Industrial Revolution

Could you live without your phone? What about cars, steel, or clothing? Class groups collaborate to produce presentations that argue that either the telephone, the gramophone, the automobile, the textile industry, or the steel industry were the most beneficial during the Industrial Revolution.

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CCSS: Designed
Instructional Ideas

  • Provide and review the rubric before beginning the project
  • Use the project to conclude a study of Reconstruction and the Industrial Revolution
Classroom Considerations

  • Class members should be familiar with the protocols associated with project-based learning activities
  • The essay assignment assumes writers are familiar with how to craft a persuasive essay
Pros

  • The first day of the plan introduces class members to the topics, acts as a warm up activity, and models how groups should work together
  • Links to all required materials are provided within the resource
  • The seven-page packet also includes daily, step-by-step plans, and the rubric that will be used to assess the projects
Cons

  • None