Lesson Plan: Day 9
Grade:
_11_
Unit:
The Rise and Fall of a Textile Empire:
Lowell, Ma 1820-1861
Goal
(enduring understanding):
Essential Question(s):
Did the
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 New England and industrial growth
generally throughout antebellum America. (H, E)
a. The technological
improvements and inventions that contributed to industrial growth
b. The causes and impact of the wave of immigration from Northern Europe to America in the1840s and 1850s
c. The rise of a business
class of merchants and manufacturers
d. The roles of women in New
England textile factories
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)
13. Define and use correctly mercantilism,
feudalism, economic growth, and entrepreneur. (E)
14. Explain how people or
communities examine and weigh the benefits of each alternative when making a
choice and that “opportunity costs” are those benefits that are given up once
one alternative is chosen. (E)
Assignment:
In your journals answer the following question with examples discussed in class as well as viewed on the field trip.
Did the Lowell experiment fail? Why or why not?
How
will the essential question be assessed?
Give historical examples from your visit to the Boott Cotton Mills (exhibits and movie) on the following economic terms: