces that created the Industrial
Revolution allows for comprehension and awareness of the world we live in today. Mechanization and
technology and the progression of inventive genius has created our modern world that is still in the
process of change and evolution. (D-3)
2. Handmade Versus Machine-Made Objects—Students will see in this lesson that what passes for
handmade today is usually a work of art or an item of a specialized craft that enjoys a uniqueness
among the clutter of goods spewed out by factories and industries. Many are treasured family
heirlooms. (D-7)
3. Efficiency Simulation—The Industrial Revolution demanded efficiency in the workplace. As students
will see in this simulation, it was efficiency that determined the quality of the product, how quickly it
could be produced, what the cost would be to the consumer, and how much profit the businessman and
the shareholders would derive from the process. It is all still the same today. (D-11)
4. Inventors of the 19th Century—The inventors of the Gilded Age were a product of their times. These
were the “confident years,” with the United States growing into the world’s greatest industrialized
nation. Students will see that a combination of capital, abundance of resources, brains, and
entrepreneurial arrogance free of governmental restraints fueled the nation’s growing economy. (D-16)
5. Robber Baron Plays—The “Robber Barons” of the Gilded Age, as portrayed in the plays, were
perceived as industrial pirates, ruthless in their practices, and driven by a compulsion to accumulate
wealth and power and eliminate whomsoever stood in their way. It was just this combination of
negative qualities that made America’s Industrial Revolution and transformation possible. (D-30)
6. The Assembly Line—America changed dramatically during the Gilded Age, as students will see here.
More and more Americans migrated to the cities to work in the industries and factories, manning the
assembly lines that turned out products and goods for domestic marketplaces and the rest of the world.
“Made in the U.S.A.” was a stamp of quality and pride in workmanship. (D-38)
7. Industrial Revolution Exposés—Unrest in the workplace became commonplace as workers became
aware of the abuses and exploitation. The greed and corruption was blatant and exposés focused on
child labor, long hours, miserable working conditions, low pay, and misery. (D-43)
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Management and Resources
Young-Adult Reading
➢ Benefits of Young-Adult Literature
There is no end to the benefits that can be derived from introducing young-adult literature.
The exposure to reading increases a student’s vocabulary, including specific terms and words
for a particular content area. Textbooks deal simply with facts and data, and the literature
goes beyond the tedium and discourse of paltry details. The trade books enjoy a greater
appeal than textbooks, and this may well be because the literature gives young readers the
feeling they are experiencing other times, places, people, and cultures. It is this familiarity
emanating from the literature that awakens a feeling of empathy in a student’s heart and mind.
This provides the drive for thorough and thoughtful analysis and critical thinking. Below is a
suggested list of young-adult books on the subject of industrialization.
ARL*
Book/Publisher Information
Book Summary
E
Collier, James Lincoln and Christopher
Collier. The Clock. Yearling, 1995. 176 pp.
Fifteen-year-old Annie becomes the victim of the cruel
overseer while she was working in a grueling job in
the local textile mill to help pay her father’s debts.
She plots revenge against him.
A
Paterson, Katherine. Lyddie. Puffin, 1994.
182 pp.
In 1840s, a poor Vermont farm girl named Lyddie
determines to gain her independence by becoming a
factory worker in Massachusetts.
D
To help support the family, Pat goes to work in the
Perez, Norah A. Breaker. Houghton Mifflin,
Pennsylvania coal mines and becomes involved in the
1998. 206 pp.
strike of 1902.
A
The final part of Quilt Trilogy where Amanda, a
Rinaldi, Ann. The Blue Door: Quilt Trilogy.
14-year-old girl, encounters exploitation of women in
Mass Market, 1999. 288 pp.
textile mills.
*Average Reading Level (Key: E = EASY, grades 4–6; A = AVERAGE, grades 6–8;
D = DIFFICULT, grades 8 and up)
➢ Journal Writing
Throughout the unit, students are to keep a journal. Establish a buddy system in the
classroom and have the pair write letters to one another on their reflections of the classroom
experience as well as their independent reading. Encourage students to use multi-modal
journal writing, where they can write, draft diagrams, draw pictures, design and draw tables
of simple statistics, or even paste pictures or small collectibles onto the pages. Every day or
every couple of days, give students a minute or two to exchange letters. For homework, they
respond to the letters and continue to add new thoughts. From time to time, the teacher
should randomly collect the letters for assessment purposes. The collection of letters should
be combined with the student handbook at the end of the unit. Refer to the schedule for letter
writing topics.
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Simulations and Activities
Section Table of Contents
Unit 1: The Rise of Industrialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-2
What Sparked the Industrial Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-2
Handmade Versus Machine-Made Objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-7
Efficiency Simulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-11
Unit 2: Inventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-13
Inventions of the 19th Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-13
Inventors of the 19th Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-15
Carousel Brainstorming—Post-Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-18
Sears Consumer Goods from the Turn of the Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-20
Lifestyle Changes as Seen from the Sears Catalog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-21
Using the Consumer Price Index to Compare Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-22
Unit 3: The Rise of Monopolies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-24
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-25
Pre-Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-28
Robber Baron Plays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-29
The Growth of Trusts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-32
Activity I: Simulation of Stock Market Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-33
Activity II: Noticing Competition in Your Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-34
Activity III: A Comparison of Similar Goods and Services between Two Businesses . . . . . D-36
Activity IV: Mergers and Acquisitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-36
Unit 4: The Assembly Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-37
Unit 5: Industrial Revolution Exposés . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-42
Pre-Activity: Understanding the Exposé. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-43
Activity I: The Jungle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-44
Activity II: Reporting and Writing an Exposé for McClure’s Magazine . . . . . . . . . . . . . . . . . D-46
Unit 6: Poor Factory Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-50
The Strike Simulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-50
Viewing Movies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-55
Triangle Shirtwaist Factory Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-56
Pre-Activity I: Triangle Shirtwaist Factory Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-56
Pre-Activity II: New York Times Excerpt on the Triangle Shirtwaist Factory Fire . . . . . . . . D-58
Activity I: Do You or Don’t You Fight Back? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-59
Activity II: Sweatshop Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-61
Activity III: Kate Alterman’s Description of the Triangle Shirtwaist Factory Fire . . . . . . . D-63
Post-Activity: Surveying a Workplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-65
Unit 7: The Creation of Labor Unions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-67
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-67
The Inner-Outer Circle Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-72
Notable Points for the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-81
Concluding Discussion of the Unit: Moral Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . D-84
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Simulations and Activities
The Rise of Industrialization
Handmade Versus Machine-Made Objects
IV. Individual Development and Identity
b. Describe personal connections to place—as associated with community, nation,
and world.
c. Describe the ways family, gender, ethnicity, nationality, and institutional
affiliations contribute to personal identity.
e. Identify and describe ways regional, ethnic, and national cultures influence
individuals’ daily lives.
f. Identify and describe the influence of perception, attitudes, values, and beliefs on
personal identity.
VIII. Science, Technology, and Society
b. Show through specific examples how science and technology have changed
people’s perceptions of the social and natural world, such as in their relationship to
the land, animal life, family life, and economic needs, wants, and security.
Background
The comforts and pleasures that Americans enjoy today are the direct result of what was accomplished
by the tycoons and the inventors of the Gilded Age. It is this second phase of the Industrial Revolution
in the United States in the late 1800s that created our own modern world.
The Industrial Revolution produced a major miracle, for machinery and mass production brought
quality products in massive quantities to the marketplace. This singular step changed the quality of life
for all of the world’s cultures and civilizations forever. It didn’t make the world a perfect place, but it
made it far better for more people than at any other time in the history of humankind. That it created
problems cannot be denied, but the good far outweighed whatever could be counted as bad.
Before machines were harnessed to produced goods, everything was made by hand. A master
craftsman could produce a quality product, but the cost was always high. The cost of a particular object
would be determined by the quality of the raw materials used, but it was definitely the labor that made
an item expensive. It was also common that the master could never exactly and perfectly duplicate
what he had previously created. Some handmade objects were genuine treasures, for they were truly
one of a kind. If that’s what the customer wanted, and was willing to pay the price, the master
craftsman would make it.
Here was the wonder of the machine. It could make a product faster and in far greater numbers, at the
same time cutting down the cost of labor and the cost of the item being produced. Whatever the
machine made, it made it the same way and in the same fashion every time. The Machine Age was a
revolution, for items were made available to a larger number of consumers in the marketplace, at a
lower price, in the same quality over and over every time.
The basic principle of industrialization, mass production of machine-made goods, will be explored and
studied by the class. They will compare and contrast what is handmade to that which is manufactured
by the machine. It is quickly obvious that a product made carefully and tediously by hand is one of a
kind. The handmade item is always very expensive; much time and energy of the master craftsman
went into the production. Machines and industrialization changed human life. In this activity, students
will compare the differences.
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#2689 The Industrial Revolution
Simulations and Activities
The Rise of Industrialization
Handmade Versus Machine-Made Objects (cont.)
Preparation
1. In each cooperative group, two students are responsible for bringing in a handmade object and
two students are responsible for bringing in a mass-produced object. Students are to discuss
beforehand what they have at home. If one student has a handmade object and another has the
same object made by machine, then the comparison between the two objects becomes more
significant. Examples are dolls, book covers, or cloth napkins.
2. For homework, students are to walk around their neighborhood and take a tally of how many
stores carry machine-made goods or services and how many stores provide handmade objects or
services. Have students record their findings on the Survey of Handmade Services vs. Machinemade Services located on page EA-7 or EB-7 in the student handbook.
3. Have students discuss their findings in class and record the answers to the following questions in
their student handbooks on page EA-8 or EB-8.
• Describe the types of goods or services that are handmade.
• Describe the types of goods or services that are machine-made.
• Describe what you noticed about each set of stores.
4. Have students generate a list of those things that they do by hand and a list of those things which
require a machine to perform the task. Have students record their answers on page EA-8 or
EB-8 in the student handbook.
Activity I: Comparing and Contrasting Handmade to Machine-Made Objects
1. In cooperative groups, ask students to define each of the following terms in their student
handbooks on page EA-9 or EB-9:
• industrial: of or pertaining to industry, machines, and production
• industrialization: the process of implementing machines and mass production in place of
human skill and craftsmanship
• handmade: the process of making a good through human skill and craftsmanship
• machine-made: the process of making a good by the process of implementing machines and
mass production
2. In cooperative groups, ask students to brainstorm a list of how the quality of goods might have
changed with industrialization.
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D-8
© Teacher Created Materials, Inc.
Simulations and Activities
The Rise of Industrialization
Handmade Versus Machine-Made Objects (cont.)
Activity I: Comparing and Contrasting Handmade to Machine-Made Objects (cont.)
3. Students take out their objects from home. After examining the object, they answer the list of
questions on page EA-9 and EA-10 or EB-9 and EB-10 in the student handbook. (See questions
below.)
• Generate a list of ways you can tell whether or not an object is handmade or machine-made.
• How many people do you believe were involved in the production of this object, whether it be
handmade or machine-made? List your evidence.
• In what ways was craftsmanship or skill used in the production of this object?
• How much do you think it cost to make this object? State your reasoning.
4. The teacher calls on the class to answer the questions in the student handbooks. Be sure to
remind students to use active listening so that they don’t repeat the same answer that another
group has already suggested.
5. Now have students compare the handmade and machine-made objects. Once again, ask students
to answer the next list of questions in the student handbooks on page EA-10 or EB-10.
• Compare and contrast one object to the other. In what ways are they the same or different?
• State the clues that tell you that the objects were produced differently.
• Discuss the advantages and disadvantages for both handmade and machine-made production.
6. Once students have generated their own answers, the teacher calls on the class. Be sure to remind
students to use active listening so they don’t repeat the same answer that another group has
already suggested.
7. After the activity, pull students together to reflect on the experience. Ask them to do the
following questions and chart their responses on the board.
• Describe in detail the benefits we gained from industrialization.
• In your opinion, describe what was sacrificed.
• Describe in detail the problems that could emerge with industrialization.
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#2689 The Industrial Revolution
Student Handbook—Level A
Survey of Handmade Services vs. Machine-Made Services
Name of
Store
Types of Goods or
Services It Sells
© Teacher Created Materials, Inc.
EA-7
Handmade
Machinemade
Both
#2689 The Industrial Revolution
Student Handbook—Level A
Survey of Handmade Services vs. Machine-Made Services
Describe the types of goods or services that are handmade.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Describe the types of goods or services that are machine-made.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Describe what you noticed about each set of stores.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Make a list of those things that you do by hand and a list of those things which you need a
machine to do.
Do by Hand
Use a Machine
____________________________________ _____________________________________
____________________________________ _____________________________________
____________________________________ _____________________________________
____________________________________ _____________________________________
____________________________________ _____________________________________
#2689 The Industrial Revolution
EA-8
© Teacher Created Materials, Inc.
Student Handbook—Level A
Vocabulary and Questions
Vocabulary
1. industrial
definition: _______________________________________________________________
sentence: _______________________________________________________________
2. industrialization
definition: _______________________________________________________________
sentence: _______________________________________________________________
3. handmade
definition: _______________________________________________________________
sentence: _______________________________________________________________
4. machine-made
definition: _______________________________________________________________
sentence: _______________________________________________________________
Studying the Objects
1. Make a list of ways you can tell whether or not an object is handmade or machine-made.
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2. How many people do you think helped to make this object, whether it is handmade or
machine-made? List your proof.
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Student Handbook—Level A
Vocabulary and Questions
Studying the Objects (cont.)
3. In what ways was a special skill used in the production of this object?
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4. How much do you think it cost to make this object? State your reasons.
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5. Compare and contrast one object to the other. In what ways are they the same or
different?
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6. State the clues that tell you that the objects were made differently.
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7. Discuss the good things and the bad things about both handmade and machine-made
production.
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Appendix E
Appendices and Bonus Items
The Rise of Industrialization Quiz
Part I
Directions: Underline the correct answer.
1. Which of the following best describes the Industrial Revolution?
a. The industries set up after the French and American Revolutions.
b. The acceleration of technical and economic development that began in Britain around 1750.
c. A day when all poorly paid industrial workers stopped work at 5:30 in the afternoon.
d. A competition between inventors to create the most labor efficient factory.
2. What activity dominated the new industry?
a. machinery and manufacturing
b. farms and animals
c. selling and servicing
d. mining
3. The Industrial Revolution began in
a. Canada.
b. the United States.
c. England.
d. Germany.
4. In what year did the Industrial Revolution start?
a. 1733
b. 1812
c. 1759
d. 1791
5. Changes and innovations in the production and manufacturing of goods also
a. required an increase in the supply of fuels through mining.
b. affected the environment and caused pollution in major cities.
c. increased the demand for raw materials.
d. All of the above.
6. What social class did the Industrial Revolution create?
a. a class of wealthy landowners
b. an urban middle class
c. an urban working class
d. an agricultural aristocracy
7. In the late 1800s, the Industrial Revolution led to anti-immigration sentiments in the United States
primarily because
a. immigrants were costing Americans too much through social welfare programs.
b. immigrants were beginning to control the political system in America.
c. immigrants were wealthy and posed a threat to most Americans.
d. immigrants competed with native born Americans for jobs and were thought detrimental to the
standard of living.
8. Which of the following best describes the economy of the United States from 1865 to 1900?
a. Industrialization increased rapidly.
b. The lack of immigration caused a decrease in industrial production.
c. Factories imported large amounts of raw materials.
d. Industrial technology was limited due to the lack of natural resources.
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Appendices and Bonus Items
Appendix E
The Rise of Industrialization Quiz
Part II
Number of Manufacturing Plants Reported in the U.S. Census
600,000
500,000
400,000
300,000
200,000
100,000
0
1860
1870
1880
1890
1900
139,509
249,834
251,104
352,815
507,129
9. The data in the table above is taken from the reports of the United States Census. The Census,
which is taken every ten years, contains a wealth of information about the population and
economy of the United States. Examine the statistics above and answer the following questions.
Which decade had the greatest growth in the number of manufacturing plants? ________________
Which decade had the lowest growth in manufacturing? __________________________________
10. What event in the history of the United States explains the growth of manufacturing during the
1860s? _________________________________________________________________________
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Between 1880 and 1900, the number of manufacturing plants more than doubled. Explain what
discoveries, inventions, and events caused this growth.
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Appendix E
Appendices and Bonus Items
The Rise of Industrialization Quiz
Part II (cont.)
11. The Federal Census is required by Article I of the United States Constitution. The questions
asked in each census vary. The first census in 1790 named only the head of the family and listed
the number of household members in specific categories. In 1810 Congress called for information
about manufacturing. Questions about agriculture, mining, governments, religious bodies,
business, housing, and transportation were added to later census reports. Explain the reasons for
the differences between census reports.
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Essay: Some people feel that the questions asked by census takers, especially details about income,
education, etc., are an invasion of privacy. Do you agree or disagree with this view of the census.
Explain your answer. Discuss the value of these reports in studying history.
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Online Connections
Section Table of Contents
Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-3
Lesson 1: The History and Development of the Industrial Revolution
Overview and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-5
Summary of Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-5
Time Required, Materials, and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-6
Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-6
Process and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-8
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-8
Activity A: Concept Map of the Industrial Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-8
Activity B: Inventors’ Chart and Task Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-9
Activity C: Industrial Espionage Investigation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-9
Lesson 2: Labor Issues of the Industrial Revolution
Overview and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-10
Summary of Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-10
Time Required, Materials, and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-11
Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-11
Process and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-12
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-12
Activity A: Letter from the Lowell Factory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-12
Activity B: In the News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-13
Lesson 3: Economic, Political, and Social Outcomes of the Industrial Revolution
Overview and Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-14
Summary of Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-14
Time Required, Materials, and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-15
Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-15
Process and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-16
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-16
Activity A: Cottage to Factory Cause/Effect Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-16
Activity B: Story Board of Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-17
Activity C: Future of Society Infomercial. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-18
Future of Society Infomercial Evaluation Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-19
Follow-Up and Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-20
Student Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-21
(Note: For student pages referenced in the teacher’s guide, use the student page numbers listed at the
top of each student page.)
Lesson 1: The History and Development of the Industrial Revolution
Concept Map and Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-23
Inventor and Industrial Leader Study Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-25
Inventor and Industrial Leader Task Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-27
Industrial Espionage Then and Now. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-28
Industrial Espionage Investigative Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-29
Lesson 2: Labor Issues of the Industrial Revolution
Letter from the Lowell Factory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-30
In the News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-31
Lesson 3: Economic, Political, and Social Outcomes of the Industrial Revolution
Cottage to Factory Cause/Effect Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-32
Story Board of Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-33
Future of Society Infomercial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G-35
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Teacher’s Guide: Lesson 1
Online Connections
The History and Development of the Industrial Revolution
Overview and Purpose
The Industrial Revolution is a broad topic filled with many smaller sub-topics, issues, and cause-effect
relationships. Before students begin contemplating some of the finer points of this era in history, they
may benefit from beginning by organizing some general information. Once they have a sound
knowledge base, students begin forming more critical opinions over specific issues. Even answering
the seemingly simple and low-level question “When did the Industrial Revolution begin?” is met with
controversy. Generally, most researchers site the early 1700s (with the invention of the cotton gin) or
mid-1700s (with the invention of the steam engine) as the starting point for this era. But depending on
the source from which the information answering this question came, students may discover that some
historians contend that the Industrial Revolution began as early as the 1400s with Johannes Gutenberg’s
invention of movable type.
This period brought numerous wonders not only into the workplace but also into the home. The dawn
of innovation was upon us. Anyone with an idea for bigger, better, faster, stronger, or more powerful
was encouraged to build, demonstrate, and prove the invention’s place in the changing world. Too
numerous to study in depth, students use the Internet as a research tool to investigate ten of the world’s
newest wonders of the era. Their creations are logged on to a study chart, and they make task cards to
share their findings with others in the class.
In this age of technology, students may recognize some of the same patterns and techniques reasserting
themselves which remarkably mirror events of the Industrial Revolution. The final activity in this
lesson has students research how the Industrial Revolution came to life in the United States. Then they
apply their thinking skills more critically to uncover some questionable practices still used today and
create an investigative report of a real event.
Summary of Activities
Activity A: Students utilize online resources to create a concept map for the topic of the Industrial
Revolution. They use their background information to answer some low- and high-level questions.
Activity B: Students complete a study chart and task cards of ten inventors of the era.
Activity C: Students read critically several online articles on the topic of industrial espionage, then
apply this learning to identify an example of how this practice is used today. They create an
investigative report of a modern-day example of industrial espionage.
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#2689 The Industrial Revolution
Online Connections
Teacher’s Guide: Lesson 2
Labor Issues of the Industrial Revolution
Overview and Purpose
What do your students think of when you mention “factory work”? For many adults, it draws images
of sweaty, dirty, hard work that lasts long hours for little pay. Although this may have been true during
the beginnings of factory life, labor organizations and technological advancements have greatly
improved factory conditions and work ethics over the past two centuries.
In the first lessons, students learned about the keenly talented Samuel Slater who memorized an entire
textile mill’s plans and stole off to America to create his own textile mill. Subsequently, students will
learn about the first planned industrial community in Lowell, Massachusetts. The Lowell factory set
the trend for the future of industrial towns around the United States. It also proved its place as a
paradigm pioneer, employing women and girls to do work that was previously completed by boys or
men. Students consider the perspective of a Lowell factory worker and take on the role of one of its
members to write a letter to a senior family member in England.
Along with the change in the workplace and workforce, the shift to factory work brought numerous
labor issues to the forefront, covering all aspects of society including the social, economic, and political
realms. (These are more closely scrutinized in Lesson 3.) Students in this lesson break into groups to
cover the vast quantity of issues that resulted from this change in the workforce. They gather
background on their assigned topic on the Internet, then use this information to write an original
newspaper article that may have been published in a local paper.
Summary of Activities
Activity A: Students read the history of the Lowell factory, learn about its employees and environment,
then take on the role of one of the factory workers and write a letter to a grandparent in England
detailing her experiences.
Activity B: Students work in groups to research online one of several labor issues of the era, then
create an original newspaper article explaining an event that may have occurred and been recorded in a
local newspaper.
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Online Connections
Teacher’s Guide: Lesson 3
Economic, Political, and Social Outcomes of the Industrial Revolution
Overview and Purpose
Upon first review of the outcomes of the Industrial Revolution—advanced technology, the ability to
travel, greater recreation time—so, too, was this era not lacking in its problems. The events of the
Industrial Revolution brought many changes in society, the world economy, and politics. With each
advancement came both positive outcomes and negative consequences, forcing people into new
situations the world round. What used to take days now took hours and cost far less than in the past.
Now certain members of society had time for recreation with money to spend. Consequently, factories
were filled with labor issues, working their workers long hours for little pay. The rich became richer;
the poor became poorer. Social divisions were more identifiable. This led to several more issues, both
with positive and negative effects. Politics also became involved as labor unions sprouted, thus
widening the gap between the workers and the managers.
To see the connected relationships of these topics, students first familiarize themselves with the
problems, outcomes, and sequence of events of the era. Then they consider what the future may hold
for them and apply these same thinking skills to identify probable problems and outcomes as our
society moves forward. The lesson is completed when students create an infomercial of a futuristic
product or service.
Summary of Activities
Activity A: Students use online resources to research one of several issues related to the change in
work environment (cottage to factory), then complete a working cause/effect chart to illustrate the issue.
Activity B: Students work in research teams to research and summarize one decade of the industrial
era. The students’ work is then arranged into one, large bulletin-board sized story board of events.
Activity C: Students apply their learning from activities A and B to consider the services and products
that may be available in the future. They design and create an infomercial to share with the class
describing their product or service.
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