UNIT 1 Unit Dates Important Dates: August 27 September 7 (9 days) 1865-1890 Westward Expansion Enduring Understandings Nations seek to expand their territory to provide opportunities for political and economic growth. Essential Questions What opportunities and conflicts emerged as Americans moved west? Unit Vocabulary Boomtowns open range barbed wire Homestead Act innovations Battle of Little Bighorn Battle of Wounded Knee assimilation / Americanization Dawes Act soddies exoduster adapt long drives vaqueros steel plow Assurance Students will identify the relationships between government policy and the role of natural resources in a growing economy. Statements TEKS and Content Suggested Resources (2) History. The student understands traditional historical points of reference in U.S. history from Have a Debate. 1877 to the present. The student is expected to: Divide students into two teams. One side will support (A) identify the major characteristics that define an historical era the side of the railroads, and the other will support the (B) identify the major eras in U.S. history from 1877 to the present and describe their defining Populist party. Each team should come up with an characteristics opening argument, three major points to support their (C) apply absolute and relative chronology through the sequencing of significant individuals, events, side, plus three rebuttals for the opposing team s and time periods argument. Teams will take turns giving their opening speeches, their own arguments, and their rebuttals. At the end of the debate, allow students a silent vote to select a winning side. 1 Page Revised Spring 2018
Key Ideas: growth of mining industry, cattle industry, farming the Great Plains, farming innovations and crisis, Hispanics of the Southwest and changing demographics, and Native American struggles, growth of railroad and mobility of goods and people. (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (A) analyze political issues such as Indian policies (B) analyze economic issues such as industrialization, the growth of railroads, farm issues, the cattle industry boom (C) analyze social issues affecting minorities Political Issues War with Indians Battle of Little Bighorn Sitting Bull Assimilation of the Indians General Custer Battle of Wounded Knee Dawes Act Crazy Horse Economic Issues Industrialization Steel Plow Barbed Wire Growth of the railroads Mechanization of Farming Hardships of Homesteaders Steel Industry Cattle Boom & Industry Gold Rush Social Issues affecting Minorities Reservations Assimilation/Americanization Exodusters (12) Geography. The student understands the impact of geographic factors on major events. The student is expected to: (A) analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush (B) identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts Write an Editorial. Have students pretend they are a news reporter interviewing Native Americans for an article about how the lives of Native Americans changed after settlers started migrating west. Students should include factual information gathered from the book, and creative, realistic quotes from interviewees. Social Studies Instructional Strategies Manual p.2-5 Act it Out Take on a role of a Homesteader or Native American p.52-55 Dinner Party Take on a role of a Homesteader or Native American p.106-107 Opinion Proof Take a side on Assimilation and then prove it with facts The DBQ Project: Mini DBQ - The Long Drive: Will You Re-Up Next Year (pg.43) Using facts and inferences drawn from the primary sources, what are some reasons a Texas cowboy might not want to re-up for another cattle drive next year? For Discussion p. 98 Critical Thinking - mining p. 99 Critical Thinking - cattle industry p. 100 Critical Thinking - Hispanics in the Southwest p. 108 Critical Thinking - Native Americans vs. settlers Map Activity p. 109 - Native American Battles and Reservations Political Cartoons p. 110 - Carl Schurz Investigating the Bureau of Indian Affairs 2 Page Revised Spring 2018
(13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to: (A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion (14) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to: (A) identify the effects of population growth and distribution on the physical environment Causes of Westward Physical Impact of Westward Human Geographic Factors of Expansion Expansion Westward Expansion Homestead Act soddies Adaptation to the land Cheap Land Railroad kills off buffalo Population Shift Money/Opportunity Depletion of natural resources Increased Trade Land rushes Growth of bonanza farms New forms of work/industry Space Depletion of Buffalo Tensions w/ native Americans Gold Rush Indian Way of Life Damaged (15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to: (A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century (B) explain how specific needs result in technological innovations in agriculture (26) Culture. The student understands how people from various ethnic groups contribute to our national identity. The student is expected to: (B) discuss the Americanization movement to assimilate American Indians into American culture Assimilation English language, dress, religion, customs pushed on Native Americans Dawes Act attempted to assimilate Indians by giving them plots of land to farm English schooling 27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The students is expected to: (B) Explain how specific needs result in scientific discoveries and technological innovations in agriculture 3 Page Revised Spring 2018
Impact of Technological Innovations Buffalo and natural resources depleted due to completion of Rail road Indian way of life and hunting grounds destroyed due to population increases Homestead Act leads to increase population/homes/farms closing off open range Homesteaders adapt to environment creating new tools to farm and help them live such as steel plow, barbed wire, reapers, etc. TEKS Verb Content US.2.A Identify Major characteristics that define a historical era US.2.B Identify Major eras in U.S. History from 1877 to the present Describe Defining characteristics of major eras US.2.C Analyze Absolute and relative chronology Sequence Significant individuals, events, and time periods US.3.A Analyze Political Issues o Indian Policies US.3.B Analyze Economic Issues o Industrialization o Farm issues o Growth of the railroads o Growth of Labor Unions o Cattle Industry Boom US.3.C Analyze Social issues affecting minorities US.12.A Analyze The impact of physical and human geographic on the settlement of the great plains Klondike Gold Rush US.12.B Analyze Reasons for changes in political boundaries Explain o Those resulting from statehood o Those resulting from international conflict US.13.A Analyze Causes and effects of changing demographic patterns resulting from migration o Westward Expansion US.14.A Identify Effects of population growth on physical environment Effects of population distribution on physical environment US.15.A Describe How the economic impact of the Transcontinental railroad contributed to the close of the frontier How the economic impact of the Homestead Act contributed to the close of the frontier 4 Page Revised Spring 2018
US.15.B Explain How specific needs result in technological innovations in agriculture US.26.B Discuss The Americanization movement to assimilate American Indians into American culture US.27.B Explain How specific needs result in scientific discoveries How specific needs result in technological innovations in agriculture TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 5 Page Revised Spring 2018
UNIT 2 Unit Dates Important Dates: September 10 September 21 (10 days) 1865-1900 The Gilded Age Industrialization & Urbanization Enduring Understandings Essential Questions Progress has both positive and negative effects on society. Was the rise of industry good for the United States and American people? Should business be closely regulated by the government? How did the immigrant experience shape American culture? Unit Vocabulary laissez-faire Robber Barons/Captains of Industry nativism Chinese Exclusion Act immigrant optimism political machine Gospel of Wealth Interstate Commerce Act political boss Populism gold Standard bimetallism industrialization Assurance Students will understand the economic factors that influence industrial growth in a market economy and the impact it has on its citizens. Statements TEKS and Content Suggested Resources 2) History. The student understands traditional historical points of reference in U.S. history from McGraw Hill: The Rise of Industry (118-122), The Railroads 1877 to the present. The student is expected to: (123-126), Big Business (127-131), Labor Unions (132-137) (A) identify the major characteristics that define an historical era Immigration (144-148), Urbanization (152-155), Social (B) identify the major eras in U.S. history from 1877 to the present and describe their defining Darwinism and Social Reform (156-162), Gilded Age Politics characteristics (163-168), Rise of Segregation (169-173) (C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods Jarrett Book: Industrialization (61-79), Urbanization (80-85), 6 Page Revised Spring 2018
Defining characteristics/key Ideas Rise of Big business Rise of Labor Unions Technological Innovation Corruption Immigration Poor Living Conditions Industrialization Urbanization Laissez Faire Capitalism Immigration (85-88). Historical Documents p. 150 The Immigrant Experience Charts p. 128 Types of Business Organizations p. 129 Vertical and Horizontal Integration p. 133 Annual Nonfarm Earnings p. 145 Why did people emigrate? Maps p. 135 Strikes and Labor Unrest p. 147 Immigration Settlement Patterns, Late 19th Century (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (A) analyze political issues such as the growth of political machines (B) analyze economic issues such as industrialization, railroads, the growth of labor unions, the rise of entrepreneurship, free enterprise, and the pros and cons of big business (C) analyze social issues affecting women, minorities, children, immigrants, urbanization (D) describe the optimism of the many immigrants who sought a better life in America Political Issues Growth of Political Machines - spoils system and graft lead to corruption. Political Machines grow as they take control of local and state politics. This eventually leads to civil service reform in which civil service jobs begin to be given based on merit. Important names - Boss Tweed, Tammany Hall. Economic Issue Industrialization - occurred because of an abundance of natural resources, the use of electricity and petroleum, new inventions and improved transportation and communication. Increased markets led to enormous industrial growth, providing new products, a higher standard of living, enormous fortunes, the growth of cities, increased world trade, and problems such as monopolies, labor unrest, and polluted cities. Lack of government regulation allowed this industry to expand rapidly and make huge profits to the detriment of workers and consumers. Write a Journal Entry. Have students write a journal entry as though they were a worker in a steel plant. It should be written like it is a day in the life of a factory worker. Include descriptions of their day beginning in the tenements, including details about length of work day, working conditions, etc., and many of the other hardships that industrial workers faced. Cause and Effect Chart Students will create a cause and effect chart with three columns. In the first, they will identify 5 problems associated with the rapid growth of cities. The second column will list the effect of each problem, and the third will list progressive era solutions for solving each problem. Create a Political Cartoon Students will draw a political cartoon that illustrates the problems associated with political machines, and the reform attempts made to limit their powers. Cartoons should be in color, and should contain specific information or captions found in the chapter. 7 Page Revised Spring 2018
Growth of Labor Unions - poor working conditions led to labor unrest and the growth of labor unions. Important names include Eugene V. Debs, American Railway, Haymarket Riot, Pullman Strike, Pinkertons, and Homestead Strike. Rise of Entrepreneurship - a lack of regulation of business combined with rapid industrialization to give rise to a new class of big businessmen. These businessmen were sometimes called Robber Barons. They achieved levels of wealth never before seen in the world and exerted huge influence over both the economy and the culture. Important names include Andrew Carnegie, US Steel, John D. Rockefeller, Standard Oil, J.P. Morgan, and Cornelius Vanderbilt. Pros and Cons of Big Business - Pros include high employment, technological innovation, economic progress, paternalism, The Gospel of Wealth. Cons include terrible working conditions, labor unrest, unsafe products, monopolies and trusts, Social Darwinism, widening economic gap. Social Issues Women - women worked outside the home in big numbers for the first time thanks to factory jobs and low wages. Children - child labor was a big problem. This led to reform efforts that shortened the workday and pushed compulsory education. Immigrants - new immigrants were mostly from Southeastern and Eastern Europe (many from Asia as well), faced many challenges including a language barrier, bad working conditions, discrimination, and predatory behavior from political machines seeking to use them. Made up the bulk of labor for the industrial boom and became a major part of the consumer market. Urbanization - Industrialization led to the growth of cities, which suffered bad sanitation, pollution, and overcrowding. Inadequate infrastructure and political corruption led to reforms in making more efficient local government. Social Gospel - a Protestant Christian movement that applied Christian principles to solving societal problems. Philanthropy of Big Businessmen - Andrew Carnegie stressed that industrialists had a duty to philanthropy in his The Gospel of Wealth. This philanthropy mostly took the form of building parks, museums, theaters, and colleges. Optimism of Immigrants - Immigrants came to America in search of jobs and opportunity. Political Cartoons p. 120 Government and The Economy - analysis of two cartoons addressing tariffs and protectionism p. 126 Jay Gould: Robber Baron p. 155 Political Machines p. 164 Political Debates of the Gilded Age p. 166 Formation of the People s Party Social Studies Instructional Strategies Manual p.2-5 Act it Out Students take on the role of a laborer, immigrant, or industrialist p.30-31 Character Map Students create a character map of a laborer, immigrant, or industrialist p.124 Problem-Solution Map On problems of urbanization p. 106 Opinion-Proof w/ Four Corners Debate (p. 69) Captains of Industry or Robber Barons The DBQ Project: Mini DBQ - The Philanthropy of Andrew Carnegie: Did it Make Him a Hero? (pg. 89) Using facts and inferences drawn from the primary sources, students will be assessing the heroic nature of Andrew Carnegie and his philanthropy. For Discussion p. 120 DBQ - Inventions (Inferences) p. 124 Critical Thinking - Transcontinental Railroad p. 136 Critical Thinking - Gompers and Labor Unions p. 145 Critical Thinking - Immigrants Move to Cities p. 154 Critical Thinking - Needs of the Working Class p. 165 Critical Thinking - Inflation Historical Documents p. 150 The Immigrant Experience 8 Page Revised Spring 2018
(5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to: (B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair (C) evaluate the impact of third parties, including the Populist Party. Muckrakers Ida Tarbell - Upton Sinclair wrote The Jungle, uncovering working/sanitation conditions in Meat Packing industry Jacob Riis How the Other Half Lives photographed slums & living conditions in poor urban areas Populist Party Populism People s part. Populist Platform- bimetallism, income tax, secret ballot, direct election of senators (6) History. The student understands significant events, social issues, and individuals...the student is expected to: (A) analyze causes and effects of events and social issues such as immigration, Social Darwinism, and the changing role of women Charts p. 128 Types of Business Organizations p. 129 Vertical and Horizontal Integration p. 133 Annual Nonfarm Earnings p. 145 Why did people emigrate? Challenges with Urbanization Activity (Scenarios) In Canvas Immigration Selection Activity In Canvas Gilded Progressive Tic Tac Toe Cards Canvas Issues Immigration - new immigrants were mostly from Southeastern and Eastern Europe (many from Asia as well), faced many challenges including a language barrier, bad working conditions, discrimination, and predatory behavior from political machines seeking to use them. Made up the bulk of labor for the industrial boom and became a major part of the consumer market. Social Darwinism - idea that the best in society rise to the top and the worst fall to the bottom. Used as a justification for the vast economic gap. Be sure students understand that it is different from Darwinism. Changing Role of Women - women worked outside the home in big numbers for the first time thanks to factory jobs and low wages. (13) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to: (B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States. Maps p. 135 Strikes and Labor Unrest p. 147 Immigration Settlement Patterns, Late 19th Century (14) Geography. The student understands the relationship between population growth and 9 Page Revised Spring 2018
modernization on the physical environment. The student is expected to: (A) identify the effects of population growth and distribution on the physical environment Effects of Immigration - immigrants flooded into the US in huge numbers, mostly from non-english speaking countries. This led to overcrowding in cities, the creation of cultural enclaves, ethnic tensions and racism, and Nativism. Effects of Human Settlement on Physical Environment - Urbanization and industrialization led to pollution and use of natural resources. Relationship between Government and Business laissez-faire capitalism - concept of business being unregulated by government. This allowed for greater and faster expansion and innovation but had the negative effects of bad conditions and pay for workers and unsafe products for consumers. Antitrust acts - in this unit, we re only covering the Sherman Antitrust Act. This Act was passed in 1890 with the purpose of preventing the artificial raising of consumer prices through business cooperation. (15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to: (B) describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, anti-trust acts (C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, and immigration quotas (E) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. Bimetallism & Gold Standard Activity Understanding the monetary policy. Game in Canvas. Relationship between Government and Business laissez-faire capitalism - concept of business being unregulated by government. This allowed for greater and faster expansion and innovation but had the negative effects of bad conditions and pay for workers and unsafe products for consumers. Government Begins Regulating Businesses Interstate Commerce Act Regulation of RR Sherman Anti-trust Act 1 st Act to outlaw monopolies Benefits of Laissez Faire Costs of Laissez Faire Growth of Industry Ruthless business tactics (monopolies) Increased Production No competition in the market Entrepreneurs Unfair practices Unsafe working conditions/labor conditions 10 Page Revised Spring 2018
Immigration Quotas Chinese Exclusion Act 1 st immigration law to discriminate against specific ethnic group Gentleman s Agreement restricted Japanese immigration Monetary Policy Bimetallism using both silver and gold to back paper money, William Jennings Bryan lobbied for this monetary policy Fiat Money Today s system not backed by a commodity like silver or gold. Gold Standard every dollar is backed by a certain amount of gold, citizens could exchange their money for gold if they wanted. System abandoned in 1800s (22) Citizenship. The student understands the concept of American exceptionalism. The student is expected to: (A) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire Populism: People should be the main source of power/control Laissez Faire: de Tocqueville argued that laissez-faire capitalism was integral to American democracy as it promoted individualism. Generate a List Students will study Andrew Carnegie and John D. Rockefeller, then create a list of at least ten things that these robber barons could do to improve their companies and make them more employee friendly. Students should consider the needs of the industrial workers, but also the economic factors that drive the business owners. (24) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: (B) evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie... People Andrew Carnegie - US Steel, Gospel of Wealth John D. Rockefeller - Standard Oil J.P. Morgan - General Electric, US Steel, helped solve the Panic of 1907, supported the formation of the Federal Reserve System Cornelius Vanderbilt - railroad tycoon, Vanderbilt Houses (architecture) Boss Tweed - Boss of Tammany Hall political machine in New York (27) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development of the United States. The student is expected to: Study an Invention. Students will choose one of the important inventions of the New Industrial Age. Students will research the invention and 11 Page Revised Spring 2018
(A) explain the effects of scientific discoveries and technological innovations such as electric power, telephones, and steel production on the economic development of the United States (28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to: (A) analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United States; its inventor, and write a summary describing how that inventor created their product, and the impact of that product on American society and the economy. Electric Power expanded business hours, night time recreation, led to higher standard of living and industrialization Telephones increased communication, linked east and west, made business easier Steel production Bessemer Process (mass Production of Steel) rise of skyscrapers, bridges, factories, railroads TEKS Verb Content US.2.A Identify Major characteristics that define a historical era US.2.B Identify Major eras in U.S. History from 1877 to the present Describe Defining characteristics of major eras US.2.C Analyze Absolute and relative chronology Sequence Significant individuals, events, and time periods US.3.A Analyze Political issues during the Gilded Age o Growth of the Political Machines US.3.B Analyze Economic Issues during the Gilded Age o Industrialization o Railroads o Growth of labor unions o Rise of entrepreneurship o Free enterprise o Pros & cons of big business US.3.C Analyze Social Issues of the Gilded Age o Women & Children o Minorities & Immigrants 12 Page Revised Spring 2018
o Urbanization US.3.D Describe Optimism of the immigrants seeking a better life in America US.5.B Evaluate Impact of muckrakers Impact of Reform Leaders o Upton Sinclair US.5. C Evaluate Impact of Third Parties o Populist Party US.6.A Analyze Causes & effects of Events o Immigration Causes & Effects of Social Issues o Social Darwinism o Changing Role of women US.13.B Analyze Causes & Effects of changing demographic patterns resulting from: o Legal Immigration o Illegal Immigration US.14.A Identify Effects of population growth on physical environment Effects of population distribution on physical environment US.15.B Describe Changing relationship between federal government and private business o Benefits of laissez faire o Anti-trust acts US.15.C Explain How foreign policies affected economic issues o Chinese Exclusion Act o Immigration Quotas US.15.E Describe Emergence of monetary policy in the United States o Shift from gold standard to fiat money US.22.A Discuss Alexis de Tocqueville s five values crucial to America s success as a constitutional republic o Liberty o Egalitarianism o Individualism o Populism o Laissez-faire US.24.B Evaluate Contributions of significant political and social leaders o Andrew Carnegie 13 Page Revised Spring 2018
US.27.A Explain The effects of scientific discoveries and technological innovations on the economic development of the United States o Electric power o Telephones o Steel production US.28.A Analyze How scientific discoveries, technological innovations, and their application to the free enterprise system improve the standard of living TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 14 Page Revised Spring 2018
UNIT 3 Unit Dates Important Dates: September 24 October 5 (10 days) 1890-1920 The Progressive Era Enduring Understandings Essential Questions Citizens can effect change to address the needs of society. Can government fix problems? Is a strong president good for our nation? How did Americans address the problems of the Gilded Age? Unit Vocabulary initiative referendum recall suffrage lobbying socialism Muckraker The Jungle Meat Inspection Act Pure Food and Drug Act conservation NAACP Social Gospel Assurance Students will understand how citizenship and voting can impact the democratic process and society. Statements Students will understand the role of government in addressing social and economic issues. TEKS and Content Suggested Resources 2) History. The student understands traditional historical points of reference in U.S. history from 1877 McGraw Hill: Roots of Progressivism (202-210), to the present. The student is expected to: Roosevelt and Taft (212-218), The Wilson Years (220- (A) identify the major characteristics that define an historical era 225) (B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; Jarrett Book: Progressive Movement (111-134) (C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods The DBQ Project: Mini DBQ - Progressivism: Where Will You Put Your Million Dollars? (pg.177) Using facts and inferences drawn from the primary sources, students will be able to determine if the progressive 15 Page Revised Spring 2018
Defining characteristics/key Ideas Change & Progress Rise of Labor Unions Women s Rights Fixing Corruption of Gilded Age Reform Movements Minority Rights Changing Role of government Increased Civic Participation Temperance (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (A) analyze political issues such as civil service reform (C) analyze social issues affecting women, minorities, children, immigrants, the Social Gospel Political Issues Civil Service Reform- reforming how government employees were elected and positions were filled. Done to fix the political corruptions of the Gilded Age. Pendleton Civil Service Act jobs would be awarded based on merit, not patronage Social Issues Women Minorities Immigrants Children Social Gospel (5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to: (A) evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, and 17th Amendments (B) evaluate the impact of reform leaders such as Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society (C) Evaluate the impact of third parties, including the Populist and Progressive parties. Progressive Political Reforms Initiative Process by which special interest groups, through voter participation, propose bills for vote Referendum Process by which voters approve bills proposed Recall the power of voters to remove a public official from office before the next scheduled election Direct Primary all party members vote for a candidate to run in the general election 16th Amend Gave Congress the power to tax income cause is worth investing financially? Write a News Report Write a 2 minutes news report, as if you were an investigative reporter that has discovered the truth behind the meat packing industry. Include information from Upton Sinclair s journal, as well as efforts that are going to be made by the government to protect public health in the food industry. Choose an Amendment Students will read about the 16th, 17th, 18th, and 19th amendments in their book. Then they will choose the amendment they feel made the most impact on American society and write an explanation for why they feel that amendments is more important or made a bigger impact than the others. Social Studies Instructional Strategies Manual p.53-55 Dinner Party Take on role of Progressive leader or Industrialist p.30-31 Character Map Create map of a Progressive leader or a Muckraker p.150-151 Social Network Select a person in history and create a fake Facebook profile page. Include their historical significance. For Discussion p. 203 Critical Thinking - Jacob Riis p. 206 w/ 208 Critical Thinking w/ DBQ - Child Labor p. 215 DBQ - Upton Sinclair p. 217 Critical Thinking - Child Labor p. 221 Summarizing - Third Parties 16 Page Revised Spring 2018
17th Amend Direct election of Senators (explain the old way) 18th Amend Prohibition, banning the sale, manufacture, and transportation of alcohol Reform Leaders Susan B. Anthony Leading force in the women's suffrage movement, founder of the National Women's suffrage Association led to 19th Amend W.E.B. DuBois African American civil rights leader, called for immediate extension of civil rights to African Americans, one of the founders of the NAACP. Upton Sinclair A Socialist, Sinclair hoped to illustrate the horrible effects of capitalism by detailing the unsanitary working conditions in the Chicago meatpacking industry in his book The Jungle. Led to Congress passing the Pure Food and Drug Act and the Meat Inspection Act. Ida B. Wells - A fearless anti-lynching crusader, suffragist, women's rights advocate, journalist, and speaker. Ida Tarbell- muckraker who exposed the Standard Oil Company Superhero Progressive Presidents Choose a progressive president to draw as a superhero. Must have specific superpower. Must draw their arch nemesis. Include a list of three things that president accomplished. Progressive Presidents Theodore Roosevelt trust buster William Taft Woodrow Wilson Progressive Party / Bull Moose Party - formed to support Theodore Roosevelt's third party candidacy in the 1912 presidential election (9) History. The student understands the impact of the American civil rights movement. The student is expected to: (A) trace the historical development of the civil rights movement in the 19 th century, including the 13th, 14th, 15th, and 19th amendments. (B) describe the roles of political organizations that promoted civil rights, including ones from African American, women s movements. Civil Rights Amendments 13th Amend Abolished Slavery 14th Amend Gave citizenship status to freed slaves 15th Amend Provided Voting Rights to all males 17 Page Revised Spring 2018
16th Amend granted women's Suffrage Conroe ISD Social Studies 2018-2019 11 th Grade U.S. History Scope and Sequence Civil Rights Organizations NAACP Women s Christian Temperance Union NAWSA (14) Geography. The student understands the relationship between population growth and: (B) identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System... Conservation Key aspect of progressive presidencies The Forest Reserve Act (1891) gave presidents the power to designate areas as Forest Reserve Areas. President Theodore Roosevelt focused national attention to the need to conserve natural resources and took a lead role in the creation of new national parks. National Park System began in 1872 when Congress designation the Yellowstone area as our first national park. (15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to: (B) describe the changing relationship between the federal government and private business, including the costs and benefits of laissez-faire, antitrust acts, the and the Pure Food and Drug Act (E) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 Write a Children s Book Students will fold two pieces of paper into 4ths, cut them into squares, and staple the edges together to form a book. They will then research Theodore Roosevelt in their textbook and create a children s book complete with sentences and color pictures, to describe T. Roosevelt s role as the U.S. President. Government Regulates Businesses Meat Inspection Act Passed after The Jungle was written by Upton Sinclair, imposed regulations on the Political Cartoon p. 213 Roosevelt Versus the Trusts meatpacking industry Pure Food And Drug Act - (1906) enacted to halt to sale of contaminated foods and drugs and to ensure truth in labeling. Clayton Anti-Trust Act (1914) Passed to strengthen the Sherman Anti-Trust Act also provided for Unions. (21) Government. The student understands the impact of constitutional issues on American society. The student is expected to: (B) discuss historical reasons why the constitution has been amended; 18 Page Revised Spring 2018
(C) evaluate constitutional change in terms of strict construction versus judicial interpretation. (23) Citizenship. The student understands efforts to expand the democratic process. The student is expected to: (A) identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution; (B) evaluate various means of achieving equality of political rights, including the 19th amendment; (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (A) explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society; (D) identify the political, social, and economic contributions of women such as Jane Addams and Frances Willard to American Society Actions Taken by People to Expand Rights Suffrage Movement picketing, lobbying, Seneca Falls Convention, NAWSA Temperance Movement Lips that touch alcohol shall not touch ours Formation of NAACP Settlement Houses Americanize the immigrants, teach them job skills, English, etc. Contributions Jane Addams founded the Hull house a settlement house Frances Willard spearheaded the temperance movement TEKS Verb Content US.2.A Identify Major characteristics that define a historical era US.2.B Identify Major eras in U.S. History from 1877 to the present Describe Defining characteristics of major eras US.2.C Analyze Absolute and relative chronology Sequence Significant individuals, events, and time periods US.3.A Analyze Political issues during the Progressive Era o Civil Service Reform US.3.C Analyze Social Issues of the Progressive Era o Women & Children 19 Page Revised Spring 2018
o Minorities & Immigrants o Social Gospel US.5.A Evaluate Impact of Progressive Era Reforms o Initiative o Referendum o Recall o 16 th amendment o 17 th amendment o 18 th amendment o 19 th amendment US.5.B Evaluate Impact of muckrakers Impact of Reform Leaders o Upton Sinclair o Susan B. Anthony o Ida B. Wells o W.E.B. Dubois US.5. C Evaluate Impact of Third Parties o Populist Party o Progressive Party US.9.A Trace Development of Civil Rights Movement in the 19 th Century o 13 th amendment o 14 th amendment o 15 th amendment US.9.B Describe The Roles of political organizations that promoted civil rights o African American Movements o Women s movements US.14.B Identify Roles of the government entities and private citizens in managing the environment o Establishment of National Park System US.15.B Describe Changing relationship between federal government and private business o Costs & Benefits of laissez faire o Anti-trust acts o Pure Food & Drug Act US.15.E Describe Emergence of monetary policy in the United States 20 Page Revised Spring 2018
o Federal Reserve Act of 1913 US.21.B Discuss Historical Reasons why the constitution has been amended US.21.C Evaluate Constitutional Change in terms of strict construction versus judicial interpretation US.23.A Identify Methods of expanding the right to participate in the democratic process Analyze o Lobbying o Non-violent Protest o Litigation o Amendments to the Constitution US.23.B Evaluate Various means of achieving equality of political rights o 19 th amendment US.26.A Explain Actions taken by people to expand economic opportunity & political rights o Racial minorities o Ethnic Minorities o Religious Minorities o Women US.26.D Identify The political, social, and economic contributions of women such as Jane Addams and Frances Willard to American Society TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 21 Page Revised Spring 2018
UNIT 4.1 Unit Dates Important Dates: October 9 October 19 (9 days) 1898-1917 The US Becomes a World Power Part 1 American Expansion Enduring Understandings Essential Questions Nations expand their spheres of influence as they grow in power. What were the motivations for American Expansion? Were the methods used to acquire new territory justified? Unit Vocabulary Platt Amendment Roosevelt Corollary / big stick diplomacy Spanish American War yellow journalism Foraker Act Open Door Policy Assurance Students will understand how national policies change to compete in a global economy. Statements TEKS and Content (2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: (A) identify the major characteristics that define an historical era; (B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; (C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and (D) explain the significance of the following years as turning points: 1898 (Spanish-American War) Defining characteristics/key Ideas Conflict & Change Nationalism New Markets Involvement in Foreign affairs Gaining Power & Influence Building a Powerful Navy Imperialism Increasing Trade Spreading Ideals moral diplomacy Monroe Doctrine De Lome Letter 22 Page Revised Spring 2018 Panama Canal U.S.S. Maine Rough Riders Suggested Resources McGraw Hill: The Imperialist Vision (180-183), The Spanish-American War (184-189), New American Diplomacy (192-195) Jarrett Book: American Expansionism (135-153) Social Studies Instructional Strategies Manual p. 67-68 Four Corners Put four pictures in four corners that illustrate a single concept. Students then find the relationship between them. p. 2-5 Act it Out p. 39 Concept Map
1898 U.S. Becomes a World Power after the Spanish American War because they have amassed an empire (4) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to: (A) explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power; (B) evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico; Spanish-American War-American interests in Cuba combined with yellow journalism to sensationalize events in Cuba, including the sinking of the Maine, leading to a declaration of war against Spain in 1898. The war resulted in America's emergence as a world power with the colonies of Puerto Rico, Guam and the Philippines. Theodore Roosevelt-leader of the Rough Riders during the Spanish-American War; responsible for the Roosevelt Corollary to the Monroe Doctrine (Or Big Stick ), which claimed legitimate use of military force to achieve expansion and global trade. Under his leadership, the U.S. adopted the role of policeman for the Western Hemisphere. HE also supported the construction of the Panama Canal, allowing the U.S. To expand trade and move navies from the Atlantic to the Pacific more quickly. Henry Cabot Lodge-Massachusetts Senator who supported American expansion as a world power. He worked with Theodore Roosevelt in putting the theories of Alfred Thayer Mahan into practice, establishing the Panama Canal and naval bases to support world trade and shipping Alfred Thayer Mahan wrote The Influence of Sea Power upon History. He asserted that the U.S. could not become a world power without having a strong navy. Theodore Roosevelt supported these ideas and commissioned the construction of The Great White Fleet our new and improved navy. Sanford Dole influenced the annexation of Hawaii. He was a prevalent plantation owner (sugar) who forced the Hawaiian king to accept a new constitution limiting the King s power. Helped overthrow the last Queen of Hawaii Liliuokalani. Served as the new president of the Hawaiian Republic. CANVAS Introduction to Imperialism Write a Speech. Students will write a one minute speech either for or against the practice of American Imperialism. Use specific examples from Latin America and Asia. For Discussion p. 182 DBQ - Mahan p. 185 Critical Thinking - sinking of the Maine p. 192 Critical Thinking - Navy and diplomacy p. DBQ Roosevelt Corollary & Monroe Doctrine Key People: Alfred T. Mahan, Henry Cabot Lodge, Sanford Dole, Queen Liliuokalani, Jose Marti, William McKinley, Rough Riders, Emilio Aguinaldo, John Hay, William Howard Taft, John J. Pershing, Teddy Roosevelt 23 Page Revised Spring 2018
(12) Geography. The student understands the impact of geographic factors on major events. The student is expected to: (A) analyze the impact of physical and human geographic factors on the Panama Canal (B) identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts The DBQ Project: Mini DBQ -Should the United States Have Annexed the Philippines? (pg. 135) Using facts and inferences drawn from the primary sources, students will be analyzing whether the U.S. should annex the Philippines and if imperialism is justified? Impacts of the Panama Canal Cut travel time from East to West Coast by ship in half Greatest engineering feat of its time Workers sickened by malaria and yellow fever from mosquitoes Change in Political Boundaries Puerto Rico added as a territory of the United States after Spanish American War. Citizens of Puerto Rico are also citizens of the United States. Philippines- bought by the United States after the Spanish American War; controlled by USA until WW2. (15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to: (C) explain how foreign policies affected economic issues such as the Open Door Policy, and Dollar Diplomacy (D) describe the economic effects of international military conflicts, including the Spanish-American on the United States Maps p. 193 The Roosevelt Corollary and Dollar Diplomacy Political Cartoon p. 182 Hawaii Weds Uncle Sam p. 189 The Debate Over Empire (19) Government. The student understands changes over time in the role of government. The student is expected to: (E) evaluate the pros and cons of U.S. participation in international organizations and treaties. Open Door Policy (1899) proposed by secretary of state, John Hay, which would allow all countries to trade with China. Helped the U.S. economy by ensuring all companies could trade with China. Dollar Diplomacy William Taft s expansionist policy. Theory of supporting Latin American industries and economic development to increase trade and our influence over those countries. Replaced European loans to Latin American countries with American loans to help lift them out of poverty. TEKS Verb Content US.2.A Identify Major characteristics that define a historical era US.2.B Identify Major eras in U.S. History from 1877 to the present 24 Page Revised Spring 2018
Describe Defining characteristics of major eras US.2.C Analyze Absolute and relative chronology Sequence Significant individuals, events, and time periods US.2.D Explain Significance of following years as turning points: o 1898 (Spanish American War) US.4.A Explain Why significant Events between 1898 and 1920 moved the US into a position of Power o Spanish American War Significant Policies between 1898 and 1920 moved the US into a position of Power o American Expansionism Significant People between 1898 and 1920 moved the US into a position of Power o Henry Cabot Lodge o Alfred Thayer Mahan o Theodore Roosevelt o Sanford Dole US.4.B Evaluate American Expansion, such as the acquisition of: o Guam o Hawaii o Philippines o Puerto Rico US.12.A Analyze The impact of physical factors on the Panama Canal The impact of human factors on the Panama Canal US.12.B Identify Reasons for changes in political boundaries such as those resulting from: Explain o Statehood o International conflict US.15.C Explain How Foreign policies affected economic issues o Open Door Policy o Dollar Diplomacy US.15.D Describe The economic effects of international military conflicts, including the Spanish- American on the United States US.19.E Evaluate Pros & Cons of U.S. Participation in Political Organizations and treaties TEKS are aligned with STAAR. Shaded TEKS are readiness standards based on lead4ward TEKS Snapshot. Suggested activities for processing skills. 25 Page Revised Spring 2018
UNIT 4.2 Unit Dates Important Dates: October 22 November 2 (10 days) 1914-1918 The US Becomes a World Power Part 2 World War I Enduring Understandings Essential Questions International conflict occurs when national interests are in competition. Why do nations go to war? How does war shape society? Unit Vocabulary neutrality propaganda League of Nations Selective Service Act Unrestricted Submarine Warfare Zimmerman Note/Telegram Lusitania Committee on Public Information reparations stalemate isolationism American Expeditionary Forces (AEF) Assurance Students will identify how the powers of government can change during times of conflict. Statements Students will understand the application of the principle of checks and balances. TEKS and Content (2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to: (A) identify the major characteristics that define an historical era (B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics (C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods (D) explain the significance of the following years as turning points: 1914-1918 (World War I). Suggested Resources McGraw Hill: The United States Enters WWI (232-236), The Home Front (237-241), A Bloody Conflict (243-249), The War s Impact (250-253) Jarrett Book: World War I (154-171) 26 Page Revised Spring 2018