Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• 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 - most important “big picture” questions students should be able to answer after completing learning activities.

• 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?

• Research - how can one determine the reliability of history resources, identify points of view or biases?
• Analysis - what strategies are useful in analyzing conflicting interpretations of history?

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.

2. Historical Inquiry: Utilizing multiple perspectives, analyze and question historical data from primary and secondary sources during major historical eras.

3. Diverse and Changing Societies: Evaluate the impact of interactions and contributions of diverse peoples and cultures on past and current societies.

4. Science, Technology, and Economic Activity:  Evaluate the impact of economic, scientific and technological developments on human interactions.

5. Political Institutions and Theories: Analyze how political power has been acquired, maintained, used and/or lost among various cultures throughout history. 

6. Religious and Philosophical Ideas: Determine how societies have been affected by religious and philosophical ideas.

Geography

7. 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]

8. Characteristics of Place and Region: Use physical and human characteristics to define regions important in human history.[G2]

9. Patterns of Human Population and Interaction: Analyze the physical and cultural impact of human migration.[G4]

10. Human and Physical Systems:  Evaluate how human and physical systems interact and impact one another.[G5]

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

The Expansion of American Industry Sample Lesson Plans

1. The Industrial Revolution
2. Thomas Edison
3. Great American Inventors
4. American Inventions
5. The Telegraph and other Inventions
6. Alexander Graham Bell
7. Transcontinental Railroad
8. The Railroad Industry
9. The Brooklyn Bridge
10. Andrew Carnegie
11. The Captains of Industry
12. Social Darwinism, Imperialism
13. The Antitrust Act
14. Child Labor in the Industrial Revolution - see samples of student-created presentations in which students express opinions about issues during the Industrial Revolution. Technology is a two edged sword, with a beneficial side and a destructive side.

Parent Resources