unit: industrial revolution, abolition, &...

UNIT: INDUSTRIAL REVOLUTION, ABOLITION, & SUFFRAGE: 1801 to 1861

GRADE & COURSE: 6th Grade U.S. History to 1877

TIME: 21 60-minute classes over the course of a month (for this due date, only the first 10 are submitted, the sub-unit on the Industrial Revolution)

OVERVIEW: Between 1800 and 1861, the United States went through a period of massive industrial and social change. With Samuel Slaterʼs introduction of the factory in New England, life in the North changed dramatically and thus began the United Stateʼs Industrial Revolution. Thousands of men and women left their farms and villages and traded their rural lifestyles for factory jobs. As more and more people migrated from farms to factories, towns developed around these job centers. Textile mills were the first factories of this period, and students will take an in-depth look at not only the farm to factory movement, but they will also discover what life was like for mill workers by analyzing primary sources. This time of massive change did not only affect the North. With Eli Whitneyʼs invention of the cotton gin revolutionized agriculture in the south. Because the cotton gin increased the rate at which cotton could be cleaned, cotton quickly became “king” in the South. This meant that more and more labor was needed to grow and pick raw cotton. As cotton production increased, so did the need for slaves. Through an inquiry lesson, students will explore the causes for the increase in slavery during the Industrial Revolution. The cotton gin was not the only technological break-through during the first part of the 19th century. The reaper, the steamboat, and the steam locomotive revolutionized the harvesting of crops and transportation. All three had far-reaching impact on the U.S. Students will explore these impacts and their invention of choice through a research and poster design project culminating in a class presentation. After two weeks of exploring the Industrial Revolution, students will spend two weeks looking at the major social movements during this time period, abolition and womenʼs suffrage. Through people studies of leading abolitionists and suffragists, such as William Lloyd Garrison, Frederick Douglass, Elizabeth Cady Stanton, and Susan B. Anthony, combined with a socratic seminar and inquiry activities based around primary sources, students will discover the different opinions and key events involved in both movements. Students will participate in a final research project on the abolitionist and suffragist that they find most interesting. Throughout the entire unit, students will be asked, “Was this a revolutionary time?” Were the Industrial Revolution, abolition, and suffrage truly revolutionary? After identifying the critical attributes of “revolutionary” in a concept lesson at the beginning of the unit, students will be able to analyze whether each movement was indeed revolutionary.

RATIONALE: This unit is important to the U.S. History I curriculum because it focuses on key Virginia SOLs and NCSS standards. In terms of content, it sets the stage for the Civil

C. Mason 1Unit Overview

War and introduces movements and ideas that continue to effect the U.S. today including workers rights and industrial reform as well as African American and womenʼs rights. Students will see these ideas and movements continue to grow and develop as they move on to U.S. History II in the seventh grade. This unit lays the foundation for labor movements, the rise of industry, the passage of the 19th Amendment, and even the Civil Rights movement. In terms of skills and activities, I have created a unit that puts the history in the hands of the students. As sixth graders nearing seventh grade, it is critical that students feel comfortable with analyzing primary sources and connecting them to their study of history. In hopes of engaging students in higher order thinking, I use a combination of inquiry methods, concept formations, socratic seminars, and student research that require students to think critically about primary and secondary sources. Finally, throughout the unit, students will be engaging in cooperative learning in order to differentiate and to allow students to construct their historical knowledge together.

CONTENT STANDARDSUSI.8 The students will demonstrate the knowledge of westward expansion and reform in America from 1801 to 1861 by:

c: describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America.

d: identifying the main ideas of the abolitionist and suffrage movements.

SKILL STANDARDSUSI.1 The student will develop skills for historical and geographical analysis, including the ability to:a: identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;b: make connections between the past and present;d: interpret ideas and events from different historical perspectives;

NCSS STANDARDSStrand III: People, Places & EnvironmentsStrand IV: Power, Authority and GovernanceStrand VIII: Science, Technology, & Society

CENTRAL QUESTIONS1. Was this a revolutionary time? (ie Was x person or x movement or x idea

revolutionary?)2. Is “progress” always positive?

OBJECTIVES:Students will be able to:

I. Understand the concept of revolution and will be able to apply it to the unit content


II. Describing the impact (both positive and negative) of the Industrial Revolution, including inventions such as the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America

III. Identify the main ideas of and the important people involved in the abolitionist movement

IV. Identify the main ideas, important people, and key events involved in the suffrage movement

CONTENT OUTLINE:I. Understand and apply the concept of revolution; students able to apply it to the unit content

• 1.1 Define/Explain the meaning/concept of revolution.• 1.2 Analyze historical events, ideas, and people of this time period (1801-1860)

and decide and describe in writing whether or not they were revolutionary and why.

II. Describing the impact (both positive and negative) of the Industrial Revolution, including inventions such as the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America

• 2.1 Activate Prior Knowledge: Life before the Industrial Revolution = rural, agrarian• 2.2 Describe Farm to factory movement and life as a factory worker• 2.3 Identify and list the contribution of key inventors • 2.4 Identify and list the contribution of key inventions of the Industrial Revolution

including the cotton gin, the reaper, the steamboat, and the steam locomotive.• 2.5 Describe at least three ways in which the Industrial Revolution changed life in

America in the early to mid 1800s.• 2.6 Negative effects of Industrial Revolution (dangerous and unhealthy factories,

child labor, etc)

III. Identify the main ideas of and the important people involved in the abolitionist movement

• 3.1 Describe/Explain the goals and major events of the abolition movement in short answer or paragraph form.

• 3.2 Name and Describe the contribution of key abolitionists including Harriet Tubman, William Lloyd Garrison, Frederick Douglass, and Isabel Sojourner Truth.

IV. Identify the main ideas of, the main events, and the important people involved in the suffrage movement

• 4.1 Activate Prior Knowledge: Describe the state of womenʼs rights before the suffrage movement.

• 4.2 Describe/Explain the goals of the suffrage movement in short answer or paragraph form.


• 4.3 Name and Describe the contribution of key suffragists including Isabel Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton.

• 4.4 Discuss orally and Describe in paragraph form the Seneca Falls Convention and the Declaration of Sentiments.

ASSESSMENT & EVALUATION

Pre-Assessment• Informal questioning at the beginning of each new topic

Formative Assessment• Daily warm-ups and exit tickets on material covered the previous day (will be collected

for completion credit)INDUSTRIAL REVOLUTION• Inventor & Invention Quiz• Homework: Letter from a factory workerSUFFRAGE & ABOLITION• Homework: Eulogy and Tombstone Project; Illustrated Booklet Project (multiple days);

worksheets for completion credit• Exit Ticket from Socratic Seminar

Summative Assessment• Invention Poster (effects and who made it)• Homework: “Was the Industrial Revolution revolutionary?” Graphic Organizer• Unit Test

MATERIALS & RESOURCES• Worksheets & graphic organizers• Name tents• Smartboard/White board/Chalk board• Eraser, marker s/ chalk• Notes and completed graphic organizers for inclusion class• Computer, Internet, Audio• Overhead projector / Smartboard• PowerPoint• Scissors• Glue sticks• Markers / colored pencils• Poster paper• Background research on inventions & inventors• Websites for information on inventions & inventors• Computer lab access• Book cart on inventions & inventors• United Streaming & BrainPOP memberships


UNIT CALENDAR - 21 DAY UNIT (Industrial Revolution: First 10 days)

DAY 1:OBJECTIVES: (1.1) Students will learn the concept of “revolutionary” and will be able to give examples of events which are revolutionary.

ACTIVITIES • Warm-up: Activate prior knowledge: “Why was the Revolutionary War called the

Revolutionary War?”• Concept Formation on revolution/revolutionary

ASSESSMENT:• Formative: Concept worksheets, student participation

DAY 2: BEGIN INDUSTRIAL REVOLUTIONOBJECTIVES: (2.1) Students will review life before the Industrial Revolution in the U.S. (mostly agrarian, rural); (2.2) Students will be able to describe the farm to factory movement and the rise of factories.

ACTIVITIES: • Warm-Up: How were goods usually made in the U.S. before the Industrial Revolution?• Video or PowerPoint: Introducing Industrial Revolution and social and economic

changes• Reading Activity with Partner: Interactive Reading Guide on transition from farm to

factory

ASSESSMENT:• Formative: Informal questioning in class, walking around during interactive reading

activity, student responses on interactive reading worksheets

DAY 3: OBJECTIVES: (2.1) Students will review life before the Industrial Revolution in the U.S. (mostly agrarian, rural); (2.2) Students will be able to describe the farm to factory movement and the rise of factories; (2.6) Students will begin to describe the negative effects of Industrial Revolution (dangerous and unhealthy factories, child labor, etc)

ACTIVITIES: • Warm-up: How did the Industrial Revolution change the way goods were made in the

United States?• “Workers on the Line” Activity: Artisan vs. Factory• Life in a Factory: Analyzing Primary Sources - Photo Analysis

ASSESSMENT:• Formative: Warm-up, student participation, craftsman vs. factory graphic organizer


DAY 4:OBJECTIVES: (2.2) Students will be able to describe the farm to factory movement and the rise of factories; (2.6) Students will begin to describe the negative effects of Industrial Revolution (dangerous and unhealthy factories, child labor, etc)

ACTIVITIES:• Warm-up: “Would you rather be a craftsman or a factory worker? Why?”• Life in the Factory: Analyzing Primary Sources - Letters/Documents• Work with partners on Letter from a Factory Worker/RAFT

ASSESSMENT:• Formative: Letter from a factory worker (turned in for a grade).

DAY 5:OBJECTIVES: (2.3) Students will be able to identify the contribution of key inventors related to agriculture; (2.4) Students will be able to identify the contribution of key inventions of the Industrial Revolution related to agriculture including the cotton gin.

ACTIVITIES:• Inquiry Lesson: “Why did the number of slaves increase during the Industrial

Revolution?” (Cotton gin, Eli Whitney, Textile Industry)

ASSESSMENT:• Formative Assessment: graphic organizer on inquiry lesson

DAY 6:OBJECTIVES: (2.5) Students will describe at least three ways in which the Industrial Revolution changed life in America in the early to mid 1800s.(2.6) Students will list the positive and negative effects of Industrial Revolution (dangerous and unhealthy factories, child labor, etc)

ACTIVITIES:• Warm-Up: List three ways the Industrial Revolution changed life in the U.S.• United Streaming Industrial Revolution Video + Graphic Organizer on positive and

negative effects of the Industrial Revolution• Exit Ticket: 3-2-1 Summary

ASSESSMENT:• Formative assessment: graphic organizer and warm-up

DAY 7:OBJECTIVES: (2.3, 2.4) Students are able to identify and list the contribution of key inventors and inventions of the Industrial Revolution including the Erie Canal, the reaper, the steamboat, and the steam locomotive; (2.5) Students are able to list at least three ways in which the Industrial Revolution changed life in America in the early to mid 1800s.


ACTIVITIES:• Warm-up: Describe two new historical facts that you learned from the video yesterday.• Student research and poster on inventors and their inventions in class (with resource

cart from library)

ASSESSMENT:• Formative: Warm-up and observation of student participation in group project

DAY 8: (DAY 7 Project Continued)OBJECTIVES: (2.3, 2.4) Students are able to identify and list the contribution of key inventors and inventions of the Industrial Revolution including the cotton gin, the reaper, the steamboat, and the steam locomotive; (2.5) Students are able to list at least three ways in which the Industrial Revolution changed life in America in the early to mid 1800s.

ACTIVITIES:• Warm-up: Describe two new historical facts that you learned from the video yesterday.• Student research and poster on inventors and their inventions in computer lab.

ASSESSMENT:• Formative: Warm-up and observation of student participation in group project

DAY 9:OBJECTIVES: (2.3, 2.4) Students are able to identify and list the contribution of key inventors and inventions of the Industrial Revolution including the cotton gin, the reaper, the steamboat, and the steam locomotive; (2.5) Students are able to list at least three ways in which the Industrial Revolution changed life in America in the early to mid 1800s.

ACTIVITIES:• Student presentations on inventors and inventions.• Students fill out graphic organizer to go along with presentations.• Video on transportation changes (4 minutes).

ASSESSMENT:Summative: Grade on final poster & presentation

DAY 10: END OF INDUSTRIAL REVOLUTIONOBJECTIVES: (2.1-6) Students complete quiz on Industrial Revolution; (1.2) Students analyze whether or not the Industrial Revolution was revolutionary.

ACTIVITIES: • Quiz (30 minutes)• Was the Industrial Revolution revolutionary? Think, Pair, Share and graphic organizer


ASSESSMENT: • Summative: Quiz on Industrial Revolution, Revolutionary? Graphic Organizer----------------------------------------

DAY 11: BEGIN SUFFRAGEOBJECTIVES: (4.1) Students will activate prior Knowledge: Describe the state of womenʼs rights before the suffrage movement. (4.2) Students will be able to describe the goals of the suffrage movement in short answer or paragraph form. (4.3) Students will be able to name and describe the contribution of key suffragists including Isabel Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton.

ACTIVITIES:• Introduce Suffrage Movement• Interactive Reading Guide on Truth, Stanton, Anthony

ASSESSMENT:• Formative: Informal questioning in class; observation during interactive reading

DAY 12: OBJECTIVES: (4.2) Students will be able to describe the goals of the suffrage movement in short answer or paragraph form.(4.4) Students will be able to discuss orally and describe in paragraph form the Seneca Falls Convention and the Declaration of Sentiments.

ACTIVITIES: • Socratic Seminar on the Declaration of Sentiments

ASSESSMENT:• Formative: Participation in class discussion; Exit ticket

DAY 13 - DAY 14:OBJECTIVES: (3.1) Students will be able to define abolition and will begin to describe/explain the goals of the abolition movement and major events; (3.2) Students will begin to list facts and contributions of key abolitionists including Harriet Tubman, William Lloyd Garrison, Frederick Douglass, and Isabel Sojourner Truth.

ACTIVITIES: • Introduction to Abolition Movement• Abolitionist Eulogy and Tombstone Project• Dramatic Presentation of Eulogies• Notes on Presentations

ASSESSMENT:• Formative: Eulogy and tombstone (homework grade)

DAY 15:


OBJECTIVES: (3.1) Students will be able to define abolition and will begin to describe/explain the goals of the abolition movement and major events; (3.2) Students will begin to list facts and contributions of key abolitionists including Harriet Tubman, William Lloyd Garrison, Frederick Douglass, and Isabel Sojourner Truth.

ACTIVITIES: • Underground Railroad Computer Lab Exercise

ASSESSMENT: • Formative: Check computer lab exercises for completion credit

DAY 16:OBJECTIVES: (3.1) Students will be able to define abolition and will begin to describe/explain the goals of the abolition movement and major events; (3.2) Students will begin to list facts and contributions of key abolitionists including Harriet Tubman, William Lloyd Garrison, Frederick Douglass, and Isabel Sojourner Truth.

ACTIVITIES:• Nat Turner Handout• Continuum of Abolitionist Methods / Human Continuum

ASSESSMENT:• Formative: Informal questioning on the continuum and methods used by abolitionists

DAYS 17 - 19: FINAL PROJECTOBJECTIVE: Students will write a multi-page illustrated book on one abolitionist or suffragist.

ACTIVITY: • Students will use resources from class handouts and notes, the library, and selected

internet resources to write and illustrate a booklet on the life, beliefs, and contributions of an abolitionist or suffragist. The book must include similarities between the two as well as whether or not each person was revolutionary.

ASSESSMENT:• This project will be used as a summative assessment for this part of the unit.

DAY 20: OBJECTIVES: (1.1) Define/Explain the meaning/concept of revolution. (1.2) Analyze historical events, ideas, and people of this time period (1801-1860) and decide and describe in writing whether or not they were revolutionary and why. (3.1) Students will be able to define abolition and will begin to describe/explain the goals of the abolition movement and major events; (3.2) Students will begin to list facts and contributions of key abolitionists including Harriet Tubman, William Lloyd Garrison, Frederick Douglass, and Isabel Sojourner Truth. (4.2) Students will be able to describe the goals of the suffrage movement in short answer or paragraph form. (4.3) Students will be able to


name and describe the contribution of key suffragists including Isabel Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton.

ACTIVITES:• Was the Abolition Movement Revolutionary? Graphic Organizer• Was the Suffrage Movement Revolutionary? Graphic Organizer• Think, Pair, Share

ASSESSMENT: • Summative: Completion and responses on graphic organizer demonstrating

knowledge and understanding of both movements

DAY 21: REVIEW FOR TESTReview for Unit Test

DAY 22: FINAL ASSESSMENTUnit Test

DIFFERENTIATION:The lessons in this unit are designed for students with diverse learning styles and needs. The use of multiple forms of inquiry and discussion in combination with cooperative learning and flexible grouping techniques will appeal to a wide variety of learners. Each lesson provides for different levels of scaffolding through the use of graphic organizers, supporting worksheets, and step by step instruction. The open-ended use of multiple primary and secondary texts, including photos, letters, video, and graphs, will not only appeal to visual and auditory learners, but it also allows teachers to adapt resources to specific student or class skill levels. Gifted students can be challenged with more difficult sources while students who read below grade level can receive help from partners or the teacher. The use of a wide range of assessments will also allow each student multiple ways to express his/her knowledge and understanding of the content.

ACCOMMODATIONS:This unit will be taught to diverse learners including five students with special needs. Their IEPs require preferential seating, and this will be kept in mind with all cooperative learning and grouping activities. The IEPs also require notes from class everyday. Students with disabilities will be provided with completed graphic organizers at the end of every class. Their special educator will also receive all notes and worksheets (including the quiz) at least 24 hours before class. For the inventions research project, all students in the inclusion class will be provided with bulleted notes on their chosen inventions. For the inventors and inventions quiz, all five students with IEPs require unlimited testing time as well as private testing with a special educator. All students in the inclusion class will be provided with a completed inventions graphic organizer to assist in studying for the quiz. Overall, this unit is easily adjustable for necessary accommodations.
