Instructional Timeline – 11th Grade U



|Instructional Timeline – 11th Grade U.S. History – 1st Nine Weeks |

|Unit 3 – The Birth of Modern America |

|Urban America 1865 – 1896 (10) |

|Suggested Time Frame: ≈ 2 block days |

|Assessment |Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play |

| |Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation |

|Description |Immigration changes the demographic of the United States. Millions of immigrants come to the US |

|Essential Questions |What role did the Federal government play in increasing industrialization in the United States after the Civil War? Do you think an |

| |individual today can rise “from rags to riches” like Andrew Carnegie did? Why did early labor unions fail? |

|Core Components |TEKS/SEs |Specifications/Examples |

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| |(2)(1) History. The student understands traditional |Gilded Age (Industrialization, Urbanization, Political Machines) |

| |historical points of reference in U.S. history from 1877 | |

| |to the present. The student is expected to: |urbanization |

| |(A) identify the major characteristics that define an | |

| |historical era; |Urbanization, Patterns of settlement, and Immigration |

| |(B)(A) identify the major eras in U.S. history from 1877 | |

| |to the present and describe their defining | |

| |characteristics; | |

| |(C)(B) apply absolute and relative chronology through the | |

| |sequencing of significant individuals, events, and time | |

| |periods; and | |

| |2) History. The student understands the political, |Growth of suburbs |

| |economic, and social changes in the United States from | |

| |1877 to 1898. The student is expected to: | |

| |(A) analyze political issues such as the growth of | |

| |political machines, and civil service reform | |

| |(B) analyze economic issues such as industrialization, the| |

| |growth of railroads, the growth of labor unions | |

| |(C) analyze social issues such as the treatment of | |

| |affecting women, minorities, children, labor, growth of | |

| |cities, and problems of immigrants, urbanization , and |Pendleton Act, AFL, Knights of Labor |

| |analyze the Social Gospel ,and philanthropy of | |

| |industrialists. | |

| |(12)(11)(9) Geography. The student understands the impact |urbanization and pollution (analyze the effects of physical and human geographic|

| |of geographic factors on major events. The student is |patterns and processes on events in the past and describe their effects on |

| |expected to: |present conditions |

| |(A) analyze the effects impact of physical and human | |

| |geographic factors on major events | |

| |(B) identify and explain reasons for changes in political |Growth of urban areas from industrialization; |

| |boundaries such as those resulting from statehood and | |

| |international conflicts. | |

| |(13)(12)(10) Geography. The student understands the causes| |

| |and effects of migration and immigration on American | |

| |society. The student is expected to: | |

| |(A) analyze the causes and effects of changing demographic| |

| |patterns resulting from migration within the United | |

| |States, including western expansion, rural to urban | |

| |(15)(14)(12) Economics. The student understands domestic |McCormick Reaper, steel plow |

| |and foreign issues related to U.S. economic growth from | |

| |the 1870s to 1920. The student is expected to: | |

| |(B) describe compare the purpose of the changing |including those in transportation and communication, electricity, telephone, |

| |relationship between the federal government and private |light bulb |

| |business, including the costs and benefits of |suspension bridges and street cars |

| |laissez-faire, anti-trust acts, the Interstate Commerce | |

| |Commission Act, with its performance over time and the | |

| |Pure Food and Drug Act; | |

| |(C) describe the impact of the Sherman Antitrust Act on | |

| |businesses; | |

| |(E) describe the emergence of monetary policy in the | |

| |United States | |

| |(21)(20)(17) Government. The student understands the |Plessy Vs. Ferguson, lynching and Jim Crow |

| |impact of constitutional issues on American society in the| |

| |20th century. The student is expected to: | |

| |(A) analyze the effects of 20th-century landmark U.S. | |

| |Supreme Court decisions, such as including Plessy v. | |

| |Ferguson | |

| |(C) evaluate constitutional change in terms of strict | |

| |construction versus judicial interpretation. | |

| |(24)(22)(19) Citizenship. The student understands the | |

| |importance of effective leadership in a constitutional | |

| |democratic republic society. The student is expected to: | |

| |(A) describe qualities of effective leadership; and | |

| |(B) evaluate the contributions of significant political | |

| |and social leaders in the United States such as Andrew |Decision making, empathy, intelligence |

| |Carnegie | |

| |High School Social Studies 13 (26)(24)(21) Culture. The |Ethnic neighborhoods |

| |student understands how people from various groups, | |

| |including racial, ethnic, and religious groups, adapt to |Nativism, |

| |life in the United States and contribute to our national | |

| |identity. The student is expected to: |Haymarket Riot, Homestead Strike |

| |(A) explain actions taken by people from racial, ethnic, | |

| |gender, and religious groups to expand economic | |

| |opportunities and political rights , including those for | |

| |racial, ethnic, and religious minorities as well as women,| |

| |in American society; | |

| |(B) discuss explain efforts of the Americanization | |

| |movement to assimilate immigrants into American culture; | |

| |(C) explain analyze how the contributions of people of | |

| |various racial, ethnic, gender, and religious groups have | |

| |helped to shape the national identity American culture; | |

| |and | |

| |Vocabulary |

| |Union immigration acquisition affiliation suffrage technology |

| |thematic map significant socialism pattern phenomenon |

| |political population private property progressive prosperity |

|Recommended Lessons |Recommended Lessons |

| |Politics of the Gilded Age Lessons Primary Source Lesson – Suffering Without Suffrage |

| |PowerPoint: Politics of the Gilded Age |

|Differentiation |Special Education – all differentiation per SPED modifications and requirements |

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| |TAG - differentiation according to TAG mandates. To include: |

| |independent study, |

| |alternative projects in lieu of test |

| |in depth reading |

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| |504 – All differentiation according to student needs as specified per 504 committee. |

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| |ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include: |

| |small group instruction, |

| |sentence stem activities, |

| |HIS, |

| |T-Chart-Pair and Defend. |

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|Instructional Resources|Books or Readings – “The Need for Public Parks”, “Immigrant Diary” |

| |Videos - The Life of a City: Early Films of New York 1898-1906 |

| |Websites - |

|College and Career |I |

|Readiness Standards |1-ABCD 2-ABC 3-ABC 4-ABC 5-B 6-B |

| |1-AB 2-B 3-B |

| |1-AD 2-ABCEF 3-ABC |

| |1-A 2-AB |

| |1-A 2-AB 3-C |

| |1-A 2-A |

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| |II |

| |1AB 2-AB |

| |1-ABC 2-A 4-AC 5-ABC 6-ABC |

| |III |

| |1-B 2-AB 3-AB |

| |1-B |

| | |

| |IV |

| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |

| |1-AB 2-AC 3-ABC 4-ABC |

| |1-ABC |

| |1-AB 2-AB |

| |V |

| |1AB 2-AB |

| |1-ABCDEF |

|Essential Questions |Unit III |

| |Chapters 8,9,10,11 |

| |In choosing Indian removal, white society of the 1830’s was rejecting the concept of: |

| |Establishing Indian reservations |

| |Creating a shared world with the Indians |

| |Segregating Indian and white societies |

| |Treating the territories as virgin land |

| |White settlement of the Great Plains west of the Mississippi River occurred because of: |

| |All of the answers below |

| |The discovery of gold and silver deposits |

| |Encouragement by the Federal government |

| |The passage of the Homestead Act |

| |The philosophy of Social Darwinism promoted the idea that: |

| |Left to itself, society would decay |

| |Only the fittest individuals survived in free marketplace |

| |The natural course of social evolution dictated the need for government intervention |

| |Wealthy industrialists needed to make charitable donations |

| |Despite the problems of rapid urban growth, the city of the late 1800’s continued to grow because: |

| |Federal legislation was favorable to urban growth |

| |The cities were becoming the economic hub of the country |

| |The traditional values of rural America were deteriorating |

| |Drought caused severe decline in the rural economy |

| |In the late 1800’s, most of the foreign immigrants to the cities |

| |Were quickly absorbed into the American culture |

| |Established close-knit ethnic communities |

| |Returned home after a few years |

| |Soon moved to rural areas |

| |The most important factor in allowing farmers to settle the Great Plains was the: |

| |Decline of cattle ranching |

| |The abundance of fertile soil |

| |Transcontinental railroad |

| |Scarcity of Indian attacks |

| |The purpose Bessemer Kelly Process was to: |

| |Increase the percentage of gold extracted from poorer ores |

| |Burn the impurities out of iron by blowing air through it |

| |Increase the speed on assembly lines |

| |Create plastics from petroleum |

| |The Sherman Anti-Trust Act of 1890 declared illegal any contract, trust or restraint of trade in: |

| |Interstate commerce |

| |Manufacturing |

| |Intrastate commerce |

| |Industry |

| |In general the Populist movement was primarily supported by: |

| |Small farmers |

| |Urban middle class |

| |Big city political machines |

| |Corporate farming interests |

| |The Black Codes passed by many of the southern state governments in 1865 aimed to: |

| |Provide economic assistance to get former slaves started as share croppers |

| |Ensure a stable and subservient labor force under white control |

| |Permit blacks to vote if they met certain educational or economic standards |

| |Gradually force blacks to leave the South |

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