Lesson Title Impact of Eli Whitney's Cotton Gin on by xru14808

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									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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