Lesson Title: Impact of Eli Whitney’s Cotton Gin on U.S. society This DBQ may be used as part of a unit on the causes of the Civil War. The students should have an introduction to slavery, and the general culture and society of 19th Century United States. Students should know how to read pictographs, diagrams, and line graphs, and should have a basic understanding of how to look at primary source documents. Scaffolding begins with watching a segment of a United Streaming video. Students will then do an Experiential Exercise by cleaning cotton samples by hand. Then students will move into Response Groups to do the DBQ documents and questions, with a class discussion following. Students will answer the Big Question individually as an assessment. Essential Question: What role did the cotton gin play in industrializing America, and how did it increase the amount of slaves used on southern plantations? TEKS: 5.4 The student understands political, economic, and social changes that occurred in the United States during the 19th Century. The student is expected (D) to describe the causes … of the Civil War 5.24 Science, Technology, and Society. The student understands the impact of science and technology on life in the U.S. The student is expected to: (A) describe the contributions of famous inventors and scientists… (B) identify how scientific discoveries and technological innovations… have advanced the economic development of the United States (C) explain how scientific discoveries and technological innovations … have benefited individuals and society in the United States 5.25 The student applies critical-thinking skills to organize and use information acquired from a variety of sources…. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions (C) organize and interpret information in …reports,…visuals, including graphs, charts, …. (F) use appropriate mathematical skills to interpret social studies information, such as … graphs Anticipatory Set: United Streaming’s LIVING HISTORY: LIVING DURING THE INDUSTRIAL REVOLUTION. This is a 20 minute video, but is divided into segments -- could watch the whole video or simply “Cotton Gin” segment. Using samples of cotton with stems, dirt, stickers, etc. in it, the students will attempt to clean the cotton for spinning. Discuss problems with this. DBQ In 3-person Response Groups, do document questions. Individually answer the Big Question as an assessment. Possible Stations as Culminating Activities: 1. Students will create a graph of cotton production based on the information at this station. The yield of raw cotton doubled every decade after 1800. Make a graph showing the production of cotton from 1800 through 1860 in 10-year increments. 1800 Cotton Production: 5,000 Bales Differentiation: GT students will have the data and will choose the type of graph they would use, and be able to explain why. Regular learners will be given the type of graph and be expected to create the graph on their own. ESL and SPED will be given an appropriate graph on a sheet of paper and the data, and will fill in the graph, with support as needed. 2. Students will watch United Streaming’s streaming video segment “Invention of the Cotton Gin” from “America’ Early Years 1789-1816: America in a Changing World 1783-1799”. Students will create an illustrated timeline based on segment, and will be able to watch it several times to collect information. Differentiation: The number of entries on the timeline can be adjusted for the level of the learner. 3. Students will sequence pictures of stages of cotton production, ranging from cotton in the field, to cleaning cotton, combing cotton, making thread (spinning), weaving cloth, making clothing (t-shirts). (TEACHERS WILL NEED TO FIND PICTURES OF STAGES). 4. Cotton Gin Animation : http://www.eliwhitney.org/cotton/patent.htm Students will watch this very short animation, and can repeat it. Then they will take pieces of a cotton gin, glue them onto a sheet of paper, and label the parts of the gin, and relate pieces to simple machines. 5. Weaving : Take a piece of construction paper, fold in half. From the fold, cut a straight line to within ½ inch of edge of paper. Repeat 4-5 times, about ½ inch apart. Take another different color, cut into ½ inch strips, and weave into the first paper. 6. Students will complete a Cause/Effect Chart on impact of cotton gin on 19th Century American society, with number of entries related to learner level.
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