Stage 1 Identify Desired Results Established Goals:

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USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; b) identifying the geographic and economic factors that influenced the westward movement of settlers; c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; d) identifying the main ideas of the abolitionist and womens suffrage movements.

What essential questions will be considered? 1. What would life be like without the inventions we have today? (Application) 2. How is entrepreneurship used to meet the needs of society at a certain time? (Explanation)

What understandings are desired? Students will understand that 1. Inventions have the power to change the future. 2. There is always a want and need for change and improvement in life.

What key knowledge and skills will students acquire as a result of this unit?

Inventor: A person who is the first to think of or make something. Entrepreneur: A person who organizes resources to bring a new or better good or service to the market in hopes of earning a profit. Invention: A new thing that someone has made. A unique idea, thought or design. Innovation: The introduction of something new. A new idea, method or device. Way of life: How people live, a course of behavior typical for a specific region. Productivity: The quality of being productive or having the power to produce. The rate of production. Impact: to influence of affect a person or thing. The cotton gin: a machine invented by Eli Whitney in 1793, that quickly and easily separates cotton fibers from their seeds, allowing much greater productivity than manual cotton separation. The fibers are processed in clothing or other cotton goods. Prior to the invention of the cotton gin, the process of separating cotton from its seeds was a labor intensive and unprofitable venture. Eli Whitney heard some neighbors complaining about how long it took to remove the seeds from the green-seeded cotton. Whitney watched how the slaves cleaned the cotton, holding the seed with one hand and plucking out the lint with the other. As he watched, he developed his idea of how to create a machine to do the work faster and better than doing it by hand. Whitneys machine used a sifter of wires to hold the seed, while a drum with small hook shaped wires brushed the lint away from the seed. Another drum brushed the lint off the hooks. In one hour, the cotton gin (engine) did as much work as several slaves could do in one day. Prior to the cotton gin, it took 10 hours to remove enough seeds, from the green-seed cotton that grew in the South, to make one pound of lint. It took nearly as many slaves to remove the seeds as it did to pick the cotton.

As the process of removing the seeds became easier due to the invention of the cotton gin, there was a higher demand for cotton and therefore a higher demand for slaves to pick the cotton. The productivity of the cotton gin influenced the cotton industry of the South to exponentially grow. The invention of the cotton gin made the process of picking the seeds much easier, therefore resulting in greater availability of cotton and cheaper cloth. Following the invention of the cotton gin, there was an increase in demand for slaves to pick the cotton. The demand for slaves to pick the cotton strengthened the arguments for continuing slavery. After the invention of the cotton gin, cotton became Americas leading crop. Cotton was king. And became known as King Cotton. Meaning that cotton was the most valued and demanded product in the 1800s. Creating a money market in the South. In1790, America produced 1,500 pounds of cotton. By 1800, production had increased to 35,000 pounds. By 1815, production had reached 100,000 pounds. In 1848, production exceeded 1,000,000 pounds. During the time in which production of cotton was exponentially increasing, slavery spread across the Deep South. The higher the demand for cotton, the more slaves needed to pick the cotton. In 1790, the slave population was concentrated in Virginia on the tobacco plantations and along the coast of South Carolina and Georgia on the rice plantations. In 1820, slavery had spread westward to Mississippi. By the Civil War, about 4 million slaves lived in the South. The reaper: Invented by Cyrus Hall McCormick in 1831, the reaper is a horse drawn farm implement used to cut small grain crops. The mechanical reaper replaced the manual cutting of the crop with scythes and sickles. The first reaper was a crude machine made out of cast iron. Both wheels had iron treads to cut the stalks of harvested crops. A flat plate six feet long prevented the stalks from sliding. It used triangle-shaped knives attached to a bar that slid back and forth in a groove in the guards. The knives moved rapidly in the guards. The reaper or harvester became popular immediately.

Farmers liked the reaper very much because it lowered labor costs and reduced he danger of the weather damaging crops. The reaper only required eight to ten workers compared to a larger number for manual labor. The reaper liberated farm workers from hours of back-breaking labor. The reaper also motivated entrepreneurs to invent and manufacture other labor-saving farm implements and machinery, such as the horse-drawn harvester. The reaper cut crops faster, allowing to ship and sell crops faster (increase exports). The reaper made it possible for individual farmers to place more acres under cultivation and required a less labor force. The reaper harvested wheat and other grains. The reaper could cut up to fifteen acres a day. Prior to the invention of the reaper, only three acres could be cut. The invention of the mechanical reaper allowed for more rapid and efficient cutting of wheat. Allowing wheat to be more readily available to consumers. Therefore, creating a market for wheat. Steamboat: Improved by Robert Fulton in 1807. Fulton turned the steamboat into a commercial success. The steamboat profoundly affected the Industrial Revolution. The steamboat efficiently transported goods and products that would have not been made possible without the steamboat. Prior to this invention, individuals could only transport a limited number of goods while walking and transporting wagons. The steam power replaced man-powered machinery. Prior to the inception of the steamboat, wagons and river vehicles were the primary modes of transportation. Prior to the steamboat, river transportations included: rafts, flatboats, and keelboats. River transport by rafts or flatboats was considered to be difficult, hazardous and costly due to the fact that the rafts and flatboats did not have sturdy structures and required more trips to transport more goods, unlike a steamboat..

Although steamboats were still hazardous, they played a substantial role in reducing the freight costs. Freight rates per hundred pounds from New Orleans to Louisville plummeted from approximately $5.00 to 25 cents, between 1815-1860. The steamboat offered a quick method of transporting goods far distances, which previously wasnt economically feasible. The steamboats also led to job creation in certain areas, including: maintenance, shipyard workers and steamboat services. The steam locomotive: Invented by British Engineer, George Stephenson, in 1814. The first steam locomotive to run in America was shipped from Britain. Called the Stourbridge Lion, it was ordered for the purpose of transporting coal. a. The first steam locomotive to be built in America was the Tom Thumb by Peter Cooper. The Tom Thumb had its first run in 1830, hauled 36 passengers and went 18 mph. b. In 1830, the steam locomotive known as The Best Friend of Charleston was the first locomotive to pull cars in America and regularly carry passengers. c. Originally a means of hauling material such as coal. Steam locomotives quickly became a popular means of passenger transportation. Passenger cars became increasingly convenient and comfortable with luxury features such as sleeping cars. The steam locomotive was a catalyst for the Industrial Revolution The steam locomotive allowed for the transportation of goods at a much more rapid rate than by horse. The trains also gave the cargo a safer ride, as it was much more difficult to rob a train than a horse drawn transport. As more railroads were built, products and people could travel farther than ever before in a timely manner. This brought down the cost of freight transport and increased profits for many businesses. Five years after the first freight pulled, the first passenger train was pulled by a steam engine. This also sparked a greater need for more rail lines, as people were interested in traveling at a faster rate of speed. The railroad cut travel time by approximately 90%, This opened up a whole new world for people as many could travel to areas never before within reach. This is due to the fact that the only form of transportation prior to the steam locomotive was by foot or wagon.

Stage 2- Determine Acceptable Evidence What evidence will show that students understand? Performance tasks: How is entrepreneurship used to meet the needs of society at a certain time? Pitch to the Government- In effort to promote total equity for all individuals within society, the government is in the process of banning entrepreneurship throughout the country. Your task is to write a pitch to the government as to why entrepreneurship is needed within society. Your pitch should be persuasive, appealing and accurate. You will have 3-5 minutes to pitch your ideas to members of the local government. What would life be like without the inventions we have today? Museum Exhibit- The local childrens museum has planned to create a new exhibit featuring inventions throughout history. In order to promote this new exhibit, the museum has asked students to create art pieces that portray the impacts inventions had on American society. The museum has asked students to focus on the following inventions: the cotton gin, the reaper, the steam locomotive and the steamboat. Students are encouraged to display what life was like before and after the inventions were introduced. The museum staff is also requiring that students give an appropriate title for their art piece, a descriptive title that suggests the impact of the invention. Remember, your final artwork will be displayed at the exhibit opening!

What other evidence will be collected in light of Stage1 Desired Results? Other evidence: Quizzes: There will be three quizzes given throughout this unit. The first quiz will test students knowledge of essential vocabulary. The second quiz will test students knowledge of the different types of inventions and their inventors, all reflected in the Virginia Standards of Learning. The third quiz will assess students on their understanding of inventions and their impact on American society. Again, these quizzes will be based on the Virginia Standards of Learning and content from this unit. Quizzes will not be administered until a few weeks after the unit has started and will continue from there, every three weeks. Invention booklet: Using the inventions stated in the SOL, students are to create a small booklet that includes all of the inventions. For each invention, students must include WHO, WHAT, WHEN, WHERE, and WHY. Writing Prompt: In the perspective of a slave of the Southern colonies in the 19th century, describe your feelings towards the invention of the cotton gin. Journals: In their daily journals, students will record what they have learned each day and reflect on the content.

Cause and Effect booklet: Students will create a cause and effect booklet for each of the inventions. The booklet should include writing and illustrations. Homework: Practice definitions and spelling of vocabulary words from unit. Application: Provide students with a common, daily issue people tend to run into in our society. Have students come up with a plan for an invention or innovation that will resolve this issue. Students must be descriptive in explaining how their invention resolves the designated issue.

Student Self-Reflection and Assessment Self-assessment: Exit cards- to be used three times weekly for students to assess how they are doing as learners during this unit. o Did you do your best work today? o What helped you learn better today? o What distracted you from learning today? Self-assessment forms- to be used after each PBE. Students will assess themselves in areas such as time management, focus, depth, and honesty. Reflection: Exit cards- to be used twice weekly for students to assess what they learned during each lesson. The task for these exit cards will ask students to write something that was: 1. Crystal clear 2. Cloudy 3. An existing, unanswered question Reflection prompts- to be used after each PBE and various activities.

Stage 3- Plan Learning Experiences

USI.8 The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by a) describing territorial expansion and how it affected the political map of the United States, with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Florida, Texas, Oregon, and California; b) identifying the geographic and economic factors that influenced the westward movement of settlers; c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the steam locomotive, on life in America; d) identifying the main ideas of the abolitionist and womens suffrage movements.

Note:

In their daily journals, students will complete writing assignments and record any notes from class. Exit cards will be used daily for students to assess how they are doing as learners and to reflect on the content. Questions will include: 1. What did you do to help yourself learn? 2. What did you do to help others learn? 3. What can you do better tomorrow? 4. What was crystal clear? What is still fuzzy? 5. What is one thing you learned today? 6. What questions about the content do you still have?

1. I will engage the students by displaying a picture of each of the four inventions specified in the Virginia SOLs (the cotton gin, the reaper, the steamboat, and the steam locomotive). I will first ask students what these are pictures of? Next, I will ask students if they can make any connections between the four pictures? I will then tell the students that these four pictures are of inventions that were introduced to America in the 1800s. I will then ask students if they have seen any of these inventions in present day? 2. Introduce the unit to the students. Tell students we will be learning how four specific inventions of the 1800s (the cotton gin, the reaper, the steam locomotive, and the steamboat) stimulated changes in American lifestyle during the present time and in the future. I will present students with the Essential Questions for the unit and briefly give an overview of the two performance tasks that will be completed during the unit. I will tell students that expectations for the performance will be shared during the introduction of each. We will also discuss why it is important for the students to learn about this topic. 3. Students will fill out the K and W components of a K-W-L chart in terms of the four inventions. This will allow me to assess prior knowledge of each student on this topic and give me an idea of student interests in respect to this unit. 4. Based on information provided in students K-W-L charts, I will give a mini -lecture to the students, in respect to the following inventions: the cotton gin, the reaper, the steam locomotive, the steamboat. We will discuss the lifestyles of Americans (in terms of agriculture and transportation) prior to the introduction of these inventions in the 1800s. 5. During this mini-lecture, students will cooperatively fill out a graphic organizer. Each of the four inventions will have its own page, organized by a before and after section. In addition, there will be access space to fill out the inventor, the year of the invention and the function of the invention. At this time, students will specifically be focusing on the before section of each invention. This graphic organizer will be revisited throughout the unit, as more knowledge and understandings are uncovered. 6. Read a book about Eli Whitney and his invention of the cotton gin. Talk about important information that was in the book (who he was, where he was from, how he came up with the invention of the cotton gin, how cotton was picked before the invention, how the cotton gin changed the process of picking cotton.) 7. Have students revisit their K-W-L charts and have them fill in the L component. 8. Pass out the Web Quest King Cotton Scavenger Hunt handout to the students. Explain that the class will be going to the computer lab to do a Web Quest activity. Students are to answer questions on the handout using the help of the Internet. Questions will include: How did slaves pick cotton prior to the invention of the cotton gin? How long did it take slaves to pick on pound

of cotton lint prior to the invention? After? Did the use of the cotton gin increase productivity? How did the cotton gin influence the availability and price of cotton clothing? How did the cotton gin impact slavery in the South? Why was cotton so important to American culture in the 1800s? I will tell students that on the class website, they have access to a number of links that will assist them in answering these questions. 9. After students have completed the scavenger hunt, I will collect the handout for review. Students will revisit both their K-W-L charts and their graphic organizers. Students will be instructed to add any learned information into the L component of the chart. In addition, students will be instructed to fill out the after section on their individual graphic organizers for the invention of the cotton gin and add any additional information to the before section, based on information they learned from the reading and Web Quest. We will discuss what students added to the before and after sections for this invention. This information will be also be recorded on the class graphic organizer. 10. For homework, students will be assigned to read a primary document. This primary document will be written by a former slave of the cotton industry and will describe his/her experiences. (DIFFERENTIATION: Students will be assigned a specific primary document based on their readiness of the content and reading level.) 11. Students will be assigned a writing prompt. Based on the primary document and other resources, in the perspective of a slave of the Southern colonies, describe your feelings towards the invention of the cotton gin. Have students share their writing with other students. Revisit Essential Question #1. 12. Show the students a video from Discovery Education Streaming on the invention of the reaper. 13. Referring back to the graphic organizer, we will review the information already recorded in the before section for the invention of the reaper. We will also discuss any new information introduced specifically in the video. Students will be asked to cooperatively fill out their graphic organizers with me based on information from the video clip. 14. Have students read a primary document. A newspaper article from 1832 titled New Reaper Tried- Does Work of Six Men. Students will be instructed to read through the primary document and answer questions based on the document. 15. After students have completed the worksheet with related questions, collect and discuss. Have students fill out their K-W-L chart and graphic organizer for the reaper. 16. Divide the class into two groups. Based on these two groups, I will assign partners within the same groups. Tell students that they will be uncovering how the inventions of the cotton gin and the reaper are similar and how they are different. Based on the division of the whole class into two groups, one group will be focusing on the differences of the two inventions, the other with the similarities. Students will be instructed to work with their partner within the larger groups to uncover the various similarities or differences. Students will be encouraged to focus on aspects of the invention such as who did these inventions impact, why were these inventions important at that time in history, when in history were these inventions introduced, where in America did these inventions have the most influence, and how did this invention influence the future. However, students are not limited to these themes. Students will have access to books and prior worksheets to assist them. (DIFFERENTIATION: pairing of partners.)

17. Once students have completed this task, we will then come together as a class and discuss their findings. The findings will be recorded in a Venn diagram format, for the whole class 18. Students will use whiteboards for a response activity. Through the use of a SmartBoard activity, students will be given the opportunity to test their knowledge of both inventions (the cotton gin and the reaper). Each slide on the SmartBoard activity will have a fact about either of the inventions. It is the students job to record on their whiteboards, which invention the fact is related to. 19. For homework, students will be asked to bring home their Social Studies folder, which includes both their K-W-L charts and graphic organizers. Students should review these worksheets in preparation for tomorrows quiz. 20. Students will be given a short quiz on these two inventions. The quiz will include vocabulary introduced thus far in the unit. In addition this quiz will cover information about both inventions such as: the inventor of each, the year each was invented, the functions of the invention, and the impacts of each invention. (DIFFERENTIATION: I will differentiate the quiz to meet the needs of all learners, yet still address the same content.) 21. Review quiz results and discuss any apparent confusion with the content so far. Also, revisit Essential Question #2. 22. Performance Task #1: Pitch to the Government! 23. Have students self-assess and reflect on their persuasive pitch to government. Have them write a journal entry for this. Questions to be covered should include: Did I include accurate information? Did I support my argument using knowledge about the inventions of the cotton gin and the reaper? Did I do my best work? If I were a government official, would I take this pitch seriously? 24. Have students imagine that they are being driven from their home state of Virginia to the state of California. Inform them that there is no other form of transportation except for walking and by horse and wagon. Ask students to record how they would feel making that journey without the luxurious transportation we know of today. Would we be able to bring everything that we needed/wanted to? How long would it take us? I will then take the students outside to the track and have them complete four laps, either walking or running. I will then tell students that the distance of walking they just completed would not have even gotten them outside the town they live in. Following this activity, I will have students meet with a partner to discuss their reactions. Refer back to Essential Question #1 24. Read a book about Robert Fulton and the improvement of the steamboat. Following the reading, refer back to the before section of the steamboat graphic organizer. Discuss any new information that can be added based on the reading. In addition, have students fill out the after section based on the reading. 25. Using resources such as books and the Internet, have students compare and contrast two forms of transportation: wagons/river vehicles and steamboats. Following this activity, have students draw conclusions on how the steamboat impacted life in America. 26. Mini lecture: teach about how the steamboat allowed for the transportation of not only people but goods for trading. 26. Have students fill out both their K-W-L charts and their graphic organizers for this invention. 27. I will then show students the population statistics throughout the 1800s in western America. Once students have been given enough time to observe the charts and graphs, I will ask them how they think the population was able to increase. Students may say the steamboat, however I

will inform them that the leading cause of this expansion is due to something called the steam locomotive or train. 28. I will then show students a short video on Westward expansion through the invention of the steam locomotive. 29. Students will fill out the before and after sections of their graphic organizers for the steam locomotive, following this video. 30. Students will read a primary document written by a railroad worker. Based on this primary document and the video, students will be asked to draw further conclusions about the impact of the steam locomotive on American life in their journal. 31. Using a Venn diagram, have students work with partners to compare and contrast the two inventions: the steamboat and the steam locomotive. Students may use resources such as books and/or the Internet to complete this Venn diagram. 32. Refer back to Essential Question #1. In their journals, have students pick one of the two inventions (the steamboat or the steam locomotive) and describe what life would be like without that invention. 33. Have students participate in a response activity. Through the use of a SmartBoard activity, each slide will include a fact about either of the two inventions. Students are to record which invention that fact is related to on their white boards. 34. Based on the previous activities, have students fill out their K-W-L charts and graphic organizers as needed. 35. For homework, students are to bring home their Social Studies folder consisting of all worksheets. Students are to review their notes for a quiz for the next day. Solely focusing on the inventions of the steamboat and the steam locomotive. 36. Give out quiz. Quiz will include related vocabulary as well as information about both inventions. 37. Collect and review quiz results. Discuss any apparent confusion with content. 38. Present the four pictures from the beginning of the unit to the class. Pointing to each picture on at a time, I will call on students to tell me about each invention. 39. Students will complete an Inventions Impact Me booklet. For each of the four inventions, students will illustrate and write how the introduction of each invention in American history impacts their personal life today. 40. Performance Task #4: Museum Exhibit 41. The students will self-assess their work. They will write in their journals answering numerous questions both about the content of their work and their work effort. 42. Introduce students to the Learning Menu 43. Revisit the essential questions and discuss the significance of learning about these inventions. 44. Have students complete K-W-L charts and graphic organizers for each invention.