Chapter 20- Industrial Growth
Projects/ Extra Credit
Being An Inventor
Students will construct an invention that will benefit our society
The class will begin by brainstorming about anything that may bother them in their daily routine. They
will keep a journal, Bug Book in order to have an organized method in keeping their ideas. At the end
of the week, the class will share their ideas. After the class has all shared, they will be challenged to
develop an invention that will solve their top-ranked “Bug Book” problem. A worksheet will aid them
in developing their inventions & the necessary materials needed for them to gather.
Bug Book Booklet
Before the students bring their finished models, they’ll want to create a name for their invention.
There are many ways to name an invention:
Name it for the way it works- skateboard, typewriter
Give it a creative name to attract customers- Silly Putty, O-Jello, Hula-Hoop
Name it after the inventor- Ford Automobile, Morse code, Ferris wheel
Name it after its contents- rubber cement, peanut butter, ice cream
Name it so it sounds technical- Formula 409, Model X15
1. Inventors need to make a drawing of their invention to show how it works. Students will draw
simple, labeled sketches showing all the parts of their inventions.
2. Each student will be responsible in creating a model of their invention.
(**These models do not have to actually work, just be a good representation of their idea**)
3. Students will present their invention to the class in an advertising commercial about thirty
seconds in length showing their original, creative, & imaginative invention. The students
should describe their invention; have a witty ad slogan, & how it will better society. Lastly, the
commercial should discuss the reasonable price of your invention, & how/where they can
purchase the invention.
4. After the completion of their commercial, students will hand in a typed script (dialogue &
setting) performed by the members of their group & the invention worksheet.
Teacher Supplementary Materials:
Presentation on inventions
Henry’s Amazing Machines- illustrates Rube Goldberg’s inventions
Awards for winners: www.dltk-cards.com/award
Students will create three colorful advertisements for a mail-order catalog selling the new inventions
discussed in this chapter. Students will use Microsoft Publisher to create the advertisements. The ad
will consist of writing a description (5- 8 sentences) & using pictures to attract potential consumers.
On page 583 in our textbook, are examples of advertisements that appeared in newspapers. Students
should focus on the artistic detail & descriptive words used to grab the attention of buyers.
Students will research the construction, convenience, & difficulties of the first automobiles, such as the
Model T. After gathering information, the students will illustrate their knowledge in a humorous skit
utilizing props to show what it was like to ride in an early car. After the completion of their skit,
students will hand in a typed script (dialogue & setting) performed by the members of their group.
People of the Industrial Revolution
Students will construct a picture book that illustrates the people who impacted the Industrial
Revolution. Students will put together a “This is Your Life” presentation for five of the following
figures: Cornelius Vanderbilt, Andrew Carnegie, John D. Rockefeller, J. Pierpont Morgan, Elijah
McCoy, Granville T. Woods, or Thomas Edison. The book will have a cover page, five pages that
include a picture of the individual, & at least five sentences detailing each one of their lives. Lastly,
students will need to include a work cited page to conclude their books.
Where Did that Happen?
On an outline map of the United States, students will mark the location of important developments in
the growth of industry in the late 1800s. Students will include: the first oil well, Edison’s invention
factory, the route of the Northern Railroad, the steel capital of the nation, the home of the Montgomery
Ward Catalog, & the site of the Haymarket Riot. Lastly, students will research & discover four more
events not listed, resulting in a total of ten locations for your outline map. Near each location, students
will place an illustration & caption that compliments the location.
Outline Map of the United States
After examining the Nast’s Political Cartoons, students will make their own political cartoons on the
growth of the railroads. Students may focus on abuses of the railroads (i.e. rebates or pools), on the
tactics used to force consolidation, or the benefits of the railroad growth. Students will create three
political drawings each having a title, a caption, & a descriptive paragraph (5-8 sentences) that details
how the cartoon relates to the growth of the railroads.
Trends of the Labor Unions
After observing the graph titled, Growth of Labor Unions: 1896-1914 on pg 592 in our textbook,
students will graph the membership of labor unions from 1920-2000 (In ten year increments). Students
will type a one page paper that discuss how it differs from the trend shown in the graph on pg 592.