UNIT 1: EXPANSION: REWARDS AND COSTS (1850-1915)

MASSACHUSETTS CURRICULUM FRAMEWORK STANDARDS USII.1 Explain the various causes of the Industrial Revolution. (H, E) A. the economic impetus provided by the Civil War B. important technological and scientific advances C. the role of business leaders, entrepreneurs, and inventors such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt USII.2 Explain the important consequences of the Industrial Revolution. (H, E) A. the growth of big business B. environmental impact C. the expansion of cities USII.3 Describe the causes of the immigration of Southern and Eastern Europeans, Chinese, Koreans, and Japanese to America in the late 19th and early 20th centuries, and describe the major roles of these immigrants in the industrialization of America. (H)

Seminal Primary Documents to Read: Emma Lazarus, “The New Colossus” (1883)

USII.4 Analyze the causes of the continuing westward expansion of the American people after the Civil War and the impact of this migration on the Indians. (H) USII.5 Explain the formation and goals of unions as well as the rise of radical political parties during the Industrial era. (H, E) A. the Knights of Labor B. the American Federation of Labor headed by Samuel Gompers C. the Populist Party D. the Socialist Party headed by Eugene Debs USII.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (H, E) People A. Jane Addams B. William Jennings Bryan C. John Dewey D. Robert La Follette E. President Theodore Roosevelt F. Upton Sinclair G. President William H. Taft H. Ida Tarbell I. President Woodrow Wilson Policies A. bans against child labor B. the initiative referendum and its recall C. the Sherman Anti-Trust Act (1890) D. the Pure Food and Drug Act (1906) E. the Meat Packing Act (1906) F. the Federal Reserve Act (1913) G. the Clayton Anti-Trust Act (1914) H. the ratification of the Nineteenth Amendment in 1920

Seminal Primary Documents to Read: President Theodore Roosevelt, “The New Nationalism,” speech (1910).

USII.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (H) A. Carrie Chapman Catt B. W.E.B. Du Bois C. Marcus Garvey D. the National Association for the Advancement of Colored People (NAACP) E. Alice Paul F. Booker T. Washington

Seminal Primary Documents to Consider: Booker T. Washington, the Atlanta Exposition Address (1895), and the Niagara Movement Declaration of Principles (1905)

UNIT OBJECTIVES/GOALS Section 1: The Expansion of American Industry Massachusetts Curriculum Framework Standards USII.1, USII.2 Students will be able to: 1. Explain why people’s daily lives changed in the decades following the Civil War. 2. Describe how advancements in electric power and communication affected life for people and businesses. 3. Understand the effects of the development of the railroads had on industrial growth. 4. Determine the impact of the Bessemer process on American culture. 5. Explain why American industrialists of the late 1800s were called “robber barons’ and “captains of industry.” 6. Understand how Darwinism affected Americans’ views on big business. 7. Determine in ways in which larger businesses differed from smaller businesses. 8. Describe how industrialists gained the competitive advantage over their rivals. 9. Explain what factors led to a growing American work force between 1860 and 1900. 10. Describe what factory work was like at the turn of the century. 11. Understand why it was necessary for entire families to work. 12. Understand the impact industrialization had upon the gulf between the rich and the poor. 13. Explain the goals of the early labor unions in the United States. 14. Determine why Eugene V. Dabs organized the American Railway Union. 15. Describe the outcomes of the major strikes in the 1800s.

Section 2: Looking to the West Massachusetts Curriculum Framework Standards USII.4, USII.5 Students will be able to: 1. Explain the conditions that lured people to migrate to the West. 2. Determine where the western settlers came from. 3. Understand how the American frontier shifted westward. 4. Explain what caused changes in the lives of the Plains Indians. 5. Determine how government policies and battlefield challenges affected the Indian wars. Section 2: Looking to the West Massachusetts Curriculum Framework Standards USII.4, USII.5 Students will be able to (continued): 6. Describe what changes occurred in federal Indian policies by 1900. 7. Describe how mining spread in the West. 8. Explain what caused the western cattle boom. 9. Explain what life was like for cowboys on the long drives. 10. Understand how settlers overcame barriers in farming on the plains. 11. Explain why farmers complained about federal post-Civil War economic policies. 12. Describe how the government responded to organized protests of farmers. 13. Explain the key goals of the Populists. 14. Determine the main point of William Jennings Bryan’s Cross of Gold speech. 15. Understand the legacy of the Populist party.

Section3: Politics, Immigration, and Urban Life Massachusetts Curriculum Framework Standards USII.2, USII.3, USII.8 Students will be able to: 1. Explain how business influenced politics during th Gilded Age. 2. Describe the ways the government reformed the spoils system and regulated the railroads. 3. Explain how the transition from depression to prosperity effected politics in the 1890s. 4. Describe the experiences of immigrants in the late 1800s and early 1900s. 5. Understand the different challenges experienced by immigrants from Europe, Mexico, and Asia. 6. Determine why cities expanded in the late 1800s and early 1900s. 7. Explain the new developments that helped cities grow. 8. Determine ho living conditions in the cities changed. 9. Understand the results of city growth. 10. Explain how different charity movements helped the needy. 11. Understand how and where sociology developed. 12. Explain what efforts were made to control immigration and personal behavior in the late 1800s.

Section 4: Life at the Turn of the Twentieth Century Massachusetts Curriculum Framework Standards USII.8, USII.9 Students will be able to: 1. Understand how and why the public schools expanded during the 1800s. 2. Determine why the opportunities in higher education increased after the Civil War. 3. Explain the views of Booker T. Washington and W.E.B. DuBois regarding African American education. 4. Understand the new kinds of performances and recreation Americans enjoyed at the turn of the century. 5. Explain what people were reading for information and enjoyment at the turn of the century. 6. Describe how American music was changing at the turn of the century. 7. Understand how African Americans were discriminated against after Reconstruction. 8. Explain how African Americans resisted the discrimination they experienced after Reconstruction. 9. Understand what the issues were in the debate over women’s equality. 10. Determine how women’s work in the home changed at the turn of the century. 11. Explain how stores and catalogs served women’s new role as consumers.

Section 4: Life at the Turn of the Twentieth Century Massachusetts Curriculum Framework Standards USII.8, USII.9 Students will be able to (continued): 12. Describe what kind of work done by women outside the home at the turn of the century.

RESOURCES THAT WILL BE UTILIZED America: Pathways to the Present, Internet, Maps, Powerpoints, Worksheets, Timelines, Rubrics, Vocabulary, Keys to Literacy Strategies and Bloom’s Taxonomy.

RESOURCES THAT MAY BE UTILIZED Video Clips, DVDs, Music, Audio Clips, Photographs, Political Cartoons, Primary and Secondary Documents

ASSESSMENTS A variety of formative and summative assessments may be used including, but not limited to: Formative Assessments: four-column vocabulary matrixes, quizzes, group discussions, study guides, homework, notebook checks, daily reviews, timelines, mapping, posters, charts, oral presentations, student-generated questions, assessment/analytical questions, and worksheets. Summative Assessments: test, essays, presentations, posters, and projects.

INSTRUCTIONAL STRATEGIES Textbook reading and application, Internet research, cooperative group work, role playing, research, group discussion, note taking (including Keys to Literacy strategies), analyzing photographs, Powerpoint and lecture notes, analyzing video clips/dvds, debates, graphic organizers, political cartoons, essay writing, use of primary documents, student-generated questions using Bloom’s Taxonomy.