DRAFT Unit Plan Template Table Format DRAFT
DRAFT Unit Plan Template – Table Format DRAFT
UNIT OVERVIEW: / The Industrial Revolution (1820-1870) was of great importance to the economic development of the United States. The firstIndustrial Revolutionoccurred 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 ADDRESSED / 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
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 & Environmental Literacy / Culture
List Clarifying Objectives
H.1.1, H.1.3, H.2.1, H.2.2, H.2.2, H.3.3
Migration
Push/Pull Factors
Ellis Island / List Clarifying Objectives
C&G. 1.1, C&G.1.4, C&G.2.1
Rights
Strikes
Women’s Suffrage
Laws/Regulations
Immigration policies
Chinese Exclusion Act
Child Labor
Political Machines
16-19th Amendments
Citizenship
Ethnic groups
Democracy / List Clarifying Objectives
E.1.1
Technology
Competition
Monopolies
Social Darwinism
Collective Bargaining
Industry
Bessemer Process
Patents
Vertical Integration
Horizontal Integration
Assembly Lines / List Clarifying Objectives
G.1.1, G.1.3
Location
Urbanization
Population
Environment
Sweatshops
Tenements / List Clarifying Objectives
C.1.3
Quality of Life
Socioeconomic status
Tenements
Services
Benevolent Societies
Hull House
Settlement Houses
Electricity
Civil Service Com’sion
Telephone
Transcontinental RR
Reform
Unions
Strikes
Conflict
Haymarket Riot
Prejudices
Spoil’s System
Change
Assimilation
Mass Culture
Mass Transit
Department Stores
GENERALIZATIONS AND GUIDING QUESTIONS / The migration of people can result in conflict and change.
(F) How did Americans treat immigrants once they arrived in the U.S.?
(F) How were immigrants changed by their move to the U.S. and how did they change the U.S.?
(C) How does migrating to a nation affect the strength of that nation?
(P) Is migration good for a nation? / Reforms often result in new laws and regulations.
(F) What does an immigrant have to do in order to become a U.S. citizen?
(F) What types of laws were created as a result of immigration?
(C) In what ways is democracy shown in the new laws created during this time? / Economy can affect population and quality of life.
(F) In what ways did technology change the quality of life for people living in the USA?
(F) How did immigration affect the culture and economy of the United States?
(F) What challenges did the
immigrants face as they moved to America?
(C) How can individuals and groups bring about social change? / The location of a place often determines industry and competition.
(F) How did agricultural and
industrial advancements
change labor needs in NC
and the USA?
(C) What impacts does immigration have on industry in a place?
(P) Is the location of a place a deciding factor on its ability to compete? / Immigration often requires new services and reform.
(F) In what ways did the immigrants’ lives improve once they arrived in the U.S.?
(C) Does migrating guarantee a better life?
CRITICAL
CONTENT / Students should know:
· 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 TASK (S) / WHAT?:
· 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 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.
Content Elements for the Performance / Possible Points or %
(Final Numbers = 100) / Self--‐Assessment
(Final Numbers = 100) / Teacher
Assessment
(Final Numbers = 100)
SCORING
GUIDE
100-70 / Content / All required information
is present in the
newspaper. / Students
added extra
articles/features/ and or
graphics. / The newspaper is
missing some of the
required information. / The newspaper is
missing most of the
required informatio
Details / The students give details
that are effective, vivid,
explicit and historically
accurate. / The students give details
that are elaborate,
appropriate and
historically accurate.
/ The students give
details that lack
elaboration, are
repetitious, but are
historically accurate.
/ The students give details
that are random,
inappropriate, or
barely apparent and
are historically
inaccurate.
Organization / The students organized
the newspaper in a way
that is very appealing to
the reader, easy to follow
and read.
/ The students organized
the newspaper in a way
that is easy to follow and
read. / The newspaper was
somewhat organized
by the students in a
way that is easy to
follow and read. / The newspaper was not
organized by the
students in a way that is
easy to follow and read
Conventions / The newspaper contains
no errors in usage,
mechanics and grammar.
/ The newspaper contains
a few minor errors in
usage mechanics and
grammar. / The newspaper
contains some errors
and/or patterns of
errors are evident.
/ The newspaper contains
multiple errors in usage,
mechanics and grammar.
Teamwork / Excellent – shared all of
the responsibilities.
Students worked well
together. / Good – shared most of
the responsibilities
Students had a few
disagreements about
topics and or
responsibilities.
/ Fair – Delegated some
responsibilities to
others.
/ Poor – Most
responsibilities were
delegated to others
/ 20%
20%
20%
20%
20%
LEARNING EXPERIENCES / Suggested Learning Experiences
· Examine newspapers from different states to identify parts of a newpaper
· Vocabulary activity
· Use textbook to take notes while answering guided questions
· View text and videos on sites such as shmoop.com, youtube, historychannel and take notes using guided questions and graphic organizers
· Debate essential question
· Examine and analyze the U.S. Constitution
· Analyze primary and secondary sources about ppl and events during time period
· Read selections
· Examine and analyze charts and graphs comparing industries and GDP and quality of life of immigrants before migration and afterwards
· Search current events that focus on immigration and industry
· Use blogs and other communicative sources to share ideas about lessons
· Create a toondo to illustrate lessons
· Assess knowledge and understanding using Kahoot
· Write narratives of immigrants from the viewpoint of an immigrant / Generalizations
The migration of people can result in conflict and change.
Reforms often result in new laws and regulations.
Economy can affect population and quality of life.
The location of a place often determines industry and competition.
Immigration often requires new services and reform. / Know
(The numbers
Refer back to the Critical
Content section of unit.)
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
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 / Key Skills
(The numbers Refer back to The Key Skills
Section of this unit.)
1.06, 1.08, 2.03, 2.05, 2.06, 3.01, 3.02, 3.04, 3.05
TEACHER
RESOURCES
AND
NOTES / Resources:
http://8gtaushistory.files.wordpress.com/2012/11/newspaper-project-rubric.pdf
8th Grade U.S. History textbook and supplemental resource books
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/