Small Groups / Roleplay Discussion / Primary Sources

THREE THINKING HATS

Directions
This discussion strategy will be used during your analysis of the primary sources. The Three
Thinking Hats activity will assist you in establishing historical empathy for the people during
the Industrial Revolution by studying its impact from different perspectives. Each of you will be
assigned a role and adopt a certain thinking approach, as explained below
1. YES/NO SIDES: Divide into two large groups.
a. You will number yourselves off (A & B) and the teacher will help situate you and your
new teammates on your side of the classroom.
b. Each side will be responsible for constructing an argument in response to the question:

Was life better or worse for people during the Industrial Revolution?
GROUP A
Group A will take the position that the
Industrial Revolution made life better for the
citizens by raising their standard of living.
While analyzing the primary sources, you will
annotate and present information which helps
support the argument that the Industrial
Revolution produced benefits which made
life better for the citizens of the day.

GROUP B
Group B will take the position that the
Industrial Revolution failed to make life
better for people and, in fact, created new
societal problems.
While analyzing the primary sources, you will
annotate and present information which helps
support the argument that the Industrial
Revolution resulted in major societal
problems and actually failed to make life
better for people.

2. THREE SUBGROUPS: Each side will be further divided into three subgroups, where
each subgroup represents a particular social class during the Industrial Revolution.
a. You will be randomly assigned to one of the three subgroups by randomly drawing
from their set of Roleplaying Index Cards (one YES, one NO).
b. The index cards will include at least three categories (side, subgroup, profession) with
the slim possibility of a fourth category (bonus factor). Those who have a bonus
factor would have to roleplay as an influential historical figure during the Industrial
Revolution. The subgroups will be the most important factor, as shown below:
i.
Upper Class (factory owners, large land owners, capitalists, entrepreneurs);
ii.
Middle Class (professionals, merchants, craftsmen, overseers, factory managers,
lawyers);
iii.
Lower Class (male, female and child factory workers, agricultural laborers).
c. You will gather with your subgroups (Lower/Middle/Upper Class) and briefly share
about your profession or bonus factor.

Sample Index Card #1

Side = YES
Subgroup = Upper Class
Profession = Professor
Bonus Factor = Roleplay
as Adam Smith

Sample Index Card #2

Side = NO
Subgroup = Middle Class
Profession = Journalist
Bonus Factor = Roleplay
as Karl Marx

3. PRIMARY SOURCES: You will have to interpret and interact with the text through the
perspectives of your affiliated group and subgroup. You have 10 minutes to collaboratively
examine each primary source, and will be able to use the Google Timer displayed on the
projector to pace yourselves. Conduct in the following strategies while discussing the
primary sources within your subgroup.
PART A
a. Close Reading: Read the primary sources using annotation strategies, including
highlighting key concepts, underlining unknown vocabulary, circling points of
confusion, writing down immediate reactions, and/or doodling to communicate an idea
or feeling. You will also be writing down questions when you come across a term, idea,
or concept that you are curious about. Rinse and repeat.
b. Reciprocal Teaching: Alternate between reading/annotating a piece of primary
resource while the others in the group summarize key ideas. You have to carefully
consider how your assigned character (per the Roleplaying Index Cards) would
interact with the text.
c. After each round of Close Reading and Reciprocal Teaching for a document, share
what you have annotated and what you thought. You are encouraged to consistently
relate how your profession and/or bonus factor contributed to your argument of the
Industrial Revolution.
PART B: SUPPORTING ARGUMENT: While you are roleplaying as members of your
particular social class, also focus on at least four of the following factors in constructing your
argument as to whether or not the Industrial Revolution improved the quality of life for the
members of their social class:
Urbanization and other population shifts
Living conditions in the cities and in the countryside
Health and sanitation
Housing
Impact of inventions on life
Transportation
Working conditions for men, women and/or children
Changing role of women

Income and wealth accumulation

Reforms and labor unions
Changes in family life
Education
Leisure and entertainment

Use the chart below to organize your arguments and evidences.

ARGUMENT & EVIDENCE
ARGUMENT:

EVIDENCE:

ARGUMENT:

EVIDENCE:

ARGUMENT:

EVIDENCE:

ARGUMENT:

EVIDENCE: