Digital Unit Plan Template

Unit Title: The Second Industrial Revolution Name: Frank-Robert Akubuilo

Content Area: U.S. Grade Level:11th grade
CA Content Standard(s)/Common Core Standard(s):

CCSS.ELA-Literacy.RH.11-12.1:

Cite Specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the
text as a whole.

1. Students will be able to analyze the relationships among the rise of industrialization, large scale rural-to-urban migration, and massive immigration
from Southern and Eastern Europe

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.

2. Students will be able to track the change of landscape, as well as analyze the development of cities divided according to race, ethnicity, and class.

CCSS.ELA-Literacy.RH.11-12.7:

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitively, as well as in words) in order to
address a question or solve a problem.

3. 3. Students will examine the effects of political programs and activities of Populists.

Big Ideas/Unit Goals:

For students to gain understanding on the key effects of industrialization, especially on the living and working conditions including the portrayal of working
conditions for women, children, and immigrants.

To understand why the landscape changed, and why the growth of cities increased with the growth of industry and trade.

To find the answer to the question; "how were the different races and ethnicities divided during the industrial age, and how did this effect relations amongst
them?

Which political parties, movements, and key individuals came to prominence at the dawn of the industrial age, and what decisions did they make to spark
change?
Unit Summary:
Have you ever sat down to look at the technological marvels that exists in America today? How did we get to this point in time where we have endless information
at our fingertips, and resources such as food, medicine, and the accessibility of jobs are just a click away?

For us to come up with the answers to those questions, we must first investigate the origins of our industrial past. Almost everything that you use today contains
elements of industry that escapes our mind. From our daily use of phones and the parts that make it work, to the gas that propels our vehicles to work and school,
industry plays a HUGE part in our daily lives.

This unit will cover the early origins of American industry, and further investigate the situations and incidences that made America the industrial giant that it is
today. Students will learn about the immigrants that came from Eastern and Southern Europe to America during the early 1890's. Furthermore, students will
read about key figures in American history who have helped shape the definition of industrial might. Students will analyze primary, and secondary sources
pertaining to American industry from the late 1870’s to the present, as well as coming up with their own conclusions as to what drove America towards industrial
dominance.

Assessment Plan:
Entry-Level: Present new information to students,
in the form of lecture, followed by question and
answer period in which students' knowledge will be
thoroughly analyzed.
Formative: Distribute anecdotes as well as
introduce students to a specific website in which
they will use to pull information from as well as
picking 4 themes to create their cluster maps.
Students will then be responsible for creating
cluster maps in which they will put their central
theme in the middle, and write accompanying
words that come to mind after choosing that word.
Summative: First students will create an outline
before crafting their essays and focus on the 3 main
functions for the Industrial Revolution. After this is
done, they will begin to write their
final paper on the "3 aspects of the industrial age
that changed America for
the better." As well as quiz on the general
knowledge of the Industrial age based on readings.

Lesson 1 (Teacher Lecture)

Student Learning Objective:
The class as a whole will be
able to decipher, through a
vast amount of knowledge
and information from the
second industrial
Acceptable Evidence
(Assessments): Students
will listen and take notes to
the interactive lecture that I
will present to them via
Prezi. After, they will do a
Lesson Activities: The main concepts will be written down on the board as I am going through my lecture
so that students will know what main themes were important. Students will engage in an open air
discussion as to what key ideas they think was important during the American industrial revolution.
During my presentation, I will stop at certain key points and go into depth as to why I think that particular
concept is important. At the end of my presentation, we will discuss the importance of the industrial and
revolution and discuss the importance of immigrants entering the country.
revolution, which worksheet based on the
information is important lecture that answers
and how they could use specific questions. This will
those important themes to be collected after class.
move to the next project.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities: Students will use the scavenger hunt type game to find the answers to the specific
At the end of this lesson the Students can use the questions that are asked in each section. Students will find that they will get the main ideas from the
student will be able to use a answers that they find on questions posed. Furthermore, it will get students used to finding the main ideas that are needed to have
variety of websites in order the worksheet to have in for the final paper that they will do on this unit.
to retrieve the important their notes for future
facts from each of them. assignments. Students will
have illustrations done on
Students will use the this assignment to help
computers, and use them have a better gauge of
detective like skills to get what to write about in the
the info from the selected future.
websites.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities: Students will access the website and read the instructions detailing them on how to
At the end of this lesson Students, upon creating create a cluster map. Students will use the example to see how to properly create 4 successful maps. Upon
students will read about their cluster maps will completion, students will then get into groups of 4 and then discuss how they were able to find these
the every day life struggles compare and contrast themes, and then compare and contrast each others charts.
of normal people that lived themes that they have
in this time during the chosen with their fellow
Industrial Revolution. classmates to see which
Especially the immigrants ones were prevalent during
that came from Europe. the revolution. I will also
show the students my own
personal cluster map after
they have finished sharing
theirs.
Unit Resources:
1) The industrial revolution a boon to industry, a bane to childhood: https://www.youtube.com/watch?v=KHmqEqJN59o
2) Immigration and the American Revolution from 1886 to 1920: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2760060/
3) The fourth industrial revolution is upon us: https://www.washingtonpost.com/opinions/the-fourth-industrial-revolution-is-upon-us/2017/11/22/5ff97086-cd62-11e7-9d3a-
bcbe2af58c3a_story.html?utm_term=.006b9f1d5b05
4) Primary source on Industrial Revolution: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/industrial-revolution/
5) Interactive: When department stores were new: women in the American city: https://smarthistory.org/elizabeth-sparhawk-jones-shoe-shop-2/
6) Andrew Carnegie and the Robber Barons: https://study.com/academy/lesson/andrew-carnegie-and-the-robber-barons.html
7) The Populists: https://www.khanacademy.org/humanities/ap-us-history/period-6/apush-gilded-age/a/the-populists
8) Video: The Industrial Revolution in the United States: https://ca.pbslearningmedia.org/resource/4276cc1a-017d-4801-8180-de9fe5b956a4/4276cc1a-017d-4801-8180-
de9fe5b956a4/#.WtjaLy7wZdh
9) Boss Tweed: http://www.ushistory.org/us/38d.asp
10) Video: What was the Industrial Revolution? https://www.schooltube.com/video/13e7e70584ec4e98b31e/History%20Channel%20-%20The%20Industrial%20Revolution

Useful Websites:
http://www.ushistory.org/us/25.asp
The Rise of American Industry

https://www.youtube.com/watch?v=Spgdy3HkcSs&t=617s
Gilded Age Politics: Crash Course US History #26

http://www.steamboats.org/history-education/eexplore.html
Interactive Steamboat Model

www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/riseind/city/
Library of Congress