CHAPTER 11 • SECTION 1
S
1
Plan & Prepare
Objectives
• Identify factors that led to the Industrial
Revolution and explain the spread off new
manufacturing methods
• Describe new inventions that changed
transportation, communication, and
agriculture
CTIO
1
N
E
Reading for Understanding
Key Ideas
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
The nation gained confidence and
worldwide respectt as a resultt off the
Warr off 1812.
New
w industries and inventions changed
the wayy people lived and worked in the
earlyy 1800s.
Vocabulary
Peter
Pet
Pe
ete
teer Cooper
Co
ooper builder of America’s first
successful steam-powered locomotive
TERMS & NAMES
In
ndustria
n
dus
ust
sttria
ial Revolution
Rev
Re
evo
volut
uttio
on the economic changes
off the late 1700s, when manufacturing
replaced farming as the main form off work
Read for the Essential Question
Help students read for a purpose by reminding
them off the Essential Question: “What forces
and events affected national unity and growth?”
Vocabulary
Samue
uel F. B. Morse
Mo
orse
rsse inventor off the telegraph
BACKGROUND VOCABULARY
thre
threshing
res
esshiing m
machine
achiine a device that separates
kernels off wheat from their husks
SSamue
amue
uel Slater
Sla
lat
ate
teer builder off the first waterpowered textile mill in America
factory
fac
fa
act
cto
to
oryy system
sys
sy
yst
ste
teem method off production using
many workers and machines in one building
mechanica
cal rreaper
eaper a device that cuts grain
LLowe
ow
owe
well mills
ls textile mills located in the
factory town off Lowell, Massachusetts
Robert
Ro
obert Fulton
Fult
Fu
lto
to
on inventor of America’s first
widely successful steamboat
Best Practices Toolkit
Use the %HVW3UDFWLFHV7RRONLWto model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: -MNVKDCFD4@SHMF2QDCHBSHMF#$%³R
&DEHMHSHNM/@OOHMF9NQC5NQS9NQC9GDDK
(Q@XDQ/NCDK9NQC5PT@QDR/@FMDS
9NQCR and 5STCDMS81%
Vocabulary Strategies, TT9–TT16
Visual Vocabulary
threshing machine
Reading Strategy
As you read and respond to the
KEY QUESTIONS, use a graphic
organizerr like the one shown to
record importantt events in the
orderr in which theyy occurred.
SEQUENCE EVENTS
Samuel
Slaterr builds
mill in Rhode
Island.
See Skillbuilder Handbook, page R5.
Reading Strategy
Best Practices Toolkit
GGRAPHIC
GRAPHIC
R AP C O
ORGANIZERS
ORGANIZERS
RG A N
S
Display the Sequence Chain transparency.
• Remind students that sequencing events,
or putting them in chronological order,
can help them better understand how
events are related.
• Tell students that dates and signal words,
such as ADENQD@ESDQK@SDQSGDM and RNNM
can help them determine when things
happened.
Sequence Chain, TT31
Go to Interactive Review @@ClassZone.com
ClassZone.com
364 Chapterr 11
PRETEACHING VOCABULARY
English Learners
Pronounce and Preview
Pronounce each term for students.
Review the meanings off words within
definitions, such as SDWSHKDSDKDFQ@OG
and GTRJR.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead off afterward.
Unit 4 Resource Book,
• Building Background Vocabulary,
p. 146
• Vocabulary Practice, p. 145
364 • Chapter 11
Inclusion
Tracker
Read aloud terms and names to
students, as well as their definitions.
Ask students to select any terms and
names they think they may have trouble
remembering. Have students list those
words and definitions. Then have them
circle the words on their lists as they
read them in the text.
S
TIO
1
CHAPTER 11 • SECTION 1
N
EC
2
Early Industry and
Inventions
One American’s Story
Focus & Motivate
3-Minute Warm-Up
Write on the board or display the transparency:
• List the ten most important inventions of
all time. With a partner, explain reasons for
your choices. 2NRRHAKD#MRVDQRKHFGSATKA
BNLOTSDQ@HQOK@MDDSB
Unit 4 Transparency Book
• 3-Minute Warm-Ups, TT11
Harriet Hanson Robinson began working in the textile mills in
Lowell, Massachusetts, in 1835, when she was ten years old. At
the time, there were few opportunities for girls and women to
work outside the home, and Harriet was proud to earn a good
wage. As an adult, Harriet described the life of the mill girls.
One American’s Story
More About . . .
PRIMARY SOURCE
“
Harriet Hanson Robinson
Though the hours of labor were long, they were not
overworked; they were obliged to tend no more looms
and frames than they could easily take care of, and they
had plenty of time to sit and rest. . . . They were treated with
consideration by their employers, and there was a feeling of
respectful equality between them. . . . In those days, there was
no need of advocating the doctrine of the proper relation between
employer and employed. Help was too valuable to be ill-treated.
—Harriet Hanson Robinson, from Loom and Spindle; or,
Life Among the Early Mill Girls
Robinson was a writer with a keen eye for
detail. She published books, wrote poems,
and kept regular and extensive diaries and
scrapbooks.
”
Later, when laborers were more plentiful, the mill owners were able to cut
wages, and life in the mills became much more difficult.
The textile industry
employed young workers
such as this unidentified
mill girl, photographed
holding a spindle (for
spinning fibers).
3 Teach
The Industrial Revolution
Think, Pair, Share
The Industrial Revolution
• How was the Industrial Revolution like other
revolutions? 2NRRHAKD#MRVDQROQNCTBDCL@INQ
BG@MFDRBQD@SDCMDVNOONQSTMHSHDR
KEY QUESTION How did the Industrial Revolution change the way Americans
lived and worked?
After the War of 1812, Americans experienced a new kind of revolution.
This was not a political revolution, but a change in the way that goods were
produced. For centuries, people had made clothing, furniture, and other
goods at home. Then, in late-18th-century Britain, factory machines started
replacing hand tools. Soon large-scale manufacturing was producing huge
ndustrial Revolution
Revolution.
quantities of goods. These changes are called the Industrial
• Sequence Events What changes occurred
in Britain shortly before Samuel Slater sailed
to the United States? (@BSNQXL@BGHMDR
ADF@MSNQDOK@BDG@MCSNNKR@MCK@QFDRB@KD
L@MTE@BSTQHMFADF@M
National and Regional Growth 365
SECTION 1 PROGRAM RESOURCES
ON LEVEL
Unit 4 Resource Book
• Reading Study Guide, p. 121
• Section Quiz, p. 163
STRUGGLING READERS
Unit 4 Resource Book
• Reading Study Guide with
Additional Support, p. 127
• Building Background Vocabulary,
p. 146
• Section Quiz, p. 163
• Reteaching Activity, p. 166
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
Unit 4 Resource Book
• RSG (Spanish), p. 133
• RSG with Additional Support
(Spanish), p. 139
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 4 Resource Book
• RSG with Additional Support,
p. 127
• Reteaching Activity, p. 166
TECHNOLOGY
GIFTED & TALENTED
Unit 4 Resource Book
• Interdisciplinary Projects, p. 151
• American Literature, p. 159
PRE-AP
Unit 4 Resource Book
• Primary & Secondary Sources,
p. 156
• Section Quiz, p. 163
7HDFKHU·V(GLWLRQ• 365