WS/FCS
Unit Planning Organizer
Subject(s)
Social Studies
Grade/Course 8th Grade
Unit of Study Unit 5: Development of Industrial United
States
Unit Title
And Then There Was Light, Followed By
Rolling Blackouts: Industrialization and
Immigration
Pacing
17 Days
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Conceptual Lenses
Immigration
Technology
Change
Quality of Life
Unit Overview
This unit will focus on the impact the Industrial Revolution had on North Carolina and the United
States. Also how a immigration and cheap labor affected the quality of life and caused citizens to
demand change.
It’s Alive!
During the mid to late 1800s, there were many technological innovations that resulted in increased
industry. Easy production of steel led to the development of skyscrapers and more industrial buildings.
The increase of industrial machinery changed the labor force from skilled to unskilled. Due to mass
production, the number of products increased, while the cost of products decreased. This helped spur
competition.
We Want a Piece of the Pie.
As the United States prospered due to the Industrial Revolution, immigrants began to arrive to the
United States by the millions in hopes to better their quality of life. Many of these immigrants arrived at
one of the many processing centers, like Ellis Island. The mass number of immigrants would change
the dynamic of the cities. To limit the numbers of immigrants, the U.S. government devised a quota
system for immigration. Aside from immigration, the transition to industrialization led to migration
within the United States as people moved to the cities for work.
It’s American as Baklava!
The massive influx of people into the cities had positive and negative effects. Though the high number
of people provided and endless supply of cheap labor, it created sanitation and housing problems.
Immigrants, who generally settled in segregated ethnic pockets, began to assimilate into American
culture. This created a unique cultural dynamic in America, as the various immigrant cultures began to
fuse with American culture creating a “melting pot” identity.
Do You Want Some Rat Hairs With That?
Due to the high supply unskilled workers, business owners were able to cut costs and increase profits.
As a result, many business owners amassed huge amounts of money, increasing the number of
millionaires in the country. Some business owners sought to corner the market within their industry
and began monopolies in order to stomp out competition. This led to the development of large
monopolies. To combat the dismal working conditions, workers began to form labor unions. Business
owners attempted to thwart any efforts of these unions in order to protect their profit margins. With the
help of journalists and citizen actions, a progressive movement was started to change the inequalities
in industry and protect citizens from harmful business practices.
Unit Enduring Understanding(s)
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Unit Essential Question(s)
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Technology changes quality of life.
Immigration causes cultural and economic
changes.
Individuals and groups can bring about
social change through collective efforts.
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In what ways did technology change
people’s quality of life?
How did immigration affect the culture and
economy of the United States?
How can individuals and groups bring
about social change?
Essential State Standards
Priority Objectives
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8.H.3.1 Explain how migration and
immigration contributed to the development of
North Carolina and the United States from
colonization to contemporary times.
Supporting Objectives
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8.H.3.2 Explain how changes brought about
by technology and other innovations affected
individuals and groups in North Carolina and
the United States.
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8.H.3.3 Explain how individuals and groups
have influenced economic, political and social
change in North Carolina and the United
States.
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8.G.1.1 Explain how location and place have
presented opportunities and challenges for
the movement of people, goods, and ideas in
North Carolina and the United States.
8.G.1.2 Understand the human and physical
characteristics of regions in North Carolina
and the United States (e.g. physical features,
culture, political organization and ethnic
make-up).
8.G.1.3 Explain how human and
environmental interaction affected quality of
life and settlement patterns in North Carolina
and the United States (e.g. environmental
disasters, infrastructure development, coastal
restoration and alternative sources of
energy).
8.E.1.1 Explain how conflict, cooperation, and
competition influenced periods of economic
growth and decline (e.g. economic
depressions and recessions).
8.C&G.2.1 Evaluate the effectiveness of
various approaches used to effect change in
North Carolina and the United States (e.g.
picketing, boycotts, sit-ins, voting, marches,
holding elected office and lobbying).
8.C&G.2.3 Explain the impact of human and
civil rights issues throughout North Carolina
and United States history.
“Unpacked” Concepts
(students need to know)
8.H.3.1
 How migration and immigration
contributed to the development
of North Carolina and the United
States from colonization to
contemporary times
8.H.3.2
 How changes brought about by
technology and other innovations
affected individuals and groups
in North Carolina and the United
States
8.H.3.3
 How individuals and groups have
influenced economic, political
and social change in North
Carolina and the United States.
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Essential Vocabulary
Technology
Competition
Assimilation
Quota
Urbanization
Monopolies
Union
Strike
Prosperity
Corruption
“Unpacked” Skills
(students need to be able to do)
8.H.3.1
 Explain
8.H.3.1
 Understanding
8.H.3.2
 Explain
8.H.3.2
 Explain
8.H.3.3
 Explain
8.H.3.3
 Explain
COGNITION
(RBT Level)
Enrichment Vocabulary
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Dynamic
Oppression
Enrichment Factual Content
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Populists
The Grange
The Jungle
William Randolph Hearst
Joseph Pulitzer
National Parks
Theodore Roosevelt
William Taft
Chinese Exclusion Act
H
Unit “Chunking”
& Enduring
Understandings
G
C
Essential
Factual
Content
Suggested Lesson
Essential Questions
It’s Alive!
Technological
innovations improve
economies.
- Steel
- Cars
- Planes
- Wright Brothers
- Electric Lights
- Thomas Edison
- R.J. Reynolds
- Global Markets
- Skilled Labor to
Unskilled Labor
How did the new forms of
technology affect the United
States’ economy?
3.2
How has technology
changed the quality of life of
people in the USA?
3.1
3.2
We Want a Piece of
the Pie.
People move to places
that have strong
economies.
- Push-Pull
Factors
- Oppression
- Ellis Island
- Statue of Liberty
- Immigration
Quotas
- Urban Migration
- Great Migration
Why did so many immigrants
move to the United States in
the late 1800s and early
1900s?
Why was there an increase
in urban migration at this
time?
3.1
3.1
1.1
It’s American as
Baklava!
Immigrants change the
cultural dynamic of a
place.
- Assimilation
- Tenements
- Ethnic
Communities
- Melting Pot
Why did ethnic communities
form in cities?
3.1
3.3
1.1
1.2
What impact did immigrants
have on cities?
3.1
3.2
1.1
1.2
1.3
Do You Want Some
Rat Hairs With That?
Citizens can take
action to bring about
social and political
change.
- Gilded Age
- Biltmore Estate
- Andrew
Carnegie
- John D.
Rockefeller
- Monopolies
- Progressives
- Trust Busting
- Triangle
How did monopolies affect
industry?
3.2
3.3
2.1
2.3
Why did factory workers form
labor unions?
3.3
2.1
2.3
How did industry influence
politics?
3.2
3.3
2.1
2.3
E
&
G
1.1
1.2
1.3
1.1
1.1
1.1
1.1
1.1
C
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Shirtwaist
Factory
Labor Unions
Strike
Yellow
Journalism/
Muckraking
Food and Drug
Administration
Federal
Reserve
Child Labor
Laws
NAACP
W.E.B DeBois
How were citizens able to
stop political and economic
corruption?
3.3
2.1
2.3
Sub Concepts
HISTORY
- Patterns
- Conflict
GEOGRAPHY
- Place
- Region
- Movement
- Rural/Urban
- Population
Density
CIVICS & GOVERNMENT
- Politics
- Power
- Freedom
- Regulation
- Reform
ECONOMICS
- Standard of Living
- Competition
CULTURE
- Diversity
- Values &
Beliefs
- Assimilation
- Social
System/Class
- Cultural
Expressions
Language Objective EXAMPLES
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Key Vocabulary LO: SWBAT define and explain the terms monopoly, union, strike, and
corruption.
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Language Functions LO: SWBAT explain how new technology changed the lives of
Americans.
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Language Skills LO: SWBAT read two passages about the use of labor unions and
identify the similarities and differences between the two. (Reading passages should be
chosen/modified in accordance with the LEP students’ zone of proximal development).
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Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the lives of two different immigrants.
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Lesson Tasks LO: SWBAT read and summarize an account of the working conditions in
factories and explain this summary to a group.
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Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of various laws developed due to
industrialization. (The linguistic load will vary from LEP student to LEP student. Level 1-2
LEP students may need a word bank or other supplement to complete this activity using this
strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
8.H.1.1
Charts, Graphs & Historical Narratives to explain
issues/events over time.
Democratic Ideals
8.C&G.1.2
Evaluate the degree to which democratic ideals
are evident in historical documents from NC
and the USA.
Immigration: 1820-1920
Chinese Exclusion Act (1882)
Nativity of the Population and Place of Birth of the
Native Population: 1850 to 1990
How to Prevent Consumption
Theodore Roosevelt Speech
Jacob Riis : Biography
The Jungle by Upton Sinclair (primary source novel
selection)
8.H.1.2
Summarize literal meaning of historical documents
to establish context.
8.H.1.3
Use primary & secondary sources to interpret
historical perspectives.
Primary Sources: Child Labor Photos of Lewis Hine
8.H.1.4
Use historical inquiry to evaluate the validity of
sources used to construct historical narratives.
Various Documents from 1870-1900
Immigration Restriction League
Documents On Gilded Age
The Samuel Gompers Papers
The E Pluribus Unum Project: Immigrants in 1920s
Political Cartoons Illustrating Progressivism and the
Election of 1912
8.H.3.4
Compare historical and contemporary issues to
understand continuity & change in NC & USA.
Primary Document: Pure Food and Drug Act
U.S. FDA Regulations
Federal Reserve System
United States Department of Labor
US Immigration Services
The Progressive Era
General Unit Resources
○ “Straight Ahead”
□“Uphill”
∆ “Mountainous”
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Digital History
Nineteenth Century Technology
Steam Engines
Railroads
Morse Telegraph Register
Edison Invents!
Thomas Edison
Wright Brothers
The Richest Man in the World: Andrew Carnegie
John D Rockefeller
The Industrial Age in America: Robber Barons and Captains of Industry
Inventions Think Pair Share
Coming to America: Ellis Island and New York City
Immigration to the US - , 1789-1930
Destination America . Why did they come?
Immigration Nation
Ellis Island Interactive Tour With Facts, Pictures, Video
Ellis Island National Monument
The First Immigrant Landed on Ellis Island
The William Steinway Diary, 1861-1896
Izumizaki family in orchard, with crops planted between the trees, Pajaro Valley, California
Newcomers to New York :: Museum at Eldridge Street
Interactive Simulation Being an Immigrant
Within These Walls - Lynch Family
Tenement Museum New York City - NYC Museum
Cultural Diversity in the United States
The Industrial Age in America: Sweatshops, Steel Mills, and Factories
Milestones in U.S. Food and Drug Law History
Child Labor Links
Child labor in Factories During the Industrial Revolution
Theodore Roosevelt
Women and the Progressive Movement
The Triangle Factory Fire
African American Migration Movement
Biltmore Estate - North Carolina Digital History
The Progressive Era
Yellow Journalism
Collection of Resources about Progressive Era
Collection of Resources on Guilded Age
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Pearl S. Buck: "On Discovering America"
The Progressive Era
Immigration Interactive Site
Child Labor Issue simulation
Intellectual Property: Innovation and Invention
The Statue of Liberty: Bringing the 'New Colossus' to America
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task
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Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
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Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change