Teacher's Page

Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Day 6 Lesson
Day 7 Lesson Day 8 Lesson Student's Web Quest Conclusion

 

WebQuest Title:  Immigration and the Industrial Revolution
Author:  Carey Sullens
Date: February 27, 2003
Dear Colleague:

The unit will build on information previously learned about the Industrial Revolution in Great Britain .  The unit will concentrate primarily on the impact of the Industrial Revolution and immigration into the United States during this time.  It will also look at important inventions and inventors during the Industrial Revolution as well as investigating child labor issues.  The unit will incorporate a webquest on immigration into the unit for a better understanding of immigrants and their stories during the Industrial Revolution.  The unit will also use readings, literature, cooperative learning tasks, writing assignments, and lectures to better understand the Industrial Revolution and Immigration into the United States from around 1830 to the beginning of the 1900s.

Unit Summary:

Back to Top

 
Goals/Objectives:

1.

Students will understand how the Industrial Revolution changed the life and lifestyles of people in the United States as well as other parts of the world.

2.

Students will understand the key element of the Industrial Revolution in the United States such as noteworthy inventions, child labor issues, and immigration into the changing nation.

3.

Students will be able to understand and describe why immigrants came to the United States during the time of the Industrial Revolution and the hardships that many faced during their journey to the U.S. as well as the difficulties that arose after arrival.
Days:
7 (90 minute period) (2 days will be comprised of a webquest activity)
Content:
The focus of the unit will be on the importance of the Industrial Revolution into the United States and its role in relation to immigration and the whole we live in today.
   
 Methods:  
The unit will be taught using lecture and incorporating PowerPoint presentations, group discussions and tasks, individual readings, and a webquest activity.
WebQuest  Summary:  
Goals/Objectives:

1.

Students will understand what reasons different immigrant families came to the United States during the Industrial Revolution.

2.

Students will learn important documents that the immigrants had to have upon arrival into the United States and will understand the hardships immigrants faced when coming to a new land.
Days:
2 days (90 minute period)
Content:
Students will use background knowledge of the Industrial Revolution as well as many websites that contain information on immigration into the United States during 1830-1900.  
   
 Methods:  
Students will utilize internet research and readings to produce important documents, journal entries, and a group presentation.

 

 

 

     Teachers Resources

Back to Top

Unit Information:
    

Background Resources

Teacher Background Resources:
http://www.yale.edu/ynhti/curriculum/units/1981/2/81.02.06.x.html

A good overview of the Industrial Revolution that highlights the main points.  It gives a list of inventors as well as notes on Charles Dickensí works.

http://www.kentlaw.edu/ilhs/curricul.htm#6
The site contains labor information during the period of 1878 to 1913.  It contains a year by year note of important labor issues during this time.  It also contains some population figures and how things were rapidly growing.
http://www.exploredc.org/link.php?url=http://www.nara.gov/education/cc/main.ht
This website provides information on the development of the Industrial United States from 1870-1900.  It promotes primary sources such as patents for the telephone and electric lamp. It also contains photos of child labor.

http://americanhistory.about.com/cs/industrialrev/

The website contains many useful links concerning the Industrial Revolution in the United States .  The information includes a chronology and info on Henry Ford, Eli Whitney, and Andrew Carnegie.
http://members.aol.com/MrDonnHistory/World.html#INDUSTRIAL
Mr. Donnís world history site contains information on all areas of world history including a large number of information on the Industrial Revolution and Immigration.  The website contains many lesson plans and unit topics concerning the Industrial Revolution as well as information on Ellis Island , the Irish Potato Famine, and inventions during this time.

 

WebQuest Teacher Resources:
http://www.historyplace.com/unitedstates/childlabor/index.html
The websites contains photos by Lewis W. Hine portraying images of child labor during 1908-1912 in the United States .  It provides captions of whom the children are and what jobs they occupied at the time.
http://www.bergen.org/AAST/Projects/Immigration/index.html
A site complied by students that contains information on who the immigrants were during distinct time periods.  It gives information on how the immigrants got to the United States , the process of entering, the effects of immigration, and laws concerning immigration.
 http://fisher.lib.virginia.edu/census/
The website contains data from each decade that is complied by the U.S. Census Bureau.  It contains information concerning agriculture, manufacturing, place of birth, population, and schools for each of the fifty states.
http://www.ins.usdoj.gov/graphics/aboutins/history/teacher/Resources.htm
The INS website contains many resources on immigration throughout the history of the United States .  It contains the history of immigration, the laws, and reasons for immigration at various times in American history.
http://www.capital.net/~alta/index.html
The Ellis Island Tour contains a virtual tour of the island as well as a simulation of what it was like to be an immigrant with the tests and documentation required.  The site also contains a history of the island and links to immigration websites.

 

Student Background Resources:
http://www.historychannel.com/
By searching for the Industrial Revolution, the students can find a background history on the revolution and what was taking place in England and the United States .  Students can also find information on notable inventors, immigration, urbanization, child labor, and Ellis Island by searching for these topics.
http://www.fordham.edu/halsall/mod/modsbook14.html#The%20Industrial%20Revolution
 The following websites contains outlines of the Industrial Revolution that include social and political effects as well as literature during the time.  It also includes many links to documents on inventions, inventors, excerpts, and reports.
http://learning.loc.gov/ammem/ndlpedu/features/immig/introduction.html
The site introduces immigration to the user.  It contains reasons why many immigrants from all over the world have come to the United States . It contains photos as well as a cookbook with recipes from all over the world.

http://odur.let.rug.nl/~usa/H/1994/chap7.htm or http://odur.let.rug.nl/~usa/H/1994/chap8.htm

The following websites give background information concerning the Industrial Revolution in the United States .  It contains quick summaries updating the major trends and points during the Revolution.
http://www.kidinfo.com/American_History/Industrial_Revolution.html
The website offers an abundance of information on the Industrial Revolution.  It contains biographies on the inventors, historical information, timelines, and much more.
http://memory.loc.gov/ammem/ndlpedu/features/timeline/riseind/riseof.html
The Library of Congress website offers more background information on the Industrial Revolution.  It includes pieces on immigration, city life, rural life, railroads and work.

 

WebQuest Student Resources:
http://www.capital.net/~alta/index.html
The Ellis Island Tour contains a virtual tour of the island as well as a simulation of what it was like to be an immigrant with the tests and documentation required.  The site also contains a history of the island and links to immigration websites.
 
http://www.angelisland.org/immigr02.html
The website contains information on Angel Island .  The Island was the known as the Ellis Island of the West and the site contains facts about Chinese immigration during the time of the Industrial Revolution.
http://www.internationalchannel.com/education/ellis/index.html
The following websites contains a tremendous amount of information on Ellis Island and what the process was like for those who came through Ellis Island .  It contains voice clips of the immigrantsí stories in their own words as well as historical overviews.
  
http://www.ellisisland.org/Immexp/indexframe.asp?
Ellis Island contains a timeline of immigration complete with what was happening during that time and what countries the immigrants came from.  It also shares the stories of immigrants tracing their roots.

http://www.geocities.com/Athens/Forum/4074/starkege.htm#1890%20-%201900
The website contains letters written from a teenage German immigrant who came to America .  She writes her sister and her parents and the letter have been translated to English.

 

 Other Resources
 
 
  
 
 

 

Unit Lesson Sequence
 


Day 1    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter Excerpt from Upton Sinclair's The Jungle The Jungle by Upton Sinclair
     
Lecture 1 Introduction to the American Industrial Revolution. 

 Lecture 1 outline for teachers

Students will need paper and pencils to take notes, teacher may use transparency to help with note taking.
     
Homework or in class reading and discussion Students may read a short article on the Revolution and inventions by the British and Americans titled The Two countries that Invented the Industrial Revolution.   Students will need a copy of the article to read.  If read in class, students should read individually and then discuss the article as a class. 
     
     
     

 


Day 2    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)

   
Lecture 2

(30 minutes)

Important inventions and inventors during the Industrial Revolution   

Lecture Outline 2 for teachers

Transparency and marker to write key names and inventions, students will need paper and pencils to take notes.
     
Small group activity (4 students per group)

(25-35 Minutes)

Students will break into groups of four as assigned by the teacher.  Students will complete the activity "Who invented the cotton gin?" found at http://www.si.edu/lemelson/centerpieces/whole_cloth/u2ei/u2materials/eiPac1.html. Each group will be responsible for reading one part of the assignment and answer discussion questions on why they think they assigned character actually invented the cotton gin.  

If web access is not available to students, a printout of the activity will be needed for each student. Discussion questions can be found in the handout or may be written on a transparency
     
Class Discussion/ Debate

(20 minutes)

Each group will chose a speaker to present his/her findings to the rest of the class.  The class will discuss why or why not their character is responsible for inventing the cotton gin.  The groups will be required to have information to back up their argument. Each group will turn in one answer sheet to the discussion questions they responded to.  
     
Homework Students will write a short 1 page essay and who they think was the most important inventor during the Industrial Revolution in the United States.  Students will to include what the invention was, what action is performed, and why they chose it as the most important. Homework should be written on the board when the students arrive in the classroom.
Extra Credit (Optional) Students can bring in a photo of the invention that they chose as the most important.  The photo can come from the internet, or a photocopy from a book.  If the class uses a textbook, the student may not use a picture that is in the textbook.  It will need to be a different photo.  Extra Credit must be turned in tomorrow with the homework assignment.

Day 3    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter

(5-10 minutes)

Show class photos of child labor during the Industrial Revolution

Photographs by Lewis W. Hine

Photos can be passed around to class or shown on transparencies, overhead projector
     
Discussion (5-10 Minutes) Class will give their reactions of the photos that are shown  
     
 

 

Lecture 3

(30 Minutes)

Lecture will cover industrial life in the United States and the rise of child labor.  Lecture should highlight the move from an agricultural society to an industrial one and the changes in family and society that occurred.  It will also look at the issue of child labor during this era. 

Lecture 3 outline for teachers

Transparencies to write the key points of the lecture for students to copy, marker, paper, pencils, overhead projector ( can be written on the board)
     
Small group activity (2-3)

(15 -20 Minutes)

Students will break into groups of 2 or 3 depending on the class size and will create a Venn diagram comparing Industrial life to present day life.  A Venn diagram replica can be found at http://www.teach-nology.com/worksheets/soc_studies/industry/venn/ to be passed out to the students or the students can create their own. Venn diagram, pencils, paper
     
  

Discussion

(15-20 Minutes)

Students will discuss the similarities and differences that they discussed in their groups with the class. Ideas will be written on a transparency or the chalk board. Students will record ideas in their notes transparency or chalk board and chalk, students will need pencil and paper
     

Day 4    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Video Immigration during the Industrial Revolution: Class will view a video on Ellis Island and immigration. The video contains an oral history project of immigrants coming through Ellis Island and first hand accounts of what the journey to the United States was like for the immigrants. Television, VCR or DVD player, and the video
 

Video: Ellis Island

 
 

The video may be purchased at http://store.aetv.com/html/catalog/vp01.jhtml?id=70429&browseCategoryId=1306

 
 

 

 
Class Discussion Students will be asked to share their thoughts and opinions on the video and what they thought about coming to the United States from a different country.  
     
     

Day 5    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Lecture 4 Immigration during the Industrial Revolution:  The presentation will look at where immigrant come from, why they came to the United States and how they were allowed into the United States.  PowerPoint Presentation on Immigration
     
Introduction to WebQuest The teacher will present the webquest concerning the Industrial Revolution and Immigration.  The teacher will divide the class into groups of four.  Each person will have a different job in the webquest and the teacher can choose to distribute these parts or allow the student to choose their part.  Computer Access
     
     
     
     

Day 6    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Group Work for WebQuest Students will work on their webquest by researching individually and with their group.  Help will be offered as needed and group work will be monitored. Computer Access
     
     
     
     
     
     

Day 7    Back to Top
 

Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Group Work for WebQuest Students will continue researching for the webquest activity and help will be available if needed by the students.  Group work should be monitored.  Students will need to complete their research by the end of the period. Computer Access
     
 Group Work  Students will be given materials for the presentation and may begin putting together their visual display if all research has been completed Poster board, markers, research materials, tape, scissors, pencils
     
Homework Students will need to complete their individual task for the webquest and have the assignment ready to turn in at the end of their presentation tomorrow.  (The individual tasks can be found in the father, mother, daughter, son portion of the webquest.)  
     
 

Day    Back to Top
 

Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Group Work   Students should have their research ready and will be given time to work on their displays and presentations.  Poster board, markers, research materials, tape, scissors, pencils
     
Presentation Students will present their family and research findings to the class. Poster display should be used by the students.
     
Turn In Assignment Students will hand in their individual assigned task portion of the webquest to the teacher.   
     
Re-Cap Students will view a short PowerPoint presentation that includes the key points of the Industrial Revolution. Computer assess and PowerPoint presentation on Industrial Revolution

 

Conclusion:      With the ending of the unit and webquest, the students should have a greater understanding of the Industrial Revolution and some consequences that occurred because of Industrialization. The students should grasp the idea of immigration and what it is like to be an immigrant coming to the United States.  

  Back to Top

Credits/References: Included within the plan


 

Back to Top