Unit 4: A Changing Nation
A look at the First Industrial Revolution and changes to American society from 1790-1850. Chapters 11, 14, and 15.
Monday, November 11: Bell Ringer - What are innovations?
Students were given sections of chapters 11 and 14 to present to the class on Thursday.
Tuesday, November 12: Bell Ringer - What was the Industrial Revolution?
Groups presented their section of the textbook to the class.
Wednesday, November 13: Bell Ringer - How did innovations from the Industrial Revolution impact the way Americans lived and worked?
Students were assigned their Quarter 2 Project, the Industrial Revolution Newspaper. They were assigned groups who they will be working with to construct the newspaper. The final newspaper is due on Friday, December 14.
Thursday, November 14: Bell Ringer - What was happening in the Northern US during the first half of the 1800s?
Students participated in a "carousel" activity where they moved around the room to read and analyze 6 different documents about the Lowell Mills.
Friday, November 15: Bell Ringer - What were the Lowell Mills?
Students finished their Lowell Mill carousel. They were assigned to write a letter from the perspective of a northern factory worker, p. 386 #6. The letter is due on Monday, November 18.
Monday, November 18: Bell Ringer - How were the working conditions at the Lowell Mills described differently between documents 5 & 6?
Students finished discussing the Lowell Mills. Then they learned about the relationship between cotton and slavery in the American South.
Tuesday, November 19: Bell Ringer - What was a consequence of the improvements made to the cotton gin?
Students read a passage from Solomon Northup's Twelve Years a Slave to learn about slavery from the perspective of a slave.
Wednesday, November 20: Bell Ringer - Give one example of a primary source.
Students practiced summarizing and learned how to use the MLA Citation Template sheets for their Quarter 2 Project.
Thursday, November 21: Bell Ringer - What information would you need to cite the following source?
The class discussed the excerpt from Twelve Years a Slave and how he describes the conditions for slaves living on a cotton plantation. Then they began learning about ways slaves coped with their situations, such as singing spirituals.
Friday, November 22: Bell Ringer - What is the literal meaning of the refrain of "Swing Low, Sweet Chariot" really about?
Students analyzed the song: Follow the Drinking Gourd to find its hidden meaning.
Monday, November 25: Bell Ringer - What is the song "Follow the Drinking Gourd" really about?
Students finished analyzing "Follow the Drinking Gourd." Then they looked at one more slave spiritual "Go Down Moses" for its hidden meaning. Afterwards, they were introduced to the abolition movement.
Tuesday, November 26: Bell Ringer - Who are the abolitionists?
Students jig-sawed four primary source documents that laid out the arguments from the time for and against the existence of slavery in the United States.
Monday, December 2: Bell Ringer - Why did Frederick Douglass believe the Declaration of Independence was lying?
Students finished discussing the pro- and anti-slavery documents. Then students learned about the beginning of the Women's Rights Movement. They watched a portion of Ken Burns' Not For Ourselves Alone about Elizabeth Cady Stanton and Susan B. Anthony. They portion they watched focused on the Seneca Falls Convention of 1848. A portion one the Seneca Falls Convention can be found here.
Tuesday, December 3: Bell Ringer - Who was Elizabeth Cady Stanton?
Students finished watching the video. Then they began to analyze The Declaration of Rights and Sentiments and learn about the complaints and changes delegates at the Seneca Falls Convention wanted to make.
Wednesday, December 4: Bell Ringer - What information do you need to cite the following source? (Textbook)
Students had a work day for their project. They needed to check-in the rough draft of their topic and supporting sentences by the end of the hour.
Thursday, December 5: What are some of the similarities and differences between the Declaration of Independence and Declaration of Rights and Sentiments?
Students continued reading and analyzing the Declaration of Rights and Sentiments. They read the Sentiments section to learn how women were being treated in the 1840s.
Friday, December 6: Bell Ringer - What does the term "franchise" mean?
Students took their weekly quiz and then finished analyzing The Declaration of Rights and Sentiments.
Monday, December 9: Bell Ringer - What did the women at Seneca Falls propose to do to change the way women were treated?
Students were given in-class time to study for the Unit 4 Test.
Tuesday, December 10: Bell Ringer - How many Bell Ringers do you have?
Students handed in their Bell Ringers and took their Unit 4 Test.
Students were given sections of chapters 11 and 14 to present to the class on Thursday.
Tuesday, November 12: Bell Ringer - What was the Industrial Revolution?
Groups presented their section of the textbook to the class.
Wednesday, November 13: Bell Ringer - How did innovations from the Industrial Revolution impact the way Americans lived and worked?
Students were assigned their Quarter 2 Project, the Industrial Revolution Newspaper. They were assigned groups who they will be working with to construct the newspaper. The final newspaper is due on Friday, December 14.
Thursday, November 14: Bell Ringer - What was happening in the Northern US during the first half of the 1800s?
Students participated in a "carousel" activity where they moved around the room to read and analyze 6 different documents about the Lowell Mills.
Friday, November 15: Bell Ringer - What were the Lowell Mills?
Students finished their Lowell Mill carousel. They were assigned to write a letter from the perspective of a northern factory worker, p. 386 #6. The letter is due on Monday, November 18.
Monday, November 18: Bell Ringer - How were the working conditions at the Lowell Mills described differently between documents 5 & 6?
Students finished discussing the Lowell Mills. Then they learned about the relationship between cotton and slavery in the American South.
Tuesday, November 19: Bell Ringer - What was a consequence of the improvements made to the cotton gin?
Students read a passage from Solomon Northup's Twelve Years a Slave to learn about slavery from the perspective of a slave.
Wednesday, November 20: Bell Ringer - Give one example of a primary source.
Students practiced summarizing and learned how to use the MLA Citation Template sheets for their Quarter 2 Project.
Thursday, November 21: Bell Ringer - What information would you need to cite the following source?
The class discussed the excerpt from Twelve Years a Slave and how he describes the conditions for slaves living on a cotton plantation. Then they began learning about ways slaves coped with their situations, such as singing spirituals.
Friday, November 22: Bell Ringer - What is the literal meaning of the refrain of "Swing Low, Sweet Chariot" really about?
Students analyzed the song: Follow the Drinking Gourd to find its hidden meaning.
Monday, November 25: Bell Ringer - What is the song "Follow the Drinking Gourd" really about?
Students finished analyzing "Follow the Drinking Gourd." Then they looked at one more slave spiritual "Go Down Moses" for its hidden meaning. Afterwards, they were introduced to the abolition movement.
Tuesday, November 26: Bell Ringer - Who are the abolitionists?
Students jig-sawed four primary source documents that laid out the arguments from the time for and against the existence of slavery in the United States.
Monday, December 2: Bell Ringer - Why did Frederick Douglass believe the Declaration of Independence was lying?
Students finished discussing the pro- and anti-slavery documents. Then students learned about the beginning of the Women's Rights Movement. They watched a portion of Ken Burns' Not For Ourselves Alone about Elizabeth Cady Stanton and Susan B. Anthony. They portion they watched focused on the Seneca Falls Convention of 1848. A portion one the Seneca Falls Convention can be found here.
Tuesday, December 3: Bell Ringer - Who was Elizabeth Cady Stanton?
Students finished watching the video. Then they began to analyze The Declaration of Rights and Sentiments and learn about the complaints and changes delegates at the Seneca Falls Convention wanted to make.
Wednesday, December 4: Bell Ringer - What information do you need to cite the following source? (Textbook)
Students had a work day for their project. They needed to check-in the rough draft of their topic and supporting sentences by the end of the hour.
Thursday, December 5: What are some of the similarities and differences between the Declaration of Independence and Declaration of Rights and Sentiments?
Students continued reading and analyzing the Declaration of Rights and Sentiments. They read the Sentiments section to learn how women were being treated in the 1840s.
Friday, December 6: Bell Ringer - What does the term "franchise" mean?
Students took their weekly quiz and then finished analyzing The Declaration of Rights and Sentiments.
Monday, December 9: Bell Ringer - What did the women at Seneca Falls propose to do to change the way women were treated?
Students were given in-class time to study for the Unit 4 Test.
Tuesday, December 10: Bell Ringer - How many Bell Ringers do you have?
Students handed in their Bell Ringers and took their Unit 4 Test.