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Unit 3 - Industrialization

A High School U.S. History Learning Module

Learning Module

Course Alignment

This learning module is aligned with EPOL 408 course themes. 

  1. This course draws largely from the utilization of communities of oractice. This was a concept I learned in reading about Wenger's work in this course. The readings on CoPs that were assigned in the course struck me as particularly significant and I have used them widely since hearing of the benefits
  2. The module utilizes elements of asynchronous learning that allow students to learn on their own schedule, within a specific timeframe. The guidelines and course rules are designed to be made explicit in the opening weeks of the course.
  3. The assessment structure of the course draws upon course concepts. One example is an intentional move away from traditional "test" forms of assessment.  Additionally, grades are deemphasized in the exchange for giving students opportunities to engage in activities that will develop 21st-century skills. Similar to the students each term that new to using CG Scholar, there is an expected learning curve.  I observed the patience and support given to me in my EPOL courses and attempted to replicate that same level of support in this module.

Experiential Alignment

This learning module is based on a unit I taught to high school juniors in my US History class. The elements included in the module are some of the aspects of the unit that I have had more success with. The instructor may want to consider changing the length and format of this mini-unit if they have more or less time available. The learners in this course should have access to the internet and a device to complete the assignments.

 

 

Overview & Learning Outcomes

View this section for a brief overview and relevant notes for the instructor. The instructor should also:

  • Share the student side of this section with students at the start of the module in order to prime students for what will be learned. 
  • Be sure they are experts in the material.
  • Review content in end of this module in order to understand where the mini unit is headed. 

This part of the course seems mundane to some learners, but clarifying expectations early on in the unit will assist students in creating higher quality works.

Overview & Learning Outcomes (Learner)

Learner Outcomes

  1. The learner should be able to describe key events before, during, and after the Industrial Revolution
  2. Recognize the contributions of influential individuals
  3. Identify the long-term consequences of these individuals on American society today.
  4. Develop skills in historical perspective techniques through the evaluation of these influential individuals.

Assessment:

Grades will be determined by two measures:

  1. Completing a daily comment related to the essential question of the unit.
  2. Completing a minimum of five updates.  A sixth update can be done for extra credit or to replace a low score from earlier in the module timeline. 
  3. Peer-reviewed group project - Captains of Industry
  4. Post-test.
  5. Participating in daily course discussions. 

Length of Module:

This learning module is intended to cover six full class periods of 45 minutes. Additionally, supplemental resources have been provided for each day so that the instructor can replace learning activities if desired. 

Format:

The first 5 days of the module follow a standard format but vary in the instructional methods utilized. The sixth day is a presentation day for the Captains of Industry peer-reviewed project.

  1. Comment on the daily prompt that is focused on essential questions.
  2. Provide an Update for homework. Updates require students to look up relevant materials, primary sources, or secondary sources as directed in the instructor's prompt each day.
  3. Primary Learning Activity 
  4. Supplemental Learning Activity

Overview & Learning Outcomes (Instructor)

Overview

This learning module is intended for high school juniors in U.S. History. Students in this course will have passed Human Geography and World History courses as freshmen and sophomores. The course is intended to prepare students for the senior-level course, American Government.

This specific unit is focused on the American Industrial Revolution. The unit is intended for high school juniors in a state-required U.S. History course. The population of the class is a general education class. This is relevant for instruction because the teacher must take into account the wide range of abilities that are present in this classroom.

Learner Outcomes

  1. The learner should be able to describe key events before, during and after the Industrial Revolution
  2. Recognize the contributions of influential individuals
  3. Identify the long-term consequences of these individuals on American society today.
  4. Develop skills in historical perspective techniques through the evaluation of these influential individuals.

Assessment

  • Grades will be determined by two measures:

  1. Completing a daily comment related to the essential question of the unit.

  2. Completing a minimum of five updates. A sixth update can be done for extra credit or to replace a low score from earlier in the module timeline.

  3. Peer-reviewed group project - Captains of Industry

  4. Post-test.

  5. Participating in daily course discussions.

Length of Module:

  • This learning module is intended to cover six full class periods of 45 minutes. Additionally, supplemental resources have been provided for each day so that the instructor can replace learning activities if desired.

Format:

  • The first 5 days of the module follow a standard format but vary in the instructional methods utilized. The sixth day is a presentation day for the Captains of Industry peer-reviewed project.
  1. Comment on the daily prompt that is focused on the essential question.
  2. Provide an Update for homework. Updates require students to look up relevant materials, primary sources, or secondary sources as directed in the instructor's prompt each day.
  3. Primary Learning Activity
  4. Supplemental Learning Activity

Notes for Instructor

  • I have two suggestions for methods to reach the higher-level learners in a large classroom that includes lower-level learners as well as special education students.
  1. Challenge these learners to take responsibility for their own learning.
  2. Provide supplemental materials that spark their interest and go beyond the mainstream curriculum taught to the class as a whole.

Illinois Social Studies Standards

  • Below is an image of the Illinois Social Studies Standards which this learning module is framed around. To view standards associated with younger ages than high school, visit the Illinois State Board of Education website at this link: https://www.isbe.net/Documents/K-12-SS-Standards.pdf .
Illinois H.S. Social Studies Standards (https://www.isbe.net/Documents/K-12-SS-Standards.pdf)

This learning module is designed to meet specific ISBE standards including:

  • SS.H.6.9-12. Analyze the concept and pursuit of the “American Dream.”
  • SS.H.7.9-12. Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice.
  • SS.H.8.9-12. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups. Historical Sources and Evidence
  • SS.H.3.6-8.LC. Classify the kinds of historical sources used in a secondary interpretation.
  • SS.H.3.6-8.MdC. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
  • SS.H.3.6-8.MC. Use other historical sources to infer a plausible maker, date, place of origin, and intended audience for historical sources where this information is not easily identified.
  • SS.H.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them.

 

Day 1 Update

For Instructor

  • Notes for Instructor: Review the list of learning activities prior to the class session and adjust as necessary. A supplemental learning activity is provided in case the primary learning activity for the day is not adequate for the period of time available to you. The objectives you seek to meet can also influence whether you decide to substitute in the supplemental activity. Also, you may wish to post the supplemental material to a class website or virtual platform so high-level learners can reach higher levels of thinking.

  • List of Learning Activities

Learning Activity #1 - Update #1 on Essential Questions.

Supplemental Learning Activity -

  • List of Materials for the Instructor:

For Learner

 

 UPDATE #1

  • Is it possible to classify men into “good person” or “bad person” categories? Why or why not?
  • Draw upon course resources and historical examples for your answer.

Directions - Respond to INSTRUCTOR UPDATE #1 by answering the prompt question below and post to google classroom.

UPDATE Requirements :

  • > 200 words
  • Cite one example from resources used in class
  • Provide peers with one supplemental media element to enrich learning.

 

COMMENT Prompt

Are people a “victim of circumstances”? Why or why not? Provide an example from your personal life experiences.

 

 

 

 

 

COMMENT Requirements

  • Comment on the instructor update and then comment on at  least one of your peers' updates each day. (6 total)

  • Respectful and insightful dialogue.

  • > 50 words

 

Learning Activity: 

  • Watch the video clip about the Industrial Revolution.
  • Answer these questions
  1. Was the U.S. the first country to industrialize?

  2. What aided the American Industrial Revolution>

  3. Describe the amount of regulation that U.S. Congress aimed at factories.=

  4. What is a robber baron?

  5. Define monopoly. What were some monopolies of the time?

  • Describe what is occuring in robber baron cartoon #1.

Supplemental Learning Activity

  • Describe what is occurring in robber baron cartoon #1. 
  • Find a third cartoon. Describe what is going on. Elaborate further on what you believe the perspective of the illustrator to be.

Materials and Resources:

  • laptop
  • internet

Learning Activity #1 - 

Media embedded November 8, 2022

 

Supplemental Learning Activity 

  • Describe what you think is being portrayed in these cartoons. If you aren't sure then write some observations.
Robber Baron Cartoon #1 (https://klahowya.ckschools.org/contact_us/teachers/jeff_kreifels/a_p_u_s_history/schedule/robber_barrons--cartoons)

 

Robber Baron Cartoon #2 (https://klahowya.ckschools.org/contact_us/teachers/jeff_kreifels/a_p_u_s_history/schedule/robber_barrons--cartoons)

 

Day 2 Update

For Instructor

Notes for Instructor: Review the list of learning activities prior to the class session and adjust as necessary. A supplemental learning activity is provided in case the primary learning activity for the day is not adequate for the period of time available to you. The objectives you seek to meet can also influence whether you decide to substitute in the supplemental activity. Also, you may wish to post the supplemental material to a class website or virtual platform so high-level learners can reach higher levels of thinking.

 

For Learner

UPDATE #2 - Was Andrew Carnegie more beneficial or harmful to society and the overall well-being of Americans?

Directions - Respond to the INSTRUCTOR UPDATE and be sure to adhere to the requirements seen below. Comment on the instructor update (6 total). Comment on at least one of your peers' updates each day (6 total).

INSTRUCTOR UPDATE #2:

Was Andrew Carnegie more beneficial or harmful to society and the overall well being of Americans?

  • Review the Andrew Carnegie Primary Sources provided. Then provide an update in which you answer the prompt question.
  • In your answer provide an additional primary source or secondary source as evidence of your claim.

 

 

UPDATE Requirements :

  • Answer the prompt & post to google classroom.
  • > 200 words
  • Cite one example from resources used in class
  • Provide peers with one supplemental media element to enrich learning.

COMMENT

Comment on your life experiences with wealthy people who are also generous. Do you know someone like Andrew Carnegie? 

 

Do philanthropists get too much credit?

 

 

COMMENT Requirements​

  • Respectful and insightful dialogue.
  • > 50 words

 

 

 

Learning Activity - Background Reading on Andrew Carnegie

  • Directions - Read the background reading on Andrew Carnegie to help develop your answer to the update and a future test on this unit.

 

Guided Notes on Andrew Carnegie Background Reading (Learning Activity #1)

 

Supplemental Learning Activity - Guide students to https://www.icivics.org/ and give guidance instructions for Immigration Nation virtual game. Inform students of the role new immigrants to American played in the Industrial Revolution

Immigration Nation - Virtual Simulation (icivics.org)

 

Day 3 Update

For Instructor

Notes for Instructor: Review the list of learning activities prior to the class session and adjust as necessary. A supplemental learning activity is provided in case the primary learning activity for the day is not adequate for the period of time available to you. The objectives you seek to meet can also influence whether you decide to substitute in the supplemental activity. Also, you may wish to post the supplemental material to a class website or virtual platform so high-level learners can reach higher levels of thinking.

List of Learning Activities

Learning Activity #1 - Update #1 on Essential Questions.

Supplemental Learning Activity -

List of Materials for the Instructor:

For Learner

 

UPDATE #3 - 

Directions - Respond to the INSTRUCTOR UPDATE and be sure to adhere to the requirements seen below. Comment on the instructor update (6 total). Comment on at least one of your peers' updates each day (6 total).

INSTRUCTOR UPDATE #3

What tactics used by Carnegie in this lesson have you seen repeated in world history?

Are the lessons we learned from Carnegie's failures and successes applicable today?

UPDATE Requirements :

  • Answer the prompt & post to google classroom.
  • > 200 words
  • Cite one example from resources used in class

Provide peers with one supplemental media element to enrich learning.


 

COMMENT

Demonstrate your understanding of Carnegie's influence by picking one of the institutions bearing his name today. Research how they attain the funds from Carnegie's trust. 

 

COMMENT Requirements​

  • Respectful and insightful dialogue.
  • > 50 words

Learning Activity - Watch  The Story of US - How Carnegie Built an Empire of Steel Industry, a production from the History Channel. Complete the attached worksheet for course credit.

Media embedded November 8, 2022

Story of US - The Men who Built America -History Channel (https://www.youtube.com/watch?v=g180A6k7814)

Directions -

Materials - Background reading from selected websites or textbook. Complete this guided notesheet.

Watch this episode of This is US, a production of the History Channel. Complete the attached worksheet for extra credit.

Day 4 Update

For Instructor

Notes for Instructor: Review the list of learning activities prior to the class session and adjust as necessary. A supplemental learning activity is provided in case the primary learning activity for the day is not adequate for the period of time available to you. The objectives you seek to meet can also influence whether you decide to substitute in the supplemental activity. Also, you may wish to post the supplemental material to a class website or virtual platform so high-level learners can reach higher levels of thinking.

List of Learning Activities

Learning Activity #1 - Update #1 on Essential Questions.

Supplemental Learning Activity -

List of Materials for the Instructor:

For Learner

UPDATE #4 

COMMENT Prompt

Which of these documents stands out the most to you?

COMMENT Requirements

Comment on the instructor's update and then comment on at least one of your peers' updates each day. (6 total)

Respectful and insightful dialogue.

> 50 words

 

 

INSTRUCTOR UPDATE #4

Research your own primary source and post a link to it. Underneath your source, describe the relevance of your source and why you selected it.

 

UPDATE Requirements :

Answer the prompt & post to google classroom.
> 200 words
Cite one example from resources used in class
Provide peers with one supplemental media element to enrich learning.

Learning Activity#1 

  • Directions: View the primary sources in the Carnegie Discussion Based Question Packet and then answer the questions on the provided answer sheet for documents A-E.

Materials:

  • Andrew Carnegie DBQ Packet - Primary Source Documents A, B, C, D, E
Andrew Carnegie DBQ Packet - List of Documents

Below is the answer sheet the instructor should provide for students. The questions  ensure comprehension of the primary source documents (A-E) in the above DBQ packet. 

Andrew Carnegie - Primary Source Analysis (Doc A, Doc B, Doc C)
Andrew Carnegie Source Analysis Part 2 (Doc D & Doc E)

Day 5 Update

For Instructor

Notes for Instructor: Review the list of learning activities prior to the class session and adjust as necessary. A supplemental learning activity is provided in case the primary learning activity for the day is not adequate for the period of time available to you. The objectives you seek to meet can also influence whether you decide to substitute in the supplemental activity. Also, you may wish to post the supplemental material to a class website or virtual platform so high-level learners can reach higher levels of thinking.

 

For Learner

Update #5 - 

Learning Activity

Directions: View this primary source account from a child laborer in a U.S. factory during the Industrial Revolution era.

Child Labor - Primary Source (pg. 1)
Child Labor (pg.2)

COMMENT:

The U.S. government proved to be extremely hands-off in this time period of U.S. history. The consequence was looking the other way when children were being manipulated to work long hours. Come up with an example from the modern world of a situation where a group is taken advantage of for the monetary gain of someone in power. Discuss why you think they were able to get away with this abuse of power.

UPDATE #5 - 

Research the history of child labor outside of the U.S.. Cite one outside source in your update. Answer these questions:

  1. Does child labor exist in the modern world? If not, where has it existed most recently?
  2. Research an additional primary source on this topic to demonstrate why child labor was such a large part of the industrialization process.

Day 6 Update

For Instructor

Notes for Instructor: Review the list of learning activities prior to the class session and adjust as necessary. A supplemental learning activity is provided in case the primary learning activity for the day is not adequate for the period of time available to you. The objectives you seek to meet can also influence whether you decide to substitute in the supplemental activity. Also, you may wish to post the supplemental material to a class website or virtual platform so high-level learners can reach higher levels of thinking.

 

List of Learning Activities

Student Comment #6

Student Update #6

Learning Activity #1: Guided notes on Unit 3 google slides : Industrialization

Learning Activity #2: Primary source analysis on eyewitness account of Pulman Railcar Strike.

Supplemental Learning Activity - Guided notes on Company Towns.

 

 

For Learner

Learning Activity #1 -

Students should complete the attached guided notes on industrialization powerpoint. They are expected to be familiar with this material prior to the next test.

Here is a copy of the guided notes for the Unit 3 - Industrialization Powerpoint.

Unit 3 - Student Guided Notes (Industrialization PPT)

Comment #6

What was life like for workers during the Industrial Revolution?

Give evidence in your answer and comment on a peers submission.

 

Update #6:

For this assignment you and a partner will be creating a news website (using Google Sites) that includes information about the topics covered in this unit (Immigration, Industrialzation, Company Towns, Robber Baron, Etc).

Your website should include at least 5 pages (the home page and 3 other pages of your choice, and an Editorial page).

Be sure to include pictures, videos, links etc and the followign requirements;

  1. Title of your news website (be creative)
  2. Date of publication (you may choose any year from the time period we have covered)
  3. Location where you are reporting from (pick any city in Europe where the Renaissance took place)
  4. Publisher (you, or you can create a name for yourself or use an existing chronicler of this time period from history)
  5. The top stories or important events that are happening (this should be a quick snapshot of the events that you will talk more about in your next page)
  6. Make your home page look professional (you can add pictures, links etc.)

 

 

 

Peer-Reviewed Project

Peer-Reviewed Project (Student)

Group Research Project: Robber Baron or Captain of Industry? 

Project Overview:

  • For this assignment, you and your group members will be researching one of the American Industrialists who had a large impact on the growth of American industry and economy. To do this, you will need to complete this worksheet with your group members as you research different aspects of your person. Your final goal is to figure out if the person you have been assigned is a Robber Baron or a Captain of Industry. This assignment will be counted as a minor grade and will be worth 17 points (7 for your Vocab and 10 for your Research Question Answers and Sources).
  • This project has three components that will be assessed  for a grade:
  1. Part 1 - Background Research Notesheet : Step 1, Step 2, Step 3
  2. Part 2 - Peer Review & Reflection : Review your peer's work on the project. Review your own work on the project.
  3. Part 3 - PowerPoint Presentation: Submit to google classroom. Present to class 

Directions 

  • Part 1 , Step 1 - Identify Important Vocabulary Terms. 

Use your textbook or the Chromebooks to complete Step 1. You may work as a group.

Part 1, Step 1 - Identify Key Vocabulary about your Historical Figure
  •  
Part 1, Step 2 - Research your Historical Figure
Part 1, Step 3 - Complete Guided Notes on Historical Figure

 

Below is the project rubric and description of required items for each of the 12 slides

Rubric for Captains of Industry Project

Peer Reviewed (Instructor)

The instructor can prepare for this peer-reviewed project by familiarizing themselves with the rubric and project explanations. Read students the overview available on classroom.

Project Overview:

For this assignment, you and your group members will be researching one of the American Industrialists who had a large impact on the growth of American industry and economy. To do this, you will need to complete this worksheet with your group members as you research different aspects of your person. Your final goal is to figure out if the person you have been assigned is a Robber Baron or a Captain of Industry. This assignment will be counted as a minor grade and will be worth 17 points (7 for your Vocab and 10 for your Research Question Answers and Sources).
This project has three components that will be assessed for a grade:

Knowledge Survey

Knowledge Survey (Learner)

The survey will take the form of a post- test after the unit on industrialization is covered. It is not a typical test like many of you have taken in history courses before.

The assessment will :

  1. Not only gauge historical "knowledge" in the traditional form of a multiple choice test. Tests tend to evaluate students' abilities to memorize facts, countries, capital cities, etc. 
  2. Due to trends in educational technology, this course will seek to assess student growth in skills that will likely be important for students' real lives and potentially their future education.

 

Knowledge Survey (Instructor)

Findings such as those described by Dr. Cope have been exemplified in my recent years of teaching high school History. Thus, it is for these reasons that this unit will do away with a traditional "test". However, students should be made aware of this change as many of them have likely become familiar with after years of these types of assessments.

The survey will take the form of a post- test after the unit on industrialization is covered. It should be noted the assessment will :

Not only gauge historical "knowledge" in the traditional form of a multiple choice test. Tests tend to evaluate students' abilities to memorize facts, countries, capital cities, etc. Some in the field including Dr. Cope at the University of Illinois believe the value of tests is quickly becoming obsolete.
Due to trends in educational technology, this course will seek to assess student growth in skills that will likely be important for students' real lives and potentially their future education.

 

Assessment Strategy

Go over the rubric with the learner.  Be sure to clarify any remaining questions they may have.

Outline (DBQ Essay on Andrew Carnegie )

Prompt: Was Andrew Carnegie overall a good person?

Introduction

A. Thesis (Your answer to the question and your two reasons why you believe that):

Body Paragraph 1 (minimum of 5 sentences total):

A. Topic sentence (Answer to the question and your first reason from your thesis):

1. Evidence 1:

- Explanation:

2. Evidence 2:

- Explanation

Body Paragraph 2 (Counter Argument):

A. Counter Argument: Others might say…

Evidence 1 (Something someone would use to disagree with you):
Explanation: What would they say about why this evidence disagrees with you?

B. Refutation Statement:

. Evidence 2 (Your evidence, disagreeing with theirs):
Explanation: How does this evidence disprove their argument?

 

Rubric for Discussion Based Question essay.

Rubric for Unit Assessment

 

Assessment (for learner)

Directions:

  1. View attached rubric to understand how you will be scored on this final assessment for this unit.
  2. Complete this outline
  3. Complete a draft of your essay 

 

Outline (DBQ Essay on Andrew Carnegie )

Prompt: Was Andrew Carnegie overall a good person?

Introduction

A. Thesis (Your answer to the question and your two reasons why you believe that):

Body Paragraph 1 (minimum of 5 sentences total):

A. Topic sentence (Answer to the question and your first reason from your thesis):

1. Evidence 1:

- Explanation:

2. Evidence 2:

- Explanation

Body Paragraph 2 (Counter Argument):

A. Counter Argument: Others might say…

Evidence 1 (Something someone would use to disagree with you):
Explanation: What would they say about why this evidence disagrees with you?

B. Refutation Statement:

. Evidence 2 (Your evidence, disagreeing with theirs):
Explanation: How does this evidence disprove their argument?

 

Rubric for Discussion Based Question essay.

Rubric for Final Assessment

 

Assessment (for Instructor)

Read instructions to students.

Directions:View attached rubric to understand how you will be scored on this final assessment for this unit.Complete this outline. Complete a draft of your essay

Outline (DBQ Essay on Andrew Carnegie )

Prompt: Was Andrew Carnegie overall a good person?

Introduction

A. Thesis (Your answer to the question and your two reasons why you believe that):

Body Paragraph 1 (minimum of 5 sentences total):

A. Topic sentence (Answer to the question and your first reason from your thesis):

1. Evidence 1:

- Explanation:

2. Evidence 2:

- Explanation

Body Paragraph 2 (Counter Argument):

A. Counter Argument: Others might say…

Evidence 1 (Something someone would use to disagree with you):
Explanation: What would they say about why this evidence disagrees with you?

B. Refutation Statement:

. Evidence 2 (Your evidence, disagreeing with theirs):
Explanation: How does this evidence disprove their argument?

 

 

 

Crash Course. (2012, August 30). Coal, steam, and the Industrial Revolution: Crash Course World history #32. YouTube. Retrieved from https://www.youtube.com/watch?v=zhL5DCizj5c

K-12 Standards. (n.d.). Illinois State Board of Education. https://www.isbe.net/Documents/K-12-SS-Standards.pdf

historychannel. (2022, July 4). How Carnegie built an Empire of Steel | the men who built America (S1, E3) | full episode. YouTube. Retrieved from https://www.youtube.com/watch?v=g180A6k7814

 iCivics. (n.d.). Retrieved from https://www.icivics.org/

Khan Academy. (n.d.). ERA 6 - The Long Nineteenth Century (1750 to 1914 CE). Khan Academy. Retrieved from https://www.khanacademy.org/humanities/whp-origins/era-6-the-long-nineteenth-century-1750-ce-to-1914-ce

Robber Barons--cartoons. (n.d.). Klahowya Secondary School. https://klahowya.ckschools.org/contact_us/teachers/jeff_kreifels/a_p_u_s_history/schedule/robber_barrons--cartoons