How Did the Industrial Revolution Move People? New York State Social Studies Toolkit Inquiry

Titel	How Did the Industrial Revolution Move People? New York State Social Studies Toolkit Inquiry
Quelle	In: Social Education, 79 (2015) 6, S.330-335 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Leitfaden; Unterricht; Lehrer; Industrialization; High School Students; Lesson Plans; Teaching Methods; Inquiry; Economic Change; Social Change; History Instruction; Summative Evaluation; Task Analysis; New York + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Industrialisation; Industrialisierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Ökonomischer Wandel; Sozialer Wandel; History lessons; Geschichtsunterricht; Aufgabenanalyse
Abstract	The Industrial Revolution is the subject of one of the high school inquiries of the New York State Toolkit. Social Education presents the following excerpts from the inquiry as an example of a typical Toolkit lesson. The supporting questions include: (1) Where did people move to and from during the Industrial Revolution?; (2) How did daily life move before and during the Industrial Revolution?; (3) How did the Industrial Revolution move society backward?; and (4) How did the Industrial Revolution move society forward? This inquiry leads students through the political, social, geographic, and economic changes brought about by the Industrial Revolution in Great Britain between roughly the years of 1760 and 1840. Students examine the ways in which the Industrial Revolution influenced people to physically move, how it moved aspects of workers' daily lives, and how it metaphorically moved people forward and backward by analyzing how it affected progress. In investigating historical, geographic, and economic evidence, students develop an interpretation of the positive and negative influences of the Industrial Revolution and the extent to which these influences affected people in the past and people today. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01