Creative Cover The purpose is to: Create a cover or design a cover for your book. It may be cloth, paper, or an illustrated cover…anything creative will work! Include your name, class period



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Creative Cover

The purpose is to:



  1. Create a cover or design a cover for your book. It may be cloth, paper, or an illustrated cover…anything creative will work!

  2. Include your name, class period, social studies/justice

Introduction –this is page 1

The purpose of this page is to:



  1. Introduce your kid- character (name, age, where the kid/character is from)

  2. Explain what life was like BEFORE the Industrial Revolution.

  3. Include specific information

  4. Include a picture of your character

  5. Vocabulary word to include: cottage industry




Why Great Britain? (page 2)

The purpose of this page is to use vocabulary words to tell why the Industrial Revolution began in Great Britain.



  1. Include a map to show Great Britain

  2. Use the following vocabulary to answer the question, but do not make a list of words and definitions. You must use these words to explain why the revolution started in Great Britain: resources, technology, British monarchy, textile industry.

The Agricultural Revolution (page 3)

The purpose of this page is to:



  1. Explain the agricultural revolution.
  2. Use the vocabulary/name to tell the story for this page, but do not list the vocabulary. You must use these words in your story: Jethro Tull , enclosure method, population explosion, agriculture, migrant, sod, locust, arid


  3. You should have at least two (2) pictures on this page.

Problems of the Industrial Revolution (page 4)

The purpose of this page is to:



  1. Explain the problems of the Industrial Revolution.

  2. Use the vocabulary to explain the problems, but do not make a list of words and definitions. You must use these words in your story: slums or tenements, growth of cities, pollution, sanitation, child labor, working conditions, Homestead Steel Strike, Pullman Strike, monopoly

  3. Picture of child labor from this time period.

http://www.loc.gov/pictures/search/?st=grid&co=nclc

Agricultural and Industrial Revolution (page 5)
The purpose of this page is to define the revolutions and to explain the essential question.



  1. Explain how the Agricultural Revolution and the Industrial Revolution go hand and hand? You must use these words in your answer: revolution, Agricultural Revolution, Industrial Revolution.



Inventions two pages to tell this story (page 6)

The purpose of this page is to tell about the inventions of this era.


  1. On these pages you will use the vocabulary to explain inventions, but do not make a list of words and definitions. Vocabulary to use: steam engine, assembly line labor, corporation, interchangeable parts, electricity, selective breeding, transcontinental, patent, Bessemer process, John Fitch and Robert Fulton, , cotton gin, Cyrus McCormick, Spinning Jennie, Alexander Bell, John Deere—if you mention them on another page you need not mention them again.


http://resources.chuh.org/chhs/library/teacherweb/socialstudies/worldhistory/industrialrevolutinventors.htm



Medical Improvements (page 7)

The purpose of this page is to tell about the many advances in medicine during this era.



  1. Use the vocabulary to tell the story on this page, but do not make a list of words and definitions. You must use the words: pasteurization, germ theory, anesthesia, antiseptics, hygiene, bifocal reading glasses.

  2. One picture of any item from vocabulary








Social Studies Inventions Mini-booklet—Mrs. Justice

    • You are creating a storybook about the Industrial Revolution

    • The book should be creative, informative, colorful, and told from a kid’s perspective.

    • You must create a kid-character to tell the story of the Industrial Revolution.

    • I am not looking for pages and pages of typed reports; this is a story to show your understanding of our unit of study.

    • This is a creative process that will involve using higher level thinking skills to summarize the learned information.
    • We will start on this project in class, but you must work at home to find information and to create your booklet. Use YOUR multiple intelligences to create your kid friendly story book.





Guidelines

    • You may add typed information or simply write the booklet using your own handwriting.

    • You may not ask classmates to sketch pictures for you. After all, they have their own work to do.

    • Your work must be neat and organized.

    • It must be a book- like format.

    • You may not send any information to my email to review or to print. I shall only assist you in class or during a scheduled afterschool session.

    • You create a character to tell the story of the Industrial Revolution

    • You may add as many pages as needed to tell your character’s story.

    • You may add clipart or sketching, but avoid stick figures.

    • Sketch to the best of your ability or use a clipart of kid from this time period.

Resources:

  • Green textbook in class

  • Class notes, PowerPoint, daily lessons, shared drive

  • Movie notes: American Industrial Revolution

  • Laptop cart in classroom

  • Web information noted below:

Use these links:


Pictures of kids: http://www.loc.gov/pictures/search/?st=grid&co=nclc
The Beginning of IND-R:

http://www.industrialrevolutionresearch.com/

http://www.encyclopedia.com/topic/Industrial_Revolution.aspx

http://second-industrial-revolution.wikispaces.com/Homestead+Strike

The History Guide: http://www.historyguide.org/intellect/lecture17a.html
Britannia School edition:

http://www.school.eb.com/eb/article-9042370?query=industrial%20revolution&ct=null
Inventions:

http://resources.chuh.org/chhs/library/teacherweb/socialstudies/worldhistory/industrialrevolutinventors.htm
History World:

http://history-world.org/Industrial%20Intro.htm
http://www.kidcyber.com.au/
Yahool answers: http://au.answers.yahoo.com/question/index?qid=20120320034109AAm1Jzc



Important Dates

Beginning Date: January 15, 2016

Final Draft: February 8,2016

_____I must write a rough draft in my handwriting

_____I may type my final booklet

_____I am expected to ask questions in class; no email

_____I must work in class and at home

_____I will use the Panthers calendar to for information about this

project.

____ A parent/guardian ise awareness of project.

____ I may schedule a time to work afterschool of this project.

____ I may also ask my homeroom teacher to allow me to us the media



center.



Questions to ask in class:





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