Unit 7

19JAN-31JAN - Chapter 10 activities include completion of the following for each group:
1) self and peer evaluation daily for every day working in groups
2) graphic organizer
3) Prezi or powerpoint presentation
4) 5 test questions and answers per section developed by students

1/2FEB - Chapter 10 test. Review just prior to test, students will then complete the test. Upon completion of the test will begin work on chapter 11.

3/6FEB -
11.1 Early Industry and Inventions
You may work with a partner, but each must submit their own work for all activities.
ACTIVITY 1
1. How did the Industrial Revolution change the way people worked?
2. What caused Americans to industrialize and what was the effect of industrialization on the region?
3. What were the reasons New England was a primary place to set up factories?
4. What are the differences between the Slater Mill and the Lowell Mill? Complete the chart below as you progress through sections one and two.
Slater’s Mill Lowell’s mill
Types of Employees
Types of machinery
Item produced

ACTIVITY 2
1. How did the Lowell mills change the textile industry in the United States?
2. Looking at the chart you constructed above, was the labor force the same or different. Explain.
3. Explain what interchangeable parts are and how they changed industry and management?
ACTIVITY 3
1. Why was the steamboat an improvement over earlier forms of river transportation?
2. Explain the telegraph process and how it revolutionized long-distance communication?
3. The inventions of the telegraph and steamboat brought what people closer and what effect did this have on Americans?
ACTIVITY 4
1. Why was John Deere’s new plow an important development?
2. What two other inventions improved agriculture?
3. Construct a flow chart for the following: Midwest, Northeast, South Grain, factory goods, cotton, and factory goods
ACTIVITY 5—Refer to the chart on page 345
With your partner, complete the two challenges on pages 346 and 347; one challenge per person (you may not do the same challenge).
CHALLENGE A
1. Taking the position of a company manager, write a speech (no more than the front of one 8 ½ by 11 piece of paper) to your workers outlining the company’s safety measures.
2. Design a sign (8 ½ x11) for each floor of the mill that reflects the company’s safety rules for each floor, keeping in mind that the work on each floor is different.
CHALLENGE B
1. As the CEO of your company, your must give frequent reports to your investors justifying the decisions you make with their money. Write a report to your investors with job descriptions for each position listed under the Positions heading of the DATA FILE on page 347.
2. Design a “help wanted” poster aimed at the types of workers you are looking for.

7/8FEB
11.2 Plantations and Slavery Spread
DIRECTIONS: Activities 1-4 require you to complete the essential questions individually. Activity 5 is a team effort.
ACTIVITY 1
1. What were the four important ways the invention of the cotton gin changed Southern life?
2. How did the rise in cotton production affect slavery? Make sure you connect work force needs, cotton production before and after the invention of the cotton gin and whether there was an increase or decrease in the need for slaves.
3. Cotton production guaranteed what form of economy would develop in the south and west?
ACTIVITY 2
1. What percentages of white families owned slaves in the south? Did a majority of southern whites support slavery – yes or no and WHY?
2. Compare life as a slave on a farm and in the city.
3. What were the problems facing free blacks?
ACTIVITY 3
1. African-Americans relied on a culture that developed on plantations. What were the three main principles of this culture?
2. Write a paragraph explaining how you would feel if you were sold at an auction at age 13 or 14 while your mother was holding you in her arms.
ACTIVITY 4
1. What were five important facts about Nat Turner?
2. What were the two effects of Turner’s rebellion?
ACTIVITY 5—Team Activity
As a team, create a mini-poster (8.5 by 11 piece of paper; no exceptions) comparing and contrasting the north’s and south’s reaction to Turner’s rebellion. Please note these answers are not in your book. You will be basing your predictions on prior knowledge. Your poster should clearly show how each side:
1) Viewed the rebellion
2) What they were currently doing about the rebellion
3) What they feared most about the effects that the rebellion may have on their future.
ACTIVITY 6—Team Activity/Extra Credit
In most instances, the African-American slaves were not allowed to read, write or even speak to each other during the work day. They relied on song to communicate emotions, warnings, or even safety in their every day life. Read excerpts from the attached story to understand the coded communication link they established. You and your partner will develop your own coded communication link using the lyrics of a song will have a duel meaning that only the two of you will understand. You will share this with the class so make sure it is appropriate.

9/10FEB
11.3 Nationalism and Sectionalism
As a team, your will answer the six questions in Activity 1 and 2. Then, based on the answers transfer the information gathered onto a graphic organizer/learning strategy that best fits the information. Your grade will be based on the following criteria:
• 25 points –all the information is correctly placed within the organizer and fits on an 8.5 x 11 piece of paper.
• 25 points –You must include a rationale for why you choose that particular learning strategy. Why it is the logical choice? You must justify your choice beyond answers like: it is the easiest to do; it is my favorite, etc. For example, if you choose a sequencing chart for a war your answer could be: We choose the sequencing chart as a graphic organizer because the war had a chronological order to it and a sequencing chart displayed the dates of significant events in a clear and concise manner.
• 50 points – All six questions answered correctly and completely.
ACTIVITY 1
1. What were the main points of the American System? State the points and explain each of them.
2. What were the two main systems of transportation that were developed to improve the nation’s transportation system?
3. What transportation system would end the canal system of transportation and how did this system grow?
ACTIVITY 2
1. Why was Monroe’s administration known as the “Era of Good Feelings”?
2. What two Supreme Court decisions promoted national unity and explain how these two decisions directly impacted a stronger national government.
3. How did the United States settle disputes with Britain and Spain in the early 1800s?
ACTIVITY 3
Answer the following question on the back of the learning strategy.
The Monroe Doctrine basically stated that colonization in the Americas was no longer an option for European countries. In return the Monroe Doctrine further stated that the United States would not get involved in European affairs. This doctrine is basically considered an isolationist policy. Meaning we stay on our side of the Atlantic Ocean and European countries stay on their side of the Atlantic Ocean.
Based on this information, write to explain if you think we should have an isolationist policy in today’s global environment? Why or why not? Your answer must follow the criteria below:
•One paragraph that is not less than 5 sentences, but not more than 10 sentences.
•Opening sentence stating your clear position on whether you are for or against isolation.
• The body of the paragraph containing a minimum of 3 but not more than 5 points to support your position.
• A conclusion sentence that provides a clear ending to the paragraph (DO NOT SIMPLY RESTATE THE OPENING SENTENCE).

13/14FEB - Finish 11.3, review for test
15/16FEB - Chapter 11 test, coded messages presentations
21/22FEB - History Fair presentations