Unit Description:
Stage 1- Desired Results
Essential Questions
How did rapid growth in industrialization and urbanization lead to changes in American society?
To what extent did progressive era social, political, and economic reforms shape American society?
Enduring Understandings
Students understand that...
The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts.
Common Core Standards and Performance Indicators:
Unifying Themes:
TCC
GEO SOC: Development and Transformation of Social Structures
CIV TECH: Science, Technology, and Innovation
Social Studies Content Area Standards:
World History
Geography
Economics
Civics, Citizenship, and Government
Social Studies Practices (begin on page 3)
Common Core Learning Standards for Literacy in History/Social Studies, Science,and Technical Subjects (begins on page 76)
Knowledge
Students know that...
11.5a New technologies and economic models created rapid industrial growth and transformed the United States.
11.5b Rapid industrialization and urbanization created significant challenges and societal problems that were addressed by a variety of reform efforts.
Key Terms
Industrialization
Urbanization
Rural
Progressive Movement
Corruption
Sweatshop
Organized Labor
Collective Bargaining
Minimum Wage
Strike
Population Density
Antitrust Act
Grange Movement
Federal Reserve System
Skills
Students will be able to...
Students will examine demographic trends associated with urbanization and immigration between 1840 and 1920, including push-pull factors regarding Irish immigration and immigration from southern and eastern Europe.
Students will examine problems faced by farmers between 1870 and 1900 and examine the goals and achievements of the Grange Movement and the Populist Party.
Students will examine the attempts of workers to unionize from 1870 to 1920 in response to industrial working conditions, including the Knights of Labor, the American Federation of Labor, the American Railway Union, the International Ladies Garment Workers’ Union, and the Industrial Workers of the World, considering actions taken by the unions and the responses to these actions.
Students will examine Progressive Era reforms, such as the 16th and 17th amendments (1913) and the establishment of the Federal Reserve System (1913).
Students will examine the efforts of the woman’s suffrage movement after 1900, leading to ratification of the 19th amendment (1920).
Students will trace the temperance and prohibition movements leading to the ratification of the 18th amendment (1919).
Students will trace reform efforts by individuals and the consequences of those efforts, including:
Jane Addams and Hull House
Jacob Riis’ How the Other Half Lives
New York Governor Theodore Roosevelt and the Tenement Reform Commission
Upton Sinclair’s The Jungle and the Meat Inspection Act
Margaret Sanger and birth control
Ida Tarbell’s The History of the Standard Oil Company
Ida Wells and her writings about lynching of African Americans
Booker T. Washington’s contributions to education, including the creation of Tuskegee Institute
Stage 2- Assessment Evidence
Summative Tasks
DBQ - The Industrial Boom (p. 48)
DBQ - Progressivism - (pg. 62)
End of Unit Activity: Use a graphic organizer to list the ills of society that were "cured" by specific legislation, followed by a writing assignment.
End of Unit Multiple Choice Exam: 30 questions from New Visions
Formative Tasks
The Gilded Age - Gilder Lehrman: Anti-Corporate cartoons and activity comparing captains of industry and evaluates worker issues and the effectiveness of cartoons
Building Carnegie Hall - Primary Source by A. Carnegie, Gilder Lehrman: Asks students to consider if they should admire Carnegie as a benevolent industrialist or consider his contributions “conscience” money?
MONOPOLY (pg. 60-67) Three trust cases in brief and activity that asks students to evaluate the outcomes.
1877 Railroad Strike - Beyond the Bubble source reliability activity
Riis' Urban Photography - Beyond the Bubble: Source reliability activity
Women's Rights - Beyond the Bubble: source analysis. Determining chronology.
Stage 3- Related Lessons
Lesson Plans and Content
Videos, Documents, and Resources
SHEG - Jacob Riis Lesson Plan & Jacob Riis Power Point: What was life like in industrial cities during the industrial era?
Frederick Law Olmsted Parks - Inquiry Unit: Do our national parks do what they're supposed to do?
Plessy vs. Ferguson court decision Click on link, go to page 304A Nation of Immigrants - Jewish Immigration to the US (VIDEO - Gilder Lehrman) Coming to America - Ellis Island and New York City - Gilder Lehrman essay on impact of Ellis Island and NYC past and presentThe video below is 35 minutes and discusses the Urbanization and Industrialization growth of the United States.
Henry Ford and the American Worker (pg 61-72): Mock trial against Henry Ford with 6 documents
Thomas Nast's Political Cartoons - SHEG
How did Northern attitudes towards freed African Americans change during Reconstruction?
The video below shows a ride up the Hudson from Haverstraw Bay to Newburgh in 1903. Steam boats, steam locomotives and clipper ships will be visible. In addition, the Stony Point Battlefield and West Point are also shown. Note - Bear Mountain Park and the Bridge have not yet been built. The Emeline steam boat - long stored in Haverstraw - is visible as you come into Newburgh. Also note that the Newburgh waterfront looks almost identical to present day.
LOC - Rise of Industrial America teaching materials: Interviews with people who lived in industrial cities. Also includes population maps.
Suggestions for Diverse Learners
pgs. 42-44: Secret Memo board game
pg. 58: Students analyze the role of the press and evaluate the effect of muckrackers