Critical Thinking & Common Core!

Transcription

1 Critical Thinking & Common Core! Students Analyze how Textile Production created two different Worlds, while encouraging economic interdependence

2 Dear Esteemed Colleague: This mini-project is a great critical thinking activity. I typically assign this later in the North and South Grow Apart Unit since students should have a base knowledge of industry and the new inventions of the mid 1800s. You may start this activity by explaining the general process of making fabric. Since most students are wearing cotton, I merely have them analyze their shirt fabric and hypothesize the process it took to manufacture the shirt to be ready for market. This has inspired some great discussions over the years. As an extension they can look at the tag and see where it was made. This is a great way to make connections with the global economy from which we benefit. Please note that there are tons of combinations that could work for the order of the pictures. Correct answers really depend on the student reasoning. For example: Cities grow in the North could go at the end, or students could reason to place it after immigrants seek jobs. Still, the general order as I see it is as follows: 1. Cotton from the South. This is the example but will not be on student flowcharts. 2. Slaves in the South pick cotton. 3. Eli Whitney invents cotton gin to clean cotton. 4. Steamboats transport cotton to southern ports. 5. Sailing ships transport cotton to North. 6. James Hargreaves invents Spinning Jenny which spools cotton to be weaved. 7. Immigrants seek jobs. 8. Textile factories spool cotton to weave together on looms. 9. Textiles (fabric) created. 10. Elias Howe invents sewing machine. 11. Sewing factories 12. Sewn clothes lead to a new fashion industry. 13. Cities grow in the North. Also, please note that the assignment details that only ten of the pictures need historical significance. I adapted this because over the years, I noted that the historical significances for many might overlap. Have a great lesson! Tony at Instructomania

3 Common Core Supporting claims with evidence Key Concept The American economy was able to transform from a nation of independent farmers to an industrial giant due to capitalist values and an entrepreneurial spirit. (A) The belief in free trade (free from government restrictions) and (B) that opportunities exist to better someone s economic situation, inspired new business and innovation. As this assignment will illustrate, (C) the establishment of labor systems became inevitable in order to support American business. Directions: Create a flowchart that re-orders the pictures below and explains how they relate to each other. First, glue each picture to the flowchart in the order you reason works best. Second, in a sentence, explain why you placed the pictures in the spots you have selected. Next, use what you have learned in class and the text to write two sentences that explain the historical significance of at least ten of the pictures. Try to relate the historical significance to portion A, B, or C of the key concept. Make sure to complete the final analysis at the end. This is a point assignment. Example: cotton from the South Growing cotton in the South is the first step in supplying raw materials for textile production in the North. Historical Significance: Since the weather was warm and mild in the South, Southerners were inspired to grow cotton to trade freely with the North. The Southern economy depended greatly on trading cotton with the North for profit. Eli Whitney invents cotton gin to clean cotton. Sailing ships transporting cotton to the North. James Hargreaves invents Spinning Jenny which spools cotton to be weaved. Sewn clothes lead to a new fashion industry. Cities grow in the North. Immigrants seek jobs. Sewing factories Slaves in the South pick cotton. Textile factories spool cotton to weave together on looms. Steamboats transport cotton to southern ports. Textiles (fabric) created. Elias Howe invents sewing machine.

4 Common Core Supporting claims with evidence Name Period

5 Common Core Supporting claims with evidence Name Period Final Analysis 1. How did the idea of free trade inspire American business and innovation? Use examples from the assignment to support your answer. 2. How did the idea that in America opportunities exist to better someone s economic situation inspire immigration and the growth of cities? Use examples from the assignment to support your answer.