FRAME THE LESSON
Industrial Revolution and Life in the North
TEACHER: CLASS: 8 th Grade DATE:
February 8-9
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
11A : analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries
11B: describe the positive and negative consequences of human modification of the physical environment of the United States
12C: explain the reasons for the increase in factories and urbanization
12D : analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history
13A : analyze the War of 1812 as a cause of economic changes in the nation
13B: identify the economic factors that brought about rapid industrialization and urbanization
14B: describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries
23A : identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration
23B: explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs
23C: identify ways conflicts between people from various racial, ethnic, and religious groups were resolved
23E: identify the political, social, and economic contributions of women to American society
24B: evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled
27A: explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts
27B : analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States
27C: analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally
27D: explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west
28A: compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history
28B: identify examples of how industrialization changed life in the United States
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
(p. 418-382)
Interactive Reading
Notepad (p. 420)
Analyze Graphs:
(p. 425)
Interactive Timeline:
New Inventions
Improve Life
(p. 427)
Interactive Gallery: The
Steam Locomotive
(p. 428)
Analyze Maps (p. 432)
Digital Lesson Quiz:
(p. 438)

Objective/Key Understanding: Introduce Vocabulary Activity (p. 391)


Explain the impact of the Industrial Revolution on cities.

Identify the Industrial Revolution and explain its effects.
Describe hoe technological changes affected the economy of the capitol trade union scarcity
North.

Identify the impact of the Industrial Revolution on working
Critical Writing Prompt: conditions, social class, and daily life.
Lowell girls factory system capitalist strike credit clipper ship spinning jenny
Rigor & Relevance: (Real World Connection) urbanization locomotive nativist profit demand interchangeable parts
Industrial Revolution
Informal Assessment Questions 1-5 (p. 438)

How did the War of 1812 affect American manufacturing?

Describe the workers and working conditions in factories in the mid-1800s.

Why did many farmlands leave the countryside to start their own farms or to work in factories?

Summarize the ways in which the invention of the telegraph changed life in America.

What do the conditions in factories in the mid-1800s suggest about the pros and cons of the free enterprise system?
Stop & Check for Understanding—High Level Questions

How did the Industrial Revolution affect the forces of supply and demand?

How did the British attempt to keep their technological innovations secret?

How did competition change working conditions in American mills?

What were some drawbacks of urbanization?

How did the invention of new farm machines contribute to urbanization in the north?

What was the principal advantage of steam power over water power?

Why could artisans command higher wages while other workers could not?

Why did dilled African Americans have trouble finding jobs in the North?

Small Group Purposeful Talk Question Stems
The Industrial revolution Begins (p. 419-420)

How did new technologies change the way goods were manufactured in the United States and elsewhere?


Explain the effects of scientific and technological innovations such as the use of interchangeable parts.
How did such technological innovations bring about economic growth?

What economic changes did the War of 112 cause?
Factories Come to America (p. 420-423)

Describe the characteristics of the free enterprise system in the nineteenth century

What were the benefits of this system on the U.S. economy?
Daily Life in Factory Towns (p. 423-425)

Identify the characteristics economic factors that brought about rapid urbanization in the nineteenth century.


Identify the economic contributions or women to American society during the Industrial Revolution.
Using Lowell, Massachusetts, as an example, identify how industrialization changed life I the United States.
Cities Expand (p. 425-427)

Describe the positive and negative consequences of human modification of the physical environment through urbanization.
New Technological Innovations (p. 427-429)

Give three examples of how the free enterprise system benefited Americans during the Industrial Revolution.

What was the impact of transportation systems on the urbanization of the United States?

Explain the impact of communications systems such as the telegraph. How did they affect growth, development, and urbanization of the United States?
The Age of Steam Power (430-433)
How was the locomotive an improvement over earlier railroad system?
How do you think the Industrial Revolution contributed to economic differences among different regions of the United States? Explain your reasoning.
How id the factory system contribute to rapid industrialization?
What were the effects of this innovation on the United States?
Workers Respond to Challenges (p. 433-435)

Evaluate the impact of the labor reform movement. Was it successful? Provide evidence to support your view.


Based on the material in this text and preceding texts, what are some examples of how urbanization changed life in the United States?
How did urbanization lead to conflicts between people of different social classes?
Ethnic Minorities in the North (p. 435-438)

Identify three ethnic groups that settled in the United States during this time and explain their reasons for immigration.

How did urbanization lead to conflicts over differences in religion?

How do you think conflicts between people of various ethnic groups would be resolved?

Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 420)
You may also use the questions found in the Interactive Reading Notepad (p. 420) for this lesson to guide your class discussion.
Analyze Graphs: (p. 425)
Review the graph on page 425. Based on the information in the graphs, what factor best explains the rapid rate of urbanization in northern cities during the mid-1800s?
Interactive Timeline: New Inventions Improve Life (p. 427)
Project the Interactive Timeline: New Inventions Improve Life (p. 427) and click through the events. Have students pick two scientific discoveries, explain their effects, and compare how they influenced daily life in the 1800; then have students pick two technological innovations, explain their effects, and compare how they influenced daily life in the same time period.

Explain the impact of communication systems such as the telegraph. How did they effect growth, development, and urbanization of the United States?

How did technological innovations such as the telegraph, the railroad, and steamships change the way goods were marketed nationally and internationally?
Interactive Gallery: The Steam Locomotive (p. 428)
Project the Interactive Gallery: The Steam Locomotive (p. 428) and click through the images.
Analyze Maps (p. 432)
Review the map on page 432. Based on the information in the map, how might the growth of railroads between 1850 and 1860 have affected the development of industry in the United States?
Digital Lesson Quiz: (p. 438)
Assign the Digital Lesson Quiz. Pose these questions

How do you think the Industrial Revolution contributed to economic differences among different regions of the United States? Explain your answer.

How did the factory system contribute to rapid industrialization?

What were the effects of this innovation on the United States?

Engage
Explore
Explain
Elaborate
Evaluate
~Have students preview the lesson objectives and the list of key terms (p.418). Use the Editable Presentation found on the digital course to present the main ideas of the lesson (p. 418).
Complete the Start Up Activity on p 418. Tell students that Lowell, Massachusetts, was one of America’s first factory towns, a model community that hired young girls from surrounding farms-so called Lowell girls- and housed them there in clean boarding houses. Still conditions were far from ideal.

What do you suppose life was like for a Lowell girl working on the factory floor?
Tell students that in this lesson they will be learning about the Industrial revolution in the North and the technological innovations that changed life in the United States.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use the Note Taking
Study Guide to help them take notes and understand the text as they read.


The Industrial revolution Begins (p. 419-420)

Factories Come to America (p. 420-423)
Daily Life in Factory Towns (p. 423-425)

Cities Expand (p. 425-427)

New technological Innovations (p. 427-429)

The Age of Steam Power 9p. (430-433)

Workers Respond to Challenges (p. 433-435)

Ethnic Minorities in the North (p. 435-438)
Tell students that in this lesson they will be learning about the Industrial revolution in the North and the technological innovations that changed life in the United States.
The Industrial revolution Begins (p. 419-420)

Before the 1800s, most Americans were farmers and most goods were produced by hand. As a result of the Industrial Revolution, this situation slowly changed. Machines replaced hand tools. New sources of power, such as steam, replaced human and animal power. While most Americans continued to farm for a living, the economy began a gradual shift toward manufacturing.
Factories Come to America (p. 420-423)

Britain wanted to keep its technological innovations, or new technologies secret. It did not want rival nations to copy the new machines. Therefore, the British Parliament passed a law forbidding anyone to take plans of the new machinery out of the country.
Daily Life in Factory Towns (p. 423-425)
 Slater and Whitney’s innovations were just the first step in Americas Industrial Revolution. During the early 1800s, entire cities began to emerge around factories.
Cities Expand (p. 425-427)

In 1800, the vast majority of Americans lived in rural areas. During the Industrial Revolution, many people left farms for cities, attracted by the job opportunities to be found in factories.
New technological Innovations (p. 427-429)

Northern industry grew steadily in the mid-1800s. Most northerners still lived on farms. However, more and more of the northern economy began to depend on manufacturing and trade.
The Age of Steam Power 9p. (430-433)

At first railroads were used to provide transportation to canals. In time, however, the railroad became a more practical means of transportation than canals. The first railroads were built I the early 1800s. horses or mules pulled cars along wooden rails covered with strops of iron. Then in 1829, an English family developed a steam-powered locomotive engine to pull rail cars. Then engine, called the Rocket, barreled along at 30 miles per hour.
Workers Respond to Challenges (p. 433-435)

Factories of the 1840s and 1850s were very different from the mills of the early 1800s. as industrialization grew, life changed for workers. The factories were larger, and they used steam-powered machines. Laborers worked longer hours for lower wages. Usually, workers lived in dark, dingy houses in the shadow of the factory.
Ethnic Minorities in the North (p. 435-438)

By the 1840s, many factory workers in the North were immigrants. An immigrant is a person who enters a new country in order to settle there. In the 1840s and 1850s, about 4 million immigrants arrived in the United States.
~Guided Reading and Discussion Questions

See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity

See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 402).
Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper:

How did the War of 1812 affect American manufacturing?

Describe the workers and working conditions in factories in the mid-1800s.

Why did many farmlands leave the countryside to start their own farms or to work in factories?

Summarize the ways in which the invention of the telegraph changed life in America.

What do the conditions in factories in the mid-1800s suggest about the pros and cons of the free enterprise system?.

FRAME THE LESSON
King Cotton and Life in the South
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
TEACHER: CLASS: 8 th Grade DATE:
7B: compare the effects of political, economic, and social factors on slaves and free blacks
7C: analyze the impact of slavery on different sections of the United States
10B: compare places and regions of the United States in terms of physical and human characteristics
11A: analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries
12A: identify economic differences among different regions of the United States
February 10-12
M T W TH F
12B: explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery
12D: analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history
27A: explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts
27D: explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west
Rigor & Relevance: (Real World Connection)
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
(p. 439-450)
Interactive Reading
Notepad (p. 440)
Interactive 3-D Model:
The Cotton Gin (p. 440)
Analyze Data (p. 442)
Analyze Maps (p. 443)
Interactive Chart:
Different Ways of Life in the South
(p. 445)
Digital Activity: Cotton is King (p. 446)
Digital Lesson Quiz:
(p. 446)
Interactive Chart: Lives of free and Enslaved
African Americans
(p. 447)

Objective/Key Understanding: Introduce Vocabulary Activity (p. 439)

Identify how the development of the cotton gin affected the South.

Describe the agricultural economy of the South.

Describe southern society.

Compare the economic, social and political conditions of free and
 enslaved African Americans.
Explain the impact of slavery.
Boom
Cultivate
Cottonocracy
Slave codes
Extended family
Critical Writing Prompt:
Informal Assessment Questions 1-5 (p. 450)

Summarize the effect of the cotton gin.

How did the economy in the South encourage a dependence on slavery that the economy in the North did not?

What worried white slave owners about free African Americans living in the South, and what stereotypes did successful African American disprove?

Why were so many enslaved African Americans devout Christians?

Why were slave revolts so dangerous for the slaves who rebelled?
Stop & Check for Understanding—High Level Questions

How did the invention of the cotton gin lead to an increase in slavery in the South?

Why was the South dependent on the North and Europe for non-agricultural goods?
 Who made up the “cottonocracy” in the Old South?

How was life in the South similar and different for free and enslaved African Americans

Why was it difficult for enslaved African Americans to keep their families together?

What do the actions of Denmark Vesey and Nat turner reveal about the conditions under which enslaved Africans were forced to live?

Small Group Purposeful Talk Question Stems
The Cotton Kingdom (p. 440-441)

Describe the economic differences between the North and South.

Explain how the cotton gin impacted economic development in both the North and South.

Cite evidence that the cotton gin contributed to the rise of slavery and the plantation system.
Reliance on Agriculture (p. 441-444)

Identify the key economic differences between the North and the South.

Compare and contrast industry in the North and South.

Identify the causes and effects of economic differences between the North and South.

How did the economic differences between the North and South lead to divisions within the nation?

What physical characteristics of the environment influenced economic activities in the South?
Southern Whites (p. 444-445)

How did physical characteristics of the South influence human characteristics such as social classes in different parts of the region?

How did the upland South differ economically and socially, in terms of its human characteristics, from the lowland cotton region?
Southern African Americans (p. 445-447)

How did southern laws limit opportunities for free African Americans?

Why did white slave owners fear the presence of free African Americans in the South?

Describe the economic contributions of free and enslaved African Americans.
Slavery in the South (p. 447-449)

What were the slave codes?

What were the effects of slave codes?

Why did religion play such an important role in the lives of enslaved African Americans?
Resisting Slavery (449-450)

Identify the ways in which enslaved African Americans resisted slavery.

Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 440)
You may also use the questions found in the Interactive Reading Notepad (p. 440) for this lesson to guide your class discussion.
Interactive 3-D Model: The Cotton Gin (p. 440)
Project the Interactive 3-D Model: The Cotton Gin (p. 440) and click through the images. Remind students how factories changed the economy in the
North.

How do you think the cotton gin affected the economy in the South
Analyze Data (p. 442)
Review the chart, Slavery Dependence on Agriculture, on page 442. Based on the information in the graphs and chart, why did the number of slaves in
South Carolina increase event though its production declined?
Analyze Maps (p. 443)
Review the map on page 443. Based on the information in the map, what would you expect to be true about the economies of major Southern cities?
Interactive Chart: Different Ways of Life in the South (p. 445)
Project the Interactive Chart: Different Ways of Life in the South (p. 445) and click through the images. Compare the social and economic factors that influenced life for free and enslaved African Americans.
Digital Activity: Cotton is King (p. 446)
Project the Digital Activity: Cotton is King (p. 446). Have students examine the primary sources and answer the question.

After reviewing the quote from the beginning of the lesson, explain the ways in which Lane’s experience was and was not typical.

Discuss what life in the Cotton Kingdom was like for poor and wealthy southern whites, free African American, and enslaved African Americans.
Digital Lesson Quiz: (p. 446)
Assign the Digital Lesson Quiz. Pose these questions

Why did slavery develop in the South?

Why do you think slavery was less extensive in the North?

How did slavery impact the economy and society of the South?

Was slavery solely a southern institution, as it is sometimes considered, or did the North contribute to its spread? Explain your reasoning.
Interactive Chart: Lives of free and Enslaved African Americans (p. 447)
Project the Interactive Chart: Lives of free and Enslaved African Americans (p. 447) and read the columns. Have student fill in the graphic organizer.

Why were enslaved African Americans kept illiterate?

Engage ~Have students preview the lesson objectives and the list of key terms (p.439). Use the Editable Presentation found on the digital course to present the main ideas of the
Explore lesson (p. 439).
Complete the Start Up Activity on p 439. Tell students that Lunsford Lane, born into slavery in 1803, made and sold pipes. He hid money he made and said that he
“…found it politic [wise] to go shabbily dressed…” during this time. Eventually he earned enough money to buy his freedom.

What can you tell about the difficulties an enslaved person in the South faced from reading Mr. Lane’s statement? Why do you think it was “politic” for him to dress poorly?
Tell students that in this lesson they will be learning about the economic and social characteristics of life in the South.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.

The Cotton Kingdom (p. 440-441)

Reliance on Agriculture (p. 441-444)

Southern Whites (p. 444-445)

Southern African Americans (p. 445-447)

Slavery in the South (p. 447-449)

Resisting Slavery (449-450)
Explain
Tell students that in this lesson they will be learning about the Industrial revolution in the North and the technological innovations that changed life in the United States.
Elaborate
The Cotton Kingdom (p. 440-441)

The Industrial revolution greatly increased the demand for southern cotton. Textile mills in the North and in Britain needed more and more cotton to make cloth. At first, southern planters could not meet the demand. They could plenty of cotton because the South’s soil and climate were ideal. However, removing the seeds from the cotton by hand was a slow process. Planters needed a better way to clean cotton.
Reliance on Agriculture (p. 441-444)
 Cotton was the South’s most profitable cash crop. However, the best soils and climate for growing cotton could be found mostly in a belt stretching across inland South Carolina, Georgia, Alabama, Mississippi, Louisiana, and Texas. In other areas of the South, rice, sugar cane, and tobacco were major crops. In addition, southerners raised much of the nation’s livestock. Physical characteristics of the environment in different regions of the South influenced what farmers in those regions produced.
Southern Whites (p. 444-445)

The Old South is often pictures as a land of vast plantations worked by hundreds of enslaved African Americans. Such grand estates did exist in the South.
However, most white Southerners were not rich planters. In fact, most whites owned no enslaved African Americans at all.
Southern African Americans (p. 445-447)

Both free and enslaved African Americans lived in the South. Their legal and political conditions were different. Although free under the law and with certain legal rights, free African Americans faced harsh discrimination. Enslaved African Americans had no rights at all.
Slavery in the South (p. 447-449)

The life of enslaved African Americans was by strict laws and the practices of individual slave owners. Conditions varied from plantation to plantation. Some owners made sure their enslaved workers had clean cabins, decent food, and warm clothes. Other planters spent as little as possible on their enslaved workers.
Resisting Slavery (449-450)

Enslaved African Americans struck back against the system that denied them both freedom and wages. Some broke tools, destroyed crops, and stole food.
~Guided Reading and Discussion Questions

See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity

See Online Resources from the previous page for this portion of the lesson.
Evaluate ~Assign the Digital Lesson Quiz for this lesson (p. 450).
Teachers can also opt to have students demonstrate mastery by responding to the following questions on paper:

Summarize the effect of the cotton gin.

How did the economy in the South encourage a dependence on slavery that the economy in the North did not?

What worried white slave owners about free African Americans living in the South, and what stereotypes did successful African American disprove?

Why were so many enslaved African Americans devout Christians?

Why were slave revolts so dangerous for the slaves who rebelled?