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Are we still in an Industrial Revolution?

Becca Horowitz

After our PLC with Katie Rymon from the National Museum of Industrial History, let’s reflect and connect.

We explored big questions—How did the Industrial Revolution shape the modern world? Are we still living in it? What are the impacts of our choices, individually and collectively?—and highlighted some classroom-ready activities like OER Project's causation lesson, Urbanization Game, and Igniting Industry and NMIH's digital learning materials.

As you think about your own practice:

  • How do you teach the periodization of industrialization? Do you frame it as multiple waves? Craig found this article that offers 4 periods of industrialization! Our in-house historian says there may still be debate about the 4th era listed, so that could be a cool spark for student claims.

  • Which classroom activity or resource stands out to you?

  • How might U.S. teachers adapt what was shared to fit your specific standards or content?

  • What’s one idea you’re excited to try with students?

Share your takeaways so we can learn from one another—and keep the conversation (and the revolution?) going.

Top Replies

  • +1

    I frame industrialization for my students as a series of transformative phases that begin with mechanized production in Britain and expand through later innovations (like railroads, steel, mass production…

  • +1

    I loved the character cards- I think the students can connect with real people- especially young people.  Using them as a way to spark discussion seems like a great way to get students engaged.  Also liked…

  • +1

    I have used the information on 4 stages of industrialization. This year I want to incorporate the Urbanization Game to have students see a more personal and practical side. I am excited to look into the…

  • I frame industrialization for my students as a series of transformative phases that begin with mechanized production in Britain and expand through later innovations (like railroads, steel, mass production, and eventually digital technology), helping them see not just when change happened but how and why it reshaped society and continues to shape our world today. The debate about a possible “Fourth Industrial Revolution” (AI, automation, biotech) is a perfect scaffold for student claims — it pushes them to analyze evidence and develop historical arguments about continuity and change. 

  • I loved the character cards- I think the students can connect with real people- especially young people.  Using them as a way to spark discussion seems like a great way to get students engaged.  Also liked the object-based learning--I do a few activities using the visible thinking routine "see, think, wonder" and objects are a great way to get students talking and asking questions.  In my US History class we just wrapped up this unit (so I'm saving all these resources for next year!) and the students in general connect to industrialization because they understand the role of work in their lives/their families' lives and they connect to technological advancements.

  • I have used the information on 4 stages of industrialization. This year I want to incorporate the Urbanization Game to have students see a more personal and practical side. I am excited to look into the shared folder and see what resources may work.

  • in reply to Gretchen Snyder

    I am also interested to use the character cards.  I have to check them out more but that is just the type of thing I like to use in the classroom.  Hearing someone's name and their story is very interesting!

  • I am interested in the question about the 4th era as listed in the article.  I was trying to ask the speaker that same question but she didn't catch my question.  I think it would be a good question to ask students - I can see it as a fishbowl discussion or philosophical chairs.  I used a comic after our last OER session, I am hoping to find sources or at least information to add to my 9th grade class.  I can see a more obvious use for this material in US/VA History.  Lastly, I plan to check out the industrial revolution and climate change materials - that seems like potential for a MYP history class or a Global Classroom project topic.

  • I only teach ancient history, but I would be interested in having students explore connections across time by looking at which countries didn't participate in an industrial revolution and what are the effects. 

  • in reply to Gretchen Snyder

    A character card presenting current working conditions for students from countries around the world would be interesting.

  • in reply to Mike Landis

    oh I love that idea!  And then using it as a basis for a continuity and change over time activity

  • I liked the Good, bad, and ugly worksheet along with the character cards. 

    I haven't talked US history or World 2 in years so industrialization is new to me. I am about to start it in World 2 this year and I am looking forward to it. The 4 stages article Craig sent is interesting, and we are definitely still in the 4th industrial revolution.

  • in reply to Gretchen Snyder

    I liked the character cards too. I wish I could go to the museum to do some object based learning.