Industrialization & Urbanization

Standards

Michigan High School Content Expectations

Thinking Like a Historian

P1.1 Use appropriate strategies to read and analyze social science tables, graphs, graphics, maps, and texts.
P1.2 Interpret primary and secondary source documents for point of view, context, bias, and frame of reference or perspective.
P1.4 Express social science ideas clearly in written, spoken, and graphic forms.
USHG F1.1 Identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals Declaration of Independence, the U.S. Constitution (including the Preamble), Bill of Rights, the Gettysburg Address, 13^th, 14^th, and 15^th Amendments.

Industrialization

6.1 Growth of an Industrial and Urban America-Explain the causes and consequences -both positive and negative-of the Industrial Revolution and American’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930.
6.1.1 Factors in the American Industrial Revolution-Analyze the factors that enabled the United States to become a major industrial power including gains from trade, organization “revolution: (e.g., development of corporations and labor organizations), advantages of physical geography, increase in labor through immigration and migration, economic policies of government and industrial leaders (including Andrew Carnegie and John D. Rockefeller).
6.1.2 Labor’s Response to Industrial Growth – Evaluate the different responses of labor to industrial change including: development of organized labor, the Knights of Labor, American Federation of Labor, and the United Mine Workers, southern and western farmers’ reactions, including the growth of populism and the populist movement (e.g., Farmers Alliance, Grange, Platform of the Populist Party, Bryan’s “Cross of Gold” speech).

Urbanization

6.1.3 Urbanization – Analyze the changing urban and rural landscape by examining: the location and expansion of major urban centers , the growth of cities linked by industry and trade, the development of cities divided by race, ethnicity, and class, resulting tensions among and within groups, different perspectives about immigrant experiences in the urban setting.
6.1.4 Population Changes – Use census data from 1790-1940 to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great Migration, and urbanization.

Common Core State Standards

RH.9-10.1 Cite specific textual evidence to support analysis of primary & secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH. 9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.

C3 Framework

D2.His.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them.
D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary interpretation.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Module Compelling Question: What is the price of "progress"?

Supporting Questions

What is history and why should we study it?
What is historical thinking?
What are the strategies for "doing history"?
What is the difference between an observation and an inference?
What were some of the political, social, and economic conditions driving industrial growth from 1870 to 1900 in the United States?
What were the themes of the Progressive Era?
What were the positive aspects of industrialization in the Gilded Age?
What were the negative aspects of industrialization in the Gilded Age?
Do the benefits of innovation outweigh the costs?
What were some of the political, social, and economic conditions driving industrial growth from 1870 to 1900 in the United States?
Do the benefits of innovation outweigh the costs?
How did organized labor unions rise during the Gilded Age?
What is nativism and how has it been present throughout American history?
What persuasive strategies do speakers use to persuade their audiences?
How did the United States grow and change between 1860 and 1910?

Instructional Materials/Texts

9th Grade U.S History Baseline

Baseline Assessment

Thinking Like a Historian

1. Thinking Like a Historian: Contextualization, Sourcing, Close Reading & Corroboration

Standards: RH 9-10.1, 9-10.2, 9-10.3, 9-10.9

Learning Targets:

I can use the strategies for "doing history" to analyze the Declaration of Independence, Declaration of Sentiments, and Abraham Lincoln and Jefferson Davis'Inaugural Addresses.
I can differentiate between observations and inferences and make applications to the work historians do.

Supporting questions: What is history and why should we study it? What is historical thinking? What are the strategies for "doing history"? What is the difference between an observation and inference and how do historians use them to construct a narrative about the past?

Industrialization

2. Characteristics of Industrialization

Standards: RH 9-10.1, 9-10.2

Learning Target: I can analyze images to determine characteristics of industrialization in the late 1800s.

Supporting question: What were some of the political, social, and economic conditions driving industrial growth from 1870 to 1900 in the United States?

3. Positive Effects of Industrialization

Standards: RH 9-10.1, 9-10.2, 9-10.3

Learning Target: I can analyze primary source documents to determine the positive aspects of industrialization.

Supporting Question: What were the positive effects of industrialization in the late 1800s and early 1900s?

4. Negative Effects of Industrialization

Standards: RH 9-10.1, 9-10.2, 9-10.3

Learning Target: I can analyze primary source documents to determine the negative aspects of industrialization.

Supporting Question: Did the problems caused by Industrialization outweigh its positive effects in the US around the year 1900?

5. Robber Barons or Captains of Industry

Standards: RH 9-10.1, 9-10.2, WHST 9-10.1

Learning Target: I can develop a claim based on evidence about industrialists and distinguish the claim from opposing claims.

Supporting Question: Using Evidence-Why were the industrialists of the Gilded Age sometimes characterized as Robber Barons? Why were they sometimes characterized as Captains of Industry?

Activator: What Similarities are there between Rockefeller and Roc-a-Fella?
- Have students read the two articles and draw connections between the two moguls? Why did Jay-Z and Dame Dash choose to name their company after J.D Rockefeller?
Close Read: Robber Barons or Captains of Industry?
- Teacher Guide

6. Impacts of Industrialization

Standards: RH 9-10.2, 9-10.3

Learning Target: I can explain how the rise of big industries impacted life and work in the United States.

Supporting Question: How did the rise of big industries impact life and work in the U.S?

Response to Industrial Growth

7. Rise of Labor Unions-Homestead Strike

Standards: RH 9-10.5, 9-10.6

Learning Target: I can analyze two sources about the Homestead Strike to determine what words and phrases the author uses to try to persuade the reader.

Supporting Questions: How did organized labor unions rise during the Gilded Age? Why did the Homestead Strike turn violent?

8. Rise of Labor Unions-Pullman Strike

Standards: RH 9-10.5, 9-10.6

Learning Targets:

I can explain how bias in the media can impact the way historians document events.
I can compare two source's accounts of the Pullman Strike.

Supporting Questions: Evaluating Sources: How can the media influence social change? Is the media ever biased? How did organized labor unions rise during the Gilded Age?

9. Populism

Standards: RH 9-10.5, 9-10.6

Learning Target: I can analyze speeches from William Jennings Bryan and Mary Lease to determine how they persuaded people to support their ideas.

Supporting Questions: Why did the Populist Party attract millions of supporters in the late 1800s?

10. Nativism

Standards: RH 9-10.5, 9-10.6

Learning Target: I can analyze primary source documents to explain the ideology of Nativists.

Supporting Question: Why did nativists oppose the United States policy of open immigration in the late 1800s and early 1900s?

11. Chinese Exclusion Act

Standards: RH 9-10.3, 9-10.9

Learning Target: I can analyze primary source documents to determine the factors that led to the passage of the Chinese Exclusion Act.

Supporting Question:

12. Connecting the Past to the Present: Nativism Throughout History

Standards: RH 9-10.9, WHST 9-10.1

Learning Target: I can examine political cartoons to explain how nativism occurs in today’s society.

Supporting Question:

Connecting the Past to the Present: Nativism Throughout History Lesson

Urbanization

13. Population Change and Growth

Standard: RH 9-10.7

Learning Target: I can analyze graphs to make claims about how the United States changed between 1860 and 1910.

Supporting Question: How did the United States grow and change between 1860 and 1910?

Unit 1_Analysis_Triangle Shirtwaist Factory Fire_3.0

14. Working Conditions in the Cities

Standard: RH 9-10.9

Learning Target: I can analyze multiple sources to explain the causes of the Triangle Shirtwaist Factory Fire.

Supporting Question: Analysis-How did industrialization and urbanization contribute to the Triangle Shirtwaist Factory Fire in 1911? What has been the impact of industrialization and urbanization on working conditions?

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