2021-2022
03/06/2022 - 03/12/2022
Mr. Salber
Monday
03/07/2022
7th Grade US History
Lesson Objectives
Upon completion of this
lesson, students will be able
to:
describe the impact of the
Industrial Revolution on
American life
analyze how different
Industrial Revolution
inventions had different
impacts on life
Direct Instruction
Ask students to make a list of
inventions or innovations that
have changed life as they
know it. Discuss as a class
how these inventions have
affected their lives and
introduce the lesson topic:
the Industrial Revolution.
Guided Practice
Instructions
Ask students to make a list of
inventions or innovations that
have changed life as they
know it. Discuss as a class
how these inventions have
affected their lives and
introduce the lesson topic:
the Industrial Revolution.
Watch the Study.com video
lesson The Industrial
Revolution in America:
Inventions & Effects, pausing
at the following points:
2:20 - On the board, make a
Tuesday
03/08/2022
7th Grade US History
Lesson Objectives
After watching this lesson,
you should be able to:
Describe the conditions in
America prior to the Market
Revolution
Identify Eli Whitney and
explain how his cotton gin
and interchangeable parts
concept influenced the
Market Revolution
Understand how the Market
Revolution affected the North,
South and West
Direct Instruction
KWL - Market Economy
Guided Practice
What are the advantages and
disadvantages to a market
economy and how might that
lead to a civil war?
What was an unintended
consequence of the Embargo
Act of 1807?
What role did Eli Whitney
have on the South? North?
What impact did the Industrial
rolution have on argriculutre?
Independent Practice
Student choice
Graphic Organizer Prompt 1:
Create a poster, chart, or
other type of graphic
organizer that depicts the key
aspects of the United States'
emerging market economy at
Wednesday
03/09/2022
7th Grade US History
Learning Objectives
Upon completion of this
lesson, students will be able
to:
define 'antebellum'
summarize key elements of
the economy in the
antebellum South
explain the agricultural
influence on southern life
analyze the role played by
slavery in the antebellum
South
Direct Instruction
Begin by writing the word
'Antebellum' on the board for
the class to see?
What does this word mean?
Write the formal definition of
the term on the board for the
class to see.
What do you think life was
like in the antebellum South?
Guided Practice
Play the video lesson Life in
the South: Ordered Society
and Economy of the Southern
States for the class, pausing
it at 2:38.
What are cash crops?
Why do you think slave labor
increased with the innovation
of the cotton gin?
What primed the South for a
shift from tobacco to cotton
as its primary crop?
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Thursday
03/10/2022
7th Grade US History
Learning Outcomes
When you are finished, you
should be able to:
Recall the working conditions
in factories during the early
1800s
Summarize the events of the
strike of 1834
Explain what the National
Trades' Union was and what
it achieved
Direct Instruction
Why would a worker go on
strike?
Guided Practice
The National Trades' Union &
Worker's Strike of 1834
Who were the journeymen?
Describe the workers of the
mills? what were the
conditions and work like?
What lead to the strike of
1834
The Lowell Mill Girls & Their
Working Conditions
What was life like for a Lowell
girl?
The girls lived in a boarding
house where they shared a
room with others and ate their
meals; this closeness created
a close bond amongst the
girls. They had to abide by a
curfew and follow a code of
Friday
03/11/2022
7th Grade US History
Learning Objectives
After this lesson, students will
be able to:
give a history of the roots of
slavery in America, including
who, when, how, and why
demonstrate understanding
of the slave trade
discuss the actions and
reactions of slaves
Direct Instruction
What role did slavery play in
the lead up to the civil war
Connect students to the topic
by asking them to turn and
talk to a partner or tablemate,
discussing the question 'Did
early Americans honor the
idea of 'freedom for all?' As
students talk, listen in and
guide conversations, offering
ideas and challenging
thinking.
Guided Practice
Instructions
Connect students to the topic
by asking them to turn and
talk to a partner or tablemate,
discussing the question 'Did
early Americans honor the
idea of 'freedom for all?' As
students talk, listen in and
guide conversations, offering
ideas and challenging
thinking.
Discuss the question as a
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2021-2022
Mr. Salber
list of the innovations that
were necessary for the
Industrial Revolution. What
role did technology play?
4:00 - Ask students to
compare the rise of railroads
to the popularity of
smartphones. Can they think
of any telecommunication
companies that may be
equally hated as Jay Gould
was?
4:51 - Ask: Do you think
Carnegie's success stemmed
more from his ability to
produce steel or his
management style? Have
students explain.
6:09 - Have students
compare the invention of
electricity to the invention of
the Internet. How did it
suddenly make many more
innovations possible?
7:13 - Ask: How did factories
transform the skills and
workday of the American
worker?
Independent Practice
Activity
Break students into small
groups and assign each
group one of the following
Industrial Revolution
inventions:
Factory system
Railroads
Steel production
Cotton gin
Telephone
the beginning of the 19th
century.
Tip: A flow chart might work
best here.
Graphic Organizer Prompt 2:
Make a poster, chart, or
some other type of graphic
organizer that lists and
defines the six inventions that
contributed to the
development of the Market
Revolution (cotton gin, factory
system, interchangeable
parts, steel plow, mechanical
reaper, power loom).
Example: If you are a visual
learner, you might want to
draw pictures of the
inventions, and then write
brief descriptions next to
them. If you are not sure what
a cotton gin looks like, look it
up.
Essay Prompt 1:
Write an essay of at least one
page that explains the role of
King Cotton in the Market
Revolution.
Example: The South became
the world's largest exporter of
cotton.
Essay Prompt 2:
In an essay of at least one
page, describe how Western
farming changed as a result
of the Market Revolution.
Example: Mechanization
meant that farmers could
produce more, so farming
became increasingly
commercialized.
How was slavery viewed by
most southerners in the
antebellum period?
Play the video lesson again
and pause it at 4:06.
Why was industry somewhat
limited in the South?
What limitations were placed
on economic diversity in the
antebellum South?
What is an ordered society
and why was it important to
southerners at this time?
Play the remainder of the
video lesson for the class.
What caused duels in
southern society?
What professions were
deemed honorable for men in
the antebellum South?
What role did women play in
southern society?
What divisions existed within
the antebellum South?
How was life different for
slaves who worked on small
farms vs. those who labored
on large plantations?
Distribute the worksheet to
the class, one to each
student.
Instruct the students to work
independently to complete
the worksheet using what
they learned about the
antebellum South from the
video lesson.
When all students have
completed the worksheet,
review each question and
answer with the class as
Page 2 of 7
conduct, working 12 to 14
hours in the factory.
Who were the Lowell girls
and what did they do?
The Lowell girls worked in the
Lowell textile mill in
Massachusetts. They worked
in a mill where the cloth was
manufactured into final
products, which was done
under one roof instead of
indifferent individuals' homes.
What was the impact of the
Lowell girls?
The Lowell girls went on
strike when they faced a pay
reduction. They created the
Lowell Female Labor Reform
Association that fought for
better wages and a shorter
workday. The union they
created inspired the unions
we often see today.
Independent Practice
Procedures:
You are a teenaged girl who
has been sent to the factory
to earn money to help
support your farming family.
Your parents are very proud
of you and miss you deeply.
You are excited about going
to work at the mills because
not only will you earn your
own money, but you will be
helping your parents. You
have also been promised a
good education of reading
and writing, and a firm
03/06/2022 - 03/12/2022
whole group, pointing out bits
of conversation you listened
to.
Tell students they will be
learning about slavery in
America. Write 'Who, What,
When, Where, Why, How' on
the board in a chart-like
format and have students
reproduce the 'chart' in their
notebooks.
Preview vocabulary, then
start the lesson video Slavery
in America: Cotton, Slave
Trade and the Southern
Response. Instruct students
to take notes in their chart as
the lesson plays.
Pause at 2:50 and ask
students to provide
information to use to fill in the
class chart. Discuss:
Why was slavery in America
a paradox?
Did slavery start in America?
Were all Africans in the
colonies slaves?
Restart the lesson and pause
again at 4:12. After sharing
notes, ask:
Where did slavery start in
America?
How did slavery spread?
What group had the most
slaves? What did this mean?
Resume the lesson and
pause again at 6:31. After
sharing notes, discuss:
What was the Triangle Trade
route?
How and why were slave
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2021-2022
Mr. Salber
Instruct students to write two
news stories, one praising the
impact of the new invention
and one warning of the harms
that could come from it.
Have groups present their
news stories to the class.
Homework
Without the Industrial
Revolution, the world we live
in today would be a
completely different place. In
this asset you will find a list of
project ideas to enhance your
middle and high school
students' understanding of
this era.Without the Industrial
Revolution, the world we live
in today would be a
completely different place. In
this asset you will find a list of
project ideas to enhance your
middle and high school
students' understanding of
this era.
The Industrial Revolution
The Industrial Revolution
appears in both U.S. and
world history classes in
middle and high school. The
projects listed below are
designed for either of these
classes and can be applied to
the First Industrial Revolution
(1760 - 1830) or Second
Industrial Revolution (1870 -
1914). By completing these
projects, students will have a
deeper understanding of what
Essay Prompt 3:
Write an essay of at least
three to four paragraphs that
explains how the so-called
revolution in thinking helped
facilitate the Market
Revolution.
Example: Americans
embraced mass production,
as opposed to being averse
to it.
students self-check their
papers.
Independent Practice
Activity
Divide the class into small
groups.
Instruct the students in each
group to work together to
review key facts about life in
the antebellum South,
including society and
economy.
Next, tell the groups to review
what they know about life in
the North during this time,
using the internet to find
additional information on
what life was like in the North
during this period in history.
With these facts in mind,
instruct each group to create
a side-by-side comparison on
the poster board of the typical
Southern family in this time
and of the typical Northern
family.
When each of the groups has
completed their comparison,
have them take turns
presenting them to the class.
Extensions
Ask students to explore social
norms in the antebellum
South, and create a research
paper based on their findings.
Have students read one of
the slave narratives from this
period in history.
Page 3 of 7
foundation in religion and
lady-like manners.
In the 1800s these are all
good qualities for attracting a
good husband. The Lowell
Sun, a local newspaper,
wants you to write about life
as a "Mill Girl". They want to
know if working in the mills is
everything you thought it
would be. As you research
the working conditions of the
factories and the living
conditions of the
boardinghouses try to
imagine yourself living in
Lowell, Massachusetts during
the 1830s. As you learn
about your new environment
pay careful attention about
what it is like to live in Lowell
because you will be writing a
group editorial to the Lowell
Sun answering some
questions about the working
and living conditions.
Using the websites listed
below, research one of the
following aspects of life as a
“Mill Girl”:
Working conditions
Living conditions
Recreation
General life.
When your research is
complete, write a feature
story for the Lowell Sun
describing your life based on
your research. Share your
research with the rest of the
class.
03/06/2022 - 03/12/2022
codes used?
What methods did slave
owners use to keep slaves
compliant?
How and why did slaves
resist?
Resume the lesson, pausing
at 7:50. Share notes, then
ask:
What did the slave revolts
have in common?
Why did those who revolted
receive harsh punishment?
Independent Practice
Activity
Students will now work to
synthesize information and
create a 'Comprehension
Cube' answering W-questions
(who, what, where, when,
why, and how).
Explain to students that they
should take the information
they learned and decide how
to present it on their cube.
Each side represents a 'W'
word.
Allow students to plan their
cube, then give them supplies
to create.
As they work, walk around to
offer suggestions and support
students.
Encourage students to be
creative, using pictures and
designs to make their cubes
engaging.
When finished, have students
share their cubes in small
groups, then display in the
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03/06/2022 - 03/12/2022
Mr. Salber

the Industrial Revolution was classroom.

and how it changed nearly As an exit slip, have students
every aspect of life for people take the lesson quiz to
during the time. There are determine understanding.
opportunities for both
individual and group work in Extensions
these projects. Research slavery in different
parts of the world and in
Inventions of the Industrial different periods, then
Revolution (Individual compare and contrast.
Project) Have students read work by
For this project, each student Frederick Douglass and other
in your class will be creating slaves.
a flyer about an invention of Instruct students to create a
the Industrial Revolution. timeline of early American
Whether you are talking slavery, detailing the rise and
about the First or Second fall of the practice.
Industrial Revolution, this
project is applicable. Begin by
assigning (or allowing
students to choose) an
invention that changed life
during the time period. These
can be specific things like the
lightbulb, or more general
things, like the assembly line.
Each student in your class
should have a different
invention. Students will then
create the flyer that includes
the name of the invention, a
large image, a description of
what the invention did, how it
changed life and the name of
the inventor(s). After students
have created their flyers,
hang them around the
classroom. Students should
then complete a gallery walk
so that they can learn about
many of the changes and

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Mr. Salber

inventions of this time period.

Materials Needed:
Computers or copy paper and
art supplies

Effects of the Industrial

Revolution (Group Project)
For this project, students will
be working in groups to
identify some of the first and
second order changes that
happened because of the
Industrial Revolution.

First order changes describe

the direct results of the
Industrial Revolution (like
more cheaply produced
goods)
Second order changes
describe the indirect effects
of the revolution (think social,
economic, religious, cultural
and intellectual).Divide
students into three groups.
Each group will be assigned
one of the following areas to
look at:
the rise of the factory system
the transition to machines
the use of powered tools
(steam/water power)
Slide Topic
Slide 1 Topic and group
members
Slides 2 - 4 Direct effects
Slides 3 - 7 Second order
effects (one slide for each of
the following: social,
economic, religious, cultural
and intellectual)Slide 8

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Mr. Salber

Opinion - What was the

greatest long-term change
from this particular aspect of
the Industrial Revolution?
Slide 9 Works Cited
In addition, each slide should
include at least one image.
All students in the group
should participate in the
presentation by presenting at
least one slide.

Materials Needed: Computer/

tablet for research and
creating a presentation

Invention Project (Individual

Project)For this project,
students will be working
individually to create an
invention in the spirit of the
Industrial Revolution. Their
invention should be
something that will help
improve society. The first
step is to identify a problem in
society that can be fixed. A
great way to get students
thinking about this is through
a group discussion about the
biggest problem in society
today.
After identifying the problem,
students will create their
invention. For this step, they
should name the invention,
draw an image of it and
describe how it will work. For
the final step, students will
give a three-minute
presentation, either using a

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Mr. Salber

brochure or computer
presentation where they try to
convince others to buy and
use their invention. To make
things interesting, you could
hold a class vote after all the
presentations to see which
invention students think is the
most practical and life-
changing.
Materials Needed:
Computers, copy paper, art
supplies

Page 7 of 7 Week View