Unit+I+-+Life+at+the+Turn+of+the+20th+Century

Unit I - Life at the Turn of the 20th Century

 * == Industrialization, Urbanization, Immigration, Progressivism ==

Grades 9-10 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Curriculum Frameworks: US History II USII.1 **Explain the various causes of the Industrial Revolution**. (H, E) USII.2 Explain the important consequences of the Industrial Revolution. (H, E) # A. the growth of big business USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H) **__The Age of Reform: Progressivism and the New Deal, 1900-1940__** USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E) // Policies // # A. bans against child labor //Students will understand that…// //Students will keep considering:// *What are the pros and cons of a capitalist economy? *How can people make changes to areas of society they see as unjust? *Is life survival of the fittest? Should it be? || //Students will show that they really understand by evidence of:// *Quizzes and Tests *Progress monitoring of group work *Think/Write/PairShare *Class discussions and class/homework revisions (notebooks) *Monitoring of contributions to class *Entrance and Exit tickets (pre & post assessments) *Homework assignments (content vocabulary, timeline work) *Connections of reading/discussion to self, text, current events || //The following strategies and activities can be used://
 * ** Stage 1 Desired Results ** ||
 * ESTABLISHED GOALS
 * Common Core – Literacy in History/Social Studies**
 * __Industrial America and Its Emerging Role in International Affairs, 1870-1920__**
 * 1) A. the economic impetus provided by the Civil War
 * 2) **B.** **important technological and scientific advances**
 * 3) C. **the role of business leaders, entrepreneurs, and inventors** such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt
 * 1) B. environmental impact
 * 2) C. the expansion of cities
 * 1) B. the initiative, referendum and recall
 * 2) C. the Sherman Anti-Trust Act (1890)
 * 3) D. the Pure Food and Drug Act (1906)
 * 4) E. the Meat Packing Act (1906)
 * 5) F. the Federal Reserve Act (1913)
 * 6) G. the Clayton Anti-Trust Act (1914)
 * 7) H. the ratification of the Nineteenth Amendment in 1920 |||| **//Transfer//** ||
 * ^  |||| //Students will be able to independently use their learning to…// T
 * Analyze current economic conditions and issues.
 * Address issues facing their communities. ||
 * ^  |||| **//Meaning//** ||
 * ^  || UNDERSTANDINGS
 * The economic system of a nation has major impacts on social conditions.
 * Industrialization and urbanization have positive and negative consequences.
 * Progressives work to address society’s inequalities.
 * Social Darwinists see life as a series of competitions in which the fittest survive. || ESSENTIAL QUESTIONS
 * ^  |||| **//Acquisition//** ||
 * ^  || //Students will know…//
 * Big businesses arose as a result of industrialization and the American capitalist system.
 * Industrial growth led to urbanization, major social problems, as well as increased entrepreneurship and technological advancements.
 * Life at the turn of the 20th century was very difficult for workers, women, immigrants, and African-Americans.
 * The Progressives, spurred by the muckrakers, pushed for social reform.
 * Key terms: capitalism, entrepreneur, industrialization, urbanization, progressives, muckrakers, Jacob Riis, 19th Amendment, Sherman Antitrust Act, union, social Darwinism || //Students will be skilled at…//
 * reading and taking notes that include the main ideas and key supporting details.
 * summarizing.
 * marking up a text to identify important information and show independent thought. ||
 * ** Stage 2 - Evidence ** ||
 * **Evaluative Criteria** |||| **Assessment Evidence** ||
 * * Historically accurate
 * Well-crafted & clear
 * Informative & detailed (thorough)
 * Insightful & thoughtful
 * Mechanically sound |||| PERFORMANCE TASKS:
 * Write a comparative piece explaining and analyzing the differences between the working class and the capitalist class.
 * Write a journal entry from the perspective from one of the following: a recent immigrant to America, a new union member, or a factory owner.
 * Create a political cartoon that either supports or criticizes political machines.
 * Create a headline and write a newspaper article reporting on the passage of one Progressive Era law. ||
 * |||| OTHER EVIDENCE:
 * ** Stage 3 – Learning Plan ** ||
 * //Learning Plan//


 * __Introduction__: Introduce the unit (American history - Life at the Turn of the 20th Century - late 1800s, early 1900s) through a provocative image and/or quote:
 * american dream and/or social darwinism quote
 * photo of factory work, mining work, oil field work, child labor or such
 * __Essential Qs__: Think/Write/Pair Share - Independently students will read and respond to the Essential Questions of the unit. Students must use prior knowledge from previous social studies classes and their personal experiences to support their answers. Share with a partner and revise their response based on discussion.
 * __Capitalism__: 2-column notes p.467 (left column of the text) then Frayer Model for the term "Capitalism" to define capitalism
 * __Initial vocabulary__: using 3-column vocabulary chart, define capitalism, entrepreneur & laissez-faire
 * __Industrialization/Inventions__: connect capitalism and entrepreneurship to the rise of big businesses, industrial progress, and new inventions - students skim sections 2 & 4 of chapter 14 to identify new industries and inventions. Add second industrial revolution to vocabulary chart.
 * __Business Structures__: students create a flow chart depicting the evolution of American business structures from proprietorship to partnership to corporations to trusts and monopolies (p.468). Students then examine an example of a monopoly by studying one or more industrial tycoon(s), taking notes on Rockefeller and/or Carnegie. Add monopoly, vertical and horizontal integration to vocabulary chart.
 * watch Rockefeller conspiracy video and evaluate his business tactics
 * __Inquiry (case study)__: students research the history of one current corporation of their choosing to identify key steps in its development, leadership, and business strategies. Students then synthesize information on Rockefeller/Carnegie and their research on a contemporary company to identify time-proven keys to business success.
 * __Comparison to workers__: I See / It Means p.472 - Child Labor, followed by 2-column notes p.473 on Industrial Workers
 * __Unions__: Intro the concept, Definition of Labor Union, collective bargaining / negotiation, strike. May then look at specific examples including Knights of Labor, AFL (p.474-5), IWW (p.526), Great Railroad Strike (p.474), Homestead Strike, Pullman Strike (p.476) and/or modern day examples (potential inquiry opportunity) of AFL-CIO, UAW, SEIU, MEA
 * May consider primary source analysis of excerpt of Preamble to Knights of Labor Constitution on p.474 or the mission statement of another union as found on a union website
 * __Immigrants__were a major part of the industrial workforce, as noted on p.473. Who were these immigrants? I See / It Means of photo of NYC's Mulberry St in 1900 (p.486-7) and/or 2-column notes on the "new immigrants" p.489
 * Ellis Island video from Teacher Tubeand/or 2-column notes on Ellis Island p.491, and/or Inside Story p.488
 * Analyze and evaluate image of Chicago's ethnic neighborhoods as of 1910: what are the pros and cons of this development?
 * Direct teach addition to notes: Angel Island as west coast version of Ellis Island
 * 2-column notes on Nativists Respond (p.493-4) & highlight the Chinese Exclusion Act
 * __Urbanization__: Frame/Focus/Follow Up for America: The Story of Us - Cities segment (deals with steel, skyscrapers, crime, etc)
 * Graphic organizer to identify key aspects of the lives of the 3 social classes during the age of the city
 * __Common Assessment__: Write a comparative piece explaining and analyzing the differences between the working class and the capitalist class.
 * __Preview Politics in the Gilded Age__by figuring out the main idea of the image on p.499, by reading and paraphrasing the main idea at the top of p.499 and defining gilded & corruption
 * 2-column notes on Political Machines p.500-1
 * Direct teach example of Federal Corruption: Credit Mobilier Scandal (p.501)
 * __Populist Movement__: read and summarize the growth of the Populist Party based on the chart at the bottom of p.504, then read and take 2-column notes on The Populist Party (p.505)
 * Create a Populist Party Flier to encourage Americans to join the party
 * __Preview Segregation and Discrimination__by defining both terms and identifying the 13th, 14th, and 15th amendments.
 * Graphic Organizer of de jure v de facto discrimination/segregation
 * Plessy v Ferguson case study and essay: you be the judge
 * __Introduce Progressivism__ - see common USII team introduction lesson:
 * I See / It Means - Woman Suffrage Headquarters photo
 * Preview of Chapter 16 in textbook
 * Notes on p.522 (Jacob Riis) & p.523 (What was Progressivism?)
 * Connection to an issue in Malden that could use some progressive action.
 * __Overview of Progressive Laws & Organizations__
 * [[file:Progressive Laws matching.docx]]
 * __The Progressive__ - introduce and have students research The Progressive - magazine started in 1909 - read the history and mission of the magazine, found here
 * __Inquiry project__ - students choose one issue addressed by the progressives to research in depth, taking notes from textbook and additional sources, analyzing an image and a quote related to their topic, and creating a key terms list for their topic. Students then summarize their research and evaluate the progressives work in their area. Students then create either an annotated timeline reviewing the progressive work on the topic, a pamphlet or a poster meant to create awareness about the issue, or a newspaper editorial written from the perspective of someone impacted by the issue.
 * __Video__: overview of the Progressive Era, especially TR's presidency
 * To supplement Progressive Era learning along with brief overview and inquiry project:
 * __Theodore Roosevelt__: in 2-column note format and using C16S3 and other resources in the book, make a list of characteristics and accomplishments of Theodore Roosevelt
 * __Regulating Big Business__: analysis of T.Roosevelt quote p. 536, trust-busting cartoon p.537, cartoon p.546
 * __Triangle Shirtwaist Factory Fire__: graphic p.525, watch the piece in America: The Story of Us - Cities segment - dealing with the fire and its effects
 * __Susan B. Anthony Tests the Law__: p.533-4, include analysis of her quote on p.533, evaluate her actions and her arguments: you be the judge
 * __Anti-suffrage arguments__: bullet the five main anti-suffrage arguments and evaluate them
 * __Woodrow Wilson's New Freedom__: define Wilson's plan and its three major aspects, explaining what effect each would have for the country
 * __Primary Source Analysis__: Lincoln Steffens excerpt and/or Florence Kelley excerpt, p.547 ||