Kaitlyn+K's+Thematic+Unit+Work

__** Phase I: **__

 * __The Start of Unit Plan – Industrialization (1870-1900)__**


 * __Present day industries in NC__** (a warm-up for Post-reconstruction)
 * //Present industries://** aerospace and aviation, defense, automotive, biotechnology and pharmaceuticals, green and sustainable energy, financial services, software and information technology, and textiles

[]


 * //How did we get to where we are?//** (Why it’s important to know about industrialization).


 * __Review on Reconstruction:__**
 * //Lincoln’s 10% plan and assassination//** (students will compare Lincolns plan with his replacement, Andrew Johnson.
 * //Rights//** of previously enslaved African Americans were not protected (Jim Crow Laws arose from the dust of the Civil War).


 * __Review of NC Natural Resources:__**

Top Agricultural products Other Resources

Tobacco, Textiles, Furniture, and Railroads. Large Cities were born Poor safety regulations in factories Increased intensity of segregation Little done for public education Monopolies Corruption Labor issues Little done for public education
 * __Industrial Development in North Carolina__**
 * //Technological developments://**
 * //What Areas were the first to begin developing//**
 * //How did this affect social issues://**
 * //How were politics affected by technological advancements in industry?//**

This start was pitched to my CT - she says that I am on the right track and gave me a lot of valuable ideas. I will record these soon.

Phase II:
November 15, 2012


 * __Poem:__** “I Hear America Singing”
 * __Author:__** Walt Whitman

//I hear America singing, the varied carols I hear,// //Those of mechanics, each one singing his as it should be blithe and strong,// //The carpenter singing his as he measures his plank or beam,// //The mason singing his as he makes ready for work, or leaves off work,// //The boatman singing what belongs to him in his boat, the deckhand// //Singing on the steamboat deck,// //The shoemaker singing as he sits on his bench, the hatter singing as he stands,// //The wood-cutter’s song, the ploughboy’s on his way in the morning, or// //at noon-intermission or at sundown,// //The delicious singing of the mother, or of the young wife at work, or of// //the girl sewing or washing,// //Each singing what belongs to him or her and to none else,// //The day what belongs to the day – at night the party of the young fellows,// //robust, friendly,// //Singing with open mouths their strong melodious songs.//


 * __Unit Plan Topic:__** End of Reconstruction, Industrialization, and the start of WWI
 * __The Lesson Topic for this Activity:__** Industrialization

(1) I will tell students to close their eyes and remain quiet while I read Walt Whitman’s poem. (2) I will cue students to visualize the images and imagine songs that would represent each line. (3) I will read through the poem once and let them absorb it, but I will also read it a second time, in which, I will pause after every line to allow them to write down their images and song selections. (4) Students will then have a chance to explore [] to find primary source images that – they feel – reflects what Whitman was trying to say about America (post-reconstruction). (5) This activity will provide an introduction to a voicethread.com project (introducing Industrialization). The photos will reveal diversity in culture, and the students’ music selections will appeal to them personally (and, consequently, make the material more memorable).
 * __Activity Description__:**


 * __Pressing Question:__** What am I going to do about technology if we don’t have enough access to computers?


 * __ Thoughts on Assessment (formative and summative) __**

Three forms of Assessment


 * Learning log [formative]: ** I’m checking with Mrs. Moses her perspective of it and how she uses it in the classroom.

* I want students to find one thing within the readings that they find surprising and reflect on its implications on modern life (how does this relate to your own life - find three ways). * [] * The address above contains a public electronic edition of “The Jungle,” by Upton Sinclaire, and emphasizes the importance of this book in american history. * “Upton Sinclair's //The Jungle// is a vivid portrait of life and death in a turn-of-the-century American meat-packing factory. A grim indictment that led to government regulations of the food industry, //The Jungle// is Sinclair's extraordinary contribution to literature and social reform.”
 * Jungle Journals [formative]: ** Written responses to the selected readings of “The Jungle.”


 * Unit Test [summative]: ** The format will be matching (as students are already accustomed to).

__ Day 1: __ Bridging Reconstruction to the Era of Industrialization. Topics include; The Great Migration, Underlying concepts, introduction to large scale immigration. __ Day 2: __ Re-emphasize underlying concepts of Industrialization, primary source analysis of the Ellis Island Immigration experience, tenements, etc. What social issues arose from the collision of diverse cultures. Define culture (anthropological perspective involving language, individualism/family-centered, and etc.) __ Day 3: __ Intro to how massive immigration fueled westward expansion. What technologies made this possible? (interactive railroad maps @ pbs.org teacher site). Create your own invention assignment introduced (show a list of modern nc technologies to make it relevant to today). What role did inventions play in the creation of industries. Emphasize the relationship between westward expansion, technological inventions, and industries. __ Day 4: __ What were the political and social consequences of large industries? Introduce Upton Sinclaire’s //The Jungle//. Introduce the underlying concepts of Investors, Business leaders, Corporations, Trusts, and Monopolies. __ Day 5: __ Industrialization in NC (what transformed the “Rip Van Winkle state”?). Review on NC Agricultural products and how they morphed into large industries. Highlight important business leaders and how the industries changed the balance of political/economic power in the State. Observe the rise of the KKK and economic disenfranchisement (have to define that for them). __ Day 6: __ Review industrialization in NC (the transfer of power from the East to the West). Who immigrated to the state to fuel industrial expansion. What social issues arose from the collision of diverse cultures (ask them questions about culture, because they should know already). Social reforms in industries and education. Introduce students to concepts of urbanization in NC, Immigration in NC, Tenements in NC, Assimilation, Nativism, Compulsory Education. Introduce another selection from //The Jungle//. __ Day 7: __ Review Urbanization, Immigration, Tenements, Assimilation, Nativism, Compulsory Education. Bridge with observations on //The Jungle//. Ask students what they know about the American Indian tribes currently living in NC and participating in all professions. They probably won’t know much about them (there’s 7 tribes) - no one seems to. Why is this so? Use this as an introduction to the Trail of Tears (all about assimilation and nativism). Highlight the origins of NC’s Eastern Band of Cherokee Indians (they live in the Qualla Boundary).
 * __ Unit Schedule: Day by Day __**
 * // Week One: //**
 * // Week Two: //**
 * // Week Three: //**
 * // Week Four: //**

~ I have a few lesson plans and my objectives, but they aren't electronic yet.

Phase III: December 1, 2012

Weekly Schedule (Rough Draft):

1st Lesson Plan (Rough Draft):

FINAL EXPOSITION: