Planning 2 Turn of the Century; 10th Grade

US History
Generalizations
Technological progress may lead to opportunity, but it may also lead to
corruption.
Given the resources, corporations and governments are both capable of harm
and good.

Concepts
Predatory pricing Trust
Corruption Innovation
Monopoly Technology
Immigrate Expos
Emigrate Investigative Journalism
Social Darwinism Equality
Commodity Separate but Equal
Supply and Demand Segregation
Competitive Market
Standards
History

1a. Evaluate a historical source for point of view and historical context
1b. Gather and analyze historical information, including contradictory data,
from a variety of primary and secondary sources, including sources located
on the Internet, to support or reject hypotheses
2e. Analyze continuity and change in eras over the course of United States
history
2g. Analyze the complexity of events in United States history. Topics to
include but not limited to the suffrage movement and the Civil Rights
Movement
2h. Examine and evaluate issues of unity and diversity from Reconstruction to
present. Topics to include but not limited to the rise and fall of Jim Crow, role
of patriotism, and the role of religion
Economics

1a. Analyze the relationships between economic goals and the allocation of
scarce resources
1d. Identify influential entrepreneurs and describe how they have utilized
resources to produce goods and services
2d. Give examples of the role of government in a market economic system
3b. Analyze the role of competition within different market structures. Topics
to include but not limited to pure competition, monopolistic competition,
oligopoly, and monopoly
Civics

1c. Describe the roles and influence of individuals, groups, and the press as
checks on governmental practices
2f. Analyze how court decisions, legislative debates, and various and diverse
groups have helped to preserve, develop, and interpret the rights and ideals
of the American system of government
2g. Evaluate the effectiveness of our justice system in protecting life, liberty,
and property
Literacy
Oral Expression

1a. Present information, findings, and supporting evidence clearly, concisely,

and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
2aiii. Listen actively in groups to accomplish a goal

Reading
 1a. Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
1e. Relate a literary work to primary source documents of its literary period or
historical setting
2f. Analyze seminal U.S. documents of historical and literary significance
(e.g., Washingtons Farewell Address, the Gettysburg Address, Roosevelts
Four Freedoms speech, Kings Letter from Birmingham Jail), including how
they address related themes and concepts.
Writing

2a. Write informative/explanatory texts to examine and convey complex

ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
3a. Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
Research and Reasoning

1g. Draw evidence from literary or informational texts to support analysis,

reflection, and research.
2b. Evaluate the accuracy of the information in a text, citing text-based
evidence, authors use of expert authority, and authors credibility to defend
the evaluation.
Math

2a. Reason quantitatively and use units to solve problems.

Objectives
Unit objectives

TSWBAT describe the working conditions of the 1900s, discuss why these
working conditions became so bad, and explain how legislation impacted
immigrants, minorities, the wealthy, and the poor.
TSWBAT describe the new role media and other technologies had in
influencing the daily lives of Americans.
Daily objectives

TSWBAT describe how the Robber Barons got their reputation, and apply that
knowledge by creating a bumper sticker.
TSWBAT describe the quality of life of many immigrants in the 1900s by
writing a letter home as a 1900s immigrant.
TSWBAT describe the reasoning Roosevelt used in passing the Sherman
antitrust act by participating in a simulation.
TSWBAT describe the effects technology has on quality of life by creating a
top ten inventions list.
 TSWBAT infer the changing role of muckrakers in society by examining
modern investigative journalism. Additionally, TSWBAT evaluate the effect of
The Jungle on working conditions by participating in a whiteboard race.
TSWBAT analyze the word equality in relation to the Plessy v. Ferguson
legacy by doing a gallery walk.

TSWBAT recall the information presented during this unit by playing a review
game.
 Unit Assessment
Match the quote with the source!
(10 points, 2 each)
 A. There is a widespread conviction in the minds of the
___ 1. American people that the great corporations known as
trusts are in certain of their features and tendencies hurtful
Thomas to the general welfare. This springs from no spirit of envy
or uncharitableness, nor lack of pride in the great industrial
Edison achievements that have placed this country at the head of
the nations struggling for commercial supremacy. It is
based upon sincere conviction that combination and
concentration should be, not prohibited, but supervised
and within reasonable limits controlled; and in my
___ 2. John D. judgment this conviction is right.
Rockefeller
B. A statute which implies merely a legal distinction between
the white and colored races-a distinction which is founded
in the color of the two races, and which must always exist
so long as white men are distinguished from the other race
by color-has no tendency to destroy the legal equality of
___ 3. Upton the two races, or re-establish a state of involuntary
Sinclair servitude.

C. After we had conducted thousands of experiments on the

lightbulb without solving the problem, one of my
associates, after we had conducted the crowning
___ 4. experiment and it had proved a failure, expressed
discouragement and disgust over our having failed to find
Theodore out anything. I cheerily assured him that we had learned
Roosevelt something. For we had learned for a certainty that the
lightbulb couldn't be made that way, and that we would
have to try some other way.

D. All day long the blazing midsummer sun beat down upon
that square mile of abominations: upon tens of thousands
___ 5. Plessy of cattle crowded into pens whose wooden floors stank and
v. Ferguson steamed contagion; upon bare, blistering, cinder-strewn
railroad tracks and huge blocks of dingy meat factories,
whose labyrinthine passages defied a breath of fresh air to
penetrate them; and there are not merely rivers of hot
blood and carloads of moist flesh, and rendering-vats and
soup cauldrons, glue-factories and fertilizer tanks, that
smelt like the craters of hell-there are also tons of garbage
festering in the sun, and the greasy laundry of the workers
hung out to dry and dining rooms littered with food black
with flies, and toilet rooms that are open sewers.

E. I spoke just now of the struggle for success. What is

success? Is it money? Some of you have all the money you
need to provide for your wants. Who is the poorest man in
the world? I tell you, the poorest man I know of is the man
who has nothing but money, nothing else in the world upon
which to devote his ambition and thought. That is the sort
of man I consider to be the poorest in the world. Money is
good if you know how to use it.
Explain the significance of each of these key terms in one
or two complete sentences.
(10 points, 2 each)

A. Robber Baron

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B. Tenement Housing

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C. Social Darwinism

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D. The Jungle

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E. Chinese Exclusion Act

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On a separate sheet of paper, using essay paragraph format, answer

the following question in an organized essay.
Highlight your claim, evidence, and warrant before turning in
your test.
(20 points)

How did life for African Americans, working Americans, and

immigrants change at the turn of the century? How did
technology help make this change?

CATEGORY 5 - AWESOME! 3 - Good! 1 - Getting there! 0 - Not quite!

Focus or The thesis statement names The thesis statement The thesis statement The thesis statement
Thesis the topic of the essay and names the topic of the outlines some or all of does not name the
outlines the main points to be essay. the main points to be topic AND does not
Statement discussed. discussed but does not preview what will be
name the topic. discussed.

Support for Includes 3 or more pieces of Includes 3 or more Includes 2 pieces of Includes 1 or fewer
Position evidence (facts, statistics, pieces of evidence evidence (facts, pieces of evidence
examples, real-life (facts, statistics, statistics, examples, (facts, statistics,
experiences) relevant to examples, real-life real-life experiences) examples, real-life
position statement. The writer experiences) that that support the position experiences)
has provided at least 1 support the position statement
counter-argument. statement.

Accuracy All supportive facts and stats Almost all supportive Most supportive facts Most supportive facts
are reported accurately. facts and statistics are and statistics are and statistics were
reported accurately. reported accurately. inaccurately reported.

Closing The conclusion is strong and
paragraph leaves the reader solidly
understanding the writer\'s
position. Effective restatement
of the position statement
begins the closing paragraph.
The conclusion is The author's position is There is no
recognizable. The restated within the conclusion - the
author\'s position is closing paragraph, but paper just ends.
restated within the first not near the beginning.
two sentences of the
closing paragraph.

Warrant Clear explanations are given
that show how each piece of
evidence supports the
author's position.
Vague explanations are At least one explanation Evidence and
given that show how that shows how that examples are not
each piece of evidence piece of evidence explained.
supports the author's supports the author's
position. position.
 The following page contains a modified essay
organizer that I will use with students on IEPs and
students learning English. I plan to give these
students the organizer at the start of the Unit
Assessment. It provides the structure of an essay in
an organized format and allows students to see a
more structured model.
The key objective in using this modification is to
allow students to take away the sentence
starters and be left with a solid and organized
essay.
In this essay, I will argue that.

One piece of evidence to support this argument is

This supports my argument because.

Another piece of evidence to support this argument is

This supports my argument because.

My last piece of evidence to support this argument is

This supports my argument because.

In conclusion, I have just proven my argument because