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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…

Parents

  • 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. 

Reply

  • 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. 

Children
  • in reply to Heidi Shebaro

    I never thought I'd see anything positive about AI but yesterday my students questioned a primary source recording of Langston Hughes reading his poem titled "One-Way Ticket". They told me it "sounded AI" and asked how do we know this is really his voice. This led to a great discussion on sourcing! They said they question everything now and I am THRILLED. That's what we need! Critical thinkers who can evaluate sources based on reliability and corroboration.