Statement of inquiry
Advances in scientific and technological innovations revolutionized the world and changed every aspect of modern life
Wednesday April 20
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1. We have now studied three revolutions, the English, the French and the American. Brainstorm Briefly what happened in them. Based on that, what do you think would be a good definition for the word “revolution”. Put their ideas on the board. What do you think an industrial revolution would be? What may cause a revolution?
REVOLUTION: Forcible overthrow of a government or social order in favor of a new system. Dramatic and wide ranging change in the way something works or is organized or in people’s ideas about it
2. As far as revolutions go, while they have all been important, this one I can gaurantee this one affects you every day. Watch The beginning of Crash Course in history The Industrial Revolution. (first 2 and half minutes)
3. Write on the board: "Civilization has run on ahead of the soul of man, and is producing faster than he can think and give thanks." -- GK Chesterton
4. Predict as a class what the Industrial revolution was like based on this quote. Look at the Washington post article on how industrialization has changed the world.
5. We are history Spoof (only show up to 6 minutes in)
This makes fun of things that went on during the industrial revolution. What are something things he makes fun of that you can assume were going on during the industrial revolution?
6. Go on Scavenger Hunt to fill in Industrial and Agricultural Revolution Matrix. Explain Rules
7. Hand out chapter questions and begin working on them
Play nationalistic songs in the background
God Save the Queen, Rule Britannia, Britannia Rules the Waves and Hope and Glory:
REVOLUTION: Forcible overthrow of a government or social order in favor of a new system. Dramatic and wide ranging change in the way something works or is organized or in people’s ideas about it
2. As far as revolutions go, while they have all been important, this one I can gaurantee this one affects you every day. Watch The beginning of Crash Course in history The Industrial Revolution. (first 2 and half minutes)
3. Write on the board: "Civilization has run on ahead of the soul of man, and is producing faster than he can think and give thanks." -- GK Chesterton
4. Predict as a class what the Industrial revolution was like based on this quote. Look at the Washington post article on how industrialization has changed the world.
5. We are history Spoof (only show up to 6 minutes in)
This makes fun of things that went on during the industrial revolution. What are something things he makes fun of that you can assume were going on during the industrial revolution?
6. Go on Scavenger Hunt to fill in Industrial and Agricultural Revolution Matrix. Explain Rules
7. Hand out chapter questions and begin working on them
Play nationalistic songs in the background
God Save the Queen, Rule Britannia, Britannia Rules the Waves and Hope and Glory:
chapter_5_unit_questions.doc | |
File Size: | 2045 kb |
File Type: | doc |
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1, Watch the video "What if the Industrial Revolution Never Happened" and discuss
1. Review yesterday, discuss some potential good aspects of the Agricultural Revolution and some bad aspects.
-Means a great chance. A move from subsistence farming to business farming.
-Small strips are consolidated (Enclosure). Big farms = easier to manage + profitable.
-Commons = sold off. = people leave to work in the city (causes urbanization --- explain cause and effect to the students.)
-Not just to support selves any more.
-new breeds of plants and animals created (high yield) – lends support to the industrial revolutions.
-New technology/ideas (acre produces more crop – see drill [jethro tull], Lord Townshend – rotate crops with ones that return nutrients, so do not have to leave ground fallow = 1/3 more productivity each year.) Turnips/clover can be used to feed animals too, so more animals.
2. Ask them what the following quote means: "Rule, Britannia! rule the waves: Britons never will be slaves."
How do you predict that they treated people in the colonies? Explain the slave trade, 8 million died on ships, horrendous conditions show clip on British Empire (Horrible Histories The British Empire News Report)
-Notes on British Empire
3. Activity:
-Divide class into 6 small groups. Each group receives 1 short writing on one of Britain’s colonies, and each member receives an organizer to fill in. They are to gather the required information by reading and filling in their organizer. Included is a mapping exercise that has them shade in where each colony was.
-Have each group choose a spokesperson and fill in the organizer completely as presentations are given. – they can put it onto an overhead that I circulate.
-Then put up for the class to copy
4. Work on chapter questions for the rest of class.
1. Review yesterday, discuss some potential good aspects of the Agricultural Revolution and some bad aspects.
-Means a great chance. A move from subsistence farming to business farming.
-Small strips are consolidated (Enclosure). Big farms = easier to manage + profitable.
-Commons = sold off. = people leave to work in the city (causes urbanization --- explain cause and effect to the students.)
-Not just to support selves any more.
-new breeds of plants and animals created (high yield) – lends support to the industrial revolutions.
-New technology/ideas (acre produces more crop – see drill [jethro tull], Lord Townshend – rotate crops with ones that return nutrients, so do not have to leave ground fallow = 1/3 more productivity each year.) Turnips/clover can be used to feed animals too, so more animals.
2. Ask them what the following quote means: "Rule, Britannia! rule the waves: Britons never will be slaves."
How do you predict that they treated people in the colonies? Explain the slave trade, 8 million died on ships, horrendous conditions show clip on British Empire (Horrible Histories The British Empire News Report)
-Notes on British Empire
3. Activity:
-Divide class into 6 small groups. Each group receives 1 short writing on one of Britain’s colonies, and each member receives an organizer to fill in. They are to gather the required information by reading and filling in their organizer. Included is a mapping exercise that has them shade in where each colony was.
-Have each group choose a spokesperson and fill in the organizer completely as presentations are given. – they can put it onto an overhead that I circulate.
-Then put up for the class to copy
4. Work on chapter questions for the rest of class.
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Thursday April 21- Friday April 22
top_10_inventions.docx | |
File Size: | 174 kb |
File Type: | docx |
tea_ceremony_etiquette.docx | |
File Size: | 167 kb |
File Type: | docx |
1. Go over Phrases: “The Sun Never Sets on the British Empire” and “Rule Britannia, Britannia rules the Waves,” review the colonies and the products that Britain got them from. Review the Agricultural Revolution and the beginning of the Industrial Revolution.
2. Make a list of the best inventions of all time (MRI, Antibiotics, X-Ray, computers) See how it fits with the internet list. (overhead)
3. James Watt Clip: Explain who James Watt was – the significance of his discovery. Driving force behind the Industrial Revolution. Allowed then to go easily between colonies and ship goods. Play youtube clip (Below): 2:00-5:19 (about Watt – only play the small excerpt)
4. Build a small steam engine with them to show them how it worked. Have races with their boats. Link it to trains.
5. Summarize pages 140-141 for them in a mini lecture
-Industrial Revolution could only happen if they could ship good from farms and factories to Market cheaply, also raw materials must be brought to them from all over the world
-1700 English transportation system was poor, roads medieval and a muddy mess in the frequent rain
- Horses carried good, but slow and must be fed and rested so inefficient, waterways missed whole large sections of the country. Needed good roads for wagons
-Turnpike: Private companies build road and charge toll (so no cost to government)
-Macadam roads: three layers of graded stone with largest stones at bottom and fine gravel on top, slop road to side so water rolls off. (show them one on the road outside the portable)
-canals built too, dropped shipping costs by 2/3
-some canals build high above the ground. 4000km by early 19thC
6. DVD: Queen Victoria’s empire (clip below). Play DVD from 0-7:30 minutes. This will help to review the information we’ve learned so far. (queen Victoria Engines of Change part 1/4)
7. Trains: Read page 142 as a class: discuss dangers of trains and high-speed travel. Watch crash course to see how trains changed people's lives (much like the internet has changed ours)
8. What the History of trans video/\.
9. Mr.Mennell's class will serve us a tea and scones snack, High tea was something that started during Industrial Revolution. Factory owners realized that they would get more productivity out of their workers if they gave them an afternoon break with caffeine and sugar.
2. Make a list of the best inventions of all time (MRI, Antibiotics, X-Ray, computers) See how it fits with the internet list. (overhead)
3. James Watt Clip: Explain who James Watt was – the significance of his discovery. Driving force behind the Industrial Revolution. Allowed then to go easily between colonies and ship goods. Play youtube clip (Below): 2:00-5:19 (about Watt – only play the small excerpt)
4. Build a small steam engine with them to show them how it worked. Have races with their boats. Link it to trains.
5. Summarize pages 140-141 for them in a mini lecture
-Industrial Revolution could only happen if they could ship good from farms and factories to Market cheaply, also raw materials must be brought to them from all over the world
-1700 English transportation system was poor, roads medieval and a muddy mess in the frequent rain
- Horses carried good, but slow and must be fed and rested so inefficient, waterways missed whole large sections of the country. Needed good roads for wagons
-Turnpike: Private companies build road and charge toll (so no cost to government)
-Macadam roads: three layers of graded stone with largest stones at bottom and fine gravel on top, slop road to side so water rolls off. (show them one on the road outside the portable)
-canals built too, dropped shipping costs by 2/3
-some canals build high above the ground. 4000km by early 19thC
6. DVD: Queen Victoria’s empire (clip below). Play DVD from 0-7:30 minutes. This will help to review the information we’ve learned so far. (queen Victoria Engines of Change part 1/4)
7. Trains: Read page 142 as a class: discuss dangers of trains and high-speed travel. Watch crash course to see how trains changed people's lives (much like the internet has changed ours)
8. What the History of trans video/\.
9. Mr.Mennell's class will serve us a tea and scones snack, High tea was something that started during Industrial Revolution. Factory owners realized that they would get more productivity out of their workers if they gave them an afternoon break with caffeine and sugar.
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Tuesday April 26
1. Have students copy down the following notes:
Factory System: Organize labour around machines. Too big for houses. Work comes to a central location (factory). Leads to time management, easier to supervise and regulate. Wages kept deliberately low (maximize profits.).
Cottage Industry: Involves whole family, product made at home.
2. Cottage industry cars – get students to each make a car. Must be perfect – best car wins part of a chocolate bar.
3. When done work on chapter questions.
Factory System: Organize labour around machines. Too big for houses. Work comes to a central location (factory). Leads to time management, easier to supervise and regulate. Wages kept deliberately low (maximize profits.).
Cottage Industry: Involves whole family, product made at home.
2. Cottage industry cars – get students to each make a car. Must be perfect – best car wins part of a chocolate bar.
3. When done work on chapter questions.
assembly_line_car.jpg | |
File Size: | 1977 kb |
File Type: | jpg |
Wednesday April 27
luddites.doc | |
File Size: | 44 kb |
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assembly_line_activity_instructions.doc | |
File Size: | 253 kb |
File Type: | doc |
1. Show cars and vote on best one. How do you feel about it? This is the Cottage industry
2. Factory simulation with Car making. --- make MANY Copies of the car sheet
A. Get Students to put the desks into 2 rows
B. Get ready to play some Gregorian chants, dark music, heavy metal to create atmosphere.
C. Give instructions to students: OVERHEAD ATTACHED.
D. Some jobs may appear two times. – need boxes for finished products.
E. During simulation, be sure to yell at kids and drive them hard. Rip up cars, assign someone the job of crawling along the floor picking up scraps.
F. Prize to team with most cars made.
3. How do you feel about these cars?
4. Notes on Luddites (below)
5. Work on chapter questions. .
2. Factory simulation with Car making. --- make MANY Copies of the car sheet
A. Get Students to put the desks into 2 rows
B. Get ready to play some Gregorian chants, dark music, heavy metal to create atmosphere.
C. Give instructions to students: OVERHEAD ATTACHED.
D. Some jobs may appear two times. – need boxes for finished products.
E. During simulation, be sure to yell at kids and drive them hard. Rip up cars, assign someone the job of crawling along the floor picking up scraps.
F. Prize to team with most cars made.
3. How do you feel about these cars?
4. Notes on Luddites (below)
5. Work on chapter questions. .
Thursday April 28
1. Review yesterday:
-Ask students what kind of system was used to make cars first (cottage) then second (factory). Ask about their level of pride for each car. Put cars up in the class.
Cottage: 30 cars in one class.
Factory: 60 cars in 25 minutes. --- where did we slow down? Where could we improve.
Interchangeable parts: convenient and quick.
2. Read Pages 143-147 as a class and discuss.
3. Define Capitalism: (get them to write it down)
Capitalism: Ownership of means of production owned by private individuals driven for profit.
Communism: ownership of means of production owned by community as a whole.
-The factory system was a new way of organizing labor made necessary by the development of machines, which were too large to house in a worker's cottage.
-It was much easier for the factory owner to supervise and closely regulate their workers.
-Ruthless competition between owners (capitalists) motivated them to reduce costs and maximize productivity in every way.
- Meant imposing long hours, low wages, and unsatisfactory, even dangerous working conditions upon the workers.
-Also meant employing child labor and women's labor because the wages were lower and the work required little skill.
-Wages were so low that entire families; father, mother, and children had to work in order that the family might survive at a bare subsistence level.
-Children were the most exploited group in Britain
3. Child Labour - - Read 147-148 as a class.
4. Break up students into three groups. Give them the primary Sources for a Coal Miner, a Chimney Sweep and a Factory Worker Child. Must answer the questions using the sources:
5. When they have the information, number them off 1,2,3 and share the information with their group members.
6. Work on chapter questions when done
-Ask students what kind of system was used to make cars first (cottage) then second (factory). Ask about their level of pride for each car. Put cars up in the class.
Cottage: 30 cars in one class.
Factory: 60 cars in 25 minutes. --- where did we slow down? Where could we improve.
Interchangeable parts: convenient and quick.
2. Read Pages 143-147 as a class and discuss.
3. Define Capitalism: (get them to write it down)
Capitalism: Ownership of means of production owned by private individuals driven for profit.
Communism: ownership of means of production owned by community as a whole.
-The factory system was a new way of organizing labor made necessary by the development of machines, which were too large to house in a worker's cottage.
-It was much easier for the factory owner to supervise and closely regulate their workers.
-Ruthless competition between owners (capitalists) motivated them to reduce costs and maximize productivity in every way.
- Meant imposing long hours, low wages, and unsatisfactory, even dangerous working conditions upon the workers.
-Also meant employing child labor and women's labor because the wages were lower and the work required little skill.
-Wages were so low that entire families; father, mother, and children had to work in order that the family might survive at a bare subsistence level.
-Children were the most exploited group in Britain
3. Child Labour - - Read 147-148 as a class.
4. Break up students into three groups. Give them the primary Sources for a Coal Miner, a Chimney Sweep and a Factory Worker Child. Must answer the questions using the sources:
5. When they have the information, number them off 1,2,3 and share the information with their group members.
6. Work on chapter questions when done
the_young_and_the_rightless.docx | |
File Size: | 689 kb |
File Type: | docx |
Friday April 29
sweatshops_article.doc | |
File Size: | 462 kb |
File Type: | doc |
1. Ask Students to each share one interesting thing they learned from the articles, show Horrible Histories clips above
2. Read Chimney Sweep article from textbook on page 148
3. Read the “Factory Acts” with them pg. 149-150.
Factory Acts – Lecture Notes
The Factory Act of 1802
-All factory rooms must be well ventilated and lime-washed twice a year.
-Children must be supplied with two complete outfits of clothing.
-The work hours of children must begin after 6 a.m., end before 9 p.m., and not exceed 12 hours a day.
-Children must be instructed in reading, writing and arithmetic for the first four years of work.
-Male and Female children must be housed in different sleeping quarters.
-Children may not sleep more than two per bed.
-On Sundays children are to have an hour's instruction in the Christian Religion.
-Mill owners are also required to attend to any infectious diseases.
-Fines of between £2 and £5 could be imposed on factory owners, but the Act established no inspection regime to enforce conditions. The act failed to provide a clear law of the hours one is permitted to work and failed to include supervision to make sure the law was being followed. The law was largely ignored by the factories but paved the way for more factory acts to follow.
Factory Act of 1878
-This Act brought all the previous Acts together.
-Now the Factory Code applied to all trades.
-No child anywhere under the age of 10 employed.
-Compulsory education for children up to 10 years old.
-10-14 year olds only be employed for half days.
-Women were to work no more than 56 hours per week.
4. Modern version of children working in factories: Sweatshops – put word on board. Get students to brainstorm what they already know about sweatshops. Activity: Get them to check their tags – see where each item was made. Put on board. See where each item was manufactured. (Find it on a map?)
5. Sweatshop Video
2. Read Chimney Sweep article from textbook on page 148
3. Read the “Factory Acts” with them pg. 149-150.
Factory Acts – Lecture Notes
The Factory Act of 1802
-All factory rooms must be well ventilated and lime-washed twice a year.
-Children must be supplied with two complete outfits of clothing.
-The work hours of children must begin after 6 a.m., end before 9 p.m., and not exceed 12 hours a day.
-Children must be instructed in reading, writing and arithmetic for the first four years of work.
-Male and Female children must be housed in different sleeping quarters.
-Children may not sleep more than two per bed.
-On Sundays children are to have an hour's instruction in the Christian Religion.
-Mill owners are also required to attend to any infectious diseases.
-Fines of between £2 and £5 could be imposed on factory owners, but the Act established no inspection regime to enforce conditions. The act failed to provide a clear law of the hours one is permitted to work and failed to include supervision to make sure the law was being followed. The law was largely ignored by the factories but paved the way for more factory acts to follow.
Factory Act of 1878
-This Act brought all the previous Acts together.
-Now the Factory Code applied to all trades.
-No child anywhere under the age of 10 employed.
-Compulsory education for children up to 10 years old.
-10-14 year olds only be employed for half days.
-Women were to work no more than 56 hours per week.
4. Modern version of children working in factories: Sweatshops – put word on board. Get students to brainstorm what they already know about sweatshops. Activity: Get them to check their tags – see where each item was made. Put on board. See where each item was manufactured. (Find it on a map?)
5. Sweatshop Video
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1. Complete chapter questions
2. Do questions 18 with them:
Class System, groups that a person was born into and felt was different than other classes, used accent to determine what class you belonged to.
Upper class: Called themselves “society” went to the right school, church, read the right newspapers
-knew each other by reputation or personally, kept lists of who belonged
Middle Class: grew during Industrial Revolution. Upper: Professionals (doctors, lawyers, university professors, businessmen, military. Lower: White Collars workers, own small business or teachers.
Working class: Work in factories, broken up into skilled and unskilled labour. Lowest were people who could only find jobs once and a while.
5. Video: Queen Victoria’s empire Part 3, 12:30 and Part 4 (The Great Exhibition)
6. Compare that sense of progress with what was actually driving it. Read section on the Poor 153.
7. Put up overhead of page 154 –draw student attention to bar graphs and information.
-Put up some discussion questions associated with it and discuss as a class. (Attached)
8. Read 153-155. – Discuss why people leave GB. Students write notes off the board
Notes: Why do people leave Great Britain (Put matrix on board)
A. Opportunity in colonies (free land)
B. Irish Potato Famine 1845, crop fails. Millions starve. Leave for cities or colonies
C. The clearances: Landlords boot tenant Scots off land
D. Criminals – sent overseas or army officers/privates = sent overseas.
9. Fill in review matrix,
https://gem.cbc.ca/media/the-passionate-eye/season-1/episode-132/38e815a-01083e55553
Impact of fast fashion on the environment.
2. Do questions 18 with them:
Class System, groups that a person was born into and felt was different than other classes, used accent to determine what class you belonged to.
Upper class: Called themselves “society” went to the right school, church, read the right newspapers
-knew each other by reputation or personally, kept lists of who belonged
Middle Class: grew during Industrial Revolution. Upper: Professionals (doctors, lawyers, university professors, businessmen, military. Lower: White Collars workers, own small business or teachers.
Working class: Work in factories, broken up into skilled and unskilled labour. Lowest were people who could only find jobs once and a while.
5. Video: Queen Victoria’s empire Part 3, 12:30 and Part 4 (The Great Exhibition)
6. Compare that sense of progress with what was actually driving it. Read section on the Poor 153.
7. Put up overhead of page 154 –draw student attention to bar graphs and information.
-Put up some discussion questions associated with it and discuss as a class. (Attached)
8. Read 153-155. – Discuss why people leave GB. Students write notes off the board
Notes: Why do people leave Great Britain (Put matrix on board)
A. Opportunity in colonies (free land)
B. Irish Potato Famine 1845, crop fails. Millions starve. Leave for cities or colonies
C. The clearances: Landlords boot tenant Scots off land
D. Criminals – sent overseas or army officers/privates = sent overseas.
9. Fill in review matrix,
https://gem.cbc.ca/media/the-passionate-eye/season-1/episode-132/38e815a-01083e55553
Impact of fast fashion on the environment.
Monday May 2
1. Explain invention project and get started
2. Work on it for this class. Will get sometime tomorrow as well.
2. Work on it for this class. Will get sometime tomorrow as well.
Tuesday May 3
1. Finish project
2. Start geography
2. Start geography