LESSON 8.19 The Worlds of North and South
Learning targets
(clear, understandable versions of standards in
student friendly language)
SUMMARY OVERVIEW
History Alive! lesson plan
-Contrast the geography, economy,
transportation, and society of the North and
South.
Students will learn about key geographic,
economic, transportation, and societal
differences between the North and the South. In
a “Visual Discovery” activity, students match
images with either the North or the South, read a
section on each of these four aspects, and
complete spoke diagram notes in the ISN.
-Contrast how geography and new technologies
affected the economies of the North and South.
Language objectives
(identified cognitive functions correlated to the learning
targets, such as sequence, compare/contrast,
cause/effect, infer, and argue, as well as the signal
words to be deliberately taught/used in discussion and
writing; sentence frames in support section)
Cause/effect
Students will use the following cause/effect
vocabulary in order to explain how geography
and new technology affected the North and South
differently.
Signal words:
So
Because (of)
As a result (of)
Therefore
Since
After (cause), … (effect)
One reason for
Due to
This led to (caused) …
Which in turn led to/ resulted in
History Alive! Preview activity
(builds background; links to student experience)
The HA Preview activity has two parts.
The purpose of the first part is to activate
students’ background knowledge about aspects
of geography, economy, transportation, and
society by brainstorming what they already know
about these four things for Portland. This
preview activity in the ISN.
The purpose of part two is to connect those same
four aspects to the North and South during the
This should take 7-8 class periods.
Here is an overview of the HA lesson plan
1. Preview activities
2. Introduce chapter, spoke diagram
graphic organizer, and read (w/ Cornell
notes) introduction p.253.
3. Pre-reading activity (not necessary with
this chapter)
4. Visual Discovery activity
- Mixed-ability groups of two-four
- analyze transparency showing
geography of North and South as a
class, then small group do reading
and notes in ISN
- check-in and review important here
- repeat for economy, transportation,
and society sections
5. Geography Challenge (partner work)
- Students use maps p.262-263 as well
as notes to answer the 10 geography
challenge questions
- Partners get one question at a time
(any order) and show you the correct
answer written out before receiving
another question
- Review answers as a class
6. Review (my suggestion)
- interactive read aloud with chapter
summary p. 266-267
7. Processing activity
8. Assessment (with changes, see below)
Recommended changes to HA! lesson plan
TAG: have students add an additional spoke on
Julie Tomkins – June 29, 2010 - Modified from History Alive!
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1800s. This is the interactive questioning activity
about the visuals on the first page of the chapter
(also Transparency 19A).
Suggestion: Do pre-assessment on what
students already know about Northern states and
Southern states after the ISN brainstorming on
Portland and before interactive questioning with
transparency.
Notes: Both the ISN and the transparency will
give you an idea of which of these four concepts
the students can readily give examples of
(probably “geography” and “transportation”) and
which they may need more clarification on
(probably “society” and “economy”).
their spoke diagrams in the ISN. This extra
spoke is “political views.” There is mention of
how the different political views held by
Northerners and Southerners arose because of
their different economies and interests.
Geography Challenge: when going over the
answers with the whole class instead of just
showing the Information Master, you could
create a compare/contrast T-chart summarizing
all the differences discovered using these maps.
You could color code the categories of
information [for example, red for economy notes
(agriculture and industry), blue for transportation
notes (railroads), and green for society notes
(free and slave population)]. This color-coding
will come up again in the Processing activity.
Pre-assessment activities/documents
(serves as self-assessment for students; informs
instruction for teachers; charts or documents may be
used as a place to gather concepts/information
throughout lesson through debriefing; may include
visuals, lesson questions, lesson vocabulary,
language objectives, and/or learning targets)
Suggestions:
Create a class generated chart on North and
South (could do the K-W of a K-W-L)
The two preview activities will also give you an
idea of their knowledge of elements of
geography, transportation, economy, and society.
Review: show some of the Discovery Education
videos listed in this document under “Additional
Background Building”
Flexible grouping pattern of the lesson
Independent – preview
Whole class - introduction
Small group - reading and note-taking
Partners – geography challenge
Whole class - review
Independent – processing
Whole class - review
Independent - assessment
You could turn the Transparency viewing and
discussion into a silent individual pre-assessment
entrance note, using the suggested questions in
HA lesson plan.
Lesson questions
(drive instruction; may create links to previous
learning; may be included in pre-assessment)
In what ways was life different for people living in
either the North or the South?
What are some factors that led to these
differences between North and South?
How does geography affect a community’s
economy, transportation, and society?
Julie Tomkins – June 29, 2010 - Modified from History Alive!
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Additional background building
(streaming video segments, DVD, map review, read
aloud of a related piece of fiction, etc.)
Video:
Discovery Education’s The Unfinished Nation:
Worlds Apart, segment “Northern & Southern
Economies” (5:20)
- emphasizes the expansion of the slave system;
shows cotton fields and a cotton gin; explains
that industrial revolution had effect on society as
well as economy
Discovery Education’s The Unfinished Nation:
Revolution of a Different Sort, segment
“Improvements in Transportation” (2:43), “The
Birth of Industrialization” (3:43), and “The Earliest
Factory Workers: Women and Immigrants” (2:25)
Map review (as part of introduction to chapter):
Chapter 14 Indian Removals map p.194: see if
students can guess where the division between
north and south was.
Chapter 19: then preview the maps (just the
colors, not the content) on p.262-263 to clearly
see northern, southern, and border states.
Key content vocabulary (italicized words
assessed)
Northern and Southern identities
Industrialization
Cotton gin
Industry
Agriculture
Factory
Eli Whitney’s cotton gin
Elias Howe’s sewing machine
Cyrus McCormick’s reaper
Plantation
Textile mills
Economies of North and South
READING SUPPORT
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Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Suggested strategies for
Focus pages/paragraphs for guided
Thinking or
introduction Interactive Readreading group
Process-Related
Aloud
Words (for example,
Bloom’s etc.)
With transparency 19A (p.252),
-In “Geography of the North,” first two
Contrast
- ask students to imagine they
paragraphs p.254
Cause
live in one of the two places
Affect/Effect
(industrial Pittsburgh, Mississippi -In “Geography of the South,” first two
plantation)
paragraphs p.255
- ask students to identify
features of geography, economy, -In “Economy of the South,” first
transportation, and society
paragraph p.256 and last two
(could have students come up to paragraphs p.256
screen and use the “magic
paper” to point out a specific
-In “Economy of the North,” first
feature)
paragraph p.257, last paragraph on
p.258, first paragraph p.259, and last tiny
With Interactive Read Aloud of
paragraph of section on p.259
the introduction (p.253):
- model completing Cornell notes -In “Transportation in the North,” first
for this section
paragraph in section p.259, then just the
- after first paragraph ask: “What blue headings, and then last two
do you think Southerners will do paragraphs p.260
to start making a profit?”
- after second paragraph ask
-In “Transportation in the South,” first
“How do you think Whitney’s
paragraph p.261
machine works?”
- after third paragraph ask “What -In “Society of the South” and “Society in
are some of those differences
the North” there aren’t really any single
we just saw in the pictures?”
paragraphs that offer a good summary
- after last paragraph ask “What
(skip all or read all)
will we learn about in this
chapter?” “Do you think Oregon
-In “Chapter Summary,” read all
and Florida are two separate
paragraphs p.267
worlds?”
WRITING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames
for parts of the lesson
During the Visual Discovery
reading and note-taking activity,
you should check for
understanding after each aspect
compared (geography, economy,
transportation, society).
Because the North/South had…
(geographical features), … (type of
economy) developed.
Due to… (geographical features), …
(type of economy) developed.
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During the Geography Challenge,
you should check answers as
students work.
The invention of… made …
After the processing assignment,
you will check for any points that
need to be reviewed before
assessment.
… (cause) made it easier for… (effect).
The invention of… led to…
DISCUSSION SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
FORMATIVE ASSESSMENTS (for student and teacher use)
“Check for understanding”
Checkpoints in Student
Questions for
points during activities
Interactive Notebook
exit and entrance slips
During the Visual Discovery
reading and note-taking
activity, you should check for
understanding after each
aspect compared
(geography, economy,
transportation, society).
- Check after preview
p.133
- Check after each spoke
section (geography,
transportation, economy,
society) on pages 134-137
- Check after processing
p.138
During the Geography
Challenge, you should check
answers as students work.
Pre-assessment entrance slip: K-W-L
on life in the North versus life in the
South in the 1800s?
Pre-assessment entrance slip: How
does Portland’s geography affect our
economy, transportation, and
society/culture?
Formative assessment exit slips:
List 3 things you learned about the
geography of both the North and South.
List 3 things you learned about
transportation in both the North and
South.
List 3 things you learned about
economy in both the North and South.
List 3 things you learned about society
in the North and South.
After the processing
assignment, you will check
for any points that need to be
reviewed before assessment.
Formative assessment exit slip:
What is industrialization? What was its
effect on the North?
Formative assessment exit slip: What is
a cotton gin? What was its effect on
the South?
REVIEW
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Processing Assignment
Games
Other
Attached to this overview
is a cause/effect sentence
frame review document.
There are 10
“Because…(cause),
…(effect)” sentences and
12 “…(cause) made
…(effect)” sentences
already written with
content from this chapter.
(for the teacher): “Teaching
Compare and Contrast”
instructional video with chart
of North vs. South economy,
transportation, society:
http://www.pps.k12.or.us/dep
artments/curriculum/3389.ht
m
(also serves as a formative assessment)
This assignment is helpful for
processing, but is somewhat simplistic
and does not lend itself to development
into a summative assessment.
There are pictures of the North and the
South (similar to what the students
have seen throughout the lesson) and
students label and color code the key
features of geography, economy,
transportation, and society.
They must also write cause-effect
statements for how geography affected
the other key aspects of the region’s
development.
After individual completion of
assignment a better review before
assessment might be to compile a
class list of good cause-effect
statements that hit the key points.
You can make cut out
copies and give them to
small groups to form
correct sentences. You
can have them just
manipulate the cut-outs or
you could have them write
their formed sentences
out.
Some of the cause
sentence starters could be
followed by more than one
of the effect fragments, so
this would be a good
review not only of the
language target but also of
the learning targets.
RECOMMENDED LESSON ASSESSMENT AND KEY
Assessment
Key
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