Unit Topic: Industrialization & Immigration
Instructional Time: 2 Weeks
Clarifying State Standards
•8.H.3.2 - Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States.
•8.C&G.2.2 - Analyze issues pursued through active citizen campaigns for change.
•8.C.1.3 - Summarize the contribution of particular groups to the development of North Carolina and the United State
Vertical Alignment
Coming into this unit, students should have a strong foundation in:
•7th grade (European industrialization)
•The short term and long term impact of the Civil War.
•The impact that racism, lack of opportunity, and inequitable treatment under the law had on African Americans.
•The effectiveness of the 13th, 14th, and 15th Amendments.
•The economic impact of the end of slavery and the shift in the economy and growth of industry in the South.
•Constructing charts, graphs, and historical narratives to explain particular events or issues.
•Summarizing the literal meaning of historical documents in order to establish context.
•Using primary and secondary sources to interpret various historical perspectives.
•Using historical inquiry to evaluate the validity of sources used to construct historical narratives.
Essential Understanding(s)
The students will understand that…
•8.H.3.2 - Dedicated entrepreneurs with their inventions spurred economic, political, and societal changes in the development of North Carolina and the United States.
•8.C&G.2.2 - People who believe that their basic human rights as citizens, consumers or employees have been infringed upon can bring about change through organized efforts.
•8.C.1.3 - A variety of different groups from all socio-economical and ethnic backgrounds contributed to the development of North Carolina and the United States.
•8.C.1.3 - Immigrant groups looking for land, work education and religious persecution came to the USA and contributed to the industry workforce and new urban cities.
Essential Question(s)
•8.H.3.2 - How did the “Five Men Who Built America” shape our American economy and culture?
•8.H.3.2 - How did the American technological advances affect the U.S. economy?
•8.C&G.2.2 - How do citizens create and affect change in communities?
•8.C&G.2.2 - In what ways did America change as a result of the reforms made in the early 1900s?
•8.C&G.2.2 - Is political activism effective?
•8.C.1.3 - What is the American Dream and how does this “dream” influence people’s lives?
•8.C.1.3 - Is the American Dream still relevant today?
Essential Vocabulary
Students will know…
•The process of industrialization involved a shift from agricultural production to manufacturing in the American Economy.
•As a result of industrialization, people began to move from rural areas into large cities in a process referred to as urbanization.
•Immigration is when a person comes to a country to take up permanent residence
Instructional Time: 2 Weeks
Clarifying State Standards
•8.H.3.2 - Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States.
•8.C&G.2.2 - Analyze issues pursued through active citizen campaigns for change.
•8.C.1.3 - Summarize the contribution of particular groups to the development of North Carolina and the United State
Vertical Alignment
Coming into this unit, students should have a strong foundation in:
•7th grade (European industrialization)
•The short term and long term impact of the Civil War.
•The impact that racism, lack of opportunity, and inequitable treatment under the law had on African Americans.
•The effectiveness of the 13th, 14th, and 15th Amendments.
•The economic impact of the end of slavery and the shift in the economy and growth of industry in the South.
•Constructing charts, graphs, and historical narratives to explain particular events or issues.
•Summarizing the literal meaning of historical documents in order to establish context.
•Using primary and secondary sources to interpret various historical perspectives.
•Using historical inquiry to evaluate the validity of sources used to construct historical narratives.
Essential Understanding(s)
The students will understand that…
•8.H.3.2 - Dedicated entrepreneurs with their inventions spurred economic, political, and societal changes in the development of North Carolina and the United States.
•8.C&G.2.2 - People who believe that their basic human rights as citizens, consumers or employees have been infringed upon can bring about change through organized efforts.
•8.C.1.3 - A variety of different groups from all socio-economical and ethnic backgrounds contributed to the development of North Carolina and the United States.
•8.C.1.3 - Immigrant groups looking for land, work education and religious persecution came to the USA and contributed to the industry workforce and new urban cities.
Essential Question(s)
•8.H.3.2 - How did the “Five Men Who Built America” shape our American economy and culture?
•8.H.3.2 - How did the American technological advances affect the U.S. economy?
•8.C&G.2.2 - How do citizens create and affect change in communities?
•8.C&G.2.2 - In what ways did America change as a result of the reforms made in the early 1900s?
•8.C&G.2.2 - Is political activism effective?
•8.C.1.3 - What is the American Dream and how does this “dream” influence people’s lives?
•8.C.1.3 - Is the American Dream still relevant today?
Essential Vocabulary
Students will know…
•The process of industrialization involved a shift from agricultural production to manufacturing in the American Economy.
•As a result of industrialization, people began to move from rural areas into large cities in a process referred to as urbanization.
•Immigration is when a person comes to a country to take up permanent residence