Causes/Effects of Industrial Revolution: An Altered Book Project
Melissa McNutt
Finneytown Secondary
Campus
Fall 2010
Library of Congress, Prints and Photographs Division, Washington, D.C. 20540 USA
This lesson plan is a final project for a unit on Industrialization. Students will use what they
have learned about causes/effects of industrialization, and also research the information more
in depth so that they will be able to write a cause/effect paper and create an altered book.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 Research causes/effects of Industrial Revolution
 Write a paper that explains the causes/effects of
Industrial Revolution
 Create an altered book with the theme of
causes/effects of Industrial Revolution
2 ½ weeks
9
Industrial Revolution in the United States
 Discarded books of different sizes, markers,
fabric pieces, hot glue guns, bottled glue, acrylic
paint, tempera paint, magazines, construction
papers, ribbons, lace, crayons, scissors, Exacto
knives, watercolor paints, wallpaper scraps,
fabric pieces, buttons, copies of primary source
documents (any materials you want for the
altered book)
Teaching with Primary Sources
Illinois State University


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

Cause/Effect PowerPoint of Industrial
Revolution
Cause/Effect T-Chart Notecards for research
Library of Congress Website
Laptops/PCs
Directions for an Altered Book
Ohio Learning Standards
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History:
3. Explain the causes and effects of the Industrial
Revolution
with emphasis on:
a. How scientific and technological changes promoted
industrialization in the textile industry in England;
b. The impact of the growth of population,
rural-to-urban migrations, growth of industrial cities,
and emigration out of Europe;
c. The changing role of labor and the rise of the union
movement;
d. Changes in living and working conditions for the
early industrial working class, especially women and
children;
e. The growth of industrialization around the world.
A C D E M I C N T E N T S TA A
Procedures
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Days One and Two:





Teacher will briefly review what has been learned
about the Industrial Revolution
Teacher will go over powerpoint on causes/effects
of Industrial Revolution
Teacher will discuss how students will be writing a
one page paper on the causes/effects of the
Industrial Revolution. The paper should at least be
four paragraphs (intro, causes, effects, conclusion)
Teacher will discuss Altered Book Project and go
over rubric. If possible, teacher will show an
example of an altered book.
Students will complete Cause/Effect Graphic
Organizer for homework on Day 2
Teaching with Primary Sources
Illinois State University
Day Three:
 Teacher will show students how to navigate the
Library of Congress Website to find primary
sources and research information on the
causes/effects of the Industrial Revolution
 Teacher will model how to take notes using
notecards
 Students will begin to research causes/effects of
the Industrial Revolution
Days Four-Six:
 Students will research in library and will also
have laptop cart available for use
 If time permits, students may begin to work on
cause/effect paper
Days Seven-Thirteen:
 Students will be given class time to work on
paper and altered book.
Days Fourteen and Fifteen:
 Project IS DUE on day fourteen
 Students will present their altered book to the
class
 Student written reflection on project
Evaluation
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Students will be evaluated using the research paper
rubric and altered book project rubric
Altered Book Project Rubric
Cause/Effect Essay Rubric
Extension
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Students could write a persuasive essay on what they
believed to be the main cause of the Industrial
Revolution.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
Spinning Jenny
Citation
URL
The Thomas Jefferson
http://memory.loc.gov/cgiPapers Series 1. General
bin/ampage?collId=mtj1&fileNa
Correspondence. 1651-1827
me=mtj1page046.db&recNum=4
Spinning Jenny, 1812,
33
Drawing
http://hdl.loc.gov/loc.mss/m
tj.mtjbib021272
Industrial Revolution Cloth
Room Factory
Library of Congress, Prints
and Photographs Division,
Historic American Buildings
Survey or Historic American
Engineering Record,
Reproduction Number
(Ex:"HABS,ILL,16-CHIG,33-2")
Tenement Housing Project
Library of Congress, Prints
and Photographs Division,
Gottscho-Schleisner
Collection [please cite the
reproduction number, e.g.,
LC-G612-40053]
http://memory.loc.gov/cgibin/ampage?collId=hhphoto&acti
on=browse&fileName=ma/ma13
00/ma1398/photos/browse.db&r
ecNum=0&linkText=1&title2=Massachusetts%20Mills
,%2095%20Bridge%20Street,%20
Lowell,%20Middlesex,%20MA&di
splayType=1&maxCols=4
http://memory.loc.gov/cgibin/query/r?ammem/gottscho:@fi
eld(NUMBER+@band(gsc+5a18
147))
Teaching with Primary Sources
Illinois State University
Rubrics
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Making A Collage : Social Studies Altered Book Project
Student Name:
CATEGORY
Front Cover
_______________________________________
4
Includes an illustration,
title of the book, and
author's name. Font and
colors fit the emotional
content of the book.
Original art work and
collage are appropriate to
the content of each page.
3
Includes an
illustration, title of
the book, and author's
name.
2
Includes two of the
following three items:
an illustration, title of
the book, and author's
name.
Illustration(s)
Original art work and illustrations and
collage are mostly
collage are lacking or
appropriate to the
don't always accent
content of each page. the content of each
page.
Content- Accuracy All facts in the book are
99-90% of the facts
89-80% of the facts
accurate.
in the book are
in the book are
accurate.
accurate.
Content- Quality
Information clearly
Information clearly
Information clearly
of Information
relates to the Industrial
relates to the
relates to the
Revolution. It includes
Industrial Revolution. Industrial Revolution.
several causes and
It provides 1-2 causes No specific causes or
effects.
and 1-2 effects.
effects are listed.
Sources
Careful and accurate
Careful and accurate Careful and accurate
records are kept to
records are kept to
records are kept to
document the source of
document the source document the source
95-100% of the facts and of 94-85% of the
of 94-85% of the
graphics in the book.
facts and graphics in
facts and graphics in
the book.
the book.
Attractiveness &
The book has
The book has
The book has wellOrganization
exceptionally attractive
attractive formatting
organized
formatting and welland well-organized
information.
organized information.
information.
Writing- Grammar There are no grammatical There are 1-2
There are 3-4
mistakes in the book.
grammatical mistakes grammatical mistakes
in the book.
in the book.
Use of Time
Class time was used
Class time was used
Class time was not
wisely. It is clear the
wisely. Student could always used wisely,
student worked at home
have put in more time but student did do
as well as at school.
and effort outside of
some additional work
class.
outside of class.
1
Does not include
illustration, title, and
author's name.
Illustrations were
drawn and/or
constructed carelessly
or are missing.
Fewer than 80% of
the facts in the book
are accurate.
Information has little
or nothing to do with
the Industrial
Revolution.
Sources are not
documented
accurately or are not
kept on many facts
and graphics.
The book's formatting
and organization of
material are confusing
to the reader.
There are more than 4
grammatical mistakes
in the book.
Class time was not
used wisely and the
student put in no
additional effort.
Teaching with Primary Sources
Illinois State University
Cause-and-Effect Essay Rubric
CATEGORY
4
3
2
1
Introduction
(Organization)
The introduction is
inviting, states the
thesis and previews the
structure of the paper.
The eye opener is
extremely attentiongrabbing.
The introduction
clearly states the thesis
and previews the
structure of the paper,
but is not particularly
inviting to the reader.
The eye opener is not
particularly attentiongrabbing.
The introduction states
the thesis, but does not
adequately preview the
structure of the paper
nor is it particularly
inviting to the reader.
The eye opener is not
attention-grabbing.
There is no clear
introduction of the
thesis or structure of
the paper. There is no
eye opener.
Support for Topic
(Content)
All causes and effects
are supported with
relevant and quality
details that give the
reader important
information that goes
beyond the obvious or
predictable.
Supporting details and
information are
relevant, but one key
cause or effect is
unsupported.
Supporting details and
information are
relevant, but several
key causes and/or
effects are
unsupported.
Supporting details and
information are
typically unclear or not
related to the topic.
Signal Words
A variety of thoughtful
signal words are used.
They clearly show how
ideas are connected.
Signal words clearly
show how ideas are
connected, but there is
little variety.
Signal words work well; The signal words
but connections
between ideas are
between other ideas
unclear or nonexistant.
are fuzzy.
Grammar &
Spelling
(Conventions)
Writer makes no errors
in grammar or spelling
that distract the reader
from the content.
Writer makes 1-2
errors in grammar or
spelling that distract
the reader from the
content.
Writer makes 3-4
errors in grammar or
spelling that distract
the reader from the
content.
Title Page
Title page is colorful
and creative. It include
an attention-grabbing
title, author's name,
date, and teacher's
name.
Title page is somewhat
colorful and creative. It
may be missing one of
the following: an
attention-grabbing
title, author's name,
date, and teacher's
name.
Title page is not
There is no title page.
colorful and creative. It
may be missing two or
more of the following:
an attention-grabbing
title, author's name,
date, and teacher's
name.
Writer makes more
than 4 errors in
grammar or spelling
that distract the reader
from the content.
Total points: ________________ out of 20
Grade Equivalency: ___________________
Teaching with Primary Sources
Illinois State University
Handouts
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CAUSE →
→
→
→
EFFECT
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
Teaching with Primary Sources
Illinois State University