Standard Assessment Project

Transcription

1 Standard Assessment Project Standard -Expansion, Innovation, and Reform, The student will understand how explosive growth (economic, demographic, geographic)and technological innovation transformed American society. Project Summary Students will be divided into three groups which will cover one of the three areas of growth labeled in the standard. The group covering economic growth will also cover technological innovations. Each group will be given a packet describing exactly what the requirements, the areas they will research, and what they will produce. Information will be provide for them but some will need to be further researched. The focus isn't so much the research but they're ability to compile scattered data into a coherent summary of their topic. Essentially they will be taking puzzle pieces and placing them together in order to reveal the whole picture of growth throughout the first half of the 19th century. Not every product will be the same, one requires more mapping, another writing, and another mapping and graphing hard data. Procedure Outlined below are the instructions for each group. Geographic Growth Greetings Geographers! As a group, you will become the experts on westward expansion, land acquisition, and major land legislation occurring from It was in this time period that the continental United States shaped into its modern boundaries. It will be your task to map this expansion, both actual land acquisition and introduction of new states, while simultaneously detailing the major land legislation passed throughout the time

2 period. You will produce one map with the following clearly labeled: Each land acquisition will be clearly and properly titled with the year it was acquired, its boundaries marked on the map, and total number of acres. Each land acquisition will be individually colored The various trails used to move West, particularly the Oregon, Mormon, Santa Fe, and California trails. Each trail labeled appropriately. In conjunction with this map, you will provide a 3-4 paragraph summary of each acquisition including the following information: Who it was obtained from and how? When did the first settlers arrive and what prompted further settlement? i.e. resources, legislation, lifestyle, etc. Were people already settled in the area? If so, who and how did this new settlement impact their lives? To address the influence of major land legislation, your group will create a flyer for each of the following land acts attempting to entice settlers to utilize its benefits; The Harrison Land Act, the Land Act of 1804, the Land Act of 1820, the Preemption Act of 1841, and the Graduation Act of On the flyer you will address the following. The name and year the legislation was passed The details of the act; a brief summary explaining the act, price of land per acre, minimum amount of acreage for purchase, who can utilize it, and the region of the U.S. affected. The flyer must include at least 1 picture. Most information provided in packet, some may need further research. In total you will have completed 1 map, 1 summary for each acquisition, 5 flyers. You will present your completed project to the class and each one of you will turn in a final paper (2-3 pages) addressing the economic, demographic, geographic, and technological growth throughout the time period Remember the rules for every writing assignment in class! Cite your sources (both foot notes and final works cited page), be sure to use credible sources (remember PAPER!) use proper grammar and sentence structure, and font in Times New Roman size 12. Although research is involved, some of this paper is your opinion so be sure to explain your reasoning behind your opinions. Grading will be on the above criteria and how well you support your opinions. There is hardly a wrong answer but plenty of bad arguments! Have fun, be creative, and learn a little, you just may surprise yourself. Demographic Growth

3 Greetings demographers! As a group, you will become the experts on the population and demographic changes that occurred from This period saw the first large scale growth of cities and a massive wave of immigration into the new country. To show off your newly found expertise, you will be mapping these changes in 10 year increments. You will be working with hard data (numbers and charts) gathered by the U.S. Census Bureau along with many other sources. This type of mapping can be difficult however. Below are the instructions on how to map population density and immigration settlement. The mapping method you will be utilizing is called graduated circles. As you can see from the key, as population increases so does the size of the circle. It is important to alternate colors due to overlap of the circles and remember you will be using the same map for the each 10 year block so you may want to differentiate colors based on the year you are mapping. Mapping immigration will be much easier. Simply find the number of the immigrant population in each state every 10 years starting at Develop a key that clearly differentiates in color between population ranges, i.e. dark green means (reference map to right.) Underneath the state's abbreviation place the actual number of the immigrant population living in the state. Only label those states that were actual states during the year in question, this means you'll have find out when each state entered into the Union. The immigrant groups you will be looking at are the Irish, German, Scandinavian, and Chinese. Most of this information can be found in your packet but some may need further research. In the end you will have produced eight maps in all. Blank maps are attached but you will need to make copies. You will present your completed project to the class and each one of you will turn in a final paper (2-3 pages) summarizing the economic, demographic, geographic, and technological growth throughout the time period Remember the rules for every writing assignment in class! Cite your sources (both foot notes and final works cited page), be sure to use credible sources (remember PAPER!) use proper grammar and sentence structure, and font in Times New Roman size 12. Although research is involved, some of this paper is your opinion so be sure to explain your reasoning behind your opinions. Grading will be on the above criteria and how well you support your opinions. There is hardly a wrong answer but plenty of bad arguments! Have fun, be creative, and learn a little, you just may surprise yourself. Economic Growth Greetings economists! As a group, you will become the experts on America's economic and technological growth between the years of This time period is classified as

4 America's first industrial revolution and signified the start to America's transformation into a major economic power. You will show your newly developed expertise by researching the growth of railways and canals, the speed of travel, labor force distribution, U.S. gross domestic product per capita, and the major technological innovations of the time. The expansion of canals and railways was a point of contention throughout society as America debated whose responsibility it was to invest in internal infrastructure, the individual states or the national government. You'll begin by mapping the growth of railways and canals at 10 year increments. To couple this you will map the speed of travel to New York City on your maps for 1800 and Follow these criteria: Title the map with the decade. Each decade map, starting at 1800, will need the railways and canals. On the 1800 and 1860 map you will also map the speed of travel to New York City by following the maps provided. Differentiate between railways and canals by color and provide a key identifying the difference. Label each canal with a number and provide a key identifying the name & year the canal was built. To complete the rest of your project you will need to graph economic and labor data at 10 year increments. To graph the labor force distribution you will utilize bar graphs. Follow these criteria: Title the graph with the decade. Each decade graph, starting at 1800, will show the following industries; Agriculture, Mining, Manufacturing (both textile and iron/steel), Trade, and Railway. The x-axis will be the industries and the y-axis will be the numerical amounts. Each industry will be labeled a different color. To map GDP per capita you will utilize at the following link, view table 1.2 to find the information. Use a line graph with the x-axis labeled with years and the y-axis with GDP per capita. Another major component to America's economic growth during the time period was the largescale introduction of new technologies. In all, your group will be looking at seven major innovations including Railways, Canals, the Steamboat, the Reaper, Textile Mills, the Telegraph, and the Cotton Gin. To complete this portion you will need to complete the attached matrix where you will answer the following questions: Who/When/What did it replace? In what region of the U.S. was it most used? What were the social, economic, and political impacts to America?

5 o When answering the last potion you will need to provide a substantial paragraph for each area. In the end you will produce 6 maps, 7 graphs, and 1 innovation chart. You will present your completed project to the class and each one of you will turn in a final paper (2-3 pages) summarizing the economic, demographic, geographic, and technological growth throughout the time period. Remember the rules for every writing assignment in class! Cite your sources (both foot notes and final works cited page), be sure to use credible sources (remember PAPER!) use proper grammar and sentence structure, and font in Times New Roman size 12. Although research is involved, some of this paper is your opinion so be sure to explain your reasoning behind your opinions. Grading will be on the above criteria and how well you support your opinions. There is hardly a wrong answer but plenty of bad arguments! Have fun, be creative, and learn a little, you just may surprise yourself. Rubrics A) Individual group requirements are outlined in handouts. Point Scale: Group Portion: 100 pts Final Paper: 40 pts Overall Project: 140 pts Criteria for papers are outline within the handout. Maps and graphs will be graded using this rubric: Topic Score 2= Meets requirements 1=Meets most requirements Presentation: 0=Meets few/no requirements Easy to Read (Colors, lines, and words can are differentiated and easily identified)

6 Key is clearly label identifying all colors, shapes, symbols, etc. Map/Graph is clearly titled with appropriate year. Graph axes are appropriately labeled. Information: All information outlined in packet is presented. All information presented is accurate How it Meets the Standard Given the large time range and multiple broad areas to address, this standard presents a significant challenge in the amount of content it is requiring to be covered. It spans 60 years of American history and essentially asks to discuss change to every facet of American society, this is quite a daunting task given it's the period of America's first industrial revolution and largescale growth. Much of America, as we know it today, has roots in this period making it an important time period for students to understand. To meet this standards breadth of content yet allow for depth, I felt it would be appropriate to divide the class into three groups. Each group will be taking one of the three areas of growth while the group covering the economic expansion covers technological innovation as well. There are multiple components to each of the groups' tasks. Each group is required to do some mapping and/or graphing of hard data along with writing that asks for analysis and synthesis of their information. Each group will be given a packet describing exactly what the requirements will be, the areas they will research, and what they will produce. Information will be provided for them but some will need to be further researched. The focus isn't so much the research but they're ability to compile scattered data into a coherent summary of their topic. Essentially they will be taking

7 puzzle pieces and placing them together in order to reveal the whole picture of growth throughout the first half of the 19th century. In order for each group to meet every aspect of the standard their group will present their completed project to the class. After the presentations, each student will be assigned a paper (2-3 pages) where they must summarize the economic, demographic, geographic, and technological growth throughout the time period. Authentic Intellectual Work In the article Authentic Intellectual Work in Social Studies: Putting Performance before Pedagogy, Geoffrey Scheurman and Fred M. Newmann identify three criteria for authentic performance assessment. As outlined by the authors, construction of knowledge, disciplined inquiry, and value beyond the school fulfill the difficult challenge in teaching social studies of achieving depth in key areas yet still maintaining breadth of the content. The assessments developed for this project meet these standards through the use of multiple skill sets and use of historical data. By working with hard data the students fulfill the guidelines outlined in both constructing knowledge and disciplined inquiry. The students will be working with data from the U.S. Census Bureau, Bureau of Labor and Statistics, academic studies, and geographic agencies. Students will be mapping demographic and population changes, land acquisitions, and labor statistics that require them to interpret segments of data then develop a product that portrays the entire picture of growth throughout the early 19 th century. Overall, these assessments require skills that are used by historians, geographers, economists, and demographers. Although the information is largely presented to them, the act of manipulating data to present a more comprehensive yet simplified picture of an important topic is a core objective of the social sciences. Students will be using techniques found in the discipline while simultaneously expected to explain their findings in an oral presentation to the entire class and multiple written assessments that focus on the social, economic, and political impact of the growth on American society. The period the standard addresses, , saw the first large waves of immigration, industrial growth i.e. economic change, and urbanization. These are not isolated to this time period however; the United States has a continual history of changing demographics, economic production, and living preferences, whether it is the rise of cities or the growth of suburbs. Although the assessment doesn't directly require the students to correlate between then and now, the topics discussed are relevant to today and this correlation could be brought up in a final discussion. As defined by the criteria outlined in the Scheurman-Newmann table, this assessment meets the requirements of "authentic intellectual work." As a group the students will meet the requirements of the standard and develop the necessary knowledge and skills for later units. Source

8 Scheurman, Geoffrey and Newmann, Fred M. Social Education (1998 pgs.23-25)