S1+Santamore,+Paul

=Stage 1 - Identify Desired 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 ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Maine Learning Results
 * Students understand historical aspects of unity and diversity in the United States and the world, including Native American communities.

//What understandings are desired?//
•technological changes during the industrial period had massive effects on today's society and environment. •the United States became unified through industrialization. ||
 * **//Students will understand that://** **(U)** ||
 * •industrialization diversified where people live in the United States today.

//What essential questions will be considered?//
•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? ||
 * **Essential Questions:** **(Q)** ||
 * •How did urbanization begin and how has it changed today?

//What key knowledge and skills will students acquire as a result of this unit?//
•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), || •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. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •critical details: pollution, urbanization (growth of cities), immigration, poverty, unity, regulation, and class structure, technological innovation, unions,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**