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The Industrial Revolution

What did we get from the Industrial Revolution? An informational slide for 5th grade students.

Lindsey Roberts

on 8 October 2012

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Transcript of The Industrial Revolution

The Industrial Revolution So what else happened? What inventions came out of the Industrial Revolution? Time to apply what we learned! What is the Industrial Revolution? The Industrial Revolution started in England around 1733 with the first cotton mill. England wanted to keep its industrialization a secret, so they prohibited anyone who had worked in a factory to leave the country. Meanwhile, Americans offered a significant reward to anyone who could build a cotton-spinning machine in the United States. Samuel Slater, who had been an apprentice in an English cotton factory, disguised himself and came to America. Once here, he reconstructed a cotton-spinning machine from memory. He then proceeded to build a factory of his own. The Industrial Revolution had arrived in the United States. The Industrial Revolution brought severe consequences to society. Factory owners, needing cheap, unskilled labor, profited greatly by using children and women to run the machines. By the age of 6, many children were already working 14 hours a day in factories! These kids had no free time to do anything else and earned low wages. Some got sick and died because of the toxic fumes, while others were severely injured and sometimes killed working at the dangerous machines in factories. Obviously, the Industrial Revolution had both good and bad sides. Many things! Name 5 things that happened during the Industrial Revolution that you learned from the video. So now that you know what happened... on to the big question! By: Lindsey Bigelow, Ashley Davis, and Lindsey Roberts The modern mechanical cotton gin was invented in the United States in 1793 by Eli Whitney.
Cotton Gin is a machine that separates the seeds, seed hulls, and other small objects from the fibers of cotton. Major Inventions during Industrial Revolution (1750- 1850) Cotton Gin Light Bulb The first electric light was made in 1809 by Humphry Davy.
Thomas Edison developed a practical light bulb toward the end of 1879. Did you know? Railroads The railroad was first developed in Great Britain by a man named GEORGE STEPHENSON. Railroads helped by providing:
-Cheap transportation
-Helped people get jobs TRANSCONTINENTAL RAILROAD: Two railroads, the CENTRAL PACIFIC starting in San Francisco and a new railroad, the Union Pacific, starting in Omaha, Nebraska. Where would we be today if it weren't for railroads? Would cars and airplanes exist today? Steam Engines It is an engine powered by steam. Used in trains and boats to transport goods and people.
The steam engine was the most important technology of the Industrial Revolution Thomas Newcomen invented the atmospheric steam engine in 1712.
James Watt improved the steam engine in 1769. Steam Boats Robert Fulton invented the first successful steamboat in 1807. The boats transported cargoes of cotton, sugar, and passengers. Geography Path of the railroads: This is a map that shows the railroad lines in the United States. The railroads shown connect the main cities of the country. Today we have increased the amount of railroads at a large amount. Annotated Bibliography 1. Book: Before the power point of industrial revolution, we would use this book and have students predict what they think an inventor may look like and how do they come up with their ideas. This book will show students anyone can be an inventor.
Angus, D. (2006). Great Inventors and Inventions. Publisher: Junior Classics.

2. Picture of the cotton gin: We used this picture to show the class how a cotton gin looked and what it was used for in the industrial revolution.
Bing Images. (2007). Cotton Gin. Retrieved from http://en.wikipedia.org/wiki/File:Cotton_gin_EWM_2007.jpg

3. Picture of the first steam boat: Another major invention during the industrial revolution was the first steam boat. We used this image to show the students how they could transport people or goods with the new steam boats.
Bing images. (2010). Steam Boat. Retrieved from http://deq.mt.gov/ClimateChange/Commerce/Transportation/MTtransHistory.mcpx

4. Picture of first light bulb: We used this picture to demonstrate top the class how important this inventions was. Also to show them the difference in a light bulb today from the one made during the industrial revolution.
Bing Images. (2010). Light Bulb. Retrieved from http://www.dipity.com/bocamper101deluxe/Culminating-Activity-Timeline/?_escaped_fragment_=

5. Picture of the first steam engine train: We discussed major inventions during the industrial revolution; the steam engine was one of the most important. The picture says what one looked like during this time so children can visual have an idea.
Caitlin Lawson’s Blog. (2010). Steam Engine. Retrieved from http://caitlinlawson.wordpress.com/
6. Book: This book has great pictures of inventions made throughout history, including those made during the industrial revolution. It also shows the purpose for having these inventions.
Clements, G. (1994). The Picture History of Great Inventors. Publisher: Reed Business Information Inc.

7. Video about the Industrial Revolution: A video used to show the class the key points about the industrial revolution. It has a song that the children can learn to help them remember.
Flocabulary YT. (2012). Flocabulary Industrial Revolution. Retrieved from

8. Book: This book can be used to show students all the different types of inventors, and all the different types of inventions made.
Goddard, C., Goldsmith, M. (2002). Inventors and their Bright Ideas. Publisher: Dead Famous.

9. Book: This book can help students understand the impact the cotton gin made. It can be read in groups so students can discuss the invention the cotton gin.
Kidcaps. (2012) Cotton Gin: History just for Kids.Publisher: Book Caps.

10. Book: This book can be incorporated into the industrial revolution lesson, because it is made for kids to help them understand everything that happened during that time.
Marsh, C. (2004). Industrial Revolution from Muscles to Machines. Publisher: American Milestones. More inventions... photography
the typewriter
washing machine
traffic lights Standards: SS.5.E.1.3: Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States.

» SS.8.A.4.6: Identify technological improvements (inventions/inventors) that contributed to industrial growth. Activity #1- What Does It Take to Be an Inventor? (Ashley Davis) Grade Level: Fifth Grade
Standard: SS.8.A.4.6: Identify technological improvements (inventions/inventors) that contributed to industrial growth. Objective: Students will be able to recognize the diversity between many of the great inventors. Students will also recognize and identify that inventors can possess a variety of skills and characteristics. Description: Students will first be asked to tell what they think it takes to be an inventor. Teacher can suggest different factors such as physical characteristics, personality, career, etc. Teacher will write the students’ answers on the board. Teacher will then ask if there is anything that an inventor is not. Teacher will write the answers on the board. After all students have shared their ideas, the teacher will show a book or books about inventors from the Industrial Revolution. Teacher will ask questions about the inventors in the book, and discuss the qualities that inventors do have. ELL Accommodation: Provide a list of possible characteristics and traits that an inventor may have, along with a picture to demonstrate the trait; ask if he/she believes an inventor could have a specific trait or characteristic (i.e Do you think an inventor could be a woman?) Activity #2- What’s In a Name? (Lindsey Bigelow) Grade Level: Fifth
Standards: VA.5.F.1.2: Develop multiple solutions to solve artistic problems and justify personal artistic or aesthetic choices.
SS.8.A.4.6: Identify technological improvements (inventions/inventors) that contributed to industrial growth. Objective: Students will be given the opportunity to be inventors. Given a ziploc of crayons, the students will first give each crayon a new name. When each crayon has been renamed, the students will then design and create a new crayon box that will properly hold the crayons. Description: Students will be broken into groups of four students. Each group will be given a ziploc of crayons and a worksheet. Students will then be asked to create a new name for each of the crayons. After giving a name to each of the crayons, students will then be given the opportunity to design and create a crayon box to hold the crayons. Materials that can be used include construction paper, scissors, glue, cardboard, tape, and markers. When all parts have been completed, the groups will share their new crayon names and box design with the class. ELL Accommodation: Add images to worksheet to dictate which crayon he/she is to rename; provide a model of a possible crayon box design; give extended time Activity #3- Invention Time! (Lindsey Roberts) Grade Level: Fifth
Standards: LA. The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;
SS.8.A.4.6: Identify technological improvements (inventions/inventors) that contributed to industrial growth. Objective: Students will brainstorm ideas for something they would invent. After brainstorming, students will write about their invention. Description: After learning about inventors and their inventions, student will be given the opportunity to put on their inventor hats. Ask the students to take out a piece of notebook paper and a pencil. Give them a few minutes to brainstorm about something they would like to invent. Instruct them to jot down as many ideas as possible. After brainstorming, students will be given a worksheet in which they can write about their invention. Each student will have to name the invention, describe its function, explain how it would improve life, and then name two scientists or inventors who made their invention possible. Students will then have the opportunity to illustrate their invention. ELL Accommodation: Extend writing time; Provide sentence starters; Provide graphic organizer; one-on-one writing conference (if needed)
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