Name: Date:Period: SMS

40. NORTH VS. SOUTHDO NOW:

(5 minutes)

Underline what you will do, and circle what you will learn in today’s Learning Target: I can work collaboratively and independently to earn a ¾ on the proficiency scale by answering routine thinking and critical thinking questions, participating in critical thinking discussions, and integrating what I learn about “North Vs. South” by answering the exit ticket, to the best of my ability, by the end of the lesson.

Mini-Lesson:

Steps:1. Read the Question.

2. Identify useful evidence by annotating the text.

3. Restate the Question + Answer.

Annotate:1. Underline text evidence 2. Box words that you don’t know3. Circle and ? confusing sentences4. Gist the chunk of text in the margin - “What is the text about?”

Chunk 1:

Industry in the North

In the middle 1800s, a number of inventions helped manufacturing and farming grow in the North. The sewing machine allowed a worker to make dozens of shirts in the same amount of time that it took to sew one shirt by hand. Farmers could now use a lightweight steel plow pulled by a horse. (Older iron or wooden plows were heavy and had to be pulled by slow-moving oxen.) A mechanical reaper could harvest as much as five people using hand tools a

New means of communication helped business. Samuel F.B. Morse invented the telegraph in the 1840s. The telegraph allowed news to travel rapidly. Businesses in different parts of the country could now exchange information quickly.

How did inventions improve manufacturing and farming up north?__________________________________________________________________________________________________________________________________________________________________________________________

Chunk 2:

Transportation in the North

New transportation methods also helped northern businesses grow. Steam-powered locomotives moved people and freight at amazing speeds. Early trains had many troubles. They broke down often and were unsafe. They caused fires. It took years for railroad builders to build strong, safe tracks. Yet, by the 1850s, railroads linked cities from the East to the Midwest.

The clipper ship, a slender ship with many sails, moved very fast through the water. Clipper ships cut the time to travel to Europe in half. These ships helped American merchants win a large share of the world’s sea trade by the 1840s and 1850s. However, ships powered by steam soon replaced the clipper ships.

Steam was also used in other ways. By the 1830s, machines in factories began to

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use steam power. In earlier times, factories used water power and had to be built near swift rivers. Now, however, factories could be built anywhere.

How did Transportation improve in the North in the early 1800’s?__________________________________________________________________________________________________________________________________________________________________________________________

Chunk 3:

People in the North

The Northern economy was based on Industry, or the making of goods in factories. Factories were buildings that brought together supplies, machines, and workers in one place. This was called the _______________________ System. Working conditions in northern factories were uncomfortable and dangerous. This was because of dangerous ___________________, hot summers, long _____________________________, and the fact that there weren’t any ___________________________________ protecting workers. In order to address the problem of poor working conditions, workers formed _______________________________. Two ways that Workers’ Unions fought for rights were ______________________________, or when a group of people refuse to work, and ______________________________, or when a group of people refuse to buy products from a company.

People faced discrimination in the North. African Americans could not ___________, attend _________________________, and were banned from public facilities such as _________________________________________________________________________.

Women faced discrimination from several groups. Their employers ____________________ __________________________. Male workers wouldn’t let women join ________________. The government wouldn’t let women _____________.

Between 1840 and 1860, many European immigrants moved to the ___________________. Some people thought they would _________________ the “purity” of America. Many were worried that immigrants would take their ____________. Many blamed immigrants for __________________ and ________________.

Chunk 4:

Economy of the South

The Economy of the South was agrarian, or based on agriculture, or farming. There were two major regions in the South: ________________, and _________________. The Upper South mostly grew ________________________________________________________________. The Deep South mostly grew ___________________________________________________. When Eli Whitney invented the _____________________, it led to increased ____________. Agriculture, or _____________________ was profitable and made the most money of any business when America first developed, so Southerners wanted to continue to make money from selling their farmed goods in foreign countries. As a result, they did not support ____________, because they wanted other countries to buy their goods to use to make make industrial goods. This was the opposite view from what people thought in the North.

In the South, _______________ were the main form of transportation. There were very Few canals, and roads were bad. Southern ___________________ were only: short, local lines. They did not connect all of the parts of the region. Railway shortage would cause problems for the South during the Civil War.

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Chunk 5:

Slavery in the South

In the south, the biggest slave owners had plantations, or large estates for farming that slaves worked.

Most of African culture was taken from slaves, but they tried to preserve their traditions in secret. Slaves built large, close knit families so if the Father or Mother of a child died, then other relatives could raise the children. Slaves maintained African music, dance, folk stories, and cooking.

Slaves had to live by _____________________________, which were harsh laws that were used to keep slaves under the control of their “masters.” Slaves could not assemble in large groups, leave their plantation without a pass, or illegally learn to read or write.

Which amendments in the Bill of Rights did the Slave Codes violate? Why? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Exit Ticket –

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Name: Date:Period: SMS

How did the differences between the North and the South affect Americans who followed leaders of the regions?______________________________________________________________________________________

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Rate your understanding of today’s Learning Target: (circle one)1 - 2 - 3 - 4 - 5

Did you meet today’s Learning Target? Why or Why not?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What helped you the most with today’s lesson?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What literacy strategies did you use to complete today’s lesson? (Circle each)

(Restate + Answer) - (RACES Paragraph) - (Annotation) - (Accountable Talk Stems)

(Proficiency Scale) - (Believing & Doubting) - (STEAL Characterization)

(Open Ended Questions) - (Socratic Seminar) - (Cornell Notes) - (Frayer Model - Vocab)

(Venn Diagram) - (Web) - (Word Splash) - (Timeline) - (T-Chart) - (Story Mountain)

(Proofreading Marks) - (Writer’s Workshop) - (Glow & Grow) - (Musts & Mights)

(Interactive Notes) - (Debate) - (A-Z Brainstorm) - (Checklists) - (Inquiry)

---------------------STOP HERE-------------------Grades: Assignment Grade: ________/10

Proficiency Scale Score:

4

Name: Date:Period: SMS

Teacher Feedback:

Glow:

(Annotate) (Restate Fully) (Answer Accurately)

(Clearly Explain Answer) (Clearly Explain Evidence)

Other:

________________________________________________________________

_______________________________________________________________

Grow:

(Annotate) (Restate Fully) (Answer Accurately)

(Clearly Explain Answer) (Clearly Explain Evidence)

(“This means that”) (“,which proves that”) (“In the text it states”) (Finish Work)

Other:

________________________________________________________________

_______________________________________________________________

Scholar Response:

Student Response:

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