Grade 10 Unit 2 Growth, Change and Expansion

West Haven Public Schools

Unit Planning Organizer

Subject:  U.S. History                                          

Grade:  10

Unit:  Growth, Change and Expansion           

Pacing:  Two Weeks

Essential Questions:

  1. What factors contributed to America’s industrial/technological growth during this time period?
  2. What were the benefits and challenges relating to immigration and a diverse American society at the turn of the 20th century?
  3. Was American imperialism more beneficial or harmful?

Big Ideas:

  1. Scientific and technological developments affect people’s lives, the environment, and transform nations.
  2. Societies are diverse, create various perspectives, contributions and issues.
  3. Democratic societies must balance the rights are responsibilities of itself while keeping in mind an international perspective.

CT State Standards

Priority:

1.1.10:  Analyze the impact of technology and scientific discovery on American society.

1.1.9:  Assess the significance of the evolving heterogeneity of American society.

1.1.3:  Trace the changing role of American participation and influence in world affairs.

Supporting:

1.1.1:  Describe the forces of migration within the United States.

1.1.4:  Explain the changing nature of the American economy.

1.1.5:  Assess the influence of geography on the development of the United States.

1.1.6:  Compare and contrast various American beliefs, values and political ideologies.

1.1.7:  Analyze the influence of nationalism on American society.

1.1.8:  Analyze the influence of sectionalism on American life.

1.1.11:  Analyze how the arts, architecture, music and literature of the United States reflect its history and the heterogeneity of its culture.

1.1.12:  Evaluate the role and impact of the individual on historical events.

1.3.1:  Explain how the arts, architecture, music, and literature of a civilization reflect its culture and history.

1.3.3:  Explain the causes and impact of imperialism.

1.3.6:  Compare and contrast economic systems across historical time periods.

1.3.8:  Analyze the impact of technological and scientific changes on civilizations.

1.3.12:  Evaluate the impact of major belief systems on societies and nations.

1.4.2:  Use maps, charts and graphs to analyze how geographic location and resources influenced historical and contemporary imperialism.

1.4.3:  Analyze how geographic location and physical features have influenced national histories.

1.5.2:  Analyze how a specific environment has influenced historical developments in a region of the United States.

1.6.2:  Analyze the influence of geography on the development of the United States.

1.6.3:  Analyze patterns of migration both within and among nations.

1.6.4:  Analyze man-made factors that cause human movement.

1.7.1:  Compare and contrast how different national governments throughout the world attempt to meet the needs of their citizens.

1.8.1:  Describe examples of laws that have been modified to meet the changing needs of society.

1.8.2:  Explain factors that contribute to making and implementing laws in different government systems.

1.11.2:  Analyze how government activity can influence an individual’s economic decisions.

 

“Unwrapped” Concepts and Skills, and Bloom Levels (BL)

Concepts(Need to Know)

Skills(Able to Do)

BL

-Impact of technology and scientific discovery on American society

      *new inventions

      *spread of industrialism

      *factory and city life

      *Social Darwinism

 

-Significance of the evolving heterogeneity of American society

      *immigration

      *culture

      *new ideas

 

-Changing role of American participation and influence in world affairs

       *imperialism/colonialism

       *international police force

 

 

-Evaluate

 

 

 

 

 

 

-Assess

 

 

 

 

 

-Trace

5

 

 

 

 

 

 

5

 

 

 

 

 

4

Assessments

Common Formative Pre- Assessment:

-Pretest

 

“Dipsticks”:

-Homework

-In class individual and small group work

-Quizzes

-Q and A

-Closure Activities

 

Common Formative Post- Assessment:

-Unit Test

Instructional Planning

Suggested Resources/Materials:

Textbook

Primary/Secondary Sources

Map Activity

Graphic Organizer

Videos

Power Point/Smartboard

Computers

Student Created Posters

 

Suggested Research-based Effective Instructional Strategies:

Robber Baron vs Captains of Industry, Political Cartoon Analysis (Industrialization), Immigration Journals, Tenement Re-creation Activity, Child Labor Diaries, Maps/Travel Guides, Ads for Inventions, Seeds of Change (The Century)

Vocabulary/Word Wall

Enrichment/Extension

Interdisciplinary Connections

Manifest destiny, Texas, Alamo, Mexican War, Indian Wars, Sitting Bull, Crazy Horse, George Custer, Little Big Horn, Wounded Knee, segregation laws, Plessy vs. Ferguson, Jim Crow laws, grandfather clause, poll tax, literacy test, transcontinental railroad, Union and Central Pacific Railroads, Bessemer Process, Andrew Carnegie, US Steel, John D. Rockefeller, Standard Oil, Sherman Anti-Trust Act, laissez faire capitalism, Adam Smith, urbanization, mass transportation, skyscrapers, ghettos, women’s suffrage, Gilded Age, William Seward, Alaska purchase, yellow journalism, Spanish-American War, USS Maine, Philippines, Theodore Roosevelt, Rough Riders, Hawaii, Puerto Rico, Guam,  big stick policy, Panama Canal, Roosevelt Corollary, Great White Fleet, William Howard Taft, dollar diplomacy

-U.S. History Map Activities, Overseas America 1867-1940 (p. 41)

-Nysrtom Atlas of U.S. History=

   *Becoming an Industrial Nation, p. 70-71

   *Spanish American War, p. 72-73

   *Immigration, p. 74-75

-Zinn, Chap. 11, “Robber Barons and Rebels”, p. 187

-Zinn, Chap. 12, “The Empire and the People”, p. 219

-Literature:  “The Jungle”, Upton Sinclair

-Math:  Create Immigration Charts showing numbers entering the U.S. and from where

-Science:  Research the impact of infectious diseases on Native American populations