Inquiries Filed Under:

Industrialization

About the inquiry

This inquiry leads students through an investigation of the Industrial Revolution in the United States by examining the manufacturing industry as a proxy for industrialization. In weighing the opportunities and costs afforded to New Yorkers as a result of the shift from an agrarian society to an industrial one, students will be able to develop an argument with evidence to answer the compelling question “Did industrialization make life better for everyone in New York?” Subsequent inquiries could be developed around other topics related to industrialism, such as transportation and communication.

Compelling Question

How Did the Industrial Revolution Move People?

Staging Question

Using a map showing technological innovations from 1715 to 1815, preview the growth of industry in Great Britain by having students make predictions about how these innovations affected daily life and society.

Supporting Question

What changes were made in manufacturing during the 1800s?

Formative Tasks

Complete a graphic organizer of the changes in manufacturing that resulted from industrialization.

Sources

Source A: Video bank: The assembly line

Supporting Question

How did New Yorkers benefit from industrialization?

Formative Tasks

Make a claim, supported by evidence, about the benefits of industrialization.

Sources

Source A: Image bank: Growth of cities <br /> Source B: Image bank: Urbanization in New York

Supporting Question

What were the challenges New Yorkers faced during industrialization?

Formative Tasks

Make a claim, supported by evidence, about the challenges of industrialization.

Sources

Source A: Image bank: Industrialization in New York

Summative Performance Task

Argument: Did industrialization make life better for everyone in New York? Construct an argument supported with evidence that addresses the question.

Extension: Write a letter from the perspective of an immigrant child to a friend back home that talks about the experience of coming to the United States.

Taking Informed Action

Understand: Research clothing producers located in New York.

Assess: Collect data about where students’ clothing is manufactured.

Act: Debate whether people should “buy American” when purchasing clothing.

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