4th Grade New York

Industrialization

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.

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Compelling Question:

Did Industrialization Make Life Better for Everyone in New York?

Staging the Question:


Brainstorm the types of things they believe would improve the quality of life in their local communities.
1

Supporting Question What changes were made in manufacturing during the 1800s?

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

Sources Source A: Video bank: The assembly line

2

Supporting Question How did New Yorkers benefit from industrialization?

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

Sources Source A: Image bank: Growth of cities
Source B: Image bank: Urbanization in New York

3

Supporting Question What were the challenges New Yorkers faced during industrialization?

Formative Task 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.