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School District:

BHSD 228

Department:

Social Studies

Course:

American History-H

Unit Title:

Industrial America

Grade Level:

11th Grade

Topic Area:

Expansion of Industry, Age of the Railroads, Big Business and Labor, Immigrants and Urbanization

Time Frame:

2-3 weeks

Date Created:

Fall 2009

Date Modified:

Fall 2009

Unit Designers: Ed Lipowski, Steve Kushner, Dan Stell, Mike Hasso, Ryan Dolan, John Maniatis

Stage 1 – Desired Results

14E - Understand United States foreign policy as it relates to other nations and international issues.

14F - Understand the development of United States political ideas and traditions.

15A - Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

15D - Understand trade as an exchange of goods or services.

16A - Apply the skills of historical analysis and interpretation.

16B3d - Describe ways in which the United States developed as a world political power.

16B4 - Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).

16B5a - Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties' positions on government intervention in the economy).

16B5b - Analyze how United States political history has been influenced by the nation's economic, social and environmental history.

16C - Understand the development of economic systems.

16C3b - Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.

16C5a - Analyze how and why the role of the United States in the world economy has changed since World War II.

16C5b - Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history.

16D4b - Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).

16D5 - Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.

16E5a - Analyze positive and negative aspects of human effects on the environment in the United States including damming rivers, fencing prairies and building cities.

16E5b - Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history.

17A - Locate, describe and explain places, regions and features on the Earth.



Summary of the Unit:
Students will analyze the effects of various scientific discoveries and manufacturing innovations on the nature of work, the American labor movement, and businesses. Students will analyze the economic, social, and political effects of immigration, and understand the immigrant experience.


Enduring Understanding(s) / goal(s)

Students will understand:

1. Technological advancement develops a Capitalist Society.


2. America became the melting pot of the world.


Essential Questions:

  1. Explain - Explain how industry affects American policy on commerce?

  2. Analyze - Analyze the positive and negative social impacts of the Industrial Revolution.

  3. Interpretation - What interpretation can be made on the appeal of immigrating to America?

  4. Empathy - Why might immigrants feel uncertain about accepting outside help and being independent?

  5. Perspective - From the perspective of the general public, how did businesses and people benefit from the transcontinental railroad?

  6. Self-Knowledge - Ask students to consider how the environment was effected by the building of railroads.

Key Words:

Monopolies, Trust, Anti-trust, Vertical and Horizontal Integration, Melting Pot, Nativism, Urbanization, Americanization, Tenement, Settlement House, Political Machine, Patronage, Civil Service, Graft, Progressive Civil Service Act, Chinese Exclusion Act, Gentlemen's Agreement, Urban Problems, Ellis Island, Angel Island.



Student objectives (outcomes):

Students will be able to:

  1. Identify inventions that changed the way people lived and worked.

  2. Explain how the abundance of natural resources, new recovery and refining methods, and their usage led to intensive industrialization.

  3. List the positive and negative effects of the railroads on the nation’s economy.

  4. Summarize the reasons for and outcome of the demand for railroad reform.

  5. Identify management and business strategies that contributed to the success of business tycoons.

  6. Summarize the emergence and growth of unions and the violent reactions to strikes.

  7. Examine the causes and effects of anti-immigrant sentiments.

  8. Describe the journey immigrants endured and their experiences.

Students will know:

2.1 The United States governmental systems, compare them to other governmental systems, and demonstrate civic competence in a democratic society.

2.2 The United States free-market system, compares it to other economic systems, and demonstrates consumer skills in the selection of products and/or services. (15)

2.3 The history of the world with an emphasis on the United States and Illinois. (16)

2.4 World geography and the effects of geography on society with emphasis on the United States. (17)

2.5 Human behavior in terms of individual and/or group behavior. (18)


Students will be familiar with:

Progressive Movement, Bessemer Process, Transcontinental Railroad, Credit Mobil, Pullman Town, Interstate Commerce Act 1887, Social Darwinism, 17th Amendment, Labor Unions, AFL, IWW, Alexander G. Bell, Thomas Edison, Andrew Carnegie, Nelson Rockefeller, Samuel Gompers, Haymarket Affair, Mother Jones, Eugene Debs, Boss Tweed, Square Deal, Muckrakers, Homestead Strike, Theodore Roosevelt, Immigration Discrimination, Pure Food and Drug Act, The Jungle, Upton Sinclair



Stage 2 – Assessment Evidence

Performance Task (GRASP): Create a City

Students will work in groups to research the development of a specific U.S. city and report their findings. Groups will be formed to design a city of their own design. The city will be part of the larger region that supports the city. The region and city will provide economic areas, housing areas, transportation methods, utilities, entertainment, parks and recreation, churches, schools, and other elements.



Other Evidence:

  • Interview an Immigrant Project

  • Tests, Quizzes

  • Journal writing

  • Start your own company project




Stage 3 – Learning Plan

Learning Activities:

What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings?


W = How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated?

Lesson plan objectives provided

Rubrics will be used as an assessment tool

UbD Stage 1 “Identifying Desired Results” provided for students

UbD Stage 1 “Identifying Desired Results” will be assessed as short answer, essay, unit test, etc.


H = How will you hook students at the beginning of the unit? (Unit Specific)

Hook: Have students write a letter from the perspective of a teenager from the North or South. The purpose is to understand the living conditions in the Industrial Age (1876-1900). Students should describe their jobs and the town they live in. Students should write about the available products, prices, and what they will be able to afford.




E = What events will help students experience and explore the big idea and questions in the unit? How will you equip them with the needed skills and knowledge? (Unit Specific)

Events: railroad expansion, inventions, natural resources fuel industrialization, labor/union reactions, immigration and urbanization experiences.

Interview an immigrant (on the K-drive projects)

Start your own company (on the K-drive projects)




R = How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

Students will participate in journal entries.

Students will be exposed to researching certain businesses of interest.

Students will be exposed to quizzes and self-correct assessments with provided rubrics.




E = How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit? (Unit Specific)

Assessments: tests and quizzes

Interview an immigrant project

Start your own company project

Journal entries examining the issues of the time frame


T = How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

Multiple intelligence research will be utilized in creating assessments.

EPAS reading scores will assist teachers in tailoring instruction and assessment

Students will be given a variety of assessment choices

Second Chance Learning: students will have the opportunity to self-correct assignments and assessments


O = How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students? (Unit Specific)

Each unit will be formulated in accordance with the UBD model and approached chronologically.



Teachers will pace instruction in accordance with the EU’s and EQ’s.





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