Industrial Revolution Learning Module
Learning Module
- Creator(s):
Teaching fourth graders about the Industrial Revolution has been a challenge for me. My husband says I have "analysis paralysis" because I have so many resources to choose from but struggle with where to begin teaching my students and what order is best, plus I really want to push my teaching to be more aligned with 21st Century skills rather than the old school way of memorization of dates and facts. I have taught a unit on the Industrial Revolution in the past, this unit while using some of the resources from my previous unit, will in fact be a very different unit based on the same subject.
21st Century Skills as defined by Panorama "refers to the knowledge, life skills, career skills, habits, and traits that are critically important to student success in today's world, particularly as students move on to college, the workforce, and adult life." (Buckle, n.d.). The list for 21st Century skills is always growing and changing as outdated technology is eclipsed by new technology. These skills have been divided into four themes known as the 4 Cs (Common Sense Education, 2020). The below video provided by Common Sense Education provides a quick introduction to the 4Cs: Creativity, Critical Thinking, Collaboration, and Communication.
Media Source: Common Sense Education. (2020, April 1). Introduction to the 4 cs. https://www.commonsense.org/education/videos/introduction-to-the-4-cs
The above video from Common Sense Education (2020) discusses the framework for 21st Century learning and the types of skills teachers must instill in their students in order for their students to find success outside the classroom. No longer is it enough for students to be able to recite facts and dates, students in the 21st Century must be able to know how to collaborate with classmates, communicate effectively, solve problems through critical thinking, all the while, be creative in how they demonstrate their learning and in finding solutions to the problems they will face (Pilgrim et al, 2013).
My school district provides us with a very large, dense, curriculum over 15 years old that is fairly outdated in its instructional delivery and is focused more on memorization of facts and dates. The challenge I have faced is trying to bring this curriculum into the 21st Century and trying to engage my students with this timeframe in history has been a challenge because they cannot imagine a world without all of the current technology. My goal for this unit is to teach it using 21st Century skills, with the addition of making it more relevant and engaging for my students.
What is the Industrial Revolution you ask? It is a time in history when industry began taking precedence over farming and cottage industries. The cottage industry is where things were made in the home and sold to neighbors in the same village or town. Before the Industrial Revolution people rarely traveled outside of their own village, all things made were made with materials made, grown, or harvested in their village. Once machines were created to replace the single person creating the items life changed and people began leaving their villages for the big cities. Below is a short video about the Industrial Revolution and it discusses a bit about how life was before and after the industrial revolution.
Media Source: Happy Learning English. (2017, December 5). Industrial Revolution | educational video for Kids. [Video]. https://www.youtube.com/watch?v=Xh_Lk7kDrUI
Below are just a few skills you will gain from completing this unit! You will also conduct a short research essay and a project that relates to your essay. Both of these will demonstrate what you have learned from this unit on the Industrial Revolution.
CCSS.ELA-LITERACY.RI.4.3 I can read about and explain historical events and tell why they happened using information that was given in the text.
CCSS.ELA-LITERACY.RI.4.5 I can describe the organization (e.g., time order, comparison, cause & effect, or problem & solution) of events, ideas, concepts, or information in informational texts.
CCSS.ELA-LITERACY.W.4.2 I can write to inform/explain topics or ideas to others clearly.
SS.IS.1.3-5. I can develop essential questions and explain the importance of the questions to myself and others.
SS.IS.2.3-5. I can create supporting questions to help answer essential questions in an inquiry.
SS.IS.4.3-5. I can gather relevant information and distinguish between fact and opinion to determine the credibility of multiple sources.
SS.IS.5.3-5. I can develop claims using evidence from multiple sources to answer essential questions.
SS.EC. 2.4. I can describe how goods and services are produced using human, natural, and capital resources (e.g. tools and machines).
SS.H.2.4. I can use artifacts and primary sources, to investigate how individuals contributed to the founding and development of Illinois.
SS.H.3.4. I can explain the probable causes and effects of events and developments in Illinois history.
**Along with the essay and project, you will be expected to comment on each update I post, along with creating your own updates each week and commenting on at least two peers' updates each week. There will be a total of 7 comments on teacher updates, 6 personal updates, and 12 comments on friends updates.
Comment: To what extent has the Industrial Revolution been a positive or negative force? Use your prior knowledge and logic to answer it since this is the start of the unit. By the end of the unit, you will have more to contribute when I ask you this question again. Be sure to read other posted comments to you are not repeating what has already been stated but are adding to the conversation.
I am using this learning module with my class of fourth-graders, but I believe with a little tweaking this learning module could be used with other grade levels. These students should have a rudimentary understanding of how to use search engines and pick quality websites, as well as understanding what are primary and secondary sources.
The idea behind this unit is to find a more authentic way to teach students (fourth-graders in particular) how to determine the main idea, use their own words to summarize, integrate information from several sources, write about, then speak about the subject matter knowledgeably.
I have taught writing to my students over the years and have been frustrated because of the lack of student engagement in the projects. Giving students the choice of what they want to research. learn, write, and present about allows me to not only be culturally relevant but also puts students in the driver's seat for their own learning (Juliani, 2021).
CCSS.ELA-LITERACY.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCSS.ELA-LITERACY.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
SS.IS.1.3-5. Develop essential questions and explain the importance of the questions to self and others.
SS.IS.2.3-5. Create supporting questions to help answer essential questions in an inquiry.
SS.IS.3.3-5. Determine sources representing multiple points of view that will assist in answering essential questions. SS.IS.4.3-5. Gather relevant information and distinguish between fact and opinion to determine the credibility of multiple sources.
SS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions.
SS.EC. 2.4. Describe how goods and services are produced using human, natural, and capital resources (e.g. tools and machines).
SS.H.1.4. Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
SS.H.2.4. Using artifacts and primary sources, investigate how individuals contributed to the founding and development of Illinois.
SS.H.3.4. Explain probable causes and effects of events and developments in Illinois history.
Essential Question: What was revolutionary about the Industrial Revolution?
Learning Outcomes:
Watch the below video from Crash Course that describes the revolution that began 200 years ago that is still changing our world almost daily!
Media Source: CrashCourse. (2012, August 30). Coal, steam, and the industrial revolution: Crash course world history #32 [Video]. https://www.youtube.com/watch?v=zhL5DCizj5c
Click on the below links to read two articles that discuss how, when, why, and where the industrial revolution began.
Comment: Comment below on what was so revolutionary about the Industrial Revolution? Be sure to read other students' comments first so you are adding something new to the conversation rather than just repeating what others have already stated.
Update: The innovations of the Industrial Revolution transformed textile production. Can you think of innovations today in some other industry that is transforming that industry and changing the way humans live? Create your update discussing one new innovation that is transforming an industry today Then, respond to someone else’s answer, commenting on the characteristics of that transformation that either make it similar to or different from what happened in the Industrial Revolution.
Learning Outcomes: SS.IS.1.3-5. Develop essential questions and explain the importance of the questions to self and others.
Students will use their time exploring ONE essential question about the Industrial Revolution, with the goal to share their findings with the rest of the class.
Their questions must be complex enough that they cannot be answered with a simple Google search.
In my experience students in fourth-grade need to be taught how to come up with an essential question, how to ask complex questions that requires research in order to discover the answer. This lesson will take more time than you might think.
Below is a link to a great article about how to teach students how to ask productive questions. I will summarize the steps in the article, but take a look at the original because it is very helpful! The second link is to an article written by Jackie Walsh on how to encourage your students to ask more insightful questions that will lead to greater learning.
https://www.edutopia.org/article/teaching-students-how-ask-productive-questions
https://www.middleweb.com/40383/how-to-get-your-students-to-ask-more-questions/
1. Explain why questions are important to the learning process. According to Walsh, you can introduce the following mind frames to help students (Walsh 2019).
I ask myself questions to monitor my thinking and learning.
I pose questions to clarify and deepen my understanding of academic content.
I use questions to understand other perspectives and to engage in collaborative thinking and learning.
I use questions to channel my curiosity and spark my creativity.
2. Develop skills for questioning. Teaching students the skills to come up with their own questions requires lots of practice and various tools that can assist them in crafting productive questions. Below is a tool that Jackie Walsh created to support students.
3. Create opportunities to practice questioning and thinking skills (Walsh, 2019). According to the Harvard Research Project Zero Visible Thinking Initiative ways to teach students thinking skills can begin simply and the thinking routines can be built upon as students become proficient with one thinking routine, then add another routine. Below is a video that explains the "Wonder, Think, See" thinking routine and how it becomes the building block for the other thinking routines (Project Zero, 2014).
Media Source: Project Zero. (2014, November 30). PZ thinking routines [Video]. https://www.youtube.com/watch?v=oKV_S5NpDdc
4. Provide time and opportunity for questions (Walsh, 2019). Below is the graphic organizer designed by Jackie Walsh to remind teachers and students of this thinking routine (2019). During Thinking Time 1 there is a pause before you choose a student to answer the question that allows all students a chance to process the question. Think Time 2 is the pause after one student has responded so all students can consider the first student's comment and then pose questions or comments about the speaker's comments or the topic (Walsh, 2019).
5. Walsh encourages creating a classroom culture that values students' questions (2019). Encourage students to use questions to become leaders of their own learning. Celebrate students asking clarifying questions in your classroom.
Essential Question: How did the Industrial Revolution change life and cultures in the United States?
Learning Outcomes:
Today we are going to learn about how the Industrial Revolution affected people in the United States. Below is a short video about the changes brought about in the United States through the Industrial Revolution.
Media Source: Daily Dose Documentary. (2022, February 11). Industrial revolution in America [Video]. https://www.youtube.com/watch?v=USAtD9uGBy4
Now you are going to look a bit more in-depth about how revolutionary all of these industries became in the United States using the Ducksters website (image below).
.png?Expires=1716406484&Signature=XvXJNhBgVNsHJeXVCIlvbwwwpEWcof7PTfOHlxxJy~eEgDSJ9NjCW8~iEc7gZRrlV4q-QHbM~ChiY7wdHOqzwLUH~b4aJjbwi8bK3TknRFW54yDH2~R88P-XgOWQZTYWu6CehnnnW47bwRJCTEU5bYsR~L~aGpVgJURxCsyTe5XzT2dWl6VWHZy3QDoUAN4cT9bFhnn4L~sCUrInKucWpeX0xWDQSOK19lIECUq3AGlM5qraDDIsUVTh4iUHOPYZ-MGn0iVU6OcotpS73sopsBkN8slXtBZGJOAl-xP~E46c287qbV4oF-qjXywO490Dor5QrCNkuDmQa3D3pUmoeQ__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
.png?Expires=1716406484&Signature=Kba-Qi5gxwFR28Bu3R2HVQCDAe9unGUkz24rnz77~5UMkE-VM6wRxHELCQgSNsIP0hEJi1wJasmmt8dYe0709ZwAwA0d7ULSvoiXrf4nijdIFhV9nX6p4NJCvUdMpeyslZJ79OerFyVeVUKIxODxOkyWzSuDHuezX874k5L8N5C0UyUQZba6OUOe4-huW517zVCqo8j5djAsr8AHOtkej6Jl7BspLtM~VGTY5qC8D8AmBVdfCpJiG8UGdZ4pAaaBHWVcvq3LeJvbR10-9tazyqb8zRxh0UvWy66KPUKHxqdz5HMe1NUJl1SnQ-xTa3nrUh0M9vjpl8AAwXecz8-ogA__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
On the Duckster website, you will have the opportunity to click on different links to learn all about the Industrial Revolution in the United States. Take your time going through all of the available links and read through the information on the pages to help you gain an in-depth understanding of the Industrial Revolution and how it changed life in the United States for virtually everyone. Below is a picture of the links you will be looking through during this lesson.
Click on the following link to access Duckster's history page on the Industrial Revolution in the United States.
https://www.ducksters.com/history/us_1800s/industrial_revolution.php
Comment: What was one way the culture in the United States was changed as a result of the Industrial Revolution? Remember to add to the conversation, don't just repeat what someone else has already stated, so if someone else has mentioned the way you were thinking, then pick a different one.
Update: Create an update that compares and contrasts the Industrial Revolution in the United States and in Great Britain. Remember to use multimodal media in your update, along with complete sentences, proper grammar, and correct spelling. Be sure to give at least five ways it was the same and five ways it was different. Also, comment on at least three posts of other classmates, including glows and grows.
There is a great website that has lots of information about the Industrial Revolution in the United States. Allow your students time to explore the website to learn how the Industrial Revolution impacted life in the United States.
Students will compare and contrast the differences between the Industrial Revolution in the United States and Great Britain.
Essential Question: How can I analyze, organize, and synthesize information in your own words?
Learning Outcomes:
Last time we looked at the inventions and inventors of the industry during the Industrial Revolution. This time we are going to learn about inventions by inventors who were living in Illinois!
Below are several articles that discuss some of the people responsible for how life changed in Illinois due to the Industrial Revolution. Please read all of these articles.
William Wrigley: https://www.britannica.com/biography/William-Wrigley-Jr
Cyrus Hall McCormick: https://www.britannica.com/biography/Cyrus-McCormick
George M. Pullman: https://www.britannica.com/biography/George-M-Pullman
Comment: Which of the above innovators made the biggest impact on people's lives in Illinois and why do you think they made a bigger impact than the others?
Update: Research either one of the above innovators or an innovator of your choice that made a difference in Illinois. Be sure to include multimodal media in your update, along with information about your innovator, including birthplace and year, death place and year, innovation, reasons for the innovation, and how this innovation changed Illinois.
Essential Question: How are the innovations and inventions created during the Industrial Revolution still changing lives in the United States, and Illinois in particular?
Learning Outcomes:
Click on the below link to learn about how the city of Champaign began and how the railroad helped to make it the city it is today.
https://champaignil.gov/about-champaign/history/creation-of-champaign/
You are going to watch a video about Champaign during the late 1800s to the mid-1900s. In the video, they will discuss the different types of businesses that helped make Champaign the place it is today.
Media Source: City of Champaign. (2012, August 3). Illinois pioneers - business and industry [Video]. https://www.youtube.com/watch?v=0EdLOjBjbD8
Comment: What do you think, based on the video or the city of Champaign article, are the probable causes of growth in Champaign? Remember we are adding on to the conversation, not repeating what has already been stated. Please read through all posted comments first before you write yours. If someone has already stated what you were thinking how could you add to their statement? What information could be added to continue the conversation?
Update: Create a multimodal media update describing how the Industrial Revolution impacted Champaign. Then please comment on at least two fellow peers' updates.
The video about the industries in Champaign is a bit dry. Unfortunately, I could not find anything else that describes how life has changed in Champaign. It might help to watch it with the sound muted and then discuss with students all of the changes that have occurred in Champaign.
The article by the City of Champaign is pretty interesting about how life in Champaign was changed forever by the railroad. It is a bit long but I am hopeful it is interesting enough to keep the student's attention.
Essential Question: How did innovations and inventions during the Industrial Revolution change life in the United States, and Illinois in particular?
Learning Outcomes: I can explain the probable causes and effects of events and developments in Illinois history.
The below video by Interesting Engineering describes 27 inventions that changed the world forever!
Media Source: Interesting Engineering. (2021, April 15). 27 industrial revolution inventions that changed the world [Video]. https://www.youtube.com/watch?v=8kojxeSaqq0
Click on the below links to learn how Illinois and Chicago joined in on the Industrial Revolution:
http://www.encyclopedia.chicagohistory.org/pages/410146.html
Click on the below links to learn about the many items that were invented and manufactured here in Illinois.
https://www.madeinchicagomuseum.com/
Comment: Think about the above articles that discussed how Illinois joined in the Industrial Revolution. Discuss in the comments section below how life in Illinois changed because of the innovations or inventions. Be sure to add to the discussion and are not just repeating what other comments have already stated.
Update: Research one of the inventions and its inventor. Create an update using multimodal media to tell us about the invention you picked. Describe how, why, when, and where it was invented, and who invented it. Include information on how that invention has impacted our lives still today be it through new technology based on this invention, and how we are using this invention or a form of it today.
SS.H.3.4. Explain probable causes and effects of events and developments in Illinois history.
Today students will watch a short video about 27 inventions that came about during the Industrial Revolution and they will read two different articles about how Illinois contributed and was changed because of the Industrial Revolution.
Students will discuss one change to Illinois in the comments section and will create a short research project in the form of an update about one of the 27 inventions or innovations and its creator.
This short research project will begin the process for the writing project students will engage in as part of their final project for this unit.
Essential Question: What will our world look like in the future and how will this impact my life as a future employee and/or employer?
Learning Outcomes:
Below is an image from Intechopen.com that describes the four different types of Industrial Revolutions our world has experienced so far. What do you think the next Industrial Revolution will look like?
Here is a video from CNBC that helps explain each of the Industrial Revolutions our world has experienced so far and a bit about the fourth Industrial Revolution.
Media Source: CNBC. (2019, January 22). What is the fourth industrial revolution? | CNBC explains [Video]. https://www.youtube.com/watch?v=v9rZOa3CUC8
According to The Critical Thinking Child (2020), in the Fourth Industrial Revolution, the workplaces will be revolutionized and require different skills for students than each of the subsequent Industrial Revolutions. In addition to having to navigate various types of technology, students must also develop strong critical thinking skills, along with the ability to communicate and collaborate with peers (The Critical Thinking Child, 2020). Watch this short video that explains what type of student you need to be in order to be successful in the Fourth Industrial Revolution.
Media Source: University of Derby. (2019, September 27). What is industry 4.0 and what does it mean for you? [Video]. https://www.youtube.com/watch?v=b9mJrzdlfR8
Below is another image from Intechopen.com that shows the people who will be affected (good and bad) by the fourth Industrial Revolution.
Comment: What information does the figure 11 infographic provide? What do you think these numbers mean or represent? What does this mean for you, the student, and future employee or employer? Remember you are adding to the conversation not repeating what has already been stated by fellow classmates.
Update: Create an update using multimodal media to help explain your vision of our future world and your role in it. Then comment on at least two of your classmate's updates.
Essential Question: How to interest readers in your Industrial Revolution Inventor and Invention topic?
Learning Outcome: I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.
Before writing your paper you will complete an outline graphic organizer that must be approved by Mrs. Moores before you begin writing your essay.
One of the most challenging parts of writing an essay is finding a way to get the reader interested in your topic. The following video gives suggestions for the different stages of your essay.
Media Source: Teaching Without Frills. (2017c, September 12). How to Write a Research Paper for Kids | Episode 4 | Writing a Draft [Video]. . https://www.youtube.com/watch?v=qfuWM897mjI
Remember you are to write a five-paragraph essay that includes an introduction, three main paragraphs, and a conclusion about an inventor and their invention and how the invention changed our world.
When writing your introduction remember you are only introducing us to the topic, this is NOT where you will give us specific details. introductions are only two to three sentences long. I like to think of writing an introduction like a formula. It always begins with the first sentence being a hook or a way to engage the reader. The second sentence lists what the three main paragraphs will be about. First, you will learn about how to write an effective hook, then you will learn how to write the second sentence in your introduction.
Step 1: Using your introduction, determine which main idea will be the first paragraph. In your introduction, the first main idea you mention will be the first paragraph. Think of your introduction as a table of contents for your paper. In my introduction, my first main idea will be about the different species of otters.
Step 2: Create a Golden Brick to begin this paragraph similar to what you did for your introduction.
Step 3: The four details for main idea #1 now make up the rest of the paragraph.
Step 4: Write your paragraph using your notes making sure you are using your own words or at least giving credit through citing your sources if you are using someone else's words.
When you are finished writing your paper you will now peer-review a classmate's essay. Below is a video that describes how to edit your essay. You can use the information you learn from this video to help revise your essay and to help you as you peer-review a classmate's essay.
Media Source: Teaching Without Frills. (2017d, September 13). How to Write a Research Paper for Kids | Episode 5 | Revising [Video]. https://www.youtube.com/watch?v=AsmqTJhFb_Y
Comment: Discuss what you learned that will be the most helpful in editing your classmate's essay, along with revising your own essay. Your answer should be in complete sentences, using proper grammar, and correct punctuation.
Update: Create your update on three to five things you plan to revise in your essay before submitting your final draft. Be sure to include what suggestions your reviewer gave you and why you plan to make the changes they suggested or why you will not make these changes.
Essential Question: How can I effectively review and edit my classmates' essays?
Learning Outcome: I can plan, revise and edit my writing with the help of peers and adults.
Completing the following Nearpod.com lesson can help students to remember the point and value of peer-reviewing one another's work.
Click on the following link to connect to the Nearpod.com lesson that will walk students through all of the steps they will need to learn how to be a great help to their friends by reviewing their essays with a critical and helpful eye. Students can complete the Nearpod.com lesson as a whole class or independently.
https://share.nearpod.com/LVl5QHZkQjb
.png?Expires=1716406485&Signature=Qri2OX9sZr6hXscg-FvbzKjRkxEnIN9xspyY~cX5ITIjY10P-XgyJWW8O0CBuYcMeEI74jQaHDCffUoPO97OzCV6MqyG43dvrqx9tZrLvLHhFb~4~KDOykEN4qmUSy36WRIKSJnM1HkyFdstW~SSYqkpCtRtWpekRE~jze5EtZgrrDZ0rrqKS2O3VNcrIM9S9TKauOZkRDovEQjoP3WUyZwtV11Yg1AwGqFHhwLcD~Mgn8qfvmaK2CUhtg4Pj1qtnZmthDBIkCUKlJfqRSKkJkvrndgVk1You15OaXoVLYTaSWsqn3LrNMmEO-No5Po3QNXIYSD85XjZFC6f8dWQEw__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
I usually assign students at least one classmate's essay to review. I remind students to use the skills they learned from the Nearpod about editing to help their friend's essay be amazing and to take their time reviewing and editing their essay.
Below is a video for your students to watch to get more ideas on how to help review their peer's essays and revise their own.
Media Source: Teaching Without Frills. (2017d, September 13). How to Write a Research Paper for Kids | Episode 5 | Revising [Video]. https://www.youtube.com/watch?v=AsmqTJhFb_Y
Essential Question: How do the effects of the Industrial Revolution still impact my life?
Learning Outcome: I can create engaging audio recordings or visual displays to help me better explain a main idea or theme when necessary.
First, your paper has to be written, next it has to be peer-edited and revised, and finally, the final draft is submitted. After you have completed this writing process, then you may begin your project. Below are some suggestions for a project, if you have a different idea than what is listed, you must have approval from Mrs. Moores first.
Industrial Revolution Project Ideas:
Make a movie
Create a website or blog
Make a flipbook or a Bloom's ball
Build a model of the invention you researched
Create a diorama
Create a Scratch project that will teach others about what you have learned
Create a poster
Record a podcast about the topic
An idea not on the list? Ask Mrs. Moores for approval.
Below is the grading rubric for the project:
Presentation - Reported clearly and succinctly on a topic. All ideas were sequenced logically.
Facts and Details - Used appropriate facts and relevant details to support the theme or topic.
Speaking - Spoke clearly and at an understandable pace.
Project - Included multi-media components and/or visual display in presentation, and choose a good medium to best display the learning that occurred during the research phase of the project.
Preparedness - Materials and students were both prepared on the project's due date.
Once a student has written their five-paragraph essay, had it peer-reviewed, and revised based upon suggestions from peers, then a student may begin the project phase. I often encourage students to not think about a project idea until they have completed the writing process because I want the project to reflect the learning and not be influenced by the project. I have had students who decide on a project before they have begun their research, then all of their research is about the project rather than letting their new knowledge dictate the project.
The Parent/Teacher/Student approval section of the project plan is important. This allows parents to see which Genius Hour project their child has picked and also to help check if the student has easy access to all the necessary materials needed.
The actual project will vary from student to student. Each child will choose how he or she wants to showcase what they have learned and how they would like to share it with the rest of the class.
Be sure to meet with students at least once a week to check in to see how the project is going. If you have a disorganized student you may want to meet with that student more than once a week.
Bellamy, J. & Clark, B. (2018, February 24). Women, nature, and capital in the Industrial Revolution. Monthly Review. Retrieved March 18, 2022, from https://monthlyreview.org/2018/01/01/women-nature-and-capital-in-the-industrial-revolution/
Big History Project. (2018, March 8). Threshold 8: The modern revolution | big history project (public embed) [Video]. https://www.youtube.com/watch?v=U6qTSxKLTIc
Editors of Encyclopedia Britannica. (2022, January 22). William Wrigley, Jr. Encyclopedia Britannica. Retrieved March 18, 2022, from https://www.britannica.com/biography/William-Wrigley-Jr
Encyclopedia of Chicago. (2005). Encyclopedia of Chicago. The Electronic Encyclopedia of Chicago. Retrieved March 18, 2022, from http://www.encyclopedia.chicagohistory.org/pages/410146.html
City of Champaign. (2012, August 3). Illinois pioneers - business and industry [Video]. https://www.youtube.com/watch?v=0EdLOjBjbD8
City of Champaign. (2020, February 11). Founding a new city. https://champaignil.gov/about-champaign/history/creation-of-champaign/
CNBC. (2019, January 22). What is the fourth industrial revolution? | CNBC explains [Video]. https://www.youtube.com/watch?v=v9rZOa3CUC8
CrashCourse. (2012, August 30). Coal, steam, and the industrial revolution: Crash course world history #32 [Video]. https://www.youtube.com/watch?v=zhL5DCizj5c
Criticalthinkingchild.com. (2020, February 18). Help your child prepare for the 4th industrial revolution. The Critical Thinking Child. https://www.thecriticalthinkingchild.com/help-your-child-prepare-for-the-4th-industrial-revolution/#:%7E:text=With%20the%20fourth%20industrial%20revolution,adapted%20to%20the%20modern%20age.
Daily Dose Documentary. (2022, February 11). Industrial revolution in America [Video]. https://www.youtube.com/watch?v=USAtD9uGBy4
*Davis, N. (2020, February 5). What is the fourth industrial revolution? World Economic Forum. https://www.weforum.org/agenda/2016/01/what-is-the-fourth-industrial-revolution/
Ducksters. (2022). US history: Industrial revolution for kids. https://www.ducksters.com/history/us_1800s/industrial_revolution.php
Happy Learning English. (2017, December 5). Industrial revolution | educational video for kids. [Video]. https://www.youtube.com/watch?v=Xh_Lk7kDrUI
Interesting Engineering. (2021, April 15). 27 industrial revolution inventions that changed the world [Video]. https://www.youtube.com/watch?v=8kojxeSaqq0
John Deere & Company. (2022). History: John Deere. Deere.Com https://www.deere.com/en/our-company/history/john-deere/#:~:text=John%20Deere%20was%20a%20blacksmith,raised%20solely%20by%20his%20mother.
Juliani, A. J. (2021, August 24). The 20% project (like google) in my class. A.J. Juliani. https://www.ajjuliani.com/blog/the-need-for-udl-and-backward-design-8yfd7?rq=Genius%20Hour
Made-In-Chicago Museum. (2022). Made-in-Chicago museum - an industrial history in everyday objects: 1900–1970. https://www.madeinchicagomuseum.com/
Matejka, M. (1999). The historical development of industry and manufacturing in Illinois. Illinois Periodicals Online (IPO) Project. https://www.lib.niu.edu/1999/iht639941.html#:%7E:text=The%20first%20industrial%20boom%20for,self%2Dscouring%20plow%20in%201837.
Mitchell, J., & Guile, D. (2021, September 29). Fusion skills and industry 5.0: Conceptions and challenges. IntechOpen. https://www.intechopen.com/online-first/78652
Project Zero. (2014, November 30). PZ thinking routines [Video]. https://www.youtube.com/watch?v=oKV_S5NpDdc
Readworks. (n.d.). People who built America - Henry Ford. Readworks.Org. https://www.readworks.org/article/People-Who-Built-America-Ford/2898aa6d-0aa6-4439-9109-b98cc5b7fb95#!articleTab:content/
Readworks.org. (n.d.). The industrial revolution - an introduction to the industrial revolution. https://www.readworks.org/article/The-Industrial-Revolution---An-Introduction-to-the-Industrial-Revolution/47fe723c-b82e-40b8-8a6c-0f056a917344#!articleTab:content/
Readworks.org. (2015). People who built America - Cornelius Vanderbilt. https://www.readworks.org/article/People-Who-Built-America-Vanderbilt/11d8e204-d0e0-4145-a8fc-5950a6cd9757#!articleTab:content/
Readworks.org. (2016). People who built America - Carnegie. https://www.readworks.org/article/People-Who-Built-America-Carnegie/b9ca8b10-5eec-490e-a83c-94133b486346#!articleTab:content/
Stokes Brown, C. (n.d.). The industrial revolution (article). Khan Academy. https://www.khanacademy.org/humanities/big-history-project/acceleration/bhp-acceleration/a/the-industrial-revolution
University of Derby. (2019, September 27). What is industry 4.0 and what does it mean for you? [Video]. https://www.youtube.com/watch?v=b9mJrzdlfR8
Urofsky, M. I. (2021, October 15). George M. Pullman | biography, accomplishments, invention, the sleeper car, Pullman strike, & grave. Encyclopedia Britannica. https://www.britannica.com/biography/George-M-Pullman
UVic. (2019, August 28). What is geography? [Video]. https://www.youtube.com/watch?v=4jW8BiTx9A0
Voegele, J. (2020, February 7). The fourth industrial revolution is changing how we grow, buy and choose what we eat. World Economic Forum. https://www.weforum.org/agenda/2018/08/the-fourth-industrial-revolution-is-changing-how-we-grow-buy-and-choose-what-we-eat/
Walsh, J. (2020, April 26). How to get your students to ask more good questions. MiddleWeb. https://www.middleweb.com/40383/how-to-get-your-students-to-ask-more-questions/
Wilson, M. (2022, February 11). Cyrus McCormick | biography, invention, reaper, & facts. Encyclopedia Britannica. https://www.britannica.com/biography/Cyrus-McCormick