The document provides resources for teaching students about inventors and the Industrial Revolution, including: - Links to primary sources from the Library of Congress about key moments and figures like Samuel Slater and the first telegraph message. - A request for students to research and rank the top five inventors of the early U.S. using criteria like number of inventions, impact, and how inventions changed lives. - Additional resources on developing arguments and having accountable discussions to aid the process of researching inventors and making a selection.

1. Industrial Revolution and Inventors
for Middle School
http://tinyurl.com/usfStavrosResources
Deborah Kozdras dkozdras@usf.edu

2. Primary Source Set LOC
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/

4. Early Landmark Moment: Slater Mill
http://www.loc.gov/pictures/item/ri0102/

7. First telegraphic message: 24, May, 1844

8. Occupational Portrait of a Woman Working at a Sewing Machine. Circa 1853. Daguerreotypes

10. Factory Jobs

11. Thomas Alva Edison
https://www.loc.gov/item/00694187/
https://www.archives.gov/education/lessons/industrial-us.html

12. http://americanhistory.si.edu/american-enterprise-exhibition

13. Men of Progress
http://americanhistory.si.edu/american-enterprise-exhibition/videos/men-progress
• http://americanhistory.si.edu/american-
enterprise-exhibition/videos/men-progress

14. Trading Card Creator
• http://www.readwritethin
k.org/classroom-
resources/student-
interactives/trading-card-
creator-30056.html
• http://www.readwritethin
k.org/classroom-
resources/mobile-
apps/trading-cards-
30922.html

15. • https://www.uspto.gov/kids/cards.html

16. Hello Students,
Our organization Inventions and Design Excellence Association (IDEA)
has asked us to help students learn about inventors of the past so they
can create the inventions of the future. We would like to learn from what
others have done in the past and apply that to our planning. This is
where we need your help.
In order to support future breakthroughs, we want to learn more about
great inventors of the past. We have teamed up with the Smithsonian
American History Museum who would like to award one inventor with
the Greatest Inventor of Early U.S. History. We have narrowed the field
to five finalists. We would like for you to help us make the final
decision. . .

17. Using information from the United States Patent and Trademark Office, in
addition to additional research you conduct, we would like for you to choose
the top four inventors and rank them from first to fourth. While doing your
research, decide on the criteria you will use to rank these inventors. For
example, how many products or processes did the inventor invent? How
did the invention help people? How did the invention change the way
people live? Why would you consider this a successful invention?
Determine three or four criteria that will help you decide on the greatest
inventor in early U.S. history.
Once you have determined the greatest inventor in early U.S. history,
please write back to me with that information. Include the criteria you
selected, and describe in detail the procedure you used to rank each
inventor so that we can include this information in the awards presentation.
Thank you,
Iam Inventive
Chief Executive Officer
·IDEA

18. I chose __________because: _________________________________________
PACED Decision Making Model
P – Purpose: Decision or Problem?
A – Alternatives or choices
C – Criteria to evaluate the alternatives
E – Evaluate the alternatives
D –Decision – Evidence-based decisions

19. Because is the magic word . . .

20. Discussion Modeling for Teachers
1. Use Evidence: “Because . . .”
2. Revoicing: “So let me see if I’ve got your thinking right. You’re
saying XXX?”
3. Asking students to restate someone else’s reasoning: “Can you
repeat what ___ said in your own words?”
4. Asking students to apply their own reasoning to that of a peer:
“Do you agree or disagree with ___ and why?”
5. Prompting for further participation: “Would someone like to add
on to what has been said?”
6. Asking students to explain their reasoning: “Why do you think
that?” or “How did you arrive at that answer?” or “Can you say
more about that?”
7. Challenge students: “Is this always true?” or “Can you think of
any examples that would not work?”

21. Accountable Talk and Socratic Smackdown
https://www.instituteofplay.org/learning-games

22. Accountable Talk and Socratic Smackdown

23. Building an Argument
Here are my reasons!
1. _________________
_________________
_________________
2. _________________
_________________
_________________
3. _________________
_________________
_________________
You could argue that…
_____________________
_____________________
_____________________
_____________________
_____________________
. . .but here is the
weakness . . .
_____________________
_____________________
_____________________
Here is what I think . . .
Evidence to back up my reasons
Strong Finish!
______________________________________________
______________________________________________
______________________________________________

25. Analyzing Composition

27. Historical
Paintings
• Genre emerged in 1700s
to describe paintings with
subject matter from
classical history and
mythology, and the Bible
• During the first half of 19th
century history painting
was one of the few ways
that the British public
could experience its
overseas Empire. In this
context, history painting
became a form of
documentation.
http://www.tate.org.uk/learn/online-resources/glossary/h/history-painting
http://www.metmuseum.org/metmedia/interactives/art-trek/george-washington-crossing-the-delaware

28. American Colonies:
Portraits of Elites
• Portraits of the young society’s elites,
colonists who descended from important
European families.
• Wife of the prominent Dutch settler. Her
left hand, which bends in an unnatural
and distorted manner, holds a delicate
flower meant to accentuate the sitter’s
feminine grace.
• Awkwardness in portraits because they
were not academically trained.
• What are the economic implications?

29. Economic Ideology . . .
This portrait of leading Philadelphia
businessman and inventor Patrick Lyon is
unusual for its era because of its depiction
of a subject engaged in manual labor. John
Neagle was only twenty-nine when he
received the commission for this work.
Patrick Lyon was a wealthy, successful man
when he commissioned Neagle to paint
him, but he asked the artist to depict him
as a blacksmith, the vocation in which he
had begun his career. In the early
nineteenth century, people who could
afford such large-scale, heroic images of
themselves usually preferred to be
depicted in formal dress and surrounded
by expensive objects, implying their
aristocratic status. In contrast, Lyon
explicitly told Neagle that he did “not wish
to be represented as what I am not—a
gentleman.”[1] because he viewed the
working class as honest and upper class as
a source of injustice.

30. Paintings: Primary or
Secondary Sources?
The phrase “created at the
time under study” provided a
focus for their discussion and
decision. The page about the
item identifies this as a
chromolithograph published
in 1893, and Columbus is
thought to have visited San
Salvador in October of 1492.
With those dates in mind,
would this be a primary
source for studying Columbus’
first encounter with land in
the New World? It was
created 400 years after the
event, definitely not “at the
time under study.”
https://blogs.loc.gov/teachers/2011/10/what-makes-a-primary-source-a-primary-source/

31. Paintings: Primary or
Secondary Sources?
How would the answer
change if the picture were
being used to study late
nineteenth-century attitudes
about the event? Most of the
institute participants agreed
that this picture would be a
primary source in that
context. They added that it
would also be a primary
source for the study of
nineteenth century painting.
At one point, I overheard a
teacher remark “This is
exactly the type of
conversation you want in your
classroom!”
https://blogs.loc.gov/teachers/2011/10/what-makes-a-primary-source-a-primary-source/

32. Timeline of Civil War Paintings
http://americanart.si.edu/exhibitions/online/civilwar_timeline/

33. What is wrong with this picture?
http://www.civilwarinart.org/items/show/43

37. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/civil-war-photographic-technologies/