Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Lesson Foundations
Content Standards
*Science and SS should also include
common core for reading/writing
SS 8.23- The Industrial Revolution fundamentally changed the means of production as a result of improvements in
technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory
work.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Learning Objective(s)
Students will
1. Students will explain the working conditions for production workers of the Industrial Revolution in the United
States by examining primary sources from the time period (Analyze).
2. Students will compare and contrast social class perspectives from the Industrial Age (Apply).
1. Products were made more efficiently, in high-production factories, instead of the home.
2. New inventions streamlined production during the Industrial Revolution and the influx of immigrants made up a
large industrial workforce.
3. Students know the work environment of slaves, and how they were sold, kept against their will, and had no rights.
4. Students have experience in analyzing and interpreting primary documents for meaning, implications, and point of
view.
5. Students can scan QR codes
1. Numbered notecards
2. Table numbers
3. Station worksheet (the DBQ packet-at least 31 for each student in the class)
4. PowerPoint
5. Printed QR Code for Video Clip (Need at least 3)
6. Printed out Enlarged Images/Documents for Stations (At least 3 sets for each station)
Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.
Description of assessment
Formative: Students will view a
political cartoon projected on the
board. On their DBQ packet,
students will answer the
question:
1. Who are the men gathered
around the large block? What do
you think they are doing?
(Understand)
2. What do you think is this
cartoons message? Relate your
answer to what we learned in
class the last 2 days. (Analyze)
A2: Station
Worksheet-DBQ
Packet
1. One of the men is labored Northern Capitalist, so I think all of the other men are
powerful business owners. They appear to be reading or writing on a paper with
information on it, and they are at an auction. They are auctioning off the children,
similarly to how slaves were sold.
2. The cartoons message revolves around the horrors of child labor. They are also
making a connection between child laborers and slavery, similarly to station 3. Children
are being taken advantage of to produce goods for extremely low wages while working
in very bad conditions
LO1(Analyze) LO2(Apply)
1A. The work is repetitive, with all of the workers doing the same thing. They work in
tight rows, and it appears that a supervisor is walking down the aisle making sure
everything is running smoothly. It looks like the working space only has very windows,
and mostly women are shown working. I think I would smell a musty factory smell,
because there are so many people and no fresh air. They are working quickly and
without any pauses. This works differs from craft work because the creative process is
more efficient, and much faster. People are being paid wages, and do not choose their
own hours. The work environment is fast-paced and strict.
2A. The players, represented by large trusts, are throwing metaphorical baseballs
representing low wages, high prices, and oppression at The Common People. The
person in the middle represents the lower/middle-class workers who suffer from low
wages because of the control of the large trusts.
3A. Like the cartoon shows, the workers in the factory are being paid low wages, even
though they are working non-stop practically all day. The factory owners, and even
higher up, controllers of trusts, are benefitting from the oppression of the lower class.
Station 2
1B. Read the 1st page of the
document, Child Labor in the
Canning Industry by Lewis W.
Hine. Why does he say that the
children are unfit for the work he
1B. Children are too small to be doing the physical work that they are doing. It is not
mentally healthy for children to be playing one day, and then forced to do physical work
the next. He gave the example of a cannery that does not require permits for child labor,
showing the weakness of a flexible system already in place. The machines they work
around are hazards, and they are carrying boxes and crates that are too heavy. Some
is describing? (Understand)
have to work long hours in the hot sun. Their sleep schedules are irregular, which is
dangerous for development.
2B. Without rules or regulations, companies can take advantage of workers, such as
children, who cannot fight or support themselves for their own benefit.
3B. It is said that the children are not regularly attending school, because of the days
they need to put into working. Growing up without an education will force them into the
cycle of wage work, that they are currently in. The dangers of work can also physically
harm them, possible leaving them with a physical disability when they are older.
4B. Wage work can be compared to slavery in the lens that the workers feel trapped by
the debt they have, and are forced to continue working for the small wages they earn.
They cannot afford not work, but are never financially stable. They work in harsh
conditions, and work long hours. Children are forced to work to support their families,
similarly to how child slaves also were forced to work. They are still different because
slaves were held against their will, sold, and viewed as property. Most slaves were paid
nothing, and had to endure harsher conditions and punishments than the workers in the
document.
Station 3
1C. Lewis Hine was a renowned
1C. The children in the images are extremely young. They are working in all types of
environments. Many are dirty, and look uncared for. These young kids have to work
extremely long hours. Some worked illegally. Its strange to see small children in places
adults are usually pictured.
2C. I believe the pictures are more powerful than the document. The visual of seeing the
children in their work environment shocks me more than reading the words on the page.
I can better visualize the harshness and cruelty the kids had to face by looking at the
images.
3C. Oyster shell shucking, canning, coal mines, selling newspapers, picking cotton,
shoe polishing, construction, tobacco fields, factories, mills. No, many of these
environments have dangerous indoor conditions, or dangerous outdoor conditions since
the children are working for so long. Coal mines, cotton and tobacco field, and factories
and mills can all physically harm a child, as well as mentally harm.
1. The new way that products were being made was both beneficial and harmful.
Different social classes were affected in different ways. The middle/upper class was able
to get more products quicker, but at the cost of the lower class, who had to work in poor
conditions. Child labor was a source of cheap and effective work, and these small
workers were taken advantage of. Because of the low wages they were paid, this new
sect of workers changed how products could be produced.
2. No it has not changed my opinion. The Industrial Revolution sparked our industry
and greatly improved what and how we can produce. We wouldnt have what we have
today if it did not take place. Yes, it has changed my opinion. The conditions that
workers, and even worse, children, had to work through were too poor that I cant view
the Industrial Revolution in a positive light. I think the Industrial Revolution is both a
blessing and a curse.
Instructional Procedures/Steps
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Opening
_____6_____ Minutes
-
Hook?
Activate prior
knowledge?
Communicate LOs?
Teacher will
Student will
A. Products were made more efficiently, in highproduction factories, instead of the home.
B. New inventions streamlining production,
influx of immigrants.
Station 1
https://www.loc.gov/item/96522217
1. I would feel cramped and nervous. It is a fastpaced atmosphere. I wouldnt want to mess up.
I would get bored doing the same thing for
hours.
2. The large companies are taking advantage of
the workers and the customers. The trusts are
heavy and big, representing their size and
power.
1A. The work is repetitive, with all of the workers doing the
same thing. They work in tight rows, and it appears that a
supervisor is walking down the aisle making sure everything is
running smoothly. It looks like the working space only has very
windows, and mostly women are shown working. I think I
would smell a musty factory smell, because there are so many
people and no fresh air. They are working quickly and without
any pauses. This works differs from craft work because the
creative process is more efficient, and much faster. People are
being paid wages, and do not choose their own hours. The work
environment is fast-paced and strict.
3A. Like the cartoon shows, the workers in the factory are being
paid low wages, even though they are working non-stop
practically all day. The factory owners, and even higher up,
controllers of trusts, are benefitting from the oppression of the
lower class.
2. A3 , LO1, LO2.
After the timer goes off, get the classs attention and ask
each group to share one key takeaway from their
completed station. Have each group stand up, and once
Station 2
If groups are struggling to answer the
questions for station 2, use these
questions to get them back on track:
1. Because of very low wages, many
families barely met ends meet. Why would
this influence children beginning to work
at younger and younger ages?
2. What do you remember about our unit
on slavery? Many families feel trapped in
debt, and cannot afford to leave their poor
working conditions. Because of this, why
would they compare themselves to
slaves?
Questions for station 2 on worksheet:
1B. Read the 1st page of the document, Child Labor in
the Canning Industry by Lewis W. Hine. Why does he
say that the children are unfit for the work he is
describing? (Understand)
power.
Stations 2 and 3 : Child labor occurred in many different types
of industries, and it was common. May worked in hazardous
conditions that were unsafe for small children for little pay.
Families had children work to help their struggling finances.
Because of work hours, child laborers grew up without
regularly attending school.
1B. Children are too small to be doing the physical work that
they are doing. It is not mentally healthy for children to be
playing one day, and then forced to do physical work the next.
He gave the example of a cannery that does not require permits
for child labor, showing the weakness of a flexible system
already in place. The machines they work around are hazards,
and they are carrying boxes and crates that are too heavy. Some
have to work long hours in the hot sun. Their sleep schedules
are irregular, which is dangerous for development.
2B. Without rules or regulations, companies can take advantage
of workers, such as children, who cannot fight or support
themselves for their own benefit.
3B. It is said that the children are not regularly attending school,
because of the days they need to put into working. Growing up
without an education will force them into the cycle of wage
work, that they are currently in. The dangers of work can also
physically harm them, possible leaving them with a physical
disability when they are older.
4B. Wage work can be compared to slavery in the lens that the
workers feel trapped by the debt they have, and are forced to
4B. In this document, child labor and wage work is
continue working for the small wages they earn. They cannot
being compared to slavery. Are there any similarities you afford not work, but are never financially stable. They work in
see between the two? Think back to our unit on slavery.
harsh conditions, and work long hours. Children are forced to
How are child labor/wage work still different than
work to support their families, similarly to how child slaves also
slavery? (Analyze)
were forced to work. They are still different because slaves
were held against their will, sold, and viewed as property. Most
slaves were paid nothing, and had to endure harsher conditions
and punishments than the workers in the document.
Station 3
http://www.loc.gov/pictures/static/data/nclc/resources/im
ages/canneries3.pdf
http://www.dailymail.co.uk/news/article-2305630/LewisHine-Harrowing-images-child-labourers-children-youngforced-breaking-work-fields-factories-mines.html
2C. I believe the pictures are more powerful than the document.
The visual of seeing the children in their work environment
shocks me more than reading the words on the page. I can better
visualize the harshness and cruelty the kids had to face by
looking at the images.
Closure
____6______ Minutes
A3, LO1
1. Closing Class Discussion
Assess?
Wrap up?
Set-up?
Before the students leave, tell them that for the next class
they need to do 2 things:
1. They need to answer the essay question at the end of
1. The new way that products were being made was both
beneficial and harmful. Different social classes were affected in
different ways. The middle/upper class was able to get more
products quicker, but at the cost of the lower class, who had to
work in poor conditions. Child labor was a source of cheap and
effective work, and these small workers were taken advantage
of. Because of the low wages they were paid, this new sect of
workers changed how products could be produced.
2. No it has not changed my opinion. The Industrial Revolution
sparked our industry and greatly improved what and how we
can produce. We wouldnt have what we have today if it did not
take place. Yes, it has changed my opinion. The conditions that
workers, and even worse, children, had to work through were
too poor that I cant view the Industrial Revolution in a positive
light. I think the Industrial Revolution is both a blessing and a
curse.
Modifications/Accom
modations/Enrichment
Differentiation: How will
you provide students with
specific learning needs
instructional support? How
will you provide students
access to learning?
IEP Students: Student has high social and academic anxiety. Accommodations: preferential seating, directions recued, small
group setting. Lessons must include tactile, verbal, auditory, and visual instruction. For this lesson, she will benefit from a
small group setting, and having a variety of primary sources to enrich her learning. Movement will lessen anxiety as well.
Teacher will walk around, checking on groups to lessen her anxiety of doing something wrong. Teacher will check on
student at all 3 stations and give feedback on the work that has been completed and ask student any questions needed. Give
the student specific instructions for each station before the student begins.
504 Plans: N/A
ELL Students: There are written directions for all instructions, and dictionaries are provided for ELL trial mainstream
students. Working in a small group setting will give them the support from other students, so they can ask questions if
needed. Have the edited Lewis Hine letter ready, in case the students need it.
Gifted/Talented: This class is a gifted and talented cluster. This lesson is based on many reflection questions intended to
facilitate critical thinking. The workload is heavy for this lesson, and students are generally pacing themselves. Students are
interpreting challenging primary sources and are making connections as they go to each station.
Struggling Students: One repeat 8th grader is in this class. The small group setting and task-oriented class will keep him
motivated. All instructions are read aloud, for struggling readers, and projected on the board. Have the student read with a
partner at each of the 3 stations.
Academic Language
What language function do
you want students to develop
in this lesson?
What vocabulary do students
need to support learning of the
learning objective for this
lesson?
What supports do you have in
place to assist students with
AL?
Identify
Language Function:
Interpret
Vocabulary:
Primary source, Industrial Revolution, child labor, trusts,
factories, wages, slavery, craft-work, upper-class, lowerclass
Planned Supports
Language Function:
Students are interpreting primary sources at each station, groups
discuss their own interpretations to enhance discussion, students
interpret political cartoons
Vocabulary: Guiding questions have important vocabulary
bolded on the handout. Questions on the handout prompt the
students to use vocab terms in their writing and during small
group and class discussions. Important vocabulary to know is
listed in the beginning of class, after the learning objectives.