The Industrial Revolution: Entrepreneurship and

Innovation

Tamar Stevens and

Katie Apfelbaum

This curriculum for an eighth grade social studies class hinges on two foci; first, students

will develop an understanding of the Industrial Revolution, supported by an examination of

primary sources. Second, students will apply the historical and economic concepts introduced in

the first portion of the unit to modern inventions and markets. The group activities and

presentations will further engrain the relationship between people, history, and the economy,

especially as facilitated through inventions and entrepreneurship. The lesson culminates in one

final activity where students will practice presenting their ideas in an oral presentation to an

audience.

The main objectives of this lesson are taken from the guidance of the Connecticut

learning standards for eighth grade social studies (the objectives will be linked in the following

descriptions of each day’s activities). The objectives are selected from three interrelated

standards: content knowledge, history/social studies literacy skills, and application.

Standard 1: Content Knowledge Content Suggestion: American History from the Constitution through the 19th Century with an emphasis on local history connections and extensive use of primary materials.1

“Students will analyze connections among local, state, and national events during the Industrial Revolution.”2

This standard is taken verbatim from standard 1.10. Students will use primary documents to gain

a better understanding of the Industrial Revolution, particularly in Hartford, CT. By both

learning about the major events nationally and focusing on primary documents in Hartford and

around the state of Connecticut, students can make a connection between the local industry and

the national industry.

1 Connecticut Social Studies Curriculum Framework Grades PK-12 pg 4

2 IBID 17

Students will learn the basic economic principles of supply and demand, marketing, advertising, and entrepreneurship. This objective reflects and expands upon 1.23 of the Connecticut Curriculum Framework

understanding “the relationship between supply and demand and the prices of goods and services

in a market economy.” 3

The concepts studied under this objective will establish a strong

foundation of knowledge that students will call upon when working on the modern application

portion of the curriculum. Knowledge of these economic principles is necessary to create a

successful marketing and advertising campaign. These concepts will foster a better

understanding of the economy in which they live.

Standard 2: History/Social Literacy Skills Students will use primary sources to analyze the causes and effects of historical events on the economy during the Industrial Revolution. Reflecting the purpose of objective 2.2, students will analyze events through the lens of

primary sources, comparing different perspectives of the same events by looking at myriad

documents. Sources such as patent documents, newspaper articles, and charts will enrich the

understanding of the time period.4

Students will orally present information on social studies events or issues and support with primary and secondary evidence, developing communication skills.5

This objective is taken directly from the Connecticut Social Studies Curriculum

Framework objective 2.9. This will help students develop the skill of communicating information

orally to a group of people. By supporting it with primary sources, students will learn to support

any argument with evidence. These skills will be called upon when they present their own ideas

in the final stage of the advertising project.

3 1.23 pg 17

4 2.2 pg 21

5 2.9 pg 23

Standard 3: Application Students will use critical thinking skills to apply what they know about entrepreneurship to current national market. This objective draws from 3.3 of the Connecticut Social Students Curriculum Framework;

students will analyze the options available to an individual in a historical or contemporary

situation.” 6

Students will fulfill this objective when they create their own invention and

marketing scheme in the final project because they will first of all learn what options an

individual has in their modern marketplace. By drawing on the historical information they

learned and the primary sources they analyzed, students will apply that knowledge to making a

successful invention and marketing scheme.

Students will begin thinking about possibilities for future careers

Finally, we added one more objective not found in the state curriculum frameworks. This

is an opportunity for students to work on a project that resembles what they could be doing in the

real world. This curriculum can be matched with a different time period where they study law

and do a court case, or another one where they study journalism and write a newspaper article.

Through the fusion of these learning objectives, students will have an understanding of

the historical concepts and ideas of the Industrial Revolution, evaluate and research issues

revolving around industrial growth and expansion, and finally, will be able to transfer this

knowledge in addressing both historical and modern issues.

Day to Day Activities:

6 3.3 pg 26

The first portion of the unit, days one and two, includes a historical study of the Industrial

Revolution. Primary sources will provide support for the economic, social, and historical

concepts of the lesson, including primary and secondary sources specifically pertaining to

Hartford and the state of the Connecticut during this time period. The class will construct a large

timeline, mapping the historical context of the time period. Although timeline activities have the

potential to last for long periods of time with in-depth research, the teacher will limit this activity

to twenty minutes. Each student will be responsible for finding and placing one important event

from their notes on the presentation onto the timeline. Then, students will be randomly placed

into pairs to research inventions from that time period. They will design an advertisement for the

product, and then give a brief presentation on their product, advertisement, and an explanation of

how the invention interacts with the context of the time.

Day One: Learning About the Industrial Revolution, Creativity is Invention

The lesson begins with a brain teaser about using inventions as a means to solve

problems in everyday life. Students will learn how creativity and critical thinking benefit their

lives outside of school; these are life skills as well as school skills. The teacher will present the

following problem: I have a dog with long droopy ears that always dip into his food when he eats.

Now, I have to clean the food off of his ears after every meal. Can you design an invention that

will keep my dogs ears out of his food dish while he eats?

The students will have five minutes to quickly draw and explain their invention. There

will be a few minutes for students to share their ideas with the class. This activity is a quick

warm-up that allows students to start thinking in an entrepreneurial, creative, and inventive

mindset. With this mentality, they will better understand the concepts presented in the

PowerPoint presentation and lecture on the Industrial Revolution and economic principles.

This first day of the lesson consists of a brief history of the Industrial Revolution in the

United States presented in a lecture accompanied by a PowerPoint. This presentation will include

important dates, individuals, and events during this time period. Then, the class as a whole will

create a large timeline of events during the Industrial Revolution where each student must

contribute one item. Working in an active setting will better reinforce the information as well as

force them to think critically as to what information is more important or significant than others.

Following the timeline activity, another PowerPoint will present the basic economic

principles of supply and demand, marketing, advertising, and entrepreneurship (1.23). Students

will then work on an economics worksheet drawing and analyzing graphs. At the end of this

class, partners will be assigned and given an Industrial Revolution invention that they will work

on together during the following class. Groups of two will be selected by the teacher based on

students’ abilities to work together and help each other. For homework, the students are to

conduct some primary research on the invention to learn basic information on the item.

Day Two: 18th and 19th Century Inventions: Analysis and Marketing

The sets of partners will use primary and secondary sources, provided by the teacher, to

better understand the role of the invention in the time period and its impact on the economy and

society. Sources will include newspaper articles from the time period, patent descriptions and

drawings, old advertisements, and charts. Students will use primary sources to analyze the causes

and effects of historical events on the economy during the Industrial Revolution (2.2). 7

7 See attached worksheet

After

researching the items, each set of partners will give a short presentation to the class in which they

will explain historical, social, and economic events leading up to and following the invention,

developing their ability to present information supported by primary or secondary evidence and

communicate ideas to others (2.9).

A sample packet of primary documents is located in the index. The sample invention is

the revolving pistol by Samuel Colt. Although reticent at first to use a firearm weapon as an

example to kids, we decided to use this item because it is an exemplary example of how an item

responds to and influences society. The rationale behind choosing the revolver as one of the

inventions is that when Samuel Colt built his factory on the shore of the Connecticut River in

Hartford it greatly affected local society and the economy on a national and local level. The

factory created jobs and technology in the area. Another important lesson this unit seeks to teach

is that inventions are not created in a vacuum, rather they fill a need within society. The

“Reduced Price List for 1860” document is meant to spark a connection by the students that Colt

was marketing his products to a society that was approaching a Civil War, and whether it is a

gun before a war or raincoats before a hurricane, part of entrepreneurship is understanding how

social and political events affect the economy. It is impossible to discuss the technology and

economy of a war without mentioning weapons. This highlights the notion that some inventions

and technologies are controversial. Students will also learn that there are serious consequences to

new inventions. In the packet, we also included newspaper articles from the Hartford Courant

that express both positive and negative views of Colt’s business. There was a major public outcry

against the notion that a huge factory was being built in the city of Hartford to manufacture guns.

Showing the protests and letters to the editor will balance the issue of gun manufacturing as well

as show how the connection between economics and inventions and society.

Before we do this project, however, we will be sensitive to the issue of violence and

check-in with the guidance counselor so that both the teachers and the faculty members are

prepared to best handle this lesson with the students. As stated earlier, this lesson will be run

later in the year to ensure that teachers have an understanding of the students in order to most

effectively and productively teach this unit.

For the timeline, students will create a symbol of their respective invention and locate its place

among the significant historical dates of the Industrial Revolution. This will provide a visual and

oral connection between previously learned information and new information gained through

research. Students will see how inventions fit into history, and make the visual and mental

connections between the inventions and events. In the time remaining in the class, after all of the

presentations are complete, the class will brainstorm collectively for new products. In case they

have trouble coming up with seven, the teacher will have a few back-up inventions. After

making the list on the board, the students will pick their top three choices. That night, the teacher

will consider the ideas and create groups and products based on interest while also attempting to

make groups as heterogeneous as possible. Having groups of students from different economic

classes, ethnic backgrounds, and ability levels will be resources in this project because they will

be able to share different perspectives on how to successfully appeal to a broad spectrum of

people.

The second portion of the curriculum, Days 3, 4, and 5, revolves around the students

applying the concepts learned in the first portion to their own marketing scheme. They play the

role of entrepreneurs who invent and market a product that will improve society. The students

will work in groups according to their interests; after the class brainstorms possible inventions,

the teacher creates as heterogeneous groups as possible based on their top choices. The groups

will present their products on the last day of the unit. This will be followed by a class-wide

discussion about the relationship between economics and society. After this discussion, students

will complete a worksheet that asks critical questions about the various projects. Students will

receive grades for both their presentations and their responses on the final sheet.

Day 3: New Products/ Workshop

To begin the class, the teacher will briefly refresh the class on the instructions for the

project then announce the groups of three. For the rest of the class, the students will work in their

groups answering a set of questions provided by the teacher to jumpstart their project and

marketing campaign for their assigned product.8

Towards the end of the day, the students will probably have answered most, if not all, of the

questions on the worksheet and will have started to dive into designing their project. To insure

that they spend a lot of time thinking about a true marketing campaign, the actual art supplies

won’t be available for use until the following day.

Since one of the criteria for grading the final

presentation of the project is Teamwork, the teacher should be bouncing around from group to

group, seeing how the students are working with each other. The purpose of the “Things to Think

About” worksheet is to make sure the students are not only focused on the creative aspects of the

project, but also the practical application with an economical mindset.

This project focuses on the fulfillment of the objective based on Connecticut Standard 3.3:

using what students have learned about the past and applying it to the modern economy. This

project does that in a fun, creative way that really gets students hyper-involved.

8 See attached worksheet

Day 4: Workshop

Students begin the day by finishing up all questions on the “Things to Think About”

worksheet. Once the sheet is completed, the students can use the art supplies to realize their pitch

designs. The bulk of this day will serve as a workshop for the students to work on their projects

making audio or visual advertising schemes for their inventions and products. They will only be

given five minutes to deliver their pitch, so the students will have to work to concisely and

clearly deliver their ad. They can write and perform a script for a radio ad, television

commercial, draw a newspaper or magazine ad, design a billboard, or design an alternative type

of advertisement.

There will be little to no structured time in this class, but the teacher will walk around

checking in on progress and making sure each group is on task. Ten minutes before the end of

class, students will wrap-up their work, clean up the classroom, and the teach will briefly review

the schedule for the presentations the following day. This will be a last opportunity for students

to ask questions before the presentations.

Day 5: Presentations and Analysis

The first portion of the class will be dedicated to each group of students presenting their

“pitch” to a local entrepreneur or businessperson who is posing as an investor. The students are

trying to sell their idea in order to secure investment for their product. The local businessperson

will select the group that presents the item that seems most marketable and is “pitched” most

convincingly.

Following the presentations, the remainder of the period will focus on an analysis

worksheet on the “pitches”. The sheet, created by the teacher, will have analytical and critical

thinking questions about all of the different projects. Two sample questions are:

1. (Using the Flavored French Fry example) There is another potato famine in Ireland,

the major supplier of potatoes in the world, how is your fry business affected? Draw a

supply and demand graph and explain it.

2. Compare and contrast the advertising scheme you employed in your modern

invention to the advertising strategy of the Industrial Revolution invention you

researched.

To get accustomed to the sheet, the class will complete the first question together. Then, they

will work on finishing the sheet individually for the remainder of the class, and whatever

questions are left will be for homework.

Evaluation: The two presentations and the worksheet will be graded.

What is most important about this project is that it incorporates so many different styles

of learning. Students engage in class discussion, brainstorm together, complete worksheets, and

deliver oral presentations. They work as a class, in groups, in pairs, and finally individually.

Throughout the process of this curriculum, each student will have the opportunity to shine. Each

objective has an activity or a one to two-day span of activities that ensure that it is met. Most of

the work is finished in class, and involves fun creativity. A survey in Junior Achievement (an

economics newsletter for students) found that over 50% of 13-18 year-olds want to start their

own business someday. This project is a way of looking at history from a perspective that all of

those kids can imagine.

Appendix Table of Contents: (1). Primary Source Packet on Sam Colt’s Revolving Pistol A. Copy of the patent form B. Colt advertisement C. 1860 price list D. Letter to the editor by James Bolter E. Letter to the editor by Thomas Hart Seymour (2). “Things to Think About” Worksheet (3). Grading Rubric

Resources:

“Connecticut Social Studies Curriculum Framework Grades PK-12.” Connecticut State

Department of Education. 4 Nov 2009. Web. 30 Nov 2009.

Google Patent Database.

Smith, Patrick. Personal interview. 9 Dec 2009.

State of Connecticut Patent Database

“Water Wheels and Steam Engines II: Visions of Change” Connecticut History on the Web.

Mark Williams. Web 10 Dec 2009.

1.D

Letter to the editor of the Hartford Courant

1860

James Bolter

Normally I do not involve myself in politics, nor in any other man's business but my own, which has plenty to occupy me, you can be sure. Back in '53 I served a short time on the Common Council of the City of Hartford, desirous to do some public service; but that was short-lived, and, I must say, filled with frustration. I was deeply concerned about what was happening to this city and this country. I saw a quiet, genteel, and refined city being transformed before my very eyes. The manifestations of this were in the construction of huge factories, the heavy demand upon capital resources that had formerly been available only to the most respectable citizens, the unbridled development (I shan't use the word "improvement" to describe such alteration) of hundreds of acres of good land, and the importation of great numbers of foreigners who, failing to make ends meet in their native land, now came to Connecticut to bring ruin to our economy.

It was at that time that Mr. Samuel Colt, a gunmaker in this city since '48, proposed to build an enormous armory South of the city, in what was then a beautiful and peaceful area, inhabited by wildlife and occasionally a respectful fisherman, some of whom had cottages there on the banks of the river. Not only did Colt propose to destroy the natural flow of the river by erecting a tremendous dyke, as has been done by the Dutch in their part of the world, not only did he plan to build a gun factory that would forever ruin the scenic views that were once there, not only did he plan to employ hundreds - thousands - who, thronging to this city from Catholic lands and who-knows-where, would soon be requiring the city to increase its vigilance over education, sanitation, upkeep of roads, and enforcement of ordinances; but he had the unmitigated gall to announce that he should not be required to pay taxes upon the full valuation of his property!

Then this upstart began to acquire the lands he felt he needed in the most unusual manner. Unable to buy it at speculation prices from the Hartford Bank, who owned quite a bit of it, he went to New York, borrowed funds from various unsavory persons, and bought as many notes of the Hartford Bank he could lay his hands on, and bursting into the bank president's office, his satchel bulging with the newly acquired notes, declared that he owned the bank and it would sell him the land at the "fair" price. Further, in order to dislodge Colonel Solomon Porter (a most respected citizen of this city, who, incidentally, was a competitor of Colt's), from the Colonel's small holding of forty acres, Colt rented premises near Col. Porter's to a madame of most objectionable character and occupation, driving down the property values in the vicinity. What a contrast between Colt's proposal, and that of Rev. Dr. Horace Bushnell, who planned a large and lovely park for this city and its new state-house, in order to preserve some of the harmony with nature that we once had in such great abundance.

Needless to say, I opposed these trends in uncontrolled and irresponsible industrial development, and

labored to point out the truth of Colt's manipulations to the citizenry. I even wrote a lengthy article which the Courant published, explaining my position and the history of Colt's actions. I am afraid, though, that, as the Irish population increases in this city, so does the subscription list of the Times. It was getting to the point where my character was being attacked by the Times, and so, I bowed out of politics.

I do, still, worry about the future of our society. I cannot see how the establishment by Samuel Colt of an armory in England will bring prosperity to Connecticut, other than greater lining for the pockets of Mr. Colt himself. Further, in this time of great strife between North and South, it is unseemly for us to cast so much deference in the direction of one who manufactures the instruments by which we will slaughter each other - yes, he is now selling his famous arms to southern militia, for them to turn upon our own countrymen in defense of the "Slave Power." Samuel Colt would have us all bow down to his new order, but I for one, and my new employer the Hartford Bank for another, will not sing praises to his name!

1. E

Letter to the editor of the Hartford Courant

1860

by Thomas Har t Seymour, former governor of CT

When I think of Col. Sam Colt (and, by the way, it was I who bestowed the title of "Colonel" upon him when I was Governor), I think only in terms of prosperity and greatness for this state. What that gentleman has done for this state has been matched by few except for such as Hooker, Trumbull and Roger Sherman himself. Certainly we can claim to be the birthplace of other great inventors - John Fitch, Eli Whitney, and Samuel F.B. Morse, to name a few, but the Colonel has brought more than fame to Connecticut - he has brought prosperity, and, if I may say so, the modern world itself. Why, I would venture to say, he has begun to make our great waterway, the Connecticut River, a "pathway to the world." Indeed, his revolvers are known across the globe as the best weapons available - the Czar of Russia and the Sultan of Turkey are his customers - even the English themselves admit there can be no finer weapon than a Colt Revolver. And as the fame of this invention grows, and improvements are made by the Colonel's most capable operatives, orders flow in to the armory located right here in our fair capital city of Hartford. Here many of our citizens (and citizens are voters, I might add), find gainful employment in one of the most modern establishments of the world. What act could be more beneficial to society, what "moral reform" could do more for our state and nation, than this?

This is not England where the masses of people are condemned to perpetual servitude in grimy and darkened mills, and who are brought low by the greedy inclinations of their employers (or should I say "masters"?). Here in Hartford Col. Colt's workers live in the cleanest, most comfortable quarters of any workers in the world, and work under such conditions and are paid such wages that, rather than brought low, they are uplifted. Here what some people have called the "scum of Europe" are made over into respectable and productive citizens of the republic, as fully suited as any to be the guardians of democracy. Indeed, the Colonel has built a beacon to the world as a model for the new industrial order.

Once the South Meadows of this city were no more than muddy swamps, annually inundated by the cresting river. The main improvements on the land consisted of a few fishing huts of no beneficial value to anyone. Now, in spite of the deployment of great obstructions by the Common Council of Hartford (its Know-Nothing and Republican members), Col. Colt has erected "engines of progress," homes, streets, workshops, gardens, and Charter Oak Hall, a cultural center to which all are invited weekly to attend and hear Colt's own band of German musicians perform delightful marches, dances, and songs. He has constructed a great dyke to tame the river and claim for the use of man hundreds of acres of land, and, to hold the dyke in place, has planted great willows, which now yield the material for his factory of willow-ware workers, whom he has rescued from the chaos of Germany. Here new Americans from all over the world (and new voters, I might add), can be put to productive use making the United States a leader among nations.

I am sure you think me overly enthusiastic about our young entrepreneur, but, believe me, if we cannot be impressed with the success of this man, the quality of his work, and the beneficial impact it has had on all

of us, I do not know what should impress us. Nearly every day I gaze upon the stunning workmanship that went into the fine gift revolver the Colonel gave me back in 1851. There, on the end of the handle is inscribed "To Col. Thomas Seymour, Sam'l Colt," an inscription symbolizing a friendship I shall always prize, on a weapon I would not be without. Why, I certainly could have used a Colt in Mexico, and everyone on the frontier knows that there is no friend like a Colt - "six hearts in every body!" I tell everyone I meet - from heads of state to members of Congress, and my friend Secretary of War John Floyd - in Connecticut we make the finest weapon in the world.

PRODUCT: Flavored French Fries .

WHAT’S BUGGING YOU? Why would this product come to be? Would you think of it, or would someone else think of it? It’s bugging us that our French Fries are so boring. And sauce is so messy and we need an extra hand to use it. I really wish my French Fries had more “umph” AND were still portable. We think ANY Snack Eater might think of this product. When/where would you most want to, or be most likely to use this product? We would most want this product when we’re on the go, out of the house, and/or need a quick snack that we can carry with us and not make a mess. Who are you marketing to? Who would most benefit from the invention of your product? We have decided to market our Flavored French Fries to people waiting at the bus stop. It would a delicious treat to munch on while waiting for the bus, and you could EASILY take it with you once your bus gets there. Where would you sell it (online, create a store, sell it to retailers)? We would sell it in carts at popular transfer points in the city of Hartford, like the Gold building, and near Hartford Hospital.

What kind of advertisements would you use? What kind of advertisements wouldn’t work? We would try to make a deal with CT Transit to get poster ads on the buses. These ads would have pictures of the fries so bus riders get hungry while they sit there. Using a billboard as an advertisement wouldn’t work because bus riders wouldn’t be in cars on the highway. We might also make a television ad on a local station.

What are potential problems you would encounter? Name at least two, then give potential solutions. One problem we might encounter is weather. If it rains or snows it could ruin the fries. We would have to get a waterproof umbrella to put over the cart, and store the fries in a waterproof, insulated cabinet in the cart. We might also encounter a problem with the transportation of the cart and will have to get a pick-up truck.