DRAFT Unit Plan Template Table Format DRAFT

DRAFT Unit Plan Template – Table Format DRAFT

UNIT TOPIC: Industrialization and Immigration CONCEPTUAL LENS: Migration, Change

UNIT OVERVIEW: The Industrial Revolution (1820-1870) was of great importance to the economic development of the United States. The first Industrial Revolution occurred in Great Britain and Europe

during the late eighteenth century. It then centered on the United States and Germany. The Industrial Revolution itself refers to a change from hand and home production to machine

and factory. The first industrial revolution was important for the inventions of spinning and weaving machines operated by water power which was eventually replaced by steam. This

helped increase America’s growth. However, the industrial revolution truly changed American society and economy into a modern urban-industrial state. At the same time, people in

countries had fewer freedoms and less fortune. So, Ellis Island opened and immigration began in the United States in large numbers. As arrivals from northern and western Europe–

Germany, Ireland, Britain and the Scandinavian countries–slowed, more and more immigrants poured in from southern and eastern Europe. Among this new generation were Jews

escaping from political and economic oppression in czarist Russia and eastern Europe (some 484,000 arrived in 1910 alone) and Italians escaping poverty in their country. There were

also Poles, Hungarians, Czechs, Serbs, Slovaks and Greeks, along with non-Europeans from Syria, Turkey and Armenia. The reasons they left their homes in the Old World included

war, drought, famine and religious persecution, and all had hopes for greater opportunity in the New World. It has been estimated that close to 40 percent of all current U.S. citizens

can trace at least one of their ancestors to Ellis Island. In this unit, students will learn about these changes that took place and the people who experienced them. Students will find out

how these European immigrants changed the U.S. and how the U.S. changed them. SCOS OBJECTIVES 8.H.1.1, H.1.3, H.2.1, H.2.2, H.2.3, H.3.1, H.3.2, H.3.3 ADDRESSED 8.G.1.1, G.1.3 8.E.1.1 8.C&G.1.1, C&G.1.4,C&G.2.1 8.C.1.3 UNIT WEBBING History Civics & Government Economics & PFL Geography & Culture Environmental Literacy List Clarifying Objectives List Clarifying Objectives List Clarifying Objectives List Clarifying List Clarifying H.1.1, H.1.3, H.2.1, H.2.2, C&G. 1.1, C&G.1.4, E.1.1 Objectives Objectives H.2.2, H.3.3 C&G.2.1 G.1.1, G.1.3 C.1.3

Migration Rights Technology Location Quality of Life Push/Pull Factors Strikes Competition Urbanization Socioeconomic status Ellis Island Women’s Suffrage Monopolies Population Tenements Laws/Regulations Social Darwinism Environment Services Immigration policies Collective Bargaining Sweatshops Benevolent Societies Chinese Exclusion Act Industry Tenements Hull House Child Labor Bessemer Process Settlement Houses DRAFT Unit Plan Template – Table Format DRAFT

Political Machines Patents Electricity 16-19th Amendments Vertical Integration Civil Service Com’sion Citizenship Horizontal Integration Telephone Ethnic groups Assembly Lines Transcontinental RR Democracy Reform Unions Strikes Conflict Haymarket Riot Prejudices Spoil’s System Change Assimilation Mass Culture Mass Transit Department Stores

GENERALIZATIONS The migration of people Reforms often result in Economy can affect The location of Immigration AND GUIDING can result in conflict and new laws and population and quality of a place often often requires QUESTIONS change. regulations. life. determines new services industry and and reform. (F) How did Americans treat (F) What does an immigrant have to (F) In what ways did technology competition. immigrants once they arrived in the do in order to become a U.S. citizen? change the quality of life for people (F) In what ways did the U.S.? living in the USA? immigrants’ lives (F) How did agricultural and improve once they (F) How were immigrants changed (F) What types of laws were created industrial advancements (F) How did immigration affect the arrived in the U.S.? by their move to the U.S. and how as a result of immigration? culture and economy of the United change labor needs in NC did they change the U.S.? and the USA? States? (C) Does migrating (C) In what ways is democracy shown guarantee a better life? (C) How does migrating to a nation in the new laws created during this (C) What impacts does affect the strength of that nation? time? (F) What challenges did the immigration have on industry immigrants face as they moved to in a place? (P) Is migration good for a nation? America? (P) Is the location of a place a (C) How can individuals and groups deciding factor on its ability bring about social change? to compete? DRAFT Unit Plan Template – Table Format DRAFT

CRITICAL Students should know: CONTENT  Ways migration changed America  Ways America changed the lives of immigrants  Ways immigrants’ lives were changed by migrating to America  Steps immigrants have to take to become U.S. citizens  How the U.S. Constitution addresses immigration  Various approaches used to effect change in the U.S.  Technologies created during this time period  How new technologies affected the lives of immigrants KEY SKILLS Students should be able to do:  Recognize and use social studies terms in written form (1.06)  Use context clues and appropriate sources such as primary and secondary sources to gain meaning (1.08)  Utilize different types of technology (2.03)  Transfer information from one medium to another such as written to visual and statistical to written (2.05)  Create written and visual presentations of social studies information (2.06)  Use map skills (3.01)  Analyze graphs and charts (3.02)  Interpret social and political messages of cartoons (3.04)  Interpret history through arts and media (3.05) PERFORMANCE WHAT?: TASK (S)  Use information learned from the study of the unit to create a newspaper that describes life in America during the 1860-1920s.

WHY?:  The migration of people can result in conflict and change.

 HOW?: (Performance Task Criteria, Process)

With a partner, use the information gathered during the study of the unit to create a newspaper that would explain and the following: (1)why immigrants wanted to migrate to the U.S. (2)how Americans treated immigrants when they arrived in the U.S. (3)how immigrants’ lives changed once they arrived in the U.S. (4)how the U.S. changed DRAFT Unit Plan Template – Table Format DRAFT

after the immigrants arrived (5)how immigrants made the U.S. stronger. You may include other information, but these elements must be a part of the newspaper. In the Opinion section of your newspaper, answer the essential question. (While you may want to divide up the work for the rest of the newspaper, the answer to this question must be generated by the entire group). Your newspaper will be viewed by your peers in a gallery walk style where one person in your group will answer any questions peers may have while viewing your paper. Each member will have a chance in this role as the class rotates to view all newspapers. Your peers will evaluate your newspaper using the rubric previously given to you. Your project will be given its final grade according to the very same rubric. Peer evaluations will be used in the event of a discrepancy in grading. Possible Points or Self--‐ Teacher % Assessment Assessment Content Elements for the Performance (Final Numbers = (Final Numbers (Final 100) = 100) Numbers = 100) SCORING Content All required Students The The 20% information added extra newspaper is newspaper is GUIDE is present in articles/features/ missing some missing most the and or of the of the newspaper. graphics. required required 100-70 information. informatio

Details The students The students give details give details The students The students that are that are give give details 20% effective, vivid, elaborate, details that that are explicit and appropriate and lack random, historically historically elaboration, inappropriate, accurate. accurate. are or repetitious, barely but are apparent and historically are historically accurate. inaccurate. Organization The students The The organized The students newspaper newspaper 20% the newspaper organized was was not in a way the newspaper in somewhat organized by that is very a way organized the appealing to that is easy to by the students in a the reader, follow and students in a way that is easy to follow read. way that is easy to follow and read. easy to and read follow and DRAFT Unit Plan Template – Table Format DRAFT

read. Conventions The newspaper The contains The newspaper newspaper The 20% no errors in contains contains some newspaper usage, a few minor errors contains mechanics and errors in and/or multiple grammar. usage mechanics patterns of errors in and errors are usage, grammar. evident. mechanics and grammar. Teamwork Excellent – Good – shared shared all of most of Fair – Poor – Most 20% the the Delegated responsibilities responsibilities. responsibilities some were Students Students had a responsibilities delegated to worked well few to others together. disagreements others. about topics and or responsibilities. DRAFT Unit Plan Template – Table Format DRAFT

LEARNING Suggested Learning Experiences Generalizations Know Key Skills EXPERIENCES  Examine newspapers from different states to identify The migration of (The numbers (The parts of a newpaper people can result in Refer back to the numbers  Vocabulary activity conflict and change. Critical Refer back  Use textbook to take notes while answering guided Content section to The Key questions Reforms often result of unit.) Skills  View text and videos on sites such as shmoop.com, in new laws and 8.H.1.1, H.1.3, Section of youtube, historychannel and take notes using guided regulations. H.2.1, H.2.2, this unit.) questions and graphic organizers H.2.3, H.3.1, 1.06, 1.08, 2.03, 2.05,  Debate essential question Economy can affect H.3.2, H.3.3  Examine and analyze the U.S. Constitution 8.G.1.1, G.1.3 2.06, 3.01, population and 3.02, 3.04,  Analyze primary and secondary sources about ppl and 8.E.1.1 quality of life. 3.05 events during time period 8.C&G.1.1, DRAFT Unit Plan Template – Table Format DRAFT

 Read selections The location of a C&G.1.4,C&G.2.  Examine and analyze charts and graphs comparing place often 1 industries and GDP and quality of life of immigrants determines industry 8.C.1.3 before migration and afterwards and competition.  Search current events that focus on immigration and industry Immigration often  Use blogs and other communicative sources to share requires new ideas about lessons services and reform.  Create a toondo to illustrate lessons  Assess knowledge and understanding using Kahoot  Write narratives of immigrants from the viewpoint of an immigrant

TEACHER Resources: RESOURCES http://8gtaushistory.files.wordpress.com/2012/11/newspaper-project-rubric.pdf AND 8th Grade U.S. History textbook and supplemental resource books DRAFT Unit Plan Template – Table Format DRAFT

NOTES Digital tools Laptop cart BEST practices teaching and learning protocols http://www.history.com/topics/ellis-island http://www.about.com http://americanhistory.about.com/od/immigration/