20 21 Unit: Lesson Topic: Big Business leaders 22 Unit: Lesson Topic: Robber Barons v. Captains of Industry 23 No School Yom Kippur 24 Unit: Lesson Topic: Robber Barons v. Captains of Industry 25 Unit: Lesson Topic: Quiz 26 27 28 Unit: Lesson Topic: Working Conditions and the formation of labor unions 29 Unit: Lesson Topic: Strikes Turn Violent 30 Unit: Lesson Topic: The Triangle Fire Notes: Page 1 ◄ Sep 2015 ~ October 2015 ~ Nov 2015 ► Sun Mon Tue Wed Thu Fri Sat 1 Unit: Lesson Topic: Review 2 Unit: Lesson Topic: Test 3 4 5 Unit: Immigration Lesson Topic: Our immigrant past 6 Unit: Immigration Lesson Topic: Push and pull factors of immigration 7 Unit: Immigration Lesson Topic: Push and pull factors of immigration 8 Unit: Immigration Lesson Topic: Immigrant stories 9 Unit: Immigration Lesson Topic: The Immigrant Experience (the voyage; passage through Ellis Island) 10
11 12 No School Day 13 Unit: Immigration Lesson Topic: The Immigrant Experience (city life; work) 14 Unit: Immigration Lesson Topic: The Immigrant Experience 15 Unit: Immigration Lesson Topic: Review 16 Unit: Immigration Lesson Topic: Test 17 18 19 Unit: Lesson Topic: The goals of the 20 Unit: Lesson Topic: identifying important 21 Unit: Lesson Topic: Progressive Project 22 Unit: Lesson Topic: Progressive Project 23 Unit: Lesson Topic: Progressive Project 24 25 26 Unit: Lesson Topic: Progressive Project 27 Unit: Lesson Topic: Progressive Rally 28 Unit: Lesson Topic: Quiz 29 Unit: Lesson Topic: Progressive Presidents 30 Unit: Lesson Topic: Progressive Presidents 31 Page 2 ◄ Oct 2015 ~ November 2015 ~ Dec 2015 ► Sun Mon Tue Wed Thu Fri Sat 1 2 Unit: Lesson Topic: Progressive Women 3 Day 4 Unit: Lesson Topic: Goals achieved by 5 Unit: Lesson Topic: Review 6 Unit: Lesson Topic: Test 7 Progressive Progressive assimilation Progressive Progressive progressive Progressive Progressive Progressive
13 14 Unit: Lesson Topic: 15 Unit: Lesson Topic: 16 Unit: Lesson Topic: 17 Unit: Lesson Topic: 18 Unit: Lesson Topic: 19 20 21 Unit: Lesson Topic: 22 Unit: Lesson Topic: 23 Unit: Lesson Topic: 24 No School Eve 25 No School Day 26 27 28 No School Holiday Recess 29 No School Holiday Recess 30 No School Holiday Recess 31 No School Holiday Recess Notes: Page 4 2015 Curriculum Writing Inquiry Design Unit Template Unit Reconstruction Compelling Question Can legislation create revolutionary change? New York State Social Studies Framework Key Ideas & Practices 8.1 RECONSTRUCTION: Regional tensions following the Civil War complicated efforts to heal the nation and to redefine the status of African Americans. Gathering, Interpreting and Using Evidence; Chronological Reasoning;
that were passed. discussion justice and render your Featured Source Featured Source Featured Source Featured Source Source A: Chart of Major legislation Source B: The US 13, 14, and 15) Source A: Chart of Major legislation Source B: The US 13, 14, and 15) Source A: from the majority decision of Justice Brown Source B: from the dissenting opinion of Justice Harlen Source A: “The Jim Crow Car,” by Rev. Walter Brooks Source B: areas that were subjected to Jim Crow laws Summative Performance Task Is it easy to make change? Create a persuasive essay using this question to argue either for the success or failure of the Reconstruction Era. Use information from various primary sources to help formulate an argument. Taking Informed Action Understand: Identify and describe a current issue involving race relations in today’s current America. Assess: Create a list of possible actions that can lead to change. These actions can include letters, editorials, social media campaigns, public service videos and
1865-1866 weaknesses in Johnson’s plan Johnson’s veto Civil Rights Act of 1866 Granted citizenship and equal protection under the law to African Americans Vetoed- Went beyond the scope of the Constitution Believed it could improve Johnson’s Reconstruction Plan Congress overrides and it becomes first legislation enacted over President Johnson’s veto Fourteenth Amendment 1868 Makes all persons born in the US- citizens, states that prevented male citizens from voting would lose a percentage of Congressional seats Believed in white rule- objected to Section 3 from office person who has engaged in rebellion Provides a constitutional basis for the Civil Rights Act of 1866 Passed- also barred Confederate leaders from holding office Reconstruction Act of 1867 Abolished governments formed in the former Confederate states Vetoed- Went beyond the scope of the Constitution Overrode President Johnson’s veto Divided those states into 5 military districts; set up requirements for readmission to the Union Fifteenth Amendment 1870 No one can be kept from voting because of race, color, or previous condition of servitude Out of office- (Grant) Passed Led to the Enforcement Act of 1870 Enforcement Act of 1870 Protected the voting rights of African Americans; gave Federal government the power to enforce 15th Out of office (Grant) Passed Profound social changes –
Grade: 8 Motivation: Students will work in think -pair -share groups to answer the following questions. Cite a school rule or local law that you know of that has not been enforced. Give a reason or reasons why it may not be enforced. Instructional Materials: (see attached) Procedures (including key questions): Using their homework assignment (extension activity) from the previous day, students will identify and review the newly gained rights for former slaves. They will then take on a role of a Southerner during the Reconstruction Era. As that southerner, they are to react to the changes made in the South as a result of Reconstruction. They will each be required to share their reaction in a structured class discussion. Summary: Following the discussion, students will be asked to answer the Aim question. Extension Activity: Students will review how different Southerners (freedmen, Carpetbaggers, Conservatives, Scalawags) reacted to the passage of the new laws and amendments in the South. Attachment # 1: Major Reconstruction Legislation, 1865-1870 Name of Act Purpose of Act President Johnson’s View View of Congress Outcome Freedman’s Bureau Act 1865-1866 Medical aid, food, clothing, education to freed slaves Vetoed- Went beyond the scope of the Constitution Voted to enlarge in order to remedy weaknesses in Johnson’s plan Congress overrides and enacts over President Johnson’s veto Civil Rights Act of 1866 Granted citizenship and equal Vetoed- Went beyond the scope of the Believed it could improve Johnson’s Congress overrides and it becomes first
protection under the law to African Americans Constitution Reconstruction Plan legislation enacted over President Johnson’s veto Fourteenth Amendment 1868 Makes all persons born in the US- citizens, states that prevented male citizens from voting would lose a percentage of Congressional seats Believed in white rule- objected to Section 3 from office person who has engaged in rebellion Provides a constitutional basis for the Civil Rights Act of 1866 Passed- also barred Confederate leaders from holding office Reconstruction Act of 1867 Abolished governments formed in the former Confederate states Vetoed- Went beyond the scope of the Constitution Overrode President Johnson’s veto Divided those states into 5 military districts; set up requirements for readmission to the Union Fifteenth Amendment 1870 No one can be kept from voting because of race, color, or previous condition of servitude Out of office- (Grant) Passed Led to the Enforcement Act of 1870 Enforcement Act of 1870 Protected the voting rights of African Americans; gave Federal government the power to enforce 15th amendment Out of office (Grant) Passed Profound social changes –
2015 Curriculum Writing Inquiry Design Unit Template Unit Industrial Growth Compelling Question Does technological advancement bring progress or problems to society? New York State Social Studies Framework Key Ideas & Practices 8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the movement and increased calls for reform. Gathering, Interpreting and Using Evidence; Comparison and Contextualization Staging the Question How has technology changed your life? List two ways it has benefitted your life and two ways it has created problems. Lesson 1 Aim or Supporting Question Lesson 2 Aim or Question Lesson 3 Aim or Question Lesson 4 Aim or Question What changes did new inventions bring about in American homes, businesses How did the railroad change life in America? Did new business practices create positive change during the Should big business leaders be robber barons or captains of
and period? industry? Formative Task Formative Task Formative Task Formative Task Create a list of various inventions developed at the end of the 19th century and determine which invention changed life the most. Interpret readings to determine how the railroad American life. a letter to relatives in your native country explaining the changes. Examine the changes in the way businesses grew and expanded in the late 19th century, as well as the men behind those changes. Complete a 4 square chart for 4 of the major business leaders of the industrial age. Conduct a classroom trial to determine whether or not big business leaders of the 19th century deserve to be known as robber barons or captions of industry. Featured Source Featured Source Featured Source Featured Source Source A: Revolution Inventors Chart Source B: Edison’s patents Source C: for the Kodak Source A: Weekly: July 27, 1867; New York as a Center. Source B: Source A: by Andrew Carnegie Source B: The History of the Standard Oil Company by Ida Source A: by Andrew Carnegie Source B: The History of the Standard Oil Company by Ida transform
Extension Activity: Students will create their own political cartoon displaying their viewpoint. 2015 Curriculum Writing Inquiry Design Unit Template Unit Immigration Compelling Question Should there be restrictions on immigration? New York State Social Studies Framework Key Ideas & Practices 8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the movement and increased calls for reform. (Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH) Staging the Question Consider the relevance of immigrants to the United States by taking a position on a series of current immigration issues Lesson 1 Aim or Supporting Question Lesson 2 Aim or Question Lesson 3 Aim or Question Lesson 4 Aim or Question Do you have an immigrant past? What were the push and pull factors of Why did people risk their lives to come to the United States? Is easy for Formative Task Formative Task Formative Task Formative Task Delve into your own family history and Create a skit based on the various Write a journal entry in which you Develop a brochure entitled tips for
determine what factors contributed to your own immigrant past. push and pull factors of to be presented to the class. explain the perils of the voyage to America. Write a second entry explaining the fear associated with the passage through Ellis Island. new designed to make them aware of the challenges they will face in America. Featured Source Featured Source Featured Source Featured Source Source A: The New Colossus Source A: describing various push and pull factors Source B: Letters from their personal push and pull factors Source A: Report from the United States Source B: remember the passage through Ellis Island Source A: for English classes Source B: Political Cartoon Source C: Know Nothing Party Platform Summative Performance Task Should there be restrictions on immigration? Create a persuasive essay using this question to argue in favor or against restrictions on immigration. Use information from various primary sources and current resources to help formulate an argument. immigrant
2015 Curriculum Writing Inquiry Design Unit Template Unit Progressives Compelling Question Was the Movement necessary? New York State Social Studies Framework Key Ideas & Practices 8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the movement and increased calls for reform. (Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH) Staging the Question Consider the problems resulting from the rapid changes occurring in American society today and determine whether or not the need to reform American society was necessary. Lesson 1 Aim or Supporting Question Lesson 2 Aim or Question Lesson 3 Aim or Question Lesson 4 Aim or Question What goals did want to achieve in American Society? Can an individual make specific change in society? Were reforms going to be easily made? Would you have supported reform? Formative Task Formative Task Formative Task Formative Task Identify and analyze Examine the In small groups, research Based on the speeches
several progressive goals. whether these goals were needed to improve society. who pursued goals and determine if they could be successful in achieving those goals. an American to create and deliver a speech as that the goal of the particular prepared and delivered, determine whether or not the American people should have supported reforms. Featured Source Featured Source Featured Source Featured Source Source A: List of Goals Source B: of Child Labor Source A: Pamphlet written by Alice Paul Source B: from, “How the Other Half Lives” Source C: from, “The History of Standard Oil” Source A: written by Alice Paul Source B: from, “How the Other Half Lives” Source C: from, “The History of Oil” For this project, students will be required to find their own featured sources. Summative Performance Task Should reform laws be created at the sacrifice of individual freedom or preference? Construct an argument (e.g., detailed outline, poster, or essay) using specific claims and relevant evidence from historical sources.
2015 Curriculum Writing Inquiry Design Unit Template Unit Progressives Compelling Question Was the Movement necessary? New York State Social Studies Framework Key Ideas & Practices 8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the movement and increased calls for reform. (Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH) Staging the Question Consider the problems resulting from the rapid changes occurring in American society today and determine whether or not the need to reform American society was necessary. Lesson 1 Aim or Supporting Question Lesson 2 Aim or Question Lesson 3 Aim or Question Lesson 4 Aim or Question What goals did progressive want to achieve in American Society? Can an individual make specific change in society? Were reforms going to be easily made? Would you have supported reform? Formative Task Formative Task Formative Task Formative Task Identify and analyze several progressive goals. Examine the who pursued In small groups, research an American Based on the speeches prepared and delivered,
Grade:8 Motivation: Students will watch a short video clip from Marin Luther King Jr.’s, “I Have a Dream” speech. They will be asked to determine from the speech what Dr. King’s goals were and what qualities made him a good speaker. They will then be introduced to their progressive project Instructional Materials: (see attached sources from Lesson # 2); student generated materials Procedures (including key questions): Students will be broken up into small groups, mostly pairs. In these groups, they will be assigned the name of an American progressive. They will be required to research that person, find out what their goals were, and what methods they used to achieve those goals. They will then take of the role of that progressive and write a speech informing others about their goals. Summary: Students will decorate the room with the name of their individual progressive and their goal. Extension Activity: Students will create a rally sign in support of their individual progressive. Social Studies Grade Level: 8 Unit: Progressives Call for Reform Lesson # 4One Class Period Aim: Would you have supported Progressive reform? Common Core Learning Standards: Standard:Comprehension and Collaboration (Numbers 1,2) Presentation of Knowledge and Ideas (Number 6) Grade: 8 Motivation: Once again, students will be watch a short video clip from Marin Luther