This learning module is aligned with EPOL 408 course themes.
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.
View this section for a brief overview and relevant notes for the instructor. The instructor should also:
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.
Learner Outcomes
Assessment:
Grades will be determined by two measures:
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.
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
Assessment
Completing a daily comment related to the essential question of the unit.
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.
Peer-reviewed group project - Captains of Industry
Post-test.
Participating in daily course discussions.
Length of Module:
Format:
Notes for Instructor
Illinois Social Studies Standards
This learning module is designed to meet specific ISBE standards including:
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.
Learning Activity #1 - Update #1 on Essential Questions.
Supplemental Learning Activity -
UPDATE #1
Directions - Respond to INSTRUCTOR UPDATE #1 by answering the prompt question below and post to google classroom.
UPDATE Requirements :
COMMENT Prompt Are people a “victim of circumstances”? Why or why not? Provide an example from your personal life experiences.
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COMMENT Requirements
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Learning Activity:
What aided the American Industrial Revolution>
Describe the amount of regulation that U.S. Congress aimed at factories.=
What is a robber baron?
Define monopoly. What were some monopolies of the time?
Supplemental Learning Activity
Materials and Resources:
Learning Activity #1 -
Supplemental Learning Activity
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.
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?
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UPDATE Requirements :
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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?
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COMMENT Requirements
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Learning Activity - Background Reading on Andrew Carnegie
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
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:
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 :
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.
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COMMENT Requirements
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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.
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.
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:
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.
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UPDATE Requirements : Answer the prompt & post to google classroom. |
Learning Activity#1
Materials:
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.
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.
Update #5 -
Learning Activity
Directions: View this primary source account from a child laborer in a U.S. factory during the Industrial Revolution era.
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:
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.
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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.
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;
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Group Research Project: Robber Baron or Captain of Industry?
Project Overview:
Directions
Use your textbook or the Chromebooks to complete Step 1. You may work as a group.
Below is the project rubric and description of required items for each of the 12 slides
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:
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 :
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.
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.
Directions:
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.
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