Industrial Revolution & Inventions of the 19th century

Teacher: Rose Snyder Grade level: 3-5, 2-3 weeks

History Essential Questions:

What was life like before, during, and after the Industrial Revolution?
How did the Industrial Revolution change the economic future of the United States?
What were the three industrial developments that led the way to industrialization in America?

Standards of Learning:
History Standards of Learning:
SS.5.E.1.3 The student will trace the development of technology and the impact of major inventions on
business productivity during the early development of the United States.
SS.5.A.6.3 The students will examine 19th century advancements (canals, roads, steamboats, flat boats,
overland wagons, Pony Express, railroads) in transportation and communication.

Reading Standards of Learning:

5.RIT.3 The student will explain the relationships between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
5.RIT.9 The student will integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.

Writing Standards of Learning:

5.W.2 The student will write informative/explanatory texts to examine a topic and convey ideas and
information clearly.

Science Standards of Learning:

SC.5.N.1.1 The student will recognize that not only does science require creativity in its methods and
processes, but also in its questions and explanations.

Lesson Objectives:
1. The student will study major inventions of the American Industrial Revolution and identify the impact on
productivity
2. The student will brainstorm ideas, plan, develop, and create their own invention while describing its
purpose.
3. The student will present their invention to others in a small or whole group setting.

Materials:
Primary and secondary source resources
Various materials for their INVENTIONS!

Books and Videos:

1. The Bobbin Girl by Emily McCully.
Rebecca Putney is a bobbin girl who helps support her struggling family by working all day in a hot, noisy
cotton mill. Working conditions at the mill are poor, and there is talk of lowering the workers’ wages.
Rebecca’s friend, Judith wants to protest the pay cut – but troublemakers loose their jobs. Rebecca is
torn between keeping her job or joining the protest.
Activities and Discussion Questions:
1. During the Industrial Revolution, what happened to labor? (It went from skilled craftsmen to
unskilled workers on assembly lines at factories.)
2. What happened to craftsmen? (lost money because things could be made on an assembly line
faster and cheaper.)
3. Who worked in the factory (immigrants, women, children, sharecroppers who moved North to work
in factories)
4. Create a Bobbin Girl story map.
5. Create a Venn Diagram for comparison of Rebecca Putney in “Bobbin Girl” with Grace in
“Counting on Grace”.

2. Counting on Grace by Elizabeth Winthrop, 227 pgs.

Twelve-year-olds, Grace and Authur, are forced to leave school in order to work in the local textile mill to
support their families. Vermont, turn of the 20th C. Their teacher encourages them to write to the National
Child Labor Committee. The NCLC sends Lewis Hines to photograph and document the children working
in the mill but nothing seems to change until Arthur takes some drastic measures.

The Industrial Revolution began with textiles. The flying shuttle was the first machine to revolutionize the
textile industry, which allowed the weaver to produce almost twice as much cloth. The Spinning Jenny, a
simple wooden machine spun several thread at once instead of just one thread. In 1769, Richard
Arkwright’s work resulted in the invention of a large spinning machine that used a water wheel to turn
wooden rollers at different speeds and twist carded cotton onto multiple spindles. The stronger cotton
thread was perfect for warp. He set up a band-new system of divided labor, giving each worker a specific
task. The tasks did not require much skill and kids as young as 10 worked at his mill.

Discussion Questions:
1. Children were supposed to be 15 years old when they went to work in the mills. What jobs are
children allowed to do today, and at what age?
 2. Grace and her sister also help the family with chores, such as laundry. What chores do you help
with at home?
3. How is your family like Grace’s? How is it different?
4. People in Grace’s town came to the U.S. from Canada and France to find jobs working in mills and
on farms. Why do people immigrate to the U.S. today? What types of difficulties do immigrant
face today?

3. The Industrial Revolution: Investigate How Science & Technology Changed the World with 25 Projects.
Carla Mooney. In the 100 years of the Industrial Revolution, the world changed from make-your-own
everything to a society of manufactured goods. This book introduces the individuals who led this revolution
and how their innovations impacted the lives of everyone, rich and poor, city-dwellers and farmers alike.
It includes enrichment activities that kids can do with minimal supervision: creating a water-powered
wheel, designing a steam ship, building a telegraph machine, and making a pinhole camera.

4. Industrial Revolution. Brainpopjr.com – 4 min.

http://www.brainpop.com/socialstudies/ushistory/industrialrevolution/
Assembly Line: Brainpopjr.com – 3 min.
http://www.brainpop.com/technology/scienceandindustry/assemblyline/

5. Living History: Living During the Industrial Revolution. Discoveryeducation.com - 20 min.

http://player.discoveryeducation.com/index.cfm?guidAssetId=B0E70FC4-542F-47C3-80DA-
8084560C76E3&blnFromSearch=1&productcode=US  

6. Telephone. Bill Nye Discoveryeducation.com. 10 min.

http://player.discoveryeducation.com/index.cfm?guidAssetId=BCE9E95E-2E6E-42E0-9660-
D7743EEF8DD8&blnFromSearch=1&productcode=US#

Background Information:
Until the early 1800s, most people had to make the items they needed, such as tools and clothes, by hand
in their homes. The Industrial Revolution that occurred in the late 18th to 19th century was of great
importance to the economic future of the America that produced improved systems of transportation,
communication, and banking. It was a period of rapid invention, when machines were invented to do the
work of many people. Industrialization marked a shift to powered, special-purpose machinery, factories, and
mass production. Along with the development of the steam engine, the iron and textile industries played
central roles.
 Three industrial developments led the way to industrialization in America:
(1) Transportation and communication was expanded
(2) Electricity was effectively harnessed
(3) Improvements were made to industrial processes

Lesson Procedure:
1. The teacher will build background knowledge by asking the students questions if they have parents or
grandparents that make things by hand. For example, candle-making, canning jams, crocheting, knitting
or using tools and wood to make a birdhouse, growing vegetables to consume, etc.

2. Show video: Industrial Revolution. Brainpopjr.com. 5 min. History behind this important period in history.

3. The teacher will read aloud Bobbin Girl by Emily McCully to introduce students to the reality of children
working in factories for long hours and little pay. Discuss questions they may have.

4. Show video: Living History: Living During the Industrial Revolution, Discoveryeducation.com. 20 min.
There is a short quiz following the video.

5. Students will complete a graphic organizer of the long-term/short term causes with short-term/long-term
effects of the Industrial revolution: http://www.studenthandouts.com/123sheets/industrial.pdf

6. Students will research one of the industrial inventions and describe its importance to the industrial
development in America. Use 3x5 note cards, draw a picture of the invention from the table below or
another and answer the following questions. They will present their findings to the class or in small
groups.

-When was _________ invented?

-Who invented it?
-How is it useful?
-How has this invention changed over time?

7. Students will work individually or in small groups to research an invention of the 19 th century in America.
They will use the Internet, books, and primary sources to gather information. The table below can be
used as a reference. Introduce the book: The Industrial Revolution: Investigate How Science and
Technology Changed the World by Carly Mooney, which includes 25 projects students can create like,
the knitting spool. This is a great resource for extension activities, projects that students can create.

8. Students will create their own invention using the following format and rubric. Remember: Necessity is the
Mother of Invention!

Key inventions and transportation of the Industrial Revolution

Person Invention(s) Importance Date

Eli Whitney Cotton gin Revolutionized the way cotton was 1793 -1798
Interchangeable parts harvested in the South
Revolutionized manufacturing industry in
the North
Robert Fulton Steam Engine Used compressed steam to power a 1807
motor, more power than a team of horses
and could pull heavier loads
Francis Cabot Textile mill Large factories that produced more cloth 1813
Lowell built in the north where fast-moving rivers
 were located and powered the machines
Peter Cooper Locomotive – Tom Thumb Railroads soon became the main form of 1830
transportation
Cyrus McCormick The Reaper A Machine that could harvest four times as 1832
John Manny much grain as people working by hand
Samuel F.B. Morse Telegraph, Long-distance transmission of messages 1835
Co-inventor of Morse Code in minutes using electricity
John Deere Steel plow Added a steel blade that could cut through 1837
tough soil
Elias Howe Sewing machine Vastly improved the efficiency of fabric & 1845
clothing industry

William Kelly “Air-blowing” process in iron Converted molten iron into steel. 1847

Isaac Singer Sewing machine Improves and markets Howe's Sewing 1851
Machine
Leavenworth & Pike’s The Pony Express Mail carriers who traveled on horseback along 1859 -1861
Peak Express a trail 2,999 miles long
Company
William Le Baron Skyscraper, Enabled construction of tall, multi-story 1861-1885
Jenney Designed fortifications during buildings for office and commercial use
Civil War
Cyrus Field Transatlantic Cable Connected countries with U.S. 1866

Alexander Graham Telephone Improved communication 1876

Bell
Thomas Alva Edison Phonograph, telephone Music 1877-1898
Incandescent light bulb Electric lighting in homes
Nilola Tesia Induction Electric Motor Motors for small machines 1888

Orville & Wilbur Wright First Airplane Man could fly! 1903

Henry Ford Model T Ford, Improved transportation 1908 -1913

Assembly line

Examples of Primary Sources:

Early Sewing Machine Textile Mill – 1820’s

 Early Locomotive Early Telegraph

Steps to Inventing:
1. Brainstorm ideas.
2. Plan and design it. (Breadboard, Model, Prototype)
3. Name it.
Optional Steps:
4. Patent it.
5. Give it a trademark.
6. Market it.

The Breadboard
An important step in planning how you will develop your invention and what it will look like is to create a
breadboard. Show that your idea of the invention can work. First, draw a picture of your breadboard.
Label the important parts. On the back of your paper, write about how your invention will work.
The Model
Now that you have made the breadboard, you are ready to create the model. While planning the model,
you need to think about more than the invention itself. An inventor considers the questions below as
he/she makes the model.

1. What type of consumer will be interested in your invention?

_____________________________________________________________________________

2. What special features will your invention have in order to attract consumers?
_____________________________________________________________________________
3. What will it cost to produce your invention? _________________________________________
4. How much money will your invention sell for? ________________________________________
5. Where will you sell it? ___________________________________________________________

6. If your invention is an improvement on a previous one, in what way is it better?

______________________________________________________________________________
____________________________________________________________________________
7. If your invention is a brand new product, in what way is it unique?
______________________________________________________________________________

The Prototype
The prototype is the next step in the development of your invention. It is usually a sample made by hand
that looks and performs exactly like the finished product.
Make a prototype of your invention. Take a picture of it and glue or tape it in the box below. Describe
what it is designed to do.

What’s in a Name?
Don’t underestimate the importance of a product’s name. Think about the advertisements and
commercials you have seen. Which ones caught your attention because of the unusual, clever, funny or
easy to remember? The name can also help the inventor or manufacturer sell it!

Brainstorm possible names for your invention. Consider how you would like other people to remember
your invention.

Think of a brief descriptive phrase that explains what your invention is designed to do. Using your
description, brainstorm a one, two, or three word title for your invention.

Finally, write the name of your invention! _____________________________________

 Rubric: Invention & written report
100 possible pts. 15 pts. 20 pts. 25 pts.

Clarity of the When looking at he When looking at the When looking at the
Invention display and listening to the display and listening to display and listening to
(25 total) presentation, it is not clear the presentation, the the presentation, the
what the purpose of the invention’s purpose is invention’s purpose is
invention is. It is not easy clear. It is possible to extremely clear.
to determine what problem see what problem the
the invention will solve. invention will solve.

Neatness & The display may not be The display is neatly The display is extremely
Presentation neatly done. It does not presented and pleasing well presented &
(25 total) attract the viewer’s eye. to the viewer’s eye. The pleasing to the viewer’s
The presenter does not presenter speaks in a eye. The presenter
speak in a very clear voice clear voice and makes speaks in an extremely
or make much eye contact moderate eye contact clear and audible voice
with the audience. with the audience. and maintains
continuance with the
audience.

Written/Typed The report has not been The write up has been The write up has been
Description well edited. More than edited, but one mistake very well edited. There
(25 total) one mistake is evident. remains. *One of the are no apparent
*Two of the three three requirements for mistakes. *All three of
requirements for the the written description is the requirements for the
written description are missing from the write written description are
missing from the write up. up. included in the write up.

Effort The display shows little or The display shows The display shows an
(25 total) to no effort. moderate effort. extreme amount of effort.

Three requirements for the written/typed descriptions include:

1. Name of the Invention
2. Purpose of the Invention
3. Your feelings about making the invention

Student Projects
Assessments/Evaluation:
Formative Assessment: The student will compose a report and create an invention based on research
and primary source documents that describes a major invention and its impact on productivity during the
early development in the United States.

EXTENSION ACTIVITIES:
1.Using the 3x5 note cards of inventions that changed our lives, create a timeline for classroom.

2.Students can research photographs of various houses and tenements; students investigate how
peoples’ living conditions varied depending on their work. Do you think the family that lived here was ever
hungry? Would you have felt safe here?

3. Identify Lowell, Massachusetts on a U.S. map.

Find photos of textile mills from the turn of the century.
Examine pieces of cloth under a microscope or by using a hand lens.
Focus questions: What is cloth and thread made of? How are cloth and thread made?
How did machines change over time in the textile industry?

4.  http://www.wartgames.com/themes/factories.html    Factory Children - Life in the Factories

Where students can see animations of the spinning mill, winding gear, paddle steamship, iron bridge, and
others as well as interactive games and activities.

5.    http://www.wartgames.com/themes/american/industrialrevolution.html The Industrial Revolution

6.http://www.bbc.co.uk/history/british/victorians/launch_gms_cotton_millionaire.shtml
Who Wants to Be a Cotton Millionaire?

6.Other Websites to investigate:

http://library.thinkquest.org/4132/info.htm Big Inventions

http://americanhistory.about.com/library/charts/blchartindrev.htm Industrial Revolution Inventors  

 
http://boyslife.org/games/online-games/575/morse-code-machine/ Morse Code Machine

http://inventors.about.com/library/bl/bl12.htm Famous Inventions: A to Z

http://video.about.com/inventors/Who-Is-Garrett-Morgan-.htm Who is Garrett Morgan?