Global II unit: Industrialization John House Wilson



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Global II Unit: Industrialization John House Wilson


Lesson 2: Intro. to the Industrial Revolution and Assembly Line

Name: John House Wilson

Essential Questions:

  • What is industrialization?

  • What caused the Industrial Revolution?

  • Is life today better than it was before the industrial revolution?


Understandings:

Students will understand….


  • Agricultural developments helped spur industrialization in western Europe

  • New discoveries and new inventions in the 18th century helped drive an energy revolution in Europe and North America

  • That population growth was caused by lower mortality rates, advances in medicine and the increased availability of food

  • Fossil Fuels powered the industrial revolution and are critical to industrial societies

  • Lager populations led to a larger labor force and greater consumer demand

  • Transportation was revolutionized by the industrial revolution

  • Industrialization is a revolution in the way energy is used and how products are produced


Content and Vocab.

Students will know….

  • That during the Industrial revolution Great Britain’s population expanded from 4 million to 40 million

  • Spinning Jenny and the cotton gin were two key early inventions in the industrialization age

  • That coal and then oil played a key role in development of the revolution

  • That Thomas Newcomen and James Watt were the two key English inventors who developed the steam engine

  • That the locomotive and the steamship were invented during the industrial revolution and transformed transportation

Vocab


Skills:

Students will…





Activities:

Industrial Revolution: Notes and Flowchart (Introduction to the Ind. Revo.)

  1. Teacher will reintroduce the essential question “What caused the Industrial Revolution?” and solicit answers from students

  2. Using PowerPoint teacher will review the causes of the Industrial revolution

  3. Students will take notes and summarize material using flowchart organizer

  4. Activity will end with Henry Ford, the automobile and the assembly line


Assembly Line Activity

Students will re-create an assembly line in class



  1. Artisan Stage: Students each individually draw a picture of a car

    1. Each car must have certain characteristics and be drawn within a certain period of time

  2. Assembly line Stage: Students will draw a picture of an automobile as a group

    1. Students will be grouped into sets of 6 and moved into lines

    2. Each student will be assigned a specific specialized task in drawing the automobile

    3. Teacher will give a set period of time to draw an automobile

    4. Teacher will then increase the speed of “assembly line” and force students to draw faster

  3. Wrap-up Discussion

    1. Students will discuss the process of drawing the first car as an individual, the benefits, drawbacks and challenges

    2. Teacher will draw specific connections between part 1 and the artisan craftsman of the preindustrial age

    3. Students will then discuss the group process its benefits, drawbacks and challenges

    4. Teacher will then draw specific connections between part 2 and the assembly line of Henry Ford.

  4. Writing activity/Homework/Assessment

    1. Students will two paragraphs about the positives and negative of artisan and mass production work.


Pre -assessments:

  • Informal: Discussion on the causes of the industrial revolution will be used to gauge student knowledge and understandings


Assessments:

  • Class participation grade for completion of flowchart (graded along with work from lesson 1

  • Writing assignment on artisan creation vs. mass production will be collected and graded


Homework:

  • Students will complete Artisan/Mass Production writing assignment and be graded using a rubric


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