Bascis:
Grade 11
History Social Science Content Standards:
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
1. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.
2. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
3. Trace the effect of the Americanization movement.
4. Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
5. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
6. Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
7. Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
8. Examine the effect of political programs and activities of Populists.
9. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
Common Core Standards
Reading:
CCSS.ELA-LITERACY.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-LITERACY.W.11-12.1.C: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.11-12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.11-12.3.C: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA-LITERACY.W.11-12.3.D: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.E: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Essential Historical Questions
1. Using Upton Sinclair’s The Jungle as an example, how did the rapid shift from an agrarian society to an industrial society cause American society to experience a state of moral and ethical decay.
2. Explain why unrestricted corporate monopolies are harmful to society?
3. How are workers treated at this time in American industry?
4. Is the process of Americanization (or Anglicization) that American natives impose on arriving immigrants helpful or hurtful to those immigrants?
5. Is it politically just for politicians to grant favors and receive bribes from constituents? Explain.
6. Explain the effect of urbanization on American society.
7. What aspects of the United States’ physical geography made it a competitive world power?
Unit Assessments:
1. The Jungle Exit Slip: Students will meet in jigsaw groups to read, complete guided notes, and discuss about excerpts from Sinclair’s The Jungle. After they are finished reading and discussing their excerpts, the students will present their findings to the class in the form of cooperative learning presentations. After these presentations, the students will complete exit slips that asks the essential question: “Using Upton Sinclair’s The Jungle as an example, did the rapid shift from an agrarian society to an industrial society cause American society to experience a state of moral and ethical decay?.”
2. Simulation/ Exit Slip: At the end of the Progressivism simulation, the teacher will collect the exit slip to note student understanding on the differing views of Social Darwinism in American society and how influential citizens still debate on such matters in contemporary American society.
3. Summative Presentation and Essay: Students will select a topic relating to the Industrial Revolution and create a PowerPoint, Prezi, or poster to present to the class. While the instructor has included a list of possible topics that students can discuss, these are, by no means, the only topics available to students. In addition to your poster, on December 18, 2014, the last presentation date, you will turn in a two page research paper that asks the question: “How did your event, individual, innovation, law, etc., lead to the evolution of American society? Explain your answer through the usage of primary resources such as firsthand accounts and political cartoons (cartoons or other images have to be inserted after the works cited page and will not count toward the two page limit).”
4. Unit Exam: Students will take an exam that combines multiple choice, short answer, and critical thinking questions at the end of the unit.
History Social Science Content Standards:
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
1. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair's The Jungle.
2. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.
3. Trace the effect of the Americanization movement.
4. Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.
5. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.
6. Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.
7. Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).
8. Examine the effect of political programs and activities of Populists.
9. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children's Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).
Common Core Standards
Reading:
CCSS.ELA-LITERACY.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.6: Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
CCSS.ELA-LITERACY.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-LITERACY.W.11-12.1.C: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.11-12.2.B: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.11-12.3.C: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
CCSS.ELA-LITERACY.W.11-12.3.D: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-LITERACY.W.11-12.3.E: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
Essential Historical Questions
1. Using Upton Sinclair’s The Jungle as an example, how did the rapid shift from an agrarian society to an industrial society cause American society to experience a state of moral and ethical decay.
2. Explain why unrestricted corporate monopolies are harmful to society?
3. How are workers treated at this time in American industry?
4. Is the process of Americanization (or Anglicization) that American natives impose on arriving immigrants helpful or hurtful to those immigrants?
5. Is it politically just for politicians to grant favors and receive bribes from constituents? Explain.
6. Explain the effect of urbanization on American society.
7. What aspects of the United States’ physical geography made it a competitive world power?
Unit Assessments:
1. The Jungle Exit Slip: Students will meet in jigsaw groups to read, complete guided notes, and discuss about excerpts from Sinclair’s The Jungle. After they are finished reading and discussing their excerpts, the students will present their findings to the class in the form of cooperative learning presentations. After these presentations, the students will complete exit slips that asks the essential question: “Using Upton Sinclair’s The Jungle as an example, did the rapid shift from an agrarian society to an industrial society cause American society to experience a state of moral and ethical decay?.”
2. Simulation/ Exit Slip: At the end of the Progressivism simulation, the teacher will collect the exit slip to note student understanding on the differing views of Social Darwinism in American society and how influential citizens still debate on such matters in contemporary American society.
3. Summative Presentation and Essay: Students will select a topic relating to the Industrial Revolution and create a PowerPoint, Prezi, or poster to present to the class. While the instructor has included a list of possible topics that students can discuss, these are, by no means, the only topics available to students. In addition to your poster, on December 18, 2014, the last presentation date, you will turn in a two page research paper that asks the question: “How did your event, individual, innovation, law, etc., lead to the evolution of American society? Explain your answer through the usage of primary resources such as firsthand accounts and political cartoons (cartoons or other images have to be inserted after the works cited page and will not count toward the two page limit).”
4. Unit Exam: Students will take an exam that combines multiple choice, short answer, and critical thinking questions at the end of the unit.
Unit Goals
Students will:
1. Understand the cruel reality of factory/mining life in the late 1800s. If applicable, the students will have an understanding of their ancestors’ hardships.
2. Realize the hardships of immigrants entering the United States in the late 1800s.
3. Understand the hardships of factory workers and their cruel working conditions.
4. Realize that politically corrupt practices led to little government regulation in the late 1800s.
5. Understand the influence and power of political machines during the late 1800s to the early 1900s.
6. Understand the production capabilities of the United States during the 1870s and beyond.
7. Compare and contrast their understanding of industry in contemporary America to other world powers (especially developing powers such as China and India).
1. Understand the cruel reality of factory/mining life in the late 1800s. If applicable, the students will have an understanding of their ancestors’ hardships.
2. Realize the hardships of immigrants entering the United States in the late 1800s.
3. Understand the hardships of factory workers and their cruel working conditions.
4. Realize that politically corrupt practices led to little government regulation in the late 1800s.
5. Understand the influence and power of political machines during the late 1800s to the early 1900s.
6. Understand the production capabilities of the United States during the 1870s and beyond.
7. Compare and contrast their understanding of industry in contemporary America to other world powers (especially developing powers such as China and India).