{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Spin\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSpin Me a Story\n

\n
\n\nFor Teachers\n\n5th - 7th\n
\n
\n
\nStudents examine the motif of spinning and weaving in myths and folktales. They read various myths, complete a WebQuest, develop a mind map of story elements, and write an original \"spider\" story.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Telling\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTelling Tales About Textiles\n

\n
\n\nFor Teachers\n\n4th - 7th\n
\n
\n
\nStudents analyze the different types of textiles, processes for creating cloth, and inventions utilized to manufacture industrial goods. In this Telling Tales About Textiles lesson, students weave on a card loom to create their own...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Clothes\n\n
\n
\n
\n
\nCurated OER\n
\n

\nClothes on the Grow\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nCan you grow clothes? Sure, wool, cotton, and Angora are all natural resources used to make textile products. Learners investigate the differences between synthetic and natural fibers, then consider textile processing careers. They watch...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Japanese\n\n
\n
\n
\n
\nCurated OER\n
\n

\nJapanese Objects as Cultural Artifacts: A Model Lesson Using Textiles\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents complete a unit on the cultural significance of textiles in the Japanese culturre. They analyze cotton, line, silk, and wool fabrics, examine various fabric creation and decoration techniques, select an object and write a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Ring\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRing Around the Rosie\n

\n
\n\nFor Teachers\n\n5th - 7th\n
\n
\n
\nStudents examine the concept of angular momentum and its correlation to mass, velocity, and radius. They listen to a teacher-led lecture, conduct an experiment with rotational inertia, angular momentum, and rotation speed by making...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Ring\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRing Around the Rosie\n

\n
\n\nFor Teachers\n\n5th - 7th\n
\n
\n
\nStudents work together to discover the concept of angular momentum. They participate in experiments in which they test rotation and relate it to an object's mass. They participate in a literacy activity in which they compare mythology...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Four Revolutions of the 18th Century: Industrial, Demographic, Agricultural, and French\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nIn need of lecture notes that will help you and your learners? Here you'll find a presentation that covers four major revolutions occurring in the 1800's; The French Revolution, The Industrial Revolution, the agricultural revolution, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe British in India\n

\n
\n\nFor Teachers\n\n10th - 12th\n
\n
\n
\nWhile this presentation is not text heavy, it does provide an outline of the British rule in India. It is image-rich and great to keep a lecture on track, However, it is lacking in text. If your lecture is complete and needs only a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"From\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFrom Bolls to Bolts\n

\n
\n\nFor Teachers\n\n5th\n
\n
\n
\nFifth graders understand the importance of cotton in America. In this cotton lesson, 5th graders view a video on cotton from plant to market. Students examine cotton bolls and participate in other activities around the growing of cotton.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Cultural Geography of Africa South of the Sahara \"Kente Cloth\"\n

\n
\n\nFor Teachers\n\n8th - 11th\n
\n
\n
\nLearners read several articles about West African strip weaving of Kente cloth. They explore the cultural context in which strip weaving occurs. They answer four comprehension questions and compose a magazine article about strip weaving.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Teensy\n\n
\n
\n
\n
\nCurated OER\n
\n

\nTeensy Weensy Scary Spiders\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nStudents create \"teensy weensy scary spiders\" using foam balls, tissue paper, yarn, pipecleaner, scissors and glue in this Halloween art lesson plan for the early elementary classroom. It is suggested to begin the activity as a science...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Man in the White Suit\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nLearners view and discuss the movie from 1951 \"The Man in the White Suit\" and how scientific discoveries can sometimes have negative social and economic consequences. They define key vocabulary terms from the movie, watch the movie, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Organizer
\n
\n
\n
\n\"Parliamentary\n\n
\n
\n
\n
\nCurated OER\n
\n

\nParliamentary Hearings on the Treatment of Women in Factories Great Britain, 1815\n

\n
\n\nFor Students\n\n9th - 12th\n
\n
\n
\nIn this Industrialization worksheet, students read the parts in the play based on Parliamentary hearings on the treatment of women in factories held in 1815.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Smithsonian\n\n
\n
\n
\n
\nSmithsonian Institution\n
\n

\nSmithsonian Education: Art to Zoo Spinning Yarns, Telling Tales About Textiles\n

\n
\n\nFor Teachers\n\n3rd - 8th\n
\n
\n
\nA great resource for introducing different types of textiles and weavings to your students. A good amount of background information is included as well as a few simple learning activities.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Website
\n
\n
\n
\n\"Spinning\n\n
\n
\n
\n
\nOther\n
\n

\nSpinning the Web: The Story of the Cotton Industry\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nA complete look at the history of the cotton industry in England. Navigate the site by clicking on topics at the top of the page. You can also find a list of museums on the left side of the page. Clicking on the museum will take you to...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Website
\n
\n
\n
\n\"James\n\n
\n
\n
\n
\nOther\n
\n

\nJames Hargreaves\n

\n
\n\nFor Students\n\n3rd - 8th\n
\n
\n
\nThe life and work of James Hargreaves, the inventor of the spinning jenny that revolutionized the English textile industry and brought on the Industrial Revolution.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
eBook
\n
\n
\n
\n\"Modern\n\n
\n
\n
\n
\nOther\n
\n

\nModern World History: The Industrial Revolution Begins in England (1760 1850)\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nIn this textbook unit, students learn the reasons why the Industrial Revolution took root in England first, and the innovations that made this possible. These included textile inventions such as the flying shuttle and the spinning jenny,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Primary
\n
\n
\n
\n\"Fordham\n\n
\n
\n
\n
\nInternet History Sourcebooks Project\n
\n

\nFordham University: Modern History Sourcebook: Richard Guest: The Steam Loom, 1823\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nThe Fordham University provides information about the application of steam power, which accelerated the centralization of textile production in factories.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Website
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nOther\n
\n

\nThe Industrial Revolution: Changes in Society\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nA guided website which covers the major aspects of the Industrial Revolution from about 1750 until 1830. Areas such as industry, agriculture are explored.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Wikipedia:\n\n
\n
\n
\n
\nWikimedia\n
\n

\nWikipedia: Arts and Crafts\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nThis encyclopedia article from Wikipedia details how the term \"arts and crafts\" came into existence and lists a wealth of links to other encyclopedia articles on different types of arts and crafts. Links are provided for additional...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video
\n
\n
\n
\n\"Khan\n\n
\n
\n
\n
\nKhan Academy\n
\n

\nKhan Academy: Crash Course World History: The Industial Revolution\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nJohn Green discusses what is arguably the most revolutionary of modern revolutions, the Industrial Revolution. [11:04]\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nThe History Cat\n
\n

\nThe History Cat: The Industrial Revolution\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nSummarizes the events of the Industrial Revolution in Britain by highlighting what happened in the cotton industry and the mining industry.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Website
\n
\n
\n
\n\"Open\n\n
\n
\n
\n
\nOpen Door Team\n
\n

\nOpen Door Web Site: Brief History of the Cotton Industry\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nGeneral history overview of the development of the Cotton Industry. Read here to learn about the history and growth of the Cotton Industry.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Woonsocket\n\n
\n
\n
\n
\nOther\n
\n

\nWoonsocket Connection: Samuel Slater: Father of American Industrial Revolution\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nA biography of Samuel Slater, father of the American Industrial Revolution, is on this site. Pictures and links are also available.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n\n
\n"}