Anda di halaman 1dari 10

Pre- Instructional Phase

This Land Was Made for You and Me: An America with New People and New Ideas (Immigration and the Industrial Revolution 1870-1900)
A Problem-Based Unit Model

Developed by Molly McCollum

This Land Was Made for You and Me: An America with New Peoples and New Ideas

PRE-INSTRUCTIONAL PHASE I. UNIT OBJECTIVES AND SUB-OBJECTIVES 1. Unit Objective: Given opportunities and resources for working together in small groups during a ten day unit entitled, This Land Was Made for You and Me: An America with New Peoples and New Ideas eleventh grade students in American History will create a newspaper targeted at the immigrant communities booming in New York City from the 1870s to the 1900s that will include information about the different ethnic communities ( from Southern and Eastern Europe, etc.), conditions of city life (tenements, poor sanitation, standard of living, recreation, etc.) the role of machine politics (corruption, community benefits), and how the Industrial Revolution impacted the immigrant community (labor and social reform.) Students will be assessed using a teacher created rubric that will be used against the newspaper product and a separate rubric for the presentation of the product. 2. Sub-Objectives: Mini-Unit #1: Immigration 1. Identify the reasons for why different specific nationalities would have been coming to New York City from the 1870s through the early 1900s. 2. Describe elements of the culture that they would have brought with them. Mini-Unit #2: Issues of City life and the Impact of Machine Politics 3. Explain the conditions of the city and how political machines such as Tammany Hall would have helped improve the plight of the immigrants. 4. Tell about the standard of living in the cities for most immigrants. Mini-Unit #3: Industrial Revolution and Reform in Society 5. Analyze the how the attitude towards being involved in social reform changed during the Industrial Revolution and how the immigrant workers responded and benefited. 6. Distinguish whether the time period of the Industrial Revolution was progressive or not.

Mini-Unit#4: Local News and Staff Meeting 5. Combine information gathered in prior mini-units about the different ethnic communities, conditions of city life, the role of machine politics, and how the Industrial Revolution impacted the immigrant community in New York City in an organized manner and, 6. Develop/Create a newspaper to be presented to the class, whom will be acting as other members of the immigrant community. 7. Students will do a role play as if they are on staff of the local immigrant newspaper and present their version of the paper to the rest of the staff (class) for the sharing of information and layout ideas, etc. before official publication. 3. National and State Standards The following NATIONAL STANDARDS related to the unit objective and sub-objectives are found at http://www.nchs.ucla.edu/Standards/us-history-content-standards/us-era-6: Era 6 Standard 1 Standard 1B: The student understands the rapid growth of cities and how urban life changed. i. Analyze how urban political machines gained power and how they were viewed by immigrants and middle-class reformers. ii. Explain how urban dwellers dealt with the problems of financing, governing, and policing the cities. iii. Investigate how urban leaders, such as architects and philanthropists, responded to the challenges of rapid urbanization. Era 6 Standard 2 Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity. Standard 2A: The student understands the sources and experiences of the new immigrants. i. Distinguish between the "old" and "new" immigration in terms of its volume and the immigrants' ethnicity, religion, language, place of origin, and motives for emigrating from their homelands.

ii. Trace patterns of immigrant settlement in different regions of the country and how new immigrants helped produce a composite American culture that transcended group boundaries iii.Assess the challenges, opportunities, and contributions of different immigrant groups.

Era 6 Standard 3 The rise of the American labor movement and how political issues reflected social and economic changes. Standard 3A: The student understands how the "second industrial revolution" changed the nature and conditions of work. ii.Analyze how working conditions changed and how the workers responded to new industrial conditions.

The following STATE STANDARDS relevant to this unit are found in the Alabama State Department Course of Study located online at:
http://alex.state.al.us/standardAll.php?ccode=UH4&subject=T1&summary=3

i. Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. ii. Comparing the volume, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America. Students will also be encountering Social Studies Themes 1-7 as defined by the National Curriculum Standards for Social Studies, which can be found at:
http://www.socialstudies.org/standards/strands

4. Planning Rationale Each mini-unit above will take approximately two days of class time for a total of ten days for this particular unit. The mini-units will ultimately lead up to the solving of the problem in creating the immigrant community newspaper in mini-unit #4 which will then lead to the presentation of the information and discussion of the products in mini-unit #5. The five miniunits are arranged in such as way as to provide sequential sense to the solving of the problem. Students will have three mini-units, or six days to gather information before moving onto miniunit #4 where they will begin development of the product and may find a need for further information.

In mini-unit # 1, students will be at the lowest level of Blooms Taxonomy and will end at the conclusion of the unit at the highest level. Having said that, min-unit #1 deals primarily with gathering basic information to identify and describe different immigrant communities in New York City in this particular era. Collecting this information will allow students to have background knowledge for this element of the newspaper they will be asked to cover later on. In mini-unit #2, students are doing something similar, though the level on Blooms Taxonomy has increased to the comprehension level. Students will be asked to explain the conditions of city life in the 1870s to early 1900s as well as the basic functions of political machines; all of which will be essential when it comes to covering this material in the newspaper product. Mini-unit #3 asks students to consider if the Industrial Revolution was a time of progression or not, and will get students to analyze how working conditions changed for the immigrants with the dawn of the Industrial Revolution. Students will be able to apply all that they have learned in the previous mini-units to impact their rationale behind the progressive nature of the time in addition to identifying how some of those changes in labor and the social arena may have come about (i.e. mini-unit #2.) Mini-units #4 asks students to pull together all that they have learned about being an immigrant in New York City in the 1870s to early 1900s and develop a newspaper that relates the key facts and information of the time as it displays relevance to their particular immigrant community. Students will be able to use information and work from the previous mini-units to compile with the final product to be created and presented to the class as if in a meeting for the staff of the immigrant newspaper. 5. Content Specification:
What is an immigrant? What does ethnic mean? What is a push factor? What is a pull factor? Why did people immigrate to the United States? Why did people live in communities of people from the same country? Did people try to learn English? Where did people live in these communities? What parts of peoples culture were they bringing with them? Were people eager to assimilate or did they want to maintain their own culture? Did immigrants feel like Americans or immigrants? Did immigrants maintain a sense of nationalism for their old country? Ellis Island-opened in 1892 Immigrants and farmers poured into the cities, creating almost unbearable congestion. Distinct neighborhoods emerged, separating the cities' social classes.

The majority of urban dwellers were the working class who suffered deplorable living conditions in dark and crowded tenements. The problems of rapidly growing cities included threats of crime, violence, fire, disease, and pollution. How to write a historical article How to cite information How to give appropriate captions for historical photographs Graft- the acquisition of money in dishonest ways, as in bribing politicians political machine- an organization linked to a political party that often controlled the local government What is a settlement house? What is a tenement? What were the conditions? Who lived in these places? Cost? Who is William Boss Tweed? Who is Honest John Kelly? Who is Jacob Riis? Social Darwinism- effect on beliefs of social welfare in the cities? Political machines, controlled by party bosses, addressed urban problems by providing essential city services in return for the loyalty of urban immigrant groups. Corruption plagued political machines, however, since party bosses also controlled cities' finances. Progressivism- an overlapping set of movements to combat the ills of industrialization Where was the reform based? What is public health? Why was sanitation a growing concern? What is white slavery? How was prostitution a moral issue of the time? Who is Jane Addams? What is the Hull House? What is social reform? Who was involved in social reform? Pure Food and Drug Act 1906 Food and Drug Administration (1906) City Beautiful movement- movement to advocate more and better urban park space Why did these issues flourish in the cities? What led to the quick population growth in the cities? What happened to the role of machine politics? Inverted Triangle of Journalism Essential Information Research skills

II. ENTRY BEHAVIOURS Cognitive: 1. Has understanding that immigrant communities in New York City were comprised of people from all over the world. 2. Recognizes that the conditions of the city had a significant impact on how the working class and immigrant communities lived the way they did. 3. Recognizes the Industrial Revolution meant that there was a move away from agrarian life to a more urbanized way of living. Affective: 1. Appreciates the cultural impact of the various immigrant communities on the culture of New York City. 2. Anticipates with pleasure opportunities to learn about new cultures and how they may have formed our current American melting pot culture. 3. Is willing to share personal or family experiences to help interpret the experience of the 19th century immigrant. Social: 1. Accepts responsibility for roles in group work. 2. Is willing to work with members in a small group, efficiently and effectively. 3. Listens to other members of the group and contributes to discussion and research equally. III. PRE-INSTRUCTIONAL ACTIVITIES 1. Informing students about the unit: - Before the unit begins, the teacher creates a bulletin board with pictures from the time of the Industrial revolution, facts about the time, and obscure pictures which at the beginning may or may not make sense to the student, but will eventually help enrich the students understanding of their new immigrant identities. 2. Giving students a rationale for learning unit material: - This is a unit about the impact that immigrants and the act of immigration had on the development of the United States, the teacher explains. The teacher asks the class if they knew when their families had first come to the United States and from where, in addition to asking a few students to volunteer an explanation for their familys immigration. The teacher goes on to explain, quite generally, the waves of immigration during the time period of study (the 1870s to early 1900s) and briefly mentions key components of the Industrial Revolution and the following Progressive Era.

3. Providing a structured overview of the unit content:


This Land Was Made for You and Me: An America with New People and New Ideas

1. Immigration Meeting

4. Local News and Staff

3. Industrial Revolution and Reform in Society 2. Issues of City life and the Impact of Machine Politics

A handout with this structured overview of the unit is given to students. The new unit is officially identified on the handout, along with the unit objective and sub-objectives and the grading scale for the unit. The teacher goes over the structure of the unit: it has four mini-units, and they are all named, with the teacher briefly commenting on the content of each, and explains that they will encounter the content they are to learn through their efforts to assign a problem associated with each mini-unit. 4. Providing experiential background: The teacher shares with the class their own familys story of immigration takes the opportunity to expand on some of the personal history of the nations of origin; in this case, Switzerland. The teacher tells a little of the history of the region where her family is from and even passes out pieces of Swiss chocolate to the class! She goes on to tell the story of the familys immigration to the United States and encourages students to go home and ask about their own family history.

5. Reassuring students that they can be successful in the unit: The teacher explains that the students will be able to work collaboratively with classmates within small problem-solving groups throughout the unit. The teacher will also be available to facilitate the work of all the groups and that there will be resources available in the classroom, including the mobile computer lab to provide information for their information-searches. Everyone will be successful in the unit because they will have lots of help and information made available to them.

Structured Overview FRONT

Appendix A-1

This Land Was Made for You and Me: An America with New People and New Ideas

1. Immigration Meeting

4. Local News and Staff

3. Industrial Revolution and Reform in Society 2. Issues of City life and the Impact of Machine Politics Unit Objective: Given opportunities and resources for working together in small groups during a ten day unit entitled, This Land Was Made for You and Me: An America with New Peoples and New Ideas eleventh grade students in American History will create a newspaper targeted at the immigrant communities booming in New York City from the 1870s to the 1900s that will include information about the different ethnic communities ( from Southern and Eastern Europe, etc.), conditions of city life (tenements, poor sanitation, standard of living, recreation, etc.) the role of machine politics (corruption, community benefits), and how the Industrial Revolution impacted the immigrant community (labor and social reform.) Students will be assessed using a teacher created rubric that will be used against the newspaper product and a separate rubric for the presentation of the product. Sub-Objectives: Mini-Unit #1: Immigration 1. Identify the reasons for why different specific nationalities would have been coming to New York City from the 1870s through the early 1900s. 2. Describe elements of the culture that they would have brought with them. Mini-Unit #2: Issues of City life and the Impact of Machine Politics 3. Explain the conditions of the city and how political machines such as Tammany Hall would have helped improve the plight of the immigrants. 4. Tell about the standard of living in the cities for most immigrants.

Structured Overview BACK

Appendix A-1

Mini-Unit #3: Industrial Revolution and Reform in Society 5. Analyze the how the attitude towards being involved in social reform changed during the Industrial Revolution and how the immigrant workers responded and benefited. 6. Distinguish whether the time period of the Industrial Revolution was progressive or not. Mini-Unit#4: Local News and Staff Meeting 8. Combine information gathered in prior mini-units about the different ethnic communities, conditions of city life, the role of machine politics, and how the Industrial Revolution impacted the immigrant community in New York City in an organized manner and, 9. Develop/Create a newspaper to be presented to the class, whom will be acting as other members of the immigrant community. 10. Students will do a role play as if they are on staff of the local immigrant newspaper and present their version of the paper to the rest of the staff (class) for the sharing of information and layout ideas, etc. before official publication. Grading Plan: Mini-Unit One- ..50 total points available Mini-Unit Two-. 50 total points available Mini-Unit Three- 50 total points available Mini-Unit Four- .100 total points available A potential for 250 total points in units formative assessment portion.

Anda mungkin juga menyukai