I can explain how immigrants were exploited by the industrial and cities economically (e.g., as workers and consumers) and culturally (e.g., art, political systems. music, literature). I can identify the origins of late 19th century immigration. I can evaluate Americans’ responses to immigrants, including the rise of Urbanization transformed the physical nature of cities. Central cities focused nativism. on industry and commerce. Buildings became taller and tenement buildings provided housing for working families. Cities acquired additional land as they expanded outward. The crowding of cities led to increased crime with the development of gangs. Improvements in transportation (e.g., trolleys, automobiles) facilitated the development of suburbs. A growing middle class could easily commute between residential areas and the central cities for business and recreation. The demand for resources and land in the West changed the life of the American Indians, who through a series of treaties and government actions continued to be displaced from their ancestral lands. Content Vocabulary Academic Vocabulary assimilation explain immigration identify emigration evaluate migration ethnic cities Angel Island Ellis Island nativism Gentlemen’s Agreement Chinese Exclusion Act Formative Assessments Summative Assessments Pre-tests (graded but not recorded) Traditional unit tests, semester exams, end-of-course exam (multiple Entrance slip: written response to prompt based on learning target to be choice, true/false with corrections, matching, short answer, extended covered in previous lesson (to ensure comprehension before moving on) response; all tests should include many types of items) or the upcoming lesson (to assess prior knowledge) Analytical essays thumbs-down” by students to indicate their sense of Document-based essays “Thumbs-up, understanding Research-based essays (group or individual) Pose questions to individual students ongoing during course of lesson Oral presentations (group or individual) class discussion of lesson with maximum participation; monitor for debates student understanding Class Socratic discussions
I can explain how immigrants were exploited by the industrial and political systems. I can identify the origins of late 19th century immigration. I can evaluate Americans’ responses to immigrants, including the rise of nativism. cities economically (e.g., as workers and consumers) and culturally (e.g., art, music, literature). Urbanization transformed the physical nature of cities. Central cities focused on industry and commerce. Buildings became taller and tenement buildings provided housing for working families. Cities acquired additional land as they expanded outward. The crowding of cities led to increased crime with the development of gangs. Improvements in transportation (e.g., trolleys, automobiles) facilitated the development of suburbs. A growing middle class could easily commute between residential areas and the central cities for business and recreation. The demand for resources and land in the West changed the life of the American Indians, who through a series of treaties and government actions continued to be displaced from their ancestral lands. Content Vocabulary assimilation immigration emigration migration ethnic cities Angel Island Ellis Island nativism Gentlemen’s Agreement Chinese Exclusion Act Academic Vocabulary explain identify evaluate Formative Assessments Pre-tests (graded but not recorded) Entrance slip: written response to prompt based on learning target to be covered in previous lesson (to ensure comprehension before moving on) or the upcoming lesson (to assess prior knowledge) “Thumbs-up, thumbs-down” by students to indicate their sense of understanding Pose questions to individual students ongoing during course of lesson class discussion of lesson with maximum participation; monitor for student understanding Summative Assessments Traditional unit tests, semester exams, end-of-course exam (multiple choice, true/false with corrections, matching, short answer, extended response; all tests should include many types of items) Analytical essays Document-based essays Research-based essays (group or individual) Oral presentations (group or individual) debates Class Socratic discussions