THE GROWTH OF CITIES AND INDUSTRY
IN THE UNITIED STATES
1885 TO 1920
A UNIT PLAN FOR 7TH GRADE STUDENTS IN US HISTORY
by
Lynn Dille
Submitted through “Teaching American History”
George Mason University
Center for New Media in History
And
US Department of Education
April 12, 20005
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Unit Title: The Growth of Cities and Industry
Author: Lynn Dille
Grade Level: 7th
School: Francis Hammond Middle
Time Estimated: 10 days
School
Overview: The “Growth of Cities” unit will cover the inventions and technology that led to
industrialization. Students will also study the immigrants who would supply the labor for
industrialization. Finally, students will learn about some of the people who would create the
“big business” financing and industrial infrastructure. Students will be exposed to some of
the problems that the rapid expansion of cities and industry created, however, the next unit of
study will delve more deeply into reforms and the progressive movement. Following this
unit, students will examine the US role in World War I.
Our 7th grade students at Hammond are from many different cultures and backgrounds. Many
speak more than 1 language. About 30% of the students’ parents are from Latin America,
however, we have many students from Africa, Afghanistan, India, and other countries as
well. Few have the resources or background at home that provide a fundamental common
base of knowledge in US culture and history. Another factor I consider when teaching is that
my students have not yet had any world history or world cultures courses. They will get
World History in the 9th and 10th grades and then study US History again in the 11th grade.
Finally, given the large number of English as a Second Language students in our classes,
vocabulary and writing are challenges for many.
Our students will have just begun their 7th grade year with a review of the outcome of the
Civil War and the impact of Reconstruction on the South. Their first unit of new material
covered the resumption of the drive to settle the West and the new technologies and
adaptations that made this possible after the Civil War. As part of that unit they explored the
impact of western settlement on Native American (First Americans) Tribes. Since the unit
below will be taught quite early in the school year, it will be used to teach fundamental
historical skills for internet use, primary source analysis, and graphing as well as the basic
history of the period. This unit on the Growth of Cities will be followed by a study of the
problems that industrialization and rapid growth brought and the reforms that began to
address these problems.
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Historical Background: With the end of the Civil War, the expansion and industrialization
that had begun in the first half of the 19th century resumed. The completion of the
Transcontinental Railroad and an ever-expanding railroad network in the East allowed the
nation to utilize the abundant raw materials of the country. Miles of railroad track went from
about 30,000 in 1860 to 254,000 in 1910. Transportation Timeline The availability of cheap
labor in the form of immigrants also fueled the industrial growth of the nation. For example,
the potato famine in Ireland in 1845 would bring millions of Irish to the United States
between 1845 and 1850. The passage by Congress of the “Contract Labor Act” in 1864
legalizing the importation of contract labor would bring millions more. In 1880, political
instability, economic depression and crop failures would bring about 4 million Italians to the
United States. The 1882 May Laws restricting the rights of Jews in Russia will cause about 3
million Russians to immigrate. Library of Congress Learning Page on Immigration
Plentiful raw materials, labor, and transportation united with the capitalization of industry
provided by corporate financing. Corporate financing created the venture capital needed to
build the urban and industrial infrastructure necessary for rapid industrial growth.
Industrialists such as John D. Rockefeller, Andrew Carnegie, and Cornelius Vanderbilt
would develop the huge monopolies and corporate organizations capable of linking and
developing national production and marketing.
Finally, while railroads provided transportation, new inventions like the telephone, the
process of refining oil, and electric power supplied the technology and power. The
transformation of our cities was dramatic. Skylines showed the changes in the smokestacks
of the factories, the sweeping lines of bridges, and the towers of the skyscrapers. Population
statistics show the huge growth of cities in size and density. Chicago, for example, grew
from a population of about 100 in 1830 to 1,100,000 in 1890 to 2,185,000 in 1920. Chicago
Population Chart
Such growth did not come without problems. In the cities immigrants worked in sweatshop
conditions for subsistence wages. Due to the low wages, sometimes young children were
forced to work long hours to help the family survive. Working conditions were unsafe.
Living conditions in the tenement neighborhoods were crowded, leading to dangerous fires,
as well as outbreaks of diseases such as influenza, TB, and typhus. Political bosses took
advantage of the immigrant’s need for aid, trading help for votes and support. This would
lead to corrupt and inefficient city services, hampered by bribery and kickback schemes,
cronyism, and graft.
Efforts to improve conditions in the cities would begin as early as 1830. However, the energy
of these movements would focus on slavery, suffrage and temperance until after the Civil
War and Reconstruction’s end in 1877. Reform efforts would gain new energy in the late
19th century and continue into the 20th century under the label of Progressivism. “Battling
Bob” LaFollette, Wisconsin’s feisty senator, Theodore Roosevelt, and Woodrow Wilson,
among others, would work to break up large monopolies, promote fair trade, protect
consumers, and reduce cronyism in government. The reform movement’s momentum would
culminate in the passage of the 18th Amendment prohibiting the sale, transport or
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manufacture of alcoholic beverages and the passage of the 19th Amendment giving women
the vote.
Major Understanding:
Following the Civil War the United States industrialized rapidly, which transformed the
economic and social structure of America. Cities grew dramatically as immigrants flooded
into the United States taking advantage of the freedom and opportunities here. Immigrants
would provide the cheap labor needed by a growing industry. Advances in transportation and
communication created national markets. New methods of production produced goods more
cheaply and efficiently. Abundant natural resources provided the raw materials for the
industrialization. Financing and organization resources were provided by “big business” in
the form of monopolies, corporations, and trusts.
Objectives: Students will:
Understand how rapid industrialization following the Civil War transformed the economic
and social structure of America by examining primary sources including maps, photographs,
early films, letters, tables, and documents.
Standards of Learning:
Skills
USII.1
The students will demonstrate skills for historical and geographical analysis,
including the ability to
a) analyze and interpret primary and secondary source documents to increase understanding
of events and life in United States history from 1877 to the present;
Content
USII.2 The student will use maps, globes photographs, pictures, and tables for
b) explaining relationships among natural resources, transportation, and industrial
development after 1877
USII.3 The students will demonstrate knowledge of how life changed after the Civil War by
b) explaining the reasons for the increase in immigration, growth of cities, new inventions,
and challenges arising from this expansion;
d) explaining the rise of big business, the growth of industry and life on American farms.
Culminating Assessment:
Students will conclude their study by creating a timeline of inventions which will reflect their
knowledge and understanding of the rapid industrial changes for the period They will be
required to choose and research inventions from the 1850s – 1890s using their textbook,
online resources and the library. Their timeline should include illustrations of the inventions
and an explanation about their importance. Students in advanced classes will create a
newspaper which will reflect their knowledge and understanding of the period. They will
write articles, editorials, and ads as if they were living in 1898 during the Spanish American
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War.
Resources
Below is a list of resources for the entire unit. Each resource is annotated with reference to
the specific lesson for which it was used or would be an additional resource.
Books:
Biesty, Stephen. Stephen Biesty’s Incredible Explosions, Dora Kindersley, New York, 1996.
(Juvenile)
Lesson 5-10: Detailed exploded drawing of a steam driven generator and a
windmill. Also good exploded drawing of a city and the entire infrastructure
involved.
Bridgman, Roger. Technology, Eyewitness Books, Dora Kindersley, New York, 1995.
(Juvenile)
Lesson 5-10: Good coverage of mass production, the automobile and technology in
farming.
Burne, David. Machines and How They Work, Dora Kindersley, Inc. New York, 1991.
(Juvenile)
Lesson 5-10: Good simple explanations and pictures of the windmill, automobile
and steam engine.
Coiley, John. Train, Eye Witness Books, Alfred A. Knopf, New York, 1992. (Juvenile)
Lesson 6: Detailed coverage of the development of rail travel and its impact on
cities.
Cole, Joanna. The Magic School Bus and the Electric Field Trip, Scholastic Press, New
York, 1997. (Juvenile)
Lesson 5-10: Good explanation of electricity and its impact
Errico, Charles C. and Oates, Stephen B. Portrait of America, Volume I: to 1877, The
Growth of Technology, p. 275-298, Houghton Mifflen, New York, 2003.
Lesson 5-10: Excellent discussion of the development of railroads
Harwood, Herbert. Rails to the Blue Ridge- The Washington and Old Dominion Railroad,
1847-1968, Northern Virginia Regional Park Authority, Fairfax Station, VA, 2000.
Lesson 5-10: Many pictures of the local area 1860-1968 give an idea of cities and
the role trains and electric trolleys played in our area and why they were replaced.
Macauley, David. The New Way Things Work, Houghton Mifflin, New York, 1998.
(Juvenile)
Lesson 5-10: Good explanations of windmills, steam engines, and electricity.
Paterson, Katherine. Lyddie. Puffin Books, New York, 1991. (Juvenile)
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Wilkins, Mary-Jane. Everyday Things and How They Work. Warwick Press, New York,
1991. (Juvenile)
Lesson 5-10: Simple explanations of telephones, radios and many other labor
saving devices developed in the beginning of the 20th century.
There are many other books about inventions, inventors, and technology in children’s
libraries. The above were some of the clearest and most suitable for middle school
children.
Web Links and Sites:
Association of American Railroads
Offers free resources to teachers of grades K-12, including books, videos, CD-ROMs, maps,
safety brochures, activity sheets, and supplies. Select “Teacher Resources.” http://www.railfanclub.org
Chicago History Organization
Extensive on line information and photographs of the development of the city over time.
Chicago Historical Society
Digital History Text: University of Houston
Good basic US History text with many interesting links to museum sites for individual cities,
advertising collections and primary sources. A good first step to research for teachers and
students. http://digitalhistory.uh.edu/
Entrepreneurs and American Economic Growth
Dr. Poole’s Economics course website (UC San Diego) provides excellent graphs and
biographical information on Rockefeller, Carnegie and Vanderbilt.
Henry Ford
Bibliography on Henry Ford http://www.hfmgv.org/education/smartfun/class/modelt/resources.html
History Matters: The U.S. Survey Course on the Web
Links and information on all units’ materials and their connection to your community.
Helpful information on teaching with documents in the “Making Sense of Evidence” section.
http://www.historymatters.gmu.edu
Library of Congress
Many primary sources from the period. Photographs and maps are particularly useful as are
the advertising exhibitions. Of particular interest to students are the Edison films in the Early
Films exhibition. There are clips of Chicago showing the stock yards, Los Angeles harbor,
and many of New York at the turn of the century. The film clip of immigrants arriving at
Ellis Island is of particular use. http://www.memory.loc.gov
Money and Inflation
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Students often want to know about the relative cost of things and the value of the wages
received by factory workers. The following site is a simple value calculator for students.
The Inflation Calculator
National Archives
Interesting source of photos, documents and other primary sources. Takes a lot of digging.
Very helpful archivists. One of my personal favorites is application number 1 for a
homestead site which is an excellent resources for the unit preceding this unit on westward
expansion. http://arcweb.archives.gov/arc/basic_search
National Museum of American History
Has an extensive of collection of artifacts from the late 1800’s which help give students a
picture of life at the turn of the century in the US. Of particular interest to touring classes
would be the display on Electricity Lighting: A Revolution which also has an interactive
website that would be very good for class who cannot visit the museum.
A new exhibit hall entitled “America on the Move” gives a wonderful idea of the changes in
cities that transportation improvements, and the automobile caused in the United States.
There is an excellent on-line exhibition for a class web quest if the students cannot actually
visit the museum NMAH: America on the Move
Public Broadcasting System
The PBS website has so many resources for all of US history. This link is to the American
Experience Homepage which has excellent information on Andrew Carnegie and the
development of “Big Business” in America. http://www.pbs.org/wgbh/amex/
Train Resources
Extensive information, including listings of railroad resources all over the United States. For
information on railroads in your community, look under “Resources” on the left-hand side.
Click “Tourist Railroads/Museums” and then your state to find attractions in your area.
Clicking on “Historical Societies” leads to an alphabetical state listing of nationwide railroad
historical societies. These links will provide railroad information specific to your area.
Contact organizations by phone for more information. http://www.trains.com
U.S. Department of Commerce
Click on your state in the map in the right margin. Contact a commerce organization,
administration, or department in your area for more information on the role your state plays
in the global community. http://www.commerce.gov
U.S. Department of Housing and Urban Development
Click on “About Communities” in the left margin to find maps, statistics, and information on
housing in your community. Contact your state housing department for more information.
http://www.hud.gov
U.S. Department of Transportation Federal Highway Administration National
Highway System
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Learn the difference between types of highways, including President Eisenhower’s interstate
system. Scroll down and click on your state to view the different highways that run through
or near your community. http://www.fhwa.dot.gov/hep10/nhs
U.S. Historical Census Data Browser
Using the census, find out how the population of your community changed throughout time.
Compare different time periods by selecting different years in the left margin. Select “Total
Population,” then your state, to find your county’s population.
http://fisher.lib.virginia.edu/census
Movies:
Lyddie: Available on VHS. Details the difficulties of a young mill worker in Lowell,
Massachusetts. This movie has much good information about conditions for workers in the
factories. The movie is based on a book for young readers by Katherine Paterson
Far and Away: Popular film about a young Irish immigrant and his difficulties about 1887.
Good re-enactment of the corruption and boss system in the urban centers. Hero also takes
part in the Oklahoma land rush.
Lesson 1 (days 1, 2, 3)
Title: Changes in Cities from 1850 to 1909.
Objectives: Students will:
1) Gain an understanding of what is meant by industrialization and growth
2) Become familiar with the Library of Congress website as a source of historical
knowledge
3) Examine primary documents (maps, lithographs, panoramic pictures, photos, and early
films) and identify the type, date, and purpose for which the document was made
4) Identify major changes in US cities in the types of transportation used, the population,
and the buildings and industries observed during the period from 1850 to 1909 by examining
maps, lithographs, and panoramic pictures of San Francisco, Los Angeles, Chicago, New
York, and Alexandria.
5) Develop questions about how and why these changes took place.
Materials:
Overhead projector, poster paper cut in 3” wide strips, markers, map of U.S. and South
America
Class computer lab with internet capability, TV with hook-up to computer of LDC projector
for computer screen
City Analysis Worksheet (link)
City Report Worksheet (link)
Maud Maxson’s letter Letter from Maud Maxson to her mother, Mrs. Arthur L.Maxson.
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List of city links for reproduction Library of Congress American Memory Home Page
Student Research Sites
Group I: New York City, New York
New York City 1776
1856 color lithograph of NYC
New York City 1876
New York City 1882
New York Waterfront 1909 ,
1903, Elevated railroad, New York,
1903, Skyscrapers of New York City, from the North River
Group II: Los Angeles, California
Map of Los Angeles, 1871
Birds eye view of Los Angeles, 1877
View of Los Angeles from the east, 1877, Brooklyn Heights in the foreground;
Pacific Ocean and Santa Monica Mountains in the background.
Los Angeles, 1888
Los Angeles, Cal., population of city and environs 65,000.1891
South Spring Street, Los Angeles, California, 190??
Building a Harbor in San Pedro, Los Angeles 1909.
Group III: Chicago, Illinois
The City of Chicago, 1892
Bird's-eye-view of Chicago as it was before the great fire, 1871.
Rascher's birds eye view of the Chicago packing houses.1890
Bird's eye view of the World's Columbian Exposition, Chicago, 1893.
Chicago, central business section, 1916
Chicago Stock Yards, 1897 (film)
Extra credit: http://www.chicagohistory.org/mychicago/index.html
Group IV: Alexandria Virginia
George Washington's survey of the site of Belhaven (Alexandria)
Washington's Plan of Alexandria, 1749
Birds eye view of Alexandria, Va.,1863
District of Columbia and Alexandria, the seat of war, 1863
Fairfax County Soil Types, 1877
Atlas of fifteen miles around Washington, including Alexandria, 1879
Coolidge at Alexandria, 1923
Days 1 & 2
Objectives: Students will:
1. Examine primary source maps, photographs, and early films of San Francisco with their
teacher and practice completing a City Analysis Worksheet for several sources.
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2. Use their computer and the list of web links for their assigned city (NY, Los Angeles,
Chicago or Alexandria) to describe the transportation, people and population, location, and
buildings and industries for several sources.
Strategies
1. Preparation:
a. Before the class make transparencies and copies for a class set of Maud Maxson’s
letter Letter from Maud Maxson to her mother, Mrs. Arthur L.Maxson.
b. Copy the City Analysis Worksheet (link) and the City Report Worksheet (link) for
students.
c. Sign up for the computers.
d. Cut strips of poster paper 3” x 24” so you have 1 per student.
e.. Preview the Library of Congress American Memory, Library of Congress
American Memory Home Page, website to familiarize yourself with the homepage and
search protocols. Preview the San Francisco links below.
f. Copy the city links into a folder accessible by students on their computers. (If you
cannot do this, the students will have to search the Library of Congress American Memory
website to locate appropriate documents. This is less efficient, but still a great learning
experience for the students. Hints: Have students use the gallery view to easily identify good
sources. Limit search first to maps, then to prints and photographs, then to Early Films. Be
sure students check for appropriate dates.)
2. Hook: as students enter the classroom assign the following warm-up exercise; ask
students to complete the journal entry written on the board (students have been keeping a
journal since the beginning of the year and are familiar with this type of imaginative
exercise). The goal of this exercise is not to display prior knowledge although some students
will have a great grasp of the era and enjoy writing using it. The goal is to get the students to
connect current knowledge to the situation of someone their age in the 19th century.
Journal entry: Imagine you are traveling by ship to Los Angeles with your Uncle and Aunt.
Write a letter home to your parents. You might describe what you do to occupy
your time, what you miss at home, what chores you have to do, and what problems
you face on your journey.
3. Discuss and share what the students wrote
4. Project the letter written by Maud Maxson to her mother in 1870 Letter from Maud
Maxson to her mother, Mrs. Arthur L.Maxson and discuss it, explaining terms as necessary.
Examine the class map and trace the route around the horn Maud took. Where did she land?.
How old do you think Maud is? How was she traveling? Why might she have gone? Where
did they land do you think? What tells you it was probably San Francisco? Why was the
dress so expensive? Why was the letter written in installments? How long did the trip last?
(At least 2 months each way) Could she have taken the train in 1870? (Yes)
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5. Now it is time to show the students how to use their computers using San Francisco as an
example. Hand out the City Analysis Worksheets for students to record their observations.
Stress the need to record the correct date for each document recorded. Show them on the
overhead how they can circle the document type. Project pictures of early San Francisco
from the links below.
(If the school does not have the technology to allow them to access city links directly, their
observations will sort naturally if they request only maps or selections from the panorama
collection first, then move on to prints and photographs and conclude with a selections from
the Early films collection. Request a search for “San Francisco Harbor” through all
collections at Library of Congress American Memory Home Page, I have added the dates
after the titles to aid in giving the students a good idea of the chronology.)
View of San Francisco, 1846 before the discovery of gold,
San Francisco Harbor, 1850;
San Francisco Rooftops, 1851,
San Francisco in 1855;
San Francisco Bird's-eye view, 1864;
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Dupont Street San Francisco, 1870,
San Francisco Harbor, 1890, San Francisco and harbor from Nob Hill, 1902.
US Fleet in San Francisco Harbor 1908.
6. Show several of these links and discuss them with the class. Demonstrate for the students
how to use the “zoom” feature on the Library of Congress map viewer. They can zoom in to
reveal a great deal of detail. Show them how to zoom out and relocate their view. (You will
have practiced this before the lesson of course.) Ask the students to think about the following
questions as they record their observations:
Were all cities like this in the 1850’s to 1900’s?
What would account for the differences in development?
What is the impact of climate? Of natural resources?
What role did water have on the development of the city?
7. Discuss what can be deduced from maps about transportation, people, technology, etc.
from each type of source, demonstrating how to record the observation on the worksheet.
Record several observations about San Francisco with the students. Tell the class that for the
rest of today and tomorrow they will be working in groups to identify the changes over time
in several major U.S. cities in the years between 1850 and 1920 by looking at maps, old
photographs, and early films. If they are not linking directly to the sources on the City List,
point out the search categories for the students and show them how to select “Gallery View”
to more quickly sort through sources. Remind the students that these sources are primary
documentation and they will have to use very careful powers of observation and analysis to
use them effectively. Have the students work in pairs. Assign each pair one of the cities to
research. Assign each student in the pair 2 categories to focus on. For example, Student A
might focus on recording observations about Transportation and People, while Student B in
the pair would record observations about the location of the city and the buildings and
industries.
Student City Research Sites
Group I: New York City, New York
New York City 1776
1856 color lithograph of NYC
New York City 1876
New York City 1882
New York Waterfront 1909 ,
1903, Elevated railroad, New York,
1903, Skyscrapers of New York City, from the North River
Group II: Los Angeles, California
Map of Los Angeles, 1871
Birds eye view of Los Angeles, 1877
View of Los Angeles from the east, 1877, Brooklyn Hights in the foreground; Pacific
Ocean and Santa Monica Mountains in the background.
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Los Angeles, 1888
Los Angeles, Cal., population of city and environs 65,000.1891
South Spring Street, Los Angeles, California, 190??
Building a Harbor in San Pedro, Los Angeles 1909.
Group III: Chicago, Illinois
The City of Chicago, 1892
Bird's-eye-view of Chicago as it was before the great fire, 1871.
Rascher's birds eye view of the Chicago packing houses.1890
Bird's eye view of the World's Columbian Exposition, Chicago, 1893.
Chicago, central business section, 1916
Chicago Stock Yards, 1897 (film)
Extra credit: http://www.chicagohistory.org/mychicago/index.html
Group IV: Alexandria Virginia
George Washington's survey of the site of Belhaven (Alexandria)
Washington's Plan of Alexandria, 1749
Birds eye view of Alexandria, Va.,1863
District of Columbia and Alexandria, the seat of war, 1863
Fairfax County Soil Types, 1877
Atlas of fifteen miles around Washington, including Alexandria, 1879
Coolidge at Alexandria, 1923
8. Supervise students as they search the sites and take notes (the sites are in chronological
order)
9. Students will continue to practice using primary sources and the Library of Congress
website, and be able to locate specific documents, select areas of the documents to view
(zooming in as appropriate), and return to the document list page.
10. Students will continue their web searches and complete their city worksheets. Be sure
they have at least one entry for each time period. This will be used to report to the class and
produce a set of class questions on the factors influencing the development of cities.
Wrap-up: Ask them to write 2 questions each about what they observed about the changes
in cities. For example, when did cars first appear? Who invented the car?
Day 3
Objectives: Students will:
1. Explain the changes in the cities and speculate on the reasons
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2. Evaluate the changes in buildings, transportation, population and industries shown in the
maps and develop questions to be answered in future lessons about how these changes took
place.
Strategies:
Group Reports, questions and discussions.
1. (Journal Entry) Would you rather live in the city or the country? Why?
Go over the warm-up and discuss as a class. By now the students will have realized that
cities grew dramatically during the period in question. Do they think people liked living in
these cities? Did some people move there from the farms? Why? What problems that
students identify as being part of city life today (pollution, crime) might have been problems
at the turn of the century?
2. Hand out the City Report Worksheet (link) to each student. Have them use their notes on
the City Analysis Worksheet to record general changes over time for their city. Tell them
each student must write 2 questions at the bottom of their sheet about how and why cities
changed.
3. Have each pair of students report on their city. Fill out a copy of the worksheet on the
overhead taking input as to changes from each group. Discuss differences of opinion
between groups and ask students to tell the class what led them to their conclusion (for
example, ships at anchor in Alexandria had masts, not funnels.) In general, findings should
be that over time cities grew larger, buildings grew taller, and transportation changed from
horse and buggy to steam ship, trolly, and rail. Students should supplement their report with
the findings of other students as the reports are synthesized for the class on the overhead.
Wrap-up:
1. After the groups report, ask the students for the questions they want answered about how
the changes they saw took place. For example, how and why did skyscrapers begin to be
built? When did sails give way to steam power in shipping? How were railroads and these
large (teach the word infrastructure) changes in cities financed? Who provided the labor?
What was the impact on the environment? What inventions fueled this change? When did
electric power replace steam power?
2. Make a list on the overhead as the students give their questions so there is little or no
duplication. Put the student’s initials by the question as you record so that the students will
know which question they are responsible for copying onto the poster paper strip.
3. Pass out the strips of poster paper and markers. Have each student record a different
question in large print on the paper strip. Tape some of the questions from each class up in
the room. Post others in the hall. The next part of the unit will use these questions to guide
the class’s investigation into the connections between immigration, inventions and changes
in transportation, communication, manufacturing, and construction, financing, and
marketing.
Assessment: Students will be assessed according to the following rubrics.
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Worksheet A: Each site visited = 25 points.
Web address
5pts
Document date
2pts
Document description
3pts
City description
15pts
The group report will be assessed according to the following rubric.
Student contributed to the report and presented their findings
Student had meaningful comments about the changes in his city
Student developed questions for further study based on their research
Did they have time to research other sources for their city?
30pts
30pts
30pts
10pts.
Differentiation: City groups should be organized in mixed ability groups. Transportation
and buildings are the easiest topics and should be given to students with academic
difficulties. Students with greater ability should be encouraged to visit the websites given
and then pursue research for other interesting informative photos.
Lesson 2 (1 day)
Title: Immigration
Objective: The student will explain the reasons for increased immigration and how
immigration helped cities and industries grow.
Materials:
Supplies
Sample passport,
Computers for class or method of projecting web site for class viewing (TV or LCD
projector)
Paper for cartoons,
Student Resources
Immigration picture book (see bibliography for list of books),
Cartoon Assignment (link)
Differentiated Cartoon Assignment (link)
Class set of Immigration Notes Graphic Organizer (link)
Class set of cartoon worksheet (link)
Websites
Immigrants Arriving at Ellis Island
Chinatown, 1903, Chinese railworkers, Immigration Examination Room, Angel Island
Library of Congress Learning Page on Immigration
Warm-up (Journal Entry) Show the students a passport (or picture of one). Ask them to tell
you what it is and why it is important. What would make them willing to leave family,
friends and home comforts?
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Strategies:
1. (Hook) Read class a short storybook about immigration such as Grandfather’s Journey by
Allen Say or When Jesse Came Across the Sea by Amy Hest.
2. Discuss why Grandfather came (Adventure) or why Jesse came (Oppressive Governments
and Religious Freedom). Why might others come? Where did they come from? How did
they get here? Where did they land? Where did they settle? What did they do once they got
here?
3. Have students draw a graphic organizer and complete it as a class, using their text and the
web sites below as a resource.
Immigration
Who
Northern and
Southern Europe
Irish
Italian
China
When How
1870 – 1915
Boat
To
Why
New York and New
Opportunity
Textile Factories
Wealth
Gold
Land
Adventure
Freedom from
oppression
Governments
Freedom of
religion
Chicago – meat packing
Pittsburgh – steel mills
San Francisco – Railroad
Detroit – Autos
4. Discuss what immigrants did once they arrived. What conditions and prejudices might
they have faced? Many found work in the sweat shops and factories of the new industrial
cities. Others homesteaded. Others went West to search for gold. Reinforce this part of the
answer to the unit’s central question by having the students copy it at the bottom of their
notes.
Immigrants provided the labor force (people) necessary for the cities and industry to grow
5. Some great resources to teach this lesson are: Edison’s early film Immigrants Arriving at
Ellis Island. You may supplement this film clip with photos of the Angel Island Processing
Center in California: Chinatown, 1903, Chinese railworkers, Immigration Examination
Room, Angel Island (There are many other interesting photos in this collection of the Hart
Hyatt North papers too.) If the class has more time to spend on immigration, access the
17
Library of Congress Learning Page website on immigration Library of Congress Learning
Page on Immigration which traces the immigration of many different ethnic groups. Have
students research different groups and report to the class. They could put their report notes in
a Passport for someone from a chosen (or assigned) ethnic group.
Assessment (independent practice): Have students draw a cartoon which represents
immigration.
1. Draw a simple map outline of the United States in the center. Draw 4 people’s
heads around the map. Label each head a different reason people came
(opportunity, adventure, freedom from oppressive governments, freedom of
religion)
2. Draw arrows from the people to the major cities they came to (New York, Chicago,
San Francisco, LA)
3. Draw a bubble and write a statement for each person in the cartoon bubble which
explains why they came. For example: I came to work on the railroads.
4. Draw facial features and clothing which indicates the country of origin.
Grading:
D – Cartoon incomplete steps 1 and 2 or less completed
C – Cartoon incomplete steps 1, 2, and 3 completed
B – Cartoon complete steps 1,2,3, and 4
A – Cartoon complete
18
Wrap-up: Ask the class what questions that had been posed the day before have been
answered by today’s work. Have the students write the questions and answers at the bottom
of their notes.
Differentiation: Print out graphic organizers for immigration notes. Copy and print cartoon
map and heads. Make a sample cartoon and instructions and pass out to students needing it
or display on the overhead
Lesson 3 (1 day)
Title: Inventions
Objective: Students will examine how new inventions, advertising and methods of
productions led to the growth of industry and cities
Materials:
Computers for students and teacher capable of accessing and displaying video from web
sources.
Overhead projector.
Class set of terms worksheets (optional) (link).
Class set of graphic organizers for invention notes (link).
Scrap paper
Invention Notes (link)
Patent statistics: US Patent office report of patents issued 1790 to present (link for pdf file of
these same statistics.)
Patent Data Worksheet (link)
Ad for a glass telephone mouthpiece
Children’s books on inventions and how things work
New York Skyscrapers
Brooklyn Bridge
New York Elevated Railway
Girls taking time checks, Westinghouse factory
Panoramic View Aisle B Westinghouse Factory
Coil Winding Machines
Strategies
1. Warm-up: Define the following terms: Invention, Patent, Technology, Mass Production
Note: I like to have my students use the following format whenever we define terms:
Illustration
(students draw a
small picture
here to help
Term
Definition
Mass Production Process of
making large
quantities of a
19
When
1880’s to
Present
So What
Industry was
able to grow
quickly at the
them visualize
the term)
product quickly
and cheaply
turn of the
century
2. Hook: Display the following Ad. Ad for a glass telephone mouthpiece
3. Discuss it as a class. How is this ad different from today’s ads? How is it the same? Go
over the definitions for the warm-up and tell the class that today they will be looking at how
new inventions, new methods of production and advertising led to the growth of industries
and cities in the US.
4. Examine the following links. How are the buildings so tall? What are the bridges made
of? What powers the train? Who are the employees? Why are they employing women? Why
were they taking films of the factory? What are they making? What are most of the big
machines? What are they made of? Look at other films from the Westinghouse collection if
you have time.
New York Skyscrapers
Brooklyn Bridge
New York Elevated Railway
Girls taking time checks, Westinghouse factory
Panoramic View Aisle B Westinghouse Factory
Coil Winding Machines
5. As you discuss the scenes in the films, explain and connect the terms they defined with
the new inventions and technologies of this time period. Inventions to cover: Electricity
Thomas Edison and George Westinghouse, The telephone – Alexander Bell, Bessemer Steel
Process.
6. Have the students make a graphic organizer and write notes on these inventions. You can
of course add your own favorites to these notes and some of the students’ ideas.
7. Introduce the culminating project for the unit: a timeline of inventions and their
significance and point out the books you have placed on display. Encourage the students to
examine these when they have time.
20
Invention
Inventor
Results
Electricity
Thomas Edison
Power Plant
Thomas Edison and
George Westinghouse
Alexander Bell
Henry Bessemer
Electric Light – Longer work hours, safer
lighting
Electric Power – Cheaper, safer power
power transmission
Fast long distance communication
Cheap, readily available steel,
Skyscrapers, bridges, railroads, trolleys,
subways
Telephone
Steel
Wrap-up: Make a list of the things in the class room that use electricity. How would the
room look different if we did not have electric power? What questions from lesson 3 have
been answered today? Have the students write these questions and the answers in their
journals.
Assessment: Exit ticket quiz. Put the following questions on the overhead. Have students
write their answers on a small piece of paper. Then ask each student one of the questions as
they leave the room. They should answer and hand you their paper. If they are wrong, have
them repeat the query and the prompt three times orally.
1. What inventor and invention made communication faster and cheaper?
(Bell/telephone)
2. What inventor and invention made skyscrapers possible? (Bessemer/steel)
3. What inventor and invention made electricity possible? (Edison/electricity)
Homework: Have students make a line graph of patents issued between 1875 and 1910 at 5
year intervals (link).
Differentiation: Provide graphic organizer for notes. Can be pre-printed to fill in blanks for
students with dysgraphia. Provide a worksheet for patent information where the date is
abstracted from the Patent Office Data.
Lesson 4 (1 day)
Title: Railroads
Objectives: Students will understand how railroads brought raw materials to factories and
industries and then carried the finished goods to market creating national markets and a
rapidly growing economy.
21
Materials:
Supplies
Boxed baking materials,
Tray, yarn, play or monopoly money,
Index cards for Simulation Role Cards for each student, Industrialization
VCR
Student Resources
Timeline Project Instructions (link)
Rubric for Timeline Projects (link)
Children’s books of inventions and how they work placed on display around the room
Sample Timeline (link)
Instructions for optional assignment (Newspaper Project as an alternative to the timeline) for
more advanced students (link)
Rubric for Newspaper Project (link)
Strategies
Warm-up: Students should define the following terms: natural resource, raw material,
gauge, dining car, air-brake
1. Hook – Have a tray with a bag of flour, a pound of butter, a bag of sugar, some eggs,
baking powder and vanilla at the front of the room. Discuss with the class what these raw
materials might be good for. Where did they come from? How did they get to the
classroom? How would they have been produced and collected for the room in 1765? What
was different after the completion of the railroad networks and transcontinental railroad in
1869?
2. Show a film and/or read about the completion of the railroads in your class text. Go over
the vocabulary. Tell the students they are now going to “act out” the railroads.
3. Have students “construct” a railroad network in the classroom.
a. Give each student $2000 in monopoly money.
b. Some desks are mills, (give these students 5 index cards for each product they make
which lists what they make and 5 index cards for each of the 2 or 3 raw materials they need
(see chart below). Have students write the product and price on the card. (These cards will be
exchanged to the purchaser at the time of payment and sale to represent the goods. Each car
load of raw material costs $10.)
c. Some students are factories (give these students a list of the factory goods they
make and sell and 5 index cards on which to write each car load of products as they produce
it and sell it (they cannot produce their product until they have purchased the raw materials
from the mills and a railroad has been built to their factory.) Each car load of finished goods
costs $400.
d. Some students are the trains, everywhere they need to go, there must be a piece of
yarn railroad. They will charge $50 per car load. Give these students 10 index cards on which
to write their trips.
22
e. Some students are railroad builders, they build the yarn railroads and collect
monopoly money fees of $50 per line (from one desk to another) of “railroad” built.
f. One student is the store. Give this student $10,000. Builders, factory owners, and
railroads will soon have all the money and the experiment is over.
2. Discuss the exercise with the class. Who paid to build the railroads? Why? Where would
the stores get more money? What would have happened if the railroads were different widths
(2 colors of yarn)? Did railway builders cooperate or compete? (Our exercise had no
consumers. Where would consumers get their money?) Below is a sample chart of factories
and goods.
Raw
Material
Steel Mill
in
Iron ore
$10
Coal $10
Raw
Material
Lumber
Mill
Oak,
Cherry,
Pine
Coal $10
Raw
Material
Woolen
Mill
Wool $10
Coal $10
Factory
Shoes
out
Barrels
$50
Nails $50
Screws
$50
in
Leather $50
Thread $50
Nails $50
General
Store
out
Shoes $400
In
Shoes $400
out
Shoes $800
Coats $400
Coats $400
Coats $800
Factory
Coats
Buttons
$50
Gun
Stocks
$50,
Furniture
Woods
$50
Wool $50
Buttons $50
Lining $50
Factory Guns
Thread
$50,
Fabric $50
Steel $50
Gun Stock
$50
General
Store
Rifles $400
23
Rifles $400
Rifles $800
Raw
Material
Tannery
Hides $10
Coal $10
Factory
Furniture
Leather
$20
Raw
Material
Coal
Coal Mine Coal $10
Worker $1
Leather $50
Fabric $50
Nails $50
Wood $50
Chairs $400
Chairs $400
Railroad
Builder
Railroad
Transport
$50 per car
load
$50 per
connection
Chairs $800
Wrap-up: Discuss and collect patent homework for grading. Ask class what questions from
lesson 3 were answered today. Have the students enter these questions and answers in their
journals.
Homework: Begin culminating project (an Invention Timeline). Hand out instructions and
rubric (link). Point out the books which you have placed around the class illustrating various
inventions and giving information about inventors. Ask students to come to class with their
ten inventions and inventors list (link).
Assessment: A – Listened to instructions, fulfilled role tasks, solved supply and
demand problems constructively, negotiated with other
students, perceptive feedback
B – Listened to instructions, sought help with problems from other
students or teacher, appropriate feed back
C – Able to follow instructions with teacher’s guidance, appropriate
feedback
D – Needed re-directs to stay on task.
Differentiation: Weaker students should monitor raw materials desks. Strong (mature)
students should build railroads!
Lesson 5
Title: Captains of Industry
Objectives: Students will examine how national markets (created by the railroads discussed
in the previous lesson) became controlled by a few very rich “Captains of Industry” using
new methods of financing.
Materials:
Newsprint or poster paper, markers, magazines, scissors, glue
24
Fake Happy Meals sign
Financial Statements,
Copies of pictures of Vanderbilt, Rockefeller and Carnegie (link)
McDonald's Happy Meal
Entrepreneurs and American Economic Growth
Photos of Early oil refining in Eastern US
Rockefeller Drawing
PBS American Experience-Carnegie
Cornelius Vanderbilt
Mac Fat Financial Statement (link)
Captain of Industry Notes (link)
Captain of Industry Differentiated Notes (link)
Strategies
1. Warm-up: (Journal Response) The newspaper just announced that MacDonalds has
bought out Wendy’s, Burger King and Jack in the Box in a surprise move. Is this a good
news or bad? Why?
2. Hook : Fake sign for MacDonalds Happy Meal priced at $10) McDonald's Happy Meal
Discuss the warm-up and introduce the days lesson.
3. Have students look up and define the following terms: monopoly, trust, and corporation.
Go over the terms and discuss them with the class.
4. While the students are doing their definitions, check their invention lists (homework from
lesson 6) for compliance with the Timeline Instructions.
25
5. Demonstrate monopoly and trust with students by giving them a business financial
statement for a fast food chain which demonstrates the reduction in profits, but the retention
of significant capital assets, which would make them ripe for hostile takeover (link).
6. Have students read an account in a class textbook about the growth of big business and
monopolies, and help students connect this to current situations. Ask students to take notes
on the rise of big business showing how their size and capital wealth enabled the US to build
the infrastructure needed for industrial growth on the one hand, but led to control of the
nation’s wealth in the hands of a very few very rich and powerful men too.
7. Dr. Poole’s (UC San Diego) website on economics has excellent material and
biographical information on Rockefeller, Carnegie and Vanderbilt with many graphs
showing the growth of Standard Oil Assets and profits. Entrepreneurs and American
Economic Growth
8. Notes: 3 Ingredients for Industrial Growth Controlled by 3 Very Powerful Men
I.
What did Vanderbilt Build?





II.
Vanderbilt Transportation
Steamships
Railroads
Most famous for Railroads
New York Central and Hudson River
Controls access to National Markets
New York to Chicago
Ruthless business tactics to establish control
Dies 1877
What did Carnegie “Steal?”
 Carnegie financed and used the new “Bessemer”
Process of turning iron ore into much harder steel
 Steel would be the construction material for the new
railroads, machines, bridges and skyscrapers of
Industrial America
III.
Why was Rockefeller an “Oily” fellow?
 Invested and developed oil refining – Standard Oil of
America
 Controls 90% 26
of oil refining through ruthless business
practices
 Expands corporation by controlling many corporations
together in a single “Trust”
Note: the following link contains many excellent photos including early modes of oil
transport by horse and wagon and train if you have time to extend this lesson. Photos of
Early oil refining in Eastern US
Wrap-up: Have students work in groups to make a collage showing the “Three Captains of
Industry” (Vanderbilt, Rockefeller, Carnegie) monopolizing the major American industries
of Transportation (railroads) Construction (steel) and Energy (oil refining). Have them cut
pictures out of magazines that illustrate each of these areas and paste them under the picture
of the appropriate tycoon. They should title their collage “Captains of Industry Control
American Economic Growth.” They should label the picture of each man with the area of
industry he controlled. Pictures of the three men may be down loaded from the web or
reproduced from those below.
Rockefeller Drawing
PBS American Experience-Carnegie
27
Cornelius Vanderbilt
9. Share the collages. Discuss what the students listed under each man. Ask the students
what questions from lesson 3 were answered today. Have them enter these questions in their
journals.
Homework: Students should continue to work on their timelines, researching and choosing
inventions and making their illustrations of each.
Assessment: Collage completion
A – All required elements (Title, labels, appropriate pictures under each
industry) plus color, neat graphics, creative use of pictures
B – All required elements
C – Labels incomplete
D – Some elements mislabeled
Differentiation: Prepared graphic organizer for notes (link). Review work sheet for terms.
Collage example and beginning pictures already cut out.
Lesson 6
Title: Review for Test
Objective: Students will review their notes and make a study guide for their test over the
growth of cities.
Materials
1911 Cartoon on Capitalism
28
Growth of Cities Review Notes: Key (link)
Growth of Cities Review Notes: Graphic Organizer (link)
Growth of Cities Notes: Differentiated Graphic Organizer (link)
Strategies
1. Warm-up: (Journal) The United States has been criticized for being a nation of
consumers where all we think about is money and what we can buy with it. What does this
mean? Do you think it is true? Why? Why not?
2. (Hook) Show students the cartoon below. What does this say about the economic system
that developed in the early 20th century? 1911 Cartoon on Capitalism from the “Industrial
Worker” Spokane, WA.
3. Have student get out their notes and drawings from the previous lessons. Hand out copies
of the summary review notes organizer (link). Go over notes and fill in the blanks, reviewing
the major concepts for the period. Discuss to clarify as necessary, emphasizing how all of
these factors interacted to create the “Taiwan” of the early 20th century – cheap labor which
was producing quality goods at rock bottom prices for the US market as well as expanding
international markets.
4. Let students work on their Timelines for the rest of the period.
Wrap-up: Quick Quiz: Put the following questions on the overhead. Have students write
their answers on a small piece of paper. Then ask each student one of the questions as they
29
leave the room. They should answer and hand you their paper. If they are wrong, have them
repeat the query and the prompt three times orally.
1. Who was the “Captain of Industry” responsible for the creation of trusts? (Rockefeller,
Oil)
2. Who was responsible for the creation of the steel industry? (Carnegie, Steel)
3. Who was responsible for creating a monopoly of the railroads? (Vanderbilt)
Assessment: Quick quiz:
A = 4/5
B = 4/5
C = 3/5
Lesson 7
Title: Timelines
Objectives: Students will:
1. Practice skills necessary to understanding timelines and demonstrate mastery by making a
timeline of their own showing inventions between 1850 and 1920.
2. Review major inventions of the late 1800’s and their impact on the Growth of Industry.
Materials:
Index cards, scissors computers, markers, black pens, textbook references, glue, poster paper
or news print,computers, texts, reference books regarding inventions
Sample time-lines
Sets of dates for student practice (link)
Magnetized dates to demonstrate order and spacing on the board
Pre-printed pictures of inventions as needed.
Strategies
1. Warm-up: Put the following list of dates on the board. Ask students to put these dates in
order. 3500 B.C., 200 A.D., 20 A.D., 1945 A.D, 0, 750 A.D., 10,000 B.C., 450 B.C., 2005
A.D., 2005 B.C.
2. Hook: Ask students to line up “non-verbally” by birth date. Explain to them that the line
they have formed is a sort of time line and that they are going to practice making these today
so their final projects will be correct.
3. Draw a long straight horizontal line with evenly spaced separators on the board.
4. Hand out the magnetized dates and ask several students to arrange them on the time line
you have drawn there. Usually students try to space the dates evenly across the line. Correct
them and discuss the elements of a timeline, order, spacing, labels, and title. Go over the
difference between A.D. and B.C.
5. Have students practice with timeline sets for several different sets of dates.
6. Go over the class project timeline instructions (link) handed out in lesson six. By now
many students should all have selected their optional inventions and have drafted their
sentences for the significance of each invention. Help those who have not completed this part
of the project. Use class computers, texts, and reference books to locate information about
their optional inventions and answer questions about mandatory inventions as needed.
30
Depending on the time and the ability of the students it can help to have pre-preprinted
pictures of the major and most popular inventions. Help students correct and edit their labels
and statements. Try to encourage them to connect each invention with the growth of industry.
7. Have students write their labels and explanations for each timeline entry. Require that
students complete their labels and illustrations on the half size index cards which can be
glued to the poster board or newsprint after arranging them in order and adjusting the spacing
to reflect the gap in years between each invention. (This is the hardest part for 7th graders and
being able to adjust the spacing manually really helps them.)
Wrap-up: Give out envelopes to students to take their labels and illustrations home to work
on their timeline. Remind them that presentations will count towards the grade too.
Homework: Finish up time lines
Assessment: A = On task, all definitions, illustrations and explanations complete
B = On task, all definitions complete
C = On task, almost complete
D = Needs to stay after to finish on time
Differentiation: Have students practice in mixed ability pairs. Provide pictures for time-line
entries. Provide pre-divided time line.
Lesson 8
Title: Presentations of Timelines
Objectives: Students will demonstrate knowledge of reasons for the growth of cities in the
United States during the period from 1850 to 1910.
Materials
Student Resources
Growth of Cities Quiz (link)
Student Timelines
Strategies:
1. Warm-up: Assign presentation order
2. Students will present their timelines while others take notes
Wrap-up: Growth of Cities Quiz (link)
Assessment:
50% Timeline Grade
5 points title, centered and neat
5 points 10 inventions
5 points correct order
31
5 points correct dates
5 points spacing reflects dates
5 points labels are correct
10 points explanations reflect understanding of change in industry
10 points illustrations and graphics
50% Presentation
10 points notes on other students presentations
10 points participation
10 points knows what is on the timeline
10 points can tell students why the inventions impacted cities
10 points poise, fluency, additional information about inventions
Differentiation: Let students present in pairs or groups. Students who have difficulty have
already been accommodated by allowing them to use pre-selected inventions and pre-printed
photos.
32
Appendix: Lesson Worksheets and Supplements
Lesson 1
Student City Research Sites
City Analysis Worksheet
City Report Worksheet
Lesson 2
Immigration Notes Graphic Organizer
Cartoon Assignment & Rubric
Differentiated Cartoon Assignment
Lesson 3
Terms Worksheet
Invention Notes
Patent Data
Patent Data Worksheet
Lesson 4
Invention Timeline Instructions and Rubric
Newspaper Project Instructions and Rubric
Lesson 5
Mac Fat Financial Statement
Captains of Industry Notes I
Captains of Industry Differentiated Notes II
Lesson 6
Growth of Cities Review Notes: Key
Growth of Cities Review Notes: Graphic Organizer I
Growth of Cities Notes: Differentiated Graphic Organizer II
Lesson 7
Dates for Timeline Practice
Lesson 8
Growth of Cities Quiz
33
Lesson 1
Student city research sites
Group I: New York City, New York
New York City 1776
1856 color lithograph of NYC
New York City 1876
New York City 1882
New York Waterfront 1909 ,
1903, Elevated railroad, New York,
1903, Skyscrapers of New York City, from the North River
Group II: Los Angeles, California
Map of Los Angeles, 1871
Birds eye view of Los Angeles, 1877
View of Los Angeles from the east, 1877, Brooklyn Hights in the foreground; Pacific
Ocean and Santa Monica Mountains in the background.
Los Angeles, 1888
Los Angeles, Cal., population of city and environs 65,000.1891
South Spring Street, Los Angeles, California, 190??
Building a Harbor in San Pedro, Los Angeles 1909.
Group III: Chicago, Illinois
The City of Chicago, 1892
Bird's-eye-view of Chicago as it was before the great fire, 1871.
Rascher's birds eye view of the Chicago packing houses.1890
Bird's eye view of the World's Columbian Exposition, Chicago, 1893.
Chicago, central business section, 1916
Chicago Stock Yards, 1897 (film)
Extra credit: http://www.chicagohistory.org/mychicago/index.html
Group IV: Alexandria Virginia
George Washington's survey of the site of Belhaven (Alexandria)
Washington's Plan of Alexandria, 1749
Birds eye view of Alexandria, Va.,1863
34
District of Columbia and Alexandria, the seat of war, 1863
Fairfax County Soil Types, 1877
Atlas of fifteen miles around Washington, including Alexandria, 1879
Coolidge at Alexandria, 1923
35
Name of City: __________
Student Name: __________
Mod: _________
City Analysis Worksheet
Describe the types of
Describe the people and
Transportation (roads,
population (many
horse & carriage,
buildings, densely
canals, railroads, cars,
populated, few people,
sailing ship, steamers,
dress of people, color &
ferries?)
race, nationality)
Web Address:
Date of Document:
Document Description:
Map, Lithograph,
Panoramic Photo, Other
Web Address
Date of Document:
Document Description:
Map, Lithograph,
Panoramic Photo, Other
Web Address
Date of Document:
Document Description:
Map, Lithograph,
Panoramic Photo, Other
Web Address
Date of Document:
Document Description:
Map, Lithograph,
Panoramic Photo, Other
36
Describe the location:
Rivers, mountains, flat,
bay, harbors, why was
the city built here?
Describe the buildings and industries
you see. Are the buildings tall
(skyscrapers)? what are they built of
(wood, stone, concrete, brick?) What
industries do you see?
City Report Worksheet
Student Name: _____________________ City Name: ____________________
Earliest Document
1870-1880 Document
What changes in
Transportation occurred in
the years covered by your
documents?
How did the population of
your city change?
How did the location
change? Did the city
expand? Build over rivers.
Fill in marshes? Are there
still farms and open space?
How did the buildings in the
city change? Taller? More
factories?
37
Latest Document
Explanation and Questions
Lesson 2
Immigration Notes Graphic Organizer
Where did they come
Who Came
How did they Come?
When did they Come?
Immigrants provided the huge labor force necessary for the cities and industry to grow
38
to?
Why
Immigration Cartoon Assignment
1. Draw 4 heads around the outline map of the US
2. Draw a dialogue bubble for each head
3. Label each head with one of the 4 reasons (from your notes) that immigrants came to
the US
4. Write a statement in each dialogue box that illustrates the reason the person came. For
example: “I came because I heard you could get rich! I heard there’s gold in the streets.
I heard there’s free land.”
5. Draw an arrow from each head to the area of the country they might have come to.
Grading Rubric
1. Has drawn heads, labeled them, and completed statements in the dialogue
bubbles showing why each character came.
C
2. Drew faces and clothing for cartoon characters which indicate
B
country of origin, labeled cities they came to.
3. Cartoon is colored. Sentences are creative and show and understanding of A
the country the character came from.
39
Immigration Cartoon
1.
2.
3.
4.
Draw 4 heads around the outline map of the US
Draw a dialogue bubble for each head
Label each head with one of the 4 reasons (from your notes) that immigrants came to the US
Write a statement in each dialogue box that illustrates the reason the person came. For example: “I came because I heard you could get rich! I
heard there’s gold in the streets. I heard there’s free land.”
5. Draw an arrow from each head to the area of the country they might have come to.
I came because
I came because
I came because
I came because
40
Lesson 3
Illustration
Terms Worksheet
Term
Who or What
41
Student Name
When
So What
42
Invention Notes
Invention
Inventor
Inventors and their Inventions Helped Industry and Cities Grow
43
Results
Patents From 1875 to 1910
Year
Utility Patent
Applications
Design Patent
Applications
Invention
Patents
Issued
Design
Patents
Issued
Patent
Grants to
Foreign
Residents
1910
63,293
1,155
35,130
639
3,719
1905
54,034
781
29,777
486
3,292
1900
39,673
2,225
24,656
1,758
3,483
1895
39,145
1,463
20,855
1,115
2,049
1890
39,884
1046
25,308
886
2,105
1885
34,697
862
23,282
773
1,549
1880
21,761
634
515
786
1875
21,638
Not available
915
563
12, 926
13,291
Total
Patents
Issued
Patent Data Worksheet
1. How many total patents were issued in each year?
2. Make a bar graph which shows the number of patents issued for each year in the chart.
3. Extra Credit: Make a line graph which shows the total patents applied for AND the total
patents issues for eash year shown in the data.
4. What was the percentage increase between 1875 and 1910 in patents insured?
5. What do you think the data for 1915 showed?
6. What does this data demonstrate?
44
Lesson 4
Make a Timeline: Inventions and Industry Change the Nation 1840 – 1920
You will be making and illustrating a timeline for the period 1840 – 1920. This is a project
grade. The finished timeline is due: ________________
1. Research and choose inventions for the 1850’s, 1860’s, 1880’s, and 1890’s. Use your text, the
internet, and the library. Check with me if you have trouble.
1845-Cyrus McCormick – The Reaper
1850’s – choose 1
1852-Henry Bessemer – The Bessemer Steel Process
1860’s – choose 2
1876-Alexander Graham Bell – The Telephone
1877-Thomas Alva Edison – The Light Bulb and Movie Projector
1880’s – choose 2
1890’s – choose 1
1892 – The Homestead Strike
1898 – The Spanish American War
1903-Wilbur and Orville Wright – The Airplane
1909- WEB Dubois helps start NAACP
1913-Henry Ford – The Assembly Line
1917-Eighteenth Amendment
1920-Nineteenth Amendment
2. Put these inventions in order
3. Research the importance of each event or invention. Why did it matter?
4.. Illustrate each invention or event. (Yes, you may print out illustrations from the internet
neatly on your time line.)
3. Write an explanation for each event. What the invention or event is and how it changed the
United States. (Yes, you may type and print out your explanations and paste them on your
timeline.) Explanations may be found in your book, AND in your class notes!
4. Paste your illustrations and your explanations on a timeline. Be sure your spacing of events
shows the amount of time between events. It should not be even! Do not paste anything until
you have worked out how you will fit everything in on your timeline.
5. Put in your title
6. Color your illustrations
7. Ink your explanations neatly in black ink.
45
Picture
Here
Example: -|--------------------------|------------------------------|---------------------1870
1875
1865
1869 George Westinghouse
The airbrake meant trains
were safer, longer and
transported more goods even
more cheaply than before.
Grading Rubric:
Titled
Decades labeled
Inventions dated correctly
Inventions in order, earliest to most recent
Explanations accurate and reflect an understanding of the era
Neatness (writing is in neat, in black ink or typed)
Spacing on timeline reflects year of invention
Illustrations accurately depict the invention
Total
points
Possible
10
10
10
10
20
10
10
10
_______
points
earned
______
______
______
______
______
______
______
______
____________
100
Timeline Project Worksheet
I. Put the inventions you have chosen in order.
1. _________ ___________________________________________________
2. _________ ___________________________________________________
3. _________ ___________________________________________________
4. _________ ___________________________________________________
5. _________ ___________________________________________________
46
6. _________ ___________________________________________________
7. _________ ___________________________________________________
8. _________ ___________________________________________________
9. _________ ___________________________________________________
10. _________ ___________________________________________________
11. _________ ___________________________________________________
12. _________ ___________________________________________________
13. _________ ___________________________________________________
14. _________ ___________________________________________________
15. _________ ___________________________________________________
16. _________ ___________________________________________________
17. _________ ___________________________________________________
II. Write a sentence that tells why each is important, (the “so what.”) Hint: Most are important
because they helped industry expand and cities grow in some way.
1. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
2. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
3. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
4. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
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5. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
6. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
7. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
8. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
9. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
10. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
11. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
12. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
13. _________ ____________________________________________________
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_________________________________________________________________
_________________________________________________________________
14. _________ ____________________________________________________
________________________________________________________________
15. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
16. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
17. _________ ____________________________________________________
_________________________________________________________________
_________________________________________________________________
IV. Draft your time-line. How will your spacing look? Does it look neat? Did you put in your
title?
V. Make your timeline. Turn it in. Raise the roof. You’re Awesome!!
OH YEAH!!!!!!!!!!!!!!!!!
Put your name and mod on it!
49
Newspaper project for US History – Mrs. Dille
As our first project for this year, our class will design and write a newspaper from 1898!
Working in pairs, (yes, you make work 3 together if you check with me) students will write
articles, ads, letters to the editor, and cartoons for their paper.
A newspaper is published in sections, the Front Page covering national and international news,
the City or Metro section covering local city news, the Business section covering commercial
news, the Sports section covering sporting events, and the “Style” or “Life” section covering
human interest and entertainment news. In addition, a newspaper from 1898 would have ads,
letters to the editor, columns by editors, and political cartoons. There were very few cartoons or
comics at this time. You and your partner(s) will need to write at least 1 article for each section.
Below is a list of events or new ideas for each section.
Front Page: Write about:
A New Invention
A Railway disaster
An Immigration Problem
A Factory
The Homestead Strike
The Spanish American War
The Temperance Movement
The Women’s Suffrage Movement
Metro:
Urban Problems: for example, articles on poverty, immigration, overcrowded, unsafe
tenements, disease epidemics, unsafe work conditions, child labor, strikes, demonstrations,
political corruption and crime
Urban Solutions: laws to reform government, shorten the workday, limit child labor, stop
political corruption, and improve education for children
Business:
Inventions
Formation of Corporations or Trusts
Stock Offerings in new companies
Take Overs and Buy Outs
Trust Busting legislation and lawsuits
Sports:
Baseball and Football became popular
Ads:
Mass produced goods
New inventions
Help Wanted Ads for the factories
Opinion/Editorial:
Spanish American War
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Unions
Urban Problems
Need for immigration laws
Need for business and political reform laws
Temperance
Women’s Suffrage
Political cartoons on any of the above
Your articles should be typed. You may use the computers in my room, the computer lab or the
library to produce your articles. Insofar as possible, the finished product should look like a real
newspaper, with headings, different type sizes and illustrations. A list of good web sites to visit
is on the back board in my room. Use your imagination. This is not a research paper. It will be
graded as follows:
Contents reflect an accurate understanding of the urbanization and industrial growth that took
place in the United States by 1898
Contents reflect an accurate understanding of the United States recognition as a World Power
after the Spanish American War
Contents reflect an accurate understanding of the problems caused by industrialization and the
reform movement to address these problems in 1898.
Each paper should have a minimum of 10 separate pieces, 2 from each main group above, (5
produced by each student in the group.) If a student chooses to include more than 5 articles, I
will base the grade on the best of those submitted. The student’s name should appear on each
article in some form (author, cartoonist, editor, advertiser, business owner, etc.).
Rubric:
Historical accuracy
Coverage of 5 different issues
Graphics and illustrations
Neat, visually appealing layout
10 points per article/or piece (50 points)
25 points
15 points
10 points
51
Lesson 5
MAC FAT Corporation
Assets: (in thousands)
Cash
Receivables
Inventory
Equipment
Buildings
100
50
500
10000
300
Total Assets
10850
Liabilities: (in thousands)
Current Payables
Loans
15000
4000
Total Liabilities
19000
Net Assets: (in thousands)
(8150)
52
3 Ingredients for Industrial Growth Controlled by 3 Very Powerful Men 1
I.
What did Vanderbilt Build?
II.
What did Carnegie “Steal?”
III.
Why was Rockefeller an “Oily” fellow?
53
3 Ingredients for Industrial Growth Controlled by 3 Very Powerful Men II
I.
What did Vanderbilt Build?





II.
Vanderbilt _______________
______________
______________
Most famous for ____________
New York Central and Hudson River
Controls access to __________ ____________
New York to Chicago
___________ business tactics to establish control
Dies 1877
What did Carnegie “Steal?”
 Carnegie financed and used the new “____________”
__________ of turning iron ore into much harder
_______.
 Steel would be the ____________ __________ for the
new railroads, __________, machines, and
_______________ of Industrial America
III.
Why was Rockefeller an “Oily” fellow?
 Invested and developed _____ __________ – Standard Oil
of America
 Controls 90% of Oil Refining through __________ business
practices
 Expands his corporation by controlling many corporations
together in a single “_______”
 Controls the most common form of ________ for a
growing American Industrial economy.
54
Lesson 6 Graphic Organizer I
Immigration
The Growth of Cities – 1860 to 1910
Transportation
Big ____________
Inventions
National _________
_______________
A Nation of :
________________
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Financing and Production Methods
Lesson 6 II
Immigration
The Growth of Cities – 1860 to 1910
1. ________ from ____________________
_______________________
2. ____________________
3. ____________ of _________________
4. ___________________ (wealth & land)
They came from ____________________:
________________, _________________,
and later from ___________ and
_________, _________________Italy,
Poland Also from ____________ to work
on Railroads.
Inventions
1. Electric Power: ___________and
__________________
2. Electric Light: _______________
3. Telephone: ____________________
4. __________________ Steel Process
5. Air Brake: ____________________
6. refrigeration
7. air brake
8. Kodak camera
9. Elevator
10. Electric trolley
Transportation
______________ knit the nation together
quickly after _____________. They
carry raw materials such as _____, ____,
______,and _______ to factories in the
cities.
Detroit will become known for ________
Chicago will be the center of ______
______ ___________ _____________.
______ ___________ for the _________
(cloth) industry.
Big _Business__
National _Markets_
__Advertising__
A Nation of
Financing and Production Methods
___Consumers___
Giant powerful ___________________
And __________ control industry.
_______________ controls _______
_________.
John D. _____________ controls ______
and Andrew ____________ controls
__________.
Low Cost, Mass__________________
produces goods __________ and
_________________.
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Lesson 6 Key
Immigration
The Growth of Cities – 1860 to 1910
1.__Escape_____ from __Oppressive_
governments
2. __Adventure_____
3. __Freedom__ of ___Religion___
4. Opportunity____ (wealth & land)
They came from __Northern Europe____:
__England__, _Ireland____,
__and later from, Southern & Eastern
Europe,___, Italy, Poland_,
________________.
Inventions
Big _Business__
Transportation
__Railroads__ knit the nation together
quickly after _the civil war, 1865_. They
carry raw materials such as __iron_,
_coal_, __lumber_ to factories in the
cities.
Detroit will become known for _autos_
Chicago will be the center of _the_ _meat
packing_ industry.
New _England___ for _the textile__
(cloth) industry.
National _Markets_
__Advertising__
A Nation of
___Consumers___
1. Electric Power: _Thomas Edison___
2. Electric Light: _Thomas Edison___
3. Telephone: __Alexander G. Bell__
4. Bessemer Steel Process
5. cash register
6. refrigeration
7. air brake
8. Kodak camera
9. Elevator
10. Electric trolley
Financing and Production
Methods
Giant powerful __Corporations___
And _trusts__ control industry.
William Vanderbilt_ controls _Rail_
_Roads__.
John D. _Rockefeller_ controls _Oil_
and Andrew__Carnegie___ controls
_Steel_.
Low Cost, _Mass_ Production produces
goods __cheaply__ and __efficiently__.
57
Lesson 8
Industrialization and the Growth of Cities
1. What city became known as the center of the meat-packing industry?
A. Chicago
B. Detroit
C. New Orleans
D. Houston
2. What city became known for the production of automobiles after Henry Ford built his
assembly line factory there?
A. Chicago
B. Detroit
C. New Orleans
D. Houston
3. What change in communication made industries grow?
A. Railroads
B. Bessemer Steel Process
C. Alexander Bell’s Telephone
D. Edison’s electric light
4. What grew and transported goods quickly and cheaply after 1869?
A. Railroads
B. Bessemer Steel Process
C. Alexander Bell’s Telephone
D. Edison’s electric light
5. What produced goods cheaply and efficiently leading to the growth of industry?
A. Mass production
B. Specialized factories
C. Cheap labor provided by immigrants
D. Investment capital from corporate financing to build new factories
E. All of the above
6. Which analogy for “captains of industry” and their business is correct?
A. Vanderbilt: Oil and Carnegie: Steel
B. Carnegie: Steel and Rockefeller: Oil
C. Rockefeller: Oil and Vanderbilt: Steel
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D. Carnegie: Oil and Rockefeller: Steel
7. Which of the below shows the many inventions that helped industry grow?
A. The rise in urban population
B. Patents Issued
C. Miles of railroad track
D. “Captains of Industry”
8. Which is the best description of a monopoly?
A. A game
B. A viral disease
C. A product is available from only one source (business, corporation)
D. A product is available from many sources (businesses, corporations).
9. When immigrants came to the United States, they often:
A. Worked long hours for low wages in factories
B. Provided the labor that would help industry grow
C. Faced discrimination and prejudice
D. All of the above
10. Most immigrants to the United States during the period 1850 – 1920 came from:
A. Europe and China
B. South America and Vietnam
C. Belgium and France
D. England and Portugal
11. Which is NOT a reason immigrants came to the United States?
A. A new beginning for former slaves
B. Adventure
C. Opportunity
D. Religious freedom
12. – 20. Make a time line. Label the segments of the line in 5 year increments, starting in
1865. (8 points) Place the following events on the line (watch both order and spacing.)
(32 points)
A.
B.
C.
D.
E.
Haymarket Square strike - 1882
End of the Civil War - 1865
First car assembly line - 1913
Spanish American War – 1898
15th Amendment - 1869
59
F. 18th Amendment - 1917
G. Invention of the phone – 1876
H. Invention of the light bulb - 1879
60