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OVERVIEW
The learner
will be able to analyze
the effects of the
Industrial Revolution
on American life,
describe the inventions
that industrialized
the American economy,
explain the growth
of giant corporations
and the rise of unions.
The Industrial Revolution
changed the way things
were made in the
late 1700s and gathered
speed in the first
half of the 1800s.
Inventions, mass
production, and improved
transportation gave
rise to cities and
factories as the
American economy
flourished. By the
1870s industrial
growth was transforming
all of American society.
In this strand students
will analyze the
factors that made
this rapid growth
in industry possible:
railroads, inventions,
natural resources,
capital and human
talent and labor.
In fourth grade students
were introduced at
a cursory level to
the Industrial Revolution
identifying inventors
of the late 1700s
and early 1800s and
then reflecting upon
how their inventions
changed the way people
lived and worked.
They also investigated
how the Industrial
Revolution caused
the North and South
economies to develop
differently; a situation
that added to the
eventual conflict
between the two sides.
At fifth grade students
will investigate
the fourth grade
study of Industrial
Revolution more fully
by analyzing the
effects it had on
American life, and
how it led to the
rise of industry,
big business, and
labor unions. Students
will also trace the
development of new
inventions throughout
the 20th Century. |
BENCHMARK 15.B.2a
The learner
will be able to
identify factors
that affect how
consumers make
their choices. |
SAMPLE INDICATOR
The learner
will be able to
explain factors
that affected consumer
choices during
the industrial
revolution. |
BENCHMARK 15.C.2a
The learner
will be able to
describe the relationship
between price and
quantity supplied
of a good or service. |
SAMPLE INDICATOR
The learner
will be able to
explain how the
emergence of mass
production influenced
the pricing of
goods. |
BENCHMARK 15.C.2c
The learner
will be able to
describe how entrepreneurs
take risks in order
to produce goods
or services. |
SAMPLE INDICATOR
The learner
will be able to
identify characteristics
of an effective
industrial revolution
entrepreneur. |
BENCHMARK 16.C.2b
(US)
The learner
will be able to
explain how individuals,
including John
Deere, Thomas Edison,
Cyrus McCormack,
George Washington
Carver and Henry
Ford, contributed
to economic change
through ideas,
inventions and
entrepreneurship. |
SAMPLE INDICATORS
The learner
will be able to
describe how the
United States economic
system was affected
by technological
advances during
the Industrial
Revolution; explain
how one individual's
ideas, invention
or entrepreneurship
affected the economy
(Eli Whitney, Samuel
Slater, cotton
spinning mills & mass
production, steamboats,
canals, railroad,
etc.). |
BENCHMARK 16.C.2c
(W)
The learner
will be able to
describe basic
economic changes
that led to and
resulted from the
manorial agricultural
system, the industrial
revolution, the
rise of the capitalism
and the information/communication
revolution. |
SAMPLE INDICATORS
The learner
will be able to
identify causes
and consequences
of the manorial
agricultural economy
and the industrial
revolution (e.g.,
differences in
farming by hand
and farming by
machines); describe
how an industrial
economy is different
from an agricultural
economy. |
BENCHMARK 16.C.2C
(US)
The learner will be
able to describe
significant economic
events including
industrialization,
immigration, the Great
Depression, the shift
to a service economy
and the rise of
technology that
influenced history
from the industrial
development era
to the present. |
SAMPLE INDICATORS
The learner
will be able to
describe the key
economic events
from the first
half of the 20th
century that have
influenced the
development of
the United States
economic system;
explain how significant
economic events
from the first
half of the 20th
century have altered
individual choices
and influenced
history. |
BENCHMARK 16.D.2c
(US)
The learner
will be able to
describe the influence
of key individuals
and groups, including
Susan B. Anthony/suffrage
and Martin Luther
King, Jr./civil
rights, in the
historical eras
of Illinois and
the United States. |
SAMPLE INDICATOR
The learner
will be able to
describe the influence
that significant
people and/or group
(e.g. Samuel Slater,
cotton spinning
mills, 20th Century
Entrepreneur & Inventor
Club, etc.) had
on the social lives
of others in the
historical events
of the nation. |
|
Rise
of Labor Union
(same as Ind.
Rev)
|
BENCHMARK 15.A.2c
- CAUSES
The learner
will be able to
describe unemployment. |
SAMPLE INDICATOR
The learner
will be able to
explain the difference
in the terms unemployed
and non-employed
as related to the
labor movement. |
BENCHMARK 15.C.2c
- CAUSES
The learner
will be able to
describe how entrepreneurs
take risks in order
to produce goods
or services. |
SAMPLE INDICATOR
The learner
will be able to
identify characteristics
of an effective
entrepreneur (e.g.
Carnegie, Rockefeller,
etc.). |
BENCHMARK 15.D.2b
- CAUSES
The learner
will be able to
describe the relationships
among specialization,
division of labor,
productivity of
workers and interdependence
among producers
and consumers. |
SAMPLE INDICATORS
The learner
will be able to
identify examples
of division of
labor in school,
community or business
settings; analyze
the impact of interdependence
on the production
process during
the first half
of the 20th century
(e.g. Henry Ford). |
BENCHMARK 16.C.2b
(US)
The learner
will be able to
explain how individuals,
including John
Deere, Thomas Edison,
Cyrus McCormack,
George Washington
Carver and Henry
Ford, contributed
to economic change
through ideas,
inventions and
entrepreneurship. |
SAMPLE INDICATORS
The learner
will be able to
describe how the
United States economic
systems was affected
by technological
advances from the
first half of the
20th century; explain
how one individual's
ideas, invention
or
entrepreneurship
affected the economy
in the first half
of the 20th century. |
BENCHMARK 16.D.2c
(US)
The learner
will be able to
describe the influence
of key individuals
and groups, including
Susan B. Anthony/suffrage
and Martin Luther
King, Jr./civil
rights, in the
historical eras
of Illinois and
the United States. |
SAMPLE INDICATOR
The learner
will be able to
describe the influence
that significant
groups (e.g. Labor
Union, etc.) had
on the social lives
of others in the
historical events
of the nation. |
BENCHMARK 18.B.2b
- EFFECTS
The learner
will be able to
describe the ways
in which institutions
meet the needs
of society. |
SAMPLE INDICATORS
The learner
will be able to
describe how local
and national institutions
affect individuals
and society (e.g.
laobr unions --
child labor laws,
industry safety,
etc.); explain
the purpose of
specific groups
(e.g. religious,
non-profit and
community groups)
in meeting the
needs of society
-- (settlement
houses, orphanages,
etc). |
BENCHMARK 18.C.2
- CAUSES
The learner
will be able to
describe how changes
in production (e.g.,
hunting and gathering,
agricultural, industrial)
and population
caused changes
in social systems. |
SAMPLE INDICATORS
The learner
will be able to
describe how changes
from an agriculture
to an industrial
society affect
social roles in
society during
the first half
of the 20th century;
explain how institutions
(e.g. family, education,
government) develop
over time in light
of changes in industry. |
OVERVIEW
The learner
will be able to understand
how technological
inventions have shaped
the United States
in many ways. In
the late 1700s and
early 1800s, the
country changed drastically
as a result of American
inventions. Eli Whitney's
cotton gin and Cyrus
McCormick's mechanical
reaper led to huge
increases in agricultural
output. Samuel B.
Morris began a communication
revolution when he
perfected the telegraph.
Robert Fulton introduced
the steamboat, turning
rivers into water
highways. Other Americans
designed canals and
constructed railroads.
In the 1800s the
light bulb to the
telephone continued
to shape people's
lives. This trend
has continued through
the 1900s as Americans
have adapted and
changed existing
technology to new
situations. As students
investigate where
we've been in technological
advancements be sure
to make connections
as to where we might
be headed in the
future. The Invention
strand is carried
throughout the social
studies curriculum
at all grade levels.
However, the theme
is more fully developed
at fifth grade to
coincide with the
Rise of Industry,
Immigration, and
the 20th Century
Wars strands. Students
learned how technology
changed the way the
Civil War was fought
in fourth grade.
Building on this
knowledge when exploring
the 20th Century
Wars, will provide
a natural place for
students to identify
patterns, make connections,
and conduct comparative
studies of all the
conflicts with which
the United States
has been involved.
Furthermore, since
the story of invention,
as well as the story
of human history
itself, begins with
the first stone tools
made by our early
ancestors, the Technology
strand can also be
effectively integrated
with the fifth grade
Ancient Civilization
unit of study. |
BENCHMARK 16.C.2c
(US)
The learner
will be able to
describe significant
economic events
including industrialization,
immigration, the
Great Depression,
the shift to a
service economy
and the rise of
technology that
influenced history
from the industrial
development era
to the present. |
SAMPLE INDICATORS
The learner
will be able to
describe the key
economic events
related to the
industrial/technological
revolution that
have influenced
the development
of the United States
economic system;
explain how significant
economic events
during this time
period have altered
individual choices
and influenced
history. |
BENCHMARK 16.D.2c
(US)
The learner
will be able to
describe the influence
of key individuals
and groups, including
Susan B. Anthony/suffrage
and Martin Luther
King, Jr./civil
rights, in the
historical eras
of Illinois and
the United States. |
SAMPLE INDICATOR
The learner
will be able to
describe the influence
that significant
people had on the
social lives of
others in the historical
events of Illinois
or the nation as
they relate to
the industrial/technological
revolution. |
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