Historical Research Project
Prepared by: Jessica Creech
7-1-11
Understanding the History of Human Interdependence through Global Industrialization and
Urbanization
Concepts:
Global Interdependence
Outcome Statements:
1.
Students will explore the historical factors that contributed to the development of modern industrial societies.
2.
Students will compare and contrast the political structures of European countries as well as
America during the 19 th century.
3.
Students will identify the characteristics of human systems, natural resources and the environments of countries in Europe and America.
4.
Students will examine the influence of physical and cultural factors on the economic systems of various counties of study.
Hook: (Two Days)
First students will create paper mache globes and label the continents and oceans that have been studied in a previous unit. Then I will give the students instructions to label our counties of study.
(England, Germany, France, America) The students will also be instructed to label the major physical features of these countries. After completing the globes, students will get into groups to write a group response on this concept question: In what ways were the people living in these countries connected during the 19 th century? The students will have some time to collaborate before writing their responses on large chart paper. Finally, I will hang each group’s response and ask them to share their thinking.
Overview of Topic 1- History: (Week 1 and continuous study over three weeks)
1.
Students will explore key the historic movements, events and figures that contributed to the development of industrialized civilizations during the 19 th century by examining trade and industrial and technological developments.
2.
Vocabulary
 Industrialization
 Urbanization
 Conservatism

 Liberalism
 Nationalism
 Socialism
 Communism
 Fascism
 Popular Sovereignty
3.
Strategies:
 Writing
- Note Taking
- Social Studies Notebook
- Collaborative Writing
- Reflective Writing- Daily Learning Journal
 Reading Comprehension
- Fact/Opinion
 Vocabulary
- Marazano’s five point vocabulary
 Social Studies
- Model Factory
- Video Productions
- Web Quests
4. Resources:
 Global- I need to do more work here, I want to find resources that tie the industrial revolutions of Europe and America together.
 National-
-
Unknown. “US History Project- Inventions of the Industrial Revolution”.
You Tube. October 13, 2008. http://www.youtube.com/watch?v=oljHqiUark (accessed March 11, 2011).
State/Regional-
-
Carne-Schroeder, Norma. “Micajah C. Henley”. Waynet. n.d. http://www.waynet.org/people/biography/henley.htm
(accessed April 13,
2011).
 Transportation-
-
Sheline, Marianne.
Traces and Trails. Ball State University. 2004
-
Buhl, Bessie. Old National Road. Richmond Palladium. June 7, 1915. (Poem)
 Communication-
-
Copies of several advertisement from Richmond City Directories published from the 1850’s to the 1920’s

-
Unknown. “1908 Starr Grand Piano for Small Apartment Print Ad”.
Amazon. n.d. http://amazon.com/Starr-Minum-Grand-Piano-
Apartment/dp/BOO1KPJBGS/ (accessed April 13, 2011).
-
Unknown. Duke University Libraries Digital Collections. March 16, 2010. http://library.duke.edu/digitalcollections/eaa/ (accessed March 11,
2011).
-
Unknown. Library of Congress-American Memory. May 17, 2002. http://memory.loc.gov/ammem/ndlpcoop/moahtml/snchome.html
(accessed March 11, 2011).
-
Walker, Catherine Canavan and Pamela. “Advertising and the Rise of Big
Business”. Organization of American Historian’s Magazine of History.
January 2010 41-45.
 Power Points-
-
I will use a power point on the history of advertising that I created. This resource has local and national primary resources.
 Field Trips
-
Metamora Mill
-
Points of distinction along the National Road
 Video-
-
Video of Jim Harlan at the Wayne County Historical Museum explaining the international business of McGuire Lawnmowers.
5.
Assessments:
 Students will complete a graphic organizer that asks them to respond to the things we have learned about this week. The students will:
- Infer subjects of study’s motivations
- Connect historical events with present
 Weekly Reflections based on daily learning journals
6.
Standards:
 Sixth Grade Standard 1-History
Overview of Topic 2- Civics and Government (Week 2)
1.
Students will compare and contrast the historical political structures of the countries of study and examine the rights and responsibilities of individuals in different political systems.
2.
Vocabulary:
 Parliamentary Government
 Aristocracy
 Republic
 Interactive Concept Maps

 Child Labor
 Labor Unions
3.
Strategies:
 Writing
 Women’s Suffrage
-
P.O.V. Writing
-
Reflective Writing- Daily Learning Journal
 Reading Comprehension
 Vocabulary
-
Word(s) of the Day
-
Interactive Concept Maps
 Social Studies
-
Reenactment
4.
Resources:
 Global- I need to do more research here. I want to find sources that show information about child labor, labor unions, and women’s suffrage in Europe. I also want he students to have some background on the types of government in our countries of study.
 National -
-
Associates, Sun. “Mill Girl Web Quest”. Sun Associates. 7 August,2001. http://www.sunassciates.com/mercer/handouts/millgirls.html
(Accessed
March 3, 2011).
-
Fitzsimons, Gary. “Mill Life in Lowell 1820-1880 Introduction”. Center
for Lowell History. n.d. http://library.uml.edu/clh/mo.htm
(accessed
February 7, 2011).
-
Unkown. “The Importance of child Labor During the Industrial
Revolution”. Kid Info-Industrial Revolution. n.d. http://www.kidinfo.com/American_History/Industrial_Revolution.html
(accessed April 13, 2011).
-
Unknown. “The Story of My Cotton Dress”. The Child Labor Bulletin.
August, 1914.
-
Unknown. Center for Lowell History. n.d. http://library.uml.edu/clh/index.htm
(acessed March 3, 2011).
State/Regional- I need to do more work here. I want to find resources on woman’s suffrage in Indiana and in Richmond.
Books- I have a book on the Triangle Fire that addresses the rise of labor unions and the responsibility of the government to protect it’s citizens at work.
5.
Assessments:
 Reenactment of historical photo (depicting a vocabulary concept) and discussion

 Weekly Reflections based on daily learning journals
6.
Standards:
 Sixth Grade Standard 2- Civics and Government
Overview of Topic 3- Geography (Week 3)
1.
Students will identify the characteristics of human systems, natural resources and the environments of countries in the countries of study.
2.
Vocabulary:
 Cultural Diffusion
 Invention
 Innovation
 Gross National Product
 Energy Sources
-
Water
-
Steam
-
Fossil Fuels
3.
Strategies:
 Writing:
-
Reflective Writing- Daily Learning Journal
 Reading Comprehension
 Vocabulary
-
Word of the Day
-
Interactive Concept Mapping
 Social Studies
4.
Resources:
 Global- Maps of Europe and America that show the counties natural resources and physical features.
 National
 State/Region- I have pictures and information about the mills that were in use in
Richmond in the early 1800’s. This information is from the Wayne County Historical
Museum.
 Websites- I will use web sites that trace the development of energy sources through the industrial revolution
 Field Trips-
- The Wayne County historical Museum with a focus on the development of energy sources through the period of the industrial revolution
5.
Assessments:

 Create maps of our countries of study illustrating natural resources and physical features
 Write about the connection between a country’s natural resources and physical features and their gross national product during the 19 th century.
 Weekly Reflections based on daily learning journals
6.
Standards:
 Sixth Grade Standard 3- Geography
Overview of Topic 4- Global Interdependence Performance Assessment (Two Weeks)
1.
Students will choose a culminating activity to showcase the work they have collected during this unit. Teach reflection strategies
 Performance Assessment Choices
-
Power Point
-
Write a Role Play Simulation for a group to perform
-
Research Report
-
Write a script for a Video Production
2.
Vocabulary- Review Previous Vocabulary-no new vocabulary
3.
Strategies:
 Writing:
-
Reflective Writing- Unit Reflection
-
RAFT Prompt
 Reading Comprehension:
-
Summarizing
-
Poetry
 Vocabulary:
-
Create a glossary of vocabulary terms from the unit
-
Jeopardy Game
 Social Studies
-
Performance Assessment Activities
4. Resources:
 I need to find resources to help me understand how to teach children to be reflective.
 The students will need materials and equipment to help them create their final products.
 I need a web site that helps teachers create customized Jeopardy games.
4.
Assessments:
 Students will get into collaborative writing groups and respond to the question that they responded to at the beginning of this unit: In what ways were the people living in these countries connected during the 19 th century? Students’ responses will be recorded on chart

paper and I will hang them next to the chart from the beginning of the unit. Through Socratic seminar, the class we will look at these responses and reflect on our learning growth.
5.
Standards:
 Sixth Grade Social Studies Standards 1- History; 2- Civics and Government; 3-
Geography