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Student Goal and Planning Form Name:______________________________________________________________ Hour:____________ Unit Title: The Nation Divides Unit #: 3 Start Date: 01/09/14 End Date: 03/14/14 What I need to learn: What changes occurred in the North during the early 1800s?
1) The Industrial Revolution transformed the way goods were produced in the United States. 2) The introduction of factories changed working life in America. 3) New forms transportation transformed travel, business and communication in the U.S. 4) Advances and technology changed life and work.
How did slavery and agriculture of the south affect the economy and society of the South? 1) The cotton gin made the south a one-‐crop economy and increased the need for slave labor. 2) Society centered on agriculture in the South. 3) The Slave System and how it worked.
What goals did American social reformers have during the 1800s? 1) Population grew in the 1800s 2) Reform movement affected education and society. 3) There was a debate over slavery in the mid-‐1800s. 4) Reformers sought to improve women’s rights.
How did the issue of slavery affect politics in the United States? 1) Anti-‐slavery literature and annexation of lands increased the slavery debate. 2) The Kansas-‐Nebraska Acts heightened tensions pertaining to slavery. 3) Judicial decisions contributed to the spilt over slavery. 4) The U.S. broke apart over the issue of slavery.
Evidence of current level of achievement: Pretest Score:
Post-‐Test Score:
Goal (I will be able to…): 1. 2. Plan of action: Help needed – what and who? Evidence of achieving my goal:
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Unit #3 Progress Log
NAME:________________________________________________ UNIT 3: The Nation Divides
POINTS POSSIBL
E
POINTS NEEDED
FOR MASTERY
MY SCORE
S
DID I MASTER
THE OBJECTIVE
? Y/N
IF NOT, DID I GO TO
ACADEMIC ASSISTANCE?
(TEACHER WILL INITIAL)
DID I COMPLETE
THE REMEDIATION ASSIGNMENT
?
UNIT 3 PRE-TEST 80%
12.1
/12
.2
OBJ:I CAN EXPLAIN HOW THE INDUSTRIAL REVOLUTION CHANGED FACTORIES, GOODS, AND WORKING LIFE IN AMERICA. 10 8
12.3
/12
.4
OBJ:I CAN EXPLAIN HOW TRANSPORTATION, TECHNOLOGY, AND INVENTIONS CHANGED HOW WE WORK AND DAILY LIFE. 10 8
COUNTS TOWARDS
FINAL GRADE
(Essay) Transportation Revolution/Railroads 10 8
13.1
,2,3
OBJ:I WILL KNOW HOW THE COTTON GIN CHANGED THE SOUTH AND CALLED FOR AN INCREASE IN SLAVERY. 10 8
COUNTS TOWARDS
FINAL GRADE (Essay) Slave System:
Frederick Douglas Excerpt 10 8
14.1
,3,4
,5
OBJ:I CAN EXPLAIN THE CHANGES IN AMERICAN SOCIETY AND THE GOALS OF SOCIAL REFORMERS IN THE EARLY 1800'S. 10 8
COUNTS TOWARDS
FINAL GRADE (Essay) Woman's Rights:
Declaration of Sentiments 10 8
15.1
/15
.2
OBJ:I CAN EXPLAIN HOW LITERATURE AND NEW LANDS HEIGHTENED THE DEBATE OVER SLAVERY.
15.3
/15
.4
OBJ:I CAN EXPLAIN HOW POLITICAL DIVISION AND JUDICIAL DECISIONS INTENSIFIED THE ISSUE OF SLAVERY EVENTUALLY
BREAKING THE U.S. APART. 10 8
COUNTS TOWARDS
FINAL GRADE
(Essay Option #1) The North: Economy, Work Conditions &
Immigration 10 8
COUNTS TOWARDS
FINAL GRADE
(Essay Option #2) The Nation Divides: Political and Social Contributions to
the Split of Our Country 10 8
COUNTS TOWARDS
FINAL GRADE unit 3 project: MELROSE HOUSE 100 80%
COUNTS TOWARDS
FINAL GRADE
UNIT 3 POST-TEST (MULTIPLE CHOICE)
80%
3
Name:______________________________________________________________________ Class Period:_________ Date:_________
The Industrial Revolution in America (12.1)
Vocabulary:
Notes:
Industrial Revolution
• A period of rapid growth in using machines for manufacturing and production that began in the mid-‐1700s.
• First breakthrough in the industrial revolution was how textiles (cloth goods) were made.
• Richard Arkwright – invented spinning machine (1769) called water frame
o used water power o lowered cost of cotton and increased textile production.
• Textile mills built near rivers and streams.
• Samuel Slater memorized British textile machine designs brought o U.S.
• U.S. factories need better technology (tools) to make muskets • Eli Whitney introduced the idea of Interchangeable parts, identical parts of a machine, to make manufacturing easier.
• Interchangeable parts speeds up process of mass production.
• British prices on manufactured goods were lower, hurt American manufacturing.
• War of 1812 cut trade with Great Britain, allowing United States manufacturing to prosper
The Industrial Revolution Textile Industry Slater & His Secrets Manufacturing Breakthroughs Manufacturing Grows Slowly
Technology
Eli Whitney
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Questions:
1. How did machines speed up textile manufacturing? 2. How did the War of 1812 aid the growth of American manufacturing? 3. Why was manufacturing in Great Britain in the early years more successful than that in the U.S.? 4. Complete the chart below:
Inventor Invention/Improvement Effect on Manufacturing
Lowered the cost of cotton
cloth, increased speed of textile production, lead to large textile
mills.
Export of British textile
machine designs
Eli Whitney
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Changes in Working Life (12.2)
Vocabulary:
Notes:
Lowell System
• Factory Jobs repetitive and low pay • Samuel Slater – Rhode Island System
o Hired entire family with children paid low wages o Build housing and company store for workers
• Francis Cabot Lowell
o Employed young, unmarried women, and housed in boarding houses
o Provided clean factory and free-‐time activities for employees
o Spinning thread and weaving in the same factory
• Worked 12-‐14 hour days in unhealthy conditions • Skilled craftsmen lost money competing with factories. • Factory workers’ wages dropped as number of jobs increased • Craftsmen formed trade unions for higher wages and better work conditions.
• Labor unions held strikes, refusing to work until demands met. • Most early strikes unsuccessful
Mills Change Workers’ Lives The Lowell System Workers Organize
Trade Unions
Strikes
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Questions:
1. What problem did Slater have in his mills, and how did he solve it? Problem:_________________________________________________________________ Solution:_____________________________________________________________________________________________________ _______________________________________________________________________________________________________________ 2. How was the Lowell system different from the Rhode Island system? 3. Why did workers form unions, and what were the main goals of union reformers? 4. Complete the chart: Effect on Workers
Samuel Slater
Francis Cabot Lowell
Sarah G. Bagley
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The Transportation Revolution (12.3)
Vocabulary:
Notes:
Transportation Revolution
• The 1800s gave rise to the transportation revolution. The transportation revolution created a boom in business and trade by allowing goods to travel quickly across the U.S.
• Two new forms of transportation o Steamboat o Steam powered trains o these enabled goods and people to travel quickly across the United States.
• Robert Fulton invents the steamboat Clermont. • Steamboats increase trade by moving goods more quickly and cheaply.
• Gibbons v. Ogden (1824) Supreme Court reinforced the federal government’s authority to regulate trade between states.
o Gibbons argued that a federal license gave him the right to use New York waterways without another license.
o The Supreme Court agreed with Gibbons
• Peter Cooper built a small and powerful locomotive Tom Thumb in 1830.
• By 1860 about 30,000 miles of track linked almost every major eastern city.
• People in all areas had access to products made and grown far away.
• Railroads contributed to expanding the U.S. border • Cities and towns grew along railroad tracks • Farm industry grew in the Midwest
• Coal replaced wood as the main fuel source for steam engines. • Railroad helped create the coal industry • Coal became the main fuel in homes and for the steel industry
Trade and Daily Life Steamboats American Railroads Transportation Revolution Brings Changes • A New Fuel
Gibbons v. Ogden
Peter Cooper
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Questions:
• The railroad helped the lumber industry grow, leading to large scale deforestation.
• The railroad caused cities like Chicago to grow as a transportation hub.
Summary:
1. What was the effect of the Gibbons v. Ogden ruling? 2. In what ways did railroads affect the economy of the United States? 3. What role did railroads play in the growth of the coal industry? 4. Using the chart below, explain how the steamboat and the locomotive affected business, travel, and communication in the United States. Steamboat
Locomotive
Effects:
Effects:
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More Technological Advances (12.4)
Vocabulary:
Notes:
Samuel F.B. Morse
Telegraph Speeds Communication Steam Power and New Factories Improved Farm Equipment Changing Life at Home
Telegraph
John Deere
• In 1832 Samuel F.B. Morse perfects the telegraph. o Did not catch on until the 1844 Democratic Convention sent their nomination to Washington using a telegraph
• A Morse associate created Morse Code to communicate messages over wires.
o Morse Code turns pulses of electric current into long and short clicks (A.K.A. dots and dashes) arranged into patters representing the alphabet.
• Telegraph was significant because it allowed people to send news quickly from coast to coast
• Telegraph grew with the railroad
• Shift from water power to steam allowed owners to build factories anywhere
• Factories shifted closer to cities and transportation centers
• John Deere designed a steel plow in 1837 to replace the iron plow
• Cyrus McCormick developed the mechanical reaper in 1831 to quickly and efficiently harvest wheat.
o Used advertising to increase sales o Allowed people to buy on credit
• These inventions allowed farmers to plant and harvest huge crop fields, helping the country prosper
• Sewing machine, invented by Elias Howe and improved by Isaac Singer, made home sewing easier.
• Ice boxes and iron cookstoves improved household food storage and preparation.
• Mass produced goods, such as clocks, matches, and safety pins, added to household convenience.
Cyrus McCormick
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Questions:
Summary:
1. What event led to the widespread use of the telegraph, and what effect did the telegraph have on cross-‐country communications? 2. What changes resulted from the shift to steam power? 3. What marketing methods did McCormick use to help sell his farm equipment? 4. How did labor-‐saving inventions affect daily life? 5. In the chart below, explain which three technological advances in this section were the most important and explain why. Technological advance Why it is the most important...
1.
2.
3.
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Growth of the Cotton Industry (13.1)
Instructions: After reading the following text, underline any important facts you see that might be used for note taking. After the class finishes, we will review what Mr. Mize sees as important to see where we are similar and highlight those points within the text.
Once we finish discussion, write down the information, in Cornell Notes format, on the next page. Let’s try one more time. Underline important facts you find within the text.
Again, write down what we have highlighted on the next page. Next, you will read the following text, underlining what you feel would be information needed for your notes. You will then compare with a partner. Whatever you have the same you will highlight and then write down on the next page. Be sure to write the section title (main idea) on the left and note bullets on the right.
Reviving the South’s Economy Before the American Revolution, three crops dominated southern agriculture – tobacco, rice,
and indigo. These crops, produced mostly by enslaved African Americans, played a central role in the southern economy and culture. After the American Revolution, however, prices for tobacco, rice, and indigo dropped. When crop prices fell, the demand for and price of slaves also went down. In an effort to protect their incomes, many farmers tried, with little success, to grow other crops that needed less labor. Soon, however, cotton would transform the southern economy and greatly increase the demand for slave labor.
Cotton Becomes Profitable Cotton had been grown in the New World for centuries, but it had not been a very profitable crop. Before cotton could be spun into thread for weaving into cloth, the seeds had to be removed from the cotton fibers. Long-‐staples cotton, also called black-‐seed cotton, was fairly easy to process. Workers could pick the seeds from the cotton with relative ease. But long-‐staple cotton grew well in only a few places in the South. More common was short-‐staple cotton, which was also known as green-‐seed cotton. Removing the seeds from this cotton was difficult and time consuming. A worker could spend an entire day picking the seeds from a single point of short-‐staple cotton. By the early 1790s the demand for American cotton began increasing rapidly. For instance, in Great Britain, new textile factories needed raw cotton that could be used for making cloth, and American cotton producers could not keep up with the high demand for their cotton. These producers of cotton needed a machine that could remove the seeds from the cotton more rapidly.
Eli Whitney’s Cotton Gin Northerner Eli Whitney finally patented such a machine in 1793. The year before, Whitney had visited a Georgia plantation owned by Catherine Greene where workers were using a machine that removed seeds from long-‐staple cotton. This machine did not work well on short-‐staple cotton, and Greene asked Whitney if he could improve it. By the next spring, Whitney had perfected his design for the cotton gin, a machine that removes seeds from short-‐staple cotton. The cotton gin used a hand-‐cranked cylinder with wire teeth to pull cotton fibers from the seeds. Whitney hoped to keep the design of the gin a secret, but the machine was so useful that other manufacturers often ignored his patent. Whitney’s gin revolutionized the cotton industry. Planters, large-‐scale farmers who held more than 20 slaves, built cotton gins that could process tons of cotton much faster than hand processing. A healthy crop almost guaranteed financial success because of the high demand from the textile industry.
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Once we have finished in pairs, you may work with a partner to finish your notes for 13.1. Remember, try to be very picky in what notes are written, find key information, and you don’t need complete sentences for notes. Leave some space between each bullet to add information during the lecture and discussion. Vocabulary:
Notes: Reviving the South’s Economy • Cotton Becomes Profitable
• _______________________________________________________________________________ _______________________________________________________________________________ • _______________________________________________________________________________ _______________________________________________________________________________ • _______________________________________________________________________________ _______________________________________________________________________________
Cotton Gin
Cotton Belt
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Summary:
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Southern Society (13.2) Vocabulary:
Notes:
Yeomen
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Questions:
Summary:
1. What different groups made up southern society? 2. What challenges did free African Americans face in the South?
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Waynesville Middle School
Technology Infused Activity for Social Studies/Technology Integration
Title: Melrose: Interactive Virtual Tour Unit(s): The North and The South
NETS: 1.A, 1.B, 2.A, 2.C, 3.A, 3.B, 3.C, 4.C, 4.D, 6.A, 6.B, 6.D Grade Level(s): 8th Objectives: I will be able to use technology through a virtual tour to better understand life in the South and the daily struggle of African American slaves. Brief Description: Students will go through the online virtual tour of the actual Melrose House in Natchez, Mississippi. Students will have the opportunity to explore different rooms and items associated with life on a plantation. Different primary and secondary sources will guide students through the plantation house allowing them to research, analyze, and gather information to complete a project/presentation.
Devices: Lap Tops, Ipads, SmartBoard Software: http://hardwerks.com/chrishardwick/web/melrose/ Other Items Needed: Students will need Guided Worksheet, rubric, pencil, ear buds, (possibility of) art paper, colored pencils, markers, scissors, glue. The Activity: Students will go through the online virtual tour of the actual Melrose House in Natchez, Mississippi. Students will have the opportunity to explore different rooms and items associated with life on a plantation. Different primary and secondary sources will guide students through the plantation house allowing them to research, analyze, and gather.
Assessment:
Students will have the option of completing a project/presentation, which include a runaway slave poster, a poem, a song, a journal entry, and an artistic portrayal of Melrose House itself. Students will have certain requirements for the final project as well as a requirement on presentation.
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