District 11 Educational Support Services
Social Studies


 

U.S. History Reconstruction to Present: Big Business, Immigration and Labor (10 days)

Course Number: SS.USHST3

                                                                                                           
Overview

View the Video Introduction of the American Industrial Revolution. The continuation of this revolution in the last half of the 19th century involved major changes in agriculture, manufacturing, and transportation and had a profound effect on socioeconomic and cultural conditions. Low wage, low skill factory jobs paved the way for increased immigration to American cities as waves of immigrants came to America.  Jobs were also performed by child laborers, another example of the consequences of technological innovation. 

For Teachers
Quarter 1  2
Quarter 3  4
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Course Overview

Standards

Enduring Understandings

  • Chronology organizes history and increases understanding of historical relationships.
  • Using historical data, events in history can be analyzed from multiple perspectives.
  • Societies are diverse and change over time.
  • Economic, scientific and technological developments impact human interactions.
  • Political power has been acquired, maintained, used and/or lost among various cultures throughout history
  • Religious and philosophical ideas have been powerful societal forces.
  • Maps, charts, and graphs are used to acquire, process and report information about people, places and environments.

  • Human migration impacts cultural development of societies.

  • Human and physical systems interact and impact one another.

Essential Questions

  • Where did the Industrial Revolution begin?  Why there?  What were its regional and worldwide effects?

  • What were the social and economic effects of the Industrial Revolution?

  • How did economic philosophies develop and impact the Industrial Revolution? How did philosophical perspectives differ?

Standards and Benchmarks

History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.    
Benchmark B: Students use chronology to organize historical events and people.
History  2: Students know how to use the processes and resources of historical inquiry.
Benchmark 2ormation (e.g., letters, diaries, literature, text, newspaper, art, music, technology, oral history, interviews).
History 3: Students understand that societies are diverse and change over time.
Benchmark  B: Students understand the history of social organization in various societies.
History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
Benchmark  A: Students understand the impact of scientific and technological developments on individuals and societies.
History  5: Students understand political institutions and theories that developed and changed over time.
Benchmark C: Students know how political power has been acquired, maintained, used and/or lost throughout history.
History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark  C: Students know how various forms of expression reflect religious beliefs and philosophical ideas.
Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Benchmark  A: Students know how to use maps, globes, and other geographic tools to acquire, process and report information from a spatial perspective.
Geography  2:  Students know the physical and human characteristics of places, and used knowledge to
Benchmark B:  Students know how and why people define regions.
Geography  4:  Students understand how economic, political cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark E: Students know how cooperation and conflict among people influence the division and control of the earth's surface.
Geography 5: Students understand the effects of interactions between human and physical systems and changes in meaning, use, distribution, and importance of resources.
Benchmark  B: Students know how physical systems affect human systems.

D-11 Social Studies Indicators 

History

  1. Chronology/Cause & Effect: Determine cause and effect relationships based on organizing major historical and/or current events chronologically.
  1. Historical Inquiry: Utilizing multiple perspectives, analyze and question historical data from primary and secondary sources during major historical eras.
  1. Diverse and Changing Societies: Evaluate the impact of interactions and contributions of diverse peoples and cultures on past and current societies.
  1. Science, Technology, and Economic Activity:  Evaluate the impact of economic, scientific and technological developments on human interactions.
  1. Political Institutions and Theories: Analyze how political power has been acquired, maintained, used and/or lost among various cultures throughout history. 
  1. Religious and Philosophical Ideas: Determine how societies have been affected by religious and philosophical ideas.

Geography

  1. Use and Construction of Geographic Tools: Analyze maps, globes, charts, graphs, and databases to acquire, process and report information about people, places and environments. [G1]
  1. Characteristics of Place and Region: Use physical and human characteristics to define regions important in human history.[G2]
  1. Patterns of Human Population and Interaction: Analyze the physical and cultural impact of human migration.[G4]
  1. Human and Physical Systems:  Evaluate how human and physical systems interact and impact one another.[G5]

Sample Lessons

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:

Lesson 1: Let There Be Light - The Expansion of American Industry

 Duration: 1 class period

  • Standard H2: Students know how to use the processes and resources of historical inquiry.
  • District Indicator: Utilizing multiple perspectives analyze and question historical data from primary and secondary sources during major historical eras.
  • Enduring Understanding: Using data, events in history can be analyzed from multiple perspectives.
  • Essential Questions: How can events in history be analyzed from multiple perspectives?
  • Assessment: . Which invention had the greatest impact on the people of that time period, and why? Typewriter, phonograph, telegraph, telephone, Bessemer Steel Process, or photography

Activities

  1. Identify and describe inventions and their impact on society

  2. How does one invention often lead to others? Have students describe some of the inventions and refinements that resulted from new technology and explain how they affected people and industry. e.g., light bulb, typewriter, phonograph, telegraph, telephone Bessemer Steel Process, photography

Resources
 Pathways: Chapter 6 – Pathways internet resources @ America: Pathways to the Present, Problem Solving Group Work basic instructions; McDougal Littell: The Americans: Reconstruction to the 21st Century.  

Differentiation
Support: ELL/SpEd - Use Cornell Notes listing unknown terms and definitions.
Extension: Take one invention and describe what the world would be like if we did not have the invention.

Lesson 2: My How You’ve Grown - Growth of Big Business
 
Duration: 1 class period

  • Standard H2: Students know how to use the processes and resources of historical inquiry.
  • District Indicator: Utilizing multiple perspectives analyze and question historical data from primary and secondary sources during major historical eras.
  • Enduring Understanding: Using data, events in history can be analyzed from multiple perspectives.
  • Essential Questions: How can events in history be analyzed from multiple perspectives?
  • Assessment: Prompt: Have students describe a “mom and pop” business. Then have them describe a “big business.” Explain similarities and differences between the two

Activities

  1. Identify 5 large big businesses we have in the world today and express thoughts on how they got so large.

  2. Discuss the concept of “mom and pop” businesses and why they stay/want to stay small.

  3. Identify how business organization changes of the late 19th century brought both great wealth and great hardship to the country.

Resources
 Pathways: Chapter 6 – Pathways internet resources @ America: Pathways to the Present, Problem Solving Group Work basic instructions; McDougal Littell: The Americans: Reconstruction to the 21st Century.  

Differentiation
Support: ELL/SpEd- Identify one big business, draw the logo (e.g., McDonalds), and express thoughts on how it got so large; Cornell Notes listing unknown terms and definitions
Extension:  – During this period of history, If a person owned a small business, how would he deal with the competition from the big business?

Lesson 3: I've Been Robbed! Robber Barons

Duration:  2 class periods

  • Standard H2: Students know how to use the processes and resources of historical inquiry.
  • District Indicator: Utilizing multiple perspectives analyze and question historical data from primary and secondary sources during major historical eras.
  • Enduring Understanding: Using data, events in history can be analyzed from multiple perspectives.
  • Essential Questions: How can events in history be analyzed from multiple perspectives?
  • Assessment: : Which “robber baron” was most successful and why?

Activities

  1. Research robber barons on the Internet.

  2. Identify 3 robber barons from the 19th century.

  3. Of the three robber barons, pick one to write a one page biographical report .

  4. In triads, share biographical information.

Resources
 Pathways: Chapter 6 – Pathways internet resources @ America: Pathways to the Present,
Computer lab for 2 class periods
McDougal Littell: The Americans: Reconstruction to the 21st Century.  

http://www.raken.com/american_wealth/Gilded_age_index4.asp
http://history.sandiego.edu/gen/soc/robber-barons.html
http://www.socialstudieshelp.com/Lesson_44_Notes.htm
http://mclibrary.nhmccd.edu/history/jpmor.html

Differentiation
Support: ELL/SPED- Write a biographical paragraph on one robber baron's accomplishments
Extension: You are a reporter interviewing a robber baron. What do you want to find out about this person, and what would your interview questions be?

Lesson 4: Work, Work, Everybody’s Gotta Work - Working Women and Children in the 19th Century

 Duration: 2 class periods

  • Standard H2: Students know how to use the processes and resources of historical inquiry.
  • District Indicator: Utilizing multiple perspectives analyze and question historical data from primary and secondary sources during major historical eras.
  • Enduring Understanding: Using data, events in history can be analyzed from multiple perspectives.
  • Essential Questions: How can events in history be analyzed from multiple perspectives?
  • Assessment: Study the roles of various workers and their labor tasks during this time period. Which task was the most difficult and why? Which was the easiest and why? What hardships were shared by all workers?

Activities
  • Identify pay per task accomplished, pay scale according to job held, marketability of the product, maintenance of quality control, evaluation of the product
  • Students will create a skit illustrating the piecework system
  • Students will be assigned to the following roles: workers, foreman or boss, manager, quality control supervisor, and factory owner
  • Students will acknowledge the frustrations experienced by workers in a piecework system

Resources
 Pathways: Chapter 4 – Pathways internet resources @ America: Pathways to the Present, large sheets of construction paper to create industry products, markers for students use, glue, scissors, rulers.
Problem Solving Group Work basic instructions at  http://www.teachtci.com/forum/psgroupwork.aspx and
http://www.teachtci.com/forum/teachingtips.aspx
How  the Other Half Lives Website book by  Jacob Riis, and Child Labor Pictures
Rand McNally Map of Immigration's Impact

Lesson 5: Strike 1, Strike 2, Strike 3 - Great Labor Strikes

Duration: 3 class periods

  • Standard H2: Students know how to use the processes and resources of historical inquiry.
  • District Indicator: Utilizing multiple perspectives analyze and question historical data from primary and secondary sources during major historical eras.
  • Enduring Understanding: Using data, events in history can be analyzed from multiple perspectives.
  • Essential Questions: How can events in history be analyzed from multiple perspectives?
  • Assessment: Students will write a description of their assigned roles (Pinkerton, scab, anarchist, laborer, immigrant, business owner, union leader) and what they hope to achieve in an industrial dispute. They will present their findings to the class.

Activities

  1. Identify the terms: socialism, anarchism, and labor unions
  2. Students will understand the different perspectives of the parties involved in labor disputes of the late nineteenth century.
    Students will be broken into groups of two to three and assigned a labor group (Pinkerton, scab, anarchist, laborer, immigrant, business owner, union leader).
  3. Students will research, through the text and using technology, what each group hoped to accomplish in an industrial dispute. They will also identify the main barrier(s) that might keep them from reaching the goal.
  4. Students will present their findings in a short essay as well as with a class presentation; student audience will complete a chart that identifies each role, the goal of that group

Resources
 Pathways: Chapter 4 – pathways internet resources @ America: Pathways to the Present, computer lab with internet access McDougal Littell online book The Americans: Reconstruction to the 21st Century.  

Differentiation
Support: – Match terms and definitions. ELL - Cornell Notes listing unknown terms and definitions
Extension: – Use the internet to search for information on the Haymarket Riot. After researching, write a diary entry from the point of view of anarchist. Include an account of the riot, arrest, and feelings about the trial and his pending execution.

 Resources
Child Labor In America 1900-1912: Photo Documentary
Progressive Era City Life
Cartoons of the Gilded Age and Progressive Era
History Channel - Ellis Island
Classroom Debate: Industrialists vs. Labor Activists
Women in the Industrial Age
 The Industrialization of the United States, 1860-1910
Industrial Revolution. The Columbia Encyclopedia, Sixth Edition. 2001
Industrial Revolution
Internet Modern History Sourcebook Industrial Revolution
Immigrants and the Industrial Revolution
 An Instructional Unit The Industrial Revolution - A Turning Point in History
 The Pre-World War I Economy Production and Trade

Parent Resources

As your high school student explores the content in this class, it will open up opportunities to share and discuss your political beliefs, opinions, and personal experiences. Student  will be guided to a deeper understanding of history by identifying the underlying philosophies and beliefs that led to historic events. Notice the Enduring Understandings and Essential Questions listed for each unit. They provide opportunities for discussion with your young adult. 

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