Exploring the Industrial Revolution:
Providing a Historical Context for A Whole New Mind
Title/Description:
In this introductory lesson, students will explore the impact of the Industrial Revolution on the American
workplace in order to provide an historical context for the ideas introduced in Daniel Pink’s A Whole New
Mind: Why Right-Brainers Will Rule the Future. Armed with this background, students will read selected
chapters from the book, in which Pink proposes that a new revolution, a “Conceptual Age,” is now
shaping the future of our workplace.
Understanding Goal:
The Industrial Revolution significantly changed the American workplace.
Investigative Question:
In what ways is Daniel Pink’s vision of the future American workplace similar or different to the changes
which took place during the Industrial Revolution?
Standard(s):
8.6.a
8.6.b
8.6.h.1
8.6.h.3
8.6.j
8.6.k.1
8.6.k.2
8.6.k.4
Draw on background knowledge to understand nonfiction selections
Make inferences, draw conclusions using evidence from text as support
Use graphic organizers to analyze and summarize text
Use graphic organizers to record clues, inferences, and conclusions
Identify cause and effect relationships
Read several texts on a similar topic and synthesize what is read
Evaluate and synthesize information to apply in written, oral formats
Provide multiple statements from multiple texts to support a position (Extended)
Resources
 Selected chapters from A Whole New Mind: Why Right-Brainers Will Rule the Future by Daniel Pink
(those which address the six “senses”: design, story, symphony, empathy, play, and meaning)
 Selected images, as noted in each section below
Link
Crop-it Image Activity: Railroad vs. Farmer
This activity activates students’ prior knowledge of the Industrial Revolution. In addition, it prompts
students to carefully consider how details provided in a text can help them draw larger conclusions about
an individual, place, or time period.
Display Crop-it image by degree, providing students with silent think time to consider the guiding
questions before soliciting observations. After each viewing, ask students to turn and talk with a partner
at their table. Then, open up observations to the whole class.
(Crop-it Activity, continued)
Prior to sharing the background of the image, ask students to complete a writing response to the
following prompt:
When do you suppose this picture was taken? Which details in the photograph best support your
thinking? What do you know about this time period?
Provide time for students to share their responses with their group. Then, ask for guesses as to the origin
of the photograph. Share the title, subject, historical context; then, explain that one goal of today’s
lesson is to understand the impact of the Industrial Revolution on the American workplace.
Engage / Explain
Gallery Walk Graphic Organizer (Part 1)
Students will complete a Gallery Walk to create and/or build on their existing knowledge of the key
inventions, people, and ideas of the Industrial Revolution.
To begin, ask students to walk around the room, silently viewing the pictures posted to the wall (see
Gallery Images file). The initial walk (8-10 minutes) will expose students to approximately 20
images. Option: Have students use post-it notes to pose observations, reflections, and/or questions.
After the initial walk, students should pick up a copy of the Gallery Walk Graphic Organizer, this
time revisiting six selected images marked with corresponding numbers. Working independently,
students should complete the graphic organizer to the best of their ability using the information
provided. Option: This activity can be differentiated for individual students by modifying the graphic
organizer. Teachers can choose to provide information about both the invention/idea and the
credited individual, either the invention/idea or the individual, or none of the above.
Return students to their tables and provide time for small groups to share their thoughts.
Gallery Walk Graphic Organizer (Part 2)
Assign one invention/idea to each small group and provide 15-20 minutes for research for the
purpose of confirming, correcting, and/or expanding upon the group’s initial thoughts in the
“Impact” column.
Share out small group findings with the whole class; students should add notes to their individual
graphic organizers.
Active Learning
Six Senses Graphic Organizer
Using the same groups as before, assign each group a “senses” chapter from A Whole New Mind:
design, story, symphony, empathy, play, or meaning. Within each small group, students should read
independently and complete only their assigned part of the Six Senses Graphic Organizer.
Provide time for groups to unpack and share the key ideas they uncovered in their respective
chapters. Then, ask students to brainstorm individuals, companies, or brands in today’s world which
seem to embody these ideas. Record them in the space provided.
Whole Class Jigsaw
Using students’ observations and discussions of their assigned “sense” chapter, reassemble the small
groups so that each table includes one member from each of the six chapters. Provide students with
time to do a Round Robin share of their group’s results (design, story, symphony, etc.) while other
members of the table record key ideas on their own charts.
Independent Research: Making Connections
Now that all students have a more complete picture of each of the six senses Pink describes, as well
as a list of individuals, companies, and brands that seem to embody its ideas, ask students to select
one “sense” that is of interest to them to research further (see notes below for reference):
In A Whole New Mind, Pink suggests that creativity will become the competitive difference that will
differentiate products and services. He outlines the six essential senses as-1.
2.
3.
4.
5.
6.
Design – Moving beyond function to engage the sense.
Story – Narrative added to products and services - not just argument. Best of the six senses.
Symphony – Adding invention and big picture thinking (not just detail focus).
Empathy – Going beyond logic and engaging emotion and intuition.
Play – Bringing humor and light-heartedness to business and products.
Meaning – the purpose is the journey, give meaning to life from inside yourself.
Within students’ selected sense (above), they should select an individual, company, or brand that
they feel embodies the attributes of this “sense” for further investigation. Note key contributions
and impact (to date) on the sheet provided. Provide a picture association (sketch or electronic).
In the space provided under the observations section, students should write a written response to
the following question: In what way is this individual, company, or brand similar and/or different to
the influential inventions/people you explored from the Industrial Revolution?
Round Robin Share: Provide time for students to summarize both their research findings and their
written response within their small group table.
Reflect
In order to encourage students to reflect on their understanding the texts and time periods
explored as part of the lesson, have students respond to the following question as an Exit Ticket:
In what ways is Pink’s vision of the future workplace similar or different to the changes that took
place during the Industrial Revolution?
Now and Then
This lesson can easily be extended to include additional research using primary sources. The
following ideas could be developed into subsequent lessons to meet a wider variety of 8 th Grade
Language Arts standards.
Extension Idea
Compare/Contrast Author’s Viewpoint Using Historic Newspapers
Provide students with examples of historic newspaper articles that pertain to an influential
invention/idea explored in this lesson (or one of student’s own choosing) from the Industrial
Revolution (e.g. sewing machine). Evaluate texts for fact, opinion, and bias. Explore the role of
newspapers and advertisements in the success and/or failure of new inventions and ideas. Repeat
this process for a product or service developed in our current time.