Sara Wood, Kelsea Luce, Nicholas Matteen UNIT FOCUS: Industrialization and Racism in the Gilded Age Stage 1 Desired Results Content Standard(s): SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction: d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction. SSUSH11 The student will describe the economic, social, and geographic impact of the growth of big business and technological innovations after Reconstruction. a. Explain the impact of the railroads on other industries, such as steel, and on the organization of big business. b. Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor. c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies d. Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life SSUSH12 The student will analyze important consequences of American industrial growth. a. Describe Ellis Island, the change in immigrants origins to southern and eastern Europe and the impact of this change on urban America. c. Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee. d. Describe the 1894 Pullman strike as an example of industrial unrest. SSUSH14 The student will explain America s evolving relationship with the world at the turn of the twentieth century. a. Explain the Chinese Exclusion Act of 1882 and anti-asian immigration sentiment on the west coast.
BIG IDEAS-CONCEPTS-THEMES -social structure of American society -economical changes in American society -society and economics changes each other - how social changes set the stage for the Civil Rights Movement -How did the culture of the reconstruction era facilitate the creation of the Black Codes, the KKK, and other forms of resistance to racial equality? UNDERSTANDINGS Students will understand that: Big business was a hallmark feature of the Gilded Age The growth of big business and increasing immigration led to an increased need for industrial reforms. Immigrants, ethnic minorities, and women endured much discrimination in the Gilded Age. ESSENTIAL QUESTION(S): Unit: How and why did the factors of immigration, industrialization and racism define the Industrial/Gilded Age? How did the Industrial Age change American culture? Key knowledge and skills: Students will be able to 1.Compare and Contrast agrarian and industrial societies. 2.Explain how factors surrounding race/ethnicity and the Great Migration influenced social structure and racial tension. 3.Understand the reciprocal relationships between social and economic structures. 4. Understanding how did the technological innovation created during the industrial age change American society and create economic growth and the lasting impact this has had on modern society. 5. Understanding how did industrial growth facilitate mass immigration and what impact did the immigration have on American culture 6. Understanding how did the change in American society through immigration and industrialization created necessity for social and legal reform. 7. Compare and contrast minority discrimination in the Gilded Age with minority discrimination in the 1960s. 8. Compare immigrant labor in the Industrial
Age with modern immigrant labor. Evaluate the legal ramifications then and now. 9. Evaluate how the railroads impacted western expansion and the consequences this had on Native Americans. 10. Students will be familiar with The concept of monopolies Industrial reforms The roles of immigration on racial tension Stage 2 Assessment Evidence Performance Task(s): Goal: Help create an exhibit in the new Museum of the Gilded Age to show the contributions of key minority groups. Role: You are an exhibit creator for a museum. Audience: Your audience is the museum board of directors and the public. Situation: You have been asked to create a museum exhibit based on race and gender in the Gilded Age. You will plan an exhibit that shows why the group immigrated (if they did), what struggles they faced, how they were viewed by others, and their contributions to industrialization. Product performance and purpose: You need to create a plaque that explains why the group immigrated (if they did), what struggles they faced, how they were viewed by others, and their contributions to industrialization. Then, you need to include a list of artifacts that would be used to help the public visualize their lifestyle. For example, pictures, newspapers, signs, letters, etc. Standards and criteria for success: Your museum exhibit plan should include: a clear and thorough explanation of key contributions, struggles and motivations for your group and Accurate artifacts that illustrate your groups lifestyle. Other Evidence: Compare and Contrast essay: Compare and contrast the years 1850 and 1900. Include the types of industry, the labor force, legislation and public opinion. Jigsaw: Have students represent in groups different growing industries in the Gilded Age and their importance to society and culture. Create a poster. Student presentations: In pairs, research and present the history of an invention from the era and create a PowerPoint to share with the class. Student Self-Assessment (SSA) Student self assessment rubric (included at end) Classroom Assessment Technique (CAT): Quick Paper: During the last 10 minutes of class students will write a short paper describing what the most important concept or idea they learned about that day and why they feel it is so important in a
modern context. They should also state what they are still unclear about. Stage 3 Learning Plan Learning Activities: Describe the sequence of teaching and learning experiences that will be used to engage students in developing and demonstrating the desired s. Be sure to identify TRANSITIONS between activities. Opening Activity, warm-up, hook, focus, bellringer: Unit EQ: Lesson EQ: Closure: See SEATS RESOURCES/MATERIALS NEEDED: computers with internet research materials poster board primary documents Daily Plans: Day 1: STANDARD: SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction. ESSENTIAL QUESTION: What is the MOST important concepts or skills? With key questions if necessary. What was the legacy of the Civil War post- Reconstruction and how did this influence a changing America?
Activating Strategy: How will you activate your lesson or link to prior knowledge? What s the hook? (Examples: KWL, work maps, Wordsplash, etc.) TEACHING What instructional strategies will you use in your lesson? (Examples: graphic organizer, distributed guided practice, distributed summarizing, collaborative pairs) TEACHING MODULE: What will YOU do? What will the students do? SUMMARIZING How will students summarize what they are learning during the lesson and at the end? (Examples: Ticket out the Door, 3-2-1, etc. Answer the EQ) RE-TEACHING FOCUS AND STRATEGY (if necessary) Day 2: Opener: Ask students to write a short paragraph about what they think the picture is of. (Map of Reconstruction on PowerPoint) (5 min) Video: http://video.about.com/history1800s/profile-of-the-reconstruction-era.htm (1:34 min) Lecture with PowerPoint on Constitutional Amendments and the racist groups (KKK) and racist legislation (Black Codes) (15 min) Board= Paper strategy Collaborative group activity: Split students into 3 groups. Have students read and then act out life before and after the 13th, 14th, and 15 amendments. (10 min for students to plan and 3-4 min per group to perform for class: aprox 20 min) Everybody Write: Describe the social trends from the Civil War that continued in Reconstruction. (3-5 min for writing) Quick discussion: (5-7) Ticket out the door: What do you understand best about this era? What do You still not understand about this era? graphic organizer (would edit slightly): http://schools.paulding.k12.ga.us/ischooldistrict/media/files/2495/unit%205%20grap hic%20organizer%204.pdf Sample key to organizer: http://internet.savannah.chatham.k12.ga.us/schools/ebs/faculty/ivey/shared%20doc uments/8th_ss8h6%20go%20reconstruction%204.pdf STANDARD: SSUSH11 The student will describe the economic, social, and geographic impact of the growth of big business and technological innovations after Reconstruction. a. Explain the impact of the railroads on other industries, such as steel, and on the organization of big business. b. Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor.
c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies. ESSENTIAL QUESTION: What is the MOST important concepts or skills? With key questions if necessary. Activating Strategy: How will you activate your lesson or link to prior knowledge? What s the hook? (Examples: KWL, work maps, Wordsplash, etc.) TEACHING What instructional strategies will you use in your lesson? (Examples: graphic organizer, distributed guided practice, distributed summarizing, collaborative pairs) TEACHING MODULE: What will YOU do? What will the students do? SUMMARIZING How will students summarize what they are learning during the lesson and at the end? (Examples: Ticket out the Door, 3-2-1, etc. Answer the EQ) Why did industry take off at the end of the Reconstruction era? Did railroads facilitate industrialization or did industrialization facilitate railroads? What repercussions did this have? Opener: K-W-L chart on industry in Gilded Age (5 minutes) http://www.youtube.com/watch?v=raruff8apme (3:30 min) Discuss chart and video (5 min) Jigsaw on industry: skill builder on resources: students research the railroads/steel/ oil/ textiles/ agriculture industries. They should look for the uses of these industries, who made them a big business, where these were located, who worked in these industries and how the industry changed during the Industrial Era. (40 min in computer lab) Ticket out the door: Do you have any questions about the jigsaw project? Will be addressed at the beginning of the next class. RE-TEACHING FOCUS AND STRATEGY (if necessary) Day 3: STANDARD: SSUSH11 The student will describe the economic, social, and geographic impact of the growth of big business and technological innovations after Reconstruction. a. Explain the impact of the railroads on other industries, such as steel, and on the organization of
big business. b. Describe the impact of the railroads in the development of the West; include the transcontinental railroad, and the use of Chinese labor. c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies. ESSENTIAL QUESTION: What is the MOST important concepts or skills? With key questions if necessary. Why did industry take off at the end of the Reconstruction era? Did railroads facilitate industrialization or did industrialization facilitate railroads? What repercussions did this have? Was reform in the Industrial Age necessary? Why or why not? Activating Strategy: How will you activate your lesson or link to prior knowledge? What s the hook? (Examples: KWL, work maps, Wordsplash, etc.) Address issues of previous day (1-2 min) Give students poster and marker to create visual on their industry (15 min) TEACHING What instructional strategies will you use in your lesson? (Examples: graphic organizer, distributed guided practice, distributed summarizing, collaborative pairs) TEACHING MODULE: What will YOU do? What will the students do? SUMMARIZING How will students summarize what they are learning during the lesson and at the end? (Examples: Ticket out the Door, 3-2-1, etc. Answer the EQ) Jigsaw: Students present poster in a jigsaw format. (25 min) Class discussion of what the learned (10 min) Ticket out the door: What do you think the most important invention of all time is? Why? RE-TEACHING FOCUS AND STRATEGY (if necessary) Day 4: STANDARD: SSUSH11 The student will describe the economic, social, and geographic impact of the growth of big business and
technological innovations after Reconstruction. d. Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures, and the phonograph, and their impact on American life ESSENTIAL QUESTION: What is the MOST important concepts or skills? With key questions if necessary. Activating Strategy: How will you activate your lesson or link to prior knowledge? What s the hook? (Examples: KWL, work maps, Wordsplash, etc.) TEACHING What instructional strategies will you use in your lesson? (Examples: graphic organizer, distributed guided practice, distributed summarizing, collaborative pairs) TEACHING MODULE: What will YOU do? What will the students do? SUMMARIZING How will students summarize what they are learning during the lesson and at the end? (Examples: Ticket out the Door, 3-2-1, etc. Answer the EQ) RE-TEACHING FOCUS AND STRATEGY (if necessary) Day 5: STANDARD: How did these inventions change American life and culture? Discuss why students chose the inventions they did in the closing strategy of the previous day and ask them to put themselves in the place of a person living in the early 20th century. What would be the most important invention to them then? Everybody writes (10 min) Show silent film clip: http://www.youtube.com/watch?v=klqcqc3arcu (5 minutes) Carousel walk: have students split into groups and research the automobile, light bulb, phonograph and motion pictures. The expert will stay in place while other group members fill out the worksheet. The group should research who the inventor was, what circumstances led to the invention, public reception of the invention, and the popularity of the invention. (15 min to research and 10-12 to travel.) Answer questions (5-10 min) Ticket out the door: Answer essential question. Which of these inventions do you think had the biggest impact on American society? (5min) PowerPoint Lecture with photos and maps (only use slides/photos of area students are struggling with): http://www.slideshare.net/rfair07/hist1302ch16the-gilded-age SSUSH12 The student will analyze important consequences of American industrial growth. a. Describe Ellis Island, the change in immigrants origins to southern and eastern Europe and the impact
of this change on urban America. c. Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee. d. Describe the 1894 Pullman strike as an example of industrial unrest SSUSH14 The student will explain America s evolving relationship with the world at the turn of the twentieth century. a. Explain the Chinese Exclusion Act of 1882 and anti- Asian immigration sentiment on the west coast. ESSENTIAL QUESTION: What is the MOST important concepts or skills? With key questions if necessary. How did immigration effect industrialization? What was the relationship between industry and the labor force in the early Twentieth Century? Activating Strategy: How will you activate your lesson or link to prior knowledge? What s the hook? (Examples: KWL, work maps, Wordsplash, etc.) TEACHING What instructional strategies will you use in your lesson? (Examples: graphic organizer, distributed guided practice, distributed summarizing, collaborative pairs) TEACHING MODULE: What will YOU do? What will the students do? SUMMARIZING How will students summarize what they are learning during the lesson and at the end? (Examples: Ticket out the Door, 3-2- 1, etc. Answer the EQ) Show pictures of immigration and industrialization. Ask students to describe the scene. (10 min) Graphic organizer of immigrant groups and where they settled and why. (15 min) Show video of Pullman strike/ labor unrest. (5 min) Have students act out a labor strike. Give them the script. (20 min) What was the emotional response of acting out a strike? Classroom Assessment Technique (CAT): Quick Paper: During the last 10 minutes of class students will write a short paper describing what the most important concept or idea they learned about that day and why they feel it is so important in a modern context. They should also state what they are still unclear about. RE-TEACHING FOCUS AND STRATEGY (if necessary)
Day 6: STANDARD: ESSENTIAL QUESTION: What is the MOST important concepts or skills? With key questions if necessary. SSUSH12 The student will analyze important consequences of American industrial growth. c. Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee. SSUSH14 The student will explain America s evolving relationship with the world at the turn of the twentieth century. a. Explain the Chinese Exclusion Act of 1882 and anti-asian immigration sentiment on the west coast. How did the desire for manifest destiny influence the treatment of minorities? What was the mentality of racism that grew in the Industrial Age? Why did the Industrial Age lead to the Civil Rights movement? Activating Strategy: How will you activate your lesson or link to prior knowledge? What s the hook? (Examples: KWL, work maps, Wordsplash, etc.) TEACHING What instructional strategies will you use in your lesson? (Examples: graphic organizer, distributed guided practice, distributed summarizing, collaborative pairs) TEACHING MODULE: What will YOU do? What will the students do? SUMMARIZING How will students summarize what they are learning during the lesson and at the end? (Examples: Ticket out the Door, 3-2-1, etc. Answer the EQ) Show a modern political cartoon. Ask for students description and interpretation. (5 min) Short lecture on westward migration (12 min) Group work analyzing anti- Chinese political cartoon (20 min) Have students read Native American speeches and US government speeches and discuss their perspective (15 min) Ticket out the door: Are political cartoons still relevant today? Why were they so important in the early 1900s? RE-TEACHING FOCUS AND
STRATEGY (if necessary) Day 7: STANDARD: *Assessment Day* ESSENTIAL QUESTION: What is the MOST important concepts or skills? With key questions if necessary. Activating Strategy: How will you activate your lesson or link to prior knowledge? What s the hook? (Examples: KWL, work maps, Wordsplash, etc.) TEACHING What instructional strategies will you use in your lesson? (Examples: graphic organizer, distributed guided practice, distributed summarizing, collaborative pairs) TEACHING MODULE: What will YOU do? What will the students do? Assessment: Goal: Help create an exhibit in the new Museum of the Gilded Age to show the contributions of key minority groups. Role: You are an exhibit creator for a museum. Audience: Your audience is the museum board of directors and the public. Situation: You have been asked to create a museum exhibit based on race and gender in the Gilded Age. You will plan an exhibit that shows why the group immigrated (if they did), what struggles they faced, how they were viewed by others, and their contributions to industrialization. Product performance and purpose: You need to create a plaque that explains why the group immigrated (if they did), what struggles they faced, how they were viewed by others, and their contributions to industrialization. Then, you need to include a list of artifacts that would be used to help the public visualize their lifestyle. For example, pictures, newspapers, signs, letters, etc. Standards and criteria for success: Your museum exhibit plan should include: a clear and thorough explanation of key contributions, struggles and motivations for your group and accurate artifacts that illustrate your groups lifestyle.
SUMMARIZING How will students summarize what they are learning during the lesson and at the end? (Examples: Ticket out the Door, 3-2-1, etc. Answer the EQ) RE-TEACHING FOCUS AND STRATEGY (if necessary) Student Self-Assessment (SSA) Group Work: Self-Evaluation Form: Name: Date: Activity: Members of your group: Use the following form to assess your performance in your group. Circle the appropriate number after each statement. Submit this form along with the peer assessment rubrics for each individual in the group. Rating Scale: 0 = Major difficulty, 1 = Needs improvement, 2 = Fair, 3 = Good, 4 = Excellent
1) I participated in the group activities. 0 1 2 3 4 2) I listened to others in the group. 0 1 2 3 4 3) I helped and encouraged others in the group 0 1 2 3 4 4) I stayed on the task assigned. 0 1 2 3 4 5) I worked well with other group members. 0 1 2 3 4 6) I did not dominate the group discussion. 0 1 2 3 4 Add all the circled numbers for a total score. Score out of 24 = What I am satisfied about in my performance in the group: What I can do to improve my performance in future group work: Additional comments: Performance Task Rubric: Museum Exhibit Category: 5 3 2 1 Plaque Content: Plaque shows an exemplary of the contributions of the group to industry and society and illustrates that group s motivations Plaque shows a good of the contributions of the group to industry and society and illustrates that group s motivations Plaque shows a basic of the contributions of the group to industry and society and acknowledges that group s motivations Plaque shows little of the contributions of the group to industry and society or that group s motivations and struggles.
and struggles well. and struggles. and struggles. Perspective: The exhibit shows not only the assigned group s perspective but also shows an exemplary of how that group was viewed by the rest of American society The exhibit shows not only the assigned group s perspective but also shows an good of how that group was viewed by the rest of American society The exhibit shows the assigned group s perspective and aspects of other groups perspective of that group The exhibit shows only the assigned group s perspective Clarity and organization: The exhibit is clearly worded and easy to follow. The exhibit is very well organized. The exhibit is clearly worded and has basic organization. The exhibit is manageable but with little organization. The exhibit is confusing and disorganized. Artifacts: Artifacts show exemplary of the group they depict and are clearly tied to the content Artifacts show a good of the group they depict and are tied to the content Artifacts show a basic of the group they represent Artifacts are not tied to the group they represent Documentation: Students use 5+ sources and cite them appropriately Students use 4 sources and cite them appropriately Students use 3 sources and provide citation A= 25-20. B= 19-15. C= 14-10 F= less than 10 Students use fewer than 3 sources or provide no citation