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\n\"Industrial\n\n
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\nLibrary of Congress\n
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\nIndustrial Revolution\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nCould you live without your phone? What about cars, steel, or clothing? Class groups collaborate to produce presentations that argue that either the telephone, the gramophone, the automobile, the textile industry, or the steel...\n
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\n\"Analyzing\n\n
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\nEngageNY\n
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\nAnalyzing Textual Evidence: Working Conditions in the Mills\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nDeafening, dusty, debris. Such were the working conditions in the 1800s textile industry as portrayed in Katherine Paterson's novel Lyddie. Scholars watch a short video clip about life and work in the mills. Next, they work...\n
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\n\"The\n\n
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\nThe First Industrial Revolution\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nA wonderful and comprehensive look at the first Industrial Revolution. Starting with events, inventions, and changes in thought that occurred in the 1700's, the presentation moves through the technological advancements in industry and...\n
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\n\"The\n\n
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\nThe Industrial Revolution\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nIf ever a person wanted to know about the start, spread, and effects of the Industrial Revolution, now would be the time to ask. Answer questions about facets of the Industrial Revolution in a slideshow format. Each slide contains...\n
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\n\"The\n\n
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\nThe Industrial Revolution\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers explore the development of the textile industry in Great Britain. They link the rapid growth in both the textile industry and in coal mining in Great Britain. Students connect the process of industrialization to the...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA Sample of What?\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents are introduced to the connection between women and the textile industry. Using primary source documents, they complete a handout on how gender roles have changed over the years. They examine a sampler which is connected to the...\n
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PPT
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nDiscover facts about cotton, farming, and economic growth in this engaging lesson. As each question is read, one of ten solid tiles covering an illustration of a cotton plant is removed. Students use the verbal and visual clues to...\n
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\n\"Rethinking\n\n
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\nGlobal Oneness Project\n
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\nRethinking the Fabrics We Wear\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWhat are fibersheds and what what do they have to do with environmental protections? A photo essay and audio recordings about Mimi Luebbermann, and her sheep, cause consumers to reflect on how their clothing choices can support local...\n
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\n\"From\n\n
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\nFrom cotton to Baseball: How Greenville Grew\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explore the impact of textile production and baseball of the mills and communityof Greenville SC\n
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\n\"Spin\n\n
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\nCurated OER\n
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\nSpin Me a Story\n

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\n\nFor Teachers\n\n5th - 7th\n
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\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
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\n\"From\n\n
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\nFrom Slave to Entrepreneur: The Life and Times of William Ellison\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders interpret historical evidence presented in primary and secondary resources. In this South Carolina history lesson, 8th graders examine sources that require them to examine the life of William Ellison, a black slave owner.\n
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\n\"Pre-fieldtrip\n\n
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\nPre-fieldtrip Preparation: Museum Windham Textile & History \n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders prepare for a trip to the Windham Textile and History Museum. In this industrialization lesson plan, 11th graders discover what it was like to work in the textile mills and then write their own oral history accounts of...\n
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\n\"FACS:Nanotechnology\n\n
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\nCurated OER\n
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\nFACS:Nanotechnology and \"Smart\" Textiles (IT)\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research and define nanotechnology and how nanotechnology products are being used in the development of new textiles for different industries. They demonstrate basic flaws found in the clothing industry today: shrink, fade,...\n
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\n\"Flush\n\n
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\nCurated OER\n
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\nFlush It! Throw It! Out of Sight, Out of Mind!\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils describe disposal procedures by reviewing water and solid waste disposal cycles and what happens when one step is omitted. They examine the connection between industry and human health.\n
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\n\"FACS:Nanotechnology\n\n
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\nCurated OER\n
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\nFACS:Nanotechnology and \"Smart\" Textiles (IT)\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents obtain an understanding of the term \"nanotechnology\" and how nanotechnology products be used.\n
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\n\"The\n\n
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\nThe Clothes Line: Print making\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents understand the value of the work of artists and apply their knowledge to their own work. In this print making lesson, students experiment with materials to create fabric prints.\n
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\n\"MUGHAL\n\n
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\nCurated OER\n
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\nMUGHAL EMPIRE Fact card\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nIn this Mughal Empire fact card worksheet, students use the notes and picture provided to create a note card for study purposes.\n
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Organizer
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\n\"Unemployment\n\n
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\nUnemployment in the UK\n

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\n\nFor Students\n\n6th - 12th\n
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\nIn this unemployment worksheet, students use the 16 sentences provided in the answer bank to complete a graphic organizer pertaining to unemployment in the United Kingdom.\n
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\n\"The\n\n
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\nThe Man in the White Suit\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents 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
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\n\"Wealth\n\n
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\nCurated OER\n
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\nWealth in Transition: From Sail to Loom\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils examine Salem's transition from a merchant to industrial economy. Using a report by investors, they examine the process and debates that occured when wanting to build a textile mill in Salem. They discuss the challenges...\n
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\n\"The\n\n
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\nThe US-Taiwan Textile Trade Case\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents explore the issues of free trade and protectionism by role-playing. In particular, they will learn how these terms apply to an understanding of U.S.-Taiwan trade in textiles. After a lecture/demo, students break into groups for...\n
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\n\"Mastering\n\n
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\nMastering the Document-Based Essay Question\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents use a primary source document from the Civil War period of history in order to derive meaning for an essay question. The essay is based completely on the document with no other research to support the content.\n
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Graphic
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\n\"Weaving\n\n
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\nWeaving History: Charlotte and the Textile Industry\n

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\n\nFor Students\n\n9th - 10th\n
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\nPhoto essay with commentary on southern textile mills in Charlotte, North Carolina.\n
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\n\"Youtube.com:\n\n
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\nYoutube.com: Textile Industry in North Carolina\n

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\n\nFor Students\n\n4th - 8th\n
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\n6 years in the making, Still Standing makes its debut on the internet. This is the full 33 minute version of the documentary you've been hearing about. Produced by documentary filmmaker, Robert Newton, \"Still Standing\" is a fascinating...\n
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