S+McDaniel,+Scott

Office: 314 Office Phone: 207-441-2307 Office Hours:** 2:15-2:16 ** E-mail: ** scott.mcdaniel@maine.edu =Summary of Unit= In this unit we will be delving deep into an era in the United States known as the Industrial Revolution, one of the greatest eras of change in United States history. The United States started as a collection of rural villages in a large land area, by the end of the era the country had developed a large infrastructure network that included canals, railroads, and the precursor or our modern interstate highway system. We will discover who some of the key players were and some of the events. This was an important era that has had long lasting effects on who we are as a country and as individuals today. = = =Established Goals= E1 Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma "Development of the Industrial United States", 1865-1914 Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. = = =Students will understand that= •There were many cultural effects of industrial development in the United States. •Industrial development in the United States was caused by various factors. •The Industrial Revolution had impacts on the present and future. = = =Essential Questions= •How does industrial development affect us today? •What was the stimuli for industrial development in the United States? •How is the present and future of the United States effected by the Industrial Revolution? = = =Students will know= •Important inventions and innovations: steam power, electricity, the telegraph, the telephone, •Sequences and time lines: 1868-Trades Union Congress created, 1869 America's transcontinental railroad is completed, 1876-Alexander Graham Bell patents the telephone, 1880-invention of the electric lightbulb •Important people and events: Thomas Edison, Samuel Morse, Alexander Graham Bell, Isaac Singer, Charles Goodyear, Nikola Tesla, George Westinghouse, Henry Ford, Rudolf Diesel etc.; War of 1812-Embargo Act, transportation expanded, electricity effectively harvested, improvements to industrial process. = = =Students will be able to= •Tell about some of the stimuli of the Industrial Revolution •Translate the events of the Industrial Revolution •Build a sense of what life was like during the industrial development of the United States •Compare the cultures of the United States before and after the Industrial Revolution •Relate to people who lived during the Industrial Revolution •Recognize how the Industrial Revolution effects them today **Performance Task Overview** The Lewiston Historical Society has asked you to create an outline of a documentary and act it out on camera. You are to assume that it is 1907 in Lewiston, Maine and you are a worker at the Bates Mill textile factory. Your mission is to create a documentary for the historical society's new museum. The board of directors wants the documentary to take students through a day in the life of one of the cities many factory workers during the Industrial Revolution. You are to express the difficulties that you and your family face as well as some of the joys that you experience by working at the Bates Mill. Please be concise. Remember, this is NOT a final video, the historical society simply wants your idea for what the documentary will look like. The winning submission will be created by a professional movie making company and acted out by professional actors. =Expectations= =Benchmarks= There is an opportunity to earn a total of 185 points in this class. Points will be scaled to arrive at your final grade. Students are expected to be at every class and to contribute to class discussions and show general enthusiasm for topics being covered. I will give each student a grade for each class. In this assignment students will be asked to provide an overview of the events of the Industrial Revolution using iMovie. Please read description above for more. Students are to develop an image of what they think utopia is. Is it a heavily industrialized place, or is it free from any pollution, be creative! Please write a short (1-2 page) paper telling us about this utopia, using pictures is optional. Remember that you not only need to tell about your vision, but need to compare it to reality. Students will develop a personalized image of what they think they would be like had they grown up during the Industrial Revolution. During the debate on the last class students will be graded using a rubric, full participation and accuracy and information used will garner full points. =Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * Teacher: Scott McDaniel
 * Late Work:** In the event of an illness, or some other extenuating circumstance that causes a student to miss class, they must come and ask for all assigned homework the **first** day they return to school. From this point they will have 24 hours to complete and pass in assigned homework.
 * References:** All information gained for projects and written assignments must have proper referencing, students can use either APA, MLA, or Chicago style citations.
 * Be a respectful engaged student:** You are now considered a young adult, I expect that you act as such while in my classroom, there will be no tolerance for name calling, harassment, or general disrespect for myself or peers.
 * Attendance and Participation:** 70 points
 * Performance task:** 70 points
 * Utopia paper:** 15 points
 * Industrial Revolution life essay:** 15 points
 * In class debate:** 15 points
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59)