Plantations and the Spread of Slavery
Author: Jesse Burnham
Date created: 03/03/2012 3:26 PM CDT ; Date modified: 03/06/2012 5:15 PM CDT
Basic Information
Summary
The lesson addresses the key people, events, and geographic areas within Chapter 11, Part 2, which focuses on the implications of the
invention of the cotton gin and the tumultuous institution of slavery in the South. The lesson begins with a student­led reading of a
summary that covers the essential vocabulary and content necessary for the completion of the cooperative activities. As the student­led
reading progresses, essential vocabulary and questions will be addressed and answered through class discussion. As each prompt is
answered fully, the information will be written on the overhead in order for students to copy the information upon their handouts for
future reference. Following the student­led reading, groups of 3­5 students will answer the guided questions upon their white­board and
request validation from the teacher. Upon receiving validation, the students will transfer their answers to the Chapter 11, Part 2
Vocabulary/Guided Questions handout. Grade/Level
Grade 8
Time Frame
1 Class Period: 50 Min. Subject(s)
History, Social Studies
Topic(s)
United States History, National and Regional Growth (1800­1844); Plantations and the Spread of Slavery
Notes
Standards And Key Concepts
Standards
TX- Texas Essential Knowledge and Skills (TEKS)
Subject / Chapter: 113 Social Studies, Beginning with the School Year 2011-2012
Subchapter : Middle School
Grade/Course: Grade 8
Standard:
(1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
Student Expectation: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the
Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their
causes and effects;
Standard:
(7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student
is expected to:
Student Expectation: (B) compare the effects of political, economic, and social factors on slaves and free blacks;
Student Expectation: (C) analyze the impact of slavery on different sections of the United States; and
Standard:
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious
groups, during the 17th, 18th, and 19th centuries. The student is expected to:
Student Expectation: (D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and
Standard:
(27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the
United States. The student is expected to:
Student Expectation: (A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and
interchangeable parts;
Understandings
Eli Whitney invented the cotton gin in 1793 ​The ability to clean as much as 50 pounds of cotton per worker produced momentous geographic and sociological
effects
​Cotton production increased significantly between 1790 and 1860
​Increased production created an ever increasing divide between wealthy, slave­holding Southerners and those with few to
no slaves
​Slavery created a divide between free and enslaved African Americans in the South
Enslaved African Americans persevered through religion and cultural expressions such as spirituals
​Many slaves remained helpless as slave owners sold relatives and tore families apart
Some slaves ran from owners in order to reunite with family though punishment when caught was often extremely
severe
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N
​ at Turner led a slave rebellion in 1831
​The rebellion led to the deaths of many Southern Whites
Turner eventually lost his life after capture and hundreds of African Americans were murdered in retribution throughout
the South Essential Questions
How did the cotton gin change the cotton­cleaning process?
How did cotton production affect slavery in the South?
How did slavery divide White Southerners?
How did slavery divide African American Southerners?
What problems did free African Americans face?
Why did enslaved African Americans rely on their own culture?
What was one of the cruelest parts of slavery?
How did Whites react to Nat Turner's rebellion? Knowledge and Skills
Students must:
Recognize and understand the implications Eli Whitney's cotton gin had upon the institution of slavery within the South
Understand the societal and economic divisions among Whites as well as African Americans in the South that slavery created
Recognize and understand how African American culture provided slaves strength and the ability to persevere through devotion
to religion and spirituals
Recognize and understand the varied reactions of slaves to the cruelty of the slave trade and understand the motivation behind
Nat Turner's rebellion
Recognize and understand essential vocabulary:
E
​ li Whitney
Cotton gin
Spirituals
Nat Turner
Performance Tasks And Assessment
Performance Task
Each group of 3­5 students will receive 1 white­board and 1 dry­erase marker. Each group will then cooperatively answer each of the
guiding questions and vocabulary and write their answers on the white­board.
After answering each question, the group will call on the teacher to approve of the answer.
When the teacher approves, the group moves on to the next question and repeats the progression.
When all questions have been answered and cleared with the teacher, the group will write the answers they have placed
upon the white­board onto their individual handouts.
Performance Prompt
How did slavery divide White Southerners?
What problems did free Blacks face?
What was one of the cruelest parts of slavery?
How did Whites react to Nat Turner's rebellion?
Assessment/Rubrics
Formative:
Exit strategy­­students must demonstrate understanding and apply knowledge through analysis within answers written on the white­
boards; in order for students to be allowed to finish the cooperative activity and transfer answers onto the handout, the
educator must evaluate their answers and allow them to exit the cooperative assignment
Summative:
The lesson as a component of Chapter 11, Part 2 represents a section of Chapter 11 unit and constitutes a part within the end of the
unit assessment. The unit exam, composed of multiple choice, true/false, and fill­in­the­blank questions, will encompass the content
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within Chapters 9, 10, and 11.
Learning Experiences And Resources
Sequence of Activities
Monday
Chapter 11, Part 1
1​ 1­1 Cooperative Reading
11­1 Vocabulary and Guided Questions handout
H
​ istory Club Field Trip to the Gully Farm
T
​ uesday
Chapter 11, Part 2
1​ 1­2 Cooperative Reading
11­2 Vocabulary and Guided Questions handout
​Wednesday
Chapter 11, Part 3
1​ 1­3 Cooperative Reading 11­3 Vocabulary and Guided Questions handout
T
​ hursday
Chapter 12, Parts 1 and 2
F
​ riday
Chapter 12, Parts 3 and 4
Differentiated Instruction
Pre­Advanced Placement Students
each group will answer all of the questions contained within the handout
in order for a group to be cleared by the teacher to write answers onto the handout, the group must
demonstrate understanding that examples analysis and comparison
G
​ rade­Level Students
each group will answer one of the questions contained within the handout
in order for a group to be cleared by the teacher to write answers onto the handout, the group must answer
one question correctly and then share that answer with the class.
​ESL Students
E
​ nglish­language learners (native Spanish­language speakers) are grouped with non­native Spanish­language
speakers
Inclusion aid can assist on Mondays, Wednesdays, and Fridays
Resources
Materials and resources:
Textbook: Garcia, J., Ogle, D. M., Risinger, C. F., Stevos, J., & Jordan, W. D. (2003). Creating America: A history of the
United States, beginnings through Reconstruction. Evanston, Illinois: McDougal Littell.
Chapter 11-2 Reading/Study Guide handout
Chapter 11-2 Vocabulary & Guided Questions Handout
6-10 White-boards
6-10 dry-erase markers and erasers
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