Topic: Everyday Life in the Industrial Civilization at the Beginning of the Twentieth Century

Target group

7th‑grade students of elementary school

Core curriculum

7th‑grade students of elementary school

XXIII. Europe and the world in the second half of the nineteenth and early twentieth century. Pupil:

4 ) lists new political ideas and cultural phenomena, including the beginnings of mass culture and moral change.

General aim of education

Students learn about the changes in customs in Europe that took place in the 19th century and the everyday life of Europeans.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to describe the changes that have taken place in the family life of Europeans in the 19th century;

• to characterize the moral changes that took place in Europe during the nineteenth century, as well as those in the everyday lives of its inhabitants;

• to recognize the differences between the European and American family lifestyle.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• exposing

  • film.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. The teacher asks to read a fragment of W. Rybczyński's book „Krótka historia idei” in the textbook, and then to do Exercise 1.

Introduction

1. The teacher explains the students the subject, the purpose of the lesson and the criteria for success.

2. The teacher talks with students about the changes that have occurred in everyday life of people under the influence of inventions and new technologies. he supplements the information that the students have gained by doing homework. He draws attention to barriers in the spread of new technologies and their availability.

Realization

1. The teacher explains to the students that in Europe, domestic help was used more often than in the United States. Then he asks students to do Exercise 1, in which they characterize the duties of a servant in a middle‑class family. Students discuss their results.

2. The teacher goes back to the history of the nineteenth‑century family and the roles that society imposed on men and women. Students do in Task 1 and Task 2. In relation to the first task they analyze the 1881 picture of Peder Severin Krøyer named „Family”. The aim of the task is to find an answer to the question of how many generations the middle class family depicted in the picture were. Then they will get acquainted with the text on the realities of family life in Europe and the USA in the second half of the nineteenth century. They prepare the answer to the following questions: What changes have taken place in the family life of Europeans in the 19th century? What were the differences between the European and American family lifestyle? Did motherhood in every family look the same? Then the volunteers present the results of the work on the class forum. The teacher complements students' requests for information on the relationship of society to the work of women in 19th century Europe.

3. The last part of the lesson is about the role of entertainment in everyday life. Students carry out the Task 3. They listen to the program based on a press interview with Agnieszka Lisak. They pay attention to references to Polish realities from the 19th century. Then they do Exercise 2. They arrange a puzzle and choose the correct answer among the given (question about the genre presented by Georges Seurat in his painting from 1884). The teacher provides feedback and checks the correctness of completed tasks.

4. While working on exercises and tasks, the teacher uses a method or a set of cards in three colors: green, yellow and red. Thanks to the cards, the students signal to the teacher if they have difficulties with carrying out orders (green - I'm doing great, yellow - I have doubts, red - please help).

Summary

1. The teacher asks to do Exercise 3. He checks the correctness of the results together with the students.

2. The teacher assesses the students' work during the lesson, taking into account their input and commitment. He tells students feedback on their work.

Homework

1. The teacher sets homework (it is not an obligatory part of the script): the teacher proposes doing a poster at home - invitations to the carnival ball. Students search for information about the details necessary for its preparation: architecture, social games from the epoch, costumes and decorations. They use them in work on the poster.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Everyday Life in the Industrial Civilization at the Beginning of the Twentieth Century

In the nineteenth century, it was commonly believed that marriage was the best way to stabilize one’s life, especially in the case of women. Marriages were arranged in every social stratum, except for the working class. However, the anonymity of big urban agglomerations gradually increased one’s ability to decide on the matters of their marriage, education, work, and everyday existence. In the nineteenth century, the size of the family diminished, assuming the form of a two‑generational community. This process took place both in the countryside and in the urban areas. In the nineteenth century, having many children was commonplace. The women would usually give birth to over ten children each. The Industrial Revolution and the introduction of production machines caused the mass employment of women. In the urban areas, they would mainly work in the textile, food and tobacco industries. Many sought employment as private domestic staff.