Forge of Innovation: The Springfield Armory and the Genesis of American Industry National Endowment for the Humanities Landmarks of American History and Culture Workshop 2015
https://www.loc.gov/item/84695720/
Title: “Technological Innovation and Change in the Connecticut River Valley in the Antebellum Era” Grade Level: 912 Subject Area Focus: U.S. History: (Social Studies) Estimated Number of Classroom Days to Complete: 5 (not including time given for independent student compositions)
Submitted by: Peter Vamosy, Ludlow High School, Ludlow, Massachusetts. 1
Curricular Project Summary:
In this research project, students will analyze and evaluate the development of the technology that shaped the American Industrial Revolution during the Antebellum Era by investigating examples found in the Connecticut River Valley. Instruction and guided research will support students as they expand their understanding of the Industrial Revolution and use textual evidence from primary and secondary sources to create and defend historical arguments.
Desired Results/Objectives 1. Essential Questions/Historical Question(s): ● How do historians create arguments supported by logic and evidence? 2. Objectives: By the end of this project students what will students know, understand, and be able to do? Students will know… ● Examples of technological innovations related to the development of industry in the Connecticut River Valley and across the country during the Antebellum Era. ● How primary and secondary sources can be used as evidence to support logical arguments. Students will understand… ● How incremental technological changes improved the rate and quality of industrial production. ● How the diffusion of technological innovations led to the diversification of industries. ● How industrialization resulted in a wide array of positive and negative consequences. Students will be able to… ● Analyze the role of the Federal Government, private investors, skilled labors and natural resources in the development of industry in the Connecticut River Valley. ● Analyze the development of interchangeable parts and the widespread diffusion of technological innovations across the Connecticut River Valley and United States.
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● Evaluate the positive and negative consequences of industrialization in the Antebellum Era. ● Create a written argument supported by logic, reasoning, and evidence from primary and secondary sources.
3. Curriculum Standards: Common Core Standards Write arguments focused on disciplinespecific content. ❏ CCSS.ELALITERACY.WHST.910.1.A Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. ❏ CCSS.ELALITERACY.WHST.910.1.B Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a disciplineappropriate form and in a manner that anticipates the audience's knowledge level and concerns. ❏ CCSS.ELALITERACY.WHST.910.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. ❏ CCSS.ELALITERACY.WHST.910.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. ❏ CCSS.ELALITERACY.WHST.910.1.E Provide a concluding statement or section that follows from or supports the argument presented.
Historical Frameworks: ❏ USI.28 E xplain the emergence and impact of the textile industry in New
England and industrial growth generally throughout antebellum America. A. The technological improvements and inventions that contributed to industrial growth
4. Transfer Goal: ❏ Students will be able to write and defend logical arguments supported by evidence taken from appropriate primary and secondary sources. Summer 2015: Forge of Innovation
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Assessment/Evidence Performance Tasks & Other Evidence of Performance: (PreAssessment, Formative Assessment, & Summative Assessment) ❏ Performance Task: Students will research the development of industry in the Connecticut River Valley during the Antebellum Era (17811860) and write an evidence based argument in response to the question: Which technological innovation or change in the Connecticut River Valley during the Antebellum Era most impacted the development of industry in the United States? ❏ PreAssessment: At the start of the lesson students will be asked to predict what steps the United States needed to take in order to become fully industrialized. Students answers will provide an informal assessment of preexisting knowledge and reveal a rough baseline for further instruction. ❏ Formative Assessments: A series of informal assessment opportunities are available during each lesson’s opening and closing activities. Student completion of the Research Graphic Organizer, Forming an Argument Graphic Organizer, and Drafting Your Essay Graphic Organizer will each provide opportunities to assess student progress. ❏ Summative Assessment : Students will compose, edit, and share written arguments which state the specific innovation(s) or change(s) from the Connecticut River Valley which was/were the most essential to the process of industrialization during the Antebellum era.
Learning Plan NOTE: Each Day’s Learning Activities must be completed using the resources found on the following website: https://sites.google.com/a/ludlowps.org/technologicalinnovationofthe19 thcentury/home DAY 1 Historical Problem/Question: What was the Industrial Revolution and how did it change the United States? Summer 2015: Forge of Innovation
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Learning Activities https://sites.google.com/a/ludlowps.org/technologicalinnovationofthe19thcentury/introduction1
What does the teacher do?
What does the student do?
Activator Present students with a digital copy of the map entitled Bird's eye view of the 1881 city of Holyoke, and Village of South Hadley Falls, Mass . Direct the students to explore the map of the city of Holyoke, M.A. created in 1881 then discuss 5 specific observations of the document with a partner and generate 10 questions that they could ask about it.
Activator Analyze the image with a partner using zoom feature to explore the fine details. Discuss 5 specific observations of the document with a partner and generate 10 questions that you could ask about it.
Unit Preview Briefly introduce the unit of study as shown on the website.
Unit Preview Students will listen and view the introduction using the unit website.
PreAssessment Ask students to predict what changes a nation must go through as it industrializes? Collect student work, evaluate it and use it as a baseline from which to assess student progress.
PreAssessment Students record their predictions and turn them into the teacher.
Summarizer Tell the students to work with a partner to recall what they already know about the Industrial Revolution. Explain how they should use the 5 Ws, as shown on the website, to brainstorm and organize what they already know about the Industrial Revolution.
Summarizer Students work together in pairs to review and record their existing knowledge about the Industrial Revolution. They should write their ideas in their notes using the organizer provided on the website.
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DAY 2 Historical Problem/Question: What were the essential causes, developments and results of the Industrial Revolution?
Learning Activities https://sites.google.com/a/ludlowps.org/technologicalinnovationofthe19thcentury/bday2
What does the teacher do?
What does the student do?
Activator Present the painting of the Ox Bow by T. Cole, 1836 and direct the students to analyze it with a partner using the Library of Congress’s Primary Source Analysis Tool.
Activator Students work together to analyze the painting and record their ideas using the Primary Source Analysis Tool.
Lesson Direct the students to explain the causes, developments and results of the Industrial Revolution. Direct the class to create the chart shown on the website in their notes and brainstorm ideas with a partner. After sufficient time, review student ideas as a class. Elaborate as necessary and summarize the key ideas in writing on the board for students to record. Use the proper student response as the foundation on which to teach the remaining key ideas.
Lesson Students record the chart in their notebooks and work with a partner to brainstorm ideas that fall into each category. Students should share their answers with the class and record the notes written on the board that fully explain each concept in the chart.
Practice Direct students to complete the digital geography activity and consider how the interactive map relates to the Industrial Revolution in the Connecticut River Valley.
Practice Students use digital technology to access an interactive map activity (found on the website). After navigating the interactive components of the website with a partner students should discuss their observations of the information.
Summarizer
Summarizer
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Tell the students to create a TChart and Work with a partner to discuss ideas and use it to summarize the positive and record conclusions in their notebooks. negative aspects of the Industrial Revolution.
DAYS 34 Historical Problem/Question: How did technological innovation and change shape the development of industry in the Connecticut River Valley in the Antebellum era?
Learning Activities https://sites.google.com/a/ludlowps.org/technologicalinnovationofthe19thcentury/cday3researchingtolearn
What does the teacher do? Activator Present the image entitled Epochal Rifle Types and the corresponding quote found on the website. Then ask the students to record their observations.
What does the student do? Activator Students look at and analyze the image and corresponding quote in pairs. Students should discuss their observations.
Lesson Introduce and explain the Research Question, the corresponding writing assignments and its requirements.
Lesson Students listen and review the information using the website.
Practice Review the “Reading Like a Historian” strategy with the students. Demonstrate how to use the strategy using Example 1. Use the “Think Aloud” technique to highlight the thought process used in the “Reading Like a HIstorian” approach. Then ask students to work in pairs to apply the method while analyzing Example 2. Review student responses as a class and clarify as necessary. Direct the class to work in pairs to complete the remaining of examples.
Practice Students will watch the teacher demonstrate the “Reading Like a Historian” strategy and record the notes given by the teacher on the graphic organizer. Then students will work in pairs using the strategy to analyze Examples 2 5. Students must record their work on the graphic organizer provided. Students should use teacher feedback to guide their analysis.
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Guided Research Direct students to utilize the Forge of Innovation website to investigate the research question. Instruct students to utilize the “Reading Like a Historian” strategy to analyze the information they find.
Guided Research Students will use the Forge of Innovation Website to research about specific technological innovation or changes in the Connecticut River Valley during the Antebellum era. Students will employ the “Reading like a Historian Strategy” as they analyze the website.
DAY 5 Historical Problem/Question: How did technological innovation and change shaped the development of industry in the Connecticut River Valley in the Antebellum era?
Learning Activities https://sites.google.com/a/ludlowps.org/technologicalinnovationofthe19thcentury/creatinganargument
What does the teacher do?
What does the student do?
Direct students to use the “Forming Your Argument” graphic organizer with a partner to complete steps 13. Then direct students to work independently on step 4 and 5 and share their answers when they finish.
Students will discuss each step and record their ideas using the graphic organizer. Independently students will complete step 4 and 5 and share their answers with partners once they finish.
Provide students with the “DRAFTING YOUR ESSAY” GRAPHIC ORGANIZER and WRITING RUBRIC. Explain that the students should use these resources to help them compose their arguments and organize their ideas.
Students will utilize the graphic organizer and rubric to help them compose their arguments and integrate textual evidence in defense of their claims.
Direct the students to work independently to compose their arguments, conduct additional research, and locate appropriate textual evidence to defend their positions. Encourage students to seek out assistance
Student will work independently to research, draft, edit, and complete their written arguments. Students should present their arguments in small groups and work together to provide groups members with feedback.
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as necessary. Students should be given numerous days to complete the assignment as homework.
Materials and Sources Used What primary source(s) is/are used (full citation; online items require: Title, Creator, Year, and URL Permalink)? Annotate each source. Primary Sources
Annotation
Bird's eye view of the 1881 city of Holyoke, and village of South Hadley Falls, Mass. Contributor Names: Poole, A. F. Stoner, J. J. Beck & Pauli. Created / Published: Madison, Wis., J. J. Stoner [1881] http://tile.loc.gov/imageservices/jp2.py?dat a=/service/gmd/gmd376/g3764/g3764h/pm 003010.jp2&res=2
A black and white pen and ink drawing of the city of Holyoke showing its industrial development in the year 1881.
View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm—The Oxbow, Thomas Cole, 1836. The Metropolitan Museum of Art, New York. http://picturingamerica.neh.gov/
Hudson River School artist Cole shows the Connecticut River Valley. Cole was known for his critique of the evils of industrialization. The view appears remarkably similar today due to conservation efforts along the river.
Secondary Sources
Annotation
William Skinner, Presentation By Penni Martorell, Wistariahurst Museum August 5, 2015. https://drive.google.com/file/d/0BwVGwXEl hLTeYV9RRkNPS0FEc0ZkM2pJb3BXYi1u ZldoWHo4/view?usp=sharing
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This presentation outlines the life and achievements of William Skinner, a British immigrant who developed a successful silk manufacturing mill. https://drive.google.com/file/d/0BwVGwXEl hLTeYV9RRkNPS0FEc0ZkM2pJb3BXYi1u ZldoWHo4/view?usp=sharing
Designing Industries Cities, a case study. Holyoke, M.A. “Holyoke: Powerhouse of the Pioneer Valley," August 3, 2015 https://docs.google.com/presentation/d/1np EVv1NS2Ov1DxLH98slSiFgcWdI7djvDST FaxVuXo/edit?usp=sharing
Explore Robert Forrant's presentation notes from His Forge of Innovation Workshop session of Holyoake Industry entitled “Holyoke: Powerhouse of the Pioneer Valley," August 3, 2015
The American System to Mass Production, 18001932 David A. Hounshell Page. 34 Johns Hopkins Univ Pr, Baltimore, Maryland, U.S.A. 1985.
This modern source details the incremental changes in technology related to the Springfield Armory.
The Forge of Innovation Website, Springfield Federal Armory. http://www.forgeofinnovation.org/Springfield _Armory_18121865/Themes/index.html
This source outlines specific technological innovations and changes related to the Industrial Revolution in the Connecticut River Valley.
What other curricular materials do you plan to use to support this project? The following website was created to facilitate the implementation of this lesson and provides access to all the required curricular materials. https://sites.google.com/a/ludlowps.org/technologicalinnovationofthe1 9thcentury/home The following resources, found on the website, are essential to unit: The Primary Source Analysis Tool, The Research Graphic Organizer, The Forming an Argument Graphic Organizer, The Drafting Your Essay Graphic Organizer , The Writing Rubric Summer 2015: Forge of Innovation
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Reflection What suggestions do you have for other teachers who might use this lesson? Teachers interested in using this lesson should be aware of the companion website. It provides a step by step visual presentation for every component of the lesson and access to all the required documents, graphic organizers, and written assignments. Teachers will find that the unit relies heavily upon the use of strategies such as the “Reading Like a Historian” (Stanford) in order to analyze key primary and secondary sources. Student mastery of these strategies is essential to the success of the lesson.
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