Students will use a variety of resources to research cotton, its uses, the cotton gin, and sharecropping. They will then analyze the impact each had on slavery.
Standard - 3B Demonstrate understanding of the Reconstruction programs to transform social relations in the South by:
Section, 7-12 Explaining the economic and social problems facing the South and appraising their impact on different groups of people. [Evidence historical perspectives]
Standard 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Standard 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
1. Knowledge of Internet usage, Electric Library (E-Library) usage, and research skills.
2. Knowledge of the writing process and the six traits of writing.
PROCEDURE WITH TEACHING STRATEGIES
1. Vocabulary - The majority of the vocabulary terms come from the information given in the sites listed on the “Resources” list. Students should work in small groups to define the terms in order to expedite the research time.
2. Research and Presentation - Each student will either independently or with a partner select one of the research topics. (Teacher may choose to assign topics to assure that all topics are covered.)
Topics: uses of cotton sharecropping and connection to slavery the cotton gin and its connection to slavery
Once a topic is selected, students should use the “Resources” list provided by the teacher to determine
new information about their topics. Students will present their information to the class using one of the following methods: written report, oral presentation, poster, song, skit, poem or rap.
3. Segregation Web Expansion - Each group will take the segregation web they created in Lesson 1
and expand their ideas to include information about cotton. Their webs should include uses for
cotton, the role of sharecropping and the effect the cotton gin had on slavery. These are to be brief
ideas gathered from the presentations made by the other students. Group webs will be presented to the class after they are completed.
1. Research and Presentation - Each student will receive an assessment sheet before choosing his/her means of presentation. This sheet will outline the required criteria. The sheet will then be used for the assessment of the student’s presentation.
2. Segregation Web Expansion - Assessment will be made by teacher observation of the groups as they work, and during their presentations.
Vocabulary sheets should be collected with students receiving credit/no credit for their work. How a teacher chooses to assign a grade for vocabulary is his/her prerogative.
1. Students will use a variety of resources to research cotton, its uses, the cotton gin, and sharecropping. They will then analyze the impact each had on slavery.
2. Research and Presentation – Students will select from a list of three topics (listed in the procedure section) to research and present to the class.
3. Segregation Web Expansion - Students will expand their Segregation Webs from Lesson 1 by determining the connection between the areas on the web and cotton, its uses, the cotton gin, and sharecropping.
a. Internet addresses:
http://members.aol.com/cotngin/index.html (contains a picture of a cotton gin)
http://www.savanews.com/stories/011598/BUSnewcompany.html (contains a picture of a cotton gin)
http://www.sec.state.la.us/cotton-1.htm (Louisiana Cotton Museum)
http://encarta.msn.com/index/concise/0vol11F/03ae3000.asp (encyclopedia listing)
http://www.pracapp.com/infomine/H801574707/output.html (information both before and after article about Gloria Steinem)
b. Electric Library (E-Library)
c. Library Media Center (LMC)
See student activity.