Industrial Revolution and the American Culture

Winburn Middle School

Organizer:

What was the impact of the Industrial Revolution on the development of American Culture?

Essential Questions:

1.    How did industrialization impact technology (inventions)?

2.  How did industrialization contribute to the Civil War?

3.  What is the effects of industrialization on the environment?  The future?

4.  How did industrialization lead us to a global economy?

Standards:

1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.16  Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

2.18 Students understand economic principals and are able to make economics decisions that have consequences in daily living.

2.20  Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

2.24 Students have knowledge of major works of art, music, and literature and appreciate creativity and the contributions of the arts and humanities.

Secondary Standards:

1.2 Students make sense of the variety of materials they read.

2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

2.3  Students identify and analyze systems and the ways their components work together or affect each other.

2.8  Students understand various mathematical procedures and use them appropriately and accurately.

2.9 Students understand space and dimensionality concepts and use them appropriately and accurately.

2.23  Students analyze their own and others artistic products and performances using accepted standards.

2.24  Students have knowledge of major works of art, music, and literature and appreciative creativity and the contributions of the arts and humanities.

Knowledge:

·        Definition of American Culture

·        Basic Economic principles

·        Polarization of (industrial) North & South (Civil War) 

·        Urban vs. Rural

·        Immigration Patterns

·        Arts of time period

music-romantic period

dance-recreational square dance, dances brought to US

drama

art-19^th century Impressionism, realism, naturalism

literature

·        Experimental design

·        Inventors - influence/acceptance - how they were viewed then & now

·        Changes in language (vocabulary) example: technology

·        Reading & Writing processes (skills)

·        Industrialization (definition)

·        Inventions improvements of time period

·        Available natural resources (and depletion of non-renewable resources)

Skills:

·        Compare/Contrast

·        Identifying and controlling variables

·        Collecting and organizing data/analyze data

·        Reading & Writing skills

·        Predicting/estimation

·        Spreadsheets & Graphing

·        Public speaking/Communication

·        Researching historical data

·        Evaluating information

·        Use of personal computer (software)

·        Listening

Culminating Performance:

Small of students will develop a multi-media presentation (video, Power Point, HyperStudio, webpage, commercial brochure timeline) that will analyze how industrialization:

·        contributed to the Civil War

·        impacted the Arts

·        effected the environment

·        lead to a global economy

Rubric:

Activities:

Unit Schedule:  mid - February

Week 1:  Introduction/Kick Off:  Field trip to: Civil War battle re-enactment, or Toyota, or Bardstown (Stephen Foster, Civil War museum), or Frankfort (History museum, military history museum)

Science - Research, HyperStudio

Social Studies - Historical foundation (background information)

Math - Introduction to graphing

Lang. Arts – Lesson on searching Internet sites, taking notes in a Word document (copy-paste), printing word document notes; Introduction of writers of period

A&H- Critiquing works of the period (focus on visual arts)

Week 2: 

Science - visit landfill, collect data for graphing (survey of personal garbage, prediction of what’s in landfill, survey at landfill of contents)

Social Studies -timeline (gathering information), compare/contrast lists

Lang. Arts - Internet Research, Begin novel

A&H-View videos of dances from time period and discuss how dance was impacted by industrialization.

Math- Students will construct graphs using spreadsheets from information gleaned in science class (trash), make timelines using information gleaned from Soc. Studies (TimeLiner)

Week 3:

Math-Students will construct graphs (spreadsheets) using statistics from Industrial Revolution

Science-Experimental Design

·        groundwater

·        toxic waste

·        Issues, Evidence and You

Social Studies- Writing a position paper (immigrant worker, slave), Role playing (defend/debate slavery or factory labor)

A&H-look at all elements of drama of time period

·        writers

·        themes

·        the stage

·        set

·        costumes

·        lighting

·        the audience

Select and act out a play of time period

Lang. Arts- continuation of novel and position paper  

Week 4:

Science - continuation of week 3

Math - students will learn mean, median, mode, range and outliers using statistics from Industrial Revolution

A&H - focus on music of time period

Lang. Arts - finish novel, focus on poetry of time period

Soc. Studies - Mock assembly line, possible field trip to Frankfort

Week 5:

Finish any activities from previous weeks

Work on culminating performance activities

Week 6:

Continuation of performance activities

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