Teaching American History – Lesson Plan Template



Industrial RevolutionSocial Studies Lesson PlanSS.5.E.1.3 Trace development of inventions/productivity During Industrial Revolution/Westward Expansion Title: Lowell Mills Girls – 5th GradeDuring the early 1800’s, young women in the North East were persuaded to leave the farms and work/live at the Lowell Mills in Illinois. They were protected by explicit rules of the mill but ultimately rebelled against the company.Overview - Big Ideas:Enduring Understandings Identify the development of inventions/productivity during the AntebellumRecognize the impact of major inventions and business productivity to society.Understand the movement from farms to industry during Antebellum.Identify the positive/negative effects on working females in industry.Use critical thinking skills to understand and interpret primary sources.Analyze a timeline to identify and discuss life as a female factory worker for Lowell Mills as a woman.Essential Questions How did the development of major inventions and business productivity affect society during the early 1800’s? Did the Westward Expansion/Industrial Revolution improve the lives of Americans?How did the emergence of textile factories affect young women’s lives during the Industrial Revolution?What is the importance to society of the Lowell Mills girls’ experiences during this time?How did the rules applied at the Lowell Mills affect the female workers?What was the point-of-view of the Lowell Mills girls, home, townspeople, and work employees?Lesson Objectives and Key Vocabulary:Standards 5th Grade Next Generation Sunshine State Standards – Social Studies NGSSS-SS BenchmarksSS.5.E.1.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States.SS.5.A.1.1Use primary and secondary sources to understand historySS.5.A.1.2Utilize timelines to identify and discuss American History time periods.Key VocabularyAntebellum, Industrial Revolution, Westward Expansion, mill, textiles, cotton gin, mass production, supply, demand, investor, patent, technologyEvidence of Student Understanding (Assessment) in this Lesson:After completing this lesson, students will be able to understand how the development of major inventions and business productivity affected society during antebellum. Students will know how the Westward Expansion/Industrial Revolution improved the lives of the American people. Students understand that the emergence of textile factories affected young women’s live during the Industrial Revolution through the first-hand experiences of the Lowell Mills girls that was thoroughly explored through a point-of-view class project.As a result of acquiring said knowledge and skills, the students will be able to complete the activities (see attachments) associated with this lesson. Students will be able to write a fictitious letter representing point-of-view from family, community, and employment members. Students will be able to use these letters to extend the lesson through a jigsaw activity.Teacher created rubric for the letter writing/jigsaw activity will be used as an assessment.Materials Needed: Primary SourcesAttachment A: Tintype of Two Women Weavers, 1860 Merrimack Valley Textile Museum B:Introduction to Industrial Revolution/Lowell Mills development CLowell Mills Girls D Time Table of the Lowell Mills EHarriet Robinson on mills girls FCenter for Lowell History to Deliver the Lesson:Day 1 Lesson Introduction:Using the Visual Thinking Strategy, project the image of Attachment A (Tintype of Two Women Weavers, 1860), onto the screen – or print up the pictures for students to see. Ask students the following questions:What do you see in this picture?What is happening in this picture?What more can you find?Discuss vocabulary associated with lesson. Have students define and discuss important vocabulary terms they will encounter in the reading.Reading:Read with students the reading associated with the lesson, Attachment B: , “Mill Life in Lowell, 1820-1880, Introduction”Attachment C: Mills GirlsAttachment D: Table of the Lowell MillsAfter reading, discuss the life of the Lowell Mills girls using the time table of the Lowell Mills. Debate the advantages/disadvantages of leaving the farm for industry work as young girls in the early 1800’s.Specific Activities: (From Guided to Independent)Day 2-3After students have completed Attachments A-D, review readings and vocabulary.Divide class into 4 groups:Lowell Mills girlsHome (mother, father, siblings)Work (mill owner, overseer, co-workers)Townspeople (women, men, preacher)Within each group, have students select a person’s point-of-view and write a letter explaining the following using Attachments A-F as a reference:Who the person is or How is the person related to the Lowell Mills;What are their concerns about the Lowell Mills;Give a pro/con concerning the Lowell Mill’s affect on the town; Solve the concerns expressed in the letter.Have students share the rough draft with the group; revise; and edit.Have students develop this letter into a “primary source” and share with the class. (Have students make the letter look original – old)Grade using teacher-created rubricDifferentiated Instruction Strategies:While students are creating point-of-view letters, have struggling students pair with peers to assist with internet research, letter format, and revise/edit procedures.Further assistance – work on an individual basis with students who are still having difficulty.Have students work in cooperative groups to develop the enrichment activity.Enrichment ActivityDay 4-5Using the letters written from each group, have students complete a Jigsaw Activity:Jigsaw is a cooperative learning strategy that enables each student of a “mastery” group to specialize in one aspect of a learning unit. The “mastery” groups will include Lowell Mills Girls, Home, Work, and Townspeople from the previous day’s lesson.One member from each “mastery” group will now form a new cooperative group – one person representing the Lowell Mills girls, home, work, and townspeople. The will read aloud their letters’ point-of-view to the group. After identifying the positive / negative effects on working females in industry during the early 1800’s, the group will decide the outcome of whether or not females should remain at the Lowell Mills.Teacher created rubric for the letter writing/jigsaw activity will be used as an assessment.Technology Integration:Mill life in Lowell, 1820-1880, Introduction of Two Women Weavers, 1860 Merrimack Valley Textile Museum to Industrial Revolution/Lowell Mills development Mills Girls Table of the Lowell Mills Robinson on mill girls for Lowell History 10.Lesson Closure:After completing and reviewing the letters written by each student, ask the students the following questions to wrap up the first part of the lesson:How did the development of major inventions and business productivity affect society?How did the Lowell Mills productivity affect the women workers?Did the Industrial Revolution improve the lives of the Lowell women workers?How did the emergence of textile factories affect the lives during the Industrial Revolution?After completing and reviewing the Jigsaw Activity, ask the students the following questions to wrap up the enrichment activity:How did the use of primary resources help to understand the point-of-view of the Lowell Mills girls, home, work, and townspeople>How was the timeline of the daily work expectations from the Lowell Mills useful to determine point-of-view?How could the Lowell Mills employment procedures be changed to keep the workers satisfied? ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download