Industrial Revolution, #4, Joe DeCecco

Duration: 60 mins
Social Sciences: History, Economics
Concepts:
o Use assembly lines and machines to mass produce goods.
o Why factories with assembly lines were more efficient than
private builders and small businesses.
o Assembly line, machine, goods, factory, and efficiency
Vocabulary:
o assembly line: an arrangement of machines, equipment, and
workers in which work passes from operation to operation in
direct line until the product is assembled (merriam-webster.
com/dictionary)
o Factory: A building or group of buildings where products are
made. (merriam-webster.com/dictionary)
o Skilled worker: Someone who has specialized skills and/or
training in a particular area. (businessdictionary.com/definition)
o Unskilled worker: A person who has no specialized skills or
training in the area of which they work.
(businessdictionary.com/definition)
Skills:
o Use information from an educational text to create a cause and
effect statement
o Working collaboratively as a group to create one object.
Goals of lesson:
o Students will understand causes and effects of the Industrial
Revolution on production and employment.
o Students will understand why factories we more efficient and
cost effective than small businesses.

Learning Objectives:

The students will describe why factories using assembly lines were
more efficient than private builders and their small businesses.
The students will use information gathered from a text to create cause
and effect statements.

Standards:

Standard - 6.2.4.A: Explain how a product moves from production to

consumption.

Standard - 6.5.4.B Identify the requirements for different careers and

occupations.
Standard - 8.2.4.C: Explain how continuity and change in Pennsylvania
history have influenced personal development and identity.
o Commerce and Industry
o Technology

NCSS.1.7 THEME SEVEN -- Production, Distribution, and Consumption: Social Studies

teachers should possess the knowledge, capabilities, and disposition to organize
and provide instruction at the appropriate school level for the study of Production,
Distribution, and Consumption. Teachers of Social Studies at all school levels should
provide developmentally appropriate experiences as they guide learners in the
study of how people organize for the production, distribution, and consumption of
goods and services.
NCSS.1.7.c ...help learners compare the costs and benefits to society of
allocating goods and services through private and public sectors;
NCSS.1.8 THEME EIGHT -- Science, Technology and Society: Social Studies teachers
should possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of Science,
Technology and Society. Teachers of social studies at all school levels should provide
developmentally appropriate experiences as they guide learners in the study of
science and technology.
NCSS.1.8.b ...provide opportunities for learners to make judgements about
how science and technology have transformed the physical world and human
society and our understanding of time, space, place, and human-environment
interactions;

Anticipatory Set:

I hope you all remember what we have learned about the Mid-Atlantic
region so far. Before we begin todays activities, lets review the states
that are in the Mid-Atlantic Region.
o Teacher will pull out a large map of the United States.
Can I have some volunteers come up to the map and point to one state
that is in the Mid-Atlantic region?
o Teacher will call on 6 students to locate each of the states and
Washington D.C.

Today we are going to be learning about how and why the Mid-Atlantic
region transformed from an area that primarily used agriculture, to an
important industrial region with large cities and a lot of factories.
If you look at the map here are a few major cities that were important
during the Industrial Revolution and became the homes for many
people that moved from farms to the factories.
Video describing the Industrial Revolution
o http://www.history.com/topics/industrial-revolution/videos/theindustrial-revolition

Procedures:

The teacher will split the classroom up into groups of four. In their
small groups the students will read a passage from their Social Studies
Textbook.
Students will then open their books to page 128 in their Social Studies
textbook.
Each student in the group will read a paragraph from the passage out
loud. The teacher will be circulating the room during this time to make
sure that all of the groups remain on task, and to assist or answer any
questions the students may have.
After reading the entire passage the students will get into pairs.
o We are going to be creating cause and effect statements. Does
anyone know what a cause and effect statement is?
Teacher will wait for one or two student responses.
o Some example cause and effect statements are:
The soil in the Mid-Atlantic region is very fertile. The
Iroquois learned how to grow their food.
The first sentence is the cause statement, and the
second sentence is the effect statement.
New York City and Philadelphia are located on the coast.
They are able to easily bring in and ship out goods.
The following directions will be written on the board as well as
verbalized by the teacher, in case a student does not hear all of the
directions.
o With your partner, I want you to use the information you learned
from this passage to write one cause of the Industrial Revolution,
and one effect the Industrial Revolution had on the Mid-Atlantic
region.
o I would like you to write your cause and effect statements using
proper grammar, punctuation and spelling.

o I will be giving the entire class 7 minutes to complete this

activity, so if you are able to write more than one cause and
effect statement, please do it.

The teacher will give the students 7 minutes to write their cause and
effect statements. While the students are working, the teacher will
circulate the room and assist any struggling students.
After the class has completed their cause and effect statements the
teacher will prompt the partners to group up with a nearby partnership
so that they can share their cause and effect statements.
o I would like each partnership to group up with a partnership that
is nearby. Once you are in your new groups of four I want you to
read the cause and effect statements out loud to the small
group.
As we read in our textbook, and some of you talked about in your
cause and effect statements, assembly lines changed the way
products were created within factories. They were a more efficient and
cheaper way to produce goods, and it does not require any special
skills to work on an assembly line. Today, we are going to create our
own assembly lines to show how production time can be increased
with workers working together to create one object, and we are going
to compare that to what entails in one person creating the same object
all by themselves.
The classroom will be split up into groups of six (depending on the size
of the class there will be four or five groups of six). Those groups of six
will then be split into two groups, one group of four and one group of
two. The two small groups will be lined up so that each partner is
sitting directly next to the other, with the other group sitting directly
across from them.
We first split up into groups of six, and then we split the groups of six
into one group of four and one group of two. We are going to be having
a competition within our groups of six. The people you are sitting next
to will be competing against the group sitting across from you.
You groups of four will be factory workers today, and the groups of two
will be highly skilled private builders. We will all be building cars, as
many cars as possible because the demand for cars is almost
unending at this time.
The groups of four will be designated as the factory workers, and the
groups of two will be designated as the private builders.

The teacher will then give the factory workers one minute to discuss
who will be the cutter, and the other three people will be gluers. After
that is determined, the cutter will be placed in the furthest left seat,
with the three gluers seated to his/her right.

*In preparation for the lesson, the teacher individually cut out the wheels,
windows, and fenders, and has them separated into specific piles. The car
outline is left and must be cut out by the cutter.

There are two differences between the groups of factory workers and
the groups of private builders. First, the factory workers have four
people in their groups and the private builders have two people in their
groups. Can anyone give me a possible reason as to why I have you
grouped like this?
o The teacher will take 2-3 student responses to the question.
During this time, the Industrial Revolution, there were far more people
working in the factories than there were working for small businesses
as highly skilled private workers.
Another major difference between the factory workers and the private
builders is that each factory worker has one job and has to put one
piece onto the car, while the private builder is in charge of building the
entire car by his/her-self. So, each private builder will be given a stack
of car outline cut-outs and each of the pieces of the car. For the factory
working group, the cutter will receive a stack of the car outline cutouts, the next person will be given a stack of wheels, the next person
will be given a stack of windows, and the last person will be given a
stack of fenders. For those of you who do not know what a fender is,
for this car it is the piece that goes over the front and back wheels to
protect them.
The teacher will have an enlarged completed car displayed in the front
of the room so that the students can see where each piece needs to
go.
The goal of this activity is to have as many cars produced at the end of
the 10 minute period.
Each factory worker is given one job:
o The cutter will cut out the mold of the car (the car outline), and
pass it to his/her right.
o The next person will glue a front and back wheel onto the car
outline, and pass it to his/her right.
o The next person will glue the front and back windows onto the
car outline, and pass it to his/her right.

o Finally, the last person will glue the front and back fenders above
the front and back wheels, and will then place the finished car in
the red bin to his/her right.
Each private builder has to complete that entire process by
themselves. So, Johnny (pick a private builder in the class) will cut out
the car outline, then he will glue the front and back wheels on, then he
will glue the front and back windows on, then he will glue the front and
back fenders above the front and back wheels, and finally he will put
his finished car into the green bin at the top of his desk.
One important thing to remember. The private builders must complete
their entire car before moving on to another one.
Factory workers, once you have completed your task you may move
on to another car. So Samantha (pick a cutter in the class) will cut out
the car outline, pass it to her right, and then begin cutting out the next
car outline. She will continue this, trying to cut out as many car
outlines as possible in the 10 minute period.
Again, the goal of this activity is to build as many cars as possible!
The teacher will have a large stop-watch displayed on the SmartBoard,
so that every student can see it, counting down from 10 minutes.
After the 10 minutes is up the teacher will tell all of the students to put
down anything they are doing. The teacher will go around and collect
all of the red and green bins.
The teacher will count up all of the completed cars in the green bins
(private builders), and all of the completed cars in the red bins (factory
workers). The numbers should add up so that there are far more cars
completed by the factory workers.
The teacher will display two questions onto the SmartBoard.
o Why were there more cars built by the factory workers?
o What were some difficulties the private builders experienced?
There were far more cars built by the factory workers. I would like to
hear from some students, both factory workers and private builders.
Look at the first question on the SmartBoard. Why were there more
cars built by the factory workers?
o Teacher will take 3-5 student responses.
What were some difficulties the private builders experienced?
o Teacher will take 3-5 student responses.
In the video at the beginning of class we saw what factories looked like
during the Industrial Revolution. Now that you have also experienced
an assembly line for yourself, what are some ideas about the quality of
work within a factory? Would you enjoy working in a factory? What do

you think would happen to someone that is holding up the production

process?
o Teacher will take 3-5 student responses
The teacher will then describe to the students the difference between
skilled workers and unskilled workers.
o Skilled worker:
o Unskilled worker:
The major difference between factory workers and private builders is
that private builders are skilled workers, and factory workers are
unskilled workers. Does anyone know what a skilled or unskilled
worker is?
o The teacher will take 3-5 student responses.
A skilled worker is someone who has specialized training or skills in a
particular field. So in this case, our private builders were skilled
workers because they had the necessary knowledge to build an entire
car by themselves.
o Skilled workers typically require higher wages because they have
the training, and they build the entire product
Whereas an unskilled worker has no specialized training or skills. The
factory workers were unskilled workers because each person only had
one job, and it took the entire group to build one car. One individual
factory worker does not have the knowledge or skills to build an entire
car by themselves.
o Unskilled workers get paid far less than skilled workers because
there job requires no special skills, and they can be easily
replaced by another person.

Differentiation:
During the procedure the students will be placed in mixed-ability groups so
that students of all levels can be supported by each other, but also to ensure
that the higher level students can support the lower level students. Also, an
audio version of the textbook will be readily available, as well as various
levels of the text.
Extension: During the ticket-out-the-door closure activity, students will be
able to reference their notes and cause and effect statements to answer the
three prompts. Also, for struggling writers the ticket-out-the-door can be
completed verbally.

Enrichment: Students will organize the cause and effect statements by level
of impact. They will list what the most important cause of the Industrial
Revolution was and the most important effect, and explain why.
Closure:

Students will be given a ticket-out-the-door, and on it will have three

prompts.
o What is the difference between a skilled worker and an unskilled
worker?
o Write one cause or effect of the Industrial Revolution.
o Write one or two reasons why factories were more efficient than
private builders.

Formative Assessment:

The teacher will circulate the room to ensure that students are staying
on task during all of the assignments, especially during the cause and
effect statement portion to see how well the students are collaborating
and using the information from the textbook and the video.

Summative Assessment:

The teacher will collect the cause and effect statements and check
them for correctness based on the information given through the
textbook reading and the video during the anticipatory set.
The Ticket-out-the-door will be collected at the end of the class period
and the teacher will check the students responses to see how well the
class grasped the information taught during the lesson

Materials:

Industrial Revolution note sheet

Houghton Mifflin Social Studies textbook
Class set of red bins
Class set of green bins
SmartBoard stopwatch
Industrial Revolution video: http://www.history.com/topics/industrialrevolution/videos/the-industrial-revolition
100 Car cut-outs

Technology:

SmartBoard will be used to display the Industrial Revolution video

during the Anticipatory set.
Smartboard will also be used to display the virtual stop-watch that will
be used during the assembly line activity.

Reflection on Planning:
I really wanted to figure out a way to incorporate student movement and
group work into this lesson, and I thought that using an assembly line
activity would be the best way to do it. I hope that through the assembly line
activity the students will be able to see how factories were much more
effective, but also how it did not take much skill to be a factory worker. I also
hope that through this lesson the students will understand why factories
became the main source for production during the Industrial Revolution.
Current Event:
http://www.cnn.com/2013/11/20/opinion/africas-natural-resources-industrialrevolution/

This article is talks about industrialization in Africa. There are a lot of

valuable resources in Africa, and businesses are attempting to use resourcebased industrialization to effectively get these resources from the farms and
land, through the factories and producers, and out to the world. This is
similar to the Industrial Revolution in the United States because the
industrialization in Africa is boosting the economy and helping with the
growth of Africas GDP, while putting Seven African countries in the top 10
fastest-growing global economies.

Name:________________

Date:_____________

Ticket-Out-The-Door
Please write your answers to the prompts in the space provided. Be sure to
use proper grammar, punctuation and do your best with spelling.

What is the difference between a skilled worker and an unskilled

worker?

Write one cause and effect of the Industrial Revolution.

Write at least one reason why factories were more efficient than
private builders.