1 Unit Title: Industrialization, Urbanization, Immigration, and Progressivism Teachers: Course: U.S. History Grade: 11 th Grade.

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Unit Title: Industrialization, Urbanization, Immigration, and Progressivism

Teachers:

Course: U.S. History

Grade: 11th Grade

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Enduring Understanding(s): Students will understand how the forces of industrialization, immigration, and urbanization, transformed the United States from an agrarian society to a modern industrial nation and the problems and reforms that followed that transformation.

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Essential Question(s):

1. How did America become modern?

2. How did America Change? (Socially and Technologically)

3. How have the forces of industrialization, immigration, and urbanization, transformed the United States from an agrarian society to a modern industrial nation and what are the problems and reforms that have followed that transformation?

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Summative Assessment: Option #1 – “Our Candidate for Governor”In a group, students will create a candidate for governor and write a party platform based on a social issue.Students must trace the historical roots of the issue to progressivism. Your campaign will include a presentationof your party platform that may be done in on following two ways:

A speech with a campaign posterVideo campaign commercial and outline

Make sure to include the following:1. Define the problem or issue and its importance to the progressive era and today2. Outline your solutions or what should be changed or what you would like to see happen3. So what? Explain why this is important.4. Your vision? Explain how this would make life better.5. Support your argument or position with evidence.6. Last, but not least be creative! Have fun and enjoy expressing your voice!

Option #2 – “My Favorite Invention”Individually, students can choose one invention from the industrial revolution and explain how it was created

andanalyze its effect on the American society. Students will compare the invention to a modern equivalent or

createa new invention that illustrates the invention’s use and impact. Students must demonstrate how the inventionwas originally created using a poster or model and must include a written analysis of its impact on our society.

Make sure to include the following:1. Explanation of what the invention is and how it works2. A model or poster board displaying the invention3. Analysis and explanation of the invention’s importance4. Explanation of how the invention changed people’s lives and what the world would be like if it was not made.5. Last, but not least be creative! Have fun!

Total Points: 100

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Summative Assessment Criteria/Rubric: Rubric – “IIUP” Summative Assessment Rubric 100 points Total Points

Earned:______________The summative project for the industrialization, immigration, and progressivism has the following rubric:

A. Part 1 – CreativityPresentation or invention is creatively displayed. Great Good Not YetTopic or invention is original. Great Good Not YetPresentation or display illustrates topic in a unique way with a strong sense of originality. Good Great Not YetPresentation or display is stimulating and entertaining and connects with the audience. Good Great Not YetTotal for this Part: 20 – 18 17 – 14 Re-Do

B. Part 2 – Display or Presentation (Commercial or Poster)Display offers an in depth discussion of the topic. Great Good Not YetCommercial or poster makes a compelling and convincing argument. Great Good Not YetDisplay or presentation is neat and organized. Great Good Not YetPresentation or display is enjoyable to look at or watch. Great Good Not YetTotal for this Part: 40 – 36 35 – 28 Re-Do

C. Part 3 – Content and AnalysisProject gives historical context to the issue or invention by making sure that it connects with actual historyArguments from display, presentation, and paper leave the audience with something to think about.Importance of invention or issue and its impact is evaluated. Great Good Not YetArguments from display, presentation, and paper are supported with evidence. Great Good Not YetArguments or information is presented in a logical, clear, and organized manner. Great Good Not YetCampaign commercial outline or paper is well written with few errors. Great Good Not YetTotal for this Part: 40 – 36 35 – 28 Re-Do

Comments:

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Unit Chunks: Chunk Method Days

Introduction to Unit: Present UBD plan to students, KWL, and Focus Questions: What does it mean to be industrial? What are the effects of the I.R.?

Discussion/Lecture 1

Natural Resources and Inventions Book Questions 2

Is this Progress? Industrialization, and the Environment, Unions, and Big Business

Chart Costs and Benefits

“Roger and Me”

American Issues Chapter 17

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Immigration Paideia Seminar “Policy”, “The New Americans” Video, Push/Pull Theory, “Treacherous Crossing”, Ellis Island

Artifacts, “El Norte”

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Growth of Cities and Urbanization Book Questions 1

Politics, the Political Machine, and the Gilded Age

Book Questions and Cartoons 1

Segregation, Discrimination, and Racism DuBois vs. Washington Articles 2

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Unit Chunks Continued:

Chunk Method Days

The Origins of Progressivism Graphic Organizer Triangle Shirtwaist Company Fire The

Jungle

Fast Food Nation

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Women and the Progressive Movement “Senaca Falls” Declaration 1

Children and the Progressive Movement Primary Sources – “Children in the Mines”

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Teddy Roosevelt and the Square Deal “Progressivism and the Republican Roosevelt”

PBS Video – “Teddy Roosevelt”

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Summative Assessment Student Research and Presentations

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