Unit 5 & 6: Western Expansion, Industrial Revolution, Rise of Cities (Urbanization), and Immigration Chapters: 16-18 Essential Questions 1) In what ways has technology either benefited or harmed both the United States as a whole, as well as certain individuals or groups? 2) What effects did industrialization have on America? What lasting impacts of the industrial era do we see today? 3) How did the idea of the American Dream affect life in the United States at the turn of the century? 4) How did this era of change and growth affect different groups in American society (i.e. industrialists, farmers, immigrants, etc)? 5) How did this era in United States history contribute to forming the America we now know today? Technological Revolution (Ch. 16) Patent Productivity Transcontinental Railroad Bessemer Process Mass production Standard Guage -New Forms of Energy: Oil, Electricity -Adv ances in Communication: Telegraph, Telephone -Dev elopment of Railroads: Effects on Industry and Production Edwin Drake Thomas Edison Samuel Morse Alexander Graham Bell Industrialization, Big Business, and the Great Strikes (Ch. 16) Social Darwinism Oligopoly Monopoly Horizontal consolidation Vertical consolidation Sherman Anti-Trust Act Sweatshop Div ision of labor Socialism -Robber Barons v s. Captains of Industry -Carnegie s Gospel of Wealth -Growth of Big Business: Causes and Effects -Gov ernment Action Against Trusts and Monopolies -Industrial Working Conditions and Effects on Workers -Labor Unions: Knights of Labor, American Federation of Labor, IWW -Strikes: Haymarket, Pullman, Homestead Andrew Carnegie John D. Rockefeller (Standard Oil) George Pullman Eugene Debs Looking to the West (Ch. 16 & 17) Morrill Land Grant Act Great Plains Reserv ation Assimilation Boomers Sooners Homesteaders Turner Thesis Bonanza Farming Ghost Dance -Mov ing West: Push-Pull Factors -Bureau of Indian Affairs -Conflict with Native Americans -Sand Creek Massacre -Battle of Little Big Horn -Battle of Wounded Knee -Attempts to Change Native American Culture -The Cattle Boom: Causes and Effects -Destruction of the Buffalo: -The Life of a Cowboy -Hardships Faced by Homesteaders -The Rise of Populism: Defining Characteristics -The Grange -Cowboy Strike of 1 883 Gen. George Armstrong Custer Sitting Bull/Crazy Horse Politics and Reform in the Gilded Age (Ch. 16) Gilded Age Laissez-faire Civ il service Pendleton Civil Service Act Greenbacks Sherman Anti-trust Act Lochner v. New York -Characteristics of the Gilded Age -Politics and the Spoils Sy stem/reforming the Spoils Sy stem -Prosperity in the Gilded Age: Rutherford B. Hayes James A. Garfield Chester Arthur Grov er Cleveland William McKinley on the Move/The Challenge of the Cities Steerage Ghettos Chinese Exclusion Act Suburbs Tenements Political machine Graft Social Gospel Mov ement Settlement house Nativism Temperance movement Prohibition Population Growth -Immigration: -Immigrant Experience: Ellis Island/Angel Island -Immigration: European, Asian, Mexican -Effects of Immigration on the Cities -City Growth: -Urban Living Conditions -Rise of the Political Machine -Role of the Political Machine -Attempts to Help the Needy -Temperance Mov ement: Causes and Effects William Marcy Boss Tweed Jane Addams
The Origins of Progressivism Progressive Era Muckraker Muller v. Oregon -Reform Era: Causes and Effects -Progressives: Beliefs and Goals -Actions Taken by Reform Organizations: Socialists, Labor Unions, Women s Organizations Upton Sinclair (The Jungle) Theodore Roosevelt Florence Kelley Mother Jones Progressive Legislation Social welfare programs Home rule Municipal Direct primary Initiative Referendum Recall 17 th Amendment -Effect of Reform Movement on Government Power -Bringing Down the Political Machine -Workplace Reforms (Triangle Shirtwaist Factory) -Reforms for Children and Women: Abolition of Work, Minimum Wage -Roosevelt s Square Deal -Pure Food and Drug Act -Meat Inspection Act -Children s Bureau -conservation -1902 Coal Miner s Strike Progressivism Under Taft and Wilson Bull Moose Party Clay ton Antitrust Act Federal Trade Commission Federal Reserve Sy stem -Politics Under Taft -Politics Under Wilson -Election of 1912: Significance -Limits of Progressivism -Censoring the Movies William Howard Taft Theodore Roosevelt Woodrow Wilson Suffrage at Last Suffrage -Seneca Falls Convention: Goals and Purpose -Strategies to Gain Suffrage -National American Woman Suffrage Association: Goals and Strategies -Congressional Union: Goals and Strategies -Split in the Movement: -Impact of World War I -Ratification of the 19 th Amendment Elizabeth Cady Stanton Susan B. Anthony Alice Paul Carrie Chapman Catt I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I Can: 1. Identify the key causes, features, and social impacts of the second industrial revolution. 2. Explain how the working people experience and respond to the industrial revolution. 3. Understand what gave rise to the urban boom of the late nineteenth century. 4. Discuss how the American West transformed during the closing decades of the nineteenth century. 5. Identify the respective programs and constituencies of the Democratic and Republican parties during these years. 6. Know the leading points of social conflict in industrializing America. 7. Understand some of the leading trends cultural and material in early twentieth-century American life. 8. Explain what Americans see as the chief strengths and problems of their country at the outset of the twentieth century. 9. Know the meanings and underlying spirit of Progressivism. 10. Analyze the various motivations, goals, and philosophies of Progressivism. Who were the Progressives, and what were they trying to reform? 11. Compare and contrast the character and impact of Progressive efforts vary across such arenas as voluntary organizations, social movements, the arts, t he professions, party politics, and government. 12. Identify how Progressivism transform conceptions of freedom and the mission of government in American society. 13. Explain the chief goals of early-twentieth-century women s activism. 14. Understand how feminism relate to Progressivism.
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.