Modern Living Two Weeks



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Modern Living Two Weeks




Social Studies

Lesson Plan

Teacher:

8th Grade Social Studies Teacher




Grade:

8th Grade



Lesson Title:

The Industrial Revolution’s effects on modern living in America.



STRANDS

Economics

Governance and Civics

History




LESSON OVERVIEW

Summary of the task, challenge, investigation, career-related scenario, problem, or community link.

Students will examine the emergence of the Industrial Revolution in American history and its impact on transportation, communication, and agriculture. This unit will begin with the study of inventions and how certain inventions transformed nearly every aspect of American society in one way or another. Students will also examine the growth of slavery in the South and the impact of both cotton and the cotton gin on the rise of the plantation economy of the South. Also, students will analyze the spread of sectionalism in America and what role the Missouri Compromise in 1820 ultimately plays in the future battle involving the North and South.
The project for this unit of study is entitled “canstruction”. Students will be using canned food to design an invention from the Industrial Revolution era. Students will be working collaboratively with STEM professionals to create their structure utilizing their own designs and advice from local engineers.


MOTIVATOR


Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

Day 1: Revolution

This video clip explains the birth of the Industrial Revolution in England in the late 1700s. It explains to students that not only did the Industrial Revolution have economic implications, but social ones as well. Students will learn that the Industrial Revolution brought about the growth of factories and therefore a demand for able-bodied workers. Men, women, and children worked along side of each other to meet the demand of the ever-growing population. The period of industrialization brought great wealth to both Europe and the United States, but at a cost.



DAY

Objectives


(I can….)

Materials & Resources

Instructional Procedures





Differentiated

Instruction

Assessment


1


I can identify factors that led to the Industrial Revolution of the late 1700’s and early 1800’s.

I can describe the impact of one invention from each of the following categories: Communication, Transportation, and Agriculture.




i-Pads, dry erase board, markers, string, clothes pins, index cards, pens/pencils, List of inventions and years invented. (Appendix A)

Essential Question:

How did the Industrial Revolution change the way Americans lived and worked?

Remediation:

Grouping: Higher level learner to work with lower level learner on the invention timeline.

Abbreviated Assignment- Student may choose seven inventions from the list instead of thirteen.

Enrichment:

Students may research a modern day invention and create an advertisement for the product using their i-pads.




Formative Assessment:

Students will choose both I can statements and answer on an index card.




½ Project Day – See Unit Plan

Canstructing the Industrial Revolution - Introduction

Set: Students will use their i-pads and create a list of the TEN most important inventions of all time according to them. Students will then compare their list with other students at their table. One student at the table will act as a scribe and compile ONE list of ten inventions that they have both agreed are the ten most important. Students will airplay their findings for classroom discussion.

Teaching Strategy(s):

  1. Using the list of inventions from (Appendix A), students will be divided into pairs and each will be assigned half of the list.

  2. Students will use index cards and write their invention on the front of the card along with the year it was invented and the inventions classification: Industry, Transportation, Communication, Agriculture, or Home.

  3. Using clothespins, hang the cards on the string that has been marked off in ten-year sections beginning with 1780 in the appropriate place.

Summarizing Strategy: Students will choose five inventions from the inventions that they listed in todays “Set”. Students will then classify each invention as Industry, Transportation, Communication, Agriculture, or Home related.

2


I can explain how the steamboat transformed American life.

I can describe the impact of the telegraph on American unity.





i-Pad, PowerPoint presentation describing factories in New England, women in the workforce, the steamboat, and the telegraph.


Essential Question:

How did the new inventions of the late 1700’s and 1800’s improve American life?

Remediation:

Extended time to complete the illustration of the machine/tool.



Enrichment:

Students will create their own television commercial for their machine/tool.




Formative Assessment:

Students will be asked if they could answer today’s I can statements by showing thumbs up or thumbs down.




Set: Students will participate in a Think-Pair-Share activity. Students will Think-Pair-Share at their tables on the following question: How was the Industrial Revolution like other revolutions? Allow students to answer using one i-pad per table. Students will Share their answers by air playing.

Teaching Strategy(s):

  1. Students will view a PowerPoint presentation on the rise of factories in New England, Women in the workforce, Robert Fulton’s steamboat, and the impact of the telegraph.

  2. Students will invent their own machine or tool that solves a simple problem.

  3. Students will create an illustration of their machine or tool as well as a name for their invention.

Summarizing Strategy: Students will write a paragraph about their machine or tool and describe what it does (function) and who would be the target consumer/audience to buy the product.


3

















Project Day – See Unit Plan

Canstructing the Industrial Revolution – Brainstorming and Planning

4



I can explain three harms related to child labor and the Industrial Revolution.


i-Pad, Industrial Revolution Web Quest

(Appendix B).




Essential Question:

What were some of the negative affects of the Industrial Revolution?


Remediation:

Group a lower level learner with a higher-level learner on the web quest activity.



Enrichment:

Students may research examples from around the world in which child labor is still being practiced today. Students should name the country and what product(s) the children are manufacturing.




Summative Assessment:

Students will turn in the completed web quest and be assessed on the “Newspaper Article” portion of the web quest.



Set: http://www.history.com/videos/the-fight-to-end-child-labor

Students will view a brief video depicting the issue of child labor in America. The video shows the realities of child labor in America and how kids sacrificed their own childhood so that they could earn enough money to help their families survive.



Teaching Strategy(s):

  1. Place the students in groups of two and tell them that they will complete a web quest dealing with the Industrial Revolution and especially child labor. (Appendix B)

  2. Students will use their i-pads to complete the assignment and turn in to a drop box that will be set up.

Summarizing Strategy: Students will pretend they are a newspaper reporter for the local paper. Students will write a story detailing the treatment of the children they have witnessed working in the local factory.


5
















Project Day – See Unit Plan

Canstructing the Industrial Revolution – Drawing the Plans


6














Project Day – See Unit Plan

Canstructing the Industrial Revolution – Professional Guidance


7

I can describe what life was like for African Americans in the South.


i-Pads, index cards, piece of actual cotton or cotton balls, Flow Chart (Appendix C), Cause and Effects chart (Appendix D).

Essential Question:

How did Eli Whitney’s cotton gin transform Southern life and culture?

Remediation:

Extended time to finish the flow chart.

Students may complete a Cause and Effect chart (Appendix D) depicting at least five effects of Eli Whitney’s cotton gin.

Enrichment:

Have students work in pairs or small groups to create circle graphs (pie chart) titled Southern Families in 1840. Students will research population statistics in 1840 and show the percentage of slaveholding, non-slaveholding white people, and enslaved and free African-Americans.




Formative Assessment:

Students will answer today’s I can statement on a index card before leaving class.




Set: Instruct students to open their i-pads and go to the “Notes” function. As students settle in bring out an actual piece of cotton and hold it so that all can see. As you walk around the room instruct students that they have three minutes to write down as many words, phrases, and historical events that in some way relate to cotton. After the three minutes are up have random students airplay their list and generate discussion.

Teaching Strategy:

  1. Students will research the social and economic links between Southern cotton plantations and Northern industries.

  2. Students will create a flow chart (Appendix C) showing the exchange of cotton- based money and goods between the North and South.

Summarizing Strategy: Students will write a paragraph in which they agree or disagree with the following prompt: The rise of slavery in America affected the North as much as the South between the years of 1790-1860.


8

I can explain at least three factors that contributed to America’s national unity.

I can explain how the Missouri Compromise temporarily eased sectional tensions.



i-Pads, construction paper, markers.

Essential Question:

What factors promoted both unity and sectionalism in the early 1800’s?

Remediation:

Have students illustrate just one branch of the national government in their brochure.



Enrichment:

Students will create political cartoons depicting the American System, Nationalism, and the Missouri Compromise.




Formative:

Students will answer both I can statements as an exit-ticket before leaving class.



Set: Students will answer the following questions at their tables: What recent events united the country? What recent events divided the country? Students may go back as far as the year 2000. Allow up to four minutes per question for students to answer. Allow students to airplay their responses and initiate discussion.

Teaching Strategy(s):

  1. Students will view a PowerPoint presentation on the following topics: American System, Nationalism, Henry Clay, James Monroe, Sectionalism, and the Missouri Compromise.

  2. Using their i-Pads, students will research and create a brochure on nationalism.

  3. Students will use construction paper and illustrate actions by the three branches of government that helped unite the nation and strengthen the federal government in the early 1800’s. The brochures should be titled “Uniting the Country”.

Summarizing Strategy: Students will create a Compare and Contrast chart on their i-pads. Students will label the top left of the chart with “Strengthening Forces” and the right with “Weakening Forces”. Students will answer the following question on the chart: What ways did economic changes both strengthen and threaten national unity?


9

I can explain the decision of the United States Supreme Court in the 1819 McCullough v. Maryland case.


i-Pads, Bill of Rights Institute- Landmark Supreme Court Cases: McCullough v. Maryland (1819). (Appendix E), McCullough v. Maryland- Answer Key (Appendix F).


Essential Question:

How did the Supreme Courts ruling in the McCullough v. Maryland (1819) case promote national unity and strengthen the federal government?


Remediation:

Students may have extended time to create a newspaper headline about the case.



Enrichment:

Students may research a Supreme Court case within the last five years that has had national implications and write a one-page essay.




Formative:

Students will answer today’s I CAN statement before exiting.



½ Project Day – See Unit Plan

Canstructing the Industrial Revolution – Preparing to Build

Set: Students will be asked the following questions: Who makes the rules at school? Whose rules have more authority-the teacher’s classroom rules or the rules in the student handbook? What would happen if a teacher decided one of the handbook’s rules didn’t apply in their classroom? Would that work? What would happen if the school itself had no authority and only teachers could make rules?

Teaching Strategy(s):

  1. Students will read the “Activity” portion of the Landmark Supreme Court Cases and the Constitution: McCullough v. Maryland (1819). (Appendix E)

  2. Using their i-Pads, students answer the four questions using the links provided on the document.

Summarizing Strategy: Create an illustration depicting the Supreme Court’s decision in McCullough v. Maryland. Students should use no words except to label the name of the case on their paper.


10














.


Presentation Day – See Unit Plan

Canstructing the Industrial Revolution – Build Day

STANDARDS


Identify what you want to teach. Reference State, Common Core, ACT

College Readiness Standards and/or State Competencies.



GLE 8.1.04 Describe the influence of science and technology on the development of culture through time.

GLE 8.2.01 Understand fundamental economic concepts and their application to a variety of economic systems.

GLE 8.2.02 Understand global economic connections, conflicts, and interdependence.

GLE 8.2.03 Understand the potential costs and benefits of individual economic choices in the market economy.

GLE 8.2.04 Understand the interactions of individuals, businesses, and the government in a market economy.

GLE 8.4.03 Understand the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges from that relationship.


GLE 8.4.04 Discuss how cooperation and conflict among people influence the division and control of resources, rights, and privileges.
GLE 8.4.05 Understand the rights, responsibilities, and privileges of citizens living in a democratic society.
GLE 8.4.06 Understand the role the Constitution of the United States plays in the lives of Americans.

GLE 8.5.15 Discuss sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.


SPI 8.1.6. Interpret a timeline of technological innovations.

8.2.spi.8. Recognize the factors that led to urbanization and industrialization in early America (i.e., religious freedom, land ownership, thriving market).

8.2.spi.9. Analyze in economic terms, (i.e., climate, triangle trade, infrastructure, topography), why slavery flourished in the South as opposed to the North.

8.4.spi.7. Recognize the impact of major court decisions have had on American life (i.e., Marbury v. Madison, McCulloch v. Maryland, Dred Scott v. Sandford).

8.5.spi.5. Recognize consequences of the westward expansion of the United States.

8.5.spi.8. Determine the social, political, and economic factors that contribute to the institution of slavery in America.





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