Effects of the Industrial Revolution in the U.S.
Assembly Line Role Play
Goals & Objectives
Goals: Students will understand the effects of new technology like the assembly line.
Objectives: Students will be able to list three pros and cons about the assembly line about assembly line and will draw on their personal experience from the role play activity.
Objectives: Students will be able to list three pros and cons about the assembly line about assembly line and will draw on their personal experience from the role play activity.
California State Content Standards
11.2.1. Know the effects of industrialization on living and working conditions, including them portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Driving Historical Question
Who does new technology help and hurt?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖
Time: 7 minutes
Students will come into the classroom, sit down and take out their warm up handout. This procedure has been establish in the first week. Students will fill out the handout with the sections titled objective, agenda and prompt. The warm up question is: “Can you relate to speaker in the video’s view of technology? Why or why not.”
Students have time to write down the required information up until the bell rings. The teacher dims the classroom lights and tells the students that the warm up prompt is based on the video we will watch.
5 minutes: The teacher plays the clip, which is a spoken word piece on technology.
https://www.youtube.com/watch?v=Z7dLU6fk9QY
The teacher tells them they have two minutes to respond to the warm up question if they have not already and to be called on and share with the class.
2 minutes: The teacher will chose three students to share their personal experience, if they agree or do not agree with the video shown.
Examples of responses would be:
The teacher explains that technology that students may identify more with are their phones but in the 1920’s there were different types of technological changes.
Students have time to write down the required information up until the bell rings. The teacher dims the classroom lights and tells the students that the warm up prompt is based on the video we will watch.
5 minutes: The teacher plays the clip, which is a spoken word piece on technology.
https://www.youtube.com/watch?v=Z7dLU6fk9QY
The teacher tells them they have two minutes to respond to the warm up question if they have not already and to be called on and share with the class.
2 minutes: The teacher will chose three students to share their personal experience, if they agree or do not agree with the video shown.
Examples of responses would be:
- The video can provoke students to critically examine their technology use and the effects it personally has on them (communication skills, productivity, and efficiency).
- Students may also examine the main and immediate reasons for their technology use like phone usage, homework help, assignments and research.
The teacher explains that technology that students may identify more with are their phones but in the 1920’s there were different types of technological changes.
Vocabulary (Content Language Development)
Assembly line: a series of workers and machines in a factory by which a succession of identical items is progressively assembled
Content Delivery (Method of Instruction) ‖ Time: 5 minutes
I will ask students if they know what an assembly line is, there will be students who may have learned about the assembly line for toys, may have experienced it from volunteering at a food back or working at a fast food place like Mc Donalds.
The students will watch a video of the assembly line from the Ford car company to get an idea of what an assembly line is. This will help students see what people do during an assembly line, they have one or a few job responsibilities so that they can learn to do their job quickly and efficiently.
The students will watch a video of the assembly line from the Ford car company to get an idea of what an assembly line is. This will help students see what people do during an assembly line, they have one or a few job responsibilities so that they can learn to do their job quickly and efficiently.
Student Engagement (Critical Thinking & Student Activities) ‖ Time:
5 minutes:
Rules: The teacher introduces the activity by explaining that for this activity the goal is to assume the role assigned. Students must first remember to always abide by the safety rules, that they never at any point harm another student or the teacher. The teacher will divide up the roles for the class. The teacher explains that there will be two different types of companies represented a small stores represented by half the class, and a large factory represented by the other half of the class. All of them work in the greeting card industry but the way each side is run differently.
The right side of the class will be divided into groups of five, each group of five will choose one person to be the owner of the store. While they are deciding that tell the other side of the class that each row is part of the assembly line, they will each have a specific task in the line. If possible the teacher will separate the rows by native languages and encourage students to only speak in their native language during the role play exercise. Each row will start on a different side to create an artificial separation between the rows and prevent cross communication.
3 minutes:
Role Play Activity: The teacher will pass out the roles and will ask the foreman, owners of the stores, and the factory owner to join the teacher in the front. While the rest are reading their specific role for the activity, these five students will get special instructions. The teacher will give a signal, raising their hand which means it is time for the foreman to pressure each assembly line, and for the other side, it is time for them to give fruity snacks to their workers.
3 minutes
The teacher will introduce the product they are creating to both sides. The teacher will demonstrate how to create the overall product. The greeting cards must have a circle cut out and pasted on to the front of the car that has been folded in half, the circle must have a happy face. The inside must say “ I hope your smile shines even brighter on this special day. Happy Birthday” and the card must be colored.
For the assembly line: The first student must fold a paper in half to make a greeting card, the second person must write on the inside, the third person must cut circles for the happy face, the fourth must draw a happy face on the circle, the fifth person must glue the happy face and color the front of the card.
The individual stores: All of these small stores will create the greeting card with the basic components but are encouraged to make each card unique. In these stores the time it takes does not matter.
8 minutes:
The role play exercise is separated into two phases, the first four minutes they will be creating cards with no modifications (the owners and foreman will be nice and helpful).
During the second phase I will turn off the lights on the factory and have one bright light aimed across one role to create problems, and key factory line workers will lose the function of one hand. The signal will be given to the specified people by raising my hand (two minutes in). A timer will be used to help the teacher separate the two phases.
Rules: The teacher introduces the activity by explaining that for this activity the goal is to assume the role assigned. Students must first remember to always abide by the safety rules, that they never at any point harm another student or the teacher. The teacher will divide up the roles for the class. The teacher explains that there will be two different types of companies represented a small stores represented by half the class, and a large factory represented by the other half of the class. All of them work in the greeting card industry but the way each side is run differently.
The right side of the class will be divided into groups of five, each group of five will choose one person to be the owner of the store. While they are deciding that tell the other side of the class that each row is part of the assembly line, they will each have a specific task in the line. If possible the teacher will separate the rows by native languages and encourage students to only speak in their native language during the role play exercise. Each row will start on a different side to create an artificial separation between the rows and prevent cross communication.
3 minutes:
Role Play Activity: The teacher will pass out the roles and will ask the foreman, owners of the stores, and the factory owner to join the teacher in the front. While the rest are reading their specific role for the activity, these five students will get special instructions. The teacher will give a signal, raising their hand which means it is time for the foreman to pressure each assembly line, and for the other side, it is time for them to give fruity snacks to their workers.
3 minutes
The teacher will introduce the product they are creating to both sides. The teacher will demonstrate how to create the overall product. The greeting cards must have a circle cut out and pasted on to the front of the car that has been folded in half, the circle must have a happy face. The inside must say “ I hope your smile shines even brighter on this special day. Happy Birthday” and the card must be colored.
For the assembly line: The first student must fold a paper in half to make a greeting card, the second person must write on the inside, the third person must cut circles for the happy face, the fourth must draw a happy face on the circle, the fifth person must glue the happy face and color the front of the card.
The individual stores: All of these small stores will create the greeting card with the basic components but are encouraged to make each card unique. In these stores the time it takes does not matter.
8 minutes:
The role play exercise is separated into two phases, the first four minutes they will be creating cards with no modifications (the owners and foreman will be nice and helpful).
During the second phase I will turn off the lights on the factory and have one bright light aimed across one role to create problems, and key factory line workers will lose the function of one hand. The signal will be given to the specified people by raising my hand (two minutes in). A timer will be used to help the teacher separate the two phases.
Lesson Closure ‖ Time: 13 minutes
5 minutes: The teacher will pass out a handout that contains a t-chart with one side listed as pro and the other as con. The teacher instructs students to separate each section by labeling it as small store and factory. The teacher tells students they have two minutes to come up with three pros and three cons for their specific section and to be prepared to be called on to share. These students will then be called on by using the pick me application, they will share one pro or con for their section so that six people on each side will be chosen. The teacher will write each response on the whiteboard in the front of the class if they are correct.
3 minutes: Students will have three minutes to finish the front side of the handout, the teacher will walk around and help those with additional question or that need a rephrasing of the questions on the handout (fourth page on the website attached for the role play exercise description).
5 minutes:
2 minutes: The teacher will ask students if they saw any differences between their own environment and the environment across the room (fruity snacks, conditions and the pressure to finish as fast as possible). Three students will share or will be volunteered.
3 minutes: The students will be instructed to reflect on their experience, in the role they played during the role play activity. Students are told they will need to explain their specific role and include three pros or cons to their specific work environment. They must explain why they like or dislike their work environment by comparing it to the opposite side. The students must write a minimum of two paragraphs on the back of the handout. Students will be given the opportunity to finish it for homework if they did not finish.
3 minutes: Students will have three minutes to finish the front side of the handout, the teacher will walk around and help those with additional question or that need a rephrasing of the questions on the handout (fourth page on the website attached for the role play exercise description).
5 minutes:
2 minutes: The teacher will ask students if they saw any differences between their own environment and the environment across the room (fruity snacks, conditions and the pressure to finish as fast as possible). Three students will share or will be volunteered.
3 minutes: The students will be instructed to reflect on their experience, in the role they played during the role play activity. Students are told they will need to explain their specific role and include three pros or cons to their specific work environment. They must explain why they like or dislike their work environment by comparing it to the opposite side. The students must write a minimum of two paragraphs on the back of the handout. Students will be given the opportunity to finish it for homework if they did not finish.
Assessments (Formative & Summative)
Formative assessments:
The handout given to students after the role play exercise helps to center students on what the teacher wants to know. The teacher will look at handout completion, quality of response and evaluate if they understood the main point of the role play exercise (to evaluate the conditions of workers and put themselves in their shoes).
Discussion:
The teacher will assess students’ knowledge of their own experience during the role play exercise to evaluate if they understand the pros and cons of their work environment. Each group will be evaluated to see if they were able to identify the pros and the cons of their environment.
Reflection:
Each student will be evaluated in their written work by identifying if students were able to identify three overall pros and cons related to the role play exercise. Students will have to evaluate if they think they liked their individual work environment when compared to the opposite side of the classroom’s work environment.
The handout given to students after the role play exercise helps to center students on what the teacher wants to know. The teacher will look at handout completion, quality of response and evaluate if they understood the main point of the role play exercise (to evaluate the conditions of workers and put themselves in their shoes).
Discussion:
The teacher will assess students’ knowledge of their own experience during the role play exercise to evaluate if they understand the pros and cons of their work environment. Each group will be evaluated to see if they were able to identify the pros and the cons of their environment.
Reflection:
Each student will be evaluated in their written work by identifying if students were able to identify three overall pros and cons related to the role play exercise. Students will have to evaluate if they think they liked their individual work environment when compared to the opposite side of the classroom’s work environment.
Accommodations for English Learners, Striving Readers and Students with Special Needs
For all of these students there are verbal and written instructions to help students understand directions. The teacher will create a step by step greeting card to model how to create it. Students will have the opportunity to speak multiple languages during the role play exercise to emphasize the differences in workers during the Industrial Revolution. The teacher will go over the responses for the pros and cons of each work environment with the class. The teacher will provide students with class time in order to assist struggling students by rephrasing the questions or provided guided instructions. The teacher shares with the class the expectations during each phase of class time and what information is required for the assignments. The teacher also provides ample time for the student to respond to the questions accordingly. The teacher requires the students to answer all questions and the reflective response in complete sentences to help assess the student’s development of grammar and spelling. The teacher allows students to ask questions, during class, after class, during lunch and after school to provide more help or review.