Connecticut Technical High School System
Modern American History 6/28/11
Unit 1: Industrialization, Urbanization and Reform (1890-1920)
Goal: Students will DEMONSTRATE an understanding of the significance and impact of
industrialization and urbanization on the early 20th Century.
Big Ideas:
 The new inventions and technologies during the early 20th Century affected peoples’ lives.
 Immigrants, African Americans, labor and industrialists played a significant role in the
industrialization and urbanization of the United States.
 Industrialization and urbanization helped transform the United States into a global
economic power.
 Immigration increased dramatically in the late 19th and early 20th Centuries. These immigrants
were very different from immigrant groups of the past. These differences added to the cultural
diversity of the country but were not always received with acceptance.
 Increased immigration was one component of the new urbanization. This rapid growth of cities
was one factor that gave rise to the progressive movement.
 The growth of industry, inventions, and new means of production were key components of the
second industrial revolution.
 The Progressive Movement attempted to address the problems (industrial capitalism, political
corruption and immigration) caused by industrialization and urbanization. Progressives were a
varied group of reformers, each with its own goals. Reforms focused on different political,
social, economic, business, and moral goals.
 Discrimination based on gender, class, race, and ethnicity existed throughout the period. The
Progressives and other individuals had varying degrees of success in combating discrimination.
Essential Questions:
 How did the changes and innovations affect peoples’ lives?
 What problems were created by industrialization?
 How did industrialization and urbanization change American society?
 What are the conditions that create social reform? Does reform always promote progress?
 What role did immigrants, African Americans and labor play in the industrialization and
urbanization of America?
 How did American society discriminate against minorities?
Learning Outcomes
Students will:
Literacy 1. Define and apply key
vocabulary/concepts: Industrialization,
Urbanization, Immigration, Progressive
Movement, Reform, Suffrage:
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Paraphrase/summarize
Compare/contrast
Classify
Categorize
Discuss/explain
As evidenced by oral, written, and/or
performance:
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Vocabulary journals
Narrative descriptions
2-3 Column Notes (i.e.
term/definition/illustrate/paraphrase/relat
e)
Lincs/Frayer
Visual representation (i.e concept
diagram/map, graph, chart, drawing,
poster, comic strip, cartoon)
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
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Illustrate
Demonstrate
Reflect/relate
Infer
11.1 Explain the causes and effects of
industrialization and urbanization on
American society.
 Role of Labor
 Working Conditions
 Inventions, scientific and technological
innovations.
 Robber Barons/Captains of Industry
 Patterns of Urban Growth
 Immigration
11.2 Critique the importance and judge the
success of the progressives and other reform
movements in social, economic, moral and
political reform.
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Discussion
Oral presentation
Short answer
(H) Essay
(H) Make judgments and inferences
related to the historical novel.
An explanation of the causes and effects of
industrialization and urbanization.
(H) Assess the impact of Robber
Barons/Captain’s of Industry and the
impact of business leaders of today.
A critique of the success of the progressives.
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Goals of the Progressive Movement
Accomplishments of the Progressive
Movement
 Election of 1912
 Muckrakers
 Suffrage Movement
11.3 Analyze the roots in segregation and
discrimination and the responses of African
American leaders.
 Segregation/Discrimination
o Amendments:
 16th
 17th
 18th
 19th
 Jim Crow Laws
 Booker T. Washington
 W.E.B. Dubois
 Marcus Garvey
 Ida B. Wells
 Great Migration
 Plessey v. Ferguson
An explanation of the causes of segregation.
 Explain roots
 Identify relationships
 Make comparisons
 Draw logical inferences
 Present logical conclusions
An assessment describing the responses of
African Americans to segregation
/discrimination.
Resources: Bringing History Alive, TCI United States History Program
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
Industrialization/Urbanization
American Nation-Ch. 6
American History Political Cartoon 14, 15
Primary Source Reading 6
Literature Reading 6
America: Pathways
Ch. 16, sec. 2 and 3
Comparing Primary Sources-On Cultural Ties
*Honors-The Americans-Ch. 7
Guided Reading-Problems of Urbanization
Primary Sources-How the Other Half Lives,
Artifacts from Ellis Island,
America 1900, PBS Video
Ellis Island
http://www.ellisisland.org
Jacob Riis’ How the Other Half Lives
http://www.cis.yale.edu/amstud/inforev/riis/contents.html
Tenement.org
http://www.tenement.org/
NY 1900-1920
http://www.albany.edu/mumford/1920/groups.html
Progressives
American Nation-Ch. 8, 9
Literature Reading 8, 9
Graphic Organizer Activity 8, 9
Primary Source Activity 9
America: Pathways-Ch. 16, sec. 4; Ch. 19
Literature Activity-Horrors of the Meat-packing Industry
Primary Source Activity-The Shame of the People
Decision-Making Activity-Marching for Child Labor Laws
*Honors-The Americans-Ch. 9
Guided Reading-The Origins of Progressivism
Literature Selections-The Jungle
Primary Sources-Child Labor in the Coal Mines
New York: A Doumentary, Episode 4, PBS Video.
“The Hardest Struggle”, Women and Sweated Industrial Labor, A Unit of Study for Grades 7-12, by
Eileen Boris and Rita Koman, NCHS and OAH.
Triangle Shirtwaist Factory Fire
http://www.ilr.cornell.edu/trianglefire/
Regents Prep Progressive Reforms
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
http://regentsprep.org/Regents/ushisgov/themes/reform/progressive.htm
Women and Social Movements
http://history.sandiego.edu/gen/soc/reform-women.html
Segregation
American Nation-Ch. 3, Sec. 4
Literature Reading 3-The Cruelty of Jim Crow Laws
America: Pathways-Ch. 17, sec. 3
Primary Source Activity-The Washington-Du Bois Debate, Lynchings and Mob Law
Decision-Making Activity-Can Separate Be Equal
*Honors-The Americans-Ch. 8, Sec. 3
Plessy v. Ferguson
http://www.landmarkcases.org/plessy/home.html
Jim Crow History
http://www.jimcrowhistory.org/
Extension Activity:
(H) Honors: Honors students will complete assignments during the trade cycle.
Teacher(s) Designed Formative Assessments
District-wide Trimester Assessment(s)
http://sde-cthsi/DWTA/academic.html
Concepts
Skills
Students need to know about:
Students need to be able to do:
Goal 11.1
Industrialization
Urbanization
Reform
Goal 11.2
Progressive Movement
Reform
Suffrage
Identify and explain (key concepts)
Chart (causes and effects)
Debate (role of robber barons)
Take and support a position (on a significant
invention
Map (immigration movements)
Develop a resume (on an industrialist)
Critique and Judge (Reform Movements)
Recreate (muckraker news story)
Analyze (political cartoons)
Take and support a position (on successes or
failures of the Progressive Movement)
Discuss (Election of 1912)
(H) Honors: Honors students will complete assignments during the trade cycle.
Connecticut Technical High School System
Modern American History 6/28/11
Analyze (impact of Suffrage Movement)
Goal 11.3
Discrimination
Jim Crow Laws
Great Migration
“Separate but equal”
Interpret (decision and impact of Plessey v.
Ferguson)
Chart (positions of and reactions to African
American leaders on segregation)
Map (Great Migration)
Explain (impact of Great Migration)
(H) Honors: Honors students will complete assignments during the trade cycle.