Strand/Concept/Po’s
|Strand/Concept/Pos |
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|Strand 1 |
|American History |
|Concept 7 |
|Emergence of the Modern United States |
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|PO 1. Examine the reasons why people emigrated from their homelands to settle in the United States during the late 19th century. |
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|PO 2. Describe how the United States was positively and negatively affected by factors and events resulting from the arrival of large numbers of immigrants. |
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|PO 3. Discuss how the Industrial Revolution in the United States was supported by multiple factors (e.g., geographic security, abundant natural resources, innovations in technology, available |
|labor, and global markets). |
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|PO 4. Discuss the relationship between immigration and industrialization. |
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|PO 5. Analyze the impact of industrialization on the United States: |
|rural to urban migration |
|factory conditions |
|unions |
|influence of big businesses |
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|PO 6. Describe the following Progressive Reforms that a resulted from the Industrial Revolution: |
|labor unions |
|Women’s Suffrage |
|trust busting |
|conservation of natural resources |
|Temperance Movement |
|PO 7. Describe how innovations of the Industrial Revolution (e.g., manufacturing, textiles, transportation, and improvements) contributed to U.S. growth and expansion. |
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|PO 8. Identify the following groups’ contributions to the changing social and political structure of the United States: |
|labor leaders (e.g., Samuel Gompers, Mother Jones) |
|social reformers (e.g., Susan B. Anthony, Elizabeth Stanton) |
|industrialists (e.g., Andrew Carnegie, John D. Rockefeller) |
|inventors (e.g., Thomas Edison, Henry Ford) |
|populists (e.g., William Jennings Bryan) |
|financiers (e.g., J.P. Morgan, Jay Gould) |
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|PO 9. Describe the following factors that fostered the growth of American imperialism during the late 19th and early 20th centuries: |
|a. desire for military strength |
|b. interest in new markets |
|c. need for inexpensive source of raw materials |
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|PO 10. Analyze the Unites States’ expanding role in the world during the late 19th and early 20th Centuries: |
|Spanish American War |
|Panama Canal |
|Alaska and Hawaii |
|Open Door Policy |
|China- Boxer Rebellion |
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|PO 11. Describe major factors in Arizona history (e.g., territorial status, mining, constitutional convention) leading to statehood. |
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|PO 12. Describe the following events that led to United States involvement in World War I |
|shift away from isolationism |
|sinking of the Lusitania |
|Zimmerman Telegram |
|PO 13. Describe important events associated with World War I: |
|anti-German feelings in the United States |
|passing of the Selective Service Act |
|migration of African- Americans to the north (The Great Migration) |
|Wilson’s Fourteen Points |
|controversy over the Treaty of Versailles |
|Vocabulary |Words to Use for Student Discussion |
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| |alliance- an agreement nations make to achieve a common goal |
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| |dictatorship- government where a ruler or small group has total power/control over its people |
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| |immigration- people moving to a country (or other political unit) |
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| |imperialism- the policy of extending a nation’s authority by acquiring territory |
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| |industrialization- the move from an agrarian to an industrial economy |
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| |initiative- a form of direct democracy in which the voters of a state can propose a law by gathering signatures and having the proposition placed on the ballot |
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| |isolationism- the belief that the United States should not be involved in world affairs and should avoid involvement in foreign wars |
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| |labor union- an organization of workers that tries to improve pay and working conditions for its members |
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| |Manifest Destiny- the belief that the United States should spread across the entire North American continent, from the Atlantic Ocean to the Pacific Ocean |
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| |monopoly- the exclusive control of a service or product by one individual or company |
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| |nationalism- the strong belief that the interests of a particular nation-state are of primary importance |
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| |recall-an attempt to remove an elected official |
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| |referendum- a form of direct democracy in which signatures are gathered to require direct popular vote on an issue of public policy |
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| |social reform- any attempt to change society to remedy inequities |
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| |trust busting- attempt to break up monopolies |
|Literature/Trade Books | |
|Books that can be used in small | |
|guided reading groups or used on |UNDER CONSTUCTION |
|the document cameras | |
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|Artifacts/Primary Sources | |
|items that could be used to |A picture history of U.S. history and government. |
|better explain the concept | |
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|Websites for Teachers | |
|Websites that will assist |Directory of Online Resources for the Study of Gilded Age and Progressive Era in America |
|teachers in gaining more content | |
|knowledge of the concept | |
| |This site provides teachers with information on a range of subjects- from Biblical history to Modern History. It also provides a map link that interacts with the |
| |subjects they present in addition to the lesson planner/activity section provided to assist you with creating and executing a lesson. |
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| |With this site you can teach history through films, provided by this site. In addition to this, it also provides you information on American and European History,|
| |with a link for possible quizzes as well. |
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| |This website can be accessed through the Arizona department of education website. This website does require enrollment, however, it provides you with educational |
| |videos on most subjects, which are adequate for showing in class. |
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| |A multimedia site with articles, movies, graphs, videos that is highly engaging for students. |
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|Websites for Students |A picture history of U.S. history and government. |
|Approved Websites for students | |
|related to this concept | |
| |Information on the world stage from 1898 – 1920. |
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