Reconstruction+and+Industrialization


 * UNIT TITLE : Reconstruction and Industrialization

DESIGNED BY: Karen Mendillo || To study the social, political, and economic changes that took place after the Civil War To study the factors that led to the industrial revolution To study the effects of industrialization on society and business
 * Stage 1 – Desired Results ** ||
 * Goal/Purpose of Unit :
 * Goal/Purpose of Unit :

New York State Learning Standards Reconstruction: 1, 1.1, 1.4, 5.2 Industrialization: 1, 1.1, 1.2, 1.3, 4, 4.1, || Reconstruction The United States rebuilt and unified after the Civil War The effect of Reconstruction on African-Americans and white Southerners
 * **Enduring Understandings: **

Industrialization Understand how technical technological developments led to the growth of industrialization Understand government response to big business <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Understand the factors which led to the growth of the labor movements and unions

**<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Essential Questions: Reconstruction ** <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Did life change for African Americans and southern whites after the Civil War? <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Were government programs successful?

**<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Industrialization: ** <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Was life in the United States changed as a result of industrialization? <span style="color: #943634; font-family: 'Tahoma','sans-serif';">What was the connection between science and technology and industrialization. ||  ||
 * **<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Knowledge Students will know: **

**<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Reconstruction ** <span style="color: #943634; font-family: 'Tahoma','sans-serif';">The key points of Lincoln’s plan for Reconstruction, Johnson’s plan for Reconstruction, and the Radical Republican’s plan for Reconstruction

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Two problems faced by African Americans: sharecropping, education, Jim Crow Laws, poll taxes, the Ku Klux Klan

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">The role of the Freedman’s Bureau during Reconstruction

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Two problems faced by white Southerners: the end of the plantation system; destruction of homes, farms, and factories; harsh terms imposed by reconstruction plans

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">The 13th Amendment, 14th Amendment, and 15th Amendment

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">The “black codes,” Ku Klux Klan, and Jim Crow laws

**<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Industrialization ** <span style="color: #943634; font-family: 'Tahoma','sans-serif';">The impact of technology on industrialization: railroads, steam engine, canals, textile mills

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Two examples of industrialization in the North: railroads, mechanized farming, the building of factories

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Two examples of industrialization in the South: textile production, the rebuilding of roads and bridges

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">The formation and effects of monopolies, trusts, and corporations

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Government response to industrialization: Interstate Commerce Commission and the Sherman Antitrust Act

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Labor organizations: Knights of Labor, American Federation of Labor

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Strikes: Haymarket Strike, Homestead Strike ||   || <span style="color: #943634; font-family: 'Tahoma','sans-serif';">What prior or background of knowledge about the Reconstruction period and Industrial Revolution do the students have? Brainstorm (information on the Smart Board).
 * <span style="color: #943634; font-family: 'Tahoma','sans-serif'; font-size: 16pt;">Stage 2 – Assessment Evidence ** ||
 * **<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Pre-Assessment: **
 * **<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Pre-Assessment: **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Categorize this information into 2 subtopics: <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Reconstruction: problems/solutions <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Industrialization: problems/solutions

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Castle Learning: multiple choice questions, thematic essay, DBQ response
 * <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Assessments: **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Create a political cartoon that highlights problems during the Reconstruction period. <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Create a political cartoon that highlights problems because of industrialization.
 * <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Performance Task: **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Construct a poster that advertises help for Southern whites and African-Americans after the Civil War.

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Construct a Venn diagram which compares the problems during both Reconstruction and Industrialization. Construct a Venn diagram which compares the government’s response to these problems during both Reconstruction and Industrialization. Use this information to write a compare and contrast essay.

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Write a letter to a friend in the North, as though you were a former slave or southern white. Explain how your life is different from before the Civil War (better? worse?). Tell your friend what problems you are experiencing. Tell your friend what the government has done to help you.

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Write an editorial essay which supports or criticizes either “captains of industry” or “robber barons.” ||
 * **<span style="color: #943634; font-family: 'Tahoma','sans-serif'; font-size: 16pt;">Stage 3 – Learning Plan **


 * <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Learning Experiences **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Maps <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Sample political cartoons and posters <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Primary Sources:. . . Little girls and boys, barefooted, walked up and down between the endless rows of spindles, reaching thin little hands into the machinery to repair snapped threads. They crawled under machinery to oil it. They replaced spindles all day long, all day long; night through, night through. Tiny babies of six years old with faces of sixty did an eight-hour shift for ten cents a day. If they fell asleep, cold water was dashed in their faces, and the voice of the manager yelled above the ceaseless racket and whir of the machines. Toddling chaps of four years old were brought to the mills to “help” the older sister or brother of ten years but their labor was not paid. The machines, built in the north, were built low for the hands of little children. At five-thirty in the morning, long lines of little grey children came out of the early dawn into the factory, into the maddening noise, into the lint filled rooms. Outside the birds sang and the blue sky shone. At the lunch half-hour, the children would fall to sleep over their lunch of cornbread and fat pork. They would lie on the bare floor and sleep. Sleep was their recreation, their release, as play is to the free child. The boss would come along and shake them awake. After the lunch period, the hour-in grind, the ceaseless running up and down between the whirring spindles. Babies, tiny children! . . .   Source: Mother Jones,   Autobiography of Mother Jones  , Arno Press  ** Protection for Children ** —Well, can’t you tell us something about this—I know we are all interested in the protection of children from oppressive labor in industrial plants and mines. —The child labor sections are specific. No producer, manufacturer or dealer may ship, or deliver for shipment in interstate commerce, any goods produced in an  establishment which has employed oppressive child labor within thirty days of the removal of the goods. The thirty days will be counted after today, so this means that employers of children before today do not come under the act. —And oppressive child labor is—what? ** Mr. Andrews ** —Oppressive child labor is defined as, first, the employment of children under 16 in any occupation, except that children of 14 or 15 may do work which the Children’s Bureau has determined will not interfere with their schooling, health or well-being, but this work under the law must not be either manufacturing or mining employment. In addition oppressive child labor means the employment of children of 16 or 17 years in any occupation found by the Children’s Bureau to be particularly hazardous or detrimental to health or well-being. Of course, there are exceptions for child-actors and others, but in general those are the childlabor provisions of the Fair Labor Standards Act, which is now the law of the land.
 * <span style="color: #943634; font-family: 'Tahoma','sans-serif'; font-size: 9pt;">Required Materials for Unit: **
 * Announcer **
 * Mr. Andrews **
 * Announcer **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Biographies: W.E.B. Du Bois, Ulysses S. Grant, Andrew Johnson, Booker T. Washington <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Biographies: Andrew Carnegie, John D. Rockefeller, Henry Ford, Samuel Gompers
 * <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Books: **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Discovery Education on-line [|Crusades] [|Industrialization] [|Industrial Revolution] <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Google images of both periods of history
 * <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Web Connections **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Compare: what were the differences among these plans for Reconstruction: <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Lincoln, Johnson, Radical Republicans
 * <span style="color: #943634; font-family: 'Tahoma','sans-serif';">Lessons on each of the following: **

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were 2 problems faced by white Southerners after the Civil War?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were 2 problems faced by African Americans after the Civil War?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What was the role of the Freedman’s Bureau?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were the Thirteenth, Fourteenth, and Fifteenth Amendments and how did they affect African Americans?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">How did some white Southerners react to the Fifteenth Amendment? Why? || <span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were two technological developments that led to the Industrial Revolution?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were two effects of industrialization in the North?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were two examples of industrialization in the South?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were monopolies, trusts, and corporations?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">What were two examples of government response to industrialization?

<span style="color: #943634; font-family: 'Tahoma','sans-serif';">Name two factors that led to the labor movement and unions.