Lesson 7: Industrial North vs. Agricultural South
Rationale:
This lesson will guide students’ comparison of the industrial north and the agricultural south. Students will understand the different needs based on the regional resources. This lesson will guide student understanding of the reasons for different views of slavery between the north and the south. Different resources and economies led to different needs for slavery.
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)
-USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)
· NCSS Theme: People, Places, and Environments- “This theme helps learners to develop their spatial views and perspectives of the world, and to understand the relationships between people, places, and environments. Learners examine where people, places, and resources are located, why they are there, and why this matters. They explore the effects of the environment on human activities, and the impact of these activities on the environment. This area of study is crucial to informed civic decision-making about human-environmental relationships.”
Learning Objectives:
Students will discuss the needs for slavery in the north and the south. Students will come to their own conclusions about the north’s views on slavery. Students will understand that resources played a large role in the different views on slavery. Students will understand the role of the economy on the views of slavery and abolition.
Teaching Methods: Democratic discussions
Procedure:
1. Instruct students to complete the do now by answering the following questions:
a. What was the basis of the economy in the north?
b. What resources were needed to maintain a stable economy in the north?
c. What was the basis of the economy in the south?
d. What resources were needed to maintain a stable economy in the south?
e. Describe the general view of slavery in the north.
f. Describe the general view of slavery in the south.
2. Explain the process of a ‘fishbowl’ discussion to students and set up for a fishbowl discussion in the middle of the classroom. Select five students to begin in the fishbowl.
3. Put up fishbowl discussion rubric on whiteboard
a. Did I actively participate in the discussion and voice my ideas or opinions by talking at least once?
b. Did I actively participate outside of the fishbowl (taking notes, preparing my ideas, writing down questions)?
c. Did I listen to my classmates?
d. Did I allow my classmates to have a turn and participate?
4. Lead fishbowl with a series of questions including:
a. Discuss your answers to the do now questions (this will allow the first set of students to feel comfortable in the fishbowl since they have prepared answers already)
b. Why do you think the north generally frowned upon slavery?
c. Why do you think the south so vehemently supported slavery?
d. Who needed slaves and why?
e. How do resources affect people’s political views?
f. If the north could have directly used slave labor, would they have?
g. If the majority of the United States had directly used slave labor, what do you think would have happened in the future? How would history be different or the same?
5. Give students five minutes to write down their final thoughts, questions, comments, and concerns.
6. Play the video, ‘America’s Struggle Over Slavery’, to bring together the north and south’s views and needs of slavery.
Assessment:
Formative assessment will be based on students’ participation in the fishbowl discussion using the rubric provided to students.
Materials:
Rubric written on whiteboard, video link (http://dsc.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-americas-struggle-over-slavery.htm), discussion questions, paper for do now responses and final responses
This lesson will guide students’ comparison of the industrial north and the agricultural south. Students will understand the different needs based on the regional resources. This lesson will guide student understanding of the reasons for different views of slavery between the north and the south. Different resources and economies led to different needs for slavery.
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)
-USI.35 Describe how the different economies and cultures of the North and South contributed to the growing importance of sectional politics in the early 19th century. (H)
· NCSS Theme: People, Places, and Environments- “This theme helps learners to develop their spatial views and perspectives of the world, and to understand the relationships between people, places, and environments. Learners examine where people, places, and resources are located, why they are there, and why this matters. They explore the effects of the environment on human activities, and the impact of these activities on the environment. This area of study is crucial to informed civic decision-making about human-environmental relationships.”
Learning Objectives:
Students will discuss the needs for slavery in the north and the south. Students will come to their own conclusions about the north’s views on slavery. Students will understand that resources played a large role in the different views on slavery. Students will understand the role of the economy on the views of slavery and abolition.
Teaching Methods: Democratic discussions
Procedure:
1. Instruct students to complete the do now by answering the following questions:
a. What was the basis of the economy in the north?
b. What resources were needed to maintain a stable economy in the north?
c. What was the basis of the economy in the south?
d. What resources were needed to maintain a stable economy in the south?
e. Describe the general view of slavery in the north.
f. Describe the general view of slavery in the south.
2. Explain the process of a ‘fishbowl’ discussion to students and set up for a fishbowl discussion in the middle of the classroom. Select five students to begin in the fishbowl.
3. Put up fishbowl discussion rubric on whiteboard
a. Did I actively participate in the discussion and voice my ideas or opinions by talking at least once?
b. Did I actively participate outside of the fishbowl (taking notes, preparing my ideas, writing down questions)?
c. Did I listen to my classmates?
d. Did I allow my classmates to have a turn and participate?
4. Lead fishbowl with a series of questions including:
a. Discuss your answers to the do now questions (this will allow the first set of students to feel comfortable in the fishbowl since they have prepared answers already)
b. Why do you think the north generally frowned upon slavery?
c. Why do you think the south so vehemently supported slavery?
d. Who needed slaves and why?
e. How do resources affect people’s political views?
f. If the north could have directly used slave labor, would they have?
g. If the majority of the United States had directly used slave labor, what do you think would have happened in the future? How would history be different or the same?
5. Give students five minutes to write down their final thoughts, questions, comments, and concerns.
6. Play the video, ‘America’s Struggle Over Slavery’, to bring together the north and south’s views and needs of slavery.
Assessment:
Formative assessment will be based on students’ participation in the fishbowl discussion using the rubric provided to students.
Materials:
Rubric written on whiteboard, video link (http://dsc.discovery.com/tv-shows/other-shows/videos/assignment-discovery-shorts-americas-struggle-over-slavery.htm), discussion questions, paper for do now responses and final responses