S+Santamore,+Paul

**Office: 113 Lake Avenue, #4** **Office Phone:N/A** **Office Hours: Every Day 2:00PM-4:00PM** ** E-mail: paul.santamore@maine.edu **
 * Teacher: Mr. Santamore**

=Summary of Unit:= This unit will cover the industrial revolution of the United States of America, which occurred from approximately 1865-1914. As a nation, the United States experienced massive social, economic, and environmental changes throughout the industrial revolution that can still be seen today. Our exploration will begin with looking at and analyzing the causes for industrialization followed by its historical implications on the time period in which it took place as well as today. The unit will consists of various projects, reflections, and applications, which will aim to give the students a better understanding of the connections between today and the past.

=Establish Goals:= Maine Learning Results Content Area: Social Studies Stadard Label: E; History Standard: E2; Individual, cultural, international and global connections in history Grade Level Span: Grade 9-Diploma; "Development of the Industrial United States, 1865-1914" Performance indicators: a, d
 * Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.

=Students will understand that:= •industrialization diversified where people live in the United States today. •technological changes during the industrial period had massive effects on today's society and environment. •the United States became unified through industrialization.

=Essential Questions:= •How did urbanization begin and how has it changed today? •How can the environmental and societal impacts of the industrial period be seen today? •Why did the United Stated industrialize and how did it bring them together as a nation?

=Students will know:= •critical details: pollution, urbanization (growth of cities), immigration, poverty, unity, regulation, and class structure, technological innovation, unions, •definitions: culture, poverty, environment, industry, urban, immigration, big business, diversity... •important events and people: Andrew Carnegie, Cornelius Vanderbilt, assembly line, car production, Yellow Journalism (Upton Sinclair), Triangle shirt-waist company, Thomas Edison, Standard Oil (Rockefellar),

=Students will be able to:= •synthesize how economic and cultural factors influenced urbanization. •evaluate the impact of the industrial period upon today's environment. •exhibit what qualities of today's urban centers can compare to those of the industrial period. •compare and contrast two "big business" figures from now and then. •consider if they would have wanted to industrialize as a United States citizen during the industrial period. •recognize what industrialization did for our nation, whether it be economic, diplomatic, or social.

**Performance Task Overview:** The students will be formulating a script as well as producing a short video segment that will be made with iMovie. An exemplary product must include at least four keys points as to why the student's connections between the industrial revolution and today are correct. Students should be experts in three areas of society by the end of the unit but must choose one of the following to center their production around, economy, culture, or environment. They will be presenting this to their fellow students as if they are historians presenting to the executive board of the History Channel. Connections should be made directly between actions or movements in the industrial revolution and reactions in today's modern society. Their video will be entered into a contest with the objective of winning a spot in an upcoming History Channel series.

=Expectations:=
 * -Classroom** **Expectation:** First and foremost I ask for each and every one of my student's respect and courtesy while in my classroom. I will respect each student, will not favor any one over any other, and will always attempt to do my best to help someone who is in need; therefore I expect the same out of every student. Our class will set guidelines during the first week of school that will determine desired behavior and actions for the entire class for the rest of the semester. If these rules are not followed, I will decide on an appropriate penalty depending on the severity of the rule breaking.
 * -Attendance:** Punishment for missing classes will be determined by the rules of the school or district, but in my mind, class in mandatory for each student on each day. Since I will be putting in my best effort to come to school prepared to teach as well as learn each day, I certainly expect that each student does the same. Without being in school each day, student will miss critical discussion that will be held each class in order to cement the enduring understanding into their minds.
 * -Willingness to Learn:** Students should come to class each day with the same foundational thought in mind, to learn to the best of their abilities and be interested in doing so. My lifelong goal is to learning something new every day, no matter what. This philosophy has broadened my self-knowledge and has opened many doors to me in the world. I suggest to all of my students that they attempt to attain this goal as well, but if they have a different goal, I would love to hear it and attempt to follow it as well in hopes of ultimately bettering myself and my students in the end.

=Benchmarks: **Total Points 250**= •**Prezi:** **30** **points:** will be used to show the clash between culture and the urban society. This Prezi will first discuss what culture means to each. For example, they could talk about their culture at home, their favorite culture, definitions of culture, their relatives' cultures, etc. Next they must take their definition of culture and all of their examples and connect them to an urban center within the world today. These connections are expected to be broad, but have a somewhat focused proof as to why they match up with the student's definitions and visions of culture as a whole. This is a solo project, because I want to see each student's representation of culture and how they believe that it connects to modern urban centers. •**Wordle:** **30** **points:** will be used to create a collage to show environmental evolution from then to now, good and or bad. The student's collage should exemplify the environment's evolution over the course of the last one hundred or so years, from the industrial revolution all the way up until today. They should have many, five or more, examples of shifts in environmental characteristics or events and multiple images to define them as well. This project will be allowed to be done in groups of no more than two. •**Garage Band:** **30** **points:** will be used to create an interview that involves two human perspectives, then and now. The students will work in groups of two with one of them being the industrial period character anAd one of them being the modern character. These characters can be from any walk of life, job, or culture and I encourage the students to choose conflicting figures. For example, they could have a debate or conversation between an Andrew Carnegie like business man of today and one of the workers from a steel plant during the revolution; this would show the dichotomies present between the industrial revolution and today. This recording must be published as a podcast in order to receive credit for the work. •**Blogger:** **30** **points:** will be used to track the thoughts of two "big businessmen", one from then and one from modern times. This blog must track a debate, conversation, or amicable discussion between one business man from the time period of the revolution and now. These figures will discuss such issues as poverty, how their industries have influenced society, wealth, and labor rights, along with any others that the student wishes to include. There must be at least five entries from each of the figures, the entries must be appropriately worded, and should have no mistakes in spelling or grammar. This is a solo project, because I want to see how each individual student is making connections between then and now. •**Microsoft Word:** **30** **points:** will be used to create a brochure that advocates for whether or not the student would have industrialized at the beginning of the 19th century or not. This brochure will contain the perspective of an average citizen during the period of industrialization of America. Each student will do his or her own project because it is an individual opinion that I am looking for. There must be emotion displayed in the writing and some sort of description of who the student is writing as and that character's place in society. There must be five reasons in the brochure, or more, that address the student's decision to industrialize or not. The brochure will be graded on coherence of thought as well as organization and effort, since it will be an in class exercise. •**Performance Task (see above): iMovie: 30 points:** will be used to create a movie depicting a panel of historical experts comparing economics, society, and environment from then to now.
 * -Attendance/Participation/Out of class work: 70 points:** Punishment for missing classes will be determined by the rules of the school or district, but in my mind, class in mandatory for each student on each day. Since I will be putting in my best effort to come to school prepared to teach as well as learn each day, I certainly expect that each student does the same. Without being in school each day, student will miss critical discussion that will be held each class in order to cement the enduring understanding into their minds. I will take participation into consideration when grading each student at the end of the course, because my class is designed for participation to play an integral role in the development of ideas and ultimate culmination of understandings. Out of class work will be given often, but will fall under one grade for the semester. Students are expected to complete the work, but most of the time this work will only requiring answering one question and bringing that answer to class to talk about with fellow students.

=Grading Scale:= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).