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DURHAM PUBLIC SCHOOLS 2013-2014 UNIT 6 PLAN FOR 8TH GRADE Social Studies

Unit Overview: Unit Name: Industrial Revolution and Immigration Quarter ___ one __ two _x__ three ___ four Course/Grade Level: Grade 8 Social Studies Revised Bloom’s Taxonomy: Level 1- Level 6 (Each unit should include all levels of Blooms Revised Taxonomy.) Instructional Time: 4 weeks/20 days (approximately) Unit Theme: The Second Industrial Revolution in the United States, and immigration and the growth of the United States.

Unit Summary: Students will identify and investigate the inventions, innovations, and Inventors of the period between the 1860’s and the early 1900’s. In conjunction with the Industrial Revolution, The Great Wave of Immigration will be studied in detail including origins, impacts, and reactions to the influx of immigrants. The reform movement and the Reformers of the era will close out the unit.

North Carolina Informational Technology Essential Standards: 8.SI.1 Evaluate information resources based on specified criteria. 8.TT.1 Use technology and other resources for assigned tasks.

Common Core Reading/Writing Essential Standards: WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically ● Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. ● Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. ● Establish and maintain a formal style. ● Provide a concluding statement or section that follows from and supports the argument presented WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

NC Essential Standards and Clarifying Objectives for Social Studies: Learning Targets: 8.H.1.1 Construct charts, graphs, and historical narratives to explain particular I can construct charts, graphs, or historical narratives to describe the Industrial events or issues. Revolution or the wave of immigration in the U.S. in the late 1800’s and early 1900’s. 8.H.1.2 Understand the ways in which conflict, compromise and negotiation have I can describe the ways in which conflict and compromise shaped North Carolina shaped North Carolina and the United States. and the United States during the Industrial Revolution. I can use primary and secondary sources to interpret various historical perspectives 8.H.1.3 Use primary and secondary sources to interpret various historical on immigration in the late 1800’s and early 1900’s. perspectives. I can evaluate the validity of historical narratives from the late 1800’s and early 8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct 1900’s. historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence). 8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. I can identify and explain the causes and effects of the Industrial Revolution on war, slavery, states’ rights and citizenship and immigration policies) on the North Carolina and the United States. development of North Carolina and the United States. I can summarize how leadership and citizen actions influenced the outcome of conflicts during the Industrial Revolution and immigration in the late 1800’s and 8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, early 1900’s. the Regulators, the Greensboro Four, and participants of the Wilmington Race I can explain the role of debate and compromise during the Industrial Revolution in Riots, 1898) influenced the outcome of key conflicts in North Carolina and the NC and the U.S. United States. 8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States. 8.H.3.1 Explain how migration and immigration contributed to the development of I can explain how immigration contributed to the development of NC and the U.S. in North Carolina and the United States from colonization to contemporary times (e.g. the late 1800’s and early 1900’s. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis I can summarize the major inventions and innovations of the Industrial Revolution. I can judge and defend which invention of the Industrial Revolution was most and Angel Island). important to American society. 8.H.3.2 Explain how changes brought about by technology and other innovations I can explain how technological and population growth created political and social affected individuals and groups in North Carolina and the United States (e.g. challenges. advancements in transportation, communication networks and business practices). I can explain how various groups of immigrants influenced economic, political, and 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States in the late 1800’s and early social change in North Carolina and the United States 1900’s. I can explain the problems and benefits created by urbanization, immigration, and the Industrial Revolution. 8.G.1.1 Explain how location and place have presented opportunities and I can examine and illustrate the migration patterns to United States. challenges for the movement of people, goods, and ideas in North Carolina and the I can analyze the concept urbanization and diagram the changes to NC and the US. United States. I can explain how migration presented opportunities and challenges for the movement of people, goods, and ideas in NC and the U.S. 8.G.1.2 Understand the human and physical characteristics of regions in North I can describe the human and physical characteristics of regions in NC and the U.S. Carolina and the United States (e.g. physical features, culture, political organization during the late 1800’s and early 1900’s. and ethnic make-up). 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of I can explain how conflict, cooperation, and competition influenced the Industrial economic growth and decline (e.g. economic depressions and recessions). Revolution.

8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted I can explain how influences from Europe impacted the United States in the late North Carolina and the United States (e.g. Columbian exchange, slavery and the 1800’s and early 1900’s. decline of the American Indian populations). I can summarize the contributions of European and Asian immigrants in the late 1800’s and early 1900’s. 8.C.1.3 Summarize the contributions of particular groups to the development of I can compare and contrast the reception of Asian and European immigrants in the North Carolina and the United States (e.g. women, religious groups, and ethnic late 1800’s and early 1900’s. minorities such as American Indians, African Americans, and European immigrants). 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change I can describe legislation that was enacted in response to immigration in the late (e.g. voting rights and access to education, housing and employment). 1800’s and early 1900’s. I can analyze citizens’ responses to immigration legislation in the late 1800’s and early 1900’s. Essential Question(s): How does technological innovation and invention change a country? Which invention of the Industrial Revolution had the largest impact on society? What are the positive and negative outcomes of scientific and technological advancements? What contributions did new Immigrants make to American society? How did society react to the rapid changes during the Great Wave of Immigration? Were differing minorities treated justly during the Industrial Revolution? How does competition over natural resources affect human settlement? How did urbanization change the U.S? Was the Industrial Revolution good or bad for the United States? How is the American Dream tied to the expansion of the United States? What is government’s role in regulating business and society? Is reform necessary for a democracy? Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT Technological innovation and invention changed all aspects of American society during late 19th century and early 20th century. (e.g. telephone, railroad, steel, factories, automobile, airplane...) These innovations had both positive and negative impacts on our country. These consequences presented many opportunities and challenges for the government, private businesses, and social institutions.

As a consequence of the mechanization of American production many new job opportunities were created. These factory jobs were filled through internal migration to cities and external immigration from Southern European, Eastern European, and Asian countries. The massive influx of migrants led to the Urbanization of coastal and later mid-western cities. New cities were created in locations that provided new trade routes or regional access to natural resources used for production.

The massive changes to American society during the time period caused a negative response to immigrants and people of differing religions. Groups from different regions of the world were treated with varying degrees of tolerance. Some groups such as the Chinese were cut off completely. As a result of the Civil War and Reconstruction African Americans were trying to compete for more political and economic equality. A by-product of this competition was a rise in racism throughout the nation. Systems of laws were enacted in states to oppress African Americans, and groups were organized ensure oppression.

The Industrial Revolution had positive and negative consequences. Some of the negative products (monopolies, child labor, sanitation/safety, overcrowding) prompted the government, and other activists to reform many of the systems that were seen as unjust or dangerous. One of the leaders of the Reform movement was President Theodore Roosevelt. His activism in breaking up monopolies and instituting safe standards for factory workers and products are seen as a major accomplishment. The Progressives prompted government and private business to change many of the social problems.

Learning Tasks: (How will the student show the teacher they know?) 1. I can make a list of the causes and effects of the Industrial Revolution. 2. I can fill out a graphic organizer that lists the inventors and summarizes their inventions. 3. I can categorize the impacts of the Industrial Revolution, and explain in a visual or written product whether it was good or bad for the United States. 4. I can choose one invention from the time period and write a defense paragraph of why it was the most important invention of the time. 5. I can complete an illustration/description of the changes urbanization made to cities in the United States. 6. I can create a map depicting the immigration patterns to the United States, and location of major cities and natural features. 7. I can analyze visual and written primary documents that pertain to immigration, and write a response to the essential question. Was America’s response to the Great Wave of Immigration justified? 8. I can read and annotate primary documents from North Carolina about political and social oppression directed toward African Americans. Using the primary documents I can create an original product that shows the plight of African Americans in the South. 9. I can write a compare and contrast paragraph/essay showing the reaction to at least two different immigrant groups, using primary and secondary sources for evidence. (You could also do a comparison to immigration then and now.) 10. I can explain in a written paragraph, or cartoon storyboard, the reform/reformer that had the greatest impact on American society.

Vocabulary: Transcontinental Railroad, Industrial Revolution, Mechanization, Mill Villages, Factory, Mass Production, Innovation, Invention, The Gilded Age, The Duke Brothers, Andrew Carnegie, Alexander Graham Bell, The Wright Brothers, John D. Rockefeller, Urbanization, Immigration, Ellis Island, Angel Island, Chinese Exclusion Act, Wilmington Race Riots, child labor, tenements, triangle shirtwaist company, Ida Tarbell, Jacob Riis, Upton Sinclair, Mother Jones, Theodore Roosevelt, Populism, Reform, Muckrakers, Progressives Reading and Writing for Literacy and Interdisciplinary Connections Analyze first hand accounts of immigrants coming to America. Students could write a comparison paper/paragraph comparing two of the various groups that came to the U.S. and N.C. during the time period.

Books: Kids On Strike! by Susan Campbell Baroletti, Counting on Grace by Elizabeth Winthrop, Immigrant Kids by Russell Freedman, If Your Name Was Changed At Ellis Island by Ellen Levine, At Ellis Island: A History in Many Voices by

Primary Sources: Images of Transcontinental Railroad, factory/ mill life, steel workers skyscraper building, first flight, Wilmington Race Riots, child labor, statue of liberty, urban life NYC Jacob Riis. Political Cartoons on Immigration, and negative impacts of urbanization. Documents: First hand accounts of Immigrants, political cartoons for and against immigration policy, the Chinese Exclusion Acts, Newspaper reports from the Wilmington Race Riots, Triangle shirtwaist fire Evidence of Learning (Formative Assessments): Teacher observation. Cause and Effect list of the Industrial revolution. Graphic organizer of the Inventors and Inventions of the Industrial Revolution. Written paragraphs: Which invention had the biggest impact? Was America’s reaction to immigrants justified? Compare and contrast two different immigrant groups that came during the Great Wave of Immigration. Maps showing immigration patterns and origin of immigrants. Map showing cities, natural resources, and transportation routes. Storyboard/paragraph describing the most important reform of the era. Original product showing oppression toward African Americans in North Carolina.

Summative Assessment(s): Unit Test Common Assessments Writing assessments

Unit Implementation: RESOURCES for this unit: Textbook: North Carolina Land of Contrasts

*Teachers are encouraged to use the web resources listed below (under “Supportive Unit Resources”) to locate primary source documents that will enhance student understanding of this unit.

Head note week-by-week plan: This is a suggested plan.

Week 1: Title (ES/CO X.X.X, X.X.X) 8.H.1.3, 8.H.3.2 8.H.3.3, 8.G.1.1, 8.E.1.1, 8.C.1.3

Essential Questions for Week One: How does technological innovation and invention change a country? Which invention of the Industrial Revolution had the largest impact on society? What are the positive and negative outcomes of scientific and technological advancements? Was the Industrial Revolution good or bad for the United States?

The unit begins with introduction to the Industrial Revolution. What is a Revolution? How did the change affect American Society? A basic reading with examples of inventions that caused the revolution. (steam engine, steel, electricity, automobiles etc..) You can bring students into the topic by connecting modern inventions Ipad, Wireless, Electric Cars to the inventions of the Industrial Revolution. Next establish the human and physical geography of the late 19th century including the transcontinental railroad, new cities like Chicago, Omaha, Pittsburgh and the industries/transportation they were based on. Students can create their own “Mental Map” highlighting the human and geographic features of the time. This would lead into a discussion and analysis of the many important inventions. Group activities or stations can be used so students can view multiple inventions and innovations in one class period. Some of the inventors are listed in the vocabulary section. After the analysis students would answer the essential question; Which invention of the Industrial Revolution had the largest impact on society? After the focus on specific inventions, bring the scope back to the revolution as a whole and look at the positive and negative changes brought on by factories, cars, trains etc.

Day 1 The Industrial Revolution The unit begins with introduction to the Industrial Revolution. What is a Revolution? How did the change affect American Society? A basic reading with examples of inventions that caused the revolution. (steam engine, steel, electricity, automobiles etc..) You can bring students into the topic by connecting modern inventions Ipad, Wireless, Electric Cars to the inventions of the Industrial Revolution. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/ Library of Congress site that has multiple primary sources and a teacher guide to the sources. Day 2 The Transcontinental Railroad http://www.pbs.org/wgbh/americanexperience/films/tcrr/ Website with multiple options both online and print. Day 3 Map of Industrial Revolution - Students will create a map of the cities, resources, and transportation integral to the time period. Day 4 and 5 Inventors and Inventions. http://www.thehenryford.org/education/erb/2009NEHMiddleSchoolLessonPlanBooklet.pdf Multiple lessons about the Industrial Revolution in the US. There are multiple focused on the many inventions of the time.

Week 2: Title ES/CO X.X.X) 8.H.1.1 8.H.1.2 8.H.1.3 8.H.2.18.H.3.1 8.H.3.3 8.C.1.1 8.C.1.3 8.G.1.3 Immigration (Southern European, Eastern European, Asian) Essential Questions for Week Two: How does the expansion of the United States affect the unique American identity? How does competition over natural resources affect human settlement? What contributions did new Immigrants make to American society? How did society react to the rapid changes during the Great Wave of Immigration? How does competition over natural resources affect human settlement? How did urbanization change the U.S?

Now students can look at the effect of the Revolution in increasing immigration. The origins, destination, and occupations of immigrants can be show in a student created visual or map. After students understand the scope of immigration they can look at the resulting urbanization and population growth. The motives for immigrants and a discussion of the American Dream then and now, fits well in this week. After Students have a basic understanding of the immigration to the US, students should analyze primary sources both visual and written. Students can create an original product (story, comic, narrative) of what life was like for these new immigrants. There are many political cartoons against immigration policy during the time. They can then answer, How did society react to the rapid changes during the Great Wave of Immigration?

Day 1 The Great Wave of Immigration http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/ this link and document packet could be a whole weeks worth of lessons. Day 2 Urbanization http :// www . thirteen . org / tenement / index .html The link is to the Wew York tenement museum. Day 3 Primary documents immigration http://www.loc.gov/teachers/classroommaterials/themes/immigration/ This link has multiple lesson plans, primary sources, mixed media and online exibitions. Day 4 http://www.loc.gov/teachers/classroommaterials/themes/immigration/ Day 5 Modern Day Immigration Comparison http://www.pbs.org/independentlens/newamericans/foreducators_index.html multiple lessons looking at immigration today using different PBS shows. Week 3: Title ( ES/CO X.X.X) 8.H.1.2 8.H.1.3 8.H.2.1,8.H.2.2, 8.H.2.3, 8.E.1.1, 8.C.1.3, 8.C&G.2.2 Essential Question for Week Three: How did society react to the rapid changes during the Great Wave of Immigration? Were differing minorities treated justly during the Industrial Revolution? Was the Industrial Revolution good or bad for the United States? What is government’s role in regulating business and society?

This week’s focus is on the negative impacts of the time period. Students can look at the example of the Chinese and the Exclusion Acts. How were African-Americans treated during the time period? How were immigrants limited in their rights? How different groups treated differently? The Wilmington Race Riots of 1898 and the corresponding primary documents on learnnc.org are a good case study in the African American experience in NC. Students can spend one day analyzing and annotating documents and the second creating an original product displaying their knowledge of the event. Students could then look at positive development of African American reform during the time, highlighting Booker T Washington, W.E.B Dubois, The Niagara Movement/NAACP, and the Tuskegee Institute. After the study of African Americans students can write a comparison of two of the minority groups of the time period. Day 1 Impacts on certain immigrant groups: http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/alt/chinese.html the link has a comprehensive presentation on each of the major immigrant groups of the time. Day 2 NAACP vs. Birth of a Nation http://edsitement.neh.gov/lesson-plan/birth-nation-naacp-and-balancing-rights#sect-introduction Day 3 Wilmington Race Riots https://database.civics.unc.edu/files/2012/04/WilmingtonRaceRiot8.pdf Day 4 NC Election of 1898 http://sheg.stanford.edu/node/31 Go to the election of 1898 link. Great primary documents. Check out the original political cartoons from the N&O

Week 4: Title ( ES/CO X.X.X) 8.H.1.2 8.H.1.3 8.H.2.1 8.H.2.2 8.H.3.3 8.C&G.2.2 Essential Question for Week Four: Was the Industrial Revolution good or bad for the United States? What is government’s role in regulating business and society? Is reform necessary for a democracy? The final week of the unit students will predict/recall all of the various problems that were caused the Industrial Revolution/ Immigration. The many problems: child labor, overcrowding, pollution, monopolies, could be analyzed in a rotating station activity. After the students analyze and record the problems. They can look at the reformers/Progressives who challenged the negative activities of the time. A day on President Teddy Roosevelt and his trust busting will present the mood of the time. After students have study the problems and reforms they can judge answer what the most important/successful reform of the time was. The over arching questions; Was the Industrial Revolution good or bad for America? Is reform necessary for a democracy? Could be answered for a summative activity.

Day 1 Problems of the Age and Progressives Day 2 Child Labor lesson with multiple activities. http://www.loc.gov/teachers/classroommaterials/lessons/child-labor/ The lesson is more of a 2 week unit, but you can pull from many of the activities and resources. Day 3 Teddy Roosevelt and Trusts http://www.gilderlehrman.org/history-by-era/gilded-age/resources/theodore-roosevelt-and-trusts complete two day lesson with a simulation Day 4 Teddy Roosevelt and Trusts http://www.gilderlehrman.org/history-by-era/gilded-age/resources/theodore-roosevelt-and-trusts Day 5 Summative assessment

Supportive Unit Resources and Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)

http :// www . digitalhistory . uh . edu / modules / revwar / http :// chnm . gmu . edu / teaching - and - learning / http :// www . archives . gov / education / http :// www . learner . org / courses / amerhistory / pdf / text / AmHst 04_ Revolutionary .pdf http :// www . harpweek . com / http :// politicalcartoons .com www . learnnc .org http :// www . thirteen . org / tenement / index .html (PBS Tenement Museum) http :// www . nps . gov / elis / index .htm (Ellis Island Website)

Scaffolding Option 1: Scaffolding Option 2: Scaffolding Option 3: Intervention (What are you doing for students that are Maintenance (What are you doing to reinforce the Extension (What are you doing for students that struggling?) main concepts?) have mastered the material?)

Instructional Industrial Revolution Industrial Revolution Activities: Industrial Revolution Was the Industrial Revolution Good or bad for Was the Industrial Revolution Good or bad for Was the Industrial Revolution Good or bad for America? America? America? For the lowest level student a partially filled in graphic To answer the essential question, these students should These students would receive the graphic organizer and organizer with positives and negatives. After the material receive a blank graphic organizer. You can model 1-2 told they have to provide specific evidence cited from has been taught could help focus them. Then on the positive and negative impacts of the Industrial documents and readings in class. You can also make the same hand out you could put sentence/paragraph starters Revolution. Then they could use their notes and assignment into three paragraph compare and contrast the so they can be successful in answering the essential knowledge to complete the rest of the organizer. After positive and negatives then the final paragraph on the question. completing the organizer you could help prompt them on outcome. how to write a thesis sentence to start a persuasive Immigration paragraph. After you have modeled the sentence, How did American society react to the great wave of students would independently write their paragraph. immigration? Immigration Immigration How did American society react to the After the basic ideas are taught to the whole class, the How did American society react to the great wave of great wave of immigration? lowest level students could receive modified primary immigration? These students would be expected to use the same documents. These could be text based, visual, or political Students would receive the same documents, they could documents but also provide outside sources that support cartoons. Providing descriptions, word banks, and be modified or the original unchanged version. They their opinion. They would be required to use the same necessary background is important to ensure success. would be expected to annotate and record their findings note taking format. After they have gathered the Along with the modified documents students would in the same format as the lower level students. The note information they would present their information to class. receive a tailored note-taking guide that would allow them guide would make them more responsible for recording They could answer the question in multiple ways, to fill in the information needed to answer the essential the information. They could answer the question in written, visually (storyboard, multimedia presentation), question. They could answer the question in multiple multiple ways, written, visually (storyboard, multimedia or orally. ways, written, visually (storyboard, multimedia presentation), or orally. presentation), or orally.

Multimedia http :// www . bbc . co . uk / history / british / http :// campsilos . org / excursions / grout / http :// www . uen . org / themepark / liberty / Activities: victorians / launch _ gms _ muck _ brass .shtml (Internet one / index .htm immigrants .shtml Great Comprehensive site simulation in Britain, balance the lives of citizens and ( A comprehensive site with activities from the Iowa with links to people, places, things to profits for business. Science and History museum) do connected to the unit. http :// teachergenius . teachtci . com / simulation - activity - to - teach - the - industrial - revolution / (Easy simulation to teach population growth)

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