Inventions of the American Industrial Revolution

Natalie Dale
Clinton Junior High School

Summer 2013

Library of Congress, Prints and Photographs Division,

Detroit Publishing Company Collection.

The American Industrial Revolution occurred in the 19th century and produced numerous
great inventions meant to boost the economic future of the United States. In this lesson,
students will be analyzing images of many inventions, and will then work to create a
poster or commercial to promote a group selected invention.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar
Objectives Students will:
Analyze images of inventions from the American
Industrial Revolution using the analysis worksheet
Navigate the American Memory Collections to search
and retrieve images of inventions/inventors relevant
to project
Correctly site a primary source
Create an original poster or commercial that show an
understanding of the invention and meets all
requirements of the project
Recommended time frame 3-4 forty minute class periods
Grade level 7th-8th
Curriculum fit Social Studies, Language Arts
Materials Computer lab or iPads
Smart Board/ Interactive Board
Resource table
The American Industrial Revolution Advertising
Project Handout
Poster handout
Commercial handout
The American Industrial Revolution Project Planning
Sheet
American Industrial Revolution Project Rubrics

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 o Poster rubric
o Commercial rubric
Poster board, construction paper, scissors, glue,
markers
Student Primary Source Analysis Tool
http://www.loc.gov/teachers/primary-source-
analysis-tool/ (online)
http://www.loc.gov/teachers/usingprimarysource
s/resources/Primary_Source_Analysis_Tool.pdf
(pdf version)
Teachers Guide Primary Source Analysis Tool
Device allowing video recording (eg. Smart Board,
Web Camera, iPad, video Camera)
Illinois Learning Standards/Common Core Back to Navigation Bar
Social Studies:
GOAL 16: Understand events, trends, individuals
and movements shaping the history of Illinois, the
United States and other nations.
16.A. Apply the skills of historical analysis and
interpretation.
16.A.3b Make inferences about historical events
and eras using historical maps and other
historical sources.
Language Arts:
GOAL 3: Write to communicate for a variety of
purposes.
3.B. Compose well-organized and coherent writing
for specific purposes and audiences.
3.B.3a Produce documents that convey a clear
understanding and interpretation of ideas and
information and display focus, organization,
elaboration, and coherence.
3.C. Communicate ideas in writing to accomplish a
variety of purposes.
3.C.3a Compose narrative, informative, and
persuasive writings for a specific audience

CCSS.ELA and Literacy

Speaking and Listening
SL.7-8.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on
others ideas and expressing their own clearly.

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 SL.7-8.1b Follow rules for collegial discussions and
decision-making, track progress toward specific
goals and deadlines, and define individual roles as
needed.
SL.7-8.2 Analyze the purpose of information presented in
diverse media and formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g., social, commercial,
political) behind its presentation.
SL.7-8.5 Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims
and evidence, and add interest.
Writing
W.7-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
W.7-8.6 Use technology, including the Internet, to
produce and publish writing and present the relationships
between information and ideas efficiently as well as to
interact and collaborate with others.
W.7-8.8 Gather relevant information from multiple print
and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote or
paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
Language
L.7-8.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
L.7-8.2a Use punctuation (comma, ellipsis, dash) to
indicate a pause or break.
L.7-8.2c Spell correctly.
Procedures Back to Navigation Bar
Day One:
In the computer lab, students will be put into groups
two and given a folder containing nine images of
famous inventions from the American Industrial
Revolution.
Students should work together to choose one photo
to analyze using the Student Primary Source
Analysis Tool (online or handout)
Students should submit analysis to teacher via email
and print a copy for their own records.

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 Students will explore how to use and search for
items on the Library of Congress website.
Day Two:
Prior to class, either assign groups or have students
pick groups for class project. Have students get into
groups and introduce the project by passing out The
American Industrial Revolution Advertising
Project Handout, The American Industrial
Revolution Project Planning Sheet,
Poster/Commercial Handout, and American
Industrial Revolution Project Rubric
Commercial / Poster.
Discuss the project requirements for both
commercial and poster, assign due dates, and have
each group choose an invention for their project.
Students should then complete their Project Planning
Sheets together as a group.
If time permits, have students begin commercial or
poster handout.
Day Three:
Students will be in the computer lab gathering
information, researching their topics, printing out
any necessary items, and discussing with teacher any
questions that arise during the process.
Each student will be responsible for fulfilling a
portion of their assignment. The teacher should walk
around an monitor students to make sure everyone is
on task and productive.
Students should fill out their commercial/poster
handouts with information for their project and refer
back to their rubric to be sure all information is
gathered.
Students creating a commercial need to have their
script approved either during day three or at the
beginning of day four in order to begin filming their
project. Remind student to bring props necessary for
project tomorrow.
Day Four:
Students will be back in the computer lab and should
finish researching any additional information
needed.
After research is complete, students will work
together to compile either their poster or
commercial. The following supplies should be

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 readily available in the lab or alternative area for
students to work: poster board, construction paper,
scissors, glue, markers (other art supplies), video
recording devices, or any additional materials
necessary.
Day Five:
The first fifteen minutes of class will be given
for students to make any final touches, gather
necessary materials to turn in prior to their
evaluation (all handouts and rubrics), and prepare
for their presentation.
Students will give 3-5 minute presentations on
their invention.

Evaluation Back to Navigation Bar

Students will be evaluated using the attached
American Industrial Revolution Project Rubrics
(commercial or poster).
Students will give a 3-5 minute presentation and
need to hand in three handouts prior to evaluation:
The American Industrial Revolution Inventors
Project Planning Sheet;
Poster / Commercial Handout;
AIRP Commercial or Poster Rubric.
Extension Back to Navigation Bar
Assign a short reflection for students using the
following questions:
What have you learned about all of the inventions
presented?
Based on your knowledge gained, make a prediction
about what the impact will be on the Industrial
Revolution.

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Primary Resources from the Library of
Congress
Back to Navigation Bar

Image Description Citation URL

Robert Fulton. Steam Library of Congress, http://memory.loc.gov
boat Prints and /cgi-bin/query/r?
Photographs Division, ammem/detr:@field(
Detroit Publishing NUMBER+@band(de
Company Collection. t+4a16049))

The Alexander Library of Congress, http://memory.loc.gov

Graham Bell Family Manuscript Division /cgi-bin/ampage?
Papers collId=magbell&fileN
ame=148/14800307/b
ellpage.db&recNum=
0

Telegraph operator, DN-0002572, http://memory.loc.gov

related to the City of Chicago Daily News /cgi-bin/query/r?
Traverse gambling negatives collection, ammem/cdn:@field(N
ship raid Chicago History UMBER+@band(ichi
Museum. cdn+n002572))

Sewing machine. Girl Library of Congress,

operating sewing Prints and http://memory.loc.gov
machine. Photographs Division, /cgi-bin/query/r?
Theodor Horydczak ammem/horyd:@field
Collection (NUMBER+@band(t
[reproduction number, hc+5a42104))
LC-H814-T-2403
DLC].
Illinois Steel Works, Library of Congress, http://memory.loc.gov
Joliet. Prints and /cgi-bin/query/r?
Photographs Division, ammem/detr:@field(
Detroit Publishing NUMBER+@band(de
Company Collection. t+4a05203))

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Production. Tungsten. Library of Congress, http://memory.loc.gov
Transcontinental Prints & Photographs /cgi-bin/query/r?
railroad traffic passes Division, FSA-OWI ammem/fsaall:@field(
close to the tungsten Collection, NUMBER+@band(fs
recovery plant near [reproduction number, a+8b09921))
Kingman, Arizona. LC-USE6-D-009921
The Boriana mine and DLC]
plant at this point are
producing large
amounts of tungsten,
for which there are
many vital uses in the
war effort. Boriana
Mine, Arizona.
Cotton gin near Library of Congress,
http://memory.loc.gov
Irwinville, Georgia. Prints & Photographs
/cgi-bin/query/r?
Division, FSA-OWI
ammem/fsaall:@field(
Collection,
NUMBER+@band(fs
[reproduction number,
a+8b26707))
LC-USF34-T01-
000449-D DLC]
Ford factory, first Courtesy of the http://memory.loc.gov
assembly line, Frances Loeb Library, /cgi-bin/query/r?
Highland Avenue, Graduate School of ammem/alad:@field(
Detroit, MI Design, Harvard DOCID+@lit(alad002
University 193))

Ulysses Lapas, Mrs. DN-0077216, http://memory.loc.gov

Herman De Vries, E. Chicago Daily News /cgi-bin/query/r?
A. Worthley, and C. negatives collection, ammem/cdn:@field(N
G. Vlahas gathered Chicago History UMBER+@band(ichi
around a phonograph Museum. cdn+n077216))
speaker

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 Rubric
Back to Navigation Bar

AIRP Commercial
Rubric 4 3 2 1
script Script follows the proper The script mostly follows Script may vary from Script does not follow
format. There are no the proper format. There proper format. There proper format. There
errors in spelling, may be up to 3 errors in may be up to 5 errors in many errors in spellin
punctuation, grammar, or spelling, punctuation, spelling, punctuation, punctuation, gramma
capitalization. grammar or capitalization. grammar, or capitalization.
capitalization.

expression Actor's voices showed a Actor's voices showed Actors voices showed a Actors voices were
lot of expression and some expression and little expression and monotone and not
emotion. emotion. emotion. expressive.

props/costume Student uses several Student use Student uses a few Students use no prop
props (could include props/costume that props or costumes that OR the props chosen
costume) that accurately accurately fit the play and make the play better. distract from the
fit the play, show make the presentation presentation.
work/creativity and make better.
the presentation better.

staying in character Actors stayed in Actors stayed in character Actors tried to stay in Actors acted silly,
character throughout the through almost all of the character through some showed off, or were n
performance. performance. of the play. in character at all.

elements of Commercial makes you Commercial has a couple Commercial may have The commercial does
commercials want to buy the product. of elements of one element of make you want to buy
It has several elements commercials such as commercials, or the the product. It does n
such as jingle, jingle, characters, gift with elements do not fit nicely include any elements
characters, slogans, gift purchase. together. commercials.
with purchase,

collaboration (working Students worked very Students worked together Some teacher The group did not wo
together) well together all of the most of the time. Any assistance may have well together. The
time. problems were solved been needed to solve commercial suffered a
within the group. . problems result.

All handouts turned in

and project completed 1 point
on time.

Comments: Total Points / _______ /50 (multiplied total by 2)

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 Rubric
Back to Navigation Bar

AIRP Poster Rubric 4 3 2 1

Graphics - Several of the graphics
Originality used on the poster reflect
a exceptional degree of
student creativity in their
creation and/or display.
One or two of the
graphics used on the
poster reflect student
creativity in their creation
and/or display.
The graphics are made No graphics made by the
by the student, but are student are included.
based on the designs or
ideas of others.

Graphics - All graphics are related to
Relevance the topic and make it
easier to understand. All
borrowed graphics have a
source citation.
All graphics are related to
the topic and most make
it easier to understand. All
borrowed graphics have
a source citation.
All graphics relate to the Graphics do not relate to
topic. Most borrowed the topic OR several
graphics have a source borrowed graphics do not
citation. have a source citation.

Labels/Title All items of importance on
the poster are clearly
labeled with labels that
can be read from at least
3 ft. away. Title 6ft away
Almost all items of
importance on the poster
are clearly labeled with
labels that can be read
from at least 3 ft. away.
Title 6ft away
Several items of Labels are too small to
importance on the poster view OR no important
are clearly labeled with items were labeled. Title
labels that can be read is too small to read
from at least 3 ft. away.
Title 4ft away

Required Elements/ The poster includes all All required elements are All but 1 of the required Several required
Attractiveness required elements as well included on the poster. elements are included on elements were missing.
as additional information. The poster is attractive in the poster. The poster is The poster is distractingly
The poster is terms of design, layout acceptably attractive messy or very poorly
exceptionally attractive in and neatness. though it may be a bit designed. It is not
terms of design, layout, messy. attractive.
and neatness.

Grammar There are no grammatical There is 1 grammatical There are 2 grammatical There are more than 2
mistakes on the poster. mistake on the poster. mistakes on the poster. grammatical mistakes on
the poster.

Collaboration Students worked very Students worked together Some teacher assistance The group did not work
(working together) well together all of the most of the time. Any may have been needed well together. The poster
time.. problems were solved to solve problems suffered as a result.
within the group. .

All handouts turned

in and project 1 point
completed on time.

Comments: Total Points / _______ /50 (multiplied total by 2)

Handouts
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 Back to Navigation Bar

The American Industrial Revolution

Inventors Advertising Project
Your group will be working together to promote and sell inventions of the American
Industrial Revolution. You are asked to first choose an invention below that you feel
your group would best represent and then discover exactly how it works, what its
composed of, and what or who it is for. Next you need to figure out who would be
interested in buying your invention and why people should invest in your product.
Choose only one invention from the list below. Once a group has selected an
invention, it cannot be duplicated.

Inventions
Model T Ford Airplane Steamboat
Assembly Line Kinetoscope Cotton Gin
Steam Locomotive Tractor Steel Mill
Sewing Machine Phonograph Telegraph
Diesel Engine Transcontinental Railroad Light Bulb
Electric Dynamo Kinetograph Telephone

Promoting your Invention!

Your group needs to choose one option for promoting your invention from the
list below. Be sure to include all the requirements for the project. In the end,
each of you will present your invention to your fellow salesmen and women.
Commercial Your group will be recording a 60-120 second ad promoting
your invention. Each of your group members must appear in your commercial
and play an active role in its creation. Be sure to include all elements listed
on commercial handout.
Poster Your group will need to use LOC. Gov (Library of Congress) website,
as well as other sources to research and find slogans, pictures, and other
important information about your invention and the inventor. Your poster
should be neat, legible, and attract people to buy your product. Be sure to
include all elements listed on the poster handout.

The American Industrial Revolution

Project Planning Sheet

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 Group Members
(Please list all of the members in your group below)

Group Invention _______________________________________________________

Use the space below to brainstorm ideas about your invention and questions that can be
.
researched to aid in the discovery of your invention.

Each of you will need to play a distinct role in your group in order to be sure that
everyone contributes to the project. Using your brainstorm list and either the
commercial or project handout sheet, designate what each of your group members will
be responsible for completing.
Group Member Name Specific role/ Responsibilities

Poster Handout
(50 points total)

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Use the following checklist to fulfill all of the required information for
selling your project. Your group can add its own unique elements to the
poster as well.

Slogan
Name of invention
Pictures (minimum of 3)
Name of inventor and relevant information about him/her.
Information about the invention
Information on how your invention works (suggestions: diagram,
drawing/sketch)
What is your product used for? What is its purpose?
How was your product made? Why was your product invented?
Targeted towards appropriate clients / buyers
Be sure to make your poster colorful, creative, neat, and
grammatically correct.

Use the space below to sketch out an idea of what your groups poster
will look like. This handout should be turned in along with your project
planning sheet and rubric prior to presenting your invention.

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 Commercial Handout
(50 points total)

Use the following checklist to fulfill all of the required information for selling your project.
Your group can add its own unique elements to the commercial as well.

Commercial should be at least 60-120 seconds long

Name of invention
Pictures (minimum of 3)
Name of inventor and relevant information about him/her.
Information about the invention
Information on how your invention works (suggestions: diagram, drawing/sketch)
What is your product used for? What is its purpose?
How was your product made? Why was your product invented?
Targeted towards appropriate clients / buyers
Citation of sources used included in commercial

Group Member name Role in Commercial

1. Brainstorm what you have learned in your research and list possible ideas for creating your commercial using
the back of this sheet. Be sure to brainstorm props, setting, costumes, roles, etc.

2. Plan a script for your commercial. Everyone must have a role in your commercial and be listed in the table
above.

3. Obtain approval of your script from the teacher be sure to bring all planning sheets.

4. Use video recording device or iPad to film your commercial. Adding sound and theatrical effects to your
commercial may enhance its overall appeal to your customer .

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Teaching with Primary Sources
Illinois State University