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Jacklyn Gelman Elementary Social Studies Methods

Industrial Revolution

This unit introduces the history of industrialization in the United States in the late 19th

century. During this time there were various new technological advancements, socioeconomic

and cultural problems that arose. The Industrial Revolution changed the way our world produced

its goods. The development of the assembly line process shifted the United States economy from

individual craftsmen-based production to mass production. Ultimately, these changes created a

national-scale economy that required community and government action to regulate problems for

people and the environment. Throughout the unit, students examine elements of industrialization,

including the assembly line, inventions and inventors, child labor, capitalism and big business,

the textile industry, the steel industry and the transcontinental railroad. The unit asks students to

construct an ongoing inventory of the positive and negative effects of the Industrial Revolution.

I learned that it is important to have an essential question and incorporate big ideas into a

unit design. An essential question is critical in fostering inquiry and teaching for understanding.

Essential questions help students make sense of important but complicated ideas and can help

identify the goal of the unit. In History, big ideas act as the themes or the framework of the unit.

They are the topics of information most critical for students to learn. It is important to

incorporate big ideas into a unit design because students’ can go back and answer the essential

question at the end of a lesson based on the big idea covered. I also learned that it is important to

incorporate assessments for learning throughout the unit also known as formative assessments as

well as creating an end of the unit assessment known as a summative assessment. Formative

assessments are ways to check for understanding along the way. It is a process teachers and

students use to gather evidence for the purpose of improving learning. Summative assessments

provided evidence of student achievement for the purpose of making a judgment about student

competence or program effectiveness. Throughout my unit I have incorporated formative

assessments to check for understanding along the way as well as a summative assessment to

assess students achievement of the content covered in the unit.

I have also imbedded the START model of Characteristics of Effective Instruction

created by the Iowa Core Curriculum. The five characteristics of Effective Instruction are

important for teachers to implement into their instructional practices to ensure high levels of

learning. Student-Centered Classrooms is the first characteristic of Effective Instruction. I have

implement Student-Centered learning into my social studies unit design by allowing students to

construct their own knowledge by asking questions and investigating their own curiosities about

the Industrial Revolution. I also provide opportunities for students to communicate their

understand to the class through collaboration with peers and project presentations. The second

characteristic of Effective Instruction is Teaching for Understanding. I think this is very

important because as teachers, we need to ensure that students are engaged in the learning. In my

unit, I present students with thought-provoking activities such as allowing them to represent a

historical topic in a new way. I also make sure to help my students make connections between

prior knowledge and new knowledge in hopes to eliminate social studies misconceptions by

pair/share and think aloud activities. The third characteristic of Effective Instruction is

Assessment For Learning also known as Formative Assessment. I think it is importation to not

only assess student’s progress but to also assess you as the teacher to increase student

achievement. Throughout my unit I provide my students with clear learning targets so they

openly understand what is expected of them. The fourth characteristic of Effective Instruction is

Rigorous and Relevant Curriculum. I believe that providing students with challenging material

and using real-world problems will help them engage in the learning. I do not believe in busy

work so all assignments in my unit have a purpose. The last characteristic to Effective Instruction

is Teaching For Learner Differences. I understand that every student learns differently and

because of this, I utilize a variety of teaching methods throughout my unit design to ensure I am

meeting the needs of each individual student.

I believe I have created a thought provoking, interactive unit. There are three big ideas

that I would add to my Industrial Revolution unit. First, I would add the Meat Packing Industry

because it created opportunities for many jobs. This big idea would go after the Transcontinental

Railroad lesson because it provided opportunities for industry to grow across the United States

using refrigerated cars to transport meat. The second big idea I would add into my unit is Women

in the Workplace because the Industrial Revolution provided women work outside the home.

This big idea would go after the Child Labor lesson and before the Capitalism and Big Business

lesson. The third big idea I would add to my unit is a lesson on Long, Long Ago to provide

students background knowledge of farming, communication, sewing, and transportation before

the Industrial Revolution began. This big idea would go at the beginning of the unit before the

lesson on Craftsmen and the Assembly Line. The unit design experience was hard work, but I

learned so much about created lessons that foster student learning and effective instruction. I

have a better understanding of how much planning and organization it takes to create a unit that

engages students in the learning.

LEARNING PLAN Jacklyn Gelman / Industrial Revolution

Title of the lesson: Document Analysis Grade/Age level: 4th Date: April 18, 2012

Teacher Focus: What were the pros and cons of industrialization?

Scenario: Students have little background on the Industrial Revolution and the power of mass production through the assembly line. This lesson is to help students think and ask questions while learning how to do a document analysis. Iowa Core Curriculum Standards and/or Benchmarks: Understand the influences on individual and group behavior and group decision making. (Behavioral Science) Understand that advancing technologies impact the global economy. (Economics) Understand how physical processes and human actions modify the environment and how the environment affects humans. (Geography) Understand the role of innovation on the development and interaction of societies. (History) Understand the effect of economic needs and wants on individual and group decisions. (History) Learning Targets (Use Bloom’s Taxonomy Wheel to choose strong verb for your measurable target) TLW identify why the assembly line was important to mass production through a read aloud of the book Model T: How Henry Ford Build a Legend by David Weitzman. TLW analyze documents and images related to the assembly line and craftsmen and record their thinking (who, what, where, when, why) on a Document Analysis Worksheet to be assessed through a 3-point rubric. TLW discuss how craftsmen are different than an assembly line process and write a reflection in their journals to be assessed by a rubric. TLW assemble a product individually as craftsmen. TLW design an assembly line process to assemble a product as quickly and efficiently as possible. Success Criteria (“I Can” statements): I can identify the words Manufacturing, Mass Production and Assembly Line. I can analyze historical images and documents related to the Assembly Line and Craftsmen. I can assemble a product as a craftsmen and a assembly line worker. Procedure: (include a suggested time allocation for each part of the procedure) a) Introduction (attention getter, anticipatory set): “Before the Industrial Revolution, most goods were created by hand by craftsmen who completed a job from start to finish. With the start of the Industrial Revolution, the job of creating an object became broken down into many steps, each of which was done by a different person.” b) Steps (note technology used): Document Camera Input: Model: Day 1: (30 Minutes)

• Show students the Document Analysis Worksheet and explain how we can contextualize and corroborate to find the who, what, when, how, where, and why of a document.

• Show students document related to the assembly line. • As students analyze the document, have them share their thoughts for each section of the Document

Analysis Worksheet. • Complete the Document Analysis Worksheet as a class. • Read Model T: How Henry Ford Built a Legend by David Weitzman. • Show Henry Ford Assembly Line short video from

http://autonormann.narod.ru/henry_ford_assembly_line.html • Have students take out their Vocabulary Notebooks and add the words Manufacturing, Mass Production

and Assembly Line into their notebooks. Tell students: “Manufacturing is the use of people, machines and tools to turn raw goods into finished products. Mass Production is the large scale manufacturing of a product. Assembly Line is a manufacturing process where a product is assembled by adding parts in sequence.” Have them write each word in their journals and draw a picture and a student definition of what the word means to them.

• Pass out Venn Diagrams. Explain to the students that throughout the unit we will add onto our Venn Diagrams relating the pros and cons of the Industrial Revolution.

• Have students add onto their Venn Diagram with a red writing utensil representing The Assembly Line and Craftsmen.

Guided Practice: Day 2: (1 Hour)

• Establish expectations of groups (all group members are thinkers, one group member is the recorder, one pencil per group, rotation of the recorder is for each section (who, what, when, where, why) of the Document Analysis Worksheet.

• Put students into small groups of 3-4 and give them a document representing craftsmen and the assembly line.

• When all groups have their Document Analysis Worksheets complete, come together as a class and share out their documents and discoveries.

• Add documents to the classroom Timeline. • Introduce to students that they will be craftsmen. • Introduce the design challenge scenario of creating toy bricks. • Discuss each criterion and the tools needed to assemble the product correctly. • Provide each student with the materials and tools needed to make a brick. (Brown Paper Bag, Recycled

Paper, Markers, Compass, Rulers) • Once the task is clear and questions have been answered, set the timer and students can begin to

assemble their brick making sure to meet the criteria while moving as quickly as possible. • When a student completes their first brick, advise them to continue making bricks until the time is up. • Come back as a class and discuss their role as craftsmen. • “How long did it take you to make one color brick?” “What was the easiest task and why?” “What was

the most challenging task and why?” Is there an easier and/or faster way to make the brick?” “Tomorrow we will learn how to be workers on the Assembly Line!”

• Have students add onto their Venn Diagram with the red writing utensil representing The Assembly Line and Craftsmen.

Independent Practice: Day 3: (1 Hour)

• Discuss as a class how we could make bricks using an assembly line. Write their suggestions as a list. • Put names of students next to each job to complete the project on the assembly line. • Arrange students’ desk in a long row. Have students sit in desks according to their job on the assembly

line. • Students do the assembly line while teacher watches the time and observers students. (Approximately

20 minutes)

• When all bricks are complete through the assembly line, discuss with students the process. o What were some of the problems that happened on the assembly line? How did we solve those

problems along the way to make the assembly line work better? o How come the craftsmen bricks took longer to make than the assembly line? o Comparing the bricks, which one has better quality? Why? o Did you like being a craftsmen or working on the assembly line better? Why? o Would you like doing the same job everyday all day long as you did on the assembly line? Why

or why not? o Who do you think can make more money creating their product a craftsmen or a factory that

uses an assembly line? • Have students free write in their Journals about their experience as a craftsmen and an Assembly Line

worker. • Have students add onto their Venn Diagram with the red writing utensil representing The Assembly

Line and Craftsmen.

c) Closure (reviewing learning, summarizing, assignments): “Today we learned that the Assembly Line played an important role in Mass Production and shaped todays manufacturing process of products.” Pair/Share one pro and one con to Industrialization related to the Assembly Line and Craftsmen (once to the person to their left, once to the person to their right). Does anyone want to share a Pro? Does anyone want to share a Con? d) Assessment: (Should be something measurable – What documentation do you have?) Teacher will know students have met the criteria by assessing their vocabulary and free response journals to a rubric Students will assemble a product as a craftsmen and an assembly line worker. *Include the success criteria with lesson plan (rubric, checklist, ect.) Use 3-point rubric to assess Vocabulary Journal. Use 3-point rubric to asses free response journal entry. Use 3-point rubric to assess Document analysis Worksheet. Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual identity, socioeconomic, etc) Small groups are heterogeneous by mixing gender, socioeconomic status, and culture into each group. Differentiation for cognitive, affective, psycho-motor needs: (ability level, learning style, assistive technology, etc.)

• Pair/Share for involvement of all students. • Partner IEP students with a group that will write for them during the recording on the Document

Analysis Worksheet. Materials / Equipment Needed:

• Document Analysis Worksheet, Document Analysis Rubric, Primary Sources for Document Analysis, Model T: How Henry Ford Built a Legend by David Weitzman, Venn Diagrams, Vocabulary Notebooks, Vocabulary Rubric, Journals, Journal Rubric, Markers, Pencils, Brick Materials (brown paper bags, recycled paper, makers, stop watch, compass, rulers), Brick Design Criteria Worksheet,

Teacher Reflection: (ways you will determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking)

*Whole Group Document Analysis

• Title: [Milk bottling assembly line] • Related Names: Detroit Publishing Co. , publisher • Date Created/Published: [between 1910 and 1930] • Medium: 1 negative: glass ; 5 x 7 in. • Reproduction Number: LC-D419-66 (b&w glass neg.) • Call Number: LC-D419-66 <P&P> [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

*Small Group Document Analysis

Photo 56—Engineering parts drawing for T-5845-The Model T Coil Unit Assembly-dated December 28, 1923. From the collections of the Henry Ford Museum and Greenfield Village. Neg. No. T-5845. http://www.mtfca.com/coils/Coils.htm

1st Ford Racer, Henry Ford and Spider Huff, 1901. Photo: P.188.10038 http://www.hfmgv.org/exhibits/hf/facts.asp

Aerial view of the Rouge Plant in 1930 Number of men on payroll at capacity: 81,000. Total floor space: 6,952,484 sq. ft. Total cost: $268, 991, 592.07. Dearborn, MI. Photo: P.833.55282.A http://www.hfmgv.org/exhibits/hf/default.asp#fmc

http://case-connect.com/blog/tag/cloud-computing/

http://www.uniquecarsandparts.com.au/car_info_ford_model_t.htm

http://autonormann.narod.ru/henry_ford_assembly_line.html

http://www.thefamouspeople.com/profiles/henry-ford-122.php

Ford Motor Co. Detroit Michigan Rustic Tin Sign • Lithographed Steel Metal • Pre-Drilled Holes • Size: 16" W x 12.5" H Sign Reads: Ford Motor Co. Detroit Mish http://www.stationbay.com/ford-motor-co.-detroit-michigan-rustic-tin-sign.html

http://artsandcraftscompany.blogspot.com/2010/05/arts-and-crafts-company-apprentice.html

Name _____________________________________

Title of book____________________________________

Document Analysis

Who ____________________________________ ___________________________________________ What ____________________________________ ___________________________________________ When/How do you know?______________________ ___________________________________________ Where ____________________________________ Why was it written? _________________________ ___________________________________________

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Toy Bricks

A local toy company is looking for help to meet the demands of manufacturing their most popular product – “color bricks.” The toy company needs to place an order for one million color bricks in just 3 days! Materials: • 2 brown paper bags • 4 pieces of recycled paper • 1 set of markers • 1 black marker • 1 compass • 1 ruler

Criteria: • The brick must be made up of two brown bags. • The brick must be filled with four pieces of recycled paper

(lightly crunched up and stuffed into one bag. The other bag will cover this bag and the crunched up paper.)

• The largest sides of the brick must be filled with polka dots. (3 large 1” diameter & 3 medium 0.5” circles scattered per side). One side must have three blue and 3 green circles. The other side must have three red and three orange circles.

• The top and bottom of the brick must have four vertical 0.5’ purple stripes with 0.5’ in between each stripe.

• Both sides of the brick must have “Color Bricks” written in black marker. Letters must be centered on the sides and 1” in heights and 5” long.

Primary Source Analysis Rubric

0 1 2 3

Description of Photograph

None Partial Complete Complete with

elaboration

Who

What

When

Where

Why

Totals

Vocabulary Journal Rubric No

0 Yes 1

Word (Spelled Correctly)

Picture

Definition

*1 point for every word, picture, and definition

Journal Free Response Rubric Excellent

3 points Average 2 points

Below Average 1 point

Completion Journal entry has at least one paragraph consisting of 5 or more sentences.

Journal entry is completed with a paragraph of 5 sentences or more.

Journal entry has less than 3-‐4 sentences in a paragraph.

Journal entry has 3 sentences or less.

Response Quality Responses are fully developed and on topic.

Responses are fully developed and strongly on topic.

Responses are acceptably developed and remain on topic for the most part.

Responses are underdeveloped and do not remain on topic.

Reflection Student has made an attempt to reflect on meaning, theme, message, or issue of the text.

Student has made an excellent attempt to reflect on meaning, theme, message, or issue of the text.

Student has made an acceptable attempt to reflect on meaning, theme, message, or issue of the text

Student has made no attempt to reflect on meaning, theme, message, or issue of the text.


Title of the lesson: Timelining Grade/Age level: 4th Date: March 12, 2012

Teacher Focus: What were the Pros and Cons of Industrialization? Scenario: Students have already learned how to place historical events on our classroom timeline. They have little background on Inventors and Inventions, therefore this lesson is to help students think and ask questions while learning about the influential people and inventions of the past and present. Iowa Core Curriculum Standards and/or Benchmarks: Understand the changing nature of society. (Behavioral Sciences) Understand that advancing technologies impact the global economy. (Economics) Understand how physical processes and human actions modify the environment and how the environment affects humans (Geography) Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. (History) Learning Targets (Use Bloom’s Taxonomy Wheel to choose strong verb for your measurable target) TLW identify key historical inventors and inventions through a read aloud of the book Bright Ideas by Ann Rossi for our classroom timeline using a KWL chart, scored on a three-point rubric. TLW summarize their invention topic and create a notecard to place on the classroom timeline to be assessed on a checklist. TLW design a brochure about a Invention and Inventor assessed though a rubric. Success Criteria (“I Can” statements): I can analyze images considering the 5 W’s (who, what, when, where, why). I can determine where on the timeline analyzed images will be placed. I can determine where on the timeline invention notecards will be placed. I can create a research-based brochure on an invention and/or inventor. Procedure: (include a suggested time allocation for each part of the procedure) a) Introduction (attention getter, anticipatory set): “This year we have already talked about being historians. Today we are going to continue our journey as historians by adding inventors and inventions from the time of the Industrial Revolution to our classroom timeline.” b) Steps (note technology used): Reserve Computer Lab for Guided Practice and Independent Practice days. Input: Model: Day 1: (60 Minutes)

• Today I am going to read part of Bright Ideas to you and stop along the way to put some pictures on our classroom time line.

• Walk and Talk the timeline as a class to tell a story using the images and documents on the timeline • In small groups, have student do a photo analysis corresponding to the historical images in the story

Bright Ideas using a KWL chart to record their thinking. • When each group has completed their KWL chart, have students share whole group about their image

and KWL chart. • Small groups will decide where on the timeline their image would be placed. Teacher will give each

group tape to paste their image to the timeline. (If student does not have the image in the right spot, explain where and why it would need to go in the correct place).

• Have students add onto their Venn Diagram with an orange writing utensil representing Inventions and Inventors

Guided Practice: Day 2: (60 Minutes) • Put students into small groups of 3-4 and give them an Invention category (Railroad, Camera,

Television, Cars, Engines, Telephone, Flight, and Textile). • When given their category, team members will pick one invention under the category to research at

the computer lab. • Give each student a notecard. • Have students write the invention name, the date it was created, whom it was created by and a draw a

picture. • When all students have completed their notecards have the class come together and have groups

share whole group about their invention topic and their inventions. • Small groups will decide where on the timeline their invention would be placed. Teacher will give

each member tape to paste their notecard to the timeline. (If student does not have the invention in the right spot, explain where and why it would need to go in the correct place).

• Have students add onto their Venn Diagram with an orange writing utensil representing Inventions and Inventors

Independent Practice: Day 3: (60 Minutes)

• Allow students to search the internet at the computer lab on their invention. • Have students create a brochure including text and photographs from their in depth research findings. • Explain the guidelines for the tri fold brochure: (6 sides) 1. Title page, 2. What, 3. Who, 4. Why, 5.

When and Where, 6. Pros and Cons. • Give students construction paper to create a tri fold brochure. • Advise them to type and then paste their information using glue and scissors to their brochure. • Tell students to be creative and to make the brochure their own. • Have students add onto their Venn Diagram with an orange writing utensil representing Inventions

and Inventors. c) Closure (reviewing learning, summarizing, assignments): Today we have continued our journey as historians. We added important inventions and inventors to our classroom timeline to help us visualize when and where things happened in the past. Pair/Share one pro and one con to industrialization related to the Inventors and Inventors you learned about (once to the person to their left, once to the person to their right). Does anyone want to share a Pro? Does anyone want to share a Con? d) Assessment: (Should be something measurable – What documentation do you have?) Complete these two stems: Teacher will know students have met the criteria by assessing their Invention Notecards to a checklist. Students will create a brochure about their invention including who, what, when, where, why, pros and cons. *Include the success criteria with lesson plan (rubric, checklist, ect.) Use 3 point Primary Source Analysis to assess small group photo analysis. Use checklist to assess notecards placed on the timeline. Use rubric to assess Invention Brochure. Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual identity, socioeconomic, etc) Small groups are heterogeneous groups by mixing gender, socioeconomic status, and culture into each group.

Differentiation for cognitive, affective, psycho-motor needs: (ability level, learning style, assistive technology, etc.)

• Partner IEP students with a group that will write for them during the recording on the KWL Worksheet

• Allow students to type their brochure if handwriting is illegible. • Pair/Share

Materials / Equipment Needed: Classroom long paper timeline, Bright Ideas by Ann Rossi, images corresponding to the story Bright Ideas, KWL Chart, KWL 3 point rubric, tape, pencils, markers, computers, Invention Topics, Notecards, crayons, notecard checklist, Brochure rubric, printer, glue, scissors. Teacher Reflection: (ways you will determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking)

Railroad

1804 Railroad Locomotive 1847 William Kelly, Craftsmen, Producer of Steel 1855 Sir Henry Bessemer, Creates Steel on an Assembly line 1867 Refrigerated Railroad Car

Photography

1888 Kodak Camera 1900 Brownie Box Camera 1920 Polaroid 1994 Digital Camera

Television

1939 Black and White Television 1953 Color Television 1999 Flat Screen Television

Automobile

1885 First Car 1903 Ford Motor Company 1908 Model T 1913 First Assembly Line for Cars 1938 Refrigerated Truck

Engine Power

1712 Steam Engine 1807 Steam Ship 1829 First Railroad Engine

Telephone Communication

1793 Telegram 1876 Speaking Telephone 1879 Easy Listening 1920-30’s Candle Stick Phone 1937 Cradle Telephone 1979 Mobile Phone 1990 Cell Phone

Flight

1793 Hot Air Balloon 1891 Glider 1903 Wright Brothers First Powered Flight 1969 747

Textile

Early 1700’s Spinning Wheel/Wool Wheel 1764 Spinning Jenny 1785 Power Loom 1787 Power Weaving 1793 Cotton Gin 1846 Lock Stitch Sewing Machine

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0 1 2 3



elaboration

Who

What

When

Where

Why

Totals

Notecard Checklist

Name of Invention Date Invention was created is correct Creator of Invention is correct Picture of Invention Notecard placed correctly on the Classroom Timeline

Brochure Rubric 1 2 3

Title

• No Student Name • No Invention Name

and Date • No Photograph

• No Student Name • There is a date, but

it is written incorrectly.

• No Photograph Included

• Students Name is written • Invention Name and Date is

written • Photograph Included

Who

• No Inventor Name included

• The topic/content does not match the purpose or thinking of the student.

• Inventors Name is included but is incorrect.

• Elaborates on at least one idea

• The topics/content chosen make sense.

• Inventors Name Included • Elaborates on many Ideas

about the Inventor • The topic/content matches

student’s thinking

What

• The topic/content does not match the purpose or thinking of the student

• No Invention Name Included

• Elaborates on at least one idea


• Invention Name Included • Elaborates on Many ideas

about the Invention • The topic/content matches


Why


• Elaborates on at least one idea.

• The topics/content chosen make sense

• Elaborates on many ideas • The topic/content matches


When/Where

• No Date or Location of the Invention are included


• Date and Location of the Invention are included but are incorrect.



• Date and Location of the Invention are included

• Elaborates on many ideas • The topic/content matches


Pros/Cons

• No Pros or no Cons included


• Pros and Cons are included



• Pros and Cons are included • Elaborates on many ideas. • The topic/content matches


Photographs • No Photographs are

Included • Only 1-2

photographs are included.

• Multiple Photographs are included and match the topics and content chosen

Conventions

• Most sentences do not have capitals and/or punctuation

• Incomplete sentences

• Lots of misspelled words

• The brochure does not make sense.

• Sentences begin with a capital and/or end with punctuation.

• Some sentences are incomplete.

• There are some misspellings

• Most of the brochure makes sense

• All sentences begin with a capital and end with punctuation

• There are complete sentences

• Spelling is accurate • The brochure makes sense.

LEARNING PLAN Jacklyn Gelman/Industrial Revolution

Title of the lesson: Photo Analysis Grade/Age level: 4th Date: 2/22/12

Teacher Focus: What were the pros and cons of industrialization?

Scenario: Students have little background on factory working conditions and child labor, therefore this lesson is to help students think and ask questions while learning how to do an image analysis using a KWL chart to record their thinking. Photo analysis will be introduced and modeled whole group. Students will have guided practice in a small group with images related to child labor and factory working conditions. Iowa Core Curriculum Standards and/or Benchmarks: Understand that the decisions of one generation provide the range of possibilities open to the next generation. (Behavior Science) Understand the use of research procedures and skills to investigate an issue. (Behavioral Science) Understand humans interact and adapt to the physical environment. (Geography) Understand differences in life today compared to life in the past. (History) Understand groups and institutions work to meet individual needs and the common good of all. (History) Understand that Congress passes laws to protect individual rights. (Political Science) Learning Targets (Use Bloom’s Taxonomy Wheel to choose strong verb for your measurable target) TLW analyze an image recording their thinking (who, what, where, when, and why) on a KWL chart to be assessed through a 3-point rubric. TLW compare and graph the differences between children’s lives today and children’s lives in the past. TLW analyze an image independently and corroborate sources to construct a newspaper article. Success Criteria (“I Can” statements): I can analyze a photo. I can compare children’s lives today and children’s lives in the past. I can corroborate to construct a newspaper article. Procedure: (include a suggested time allocation for each part of the procedure) a) Introduction (attention getter, anticipatory set): Can someone tell me what the word labor means? Very Good! Labor is physical work performed by workers usually for money also known as a wage. Can anyone name someone who does labor? Excellent! Adults just like your parents and me are workers. While you attend school, adults are at work. What if you couldn’t go to school and had to go to work instead, would you be sad? Millions of children growing up during the time of the Industrial Revolution were forced out of school and into work under dangerous working conditions. Children worked in agriculture, fishing, manufacturing, and mining. This is known as Child Labor. Today we are going to learn about the history of child labor by analyzing a photo. When we sock it to history we S (source) O (observe) C (contextualize) and C (corroborate). Those may seem like big works, but as we analyze this photo, I will point them out as we do each of these steps. b) Steps (note technology used): Schedule computer lab for Day 3 Input: Model: Day 1: (60 Minutes)

• Show students the KWL chart and explain how to use the chart: K what we think we know about the

photo. (People, Objects, What do you think they are doing?); W what we want to learn (Why do you think they are doing this?, How do you think they are feeling? When do you think the picture was taken? How do you know? Questions this photo raises); L what we hope to learn (Where could you find the answers?)

• Show students “Cannery Workers Preparing Beans, 1910” by Lewis Hine • As students observe the image, have them share thoughts for each section of the KWL chart. As

students respond, teacher writes their answers on the large class KWL chart. Emphasize that everyone’s ideas are recorded even if someone in the group does not agree.

• Point out this image has a caption. Read the caption “Cannery Workers Preparing Beans, 1910” • As students contextualize, point out when students are using their background knowledge also known

as their schema and the photographer’s clues to answer on the KWL chart. • As students fill out the L section, emphasize this is where we would go to look for answers/evidence

related to the image. • Read The Bobbin Girl by Emily Arnold McCully • Have students add onto their Venn Diagrams with a green writing utensil representing Child Labor

Guided Practice: Day 2: (30 Minutes)

• Establish expectations of groups (all group members are thinkers, one group member is the recorder, one pencil per group, rotation of the recorder is for each section of the KWL chart, all ideas are recorded even if someone in the group does not agree).

• Put students into small groups of 2-4 and give them an image from the National Child Labor Committee Collection by Lewis Hine from the Library of Congress.

• Students work in small groups while teacher circulates and guides groups as needed. • When all groups have their KWL chart complete, come together as a class and share out their

photographs. • Have students add onto their Venn Diagrams using their green writing utensil representing Child

Labor

Independent Practice: Day 3: (60 Minutes) • Introduce the importance of Lewis Hine to students. Lewis Hine took photographs of children

working throughout the United States for the National Child Labor Committee. He was a schoolteacher who felt passionately that children should not be working, but going to school. Lewis was hired by the government to investigate the truth behind child labor. We have been analyzing his photographs all week.

• Allow students to search the Library of Congress website (http://www.loc.gov/pictures/search/?st=grid&co=nclc) and choose a photograph to S (source) O (observe) C (contextualize) and C (corroborate).

• Students will create a 1 page Newspaper Article using the template. • Students will hand in Newspaper Articles to teacher. • Have students add onto their Venn Diagrams using their green writing utensil representing Child

Labor c) Closure (reviewing learning, summarizing, assignments): So far we have SOCCed it to history while learning how to analyze a photo. We looked for a source, observed and recorded what we saw. Next we used out schema and inferred to contextualize, and finally while researching on the Library of Congress, we were able to corroborate and learn more about the images. Pair/Share one pro and one con to Industrialization related to Child Labor (once to the person to their left, once to the person to their right). Does anyone want to share a Pro? Does anyone want to share a Con?

d) Assessment: (Should be something measurable – What documentation do you have?) Complete these two stems: Teacher will know students have met the criteria by comparing their KWL charts and Newspaper Articles to a rubric. Students will identify who, what, when, where, why in an image. *Include the success criteria with lesson plan (rubric, checklist, etc.) Use 3 point Primary Source Analysis rubric to assess small group photo analysis. Teacher observation during small group discussions of the images and when listening to group presentations. Use rubric to assess newspaper articles. Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual identity, socioeconomic, etc.) Small groups are heterogeneous groups by mixing gender, socioeconomic, and culture into each group. Differentiation for cognitive, affective, psycho-motor needs: (ability level, learning style, assistive technology, etc.)

• Partner IEP students with a group that will write for them during the recording on the KWL chart. • Allow students to type the Newspaper Article if handwriting is illegible.

Materials / Equipment Needed: Cannery Workers Preparing Beans Photograph, KWL chart, The Bobbin Girl by Emily Arnold McCully, Venn Diagram chart, markers, small group photographs, pencils, Newspaper Article Template, Computers, scissors Teacher Reflection: (ways you will determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking)

*For Modeling Whole Group

http://www.loc.gov/pictures/resource/nclc.05423/?co=nclc Title: Interior of J.S. Farrand Packing Company, Baltimore, Md. Many tiny workers. Babies are held on laps of workers, or stowed away in empty boxes. Cannery workers preparing beans Creator: Hine, Lewis Wickes, 1874-1940, photographer Summary: Many tiny workers. Babies are held on laps of workers, or stowed away in empty boxes. Cannery workers preparing beans Date Created/Published: 1909 July Medium: 1photographic print, 1 negative: glass; 5 x 7 in. Reproduction Number: LC-DIG-nclc-00033 (color digital file from b&w original print) LC-DIG-nclc-05423 (b&w digital file from original glass negative) Digital ID: (b&w digital fine from original glass negative) nclc 05423 http://hdl.loc.gov/loc.pnp/nclc.05423 Call Number: LOT 7475, v. 1, no. 0857 [P&P] LC-H5-857 Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Location: Baltimore, Maryland

*For small group guided practice

http://www.loc.gov/pictures/resource/nclc.05394/?co=nclc

Title: 488 Macon, Ga. Lewis W. Hine 1-19-1909. Bibb Mill No. 1 Many youngsters here. Some boys were so small they had to climb up on the spinning frame to mend the broken threads and put back the empty bobbins. Location: Macon, Georgia. Creator(s): Hine, Lewis Wickes, 1874-1940, photographer Date Created/Published: 1909 January 19. Medium: 1 photographic print. 1 negative : glass ; 5 x 7 in. Reproduction Number: LC-DIG-nclc-01581 (color digital file from b&w original print) LC-DIG-nclc-05394 (b&w digital file from original glass negative) LC-USZ62-23944 (b&w film copy negative) LC-USZ6-1222 (b&w film copy negative) Rights Advisory: No known restrictions on publication. Call Number: LOT 7479, v. 1, no. 0488 [P&P] LC-H5- 488 Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/pictures/collection/nclc/item/ncl2004002617/PP/ Title: Noon hour in the Ewen Breaker, Pennsylvania Coal Co. Location: South Pittston, Pennsylvania. Creator(s): Hine, Lewis Wickes, 1874-1940, photographer Date Created/Published: 1911 January. Medium: 1 photographic print. Reproduction Number: LC-DIG-nclc-01134 (color digital file from b&w original print) LC-USZ62-23754 (b&w film copy negative) Call Number: LOT 7477, no. 1945 [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/pictures/collection/nclc/item/ncl2004001028/PP/ Title: 2 newsgirls. Location: Wilmington, Delaware. Creator(s): Hine, Lewis Wickes, 1874-1940, photographer Date Created/Published: 1910 May. Medium: 1 photographic print. Reproduction Number: LC-DIG-nclc-03602 (color digital file from b&w original print) LC-USZ62-25105 (b&w film copy negative) Call Number: LOT 7480, v. 2, no. 1539 [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/pictures/collection/nclc/item/ncl2004003549/PP/ Title: All these children five years, six years, seven years, nine years and two a little older, were picking cotton on H.M. Lane's farm Bells, Tex. Only one adult, an aunt was picking. Father was plowing. Edith, five years, (see preceding photo) picks all day. "Hughie" six years old, girl, picks all day. Alton, seven years old, boy, picks fifty pounds a day. Ruth, nine years old, picks seventy-five pounds a day. Rob and Lee are about ten or eleven years old. The very young children like to pick, but before long they detest it. Sun is hot, hours long, bags heavy. Location: Bells, Texas. Creator(s): Hine, Lewis Wickes, 1874-1940, photographer Date Created/Published: 1913 September. Medium: 1 photographic print. Reproduction Number: LC-DIG-nclc-00199 (color digital file from b&w original print) LC-USZ62-18129 (b&w film copy negative) Call Number: LOT 7475, v. 1, no. 3551 [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/pictures/collection/nclc/item/ncl2004002376/PP/ Title: Bootblack, 3rd Ave & 9th St. Location: New York, New York (State) Creator(s): Hine, Lewis Wickes, 1874-1940, photographer Date Created/Published: 1910 July. Medium: 1 photographic print. 1 negative : glass ; 5 x 7 in. Reproduction Number: LC-DIG-nclc-03671 (color digital file from b&w original print) LC-DIG-nclc-05461 (b&w digital file from original glass negative) LC-USZ62-19959 (b&w film copy negative) Call Number: LOT 7480, v. 2, no. 1656 [P&P] LC-H5- 1656 Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/pictures/collection/nclc/item/ncl2004000589/PP/ Title: A greaser in a Coal Mine. See 1835. Location: Bessie Mine, Alabama. Creator(s): Hine, Lewis Wickes, 1874-1940, photographer Date Created/Published: 1910 November. Medium: 1 photographic print. Reproduction Number: LC-DIG-nclc-01094 (color digital file from b&w original print) LC-USZ62-20510 (b&w film copy negative) Call Number: LOT 7477, no. 1830 [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

http://www.loc.gov/pictures/collection/nclc/item/ncl2004002656/PP/ Title: Manuel, the young shrimp-picker, five years old, and a mountain of child-labor oyster shells behind him. He worked last year. Understands not a word of English. Dunbar, Lopez, Dukate Company. Location: Biloxi, Mississippi. Creator(s): Hine, Lewis Wickes, 1874-1940, photographer Date Created/Published: 1911 February. Medium: 1 photographic print. Reproduction Number: LC-DIG-nclc-00828 (color digital file from b&w original print) LC-USZ62-55649 (b&w film copy negative) LC-USZ6-1306 (b&w film copy negative) Call Number: LOT 7476, no. 1984 [P&P] Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

Name of Article________________________ ______________________________________________________________________________________ Who_____________________________________ _________________________________________________________________________________________________________________________________ What____________________________________ ____________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ Where___________________________________________________________________________________________________________ Why_____________________________________________________________________________________________________________________________________________________________________________________________________________________ Interesting Fact(s) _________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name of Interviewer_______________________________________________

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LEARNING PLAN Jacklyn Gelman/Industrial Revolution

Title of the lesson: Technology Grade/Age level: 4th Date: April 27, 2012

Teacher Focus: What were the Pro and Cons of Industrialization?

Scenario: Students have little knowledge on Capitalism and Big Business and how it effected Industrialization. This lesson is to help students think and ask questions while learning how to build their own business. Iowa Core Curriculum Standards and/or Benchmarks: Understand the changing nature of society. (Behavioral Science) Understand the functions of economic institutions. (Economics) Understand factors that create patterns of interdependence in the world economy. (Economics) Understand the effect of economic needs and wants on individual and group decisions. (History) Learning Targets (Use Bloom’s Taxonomy Wheel to choose strong verb for your measurable target) TLW identify the impact big business has on society through a read aloud of the story The Lemonade Stand, by Rebecca Benedix. TLW define capitalism, profit, competition, and monopoly to be assessed through a 3-point rubric. TLW create and maintain their own business online through a game simulator. Success Criteria (“I Can” statements): I can identify and explain the keywords Capitalism, Profit, Competition, and Monopoly. I can answer questions while listening to the story The Lemonade Stand, by Rebecca Benedix. I can build my own business online. Procedure: (include a suggested time allocation for each part of the procedure) a) Introduction (attention getter, anticipatory set): “Today we are going to learn about Capitalism and Big Business and how it impacted the economy and the Industrial Revolution.” b) Steps (note technology used): Reserve Computer Lab for Day 3 Input: Model: Day 1: (60 Minutes)

• Have students clear everything off their desks. • Pass out white boards and markers to each student. Also pass out Kleenex to use as an eraser. • Advise students that as you read the story, they will answer the questions posed on their white

boards. • Read The Lemonade Stand.

(http://www.bringinghistoryhome.org/assets/bringinghistoryhome/lemonade%20stand%20stories%20for%20lessons.pdf)

• Have one student from each table collect white boards and markers. • Have students take out their vocabulary journal. • Write the word Capitalism on the board and ask students if anyone knows what this word means. Tell

students: “ Capitalism is a system that allows private ownership of businesses, rather than state ownership of businesses. Have students write Capitalism in their vocabulary journal. Have them draw a picture and a student definition of what the word means.

• Write the word Profit on the board and ask students if anyone knows what this word means. Tell students: “Profit is the price minus the cost. For example if a candy bar costs 60 cents at the store and costs 40 cents for the company to make, the candy bar company owner makes 20 cents on every bar sold.” Have students write Profit in their vocabulary journal. Have them draw a picture and a student definition of what the word means.

• Write the word Competition on the board and ask students if anyone knows what this word means. Tell students: “Competition is when businesses compete with other businesses that sell similar products. Customers may choose to buy Brand A because it is higher quality and has unique features, or they might choose Brand B because it is less expensive.” Have students write Competition in their vocabulary journal. Have them draw a picture and a student definition of what the word means.

• Write the word Monopoly on the board and ask students if anyone knows what this word means. Tell students: “Monopoly is a business with no competition.” Have students write Monopoly in their vocabulary journal. Have them draw a picture and a student definition of what the word means.

• Have students add onto their Venn Diagram with a blue writing utensil representing Capitalism and Big Business.

Guided Practice: Day 2: (30 Minutes)

• Review the vocabulary words from Day 1. o Ask students: “In capitalism, how do business owners make money?” (They make a profit.

They sell products for more money than they pay to produce or make them) o Ask students: “Why is competition good for everyday people buying things?” (Makes

products cheaper. Can make the quality better) o Ask students: “How can monopoly negatively effect people buying goods? (Prices high,

quality low, workers paid low wages. There is no incentive or reward for a monopoly owner to make good products and keep his prices low)

• Brainstorm with Students: What do private individuals or companies own? (Businesses that sell things. McDonald’s, grocery stores, movie theaters, clothing stores, drugstores, gas stations, furniture stores, etc.)

• Brainstorm with Students: What does the government own? (Offices that provide service paid for by everyone together through taxes. Police stations, fire stations, wildlife management offices, parks, schools, etc.)

• Ask students: “What does it cost to make a product?” (Materials + Labor = Cost. Example of candy bar materials: ingredients to make chocolate and other goodies; paper and foil to wrap the candy bar. Gas to fuel the truck that hauls the candy to the store. The candy bar factory owner must pay the people who work in the candy bar factory)

• Show students the interactive business game Lemonade Millionaire. • Tell students that tomorrow they will get the opportunity to create their own business online. • Have students add onto their Venn Diagram with their blue writing utensil representing Capitalism

and Big Business. Independent Practice: Day 3 (60 Minute)

• Go to the school computer lab. • Tell students: “Just like the story The Lemonade Stand and the game Lemonade Millionaire this

website has multiple business game simulators for you to create and maintain your own business.” • Have students pick a game simulator to create their business from the website: http://www.123-

games.net/online/business-games • As students are building their business, teacher is walking around answering questions. • Once time is up, walk students back to the classroom. • Have student’s free respond in their journals about the business they created online. • Have students share what business they built and what problems they faced. What they liked, what

they didn’t like? (Use class sticks to call on students) • Have students add onto their Venn Diagram with their blue writing utensil representing Capitalism

and Big Business.

c) Closure (reviewing learning, summarizing, assignments): Today we learned that Capitalism and Big Business played an important role in the economy during the Industrial Revolution and todays society. Pair/share one pro and one con to Industrialization related to Capitalism and Big Business (once to the person to their left, once to the person to their right). Does anyone want to share a Pro? Does anyone want to share a Con? d) Assessment: (Should be something measurable – What documentation do you have?) Complete these two stems: Teacher will know students have met the criteria by assessing their vocabulary journals and free response journals to a rubric. Students will build their own business online and free respond in their journals about their experience. *Include the success criteria with lesson plan (rubric, checklist, ect.) Use 3-Point rubric to asses Vocabulary Journal. Use 3-Point rubric to asses Free Response Journal entries. Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual identity, socioeconomic, etc) Varied response techniques including pair/share and drawing a stick with child’s name randomly to respond. Differentiation for cognitive, affective, psycho-motor needs: (ability level, learning style, assistive technology, etc.)

• Pair/Share for involvement of all students. • Variety of online activities to meet many learning abilities levels • Assistive Technology in computer lab.

Materials / Equipment Needed: The Lemonade Stand by Rebecca Benedix, White Boards, White Board Markers, Kleenix, Vocabulary Journals, Venn Diagram, Markers, Pencil, Colored Pencils, Computers, Free Response Journals, Vocabulary Journal Rubric, Free Response Journal Rubric, Name Sticks Teacher Reflection: (ways you will determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking)

Teacher Version The Lemonade Stand A Story of Capitalism

Rebecca Benedix Johnny wanted a new bike. When he asked his parents for one, they told him he was either going to have to wait for Christmas or earn enough money to buy one on his own. So Johnny decided to earn money through a lemonade stand. He lived on a corner between the downtown business section and the nearest parking garage. He thought he would have a lot of customers who were walking to and from their cars. Johnny made a list of the supplies he needed for his stand. He went to the grocery store and bought 8 lemons for $2.00 and a bag of sugar for $1.50. He went to Wal-Mart and bought a lemon squeezer for $5.00, a bag of 30 Styrofoam cups for $1.50, and some poster board and markers for $3.00. He had spent $13.00. When Johnny went home he made a sign for his stand using the poster board and markers. He charged 25¢ for a cup of lemonade. He cut the lemons, squeezed the juice out of them into a pitcher his mother gave him, and stirred in some sugar. He added some ice cubes. He dragged an old table from the garage out to the street corner and put up his sign. He brought his pitcher of lemonade and his cups out to the table, sat down, and waited for customers to stop and buy. Since the day was hot, people were lined up to buy his lemonade. He quickly ran through his supply of lemonade and went inside to count his money. Questions to Pose: In order for Johnny to be able to buy his bike, he must make a profit. He must make more money than he spent. It cost Johnny $13.00 to make a batch of lemonade. How many cups of lemonade does Johnny have to sell to make $13.00? (52 cups) Why is this a problem? (He only bought 30 cups, will have to buy more) What can Johnny do to make a profit? (Either charge more per cup or cut costs) Johnny was disappointed that he had not made any money. He decided to raise his prices from 25¢ to 75¢. Q: How many cups will Johnny have to sell now to make a profit? (18 cups= $13.50) Depression Teacher Adaptations Johnny made more lemonade and settled down at his stand. His stand was the only one in town (monopoly) so he again was busy selling lemonade. Q: Is a monopoly bad? (Yes, prices high, quality low, low wages, no incentive to make better products, lower prices, pay better) Johnny sold all 30 cups, cleaned up, and went inside to count his money. Q: How much money did Johnny make? ($22.50) How much profit did he make? ($9.50) One of Johnny’s customers was Judy, a girl from his class who lived just down the street from him. When she learned why Johnny was selling lemonade she got an idea. She had wanted a skateboard for a long time, but her parents couldn’t afford one. Maybe if she sold lemonade she could make enough money to buy one herself. Judy went to Wal-Mart and bought a large container of sweetened Kool-Aid lemonade mix

for $3.50 and the large box of 150 paper cups for $5.00. She created lemonade signs on her computer and ran them off on her printer. She was charging 50¢ for a cup of lemonade. Q’s: In order for Judy to be able to buy her skateboard, she must make a profit. What is a profit? (Sell product for more $$ than it costs to make.) How much did it cost Judy to make her lemonade? ($8.50) How many cups of lemonade does Judy have to sell to make $8.50? (17 cups = $8.50) If she sold all 150 cups of lemonade, how much money would she make? ($75.00) How much profit would she make? ($66.50) Judy is a capitalist, a business owner who makes a profit. Judy tacked up her signs advertising her lemonade stand around the downtown business area. She made her lemonade in a big cooler, added plenty of ice, and set up her stand one block closer to the downtown area than Johnny’s. Since she was selling the same product that Johnny was she became his competition. Q: Why is competition a good thing? (makes products cheaper. Makes quality better)ion Teacher Adaptations People working and shopping downtown saw her signs and came to her stand to buy lemonade. What is another reason why people might want to buy her lemonade instead of Johnny’s? (cheaper) People still stopped at Johnny’s stand to buy lemonade but not as many as before. Johnny was not earning very much money. He was spending more money than he made. He was losing money. (loss= spend more than make) Johnny went to Judy’s stand to see how she was doing. He watched her and spoke with her and learned how she was making her lemonade. He thought she had some good ideas. Johnny met his friend Raymond at Judy’s stand. Raymond lived on the other side of town. Johnny got an idea. What if he cut his costs by buying the cheaper lemonade, more cups, cut the cost of his lemonade, and had Raymond sell his lemonade on the other side of town? Johnny was setting up a partnership. (Q: Do you think this is a good idea?) Johnny approached Raymond with his idea. If Raymond helped him, he would pay Raymond 1/4 of his profit. Raymond wanted to get a new X-Box game, so he agreed. Johnny went and bought 2 large containers of sweetened Kool-Aid lemonade mix for $7.00 and 2 large boxes of 150 paper cups for $10.00. Johnny decided to charge 50¢ for a cup. Both Johnny and Raymond made computer signs advertising their stands and tacked them up both downtown and around their neighborhoods. They even tacked some up at the pool and at the parks. What is their cost? ($17.00) How many cups would they have to sell to make a profit? (35 cups = $17.50) Raymond and Johnny set up their stands and waited for their customers. The continued hot spell made people thirsty. Lemonade always sounds good on a hot day, so all three stands were busy. At the end of the afternoon Judy, Johnny, and Raymond were hot, tired, and out of lemonade. Raymond brought his money over to Johnny’s house to count. If all the lemonade has sold, how much money did Judy make? ( $75) What is her profit? ($66.50) How much did Raymond and Johnny make? ($150)

What is their profit? ($133) How much did Raymond earn? ($33.25) What is Johnny’s actual profit? ($99.75) All three children were content with the day’s profits. Judy, Johnny, and Raymond took some of their profits and bought more supplies for the next day at Wal-Mart. They ended up standing by each other at the checkout counter. As they bought their purchases they discussed how their business was going. Raymond came up with the idea of all three of them joining together in a corporation. (Why would this be a good idea? They would not be in competition with each other.) Judy and Johnny thought this was a great idea. Because they were the only lemonade stands in town, everyone would have to buy from their corporation. They would have a monopoly. (Is this a good idea?) They raised the price of lemonade back to 75¢. By the end of the summer they had made enough money to purchase the bicycle, the skateboard, and the game. Capitalism was working for them. Questions: Do you suppose they sold all of their lemonade every day? What are some things that could cause problems? What are some things they could do to make more money?

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LEARNING PLAN Jacklyn Gelman/ Industrial Revolution

Title of the lesson: Document Analysis Grade/Age level: 4th Date: March 2, 2012

Teacher Focus: What were the Pros and Cons of Industrialization? Scenario: Students have learned about child labor and factory working conditions but have little background knowledge on the textile industry of Lowell, Massachusetts. This lesson is to help students think and ask questions while learning how to do document analysis. Iowa Core Curriculum Standards and/or Benchmarks: Understand that advancing technologies impact the global economy. (Economics) Understand the use of geographic tools to locate and analyze information about people, places, and environments. (Geography) Understand the effect of economic needs and wants on individual and group decisions. (History) Learning Targets (Use Bloom’s Taxonomy Wheel to choose strong verb for your measurable target) TLW identify why Lowell was one of the most important industrial cities in early America through a read aloud of the book The Lowell Mill Girls by Alice K. Flanagan. TLW analyze documents and images related to The Lowell Textile Industry and record their thinking (who, what, where, when, and why) on a Document Analysis Worksheet to be assessed though a 3-point rubric. TLW write a letter to a Mill Boy or Girl and give their insight about the textile industry assessed through a rubric. Success Criteria (“I Can” statements): I can identify the word Textile. I can analyze historical images and documents related to The Textile Industry. I can write a letter to a Mill boy or Mill girl. Procedure: (include a suggested time allocation for each part of the procedure) a) Introduction (attention getter, anticipatory set): Does somebody know what the word “textile” means? The word textile means, “to weave.” The word textile was originally meant to describe a fabric that was made of woven fibers, but that is not what it is today. How many of your great-grandmothers sew? How many of their grandmothers and mothers sew? How many of you know how to sew? (You will notice that the number of hands will be less each time.) Ask the students why sewing isn’t a big deal anymore? Our mothers and grandmothers no longer need to spend endless hours sewing our clothes. Today a large number of fabrics are used and produced at a very fast pace. This process began during the Industrial Revolution. In Lowell Massachusetts, wealthy Boston merchants financed the production of waterpower from the Merrimack River and the factories to create the largest textile mills in the nation. b) Steps (note technology used): Schedule Computer lab for first half hour of Day 3 Input: Model: Day 1: (60 Minutes)

• Show students the Document Analysis Worksheet and explain how we can contextualize and corroborate to find the who, what, when, how, where, and why of a document.

• Show students The Middlesex Mills Company Regulations Document by Samuel Lawrence. • As students analyze the document, have them share their thoughts for each section of the Document

Analysis Worksheet. • Complete the Document Analysis Worksheet as a class. • Read The Lowell Mill Girls by Alice K. Flanagan. • Have students add onto their Venn Diagram with a purple writing utensil representing The Textile

Industry. Guided Practice: Day 2: (30 Minutes)

• Establish expectations of groups (all group members are thinkers, one group member is the recorder, one pencil per group, rotation of the recorder is for each section (who, what, when, where, why) of the Document Analysis Worksheet.

• Put students into small groups of 3-4 and give them a document from the Lowell Historical Society of the University of Massachusetts Lowell Libraries. http://libweb.uml.edu/clh/mo.htm

• Students work in small groups while teacher circulates and guides groups as needed. • When all groups have their Document Analysis Worksheets complete, come together as a class and

share out their documents and discoveries. • Have students add onto their Venn Diagram using their purple “Textile Industry” writing utensil.

Independent Practice: Day 3: (60 Minutes)

• Allow students to search the Center for Lowell History – University of Massachusetts Lowell Libraries Website and choose either a Mill Boy http://libweb.uml.edu/clh/All/Mbl.htm or Mill Girl http://libweb.uml.edu/clh/All/alet.htm to write a letter to providing their insight on the Textile Industry.

• Explain the Guidelines for the Letter: Salutation and Closing, Date (should be from the time period), Three Paragraphs 1) Introduction, 2) response to the Mill Boy/Girl letter, personal feelings and questions, and 3) Conclusion

• Have students add onto their Venn Diagrams using their purple “Textile Industry” writing utensil. c) Closure (reviewing learning, summarizing, assignments): Today we learned that The Textile Industry played an important role in the production of cloth in the Industrial Revolution. Pair/Share one pro and one con to industrialization related to the Textile Industry (once to the person to their left, once to the person to their right). Does anyone want to share a Pro? Does anyone want to share a Con? d) Assessment: (Should be something measurable – What documentation do you have?) Complete these two stems: Teacher will know students have met the criteria by assessing their Document Analysis Worksheets to a rubric. Students will write a letter to a Mill Boy or Mill Girl including their response to the Textile Industry. *Include the success criteria with lesson plan (rubric, checklist, ect.) Use 3 point Document Analysis Rubric to assess small group document analysis. Teacher observations during small group discussions of the documents and when listening to group presentations. Use rubric to assess letters.

Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual identity, socioeconomic, etc) Small groups are heterogeneous groups by mixing gender, socioeconomic status, and culture into each group. Differentiation for cognitive, affective, psycho-motor needs: (ability level, learning style, assistive technology, etc.)

• Partner IEP students with a group that will write for them during the recording on the Document Analysis Worksheet.

• Allow students to type the letter if handwriting is illegible. • Pair/Share

Materials / Equipment Needed: Document Analysis Worksheet, Enlarged Middlesex Mills Company Regulations Document, The Lowell Mill Girls by Alice K. Flanagan, documents related to the Textile Industry for small group, pencils, Venn Diagram Chart, Markers, and Computers. Teacher Reflection: (ways you will determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking)

*For Modeling Whole Group

http://libweb.uml.edu/clh/All/doc05.htm

Middlesex Mills - Company Regulation Lowell Historical Society

*For Small Group Guided Practice

http://libweb.uml.edu/clh/All/lof01.htm

Cover 1845 Lowell Historical Society

http://libweb.uml.edu/clh/All/np03.htm

Turnout - Courier Dec. 24, 1842 University of Massachusetts Lowell

HAMILTON COMPANY – BOARDINGHOUSE RULES FROM THE HANDBOOK TO LOWELL, 1848 REGULATIONS FOR THE BOARDINGHOUSES of the Hamilton Manufacturing Company. The tenants of the boarding-houses are not to board, or permit any part of their houses to be occupied by any person, except those in the employ of the company, without special permission. They will be considered answerable for any improper conduct in their houses, and are not to permit their boarders to have company at unseasonable hours. The doors must be closed at ten o'clock in the evening, and no person admitted after that time, without some reasonable excuse. The keepers of the boardinghouses must give an account of the number, names and employment of their boarders, when required, and report the names of such as are guilty of any improper conduct, or are not in the as are guilty of any improper conduct, or are not in the regular habit of attending public worship. The buildings, and yards about them, must be kept clean and in good order; and if they are injured, other-wise than from ordinary use, all necessary repairs will be made, and charged to the occupant. The sidewalks, also, in front of the houses, must be kept clean, and free from snow, which must be removed from them immediately after it has ceased falling; if neglected, it will be removed by the company at the expense of the tenant. It is desirable that the families of those who live in the houses, as well as the boarders, who have not had the kine pox, [smallpox] should be vaccinated, which will be done at the expense of the company, for such as wish it. Some suitable chamber in the house must be reserved, and appropriated for the use of the sick, so that others may not be under the necessity of sleeping in the same room. JOHN AVERY, Agent. http://libweb.uml.edu/clh/All/ham1.htm Hamilton Company Boardinghouse Rules 1848

http://libweb.uml.edu/clh/All/doc01.htm Lowell Factory Girls Association - Constitution 1836

http://libweb.uml.edu/clh/All/doc03.htm

Manufacturing Statistics University of Massachusetts Lowell

http://libweb.uml.edu/clh/All/doc04.htm Merrimack Mills - Cloth Label

http://libweb.uml.edu/clh/All/doc02.htm Timetable - 1851

http://libweb.uml.edu/clh/All/so01.htm Weaver’s Song Lowell Historical Society

Name __________________________________

Title of Document __________________________________________

DOCUMENT ANALYSIS

Who _____________________________________________________

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What _____________________________________________________

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When/How do you know? ___________________________________

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Where ____________________________________________________

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Why was it written?_________________________________________

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Wh

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Document Analysis Rubric

0 1 2 3

Description of Document


elaboration

Who

What

When

Where

Why

Totals

Social Studies Content Letter Rubric Success Criteria 1 2 3

Letter Components

• There is no date. • Did not indent. • The margins vary on

each line. • Student did not sign

his/her name.

• There is a date, but it is written incorrectly.

• No indentation & all sentences begin at the left margin or all sentences are indented.

• The date is written. • The first sentence is

indented and the rest line up on the left margin.

• The student signed his/her name in the closing.

Content

• The topic/content does not match the purpose or thinking of the student.



• Elaborates on many ideas.

• The topic/content matches student’s thinking.

Supporting Sentences & Transitions

• Only 1 or no supporting sentence for idea.

• Simple or incomplete sentences without elaboration.

• There are 1-‐2 supporting sentences for each idea, but have no transitions.

• Sentences are mostly created the same with little variance.

• Each topic/idea chosen has at least 3 supporting sentences and transitions.

• Bigger, better sentences to explain ideas and perspective.

Conventions

• Most sentences do not have capitals and/or punctuation.

• Incomplete sentences. • Lots of misspelled

words. • The letter does not

make sense.

• Sentences begin with a capital and/or end with punctuation.

• Some sentences are incomplete.

• There are some misspellings.

• Most of the letter makes sense.

• All sentences begin with a capital and end with punctuation.

• There are complete sentences.

• Spelling is accurate. • The letter makes sense.


Title of the lesson: Predict and Infer Grade/Age level: 4th Date: April 5, 2012

Teacher Focus: What were the Pros and Cons of Industrialization

Scenario: Students have little knowledge on the Steel Industry. Students have been previously introduced to the free response model. This lesson is to help students predict and infer a story about the construction of the Empire State Building while practicing their photo and document analysis skills to make connections between the story and the primary sources. Iowa Core Curriculum Standards and/or Benchmarks: Understand the role of scarcity and economic trade-offs and how economic conditions impact people’s lives. (Economics) Understand the role of culture and cultural diffusion on the development and maintenance of societies. (History) Understand the role of Innovation on the development and interaction of societies. (History) Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues. (History) Learning Targets (Use Bloom’s Taxonomy Wheel to choose strong verb for your measurable target) TLW infer how the steel industry impacted industrialization. TLW analyze and predict the relationship between historical images and documents. TLW synthesize text using the free response strategy. TLW discover where steel was made in the late 1800’s and learn the steel industry allowed people to build tall structures, bridges, and new ways of travel. Success Criteria (“I Can” statements): I can predict what I think about an image and document. I can infer while looking for author’s clues in a text and using my schema. I can synthesize by using all the strategies to figure out the author’s purpose/meaning of the story. I can free response while listening to a read aloud of the book Sky Boys by Deborah Hopkinson and James E. Ransome. Procedure: (include a suggested time allocation for each part of the procedure) a) Introduction (attention getter, anticipatory set): “What is made of steel? Before steel was created, how were these tall structures and bridges built? Why is steel better than wood to build with? A man named Sir Henry Bessemer created a new process for the production of steel. This allowed people to build tall structures, bridges, and new ways of travel. Today we are going to learn about the impact the mass production of steel had on industrialization in America.” b) Steps (note technology used): n/a Input: Model: Day 1: (60 Minutes)

• Put students in the pairs and give each pair an artifact relating to the Steel Industry and the building of the Empire State Building. (Do not give students the original sources of the artifacts)

• Have each pair record their thinking on a KWL chart if they have a photograph.

• Have each pair record their thinking on a Document Analysis Worksheet if they have a document. • After all groups have analyzed their artifact bring the whole class together on the rug. • Have each group share their predictions of what the artifact is as the teacher writes on a notecard and

attaches it next to the artifact on the bulletin board. • As the class if anyone else has a prediction they would like to put on the notecard. • The teacher will share the sources of each artifact after each group presents. • Share with the class: “Long ago steel industry craftsmen, called puddlers, used their expertise to create

steel. Their jobs were lost starting around 1855 when the Bessemer Process was developed to mass-produce steel. The process revolutionized the modern world, because large quantities of cheap steel made possible skyscrapers, cars, and many other modern designs.

• Have students add onto their Venn Diagram with a pink writing utensil representing The Steel Industry. Guided Practice / Independent Practice: Day 2: (60 Minutes)

• Remind students “Reading is Thinking”. • Go over the expectations of the Free Response Strategy: “When I say Free Response, please write what

you are thinking.” • Challenge students to use more than one of the response strategies throughout the process. • Read aloud Sky Boys: How they Build the Empire State Building by Deborah Hopkinson and James E.

Ransome. • Stopping on page 4 (Say: “free response”) (Possible connections to “there getting ready to make

something new”) • Students respond in their notebooks with: a connection to one of the artifacts, a question they may have,

text to text, text to self, text to work connection to the story, a prediction, why they liked or disliked about the part just read, an inference.

• Have students Pair/Share after they write each response. • Use class popsicle sticks to have individuals share their responses with the large group to make sure

every child shares at least once. If a student finds a connection between the free response and the artifacts, teacher writes on “clues” post-its next to the corresponding artifact.

• Continue reading the book in this manner. • Teacher stops on page 6 (Possible connection to “so let the race begin”) • Teacher stops on page 12 (Possible connection to “watch out, don’t slip in the rain or let the wind whisk

you away!) • Teacher stops on page 16 (Possible connection to “One or two rivets a minute, five hundred rivets a

day.”) • Teacher stops on page 20 (Possible connection to “a hundred jobless men waiting and desperate for

work.”) • Teacher stops on page 22 (Possible connection to “all one hundred and two stories are done!) • Teacher stops on page 28 (Possible connection to “a triumph of speed, safety, efficiency and beauty.) • Teacher stops on page 30 (Possible connection to “Pop has a big surprise.”) • Teacher stops on page 32 (Possible connection to “Hop on board for the longest elevator ride of your

life.) • At the end of the story, students infer what each artifact is or how it relates to the book. • Read aloud to the students the note about the story at the back of the book about the Empire State

Building. • Have students add onto their Venn Diagram using their pink “Steel Industry” writing utensil.

c) Closure (reviewing learning, summarizing, assignments): Today we learned that The Steel Industry played an important role on the construction of tall structures, bridges, and new ways of travel. Pair/Share one pro and one con to industrialization related to the Steel Industry (once to the person to their left, once to the person to their right). Does anyone want to share a Pro? Does anyone want to share a Con? d) Assessment: (Should be something measurable – What documentation do you have?) Complete these two stems: Teacher will know students have met the criteria by assessing their Free Response Journals to a rubric. Students will write a free response to the story Sky Boys while analyzing and predicting the relationship between the story and the artifacts. *Include the success criteria with lesson plan (rubric, checklist, ect.) Use 3 point Document Analysis Rubric to asses small group document analysis. Use 3 point KWL rubric to asses small group KWL charts. Teacher observations during small group discussions of the artifacts and when listening to group presentations. Use free response rubric to assess free response journals to Sky Boys. Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual identity, socioeconomic, etc) Pairs are heterogeneous by mixing gender, socioeconomic status, and culture into each. Varied responses including pair/share and drawing a stick with child’s name to respond Differentiation for cognitive, affective, psycho-motor needs: (ability level, learning style, assistive technology, etc.)

• Pair/Share for involvement of all students • Allow students to use the Reading is Thinking prompts to help write the free responses.

Materials / Equipment Needed: Artifacts related to the Steel Industry, Document Analysis Worksheet, KWL Chart, Pencils, Notecards, Bulletin Board, Venn Diagrams, Reading is Thinking Poster, Free Response Journals, Sky Boys: How they build the Empire State Building by Deborah Hopkinson and James E. Ransome, Post-its, and Class Popsicle Sticks. Teacher Reflection: (ways you will determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking) It is important for the students to understand the difference of a prediction vs. an inference.

*Small Group Artifacts

Source: Photographs of the Empire State Building under construction. / L. W. Hine. Image ID: 79863 Crew attaching rivets (1931)

Source: Photographs of the Empire State Building under construction. / L. W. Hine. Image ID: 79853 Bringing up steel with a crane (1931)

Source: Photographs of the Empire State Building under construction. / L. W. Hine. Image ID: 79874 Worker on Empire State building, signaling the hookman (1931)

Photographs of _Lewis Hine: _Documentation of Child Labor http://www.kentlaw.edu/ilhs/hine.htm

Source: Photographs of the Empire State Building under construction. / L. W. Hine. Image ID: 79861 Worker holding a bucket (1930)

Source: Photographs of the Empire State Building under construction. / L. W. Hine. Image ID: 79841 Three workers securing a rivet (1931)

Source: Photographs of the Empire State Building under construction. / L. W. Hine. Image ID: 79869 View of the building with about forty stories framed out (1931)

© Samuel H. Gottscho/Courtesy of Daniel Wolf, Inc., New York. Above: The opening day of the Empire State Building, 1931.

Original caption:5/1/1931-New York, NY- The Empire State Building, the loftiest structure in the world, was formally opened in a ceremony in which President Hoover, Alfred E. Smith, President of the Empire State Corporation, his two-five-year old grandchildren, Gov. Roosevelt and other notables participated. President Hoover's part was to press a telegraph key in Washington which turned on the brilliant lights in the gorgeous lobby of the building. This photo shows Smith acknowledging the cheers of the crowds. Stock Photo ID: U152120ACME Date Photographed: May 01, 1931 Model Released: No Release Property Released: No Release Location: Manhattan, New York City, New York State, USA Credit: © Bettmann/CORBIS License Type: Rights Managed (RM) Category: Historical Collection: Bettmann Max File Size: 9 MB - 2807px × 3638px • 9.00in. × 12.00in @ 300 ppi

Original caption:5/1/1931-New York, NY- The Empire State Building, the loftiest structure in the world, was formally opened in a ceremony in which President Hoover, Alfred E. Smith, President of the Empire State Corporation, his two-five-year old grandchildren, Gov. Roosevelt and other notables participated. This photo shows the lobby as notables wait for the lights to go on. Stock Photo ID: U152122ACME Date Photographed: May 01, 1931 Model Released: No Release Property Released: No Release Credit: © Bettmann/CORBIS License Type: Rights Managed (RM) Category: Historical Collection: Bettmann Max File Size: 9 MB - 3706px × 2849px • 12.00in. × 9.00in @ 300 ppi

The Empire State Building was formally opened in a ceremony in which President Hoover, Alfred E. Smith, President of the Empire State Corporation, his two five-year- old grand children, Governor Roosevelt and other notables participated. Hoover's part was to press a telegraph key in Washington which turned on the brilliant lights in the lobby of the building. This photo shows ex-governor Smith pointing out the sights of the city to Governor Roosevelt from one of the two observation floors on the 86th floor. Stock Photo ID: BE003046 Date Photographed: 1931 Model Released: No Release Property Released: No Release Credit: © Bettmann/CORBIS License Type: Rights Managed (RM) Category: Historical Collection: Bettmann Max File Size: 8 MB - 3479px × 2548px • 11.00in. × 8.00in @ 300 ppi

Image ID: 79837 A worker riding on a crane hook (1931) Source: Photographs of the Empire State Building under construction. / L. W. Hine.

Publication Number: Library of Virginia, Film 81 Publication Title: Gazette Virginian Publisher: Gazette Publishing Company County: Halifax State: Virginia Short Description: Browse articles, photos, and ads in issues of the Gazette-Virginian of Halifax County (VA), selected from 1907 to 1970. Search on a name or keyword for highlighted hits. Year: 1931 Date: 1931-04-30

A 1930's advertisement for the Empire State Building's 102nd-floor observatory showing the mooring mast.

In late 1929 former New York Gov. Alfred E. Smith, the leader of a group of investors erecting the Empire State Building, announced that the height of the building would be increased to 1,250 feet from 1,050. The extra 200 feet was to serve as a mooring mast for dirigibles so that they could dock in Midtown. This is a November 1930 elevation drawing of the upper section of the mooring mast tower.

ATTRACTIVE MARBLE WALLS CLAD THE EMPIRE STATE BUILDING’S GROUND FLOOR ENTRANCE HALL, UPON WHICH ARE AFFIXED 19 MAGNIFICENT INLAID BRASS MEDALLIONS THAT HONOR THE BUILDING TRADES RESPONSIBLE FOR THE BUILDING'S CONSTRUCTION—STEELWORKERS, ELEVATOR MECHANICS, ELECTRICIANS, CARPENTERS, AND SO FORTH. THESE MEDALLIONS ARE THE WORK OF THE NOW LARGELY FORGOTTEN GERMAN-AMERICAN METAL CRAFTSMAN, OSCAR BRUNO BACH (1884-1957) (PHOTO © RICHARD GRIGONIS)

Alfred R. Waud, BESSEMER STEEL MANUFACTURE (1876). Courtesy of the Library of Congress.

The inventor, Sir Henry Bessemer on the making of the first steel ingot: I well remember how anxiously I waited the blowing of the first 7-cwt. charge of pig iron. I had engaged an iron founder’s furnace attendant to manage the cupola and the melting of the charge. When his metal was nearly all melted, he came to me, and said hurriedly: "Where be going to put the metal, master?" I said: "I want you to run it by a gutter into that little furnace," pointing to the converter, "from which you have just raked out all the fuel, and then I shall blow cold air through it to make it hot." The man looked at me in a way in which surprise and pity for my ignorance seemed curiously blended, as he said: "It will soon be all of a lump." Notwithstanding this prediction, the metal was run in, and I awaited with much impatience the result. The first element attacked by the atmospheric oxygen is the silicon, generally present in pig iron to the extent of 1 1/2 to 2 per cent.; it is the white metallic substance of which flint is the acid silicate. Its combustion furnishes a great deal of heat; but it is very undemonstrative, a few sparks and hot gases only indicating the fact that something is going quietly on. But after an interval of ten or twelve minutes, when the carbon contained in grey pig iron to the extent of about 3 per cent. is seized on by the oxygen, a voluminous white flame is produced, which rushes out of the openings provided for its escape from the upper chamber, and brilliantly illuminates the whole space around. This chamber proved a perfect cure for the rush of slags and metal from the upper central opening of the first converter. I watched with some anxiety for the expected cessation of the flame as the carbon gradually burnt out. It took place almost suddenly, and thus indicated the entire decarburization of the metal. The furnace was then tapped, when out rushed a limpid stream of incandescent malleable iron, almost too brilliant for the eye to rest upon; it was allowed to flow vertically into the parallel-undivided ingot mold. Then came the question, would the ingot shrink enough, and the cold iron mold expand enough, to allow the ingot to be pushed out? An interval of eight or ten minutes was allowed, and then, on the application of hydraulic force to the ram, the ingot rose entirely out of the mold, and stood there ready for removal.

Portrait of metallurgist, Sir Henry Bessemer H402/0114 Rights Managed Credit: SCIENCE PHOTO LIBRARY Caption: Portrait of Sir Henry Bessemer (1813-98), British metallurgist. Bessemer achieved fame for developing a process for the mass production of steel. He developed his 'converter', in which impurities were removed from iron, then controlled amounts of carbon added to make the desired grade of steel. Particularly important was the use of a calcium carbonate lining to the converter, used to remove the phosphorus found in European iron ore which made steel brittle. Although his original motivation was to produce steel for armaments, the process allowed steel to be made for railways and large civil engineering projects. Bessemer was knighted in 1879. Release details: Model and property releases are not available

Name _____________________________________

Title of book____________________________________

Document Analysis

Who ____________________________________ ___________________________________________ What ____________________________________ ___________________________________________ When/How do you know?______________________ ___________________________________________ Where ____________________________________ Why was it written? _________________________ ___________________________________________

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Free Response Rubric Free Response Criteria

4 3 2 1 Responses Responds with more

than one using a complete sentence. Ask a question (about the story, vocabulary, or characters) Write about what you like/didn’t like Make predictions Make connections (TS,TT, TW) Tell your thoughts about the main idea How do you feel about the text?

Responds with one using a complete sentence. Ask a question (about the story, vocabulary, or characters) Write about what you like/didn’t like Make predictions Make connections (TS,TT, TW) Tell your thoughts about the main idea How do you feel about the text?

Responds with one without a complete sentence. Ask a question (about the story, vocabulary, or characters) Write about what you like/didn’t like Make predictions Make connections (TS,TT, TW) Tell your thoughts about the main idea How do you feel about the text?

Is unable to respond.

Elaboration The response is elaborate and matches the book/text and student’s thinking.

The response matches the book/text and student’s thinking.

The response chosen make sense with the book/text.

The response does not match the book/text or thinking of the student.

Time Writes consistently for one and a half to two minutes.

Writes for at least one minute.

Writes for a short amount of time.

Does not free respond.

Shares Thinking

Explains thoughts and ideas clearly when speaking

Thoughts are complete when speaking.

Thoughts are somewhat complete and clear when speaking.

Thoughts are incomplete or not shared.


0 1 2 3



elaboration

Who

What

When

Where

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Document Analysis Rubric

0 1 2 3

Description of Document


elaboration

Who

What

When

Where

Why

Totals


Title of the lesson: Mapping Grade/Age level: 4th Date: March 13, 2012

Teacher Focus: What were the Pros and Cons of Industrialization? Scenario: Students have little background knowledge on the Transcontinental Railroad and its impact on Industrialization. Students know how to think and ask questions while doing document and photo analysis. This lesson will help students use their mapping skills to understand the importance the Railroad had on Industrialization. Iowa Core Curriculum Standards and/or Benchmarks: Understand the effects of geographic factors on historical events. (History) Understand how geographic and human characteristics create culture and define regions. (Geography) Understand how human factors and the distribution of resources affect the development society and the movement of populations. (Geography) Understand how physical processes and human actions modify the environment and how the environment affects humans. (Geography) Learning Targets (Use Bloom’s Taxonomy Wheel to choose strong verb for your measurable target) TLW create and label a map of the states involved in the building process between the Central Pacific Railroad and the Union Pacific Railroad assessed by a rubric. TLW identify how the transcontinental railroad impacted Industrialization through a read aloud of Ten Mile Day by Mary Ann Fraser and recording their thinking in their free response notebooks. TLW walk and talk the construction timeline for the Transcontinental Railroad assessed on a rubric. Success Criteria (“I Can” statements): I can understand and explain the keywords: Promontory Point, Utah, Central Pacific Railroad, and Union Pacific Railroad. I can listen and free response to the story Ten Mile Day. I can label the construction timeline of the Transcontinental Railroad on a US map. I can walk and talk the timeline. Procedure: (include a suggested time allocation for each part of the procedure) a) Introduction (attention getter, anticipatory set): We have been learning about the Industrial Revolution and how it has positively and negatively impacted the world. Today we are going to use our timelining skills and our imagination to map out and build the Transcontinental Railroad. b) Steps (note technology used): Input: Model: Day 1 (30 Minutes) “First we need to review three main vocabulary words to help us map out and understand the impact the Transcontinental Railroad had on Industrialization.”

• Hold up the word “Promontory Point, Utah” and ask students if anyone knows why this is an important place? Tell students: “The Transcontinental Railroad project was completed at Promontory Point, Utah. It was there where the last spike was hammered into the ground to connect the east and

west. This happened on May 10th, 1869.” Have students write Promontory Point, Utah in their vocabulary journal. Have them draw a picture and a student definition of what the word means.

• Hold up the word “Central Pacific Railroad” and ask students if anyone knows what this word means? Tell students: “the Central Pacific Railroad company built the western half of the railroad line starting in California and ending at Promontory Point, Utah.” Have students write Central Pacific Railroad in their vocabulary journal. Have them draw a picture and a student definition of what the word means.

• Hold up the word “Union Pacific Railroad” and ask students if anyone knows what this word means? Tell students: “The Union Pacific Railroad company built the eastern half of the railroad line starting in Nebraska and ending at Promontory Point, Utah.” Have students write Union Pacific Railroad in their Vocabulary journal. Have them draw a picture and a student definition of what the word means.

• Read aloud Ten Mile Day by Mary Ann Fraser stopping along the way to have students free write in their journals.

• Have students add Promontory Point, Central Pacific Railroad and Union Pacific Railroad to the classroom timeline.

• Have students add onto their Venn Diagram with a black writing utensil representing The Transcontinental Railroad.

Guided Practice: Day 2 (60 Minutes)

• Put students into groups of 2. • Give one person in each pair a Central Pacific Railroad logo and one person a Union Pacific Railroad

logo. Tell the students that they now work for one of the companies. • Give the central pacific construction timeline to the central pacific student. • Give the union pacific construction timeline to the union pacific student. • Give each student a map of the United States. • Using the classroom atlas, have students go back and forth in pairs and map out the construction

timeline of both companies. Advise students to have Union Pacific Railroad start first at their starting point in Omaha, Nebraska. Work together to find Omaha and place a blue dot. Have Central Pacific go next and work together to find the starting point Sacramento, California and place a red dot there. “Play connect the dots until the two railroads meet.”

• Use Blue to map out Union Pacific Railroad. • Use Red to map out Central Pacific Railroad • When students have finished, bring the class back together to discuss their maps. Which company

laid more rails? How do you know? Why do you think that? • Have students add onto their Venn Diagram using their black “Transcontinental Railroad” writing

utensil. Independent Practice: Day 3 (30 Minutes)

• Give each student an important date relating to the completion of the railroad. • Depending on the company they work for from the day before, have each student make a notecard

and add it to the classroom timeline. • If they work for Union Pacific they must draw a Blue border around their notecard. • If they work for Central Pacific Railroad they must draw a Red border around their notecard. • When students have completed their notecard have them one by one add it to the classroom timeline.

Teacher checks for understanding as student explains where their notecard will go.

• Have students add onto their Venn Diagram using their black “Transcontinental Railroad” writing utensil

c) Closure (reviewing learning, summarizing, assignments): Today we learned that the Transcontinental Railroad played an important role connected the West and East of the United States. Pair/Share one pro and one con to Industrialization related to the Transcontinental Railroad (once to the person to their left, once to the person to their right). Does anyone want to share a Pro? Does anyone want to share a Con? d) Assessment: (Should be something measurable – What documentation do you have?) Complete these two stems: Teacher will know students have met the criteria by assessing their vocabulary and free response journals to a rubric. Students will create a map of the building process of the Transcontinental Railroad. *Include the success criteria with lesson plan (rubric, checklist, ect.) Use 3 point rubric to asses Vocabulary Journal. Use 3 point rubric to asses free response journal entry. Use point 10 rubric to assess maps. Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual identity, socioeconomic, etc) Student pairs are heterogeneous by mixing gender, socioeconomic status, and culture. Check for Understanding through notecard placement on classroom timeline. Differentiation for cognitive, affective, psycho-motor needs: (ability level, learning style, assistive technology, etc.)

• Pair/Share for involvement of all students. • Variety of activities to meet many learning styles: vocabulary pictures and words, color-coded map,

putting notecard on the timeline. Materials / Equipment Needed: Vocabulary Cards, Vocabulary Journals, Vocabulary Journal Rubric, Ten Mile Day, Free Response Journals, Free Response Journal Rubric, Markers, crayons, pencils, United States Map, Map Rubric, Central Pacific Logo, Union Pacific Logo, Central Pacific Construction Timeline, Union Pacific Construction Timeline, Venn Diagrams, Notecards, Central Pacific Important Dates, Union Pacific Important Dates, Classroom Timeline. Teacher Reflection: (ways you will determine the success of the learning experience for learners and for you; changes you would make another time; subsequent shifts in your thinking)

*Vocabulary Cards

Union Pacific Railroad

1. Omaha, Nebraska = Starting Point 2. Columbus, Nebraska 3. Plum Creek, Nebraska 4. North Platte, Nebraska 5. Julesburg, Nebraska 6. Sidney, Nebraska 7. Wyoming Territory 8. Cheyenne, Wyoming 9. Laramie, Wyoming 10. Benton, Wyoming 11. Piedmont, Wyoming 12. Bear River City, Wyoming 13. Utah Territory 14. Devil’s Gate 15. Ogden, Wyoming 16. Promontory Summit, Utah

Central Pacific Railroad

1. Sacramento, California = Starting Point 2. Roseville, California 3. Newcastle, California 4. Colfax, California 5. Alta, California 6. Cisco, California 7. Truckee, California 8. Reno, Nevada 9. Wadsworth, Nevada 10. Promontory Summit, Utah

Timeline for the Central Pacific Railroad

June 28, 1861 The Central Pacific Railroad of California incorporated. *Collis P. Huntington (President) * Charles Crocker *Lelend Stanford *Mark Hopkins (Treasurer) * Theodore D. Judah named Chief Engineer July 1, 1862 The Central Pacific was authorized to construct a railroad from the Pacific Coast to the eastern boundary of California. January 8, 1863 The Central Pacific held a ground-breaking ceremony in Sacramento California. November 2, 1863 Theodore Judah dies of Yellow Fever while returning from Panama 1864 Collis Huntington (Central Pacific) and Thomas Durant (Union Pacific), work together to pass the Pacific Railway Act. Pacific Railway Act: Grants railroads 12,800 acres of land per mile along with all iron and coal deposits under them, and permits them to sell first-mortgage bonds to the public. Central Pacific was to get $48,000 per mile in the Sierra Nevada mountain range. 1865 Due to the labor shortage, Charles Crocker employs Chinese out of San Francisco. The “Big Four” use their corporation, Credit and Finance Corporation, to keep the profits generated for them. November 1866 The Central Pacific reaches Cisco, 92 miles from Sacramento and 5,911 feet above sea level. Plans are made to use the winter for digging 12 tunnels, each from 800 to 1,650 feet long. They work 3 shifts, 8 hours a day employing 8,000 workers. November 1867 Summit Tunnel is ready for the laying of tracks. December 1867 The first rails are laid east across the Nevada line. Year-end 1867

The Central Pacific has laid only 40 miles, having to go through thousand of feet of stone, fighting snowdrifts and avoiding avalanches. 1868 Huntington negotiates with Brigham Young to build a road for the Central Pacific across Utah through Weber Canyon. Spring 1868 The Central Pacific reaches Reno, Nevada. July 22, 1868 The Central Pacific reaches Wadsworth, Nevada. September 1868 The Central Pacific reaches Mill City, Nevada. Year End, 1868 The Central Pacific tracks are approaching Carlin, Nevada, 446 miles east of Sacramento. April 9, 1869 Collis P. Huntington (Central Pacific) and General Grenville Dodge (Union Pacific) agree to join their tracks at Promontory Point, Utah. April 30 or May 1, 1869 The Central Pacific reaches Promontory Point May 10, 1869 The Central Pacific train, led by the “Jupiter” locomotive, arrives at 11:15, carrying Leland Stanford, and other officials and guests.

Timeline for the Union Pacific Railroad July 1, 1862 The Union Pacific Railroad Company established and authorized to construct a “single line of railroad and telegraph from a point on the western boundary of Iowa to be fixed by the President of the United States. September 1862 68 of the original “commissioners” assemble in Chicago, elect William P. Ogden of Chicago as President and Henry V. Porter, editor of Railroad Journal, as secretary. 1863 Thomas Durant acquires control of the majority of the outstanding stock. October 30, 1863 Thomas Durant later gains control and has John A. Dix named President. Durant give himself the title of “Vice-President and General Manager”. December 2, 1863 The Union Pacific held a ground-breaking ceremony in Council Bluffs, Iowa, and across the Missouri River in Omaha, Nebraska. December 1863 Peter Dey is named Chief Engineer 1864 Thomas Durant establishes Credit Mobilier of America, a holding company designed to siphon off profits from construction of public works. 1864 Thomas Durant (Union Pacific) and Collis Huntington (Central Pacific) work to get the Pacific Railway Act passed. Pacific Railway Act: Grants railroad 12,800 acres of land per mile along with all iron and coal deposits under them, and permits them to sell first-mortgage bonds to the public. The Union Pacific was to get $16,000 per mile across the flat prairies. December 8. 1864 Peter Dey resigned as Chief Engineer. Colonel Silas Seymour was assigned by Durant to the position. July 10, 1865 The Union Pacific laid their first rail at Omaha. Spring 1866

John S. “Jack” Casement and brother Dan were hired to handle the construction teams. May 1866 Colonel Grenville Dodge replaces Seymour as Chief Engineer August 1, 1866 Union Pacific work trains have reached 150 miles west of Omaha. October 5, 1866 The Union Pacific reaches the 100th meridian, 247 miles west of Omaha. Late November, 1866 The Union Pacific reached North Platte, 290 miles west of Omaha. Year End 1866 The Union Pacific reached miles post 305, laying track whenever the weather would permit. 1867 Oliver Ames, a Massachusetts shovel maker and brother of Congressman Oakes Ames, is named President of the Union Pacific. Year End 1867 The Union Pacific has laid 240 mils of track this year and is a milepost 540. The Union Pacific had sent 3,000 men into the Medicine Bow area to cut tie and timbers for trestles and billets for fuel for the Iron Horses. 1868 Brigham Young has a $2,000,000 contract with the Union Pacific to build a grade across Utah. Spring 1868 The Union Pacific begins track construction west of Cheyenne, Wyoming. April 16, 1868 The Union Pacific rails top Sherman Summit. Durant celebrates the occasion by laying the final rail and sending a bragging telegram to the President of Central Pacific (Leland Stanford). Early May 1868 The Union Pacific reaches Laramie, Wyoming. September 1868 The Union Pacific reaches Bear River, t he heart of the old fur-trade country of Jim Bridger and the Mountain Men. Year End 1868 The Union Pacific rails have been laid to Evanston, Wyoming, near the Utah border and 995 miles west of Omaha.

(The Union Pacific Railroad Company is $6,000,000 in debt.) Winter, 1868-69 The Union Pacific is determined to gain as many track miles as possible, continue to work through the Wasatch Range. March 8, 1869 The Union Pacific track reaches Ogden, Utah. April 9, 1869 General Grenville Dodge (Union Pacific) and Collis P. Huntington (Central Pacific) agree to join their tracks at Promontory Point, Utah. May 6, 1869 The special train carrying Union Pacific dignitaries bound for the ceremony at Promontory Point arrives at Piedmont, Wyoming. They are detained by an armed mob of several hundred railroad workmen demanding overdue wages. May 7, 1869 The Union Pacific track reaches Promontory Point. May 10, 1869 The Union Pacific train, led by No. 119 locomotive, carrying Durant, Dillon, Dodge, Seymour, Reed, the Casement brothers, and other officials and guests, arrive shortly after 10:00. “The Last Spike” ceremony celebrating the joining of the rails is held at Promontory Point!

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Timeline Rubric Success Criteria 1 2 3

Walk and Talk the

Timeline

Includes a few images with correct information in oral story.

Includes a many images with correct information in oral story.

Includes all/or almost all images with correct

information in oral story.

Media

Evaluation (ICC Literacy)

Attempts to analyze, evaluate, and place photos, documents, and other sources (print or electronic) on timeline to enhance content understanding.

Sometimes analyzes, evaluates, and places photos, documents, and other sources (print or electronic) on timeline to enhance content understanding.

Consistently analyzes, evaluates, and places photos, documents, and other sources (print or electronic) on timeline to enhance content understanding.

Speaking (ICC Literacy)

Does one or none of the criteria: Speaks clearly, adjusts the rate and volume of voice, and uses verbal and nonverbal expression while speaking.

Does at least two of the criteria: Speaks clearly, adjusts the rate and volume of voice, and uses verbal and nonverbal expression while speaking.

Speaks clearly, adjusts the rate and volume of voice, and uses verbal and nonverbal expression while speaking.


0 Yes 1


Picture

Definition

















Mapping Rubric Excellent

5 points Good 4 points

Fair 3 points

Poor 2 points

Labeling/Locations Map is labeled with all 25 locations represented correctly in location and spelling.

Map is labeled with all 25 locations. Representation is not complete on location or spelling.

Less than 25 locations are represented. Spelling and location are not complete.

Less then 15 locations are presented. Spelling and locations not complete.

Neatness Map is constructed and labeled neatly. Coloring and decorations are presented in a neat manner.

Map is constructed and labeled neatly. Coloring and/or decorations are not presented in a neat manner.

Map is not constructed and/or labeled neatly. Color and/or decorations are not presented in a neat manner.

Map is not completed. Coloring and/or decorations are not present.

Book List

Ten Mile Day by Mary Ann Fraser

Sky Boys: How they Built the Empire State Building by Deborah Hokinson and James E. Ransome

The Lowell Mill Girls by Alice K. Flanagan

The Bobbin Girl by Emily Arnold McCully

Bright Ideas by Ann Rossi

Model T: How Henry Ford Built a Legend by David Weitzman

Immigration, Migration, and the Industrial Revolution by Tracee Sioux

Kids At Work by Lewis Hine

Kids During The Industrial Revolution by Lisa A. Wroble

The Great Railroad Race: The Diary of Libby West by Kristiana Gregory

So Far From Home: The Diary of Mary Driscoll, An Irish Mill Girl by Barry Denenberg

Hear My Sorrow: The Diary of Angela Denoto a Shirtwaist Worker by Deborah Hopkinson

End of Unit Assessment The students will create a Wordle from Wordle.net by using the key content terms from the Industrial Revolution unit. I will demonstrate how to use the site first, then allow them to create their Wordles. Students will extend typing in words to this site by changing the font, layout, and color of their Wordle. They will print out their Wordle and illustrate it to represent all they learned throughout the unit. Students will present their Wordle to the class. They will be laminated and put into their student portfolios.

End of Unit Assessment Rubric - Wordle

Exceeds Expectations 3 Points

Meets Expectations 2 Points

Below Expectations 1 Point

Typed 15 or more items into the Wordle

Typed in 11-14 items into the Wordle

Typed in 10 or less items into the Wordle

Changed the font, layout and color to make Wordle unique

Changed 2 of the 3 items Changed 1 item or did not change

4-6 illustrations on the Wordle using color and detail. The final product is neat and well organized

Less than 3 illustrations on the Wordle, some color and detail is used

No illustrations on the Wordle

Mentioned at least 3 items in presentation and expanded on each

Mentioned at least 3 items in presentation

Did not mention 3 items in presentation

Gave eye contact and projected voice during presentation

Gave some eye contact and somewhat projected voice

No eye contact and did not project voice

End of Unit Assessment Throughout the Industrial Revolution Unit, the students created a Venn Diagram listing the pros and cons of Industrialization. At the end of the unit, the students will turn in their Venn Diagrams, which will be assessed by the rubric below. Venn Diagram Rubric – What were the pros and cons of Industrialization? Excellent

3 Points Good 2 Points

Fair 1 Point

Poor 0 Points

Craftsmen & Assembly Line

More than 3 pros and 3 cons

2 pros and 2 cons 1 pro and 1 con No pros and cons

Inventions & Inventors



Child Labor More than 3 pros and 3 cons


Capitalism & Big Business



Textile Industry More than 3 pros and 3 cons


Steel Industry More than 3 pros and 3 cons


Railroad More than 3 pros and 3 cons


Documents

Jacklyn(Gelman( Elementary(Social(Studies(Methods((jacklyngelman.weebly.com/uploads/1/7/7/3/17735609/... · Diagrams relating the pros and cons of the Industrial Revolution. ... “Tomorrow