Lesson Plan: Day 4
Grade:
_11_
Unit:
The Rise and Fall of a Textile Empire:
Lowell, Ma 1820-1861
Goal
(enduring understanding):
Besides
the natural resources that provided waterpower,
Essential Question(s):
Were
the mill girls treated fairly in terms of pay, living quarters, etc.?
Development
and selection of activities and resources:
Content:
Curriculum
Standard:
Economic Growth in the North
and South, 1800-1860
USI.26 Explain the
importance of the Transportation Revolution of the 19th century (the building of
canals, roads, bridges, turnpikes, steamboats, and railroads), including the
stimulus it provided to the growth of a market economy. (H, E)
USI.27 Explain the emergence
and impact of the textile industry in
a. The technological
improvements and inventions that contributed to industrial growth
b.
The causes and impact of the wave of immigration from
c. The rise of a business
class of merchants and manufacturers
d. The roles of women in
5. Explain how a cause and effect
relationship is different from a sequence or correlation of events. (H, C, E)
6. Distinguish between
long-term and short-term cause and effect relationships. (H, G, C, E)
7.
Show connections, causal and otherwise, between particular historical events
and ideas and larger social, economic, and political trends and developments.
(H, G, C, E)
Assignment:
In your class journal answer the following question we discussed in class: Were the mill girls treated fairly in terms of pay, living quarters, etc.? Has your opinion changed as a result of the class discussion/lecture? Use information provided in the class discussion handouts (Time table, Company Regulations, Boarding House Regulations, and Power Loom picture.)
In addition to your journal entry read Lyddie pages 62-93
How
will the essential question be assessed?