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Standards

Page history last edited by Siri 13 years ago

What MN Social Studies Standards for grades 4-8 apply to our topic of study? (please write it out -- copy/paste is fine)	What assessment would demonstrate a student meeting that standard?	What would be useful content to help learners obtain the knowledge necessary to meet that standard?
1G-The student will analyze the transformation of the American economy and the changing social and political conditions in response to the Industrial Revolution. Benchmark: 1. Students will identify and understand the reasons for the increase in immigration, growth of cities, new inventions, and political challenges to American government arising from the industrial revolution, and analyze their impact.	A multiple choice/matching/short answer quiz or test on Vocabulary (i.e. Immigration, Child Labor), People famous for their contributions, and other key fact of the time period. Have student go through the different jobs children their age had at that time and write a short story about "A day in the life of..." one of those children, including their own illustrations. Students will be able to list/match reasons for increased immigration to America according to Country and reason. -In pairs students will act out a reason for immigrating, while the class guesses what Country they are from. -Students will create a map with a color coded key, to show what Countries immigrated to America in a given time period. -Students will write two paragraphs assuming the role of a single person on reasons why they immigrated to America today, and being an American, why they immigrated to another Country. -Students will brainstorm a list of potential reasons people would immigrate to America today, and reasons why people in America would immigrate to another Country to prep for the individual writings.	what is the Industrial Revolution? How did people live before this time? What lifestyle changes resulted from the Industrial Revolution? What are labor unions? How are unions organized and what is their purpose? How do labor unions differ from labor organizations? (i.e. KOL). What is immigration? What were reasons for the increase in immigration from the 1870s to the 1920s? What were reasons for discrimination against immigrants? How did the rise of big business, growth of industry, and change in life on American farms and small towns with increased mechanization change life in America? What is child labor? What were the working conditions like in that time? What were the key points/people in the rise of organized labor?
1H-The student will demonstrate knowledge of the political, geographical, cultural, social, and economic forces shaping the modern United States.	Identify a particular period in American history and have each student assume the role of a community member (some might be part of a family, some business owners, workers, farmers, other trades, etc.) Each student would create a chapter for a class book.	Students will learn about different periods in history, including where people settled, how they made a living, and types of jobs people had.
IIE- MN History-The student will know and understand Minnesota’s major industries and the economic, social, political, and technological changes that accompanied industrialization.	Students need to chose an industry in MN and create a wiki that shows it's effects on the state.	What is industrialization? What does that mean today? What industries do we have in MN? Have these industries changed over the years?
I U.S. History: Sub-Strand G. Reshaping the Nation and Emergence of Modern America 1877-1916.
Strand: IV Sub-Strand: C (Historical Inquiry) Standard: The student will apply research skills by investigating a topic in U.S. history.	In a cooperative learning lesson, student groups will work to complete a jigsaw activity centered around a topic related to the Industrial Revolution and immigrant labor. The product of the group task could be in the form of a Wiki, Power-Point presentation, YouTube video, etc.	Instruction as to how to conduct basic research via the use of different multimedia outlets.
V. GEOGRAPHY D. Interconnections The student will give examples that demonstrate how people are connected to each other and the environment.	*Students could show by taking a U.S. map, creating a map key of symbols/colors of the various industry that was a driving force to have people relocate/migrant to that area/state?