HISTORY QUESTION OF THE WEEK: What was produced at the first American factory? (Note: "Textile" will not be accepted as the correct answer.) Yarn. It was produced at Samuel Slater's Mill, founded in Pawtucket, Rhode Island, in 1790. Workers at the spinning machines lived in company housing and worked for wages paid in credit at the company store. Cloth itself was not produced at the mill: The yarn was woven into cloth by independent hand weavers working out of their homes.

Note: Unit IV: Our New Nation and Unit V: The American Industrial Revolution will be combined into one exam. The notebook will also not be graded until the end of Unit V.

Objective: Why are there so many factories in America?

  1. Study the statistics describing the U.S. in 1800 & 1860. A) What are the 3 biggest changes you see on the chart? B) What do you think caused these changes? C) Do you think these changes were good or bad for America? D) Why? (The overhead is a chart comparing statistics in the US. between 1800 and 1860. Here's the information: U.S. Population: 5,084,912 / 31,183,582, Urban population: 7% / 20%, Slave population: 887,612 / 1,305,223, Immigrants per year: 10,000 / 250,000, Percent of population immigrants: 2% / 33%, Value of manufactured products: $100 Million / $1 Trillion, Number of Invention Patented: 4 / 4778, Miles of railroad track: 0 / 31,000, Cotton production: 73,000 bales(bundle of cotton) / 3,841,000 bales, Hours of labor per cotton bale: 601 / 303)
  2. Unit V: The American Industrial Revolution cover page
  3. Pre-test over this unit: List 3 differences between the North and the South, define economics, define tariff, list 3 inventors, explain what the nullification crisis was. (5 minutes)
  4. Read pp. 359-364 & answer questions on Industrial North
  5. Show video (America Past) (about 2 minutes) of how textile machines work and how Eli Whitney's Interchangeable Parts worked. Discuss British Industrial Revolution, child labor laws & minimum wage, and women's rights

Objective: Why did the North and South develop differently?
Homework: Get agenda signed

  1. Look at the two pictures on the overhead comparing the North and the South. List 6+ differences shown between the two places.
  2. Show pictures from Adventure Tales of America: An Illustrated History of the United States, 1492-1877 (Signal Media Corporation) on the American Industrial Revolution to discuss the initial inventions.
  3. The Changing South questions (30 minutes) using textbook
  4. Pass around a raw cotton boll with the seed in it to show how difficult removing the seed is.
  5. Video & lecture on cotton gin ("Inventors and the Americas" and "Second Revolution")
  6. Notes on How America Changed (flow chart): Turning your paper the long way, write, "Samuel Slater." From him draw an arrow to "Textile Factory." From there draw 4 arrows with one of the following written by them: "Start Industrial Revolution in America, Women demand equal rights, Child labor laws & minimum wage, Immigrants come to find work." From here draw two arrows with one of the following written after each: "Cities in Northeast, More inventions." Under "Samuel Slater," write, "Eli Whitney." Have two arrows coming from his name. From one arrow write, "Interchangeable parts" then pointing to "Assembly line." From the other arrow write, "Cotton Gin." From here draw two arrows with one of the following written after each: "South becomes dependent on slaves, People move West to get land to grow cotton."
  7. Go over transparencies comparing North and South. For each transparency, have students determine which is the North and which is the South. Have them explain how they know.
  8. Cotton is king worksheet
  9. WRAP-UP: THE NORTH VS. THE SOUTH: Draw a picture of the North and the South during this period. Include three differences of the two regions in each picture.


HISTORY QUESTION OF THE WEEK: What were the two major ethnic groups employed in the building of the first transcontinental railroad? The eastern branch, the Union Pacific, employed mainly Irish workers; the western branch, the Central Pacific, employed mainly Chinese workers. The two work crews met at Promontory Utah, in May 1869, completing the transcontinental link.

Objective: How did the developments in transportation change America?

  1. Read the following quote and respond to the questions: "Every day the North grows more wealthy and densely populated while the South is stationary [not moving] or growing poor." Alex de Tocqueville, French traveler in America, 1831 a) With what part of the U.S. was de Tocqueville most impressed? How do you know? B) If you were visiting a foreign country, what types of things might you notice that would convince you that the city/country was growing richer and/or more heavily populated? C) What do you think caused such big changes between the North and South?
  2. Notes from transparencies: roads (p. 224), canals (pp. 352-354), steamboats, trails
  3. Terrific Transportation Internet Hunt: Load The Transportation Guide Page onto your school computer. Pass out The Transportation Student Worksheet to all the students. Also print out a sheet for your overhead so you can do one as an example with the class. For the worksheet have students sketch a picture of that form of transportation, take 5 notes on what it was, 1 note on where it was used, the name of the person who is famous for using it, and 2 notes about that person. All of this information can be found on the Internet using The Transportation Guide Page. (Most of these links and pictures came from Learning Advice: The Wilderness Ride )

Objective: How did Eli Whitney's inventions change America?
Homework: Get agenda signed

  1. A) What 4 things did you learn about transportation in the last class that you didn't know before? B) Which type of transportation do you think was the most important in connecting the country? C) Why?
  2. "How the Erie Canal Changed Everything" notes: Diagonally across the page draw the "Erie Canal" with 6 barrels evenly spaced along the river. (Barrels are drawn because as the Irish immigrants worked through Buffalo, the citizens ensured that the work moved quickly by placing whiskey barrels full of whiskey at measured intervals along the route of the canal.) Write one of the following at each of the barrels: "People move west (Ohio, Illinois, Indiana, Michigan), New York City becomes America's largest city, Immigrants (Irish), Price of products decreases, Many new inventions, Easier to transport goods, so more profit, so more factories."
  3. Power point presentation on Eli Whitney
  4. Eli Whitney placards. Place placards of the following around the room: Growth of Railroads, Transportation, 1800/1860 Chart, King Cotton, Cotton Production in the US 1790-1840, A System of Canals, Inventors Hall of Fame, U.S. Immigration, 1821-1860, Manufacturing & Muskets, 1800/1860, Change in Textile Industry, Northern and Southern Economies, 1861. Give each student a chart on which they have to fill out the following for each placard: Name of Placard, Region (North, South, or both) it deals with, Subject of placard, main fact, and connection to Eli Whitney's inventions. Have one space filled out for each placard on the chart. Students should move in pairs from placard to placard in order to fill out the chart. Have students turn in charts. Then have the class draw conclusions from what they just read and wrote. Find placards at Alief ISD's Industrial Unit Page.
  5. WRAP-UP: COTTON GIN AND INTERCHANGEABLE PARTS: BEFORE AND AFTER: In the four squares, draw a picture of the North and South before and after Eli Whitney's inventions
  6. Pass out extra credit worksheet to students who want it. Sheet includes part of the diary entries from Lewis and Clark's exploration of the Louisiana Purchase and an observation made by someone visiting the mills in Lowell, Massachusetts and Manchester, New Hampshire in 1836, as printed in The Harbinger, November 14, 1836.


HISTORY QUESTION OF THE WEEK: What made the Colt revolver different from previous handguns? Previous handguns could fire only once before they had to be reloaded. Samuel Colt's invention, patented in 1835, had a six-chambered cylinder that rotated with each shot, automatically readying another bullet for firing. The Colt revolver became standard equipment on America's western frontier.OR What was the first major export industry in America? (Think back to the start of America.) Tobacco. By 1617, 50,000 pounds of the Virginia-grown crop were exported to England.

Objective: Will tariffs split the Union?

  1. Your brother is starting to become extremely good at basketball. In order to get even better, your brother tells your mother that he will need special privileges. She agrees. From now on your dinner will consist of whatever he wants to eat. He can use the bathroom whenever he wants to for however long he wants. Plus, he has complete control over the TV and computer. A) In 5+ words, how would you feel about this? B) In 5+ words, how would your brother feel about this? C) In 5 + words, how would your mom feel about this? D) What, if anything, would you do about this? (Teacher explanation: Your brother represents the North, your mother represents the President and National Government (favoring the North), and you represent the South (getting frustrated with the President's favor toward the North.))
  2. Tariffs: show tariffs using overhead about rolls of cloth (prices are not historically accurate): "A Roll of Cloth": Compare the North with England: Cost to weave = $10 vs. $8 (because England had better faster machines), To make a $2 profit, the selling price (without tariffs) = $12 vs. $10. Northern factory owners creamed, "HELP! We're going out of business!" The federal government passes a $3 tariff (tax on imported goods) on cloth. See what happens: With the $3 tariff, the roll of cloth from the North costs $12, but the roll of cloth from England costs $13. So…everyone pays more for cloth, but the Northern factory owner is happy.
  3. Read 'Nullification Crisis." from p. 194 in History Alive!'s accompanying textbook. On a sticky note, write the 3 most important main ideas from the article. Nullify (2 N's)= states say NO to a NATIONAL law
  4. Tear in half a map of the U.S. with the word "secession" written across it to show how the South was getting ready to secede.
  5. Will tariffs split the Union?
    • Divide students into groups of 3. Give each member in the group the same role card.
    • Students answer the following questions for their characters: Who are you? Who is to blame for this situation and why do you feel this way? What do you think, if anything, the federal government should do to solve the problem? Is your character for or against tariffs? Why or why not? Is your group for or against nullification? Why or why not? (15 minutes)
    • Then the group makes a poster with the group name, a catchy slogan, and a picture/symbol that represents the group's beliefs toward tariffs. (15 minutes).
    • Groups present their posters and the rest of the class fills out their charts from the information presented. For each group that presents, the class will check of if he favors or opposes tariffs and if he favors or opposes nullification. Do the first one with them. After the groups have presented, have students check off in general how the North and South felt about tariffs and nullification.
  6. Show South Carolina/Snake cartoon found at Alief ISD's Industrial Unit Page and discuss what it means. Ask what details they see, what each detail represents, what position the cartoonist is taking on the Nullification Crisis, how the North would feel about this cartoon, how the South would feel about this cartoon, and what if they personally agree with the cartoonist's position on the tariff and Nullification crisis.
  7. WRAP-UP: TARIFF DIVIDE: Study the cartoon from p. 374 from This is America's Story (Wilder, Ludlum, Brown). Write 5+ sentences to describe what is going on in the cartoon.

Objective: How did the Industrial Revolution affect the Native Americans?
Homework: Study for exam

  1. Your family has been told you will have to move from your home because of your race. Everyone from your ethnic background must move to a small desert town in Arizona. In 5+ sentences, describe what you would think, feel, and/or do.
  2. Lecture on Iroquois and Cherokee: Take 3+ notes on each. There's an excellent writing on the daily life of the Iroquois in the book The Social Fabric: American Life from 1607 to 1877: Volume I (Cary and Weinberg for Harper Collins) taken from The death and Rebirth of the Seneca by Anthony C. Wallace. I highly recommend checking it out of the library and reading it!
  3. Watch last 5 minutes of video, "Native America - Removal Act"
  4. Read packet on Sequoyah Adventure Tales of America: An Illustrated History of the United States, 1492-1877 (Signal Media Corporation) and answer questions OR History Alive! IV 4.2 slide lecture
  5. UNIT EVALUATION A) What are 3 things you've learned during these units on our new nation and the American Industrial Revolution? B) What are 2 areas about which you still feel confused? C) List the one area from this unit about which you would have like to study more.
  6. Review game

Objective: What have I learned about our new nation and the American Industrial Revolution?
Homework: Finish worksheet & get agenda signed

  1. Cram/study for exam
  2. Exam
  3. Worksheet introducing next unit

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© 2003 Mrs. G