Lesson 5: Urban vs. Rural (Industrial vs. Agricultural) Experiences
Rationale:
This lesson will support student learning to compare and contrast urban life in Massachusetts where manufacturing and industrialization was at a high with the agricultural experience in Massachusetts. With the use of technology, students will explore various aspects including education, employment, immigration, and population. This will help to teach students the similarities and differences of the two regions in their own state.
Curriculum Frameworks:
· Massachusetts Frameworks: USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)
A. the technological improvements and inventions that contributed to industrial growth
B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s
C. the rise of a business class of merchants and manufacturers
D. the roles of women in New England textile factories
-USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)
· NCSS Theme: Individuals, Groups, and Institutions- “Institutions such as families, and civic, educational, governmental, and religious organizations exert great influence in daily life. Organizations embody the core social values of the individuals and groups who comprise them. It is important that students know how institutions are formed, maintained, and changed, and understand how they influence individuals, groups, and other institutions.”
Learning Objectives:
Students will be able to draw conclusions about industrial and agricultural life from previous census information and maps. Students will be able to make connections between various populations and resources. Students will be able to make connections between geography and sociology.
Teaching Methods: Technology
Procedure:
1. Class will take place in the Mac computer lab in the library
2. Each student will have the use of their own individual computer and will be given a guided learning packet
3. Instruct students to go to the Historical Census Browser website
4. Demonstrate for students how to gain access to the data for the general population, education & literacy, economy, ethnicity/place of birth, and agriculture rates.
5. Instruct students to follow each step of their guided learning packets. Students will be required to answer specific factual questions in addition to analyzing the data.
6. See guided learning packet for specific instructions
7. Discuss findings and analysis as a class
8. Collect completed packets
Assessment:
Students will turn in their guided learning handouts to receive a grade based on their responses to factual information and their ability to make inferences and analysis based on data. At the end of the analysis, students will be required to write a paragraph based on their conclusions drawn from their data analysis. Both of these are forms of formative assessment.
Materials:
Computers, Historical U.S. Census Browser, Guided Learning Packet
This lesson will support student learning to compare and contrast urban life in Massachusetts where manufacturing and industrialization was at a high with the agricultural experience in Massachusetts. With the use of technology, students will explore various aspects including education, employment, immigration, and population. This will help to teach students the similarities and differences of the two regions in their own state.
Curriculum Frameworks:
· Massachusetts Frameworks: USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. (H, E)
A. the technological improvements and inventions that contributed to industrial growth
B. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s
C. the rise of a business class of merchants and manufacturers
D. the roles of women in New England textile factories
-USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)
· NCSS Theme: Individuals, Groups, and Institutions- “Institutions such as families, and civic, educational, governmental, and religious organizations exert great influence in daily life. Organizations embody the core social values of the individuals and groups who comprise them. It is important that students know how institutions are formed, maintained, and changed, and understand how they influence individuals, groups, and other institutions.”
Learning Objectives:
Students will be able to draw conclusions about industrial and agricultural life from previous census information and maps. Students will be able to make connections between various populations and resources. Students will be able to make connections between geography and sociology.
Teaching Methods: Technology
Procedure:
1. Class will take place in the Mac computer lab in the library
2. Each student will have the use of their own individual computer and will be given a guided learning packet
3. Instruct students to go to the Historical Census Browser website
4. Demonstrate for students how to gain access to the data for the general population, education & literacy, economy, ethnicity/place of birth, and agriculture rates.
5. Instruct students to follow each step of their guided learning packets. Students will be required to answer specific factual questions in addition to analyzing the data.
6. See guided learning packet for specific instructions
7. Discuss findings and analysis as a class
8. Collect completed packets
Assessment:
Students will turn in their guided learning handouts to receive a grade based on their responses to factual information and their ability to make inferences and analysis based on data. At the end of the analysis, students will be required to write a paragraph based on their conclusions drawn from their data analysis. Both of these are forms of formative assessment.
Materials:
Computers, Historical U.S. Census Browser, Guided Learning Packet