BHS Social Studies

○ Learning Intention #2: ■ Students will use historical evidence to identify differences in how industrial capitalist leaders used entrepreneurship, free markets, and strategies to build their businesses. NOTE: Students should develop skills associated with history to construct arguments using historical thinking skills. Of particular importance in a United States history course is developing the reading, thinking, and writing skills of historians. These skills are vertically aligned throughout the curriculum guide with the intent to support the skills needed for students to become critical thinkers and to think like an historian. ● Historical Thinking Skills: U.S. II Standard 1 ○ Review historical thinking skills: ■ Sourcing ■ Contextualization

■ Corroboration ■ Close Reading

○ Emphasize:

■ Source Analysis

• Who wrote this? • What is the author’s perspective?

• Why was it written? • When was it written? • Where was it written? • Is this source reliable? Why? Why not? ■ Contextualization • When and where was the document created? • What was different then? • What was the same? • How might the circumstances in which the document was created affect its content?

POSSIBLE GUIDING AND INQUIRY QUESTIONS ● How did daily life change for many Americans as industrialization developed? ● What role does industrialization play in the United States today? ● What key events laid the framework for growth of industry, mining, agriculture, and human movement? ● How did employment opportunities in fl uence immigration and internal migration patterns? ● What were the major “push” and “pull” factors in fl uencing migration to and within the United States, and how did immigrants change culture and politics? ● What challenges in employment did immigrants face? ● What is the relationship between industrialism and the rise of consumerism in the U.S.? ● Why is the Industrial Revolution sometimes considered to be two events? What was distinct about the “Second Industrial Revolution/” ● How could industrial leaders be considered both “captains of industry” and “robber barons?” CONTENT VOCABULARY ● Industrialization ● Working class ● Push and pull factors ● Migration