United States History 1877­present Unit 1/2

Title Suggested Dates Unit 1 Foundations of Modern America 1607­1877 Unit 2 Progressive Era (Celebrate Freedom Week Included)

1st Six Weeks

Big Idea/Enduring Understanding Guiding Questions

Disputes over ideas, resources, values, and politics can lead to change.

The movement of people, goods, and ideas causes societies to change over time.

Economic systems shape relationships in society.

What characteristics define society? Why do people form governments? How should societies settle disputes? Why would people take on the challenges of life in the West? How did the United States become an industrialized society after the

Civil War? Why do people migrate? Can politics fix social problems?

TEKS

Readiness TEKS 2B 3ABC 5A 9A 12A 13AB 14A 15B 23A 26C 27AC

Supporting TEKS 1ABC 2AC 3D 5BC 12B 14BC 15AE 21BC 22ABC 23BC 24AB 26BED

Process Skills 29A­H 30A­C 31AB 32AB

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Vertical Alignment Expectations *TEKS one level below* *TEKS one level above*

SS TEKS

Sample Assessment Question What economic opportunities drew large numbers of people to the Great Plains beginning in the mid­1800s? What were the effects from increased farming on the geography of the Great Plains? What effects did industrialization have on cities in the late nineteenth century? How have Hispanic Americans helped change the demographic patterns of the United States? Explain your answer How did acquiring and distribution of lands impact the settlement of the West? What were the four goals of progressivism? Why is a grassroots effort important to create change? How did government policies toward Native Americans impact the expansion of America? What were the consequences of the denial of civil rights? How have the founding documents contributed to the establishment of American government? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations

District Specificity/Examples

Vocabulary Instructional Strategies

Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS.

12(A) analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush Readiness 12(B) identify and explain reasons for changes in political boundaries such as those

What physical/human geographic factors impacted the Klondike Gold Rush? What effects did these factors have?

Great Plains, Klondike Gold Rush, Physical Geography, Human Geography

Interactive Lecture ­ Physical features of US Students will label physical maps

McGrawHill Text Westward Expansion and Gilded Age Creating Interactive Lectures. Instructions and ideas: History Alive! Six Powerful Teaching Strategies.

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resulting from statehood and international conflicts. Supporting 13(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban… 13(B) analyze the causes and effects of changing demographic patterns resulting from legal and illegal immigration to the United States. Readiness

Students will need to examine both the causes and effects of changing demographics as a result of migration, including the following events: • Western Expansion • Movement from rural to urban • The Great Migration • Movement from the Rust Belt to the Sun Belt ­Students must be given the opportunity to identify and examine the causes and effects that these events had on changing the demographics of areas of the United States. For example, students must not only explain what the Great Migration was, but also examine the impact on both Southern and Northern states. Students will need to examine both the causes and effects of changing demographics as a result of legal and illegal immigration. This will include, but

Western expansion Demographic Patterns Migration Immigration Rural Urban nativism

Students will label political maps Patterns of settlement

http://mappinghistory.uoregon.edu/english/US/US09­01.html

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is not limited to, the influx of immigrants during the late 19th and early 20th centuries, immigration due to wars, and changes of political and economic conditions in other countries. Students must be given multiple opportunities to examine the effects of immigration throughout the course. It is imperative that students not only look at why people came to the United States, but also examine the changes that occurred in the U.S. as a result of immigration and the response to the immigrants by the native population.

14(A) identify the effects of population growth and distribution on the physical environment; Readiness 14(B) identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System Supporting

Students must be able to describe the effects of population growth on the environment. This SE does not look at any specific events, but may include,but not be limited to, immigration to and migration within the United States , conservation movements, and the effects of urbanization.

Western expansion Population distribution National Park System Modernization Overpopulation Conservation Urbanization Regulation Species

Label major US cities Pair/Share

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14(C) understand the effects of governmental actions on individuals, industries, communities, including the impact on Fifth Amendment property rights and cons of big business; Supporting

14B This supports Readiness Standard 14(A), where students must examine the effects of population growth on the environment. ­Students must be given opportunities to not only identify these agencies, but also see how they have contributed to preservation of the environment through conservation efforts and regulation, such as the Endangered Species Act. 14C Students will need opportunities to look at actions taken by the government and then discuss the effect they have had on individuals, industries, and communities, such as EPA regulations.

Environmentalism Eminent domain

2(A) identify the major characteristics that define an historical era; Supporting 2(B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; Readiness

2A In order to understand how historians determine what constitutes a historical era, students will need to be given opportunities to identify

Era, Absolute chronology, Relative chronology

Timelines: Construct unit timelines

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2(C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; Supporting

what are the distinguishing characteristics that all historical eras have in common. Students will then need to be given opportunities throughout the year to explain why certain time periods are identified as historical eras. 2B Students will need to have opportunities to identify historical eras and to be able to correctly sequence them chronologically as well as identify major events during each period. Students will also need to have opportunities to identify starting and stopping events for each era and to be able to explain why these events are turning points in our history. 2C Students must be given several opportunities throughout the year to apply both relative and absolute chronology. This means that students

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should be able to match up events to the correct date and know how events relate chronologically with each other

3(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; Readiness 3(B) 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 3(D) describe the optimism of the many immigrants who sought a better life in America Supporting 15(A) describe how the economic impact of the Transcontinental Railroad and the Homestead Act contributed to the close of the frontier in the late 19th century Supporting 26(B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture; Supporting

3A Students will need to have opportunities to prove that they can, not only identify the policies mentioned in the SE, but also identify points or views and bias on why these policies were enacted. This will extend beyond simple identification. Students not only need to be able to describe a political machine, but also examine the reasons for their formations and the costs and benefits for our political system. 3D Students will need to be given opportunities to explain why so many immigrants have come to America and why they felt that America would offer them a better life. 15A

Indian Policy railroad growth

Transcontinental Railroad, Homestead Act Cattle industry, assimilation

Political machines

Civil service

Populism

Optimism

Immigrants

Americanization

Add to timelines in students' interactive notebooks Interactive Lecture

Analyzing Artifacts: Students will hypothesize about historical objects Analyzing Art: Students will use analysis methods on the frontier paintings

https://www.awesomestories.com/asset/view/Go­West­U.S.­Westward­Expansion Top Ten Project: Student selects and justifies ten most important events in US History prior to 1877.

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26(C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape America Readiness

Students will need to be given opportunities to not only be able to identify the Transcontinental Railroad and Homestead Act, but also understand the impact they made on the economy. This will involve the students analyzing how these two events changed the economy of the United States, not just the effect it had on the settlers. 26B Students will need to examine the Americanization Movement of the late 19th and early 20th century and the role that Frances Kellor played in it. Students must also be able to describe the movement and the methods used for assimilation, such as the Americanization courses offered by the federal government during this time period. The significance of the movement in relation to its success or failure must also be examined. 26C Students will need to

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identify actions taken by various groups to expand economic opportunities and political rights. Even though no specific groups are listed in the SE, students will need to be familiar with a variety of groups and methods used, including, but not limited to, peaceful protest, litigation, strikes,boycotts, and the passage of Constitutional Amendments.

9(A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, … amendments Readiness

Students will need be able to identify the following amendment and how these contributed to the Civil Rights Movement: • 13th Amendment • 14th Amendment • 15th Amendment • 19th Amendment Students will need to be able to identify these amendments and understand how they helped shape the expansion of civil rights in the United States. For example, a student will need to not only know the

13th Amendment, 14th Amendment, 15th Amendment

Amendment Poster: the "Civil War" amendments Constitution Scavenger Hunt. (LRE activity)

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content of the 14th Amendment, but also how that amendment was used to expand the rights of people in the United States.

22(A) discuss Alexis de Tocqueville's five values crucial to America's success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez­faire; Supporting 22(B) describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations;

22A Students should be given the opportunity to define Tocqueville's values and examine how they have been ideals that our country has tried to meet. This SE can be taught several times throughout the year, at the beginning or end of units, so students can evaluate whether or not America has successfully met its ideals

Alexis de Tocqueville liberty egalitarianism individualism American exceptionalism Republic Populism Laissez­faire

­Analyze key excerpts from Democracy in America. ­Interactive Notebook Processing (Left­hand side) ­CNN student news quickwrite

1(A) analyze and evaluate the text, intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, and identify the full text of the first three paragraphs of the Declaration of Independence; Supporting 1(B) analyze and evaluate the application of these founding principles to historical events in U.S. history; Supporting 1(C) explain the contributions of the Founding Fathers such as Benjamin Rush, John Hancock,

1A Students will need to be able to identify the Declaration and Constitution as well as examine and assess their meaning, intent, and importance to American History. Students must also be exposed to and identify the first three paragraph of the Declaration of Independence. This SE may be covered several times over the year as students connect the principles in

Declaration of Independence US Constitution Bill of Rights Founding principles

­Interactive Lecture: Founding Documents Declaration Diagram: Interactive Notebook: Guiding Principles ONE­PAGER: Select one of the signers 3 sentence bio, quote, pictures illustrating life,

Celebrate Freedom Week Links ­Students write a Letter to King George: ­Students create a "Quick Index" T­Chart comparing similarities and differences between the Constitution and the Declaration

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John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, and Jonathan Trumbull Sr Supporting

the Declaration and Constitution to specific events and time periods of history. Benjamin Rush, John Hancock, John Jay, John Witherspoon, John Peter Muhlenberg, Charles Carroll, Jonathan Trumbull, Sr 1B Students will need to have opportunities to identify founding principles and be able to examine and assess how these principles influenced historical events. This SE should be addressed several times throughout the year, as students connect the founding principles to historical events throughout the year. 1C Students will need to have opportunities to prove that they understand the significance of each of the people listed in the SE. This will extend beyond simple memorization­ students must understand the importance of their contributions to later events in history.

work, events, facts, etc.

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21(B) discusses historical reasons why the constitution has been amended; Supporting 21(C) evaluate constitutional change in terms of strict construction versus judicial interpretation. Supporting 14(C) understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights Supporting

21B Students will need to be given the opportunity to examine the 20th century amendments in detail and explain why the amendments were added. Trends should also be noted, such as the amendments passed during the Progressive Period or during the Civil Rights Movement. 14C Students will need opportunities to look at actions taken by the government and then discuss the effect they have had on individuals, industries, and communities, such as EPA regulations. How have various constitutional changes and amendments had an impact on government actions? What was the reasoning behind the Supreme Court’s decision in Marbury vs Madison?

Strict constitutional construction judicial interpretation 5 th Amendment Eminent domain

4 CORNER DISCUSSION: Federalists vs AntiFederalists

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23(C) explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union." agriculture, the military, and medicine, including vaccines; and Supporting

How has the increase in participation in the democratic process over time impact American society? Students must be given the opportunity to understand the values of our country and how our participation in democracy refl ects those values. Example: Describe the concept of civic responsibility and how that directly links back to a citizen’s responsibilities to keep a democracy functioning. Connections can also be made to how, at times in our history, people were denied their rights and fought to be included so that this country could become a more perfect union.

American exceptionalism Liberty Egalitarianism Individualism ethos civic responsibility

Interactive Notebook: "I Am An American"

26(E) discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust"; Supporting

What reasons were given when “In God We Trust” was added to our national coins in 1864 and then made our national motto in 1954? This standard may need to be covered several times throughout the

"E pluribus Unum" "In God We Trust" Atheist motto

Bumper stickers

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year, as students discuss how these mottos have affected our history. Example: The evolution of the motto “In God We Trust”, changed from “In God is our Trust”, originally mentioned in the Star Spangled Banner to its final version in the 1950s. Students would need to explain why these changes took place.

2(A) identify the major characteristics that define an historical era; Supporting 2(B) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; Readiness 2(C) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; Supporting

What is the correct sequence of events leading to the Gilded Age and Progressive Era?

Absolute chronology Relative chronology

Construct unit timelines

https://www.youtube.com/watch?v=V6ueX6hqzNk&feature=youtu.be

3(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism; Readiness

What would be the likely consequences of corruption in business and government during the Gilded Age?

Indian Policies Political machines Civil service Populism

Interactive: Money Analyzing political Cartoons

History Alive! Progressives Unit cartoon set

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5(C) evaluate the impact of third parties, including the Populist and Progressive parties. Supporting

What kind of impact did third parties have during the early 20th century? Students will need to be given opportunities to be able to identify these foreign policy issues and explain their economic impact. Example: How did the Open Door Policy impact U.S trade with China and what changes did that bring about for the American economy?

Populist Party Progressive (Bull Moose) Party Quotas Diplomacy Foreign policies

http://historymatters.gmu.edu/d/5361/ Pairs: Analyze primary source—Omaha Platform ­ Quick search in computer lab— elections charts for 1892, 1896 & 1900

3(B) 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

What were the potential long term effects of the rise of big business?

Industrialization Growth of Railroads, Farm Issues, Cattle (ranching) industry, Entrepreneur, Free enterprise, Big business, Union.

­Interactive Lecture: Growth of Industry ­Skits on 2nd Industrial Revolution ­Interactive Lecture: Business Consolidations ­Interactive Notebook: Definitions & word pictures

Pairs: Complete a Labor unions chart­ founders, goals, date, strikes, etc

14(A) identify the effects of population growth and distribution on the physical environment; Readiness

Thinking about energy use, manufacturing, and supply and demand for resources, what are some possible effects of population growth

Modernization, Urbanization Overpopulation Conservation 5 th Amendment Property rights

­Interactive Lecture: Growth of the cities ­Pairs: analyze photographs

http://www.moma.org/collection/artists/4928 8 influences of the frontier from the Turner Thesis: Amsco Publications: American History, A Review Text

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14(C) understand the effects of governmental actions on individuals, industries, and communities, including the impact on Fifth Amendment property rights. Supporting

and distribution on the physical environment? Compare the benefits of Fifth Amendment property rights to the benefits of eminent domain.

from How the Other Half Lives. ­Define effects of laws ­Turner Thesis­­ Pressure valve theory

24(A) describe qualities of effective leadership; Supporting 24(B) 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. Supporting

Andrew Carnegie, Thurgood Marshall Students will need to be given opportunities to identify these people and assess their significance in political and social issues. Example: Identify Sandra Day O’Connor and examine her role and influence as the first female member of the United States Supreme Court. How have certain individuals had an impact on American business? What traits do effective leaders have in common?

Leadership traits philanthropy

Define characteristics of business leaders

Make me a Superhero History Alive! Interactive Student Notebook by Teachers Curriculum Institute Robber Barons Speak: identify pictures and match quotes Wanted Posters/Award Plaques (or Flipchart) Learning Stations: Match contributions and abuses to business leaders

26(B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture; Supporting 26(C) explain how the contributions of people of

How is schooling important to assimilation into American culture? How have various groups contributed to our national identity?

Americanization assimilation ethnic gender

Interactive Lecture: Assimilation Interactive Notebook: Concept map. Immigrant contributions

Acrostic Poem: "We Are All Immigrants"

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various racial, ethnic, gender, and religious groups shape American culture; Readiness

Students will need to examine the Americanization Movement of the late 19th and early 20th century and the role that Frances Kellor played in it. Students must also be able to describe the movement and the methods used for assimilation, such as the Americanization courses offered by the federal government during this time period. The significance of the movement in relation to its success or failure must also be examined.

27(A) explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum­based products, steel production, and computers on the economic development of the United States Readiness 27(C) 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, time­study

Describe the impact of science, technology and the free enterprise system on the economic development of the United States. What are some of the long term effects of the various innovations? 27A Students will need to know how the following discoveries and innovations affected the economic development of the United States: • Electric power • Telephone and satellite communications

Electric power Telephone Petroleum products Steel production Assembly line Time study Workplace Productivity Just­in­time inventory management Technological innovations Satellite communications

Analyze primary sources: patent drawings by Thomas Edison Create an invention for the 21st century

­research ­students will need to be able to describe how it has changed the economic development in the United States ­Not only must students be able to describe these innovations, but also give examples of how they have improved productivity.

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analysis, robotics, computer management, and just­in­time inventory management Readiness

• Petroleum­based products • Steel production • Computers 27C Students will be need to know how the following technological and management innovations resulted in increased productivity: • Assembly line manufacturing • Time­study Analysis • Robotic • Computer Management • Just­in­time inventory management

3(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; Readiness 3(D) describe the optimism of the many immigrants who sought a better life in America. Supporting 22(C) describe U.S. citizens as people from numerous places throughout the world who hold a common bond in standing for certain self­evident truths Readiness

What generalizations can be made about immigration to the United States during the early 20th century? How did obstacles and assimilation have an impact on immigrants to the United States? 3C Students will need opportunities to identify social issues of this Time period and understand the reasons behind their development and how they connect with the political and economic issues of the period. The

Minorities Urbanization Social Gospel Philanthropy Industrialists Self­evident

Interactive Lecture: Old & New Immigrants Interactive Notebook: Caricatures showing characteristics of Old & New immigrants Simulation Cards: Ellis Island Analyze political cartoons

https://www.awesomestories.com/asset/view/Gangs­of­New­York ­Clip from film The Murder of Mary Fagan ­History Alive! Progressives Unit cartoon set (1.3) on immigration Ellis Island: website T­Chart comparing Old & New

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student will also need to examine the solutions to these issues through the Social Gospel Movement and the philanthropy of industrialists and their effectiveness.

5(A) evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments; Readiness 5(B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society; Supporting 5(C) evaluate the impact of third parties, including the Populist and Progressive parties. Supporting

Upton Sinclair Susan B. Anthony Ida B. Wells W. E. B. Dubois 5A Students must identify the following Progressive Reforms: initiative, referendum, recall and the 16th, 17th, 18th and 19th amendments, and also assess the success of these measures and their impact on the United States. 5B Students must be given the opportunity to identify these reformers and assess their effectiveness in making lasting improvements in society by looking at the changes that they advocated. 5C Students must be given opportunities to identify the Third Party

Progressive Era Initiative Referendum Recall 16th, 17th , 18th , 19th Amendments Muckraker Third Parties Populist

Interactive Lecture: Graphic Organizer: Interactive Lecture: Muckrakers & Reformers Muckraker Research possibilities: Progressive Presidents:

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movements and how successful they were in passing the reforms they promoted. This will involve not only looking at the success of the party during its existence, but also evaluating any results that may have occurred after the party was dissolved. How did the movement toward social and economic equality manifest itself in the political and social landscape of American history?

15(B) describe the changing relationship between the federal government and private business, including the costs and benefits of laissez­faire, anti­trust acts, the Interstate Commerce Act, and the Pure Food and Drug Act; Readiness 15(E) describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money. Supporting

15B Students will need to explain how the following events changed the relationship between the federal government and private business: • Laissez­faire • Anti­trust acts • Interstate Commerce Act • Pure Food and Drug Act 15E Students will need to be given opportunities to not only understand what the Federal Reserve Act was, but also how it began to shift the U.S. away

Laissez faire Anti­trust Acts Trust Monopolies Interstate Commerce Act Pure Food & Drug Act Monetary policy Federal Reserve Act Gold Standard Fiat money

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from the gold standard. This SE will need many concrete examples to help the students understand the basic ideas behind monetary policy. How did the Federal Reserve Act and the shift from the gold standard to fiat money show a government trend toward control of the economy?

21(B) discuss historical reasons why the constitution has been amended; Supporting

Students will need to be given the opportunity to examine the 20th century amendments in detail and explain why the amendments were added. Trends should also be noted, such as the amendments passed during the Progressive Period or during the Civil Rights Movement. What methods have people used to expand voting rights?

Amendment Constitution

Problem— Solution "Talk­It­Out" Face­to face pairs

History Alive! Group Response technique (if available)

23(A) Identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non­violent protesting, litigation, and amendments to the U.S. Constitution; Readiness

23A Students will need to know basic information about the methods listed below and be able to examine the effectiveness of these methods in expanding

Lobbying Litigation 19th Amendment 24th Amendment 26th Amendment American Indian Citizenship Act of 1924

Reformers Research

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23(B) evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924; Supporting 23(C) explain how participation in the democratic process reflects our national ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect union." Supporting

participation in the democratic process: • Lobbying • Non­violent protesting • Litigation • Amendments Evaluate how individuals and groups were able to become an integral part of the Democratic process and shape the process by which laws made and policies established.

National ethos Civic responsibility Boycott

26(A) explain actions taken by people to expand economic opportunities and political rights, including those for racial, ethnic, and religious minorities as well as women, in American society; Supporting 26(D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams Supporting

Frances Willard Jane Addams How did the women’s movement during the progressive era lay the foundation of future success for women in the political and socio­economic arenas of US History?

Political rights Racial minorities, Ethnic minorities, Religious minorities

https://www.awesomestories.com/asset/view/Suffragists­Heroes­of­the­Civil­Rights­Movement https://www.youtube.com/watch?v=G811_Ej7LiQ

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