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  • Urbanization game
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Industrialization, Labor, and Urbanization with Todd Nussen

Kathy Hays
Kathy Hays over 2 years ago

Three of my favorite activities of the year all come from the same time period - the Industrial Revolution. I’m referring to the Urbanization Game in Unit 3 and the Assembly Line Simulation and Economic Systems Simulation in Unit 4.  

If done correctly, all three simulations should actively engage the whole class. Not only are we having some fun while learning but as experiential lessons, they become valuable reference points throughout the school year. As we venture through other units, I often find myself saying: “Think about the confusion and chaos during the urbanization game” as I gesture to the drawings still hanging on my classroom wall. “Think about the frustration and the treatment of workers during the assembly line simulation” followed by a few smirks and comments about who was the best and worst at their roles assembling clickable pens in our imaginary factory. The impact of capitalism and communism are driving forces through much of the 20th century curriculum we examine. This is why every few weeks I’ll reference the Economic Systems Simulation by telling my students that the goal of this individual, society, or nation was to get everyone an equal amount of Hershey Kisses  Over the years, I have found that this simulation really helps break down incredibly complex information to a level where students can understand the basics of these economic concepts and also apply their knowledge through in their classwork.  

At 41 minutes a class period, it typically takes me about two periods to complete the Urbanization Game. This includes about a period and a half to actually get through the script and the rest of a period to unpack and reflect on the simulation.  I break my students up into groups and give them large sheets of paper so they can work together as I go through the changes during each time period. When we’re done I have them use their drawings and experiences to answer questions like: Based on this activity, what do you think urbanization means? What are three reasons the Industrial Revolution began in Great Britain?  Based on this activity, what are two positive effects of urbanization? What are two negative effects?  Why do you think industrialization and urbanization will have a major impact on history? 

The Assembly Line Simulation is one of the most high energy activities my students partake in all year.  For the past few years, I’ve had my students create ball-point retractable pens (You can get a package of 50 of them for under $15 - https://www.staples.com/Staples-Ballpoint-Retractable-Grip-Pens-Medium-1-0mm-Assorted-50pk/product_2345307).The actual assembly line should involve five students to put the different parts together, plus an additional student to do quality assurance by testing each pen out. You’ll also need someone to keep time and track production on the board for the rest of the class to follow. If you’re feeling adventurous, and you want to engage even more students, you can always have competing assembly lines.  In addition to screaming at my “workers' to complete the task as quickly as possible, I also like livening things up a bit by playing some music.  The Sabre Dance by Aram Khachaturian is my personal recommendation: https://www.youtube.com/watch?v=gqg3l3r_DRI  We do rounds that last 2 minutes and 15 seconds and check progress (complete, work in progress, and defective products). 

While the rest of the class is enjoying watching their peers struggle through the chaos, they are also answering some questions based on their observations. These questions include: What are three things you learned? As a worker, what would your top two concerns be? Based on this activity, what are two positive effects of industrialization?  What are two negative effects? How have working conditions changed since the Industrial Revolution?  What do you think the future holds for assembly line production? 

The Economics Systems Simulation is by far one of my absolute favorite activities to do with students.  We learn important concepts, it engages the entire class, and we get to eat some chocolate.  After distributing random amounts of Hershey Kisses to my students and going over the basic rules of Rock, Paper, Scissors, I just let my students play the game for about five minutes.  After the first round, they are asked to reflect and answer some questions like: Based on the number of candies you had compared to other students, how did you feel? Compared to how you started, did the game end better for you or worse? Was this game fair? Why? How could we have made it fairer? I then allow students to answer and debate their ideas before collecting all the candy and giving exactly two pieces to each student. I tell them that this round is already over, and we won’t be playing Rock, Paper, Scissors at all. We then reflect on both rounds as students answer these questions: Was the second round more or less fair than the first? Why? Who benefited from round two? Who suffered? Why? 

I know it sounds trivial, but using Hershey Kisses, as opposed to its alternatives, actually seems to work best for this simulation. I have tried using paper clips, but students don’t really care about acquiring a lot of these.  Using Starbursts was a disaster. Students have favorite flavors, and this changes the value and utility they give to the candies. Naturally, I always check to make sure no one in my class has a chocolate allergy before planning.  

After both rounds, I finally let students eat their candy. At this time, we compare the simulation to the basic tenets of both capitalism and communism. I’ll ask students to find some advantages and disadvantages to both systems and I’ll finish the lesson with asking students to analyze some quotes from Adam Smith and Karl Marx. We do a deeper dive into content the next day, but the simulation becomes a helpful reference for students for the rest of the school year. All I have to do is bring the day when we got to eat some Hershey Kisses. 

I’m curious how other teachers approach these topics and use these simulations in their classrooms.  I’m always open to new ideas and willing to share anything else about my own methods and techniques.

  • If you do these activities in your class, what do they look like? What modifications do you make?
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  • Anne Koschmider
    Anne Koschmider over 2 years ago

    Todd Nussen I love the idea of using ballpoint pens for the assembly line simulation! I'm guessing you break down the pens before giving the components to students?

    I try to avoid duplicating activities in my on-level and AP courses. For my WHAPpers, I give them a quick intro to the Industrial Revolution using paper airplanes. Each kid gets a blank piece of paper and directions to make a paper airplane. Naturally, some are much more skilled than others at this task but they aren't allowed to help each other. Then, we line up along the back of the room and fly the planes one at a time to determine the best. The maker of the best plane becomes the foreperson. Each student gets another piece of paper and the foreperson instructs the class in uniform production of planes. We fly them once again and debrief with a discussion of the pros and cons of standardizing production. 

    One more question: Do you use these simulations as a hook before teaching the corresponding course content or after?

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  • Jason Manning
    Jason Manning over 2 years ago

    Todd Nussen  these are great activities.  Is there anything about these activities that can be adapted/modified for the Big History curriculum?  I would love to be able to add a few more hands on activities in the spring.  You have a unique perspective because you teach both BHP & WHP.  What do you think? 

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  • Todd Nussen
    Todd Nussen over 2 years ago in reply to Anne Koschmider

    Yes, I actually have the class disassemble the finished pens so that I'm always read for the next class.  Those particular pens have six different components that are easily put together.  It also becomes a helpful reference for what unskilled labor means.  The students are able to learn their roles in a matter of seconds.  

    I like the paper airplanes idea.  It sounds like fun.  I actually used to do a greeting cards assembly line when I taught economics years ago.  

    With all three these simulations, I use them before teaching the content and see what students can gain from the experience before explaining anything to them.  

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  • Todd Nussen
    Todd Nussen over 2 years ago in reply to Jason Manning

    They could definitely work for the Acceleration Unit for Big History and the Long 19th Century for Origins.  That being said, my favorite Big History/Origins simulation is the Silk Road activity.  Once again, all students are fully engaged and when they are done they really seem to be able to explain the historical content based on their own experiences (which is pretty cool).  

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  • Jessica Hodgson
    Jessica Hodgson over 2 years ago

    Last year was the first year that I used the urbanization game and I'm so glad that I decided to try it - it's a great way to show students how much things changed over such a short period of time. My favorite is when you get to the part where they add in railroads and have to connect ALL their factories. Many, many students definitely regret their "urban life" choices. Laughing

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  • Todd Nussen
    Todd Nussen over 2 years ago in reply to Jessica Hodgson

    Yup, I know exactly what you  mean.  I often hear: "we ran out of room."  I just tell them to find some room.  They get pretty creative at that point.  This is why I keep the visuals up all year as a reference.  

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  • Curtis Greeley
    Curtis Greeley over 2 years ago

    Hi, Todd. Thanks for sharing your ideas and reflections about this material. I am going to have to think about my placement of the Economic Systems Simulation. I typically do that exercise during my unit on the Russian Revolution because of its applicability to that topic. Do you find more applicability of that exercise in the IR? In what ways?

    I like the way you explained what and why you have the kids do what they do in this progression. Are you familiar with Sting's We Work the Black Seam Together from his CD dream of the blue turtles?  We use that to finish up the Urban Game, it imparts a feeling of discontentment and discombobulation I imagine the workers may have felt at that time.  

    r  

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  • Todd Nussen
    Todd Nussen over 2 years ago in reply to Curtis Greeley

    For us, it becomes a reference that I use when we get into the Russian Revolution.  Before we get into Lenin and the Bolsheviks, I start the class by asking them to recall what they remember about the economics simulation from doing during the IR unit and then have them make speculations about who in Russian society mind find this appealing and who would suffer from the change. 

    Nice addition with the Sting song.  I thought you were going to link Canary in a Coalmine Wink

    I actually end it with this performance from the 2012 London Olympics Opening Ceremony. The performers literally rip up the grass flooring to make room for factories and smokestacks.  I find that really complements the urbanization drawing activity well.  

    https://www.youtube.com/watch?v=HBITyBdRv_Q

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  • Jeffrey Boles
    Jeffrey Boles over 2 years ago

    Dear Todd Nussen 

    I love, love, love how you broke down all of these activities. And, yes, I use all three! The timing of the Urbanization Game is about the same for me it takes about two periods. I love how you extended the activity with your questioning and will do the same this year. Last year, I essentially created the Assembly Line with paper but, greatly appreciated the link you posted and will defintely look into it this year! The economic systems simulation is also one of my favorites. I typically use different types of candy and in the end tell students they may trade candy if they want. When I finish with these three exercises I close out the unit with the Sadler Report (https://www.oerproject.com/OER-Materials/OER-Media/PDFs/Origins/Era6/Sadler-Report) this to me is the final piece that brings everything together. Thanks, again, for posting this and will defintely include some of these ideas when I tackle the Industrial Revolution in the next 4 - 6 weeks!

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  • Erin Cunningham
    Erin Cunningham over 2 years ago

    Todd Nussen , I'm really looking forward to industrialization with my WHP freshmen! I've only had the chance to do the Urbanization Game so I really appreciate hearing about your experience with the other two activities.

    I recently did the Silk Road Simulation and I really appreciate having that tangible, experiential touchpoint for students like you mentioned. It's one thing to read about an assembly line but it's a whole other thing to experience it and talk about it from that new lens. It really moves students from that surface level learning to true transformation when you create new schema.

    From your experience, are there any "won't make that mistake again next year" lessons you've learned from these activities? 

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