Learners
The classroom is a ninth grade social studies course concentrating on the concepts included in American History. In previous courses the students have studied concepts and skills indicated in the Michigan Grade Level Content Expectations. Each classroom can be expected to have a variety of learners. Each classroom consists of thirty to thirty five students.
Educational Goal
Understand the causes and consequences – both positive and negative – of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1900, and determine if the name “The Gilded Age” is an appropriate description of the era.
Standards
Michigan High School Content Expectations:
6.1.1 Factors in the American Industrial Revolution – Analyze the factors that enabled the United States to become a major industrial power.
6.1.2 Labor’s Response to Industrial Growth – Evaluate the different responses of labor to industrial change.
6.1.3 Urbanization – Analyze the changing urban and rural landscape
6.1.4 Population Changes – Use census data from 1790-1940 to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great Migration, and urbanization
6.1.1 Factors in the American Industrial Revolution – Analyze the factors that enabled the United States to become a major industrial power.
6.1.2 Labor’s Response to Industrial Growth – Evaluate the different responses of labor to industrial change.
6.1.3 Urbanization – Analyze the changing urban and rural landscape
6.1.4 Population Changes – Use census data from 1790-1940 to describe changes in the composition, distribution, and density of the American population and analyze their causes, including immigration, the Great Migration, and urbanization
Process
The curriculum studying American History in eighth grade encompasses the era known as the Gilded Age. This WebQuest is a great introduction to the topic, or can be used to explore the Gilded Age in depth. Be sure to establish clear expectations on the quality of work and products to be produced. It will also be important to go over the Romeo Persuasive Writing Rubric that all students are required to follow prior to beginning this WebQuest.
I would expect this project to take 5-7 days. The students will need approximately 3 days for researching their part. Then I allow 1-2 days to for the groups to plan their presentations. Finally 1 day to present. The concluding question is optional but is great for extending the scope of historical study into current or recent events. You could possibly make the completion of the question bonus points.
I would expect this project to take 5-7 days. The students will need approximately 3 days for researching their part. Then I allow 1-2 days to for the groups to plan their presentations. Finally 1 day to present. The concluding question is optional but is great for extending the scope of historical study into current or recent events. You could possibly make the completion of the question bonus points.
Resources
Anticipated resources will be a computer lab with Internet access, WebPages, video, articles, political cartoons and articles that can be found on the Internet. Students will also need a printer and access to Microsoft PowerPoint software to complete this WebQuest.
Contact Me
Lori Ferrington, teacher with Romeo Community Schools
[email protected]
[email protected]
