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 |
| | |
| |TAG - differentiation according to TAG mandates. To include: |
| |independent study, |
| |alternative projects in lieu of test |
| |in depth reading |
| | |
| |504 – All differentiation according to student needs as specified per 504 committee. |
| | |
| |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. |
| | |
|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 |
| | |
| |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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