UNIT TEMPLATE

Unit Title: Chapter 11 The Nation Grows and Prospers

Content Area/Grade Level(s): Social Studies/8th
Implementation Time Frame: 11 Days
Stage 1 Desired Results
Established Goals:
RH 6-8.1-7, and 10
Enduring Understandings
Students will understand how
their life has been affected by
the major effects of the
Industrial Revolution.
Students will know what life
was like for those that worked
in factories and empathize.
Students will connect the
Industrial Revolution with
current events.

Essential Questions
How does capitalism affect our
society today?
How different would the United
States be without the Industrial
Revolution?
How does livelihood divide people?
What does a nation need to do in
order to protect itself?

Students will be able to.

Describe the effects of the Industrial Revolution.
Acknowledge and list the positive and negatives of the Industrial Revolution.
Understand the Industrial Revolutions effect on the World.
Tell why the Monroe Doctrine was necessary.
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence
Word Cloud
Chalk Talk
Budget
Graphic Organizers
Test
Quiz
Teacher Observation
Class Discussion
Class Activity
See Think Wonder
Double Entry Journal
Journal Entries
Guided Reading
Kahoot
Grudgeball

Stage 3 Learning Plan

Date

Learning Activities:
Day 1:
1. 5 minutes. Warm up: If there were no roads in the United States,
how would you find your route/way to and from destinations?
2. 2 minutes. This Day in History- this is read from the almanac, it
has facts that many students find interesting.
3. 15 minutes. See Think Wonder. Students will be given 2 minutes
for each stage of See Think Wonder in order to write down their
thoughts. Thoughts will be shared with the class once completed.
The Industrial Revolution image can be located in
(Supplemental Materials #1)
4. 5 minutes. Begin a class discussion prompting the following
questions to the class:
a. Is anyone wearing or carrying a garment or item that was made
entirely by hand?
b. Why are handmade goods so much more difficult today than
mass-produced ones?
5. 5 minutes. Prediction. Students will try to predict the Chapter in
their journals by writing a descriptive paragraph on Section 1 of
Chapter 11 subheadings. The following headings will be posted on
the board. The teacher will have a few volunteer students read
their paragraphs out loud to the class to see how students may
vary.
a. The Industrial Revolution Begins
b. A Revolution Crosses the Atlantic
c. Lowell, Massachusetts: A Model Factory Town
d. Daily Life During the Industrial Revolution
e. Growing Cities
6. 20 minutes. Next, Students will read pages 330-335 Section 1
The Industrial Revolution. They will fill out the Guided Reading
and Review worksheet that coincides with this section.
Students may work in pairs. This worksheet will need to be
completed by the next class. If students do not use time wisely it
will be considered Homework.
Day 2:
1. 5 minutes. Warm up:
2. 2 minutes. This day in history
3. 10 minutes. Review. The Guided Reading and Review worksheet

from the previous day will be reviewed and taken for a grade on
correctness and completeness.
4. 25 minutes. Students will be separated into groups. They will
pretend that they live in or near a small market town in 1820. A
businessman has announced that he hopes to build a textile
factory I the town. Class will be organized into 6 groups, and each
group will discuss the impact the factory will have on its members.
They will need to make a list of Pros and Cons (located in the
Supplemental Materials #2) using the Graphic Organizer provided
for them. Then, each group will choose one member to represent
its viewpoint in a town meeting to decide whether the town will
protest or support the construction of the factory. They will take a
thumbs up or down vote at the end.
a. Sheep Farmers
b. Spinners and Weavers
c. The unemployed
d. Landowners
e. Merchants
f. Town Officials.
Day 3:
1. 5 minutes. Warm up: Do you or your one of your siblings you
know have a job? If they do, how old are they, and what is
expected of them?
2. 2 minutes. This Day in History
3. 20 minutes. Kahoot! Students will play Kahoot as a review of
Section 1 of Chapter 11. This game is fun, competitive, and
interactive.
4. 30 minutes. Students will read Chapter 11 Section 2 pages 337341. They will be asked to use post it notes and write 3-5 bullet
points of the Main Idea and Supporting Detail. After they complete
this, they will be asked to write a paragraph for each section
summarizing what they have read. The bullet points should guide
them in writing their summaries. There should be a Paragraph for
each of the following sections. This should be turned in the
following day for teacher assessment.
a. Traveling West
b. Improvements to Roads
c. Steam Transport
d. The Canal Boom
Day 4:
1. 5 minutes. Warm up: How might a new Factory in Ortonville affect
your community?
2. 2 minutes. This Day in History
3. 5 minutes. Begin a class discussion with the following prompts
have students write it on the White Board.
a. How many methods of transportation can you think of?

b. How would your life be different without cars, airplanes, and

other forms of modern transportation?
c. What kind of effects might an improved transportation system
have on the factory system?
d. Why would factory owners and capitalists support a strong
transportation system?
4. 10 minutes. Video on the Industrial Revolution:
https://www.youtube.com/watch?v=zhL5DCizj5c
5. 25 minutes. Students will end the class by taking the Section 2
Quiz. This will be open book/open note. If students finish, this will
be reviewed as a whole class discussion at the end of the hour.
Day 5:
1. 5 minutes. Warm up: Do you think the United States is a unified
country? Why or why not?
2. 2 minutes. This Day in History
3. 10 minutes. Students will be separated into groups. They will
read Chapter 11 Section 3 pages 342-346 Unity and Division.
Once they finish reading they will put up their green flag in order
to receive the next set of instructions.
4. 30 minutes. Students will then participate in a jigsaw style note
activity. Each group will be given a section to identify the main
ideas and supporting details. They EACH will write their
information down on their Unity and Division Graphic
Organizer (located in supplemental materials #3). Then when all
groups are finished, they will be separated into groups again so
that there is at least one person from each section in each group.
They will then take turns presenting the information to their new
assigned group, and the groups will fill in their notes.
a. An Era of Good Feelings
b. Three Sectional Leaders
c. Helping American Businesses Grow
d. Clays American System
e. The Supreme Court Expands
Day 6:
1. 5 minutes. What would the United States be like if state
governments were more powerful than the Federal Government?
Explain.
2. 2 minutes. This Day in History
3. 5 minutes. Begin with a class discussion about the differences
between the North and South. Discuss with students that the
United States was really beginning to break into sections
depending on their way of life. This becomes even more apparent
as we get closer to the Civil War. Ask students
a. What are the differences geographically between the North and
South?
b. What are the political differences? What do they agree or

disagree on?
c. What are the economical differences?
4. 35 minutes. Current Events!
a. Access Prior Knowledge. Ask students what they know about
the phrase the 1 percent. First show students the video on
the 1 percent that explains how money is currently distributed
in the United States: https://www.youtube.com/watch?
v=slTF_XXoKAQ
b. Obama and Shark Tank on the 1 percent.
https://www.youtube.com/watch?v=igHlPTII4ak
c. Turn this into a Chalk talk! Students will travel from station to
station and write comments and have conversations on the
boards that surround the hot debate of the 1 percent.
Questions will include
1. Do you think that getting rid of capitalism/manufacturing
would eliminate the 1%? Why or why not?
2. Some people think we should go back to a more subsistence
farming lifestyle? How would this affect your life directly?
3. How are you affected by capitalism?
4. What suggestions do you have in order to have a more ideal
distribution of the nations wealth?
Day 7:
1. 5 minutes. Warm up: After yesterdays chalk talk about the 1
percent, what amount of money/income in a year do you think
would afford a comfortable lifestyle? Explain where and how you
would spend your money? What would your budget look like?
2. 2 minutes. This Day in History
3. 25 minutes. Budget- In order to give students a bit of a reality and
to build off of their chalk talk, they will be asked to create a budget
with a small group. They will be permitted to use their phones and
class computers for research on how much typical items cost.
They will need to select a job that they would like to have and find
out the average income that job creates. Students will share their
budgets with the entire class and if the teacher or students think
of items that they may have missed, it will be added to their
budgets. These items may include
a. Heat
b. Mortgage/Rent
c. Water
d. Trash
e. Insurance
f. Car payment
g. Gas
h. Food
i. Clothing
j. Entertainment (going to the movies, dinner, or game)
k. Phone Bill
l. Extracurricular Activities (Dance, sports, horseback lessons)

4. 15 minutes. In order to refocus students back to the chapter, they

will be given a blank map of the United States (located in the
supplemental materials #4), and will be asked to fill in each
section discussed in the book (North, South, and West). They will
make each a different color and then list with bullet points how the
Industrial Revolution affected each section. They will also be
asked to place the representative of the area on the map as well
(Calhoun, Webster, Clay). This is in order to give students a visual
of each sections needs and wants.
Day 8:
1. 5 minutes. Warm up: What are the most common languages
spoken in Central and South America? Why do you think that is?
2. 2 minutes. This Day in History
3. 25 minutes. Students will read Chapter 11 Section 4 pages 348351 New Nations in the Americas. They will fill out a Double
Entry Journal (located in supplemental materials #5) as they
complete their reading. These will be counted as a homework
grade.
4. 15 minutes. When students complete the reading, they will be
given the Monroe Doctrine Graphic Organizer (located in
Supplemental Materials #6). They will be asked to list reasons
that led the United States to declare the Monroe Doctrine. This will
be reviewed as an entire class discussion at the end. This should
be fairly easy for them to complete with the use of their Double
Entry Journal.
Day 9:
1. Students will spend the day in the Library working on a Word
cloud. Instructions with options for websites are available on the
worksheet Word Cloud (located in the supplemental materials
#7). Students are to find positive and negatives of the Industrial
Revolution and list them on the worksheet. Once they have done
this, they are to use the websites available in order to create a
word cloud that they will print off and attach to their packet to turn
in. Students may use all notes and packets to complete this
exercise.
2. If students finish early, they will be given the study guide for the
test to begin to complete.
Day 10:
1. Warm up:
2. This Day in History
3. Students will first complete their study guides. They may work
with a partner and ask the teacher any questions that may confuse
them.
4. If students finish the study guide, they may play a round of

Grudgeball! For further review! Teacher Note: bring Nerf basketball

hoop.
Day 11:
1. Cramming with Cooper- students have the opportunity to study for
5 minutes before the test and ask the teacher any questions he or
she may have.
2. Test Day- students will be given the entire class in order to
complete their test. Once they finish, they may read silently or
work on other homework.