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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
UNIT OVERVIEW This unit bundles student expectations that address life in America in the late 1800s following Reconstruction. During this time period, often referred to as the Gilded Age, Americans experienced rapid industrialization that resulted in the rise of big business, urbanization, increased immigration, and the growth of organized labor. Additionally the expansion of railroads and the proliferation of telegraph lines along with key legislation brought about the closing of the western frontier and the creation of a national market. The time period was politically characterized by the institution of political machines in urban areas and the rise of a populist movement amongst the rural population. An examination of the Gilded Age is important for understanding the emergence of the United States as a leading industrial power and the domestic division between rural and urban society in the United States. During 8th grade social studies, students learned about the concept of Manifest Destiny and the initial settlement of the West, including the passage of the Homestead Act. Students also studied about the first wave of industrialization in the United States during the mid-nineteenth century, as well as the reconstruction of the union. It may be beneficial to review these events and their connection to the events studied in this unit. During this unit, students study about the final settlement of the frontier; the industrialization of America; the effects of industrialization, including urbanization and immigration; and the efforts of the populous to gain economic and political opportunities. In a subsequent unit, students study about the efforts of progressive reformers to address the negative consequences of industrial growth and urbanization.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Growth creates challenges and opportunities. Is progress a positive or negative proposition?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Spatial Patterns US History since 1877 Unit 01 PA 01 Click on the PA title to view related rubric.
Migration Population Distribution
Create a map depicting the United States at the end of the nineteenth century. On the map shade the population distribution patterns that reflected changes brought about by the Homestead Act, Dawes Act, and the Klondike Gold Rush. Indicate on the map the location of the Transcontinental Railroad. Write a short summary paragraph that explains how the western frontier of the United States came to a close. Standard(s): US.2A , US.2B , US.2C , US.3A , US.12A , US.13A , US.13B , US.15A , US.29B , US.31A ELPS.c.1C , ELPS.c.5B
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS The passage of Homestead Act and the Dawes Act along with the building of the Transcontinental Railroad, and the Klondike Gold Rush led to the closing of the American frontier. How did the population patterns of the American West change because of governmental policies? How did the building of the Transcontinental Railroad and the Klondike Gold Rush bring about changes to the American West? How did the lifestyles of the American Indians change with the closing of the American frontier?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Scientific/Technological Patterns US History since 1877 Unit 01 PA 02 Click on the PA title to view related rubric. Create a multi-media presentation that details the rise of big business in late nineteenth century America. The presentation should include information about the technological changes that facilitated industrialization, the leading industrialists, and the consequences of industrialization. Standard(s): US.3B , US.24B , US.27A , US.27B , US.27C , US.28A , US.29B , US.30A , US.30C ELPS.c.1E , ELPS.c.5D
Mechanization Communication Systems Transportation Infrastructure Economic Patterns Factors of Production
Spatial Patterns US History since 1877 Unit 01 PA 03 Click on the PA title to view related rubric.
Migration Population Distribution
Create a picture portfolio that depicts life in urban and rural America in the late nineteenth century. The portfolio should include at least five pictures of urban life and five pictures of rural life as well as an explanation of how that picture represents the social conditions of the time period. Standard(s): US.2A , US.2B , US.3C , US.3D , US.13B , US.14A , US.15C , US.29B , US.30A ELPS.c.1B , ELPS.c.5B
Cultural Patterns Demographics Ethnicity Prejudice and Discrimination
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS Technological innovation and new types of business organization spurred the growth of industries, the rise of big business, and the formation of organized labor. What innovations helped large industries and big businesses to grow? How did workers respond to the rise of large industries? What were the positive and negative consequences of the industrialization in the late nineteenth century? What contributions to American society were made by business leaders such as Andrew Carnegie and others referred to as “robber barons”?
Industrialization fueled urbanization, immigration and a divide between rural and urban America. What was characteristic of immigration to the United States during the late nineteenth century? What was daily life like for women, children, and immigrants living in urban areas of the United States in the late nineteenth century? What political and social effects did growing nativist sentiments have in late nineteenth century America? What was characteristic of life in rural America in the late 1800s?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Political Patterns US History since 1877 Unit 01 PA 04 Click on the PA title to view related rubric.
Ideologies
Create a web page for an American Indian, a political boss, a Populist candidate, and a leader in the Social Gospel movement. The web page should include text and graphics that reflect the challenges each were facing, their views on opportunities in the United States, and goals of these individuals. Standard(s): US.3A , US.5C , US.26B , US.29B , US.29G , US.30A , US.30C ELPS.c.1E , ELPS.c.5D
Cultural Patterns Community Prejudice and Discrimination
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS Marginalized Americans sought to gain economic and political opportunities by instituting political machines, a Populist movement, and civil service reform. How did government assimilation policies change the lives of American Indians? What were the positive and negative consequences of political machines? Why did a Populist movement begin to develop in the United States in the late nineteenth century? Why did the Social Gospel movement start? Why was civil service reform enacted?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may have the misconception that the American West was completely settled as a result of the early nineteenth settlement along the westward trails. Students generally lack an understanding of the term “gilded” and how that reference applies to the conditions of this time period.
UNIT VOCABULARY immigration – moving from one’s homeland to live in another place urbanization – the migration of people to live in cities industrialization – economic activity characterized by manufacturing of goods Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
robber baron – term used to refer to wealthy U.S. industrialists from the late nineteenth century who exploited resources to amass wealth nativism – policy advocating for the protection of the native population at the expense of immigrants assimilate – adopting the culture of a nation or group Related Vocabulary Social Gospel urban
civil service
settlement
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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Legend:
Legend:
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2A
Identify the major characteristics that define an historical era. Supporting Standard
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA Including, but not limited to: An era of history having a distinctive feature
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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Political, social or economic commonality Considered to be relative chronology rather than absolute chronology US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: Gilded Age – this era of U.S. history was characterized by the expansion of big business, the rise of labor unions, and increasing industrialization, immigration and urbanization; westward expansion continued with the growth of the railroad industry necessitating the need for policies to address the American Indians tribes affected by the migration; the era was distinguished by political machines which controlled local politics; during this era some industrialists took advantage of corrupt government officials to profit politically and economically
US.2C
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard
Apply ABSOLUTE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Absolute chronology – exact date RELATIVE CHRONOLOGY Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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Significant individuals, events, and time periods Relative chronology – general time period or era US.3
History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
US.3A
Analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism. Readiness Standard
Analyze POLITICAL ISSUES Including, but not limited to: Indian policies The migration of many Americans to settle the Great Plains brought to the forefront conflicts with American Indian tribes living in the region. Government responded to the growing tensions with policies that devastated American Indian tribal culture. Policies included destroying buffalo populations, stationing federal troops in the region, attempts at forced assimilation, removal of American Indians from tribal lands to reservations, and the passage of the Dawes Act, which granted small parcels of land to individual tribe members. Political machines Leaders of the political machines known as political bosses gained support of the populous by making improvements to urban infrastructures, providing jobs to immigrants and the poor, and giving favors to local businessmen. Because of the rapid increase in immigrant populations, local governments could not provide basic services quickly; therefore, local political machines filled the void by providing such services. The expectation was to then have support from these groups, especially immigrants, at the ballot box. The growth of political machines manifested in growing government
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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corruption. The most prominent political machine was Tammany Hall in Boston led by Boss Tweed. The corruption of the political machines was often the subject of Thomas Nast’s political cartoons and illustrations. Civil service reform Efforts to address political corruption were targeted at creating a civil service that hired individuals based on merit not as political favors. The assassination of President Garfield by Charles J. Guiteau in 1881 propelled the topic from a local issue to a national stage. The assassination reportedly occurred because Guiteau felt he was owed a government position due to his support in Garfield’s election. President Arthur was instrumental in getting civil service reform with the passage of the Pendleton Civil Service Reform Act of 1883, which ended the practice of “patronage” and instituted an exam system for government jobs. Beginnings of Populism As a response to the rise of big business a populist movement arose rooted in the agricultural culture of the western and southern United States. The movement appealed to farmers and ranchers who believed that industrialists and bankers took advantage of them by charging high prices, especially on loans and for shipping costs on trains. Populist leaders argued for government ownership of the railroads, as well as telephone and telegraph systems in order to keep large companies from being able to control prices. The movement reached its peak of influence with the formation of a political party and the presidential election of 1896. The Populist political party platform called for a graduated income tax, direct election of senators, civil service reform, and elimination of national banks. The party was successful in carrying five states and ten percent of the vote in the presidential election of 1896. However the endorsement of the democratic candidate fueled the party’s decline. The party’s platform issues were later adopted by the major political parties. A strand of populism in western mining states supported the monetary policy of free coinage of silver in order to provide more access to money, inflate prices, and result in higher prices for agricultural products.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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US.3B
Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business. Readiness Standard
Analyze ECONOMIC ISSUES Including, but not limited to: Industrialization Industries and big business grew in response to technological innovations such as the Bessemer Steel Process, which enabled faster production of a stronger steel product. (e.g., Steel and railroad manufacturing businesses became big business as the demand for steel increased, and railroads began to be built from steel.) Other breakthroughs in electricity, mass communication, and shipping allowed factories to produce more, at a faster rate. Large numbers of immigrants provided industrialists with more workers. Shift from rural to urban society Growth of railroads Industry relied on railroads for shipping. Railroads grew in response to increased demands of industrialization and Western Expansion. Railroads expanded westward to meet demands of settlement and economic development of the West. Railroads carried people and products to new markets in the West and across the United States. Railroad shipping facilitated the growth of ranching, farming, and mining industries in the West. Industrial and technological innovations in manufacturing and mass communication enabled rapid growth of railroads. Growth of labor unions Labor leaders criticized company owners and managers for reducing competition, paying low wages and maintaining unsafe working conditions for their employees.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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Factory workers formed and joined labor unions in order to engage in collective bargaining with employers. Many workers went on strike in the 1880s. Three significant events of the time period included the “Great Strikes,” Homestead, Pullman, and Haymarket Riot. Farm issues Westward expansion Late 1800s famers began to rely on mechanization to improve and increase agricultural production. As a result, overproduction occurred and farmers went into debt. Farmers generally supported adoption of a free silver coinage monetary policy. This would increase money supply and inflate prices benefiting them when agricultural products were sold. Cattle industry boom Coincided with the declining culture of the Plains American Indian tribes and the growth of wild cattle herds Population increases in cities resulted in growing demand for beef Railroads provided method of transportation of cattle to urbanized areas, where a meatpacking industry was expanding Invention of refrigerated railroad cars facilitated the transportation of beef products to markets Introduction of barbed wire and windmills supported the expansion of ranching industry Rise of entrepreneurship An entrepreneur is someone who organizes, manages, and assumes the risks of a business; an agent of change; discovers new ways to combine resources. In the 1800s, many were considered entrepreneurs because they created value by moving resources out of less productive areas and into more productive ones. Other example: skilled immigrants used their trade skills to establish businesses of their own. Free enterprise
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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As industry grew rapidly, the U.S. government promoted free enterprise (business that can operate competitively for profit with little government involvement/regulation). Big business Industrialists and business leaders used Horizontal and Vertical Alignment to reduce competition and expand their companies. Reduction of competition led to the creation of monopolies and trusts. Significant industrialists include, Carnegie, Rockefeller, Morgan, Vanderbilt, etc. Some people viewed these men as “Captains of Industry,” while others viewed them as “Robber Barons.” Socio-economic divisions widened as industries grew. US.3C
Analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists. Readiness Standard
Analyze SOCIAL ISSUES Including, but not limited to: Affecting women Many young, single women worked in factories that made textiles, where wages were typically lower than men’s wages. Affecting minorities Nativists opposed the new waves of immigrants and supported restrictions on immigration. Immigrants were seen as uneducated and in competition for jobs and living space. Some minority groups faced exclusion from employment or housing. The Chinese Exclusion Act (1882) passed in response to nativists prohibited Chinese laborers from entering the United States. Immigrants were encouraged to assimilate and public schools assumed a large role in the assimilation of immigrants. Affecting children Many children worked in factories, performing dangerous jobs for lower wages than adult
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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workers received. As the twentieth century approached many communities were enacting compulsory education for young children. Affecting immigrants Many immigrants entered the United States via ports of entry such as Ellis Island in New York, Angel Island in San Francisco, and Galveston Island in Texas. The immigrant experience at these ports of entry included physical examinations, interrogation, language, and intelligence testing. Immigrants faced language and cultural barriers, and sometimes were separated from family members, detained for health or legal reasons, or deported before entering the United States. Immigrants faced the threat of poverty often living in crowded city tenements. Some migrated to the Midwest for available farm land. Skilled immigrants used their trade skills to establish businesses of their own. Urbanization Industrialization of cities was accompanied by urbanization. Cities were crowded and living conditions were often unhealthy as many cities lacked services to provide for sanitation and clean drinking water. The close proximity of people in cities facilitated the spread of diseases and the poverty resulted in high crime rates. At the twentieth century approached cities began to create local police and fire department and began to address sanitation issues with city codes. Ethnic neighborhoods were established in cities where immigrants settled. The Social Gospel An early reform movement led by those who preached that salvation could be reached by serving the poor. The movement is notable for having facilitated the establishment of settlement houses, which served as community centers in neighborhoods providing assistance to people in the area. Philanthropy of industrialists Most notably during the Gilded Age was the “The Gospel of Wealth” (1889) idea set forth Andrew Carnegie who proposed that rich men are “trustees” of their wealth and should administer it for the good of the public. Carnegie was responsible for donating money for the building of libraries, along with the creation of Carnegie Hall and the Carnegie
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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Foundation. Several wealthy industrialists chose to give back to the community through philanthropic activities, such as Stanford’s donation of land for the creation of Stanford University, Vanderbilt’s endowment creating Vanderbilt University, Rockefeller’s funding of scientific endeavors and education initiatives along with the creation of medical schools, J.P. Morgan’s patronage of the arts, and the contributions of Mary Elizabeth Garrett to women’s education particularly her patronage of Bryn Mawr College. Garrett was also instrumental in getting the John Hopkins School of Medicine program to be coeducational. US.3D
Describe the optimism of the many immigrants who sought a better life in America. Supporting Standard
Describe OPTIMISM OF THE MANY IMMIGRANTS WHO SOUGHT A BETTER LIFE IN AMERICA Including, but not limited to: Immigrant optimism is typically based on the idea that each generation will do better in life than the one that preceded it because of the economic and social opportunities offered in the United States.
US.5
History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:
US.5C
Evaluate the impact of third parties, including the Populist and Progressive parties.
Evaluate
Supporting Standard
IMPACT OF THIRD PARTIES
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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Including, but not limited to: Third parties often focus on issues the main parties ignore Third party candidates can split the major party with which they are most similar, leading to the other major party's victory Populist Party – established in 1890s; comprised of poor farmers from the south; generally opposed to banks, railroads and upper class; William Jennings Bryan most popular candidate; in the election of 1896 Bryan at the age of 36 ran as the Democratic Party nominee after delivering his famous “Cross of Gold” speech at the nominating convention and was defeated by Republican Party candidate William McKinley US
Geography.
US.12
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
US.12A
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Including, but not limited to:
Readiness Standard
Settlement of the Great Plains Human factors – the Plains Indians were the earliest settlers; innovations such as the steel plow made it easier to break the dense soil and farm the land (increased settlement); The Homestead Act encouraged settlement Physical factors – located between the South and Midwest regions to the east and the Rocky Mountains to the west; experience the greatest extremes in temperature and climatic conditions of any region in the U.S. Winters are cold, with frequent snowy Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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blizzards, while summers bring hot, dry winds; due to the consistency of the topography, the land was ideal for farming Klondike Gold Rush – late 1800s, in Northern Washington and Alaska Human factors – thousands, hoping to ease the woes of economic depression, sold farms, dropped businesses, and boarded ships to follow their dreams north. Physical factors – Alaska was seen as a large and distant source of raw materials. US.13
Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
US.13A
Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt.
Analyze CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM MIGRATION WITHIN THE UNITED STATES Including, but not limited to:
Readiness Standard
Western Expansion Cause: Homestead Act, Klondike Gold Rush Effect: populated the western Unites States, especially with generations of European descendants, forced American Indians off lands Rural to urban – urbanization during the Gilded Age Cause: growing economic opportunities in cities because of industrialization Effect: densely populated cities mainly in the Northeast US.13B
Analyze the causes and effects of changing demographic patterns resulting from legal and
Analyze
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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illegal immigration to the United States. Readiness Standard
CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM LEGAL AND ILLEGAL IMMIGRATION TO THE UNITED STATES Including, but not limited to: Economic conditions and political persecution led many immigrants to enter the United States legally and illegally Large influxes of immigrants caused rapid growth in ports of entry and cities with heavy industry, as well as the growth of cultural enclaves within cities Southern border states have experienced greater cultural diffusion from Mexico and a higher density of the Hispanic population due to proximity Western states have experienced greater cultural diffusion from Asia and a higher density of Asian populations due to proximity Businesses have responded to growing immigrant populations by providing telecommunications in a variety of languages, promoting products consumed by various cultural groups, and marketing and product packaging in multiple languages Cultural changes that resulted from immigration include the spread of Catholicism with the influx of Irish immigrants, the introduction of various cultural celebrations, and the proliferation of new foods and music STAAR Note: Spring 2013 STAAR tested the concept of geographic proximity as a cause of immigration patterns to the United States such as the East Coast receiving more European immigrants while the West Coast receives more Asian immigrants.
US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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US.14A
Identify the effects of population growth and distribution on the physical environment. Readiness Standard
Identify EFFECTS OF POPULATION GROWTH AND DISTRIBUTION ON THE PHYSICAL ENVIRONMENT Including, but not limited to: Urbanization as workers migrated to cities in search of jobs Cities became polluted; waterways contaminated; air quality diminished Urban sprawl; growth of suburbs Settlement in animal habitats; deforestation Increased demand for resources especially water and energy, resulting in the building of dams Building of railroads, roads, and infrastructure to meet transportation and communication needs Increased demand for food resulting in the conversion of natural habitats to farmland Establishment of the National Park System to protect land from population growth Creation of private nonprofit organizations dedicated to protecting the physical environment
US
Economics.
US.15
Economics. The student understands domestic and foreign issues related to US economic growth from the 1870s to 1920. The student is expected to:
US.15A
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. Supporting Standard
Describe HOW ECONOMIC IMPACT OF THE TRANSCONTINENTAL RAILROAD AND THE HOMESTEAD ACT CONTRIBUTED TO THE CLOSE OF THE FRONTIER IN THE LATE 19TH CENTURY Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Transcontinental Railroad (completed 1869) Attracted settlers to the West, attracted immigrants for jobs working on the railroad, and significantly reduced travel time across the United States Allowed for the transport of crops and cattle to markets creating economic expansion of the agricultural sector Large cities grew where railroads converged, such as Chicago, Kansas City, and Denver Towns thrived along railroad stops, local economy grew Homestead Act (1862) Attracted European immigrants to settle the Great Plains 270 million acres were claimed by homesteaders Homesteaders were able to successfully farm the land In combination, the building of the Transcontinental Railroad and the passage of the Homestead Act allowed for economic development and settlement of the West thereby closing the vast frontier US.15C
Explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas.
Explain FOREIGN POLICIES AFFECTED ECONOMIC ISSUES Including, but not limited to:
Supporting Standard
Chinese Exclusion Act of 1882 – the first major law restricting immigration to the United States. It was enacted in response to economic fears, especially on the West Coast, where native-born Americans attributed unemployment and declining wages to Chinese workers, whom they also viewed as racially inferior. US
Citizenship.
US.24
Citizenship. The student understands the Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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importance of effective leadership in a constitutional republic. The student is expected to: US.24B
Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton.
Evaluate CONTRIBUTIONS OF SIGNIFICANT POLITICAL AND SOCIAL LEADERS Including, but not limited to:
Supporting Standard
Social leaders Andrew Carnegie – a powerful industrialist in the Gilded Age whose companies manufactured steel and built railroads; authored “The Gospel of Wealth” article which promoted philanthropic actions such as the building of libraries and schools
US
Culture.
US.26
Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
US.26B
Discuss the Americanization movement to assimilate immigrants and American Indians into American culture. Supporting Standard
Discuss AMERICANIZATION MOVEMENT TO ASSIMILATE IMMIGRANTS AND AMERICAN INDIANS INTO AMERICAN CULTURE Including, but not limited to: American Indian children were taken away from their homes and traditional culture and sent to boarding schools to become “Americanized.” Immigrants – schools were “Americanization” centers for new immigrants to learn English and
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
patriotism. US
Science, technology, and society.
US.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:
US.27A
Explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States.
Explain EFFECTS OF SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS ON THE ECONOMIC DEVELOPMENT OF UNITED STATES Including, but not limited to:
Readiness Standard
Electric power Facilitated increased production in factories by lengthening the work day (light bulb) and powering faster machines. Telephone 1876 Alexander Graham Bell invents the telephone, revolutionizing communications Long-distance communication made possible the expansion of national market Petroleum-based products Edwin L. Drake struck oil in 1859, enabling kerosene production and paving the way for future products such as gasoline. Later invention of the internal-combustion engine fueled by gasoline, improved transportation allowing for expanded markets and lower transportation costs Steel production
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Bessemer process introduced in the 1850s revolutionized the steel production process by significantly speeding up the process Greatly impacted industrialization in the 1900s as more products were made of steel Was necessary to help build the transcontinental railroads, facilitating expansion of markets and lower transportation costs US.27B
Explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines. Supporting Standard
Explain HOW SPECIFIC NEEDS RESULT IN SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS IN AGRICULTRE, THE MILITARY, AND MEDICINE The adage “necessity is the mother of invention” is the central premise of the expectation. When confronted with a challenge, some individuals and governments turn to innovation and technological advances to overcome the challenge. Including, but not limited to: Agriculture The need to increase agricultural output and preserve surplus agriculture resulted in the invention of the McCormick Reaper, steel plow, canned food, and refrigeration. The need to conserve water amid dwindling availability has resulted in GPS-guided precision agriculture, center pivot irrigation, and genetically-modified crops that produce greater yields in harsher conditions. Impact of new technologies New technologies often influence everyday life by leading to the creation of new jobs. Increased efficiency, greater convenience, greater speed, and cheaper costs are often associated with the impact of new technologies. However, new technologies can also introduce unintended consequences such as atomic research leading to nuclear weapons, antibiotic use increasing drug-resistant forms of disease, and the elimination of
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
outdated forms of employment like telegraph operators, ice cutters, and lamplighters. US.27C
Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.
Understand IMPACT OF TECHNOLOGICAL AND MANAGEMENT INNOVATIONS AND THEIR APPLICATIONS IN THE WORKPLACE AND THE RESULTING PRODUCTIVITY ENHANCEMENTS FOR BUSINESS AND LABOR Including, but not limited to:
Readiness Standard
Impact on the nature of work Innovations in technology contributed to longer workdays and higher levels of production (e.g., assembly line manufacturing). Light bulbs enabled factories to remain open at night.
US.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:
US.28A
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. Readiness Standard
Analyze HOW SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS, AND THE APPLICATION OF THESE BY THE FREE ENTERPRISE SYSTEM, IMPROVE THE STANDARD OF LIVING IN THE UNITED STATES Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Use of railroads allowed for increased access to markets at lower transportation costs, especially for the movement of agricultural products from farms to distant markets. Introduction of electricity allowed for longer work days, and improved quality of life by bring light into home and allowing for the use of small appliances. The availability of automobiles and access to mass transportation in the United States has facilitated access to jobs, retail, recreation venues as well as allowing for a wider spatial distribution of the population. The introduction of hybrid vehicles resulted in reduced fuel consumption. Users of hybrid vehicles also save on the cost of fuel. An expansion of air travel has allowed for both business and leisure travel. Communication innovations starting with the telegraph and later the telephone has allowed for easier and quicker spread of information and increased connectivity between individuals. The introduction of satellite and cellular technologies has enhanced telephone service to be faster and farther reaching. Access to information has been facilitated by the expansion of radio, television and computer technologies, and most significantly by the creation of the Internet. US
Social studies skills.
US.29
Social studies skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
US.29B
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.
Analyze INFORMATION Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
WRITTEN, ORAL, AND VISUAL PRESENTATIONS US.30B
Use correct social studies terminology to explain historical concepts.
Use SOCIAL STUDIES TERMINOLOGY CORRECTLY STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.31
Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
US.31A
Create thematic maps, graphs, and charts representing various aspects of the United States.
Create THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF THE UNITED STATES Including, but not limited to: Urbanization Patterns of settlement Immigration charts and graphs Urbanization Environmental impacts
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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SUGGESTED DURATION : 15 days
UNIT OVERVIEW This unit bundles student expectations that address life in America in the late 1800s following Reconstruction. During this time period, often referred to as the Gilded Age, Americans experienced rapid industrialization that resulted in the rise of big business, urbanization, increased immigration, and the growth of organized labor. Additionally the expansion of railroads and the proliferation of telegraph lines along with key legislation brought about the closing of the western frontier and the creation of a national market. The time period was politically characterized by the institution of political machines in urban areas and the rise of a populist movement amongst the rural population. An examination of the Gilded Age is important for understanding the emergence of the United States as a leading industrial power and the domestic division between rural and urban society in the United States. During 8th grade social studies, students learned about the concept of Manifest Destiny and the initial settlement of the West, including the passage of the Homestead Act. Students also studied about the first wave of industrialization in the United States during the mid-nineteenth century, as well as the reconstruction of the union. It may be beneficial to review these events and their connection to the events studied in this unit. During this unit, students study about the final settlement of the frontier; the industrialization of America; the effects of industrialization, including urbanization and immigration; and the efforts of the populous to gain economic and political opportunities. In a subsequent unit, students study about the efforts of progressive reformers to address the negative consequences of industrial growth and urbanization.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Growth creates challenges and opportunities. Is progress a positive or negative proposition?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Spatial Patterns US History since 1877 Unit 01 PA 01 Click on the PA title to view related rubric.
Migration Population Distribution
Create a map depicting the United States at the end of the nineteenth century. On the map shade the population distribution patterns that reflected changes brought about by the Homestead Act, Dawes Act, and the Klondike Gold Rush. Indicate on the map the location of the Transcontinental Railroad. Write a short summary paragraph that explains how the western frontier of the United States came to a close. Standard(s): US.2A , US.2B , US.2C , US.3A , US.12A , US.13A , US.13B , US.15A , US.29B , US.31A ELPS.c.1C , ELPS.c.5B
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SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS The passage of Homestead Act and the Dawes Act along with the building of the Transcontinental Railroad, and the Klondike Gold Rush led to the closing of the American frontier. How did the population patterns of the American West change because of governmental policies? How did the building of the Transcontinental Railroad and the Klondike Gold Rush bring about changes to the American West? How did the lifestyles of the American Indians change with the closing of the American frontier?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Scientific/Technological Patterns US History since 1877 Unit 01 PA 02 Click on the PA title to view related rubric. Create a multi-media presentation that details the rise of big business in late nineteenth century America. The presentation should include information about the technological changes that facilitated industrialization, the leading industrialists, and the consequences of industrialization. Standard(s): US.3B , US.24B , US.27A , US.27B , US.27C , US.28A , US.29B , US.30A , US.30C ELPS.c.1E , ELPS.c.5D
Mechanization Communication Systems Transportation Infrastructure Economic Patterns Factors of Production
Spatial Patterns US History since 1877 Unit 01 PA 03 Click on the PA title to view related rubric.
Migration Population Distribution
Create a picture portfolio that depicts life in urban and rural America in the late nineteenth century. The portfolio should include at least five pictures of urban life and five pictures of rural life as well as an explanation of how that picture represents the social conditions of the time period. Standard(s): US.2A , US.2B , US.3C , US.3D , US.13B , US.14A , US.15C , US.29B , US.30A ELPS.c.1B , ELPS.c.5B
Cultural Patterns Demographics Ethnicity Prejudice and Discrimination
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SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS Technological innovation and new types of business organization spurred the growth of industries, the rise of big business, and the formation of organized labor. What innovations helped large industries and big businesses to grow? How did workers respond to the rise of large industries? What were the positive and negative consequences of the industrialization in the late nineteenth century? What contributions to American society were made by business leaders such as Andrew Carnegie and others referred to as “robber barons”?
Industrialization fueled urbanization, immigration and a divide between rural and urban America. What was characteristic of immigration to the United States during the late nineteenth century? What was daily life like for women, children, and immigrants living in urban areas of the United States in the late nineteenth century? What political and social effects did growing nativist sentiments have in late nineteenth century America? What was characteristic of life in rural America in the late 1800s?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Political Patterns US History since 1877 Unit 01 PA 04 Click on the PA title to view related rubric.
Ideologies
Create a web page for an American Indian, a political boss, a Populist candidate, and a leader in the Social Gospel movement. The web page should include text and graphics that reflect the challenges each were facing, their views on opportunities in the United States, and goals of these individuals. Standard(s): US.3A , US.5C , US.26B , US.29B , US.29G , US.30A , US.30C ELPS.c.1E , ELPS.c.5D
Cultural Patterns Community Prejudice and Discrimination
SUGGESTED DURATION : 15 days UNIT UNDERSTANDINGS Marginalized Americans sought to gain economic and political opportunities by instituting political machines, a Populist movement, and civil service reform. How did government assimilation policies change the lives of American Indians? What were the positive and negative consequences of political machines? Why did a Populist movement begin to develop in the United States in the late nineteenth century? Why did the Social Gospel movement start? Why was civil service reform enacted?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may have the misconception that the American West was completely settled as a result of the early nineteenth settlement along the westward trails. Students generally lack an understanding of the term “gilded” and how that reference applies to the conditions of this time period.
UNIT VOCABULARY immigration – moving from one’s homeland to live in another place urbanization – the migration of people to live in cities industrialization – economic activity characterized by manufacturing of goods Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
robber baron – term used to refer to wealthy U.S. industrialists from the late nineteenth century who exploited resources to amass wealth nativism – policy advocating for the protection of the native population at the expense of immigrants assimilate – adopting the culture of a nation or group Related Vocabulary Social Gospel urban
civil service
settlement
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE# Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2A
Identify the major characteristics that define an historical era. Supporting Standard
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA Including, but not limited to: An era of history having a distinctive feature
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Political, social or economic commonality Considered to be relative chronology rather than absolute chronology US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: Gilded Age – this era of U.S. history was characterized by the expansion of big business, the rise of labor unions, and increasing industrialization, immigration and urbanization; westward expansion continued with the growth of the railroad industry necessitating the need for policies to address the American Indians tribes affected by the migration; the era was distinguished by political machines which controlled local politics; during this era some industrialists took advantage of corrupt government officials to profit politically and economically
US.2C
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard
Apply ABSOLUTE CHRONOLOGY Including, but not limited to: Significant individuals, events, and time periods Absolute chronology – exact date RELATIVE CHRONOLOGY Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Significant individuals, events, and time periods Relative chronology – general time period or era US.3
History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
US.3A
Analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism. Readiness Standard
Analyze POLITICAL ISSUES Including, but not limited to: Indian policies The migration of many Americans to settle the Great Plains brought to the forefront conflicts with American Indian tribes living in the region. Government responded to the growing tensions with policies that devastated American Indian tribal culture. Policies included destroying buffalo populations, stationing federal troops in the region, attempts at forced assimilation, removal of American Indians from tribal lands to reservations, and the passage of the Dawes Act, which granted small parcels of land to individual tribe members. Political machines Leaders of the political machines known as political bosses gained support of the populous by making improvements to urban infrastructures, providing jobs to immigrants and the poor, and giving favors to local businessmen. Because of the rapid increase in immigrant populations, local governments could not provide basic services quickly; therefore, local political machines filled the void by providing such services. The expectation was to then have support from these groups, especially immigrants, at the ballot box. The growth of political machines manifested in growing government
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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corruption. The most prominent political machine was Tammany Hall in Boston led by Boss Tweed. The corruption of the political machines was often the subject of Thomas Nast’s political cartoons and illustrations. Civil service reform Efforts to address political corruption were targeted at creating a civil service that hired individuals based on merit not as political favors. The assassination of President Garfield by Charles J. Guiteau in 1881 propelled the topic from a local issue to a national stage. The assassination reportedly occurred because Guiteau felt he was owed a government position due to his support in Garfield’s election. President Arthur was instrumental in getting civil service reform with the passage of the Pendleton Civil Service Reform Act of 1883, which ended the practice of “patronage” and instituted an exam system for government jobs. Beginnings of Populism As a response to the rise of big business a populist movement arose rooted in the agricultural culture of the western and southern United States. The movement appealed to farmers and ranchers who believed that industrialists and bankers took advantage of them by charging high prices, especially on loans and for shipping costs on trains. Populist leaders argued for government ownership of the railroads, as well as telephone and telegraph systems in order to keep large companies from being able to control prices. The movement reached its peak of influence with the formation of a political party and the presidential election of 1896. The Populist political party platform called for a graduated income tax, direct election of senators, civil service reform, and elimination of national banks. The party was successful in carrying five states and ten percent of the vote in the presidential election of 1896. However the endorsement of the democratic candidate fueled the party’s decline. The party’s platform issues were later adopted by the major political parties. A strand of populism in western mining states supported the monetary policy of free coinage of silver in order to provide more access to money, inflate prices, and result in higher prices for agricultural products.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
SUGGESTED DURATION : 15 days
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US.3B
Analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business. Readiness Standard
Analyze ECONOMIC ISSUES Including, but not limited to: Industrialization Industries and big business grew in response to technological innovations such as the Bessemer Steel Process, which enabled faster production of a stronger steel product. (e.g., Steel and railroad manufacturing businesses became big business as the demand for steel increased, and railroads began to be built from steel.) Other breakthroughs in electricity, mass communication, and shipping allowed factories to produce more, at a faster rate. Large numbers of immigrants provided industrialists with more workers. Shift from rural to urban society Growth of railroads Industry relied on railroads for shipping. Railroads grew in response to increased demands of industrialization and Western Expansion. Railroads expanded westward to meet demands of settlement and economic development of the West. Railroads carried people and products to new markets in the West and across the United States. Railroad shipping facilitated the growth of ranching, farming, and mining industries in the West. Industrial and technological innovations in manufacturing and mass communication enabled rapid growth of railroads. Growth of labor unions Labor leaders criticized company owners and managers for reducing competition, paying low wages and maintaining unsafe working conditions for their employees.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Factory workers formed and joined labor unions in order to engage in collective bargaining with employers. Many workers went on strike in the 1880s. Three significant events of the time period included the “Great Strikes,” Homestead, Pullman, and Haymarket Riot. Farm issues Westward expansion Late 1800s famers began to rely on mechanization to improve and increase agricultural production. As a result, overproduction occurred and farmers went into debt. Farmers generally supported adoption of a free silver coinage monetary policy. This would increase money supply and inflate prices benefiting them when agricultural products were sold. Cattle industry boom Coincided with the declining culture of the Plains American Indian tribes and the growth of wild cattle herds Population increases in cities resulted in growing demand for beef Railroads provided method of transportation of cattle to urbanized areas, where a meatpacking industry was expanding Invention of refrigerated railroad cars facilitated the transportation of beef products to markets Introduction of barbed wire and windmills supported the expansion of ranching industry Rise of entrepreneurship An entrepreneur is someone who organizes, manages, and assumes the risks of a business; an agent of change; discovers new ways to combine resources. In the 1800s, many were considered entrepreneurs because they created value by moving resources out of less productive areas and into more productive ones. Other example: skilled immigrants used their trade skills to establish businesses of their own. Free enterprise
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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As industry grew rapidly, the U.S. government promoted free enterprise (business that can operate competitively for profit with little government involvement/regulation). Big business Industrialists and business leaders used Horizontal and Vertical Alignment to reduce competition and expand their companies. Reduction of competition led to the creation of monopolies and trusts. Significant industrialists include, Carnegie, Rockefeller, Morgan, Vanderbilt, etc. Some people viewed these men as “Captains of Industry,” while others viewed them as “Robber Barons.” Socio-economic divisions widened as industries grew. US.3C
Analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists. Readiness Standard
Analyze SOCIAL ISSUES Including, but not limited to: Affecting women Many young, single women worked in factories that made textiles, where wages were typically lower than men’s wages. Affecting minorities Nativists opposed the new waves of immigrants and supported restrictions on immigration. Immigrants were seen as uneducated and in competition for jobs and living space. Some minority groups faced exclusion from employment or housing. The Chinese Exclusion Act (1882) passed in response to nativists prohibited Chinese laborers from entering the United States. Immigrants were encouraged to assimilate and public schools assumed a large role in the assimilation of immigrants. Affecting children Many children worked in factories, performing dangerous jobs for lower wages than adult
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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workers received. As the twentieth century approached many communities were enacting compulsory education for young children. Affecting immigrants Many immigrants entered the United States via ports of entry such as Ellis Island in New York, Angel Island in San Francisco, and Galveston Island in Texas. The immigrant experience at these ports of entry included physical examinations, interrogation, language, and intelligence testing. Immigrants faced language and cultural barriers, and sometimes were separated from family members, detained for health or legal reasons, or deported before entering the United States. Immigrants faced the threat of poverty often living in crowded city tenements. Some migrated to the Midwest for available farm land. Skilled immigrants used their trade skills to establish businesses of their own. Urbanization Industrialization of cities was accompanied by urbanization. Cities were crowded and living conditions were often unhealthy as many cities lacked services to provide for sanitation and clean drinking water. The close proximity of people in cities facilitated the spread of diseases and the poverty resulted in high crime rates. At the twentieth century approached cities began to create local police and fire department and began to address sanitation issues with city codes. Ethnic neighborhoods were established in cities where immigrants settled. The Social Gospel An early reform movement led by those who preached that salvation could be reached by serving the poor. The movement is notable for having facilitated the establishment of settlement houses, which served as community centers in neighborhoods providing assistance to people in the area. Philanthropy of industrialists Most notably during the Gilded Age was the “The Gospel of Wealth” (1889) idea set forth Andrew Carnegie who proposed that rich men are “trustees” of their wealth and should administer it for the good of the public. Carnegie was responsible for donating money for the building of libraries, along with the creation of Carnegie Hall and the Carnegie
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Foundation. Several wealthy industrialists chose to give back to the community through philanthropic activities, such as Stanford’s donation of land for the creation of Stanford University, Vanderbilt’s endowment creating Vanderbilt University, Rockefeller’s funding of scientific endeavors and education initiatives along with the creation of medical schools, J.P. Morgan’s patronage of the arts, and the contributions of Mary Elizabeth Garrett to women’s education particularly her patronage of Bryn Mawr College. Garrett was also instrumental in getting the John Hopkins School of Medicine program to be coeducational. US.3D
Describe the optimism of the many immigrants who sought a better life in America. Supporting Standard
Describe OPTIMISM OF THE MANY IMMIGRANTS WHO SOUGHT A BETTER LIFE IN AMERICA Including, but not limited to: Immigrant optimism is typically based on the idea that each generation will do better in life than the one that preceded it because of the economic and social opportunities offered in the United States.
US.5
History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to:
US.5C
Evaluate the impact of third parties, including the Populist and Progressive parties.
Evaluate
Supporting Standard
IMPACT OF THIRD PARTIES
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Including, but not limited to: Third parties often focus on issues the main parties ignore Third party candidates can split the major party with which they are most similar, leading to the other major party's victory Populist Party – established in 1890s; comprised of poor farmers from the south; generally opposed to banks, railroads and upper class; William Jennings Bryan most popular candidate; in the election of 1896 Bryan at the age of 36 ran as the Democratic Party nominee after delivering his famous “Cross of Gold” speech at the nominating convention and was defeated by Republican Party candidate William McKinley US
Geography.
US.12
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
US.12A
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina.
Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Including, but not limited to:
Readiness Standard
Settlement of the Great Plains Human factors – the Plains Indians were the earliest settlers; innovations such as the steel plow made it easier to break the dense soil and farm the land (increased settlement); The Homestead Act encouraged settlement Physical factors – located between the South and Midwest regions to the east and the Rocky Mountains to the west; experience the greatest extremes in temperature and climatic conditions of any region in the U.S. Winters are cold, with frequent snowy Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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blizzards, while summers bring hot, dry winds; due to the consistency of the topography, the land was ideal for farming Klondike Gold Rush – late 1800s, in Northern Washington and Alaska Human factors – thousands, hoping to ease the woes of economic depression, sold farms, dropped businesses, and boarded ships to follow their dreams north. Physical factors – Alaska was seen as a large and distant source of raw materials. US.13
Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
US.13A
Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt.
Analyze CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM MIGRATION WITHIN THE UNITED STATES Including, but not limited to:
Readiness Standard
Western Expansion Cause: Homestead Act, Klondike Gold Rush Effect: populated the western Unites States, especially with generations of European descendants, forced American Indians off lands Rural to urban – urbanization during the Gilded Age Cause: growing economic opportunities in cities because of industrialization Effect: densely populated cities mainly in the Northeast US.13B
Analyze the causes and effects of changing demographic patterns resulting from legal and
Analyze
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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illegal immigration to the United States. Readiness Standard
CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM LEGAL AND ILLEGAL IMMIGRATION TO THE UNITED STATES Including, but not limited to: Economic conditions and political persecution led many immigrants to enter the United States legally and illegally Large influxes of immigrants caused rapid growth in ports of entry and cities with heavy industry, as well as the growth of cultural enclaves within cities Southern border states have experienced greater cultural diffusion from Mexico and a higher density of the Hispanic population due to proximity Western states have experienced greater cultural diffusion from Asia and a higher density of Asian populations due to proximity Businesses have responded to growing immigrant populations by providing telecommunications in a variety of languages, promoting products consumed by various cultural groups, and marketing and product packaging in multiple languages Cultural changes that resulted from immigration include the spread of Catholicism with the influx of Irish immigrants, the introduction of various cultural celebrations, and the proliferation of new foods and music STAAR Note: Spring 2013 STAAR tested the concept of geographic proximity as a cause of immigration patterns to the United States such as the East Coast receiving more European immigrants while the West Coast receives more Asian immigrants.
US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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US.14A
Identify the effects of population growth and distribution on the physical environment. Readiness Standard
Identify EFFECTS OF POPULATION GROWTH AND DISTRIBUTION ON THE PHYSICAL ENVIRONMENT Including, but not limited to: Urbanization as workers migrated to cities in search of jobs Cities became polluted; waterways contaminated; air quality diminished Urban sprawl; growth of suburbs Settlement in animal habitats; deforestation Increased demand for resources especially water and energy, resulting in the building of dams Building of railroads, roads, and infrastructure to meet transportation and communication needs Increased demand for food resulting in the conversion of natural habitats to farmland Establishment of the National Park System to protect land from population growth Creation of private nonprofit organizations dedicated to protecting the physical environment
US
Economics.
US.15
Economics. The student understands domestic and foreign issues related to US economic growth from the 1870s to 1920. The student is expected to:
US.15A
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. Supporting Standard
Describe HOW ECONOMIC IMPACT OF THE TRANSCONTINENTAL RAILROAD AND THE HOMESTEAD ACT CONTRIBUTED TO THE CLOSE OF THE FRONTIER IN THE LATE 19TH CENTURY Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Transcontinental Railroad (completed 1869) Attracted settlers to the West, attracted immigrants for jobs working on the railroad, and significantly reduced travel time across the United States Allowed for the transport of crops and cattle to markets creating economic expansion of the agricultural sector Large cities grew where railroads converged, such as Chicago, Kansas City, and Denver Towns thrived along railroad stops, local economy grew Homestead Act (1862) Attracted European immigrants to settle the Great Plains 270 million acres were claimed by homesteaders Homesteaders were able to successfully farm the land In combination, the building of the Transcontinental Railroad and the passage of the Homestead Act allowed for economic development and settlement of the West thereby closing the vast frontier US.15C
Explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas.
Explain FOREIGN POLICIES AFFECTED ECONOMIC ISSUES Including, but not limited to:
Supporting Standard
Chinese Exclusion Act of 1882 – the first major law restricting immigration to the United States. It was enacted in response to economic fears, especially on the West Coast, where native-born Americans attributed unemployment and declining wages to Chinese workers, whom they also viewed as racially inferior. US
Citizenship.
US.24
Citizenship. The student understands the Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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importance of effective leadership in a constitutional republic. The student is expected to: US.24B
Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, Sandra Day O'Connor, and Hillary Clinton.
Evaluate CONTRIBUTIONS OF SIGNIFICANT POLITICAL AND SOCIAL LEADERS Including, but not limited to:
Supporting Standard
Social leaders Andrew Carnegie – a powerful industrialist in the Gilded Age whose companies manufactured steel and built railroads; authored “The Gospel of Wealth” article which promoted philanthropic actions such as the building of libraries and schools
US
Culture.
US.26
Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:
US.26B
Discuss the Americanization movement to assimilate immigrants and American Indians into American culture. Supporting Standard
Discuss AMERICANIZATION MOVEMENT TO ASSIMILATE IMMIGRANTS AND AMERICAN INDIANS INTO AMERICAN CULTURE Including, but not limited to: American Indian children were taken away from their homes and traditional culture and sent to boarding schools to become “Americanized.” Immigrants – schools were “Americanization” centers for new immigrants to learn English and
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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patriotism. US
Science, technology, and society.
US.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:
US.27A
Explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States.
Explain EFFECTS OF SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS ON THE ECONOMIC DEVELOPMENT OF UNITED STATES Including, but not limited to:
Readiness Standard
Electric power Facilitated increased production in factories by lengthening the work day (light bulb) and powering faster machines. Telephone 1876 Alexander Graham Bell invents the telephone, revolutionizing communications Long-distance communication made possible the expansion of national market Petroleum-based products Edwin L. Drake struck oil in 1859, enabling kerosene production and paving the way for future products such as gasoline. Later invention of the internal-combustion engine fueled by gasoline, improved transportation allowing for expanded markets and lower transportation costs Steel production
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Bessemer process introduced in the 1850s revolutionized the steel production process by significantly speeding up the process Greatly impacted industrialization in the 1900s as more products were made of steel Was necessary to help build the transcontinental railroads, facilitating expansion of markets and lower transportation costs US.27B
Explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines. Supporting Standard
Explain HOW SPECIFIC NEEDS RESULT IN SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS IN AGRICULTRE, THE MILITARY, AND MEDICINE The adage “necessity is the mother of invention” is the central premise of the expectation. When confronted with a challenge, some individuals and governments turn to innovation and technological advances to overcome the challenge. Including, but not limited to: Agriculture The need to increase agricultural output and preserve surplus agriculture resulted in the invention of the McCormick Reaper, steel plow, canned food, and refrigeration. The need to conserve water amid dwindling availability has resulted in GPS-guided precision agriculture, center pivot irrigation, and genetically-modified crops that produce greater yields in harsher conditions. Impact of new technologies New technologies often influence everyday life by leading to the creation of new jobs. Increased efficiency, greater convenience, greater speed, and cheaper costs are often associated with the impact of new technologies. However, new technologies can also introduce unintended consequences such as atomic research leading to nuclear weapons, antibiotic use increasing drug-resistant forms of disease, and the elimination of
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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outdated forms of employment like telegraph operators, ice cutters, and lamplighters. US.27C
Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.
Understand IMPACT OF TECHNOLOGICAL AND MANAGEMENT INNOVATIONS AND THEIR APPLICATIONS IN THE WORKPLACE AND THE RESULTING PRODUCTIVITY ENHANCEMENTS FOR BUSINESS AND LABOR Including, but not limited to:
Readiness Standard
Impact on the nature of work Innovations in technology contributed to longer workdays and higher levels of production (e.g., assembly line manufacturing). Light bulbs enabled factories to remain open at night.
US.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:
US.28A
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. Readiness Standard
Analyze HOW SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS, AND THE APPLICATION OF THESE BY THE FREE ENTERPRISE SYSTEM, IMPROVE THE STANDARD OF LIVING IN THE UNITED STATES Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Use of railroads allowed for increased access to markets at lower transportation costs, especially for the movement of agricultural products from farms to distant markets. Introduction of electricity allowed for longer work days, and improved quality of life by bring light into home and allowing for the use of small appliances. The availability of automobiles and access to mass transportation in the United States has facilitated access to jobs, retail, recreation venues as well as allowing for a wider spatial distribution of the population. The introduction of hybrid vehicles resulted in reduced fuel consumption. Users of hybrid vehicles also save on the cost of fuel. An expansion of air travel has allowed for both business and leisure travel. Communication innovations starting with the telegraph and later the telephone has allowed for easier and quicker spread of information and increased connectivity between individuals. The introduction of satellite and cellular technologies has enhanced telephone service to be faster and farther reaching. Access to information has been facilitated by the expansion of radio, television and computer technologies, and most significantly by the creation of the Internet. US
Social studies skills.
US.29
Social studies skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
US.29B
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.
Analyze INFORMATION Including, but not limited to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898
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WRITTEN, ORAL, AND VISUAL PRESENTATIONS US.30B
Use correct social studies terminology to explain historical concepts.
Use SOCIAL STUDIES TERMINOLOGY CORRECTLY STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.31
Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
US.31A
Create thematic maps, graphs, and charts representing various aspects of the United States.
Create THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF THE UNITED STATES Including, but not limited to: Urbanization Patterns of settlement Immigration charts and graphs Urbanization Environmental impacts
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one Last Updated 06/16/2017
Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary Last Updated 06/16/2017
Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level Last Updated 06/16/2017
Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 01: Growing Pains – the Gilded Age 1877-1898 ELPS#
SUGGESTED DURATION : 15 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/16/2017
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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