Lesson 5: More Economic Changes
Essential Questions Addressed:
· What problems did Virginia face after the Civil War?
· What changes took place in Virginia during Reconstruction to boost economic growth?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
· NCSS Standard 5: Individuals, Groups, and Institutions
· NCSS Standard 6: Power, Authority, and Governance
VA SOL Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by:
o c) Describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
· VA Science SOL 4.9: The student will investigate and understand important Virginia natural resources. Key concepts include:
o a) Watersheds and water resources;
o b) Animals and plants;
o c) Minerals, rocks, ores, and energy sources; and
o d) Forests, soil, and land.
Student Objective:
· Students will be able to discuss how Virginia’s natural resources helped the economy grow during Reconstruction.
· Students will be able to describe how new technologies helped Virginia recover from the Civil War.
Materials:
· Virtual field trip from Lesson 1: http://emilinibinidoessocialstudies.weebly.com/introduction-virtual-field-trip.html
· Textbook: Masoff, J. Our Virginia: Past and Present (2011). West Palm Beach, FL. Five Ponds Press.
· Loose-leaf paper for each student
· Clipboard for each student
· Pencils
· Whiteboard and markers for the teacher
Procedure (45 minutes):
· Begin in whole group discussion (30 minutes).
· Have students bring a clipboard, loose-leaf paper, and pencil to the carpet.
o Direct students to keep notes during the discussion, because they will be helpful when they write articles or opinions for their Reconstruction Newspapers. Students who play with their materials instead of working will be reminded of proper material use and return to their seats if they cannot control themselves on the carpet as part of a group.
· Model note taking strategies:
o On the whiteboard, put a title for your notes: The Machine Age in Virginia
o When important facts are brought up, make note of them on the whiteboard. Have students copy them down on their papers. Model the structure of notes as well, with questions and answers to organize the information.
· Bring up the virtual field trip, and click to the images of Industrialization.
· Look at each image in turn, and lead discussion on what students see, what that means, and what natural resource is being used. Label notes with the image names and information gathered from each image. Also write questions asked, and answers to those questions. The questions included in this plan are not exhaustive, and the discussion could go differently, as long as the information covered relates to the industrialization of Virginia.
o Discussion should cover cotton and tobacco growing, factories, and ports. Discussion can also include child labor, which was used in factories and in the coalmines. Ask open-ended questions and if students start to go off-track guide them towards those questions below.
o Why were children and women working in factories?
§ Cheap labor, small hands, and there were not many men
o What did factories in Virginia make?
§ Textiles, cigars, cigarettes, silk, shoes, and glassware, among other goods
o What were the most important crops in Virginia?
§ Tobacco and cotton
o How does industrialization lead to urban centers?
§ Factories and the localization of jobs draws large groups of people
o What was needed because of industrialization?
§ Railroads and roads, which were built and also helped improve the economy
· After the discussion and note taking, have students find a comfortable writing spot.
· Give students time (15 minutes) to write another newspaper article to go into their Reconstruction Newspapers. Suggest that, since they have just been discussing it, they write about the industrialization of Virginia.
· Collect what students have written.
· Return to whole group to wrap up the lesson. Ask, what is most important to remember about Virginia’s changing economy during Reconstruction?
· Let students know that now we will be moving on to look at the changing society of Virginia during Reconstruction.
Assessment:
· Anecdotal notes from observing students during the seatwork and discussion.
· Once again, collect the article students write at the end of this lesson and evaluate it to help inform students of their progress on their Reconstruction Newspapers. Return the articles the following day with notes, and conference with students who require additional assistance.
Differentiation and Accommodation:
· Students requiring assistance in the classroom will receive it, both ESOL and ADHD.
· An effort will be made to include all students in the discussion.
· Students who play around with their materials will be reminded twice to use paper and pencil productively. After that they will move to their desks instead of sitting on the carpet with the class.
· This lesson addresses some of Gardner’s multiple intelligences: verbal-linguistic (discussion and note taking), visual-spatial (gathering information from images), and bodily-kinesthetic (the act of writing notes).
Technology Integration:
This lesson returns to the virtual field trip from lesson 1 in the unit to use the images from the Virginia Historical Society. It requires a computer with Internet and a projector.
· What problems did Virginia face after the Civil War?
· What changes took place in Virginia during Reconstruction to boost economic growth?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
· NCSS Standard 5: Individuals, Groups, and Institutions
· NCSS Standard 6: Power, Authority, and Governance
VA SOL Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by:
o c) Describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
· VA Science SOL 4.9: The student will investigate and understand important Virginia natural resources. Key concepts include:
o a) Watersheds and water resources;
o b) Animals and plants;
o c) Minerals, rocks, ores, and energy sources; and
o d) Forests, soil, and land.
Student Objective:
· Students will be able to discuss how Virginia’s natural resources helped the economy grow during Reconstruction.
· Students will be able to describe how new technologies helped Virginia recover from the Civil War.
Materials:
· Virtual field trip from Lesson 1: http://emilinibinidoessocialstudies.weebly.com/introduction-virtual-field-trip.html
· Textbook: Masoff, J. Our Virginia: Past and Present (2011). West Palm Beach, FL. Five Ponds Press.
· Loose-leaf paper for each student
· Clipboard for each student
· Pencils
· Whiteboard and markers for the teacher
Procedure (45 minutes):
· Begin in whole group discussion (30 minutes).
· Have students bring a clipboard, loose-leaf paper, and pencil to the carpet.
o Direct students to keep notes during the discussion, because they will be helpful when they write articles or opinions for their Reconstruction Newspapers. Students who play with their materials instead of working will be reminded of proper material use and return to their seats if they cannot control themselves on the carpet as part of a group.
· Model note taking strategies:
o On the whiteboard, put a title for your notes: The Machine Age in Virginia
o When important facts are brought up, make note of them on the whiteboard. Have students copy them down on their papers. Model the structure of notes as well, with questions and answers to organize the information.
· Bring up the virtual field trip, and click to the images of Industrialization.
· Look at each image in turn, and lead discussion on what students see, what that means, and what natural resource is being used. Label notes with the image names and information gathered from each image. Also write questions asked, and answers to those questions. The questions included in this plan are not exhaustive, and the discussion could go differently, as long as the information covered relates to the industrialization of Virginia.
o Discussion should cover cotton and tobacco growing, factories, and ports. Discussion can also include child labor, which was used in factories and in the coalmines. Ask open-ended questions and if students start to go off-track guide them towards those questions below.
o Why were children and women working in factories?
§ Cheap labor, small hands, and there were not many men
o What did factories in Virginia make?
§ Textiles, cigars, cigarettes, silk, shoes, and glassware, among other goods
o What were the most important crops in Virginia?
§ Tobacco and cotton
o How does industrialization lead to urban centers?
§ Factories and the localization of jobs draws large groups of people
o What was needed because of industrialization?
§ Railroads and roads, which were built and also helped improve the economy
· After the discussion and note taking, have students find a comfortable writing spot.
· Give students time (15 minutes) to write another newspaper article to go into their Reconstruction Newspapers. Suggest that, since they have just been discussing it, they write about the industrialization of Virginia.
· Collect what students have written.
· Return to whole group to wrap up the lesson. Ask, what is most important to remember about Virginia’s changing economy during Reconstruction?
· Let students know that now we will be moving on to look at the changing society of Virginia during Reconstruction.
Assessment:
· Anecdotal notes from observing students during the seatwork and discussion.
· Once again, collect the article students write at the end of this lesson and evaluate it to help inform students of their progress on their Reconstruction Newspapers. Return the articles the following day with notes, and conference with students who require additional assistance.
Differentiation and Accommodation:
· Students requiring assistance in the classroom will receive it, both ESOL and ADHD.
· An effort will be made to include all students in the discussion.
· Students who play around with their materials will be reminded twice to use paper and pencil productively. After that they will move to their desks instead of sitting on the carpet with the class.
· This lesson addresses some of Gardner’s multiple intelligences: verbal-linguistic (discussion and note taking), visual-spatial (gathering information from images), and bodily-kinesthetic (the act of writing notes).
Technology Integration:
This lesson returns to the virtual field trip from lesson 1 in the unit to use the images from the Virginia Historical Society. It requires a computer with Internet and a projector.