Lesson Overview
Eli Whitney invented the Cotton Gin and in turn changed the path of America and its fortune.
Read this excerpt from his obituary: Judge Johnson, of South Carolina, speaking of this invention, in 1807, says, “The whole interior of the southern states was languishing. and its inhabitants emigrating for want of some object to engage their attention and employ their industry, when the invention of this machine at once opened views to them which set the whole country in motion. From childhood to age, it has presented to us a lucrative employment. Individuals, who were depressed with poverty and sunk in idleness, have suddenly risen to wealth and respectability. Our debts have been paid, our capitals increased, and our lands trebled in value. We cannot express the weight of obligations which the country owes to this invention: the extent of it cannot now be seen.”
Statistics can tell a great deal about how a society deals with change. In the South, the invention of the Cotton Gin was a technological advancement that changed the production of a major cash crop. But what did it really mean and how did this invention change society? Can this one invention be blamed for the problems the nation faced after its invention? Students will be asked to become statisticians and crunch the numbers. Their challenge will be to use their findings to answer the essential question.
Essential Question
Can an invention, like the cotton gin by Eli Whitney, be seen as the root cause for perpetuating the plantation system in the South, promoting sectionalism, and feeding a growing abolitionist movement in the North?
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Log In to View LessonStandards
- 8.3.CO Compare the debates between South Carolina and the federal government regarding slavery, federalism, and the Constitution.
- This indicator was developed to encourage inquiry into the debates, heightened by Westward Expansion, over federal and state power concerning slavery, and the government's role in protecting and securing natural rights.
- 8.3 Demonstrate an understanding of conflict and compromise in South Carolina, the Southern region, and the United States as a result of sectionalism between the period 1816–1865.
- This indicator was designed to encourage inquiry into the economic implications of the expansion of the rice and cotton industries. This indicator was also developed to promote inquiry into Westward Expansion, the mutually beneficial impact of cotton on Northern factories and southern plantations, and the emerging national and international markets.
- 7.RP Ratios and Proportional Relationships
- I Inquiry-Based Literacy Standards
- I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
- I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.4 Synthesize integrated information to share learning and/or take action.
- I Inquiry-Based Literacy Standards
- I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
- I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.4 Synthesize integrated information to share learning and/or take action.
- C Communication
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.2.1 Gather relevant information from diverse print and multimedia sources to articulate claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions facts and details.
- C.MC.2.3 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- C.LCS Language, Craft, and Structure
- C.MC Meaning and Context
- C Communication
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.
- C.MC.2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.
- C.LCS Language, Craft, and Structure
- C.MC Meaning and Context
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Log In to View LessonLesson Created By: Lori Powers
Lesson Partners: Lexington/Richland School District 5, ETV Education