Whose Industrial Revolution? Reading Change Through Primary Voices
Guided Lesson · ≈ 50 min · Grade 11 · U.S. History · Florida
What the teacher typed
- What should students learn?
- Examine the social, political and economic causes and consequences of the second Industrial Revolution from the perspectives of the people it changed.
- Anything I should know?
- “More primary sources like the railroad day — that worked. Lecture and notes loses them by minute ten.”
Ready to teach
- Learning objective set
- Lesson plan written
- Standards tagged· 3 tagged
- Class time estimated
Example
Grade 11 · U.S. History
Florida
A format preference honoured, built on named primary sources, and a callback to what the class did before.
A real run through the product — the lesson, its materials and its adaptation, exactly as the teacher received them.
Matched from the objective against Florida’s own standards — the teacher didn’t pick these.
Summarize the social and economic effects of the Industrial Revolution.
SS.912.W.6.2 · Florida Social Studies Standards (NGSSS)Analyze changes that occurred as the United States shifted from agrarian to an industrial society.
SS.912.A.3.6 · Florida Social Studies Standards (NGSSS)Examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.
SS.912.A.3.2 · Florida Social Studies Standards (NGSSS)
Florida standards adopted in Florida Administrative Code Rule 6A-1.09401; published by CPALMS (cpalms.org), Florida Department of Education. Source: state Department of Education / state administrative code. Public regulatory text; verbatim, with provenance.
Yours would be about your class.
Five new lessons or imports a month on the free plan, and the materials and adaptations you build from them are unlimited. No card to start.