Lenape Regional High School District – BOE Approved 2/15/12
U.S. History I
2012-2013
Bernard Boggs; [email protected]; ext. 8337 Anthony Gallo; [email protected]; ext. 2228 James Baker; [email protected]; ext. 8319 Karen O’Neil; [email protected]; ext. 8221
Unit # 6: The Development of the Industrial United States
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(http://www.nj.gov/education/cccs/2009/final.htm)
6.1.12.A.5.a Relate industrial growth to the need for social and
governmental reforms.
6.1.12.A.5.b Assess the impact of governmental efforts to regulate
industrial and financial systems in order to provide economic stability.
6.1.12.A.5.c Analyze the effectiveness of governmental policies and of
actions by groups and individuals to address discrimination against new
immigrants, Native Americans, and African Americans.
6.1.12.B.5.a Explain how the Homestead Act, the availability of land and
natural resources, and the development of transcontinental railroads and
waterways promoted the growth of a nationwide economy and the
movement of populations.
6.1.12.B.5.b Assess the impact of rapid urbanization on the environment
and on the quality of life in cities.
6.1.12.C.5.a Analyze the economic practices of various business
organizations (i.e., corporations and monopolies) regarding the production
and marketing of goods, and explain the positive or negative impact of
these practices on the nation and on individuals.
st
21 Century Themes
( www.21stcenturyskills.org )
_x__ Global Awareness
_x__Financial, Economic, Business and
Entrepreneurial Literacy
_x__Civic Literacy
_x__Health Literacy
_x__Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_x__Creativity and Innovation
_x__Critical Thinking and Problem Solving
_x__Communication and Collaboration
Information, Media and Technology Skills:
_x__Information Literacy
_x__Media Literacy
_x__ICT (Information, Communications and
Technology) Literacy
Life and Career Skills:
_x__Flexibility and Adaptability
_x__Initiative and Self-Direction
_x__Social and Cross-Cultural Skills
_x__Productivity and Accountability
_x__Leadership and Responsibility
6.1.12.C.5.b Compare and contrast economic development of the North,
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
South, and West in the post-Civil War period.
6.1.12.C.5.c Analyze the cyclical nature of the economy and the impact of
periods of expansion and recession on businesses and individuals.
6.1.12.D.5.a Analyze government policies and other factors that promoted
innovation, entrepreneurship, and industrialization in New Jersey and the
United States during this period.
6.1.12.D.5.b Evaluate how events led to the creation of labor and
agricultural organizations that protect the rights of workers.
6.1.12.D.5.c Assess the effectiveness of public education in fostering
national unity and American values and in helping people meet their
economic needs and expectations.
6.1.12.D.5.d Relate varying immigrants’ experiences to gender, race,
ethnicity, or occupation.
6.1.12.C.6.b Determine how supply and demand influenced price and
output during the Industrial Revolution.
Enduring Understandings:
Students will understand that . . .
Essential Questions:
EU 1
Political, economic, and social influences may cause population shifts.
EU 1
EU 2
Advancement in transportation facilitated national and global growth.
EU 3
Conflict is a result of a perceived need for political, economic, or social
change by a population.
EU 4
Technology has impacted society in both helpful and harmful ways.
EU 5
How did American urban life change between 1875 and 1914?
How was the United States affected by immigration?
EU 2
How did the economy, society, and culture of the North, South,
and West change after the Civil War?
EU 3
What are the consequences of cultural collision?
How were immigrants received by Americans?
How did a laissez faire approach towards capitalism create
innovation but also lead to major domestic reform?
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Conditions to change are both concrete and evolving.
EU 6
In a capitalist economy, the economic forces of supply and demand
determine price and output.
EU 4
How did technological change of the late 1800’s shape American
society and the economy?
EU 5
What factors influence social and economic evolution?
How were the problems of society addressed during this time?
EU 6
How did supply and demand influence price and output during the
Industrial Revolution?
Knowledge:
Students will know . . .
The major technological advancements and their impact on
American society (EU 1, EU 2, EU 4)
The factors that led to the industrialization of the United States in
the late 1800’s (EU 1, EU 2, EU 4)
Transportation and how it not only moved people and goods, but
transformed a nation (Canal Era, Railroad Growth) (EU 1, EU 2)
The growth of business and its influence upon government and
the American working class (EU 5, EU 6)
Methods used by businesses to increase their profits (EU 6)
Laissez Faire government and the need for legislative reform (EU
6)
Corruption in politics in the 1870’s and 1880’s (EU 3, EU 5)
Government response to abuses by big business (EU 3, EU 5)
The abundance, waste, and hardships of the Gilded Age
The emergence of organized labor (EU 3, EU 5)
The problems faced by workers in the late 1800’s (EU 3, EU 5)
Causes and effects of immigration (EU 1, EU 3)
Differences between old and new immigrants and the conflicts that
developed (EU 3, EU 5)
The phenomenon of urbanization, its rewards, and drawbacks (EU
1, EU 2)
How technology improved city life (EU 2, EU 4)
Ways in which city dwellers solved the problems caused by rapid
Skills:
Students will be able to . . .
EU 1, EU 2, EU 3, EU 4, EU 5, EU 6
Read and analyze primary source documents to determine
different points of view
Draw inferences from factual material
Recognize and interpret different points of view
Detect bias in data presented in various forms
Compare and contrast the credibility of differing ideas, elements
or accounts
Test the validity of the information, using criteria as source,
objectivity, technical correctness, and currency
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
urban growth (EU 2, EU 4)
The New South and its place in the U.S. economy (EU 1, EU 5)
The segregation of the South and African American response (EU
5)
The experience of African Americans in the changing South (EU
5)
How the quest for civil rights were undermined in the years after
Reconstruction (EU 3, EU 5)
The transformation of the West (EU 1, EU 2)
Problems faced by farmers and their attempts to address those
problems (EU 4, EU 5)
Populism’s rise and major effects (EU 5)
Ways in which immigrants adapted to American life while trying to
maintain familiar cultural practices (EU 5)
The ways in which Americans developed a mass culture (EU 5)
The new forms of entertainment in the late 1800’s (EU 5)
The ways Native Americans and white settlers viewed and used
the land (EU 1, EU 2)
The conflicts between white settlers and Native Americans (EU 1,
EU 2, EU 3)
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Students will develop a product and determine the best direction for this product to go. They will have to determine where to place
(Geographic location) the production of this product. They will determine what complementary products or goods could be sold or
manufactured also. The student will determine the target market and where to sell these goods. They will determine the best way to maximize
sales of this product. (Advertising, etc.) They will brainstorm possible problems and solutions that might arise with this product and its sale.
Students will determine the next logical upgrade or improvements for this product. Students will look at what impact (Negative and positive)
this product will have on society. Students will also look at what legislative measures the company would need to comply with and adapt to in
order to legally produce the product. Students will determine how they can achieve maximum profitability. Finally, students will identify a
comparable innovation of the past and show the similarities/differences. The business proposal will include all of the aforementioned and be
delivered to desired audience.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Essays
DBQ
Tests (Standard and Authentic)
Presentations
Research Projects
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
Research and Debate:
The class will divide into two teams. Each side will research (using their research skills discussed and practiced earlier) their position on
the following question:
a) Were the industrial leaders (i.e. Rockefeller, Carnegie, Morgan, etc.) “Captains of Industry” or “Robber Barons?”
Each side will make a 5 minute speech supporting their position (students will use their persuasive writing and speaking skills). Each side
will have a visual of some sort supporting their position.
Each side will be allowed 5 minutes to question the opposition after they give their speech.
Grading of this project will consist of two parts:
Part 1: Group grade on research, speech, poster or other visual, creativity, ability to answer the questions asked adequately.
Part 2: Individual grade will be based on a summary of why their side took the position they did in this matter. They will explain what they
felt the most convincing arguments were for each side. Last, which side would you support if given a choice and explain why. (A/M)
Each student will research a current day industrial leader who would exemplify the characteristics of either a Captain of Industry or a Robber
Baron. The student will write a paper explaining their person and the industry and the personal and business actions taken that caused you to
identify this industrial giant as you did. The students will discuss their person and business in a class setting and defend their choices. (M)
Invent a product that will solve a problem or serve a need in today’s society. What would you need to manufacture this product? Manufacture
this in the business format of vertical or horizontal consolidation and show the steps. What would be your target market? Where would this
product do best? (M)
Hall of Fame or Shame?: Students will pick a prominent person from this period and research their business lives. The student will write a
compelling argument to defend their position. Each student will discuss his/her position to the class. The class will then discuss and
determine whether this was an accurate assessment of this industrialist. After listening to these reports the students will write a summary
paper about this time period. (A)
Choose a local company and find out the company’s main business, revenue, size, area of operation, and its contributions to society, including
charitable works. If an individual owns the company, research how he or she acquired wealth and what, if any philanthropic activities he or she
supports. Then, write a brief profile on the company and the individual. (A,M)
Students will research the recession of 2008 and compare/contrast business practices that led to a downturn in the business cycle to business
practices of the late 1800’s. (A,M)
Students will compare/contrast government response to corruption in the late 1800’s to present-day and discuss as a class. (A,M)
Have students choose three jobs that are currently being advertised. Create a chart of necessary education level, skill sets, and basic
requirements necessary to attain the position. In addition to the chart, students should evaluate the longevity of the job in terms of transient
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
employment vs. career. (T)
Create a Union (Collective bargaining unit) for students. What would you consider to be a reasonable job description? What would you
consider to be reasonable demands as the work force? What problems would you encounter in getting members? What would you need in
order to overcome these problems? What would be some of your immediate needs or demands? What problems will you encounter in gaining
these demands? Would there be a criteria for membership? What would be your long range goals? Who would you expect to receive the
greatest opposition from? Why? (T)
Students will compare/contrast transportation advances of the late 1800’s with transportation advances of other time periods and present-day
using relevant primary source documents. Which were more revolutionary? What are the problems caused by each? (A,M)
th
Using primary source documents, students will trace the path of civil rights throughout the 19 century. (A)
th
Students will create powerpoint presentations on mass American culture of the late 19 century and will compare to mass culture today. (A,M)
th
Students will research problems faced by farmers today and compare/contrast to problems faced by farmers in the late 19 century. (A/M)
Students will brainstorm aspects of Native American culture seen in society today. Students will research these customs, the Native American
reservation system, and will report their findings to the class. Students as a class will research the conflicts between the Americans and Native
Americans in the West and will discuss the effects of this cultural collision. (A,M)
LRHSD (2011) Adapted from ASCD © 2004