**Weekly Agenda 2015-2016
Mrs. Mayer 7-1 Maltese Falcons General SS & ADV SS
Arizona Social Studies Standards
Immigration in the late 19th Century
S1.C7.PO1 Examine the reasons why people emigrated from their homelands to settle in the United States during the late 19th century
S1.C7.PO2 Describe how the United States was positively and negatively affected by factors and events resulting from the arrival of a large number of immigrants
S1.C7.PO4 Discuss the relationship between immigration and industrialization
S4.C4.PO2 Describe the push and pull factors
Industrialization
S1.C7.PO3 Discuss how the Industrial Revolution was supported by multiple factors (e.g., geographic security, abundant natural resources, innovations in technology, available labor, global markets)
S1.C7.PO4 Discuss the relationship between immigration and industrialization
S1.C7.PO5 Analyze the impact of industrialization on the United States:
a. Rural to urban migration
b. Factory conditions
c. Unions
d. Influence of big businesses
S1.C7.PO7 Describe how innovations of the Industrial Revolution (e.g., manufacturing, textiles, transportation, improvements) contributed to US growth and expansion
S2.C6.PO1 Describe how innovations and inventions during the Industrial Revolution impacted industry, manufacturing, and transportation
AZCCRS: Arizona College and Career Readiness Standards:
6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources
6-8.RH.2 Determine the central ideas or information of a primary and secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions
6-8.RH.9 Analyze the relationship between a primary and secondary source on the same topic
6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research
**Lessons are subject to change due to pacing dependent on student understanding.
Essential Question: What was the relationship between industrialization and immigration?
Teacher’s NOTES/pdf files will be on website under ISN notes tab
Monday: January 4
Bellwork: fill in agenda for the week
Objective/Task: Students will understand the overall history of different patterns of Immigration to the US. Students will set up ISN with standards and vocab.
Homework: New notebook for 2nd semester
Tuesday: January 5
Objective/Task: Students will describe how the United States was positively and negatively affected by factors and events resulting from the arrival of a large number of immigrants –notes from powerpoint
Homework: hand out Family Tree template-Due on Monday 1/12
Wednesday: January 6
Objective/Task: Students will take a virtual tour through Ellis Island and complete a flow map of the process.
Homework: Family Tree template-Due on Monday 1/12
Thursday: January 7
Objective/Task: students will be able to describe the relationship between industrialization and immigration (teacher powerpoint and notes)
Homework: Family Tree template-Due on Monday 1/12
Friday: January 8 Half Day-shortened classes: 30 minutes each
Objective/Task: America-an Urban Society video
Homework: Family Tree template-Due on Monday 1/12