Goals & Objectives
Students will learn about the geographic and economic differences between the Northern and Southern U.S. Students will list important features of the geography and economies of the North and South.
California State Content and Common Core Standards
8.10.2 Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
CCSC Reading in History-Social Science 6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSC Reading in History-Social Science 6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Lesson Introduction
Teacher will ask the students to briefly discuss with a partner important characteristics about life in the Northeastern U.S. that they remember from a previous unit (8.6) Students will share what they remember with the class.
Vocabulary
There will be a space for key vocabulary terms on the students’ graphic organizers. Key terms for this lesson include:
- Industrialization
- Clipper ship
- Telegraph
- Morse code
- Cash crop
- Agrarian
- Cotton gin
- Capital (money)
Content Delivery
The teacher will introduce the section titled “The North’s Economy” and pass out the graphic organizer. The teacher will explain that this section is about how the North’s economy changed in the years preceding the Civil War. With the whole class, the teacher will point out the headings and subheadings about industry, transportation, and agriculture and ask students where students think they will find the information to fill in each section of the graphic organizer.
Here is a link to the textbook passages used in this lesson:
Here is a link to the textbook passages used in this lesson:
Student Engagement
Students will read the section individually and fill out the graphic organizer called “The North’s Economy.” They will be required to answer the questions/respond to the prompts in each box and draw a picture of something that represents each of the main themes. They will also write definitions to the key terms on the back of the sheet.
Here is a sample graphic organizer. The text in white is what is provided. The text in black is what the student will fill in.
Here is a sample graphic organizer. The text in white is what is provided. The text in black is what the student will fill in.
Lesson Closure
About 10 minutes before the end of class, the teacher will bring the whole class back together. The teacher will ask the students how what they learned about the North’s economy today compares with what they remember about the South’s economy from a previous unit (8.7). The teacher will ask students to think about what might have changed in the South and will introduce the section the students will read for homework, “Southern Cotton Kingdom.” The teacher will go over the headings and subheadings, pointing out the sections on agriculture, industry, and transportation. The students will be given another graphic organizer to complete for homework.
Here is a sample graphic organizer. The text in white and black is what is provided. The text in blue is what the student will fill in.
Here is a sample graphic organizer. The text in white and black is what is provided. The text in blue is what the student will fill in.
Assessment
Formative: The teacher will walk around the room while the children are reading, answering any questions the students may have and checking on their progress. The teacher will help with any issues regarding the meaning/pronunciation of words and show students where in the text they can locate information.
Summative: The teacher will grade the two graphic organizers for accuracy. These will be given back to the students after grading so they can refer to them in the future.
Summative: The teacher will grade the two graphic organizers for accuracy. These will be given back to the students after grading so they can refer to them in the future.
Accommodations
The use of graphic organizers will help ELs, striving readers, and students with special needs organize the information they learn from the test. Drawing pictures will help visual learners remember key concepts. ELs will be given a bilingual dictionary, if available, to use for translating words from English into their L1. Striving readers will be monitored closely by the teacher and will be given a modified reading if appropriate.