UNITED STATES HISTORY
State Standards 1st 4 1/2 weeks
Era 6:Industrial Development of the United States (1870-1900)
EH6.02 Identify how the effects of 19th century warfare promoted the growth of industrialism (i.e., railroads, iron vs. steel industry, textiles, coal rubber, processed foods).
EH6.03 Identify major agricultural post-Civil War American geographic areas on a map.
EH6.04 Identify major urban areas of the United States on a map(i.e., Northeast, upper Midwest, Atlantic Coast, California).
EH6.05 Identify patterns of immigration and the casual factors that led to immigration to the United States of America (i.e., crop famines, California gold rush, European social and political unrest, religious freedom).
EH6.06 Distinguish the differences in assimilation of "old" vs. "New immigration. (i.e., languages, settlement patterns, education, employment, housing, Nativist reaction, religion, geographic origin).
EH6.07 Read and interpret a primary source document reflecting the dynamics of the Gilded Age American society (e.g., Booker T. Washington's "Atlanta Compromise," Carnegie's "Gospel of Wealth," Sojourner Truth "Ain't I A Woman," Jane Addams' Hull House accounts, Jacob Riis photographs and/or writings, a sweatshop worker's personal story).
EH6.08 Recognize technological, and industrial advancements to the era (i.e., adavancements in mining, farming, or ranching).
EH6.09 Match Innovators to their industrial and technological contributions (i.e., Vanderbilt, Westinghouse, Carnegie, Pullman, Hershey, Dupont, Bell, Edison, Rockefeller, Swift, and Armour).
EH6.10 Using a graph, determine the economic disparity among farmers, ware earners, immigrants, or racial groups when compared to industrial capitalists.
EH6.11 Interpret a political cartoon which portrays the controversial aspects of the Gilded Age (e.g., Populist reaction to politician and/or tycoons, railroad development, westward expansion, Dawes Act, urban development).
EH6.12 Analyze the impact of different forms of corruption and its consequences in American politics during the later half of the Age. (i.e., Grant's Black Friday, Credit Mobilier, Whiskey Ring, Tammany Hall, Boss System, Garfield's assassination, Civil Service Reform, Granger Laws, Interstate Commerce Act).
EH6.13 Assess the effect of late 19th century technological innovation on the daily lives of American people (i.e., electricity, indoor plumbing, communication, transportation).
UNITED STATES HISTORY
State Standards 2nd 4 1/2 Weeks
Era 7: Emergence of Modern America (1890-1930)
7.01 Identify causes of American Imperialism (i.e., raw materials, nationalism, missionaries, militarism, Monroe Doctrine).
7.02 Identify consequences of American Imperialism (i.e., Spanish American War, expanding trade, extractive economies, Panama Canal, the idea of a superior Anglo-Saxon culture, yellow journalism, military occupation).
7.03 Recognize the progress of political and social reform in America during this era (i.e., Women's Suffrage, Regulation of food and drug, Initiative, Referendum, and Recall, protection of worker's rights, Antitrust Supreme Court decisions, Muckrakers).
7.04 Identify the causes of American involvement in World War I (i.e., security concerns, economic benefits, Wilsonian diplomacy, propaganda).
7.05 Recognize the new trends, ideas, and innovations of the 1920's popular culture (i.e., radio, automobile, phonograph, Prohibition, birth control, organized crime, sports).
7.06 Recognize the role of Tennesseee in the women's suffrage movement. (i.e., "the perfect 36", Anne Dallas Dudley, Harry Burn, Governor Albert Roberts).
7.07 Determine the possible factors that led to the economic collapse of 1929 (i.e., over production of agriculture and industry, expansion of credit, financial speculation, agricultural crop failures, tariff barriers, laissez-faire).
7.08 Read and interpret a primary source document reflecting the social dynamices of the 1920's. (e.g. Harlem Renaissance, Lost Generation, Ida Turnball, Upton Sinclair, Gifford Pinchot, Theodore Roosevelt).
7.09 Compare and contrast the philosophies of DuBois, Carver and Garvey.
7.10 Analyze the American isolationist position versus interventionist arguments.
1st 4 1/2 weeks
In American history, the Gilded Age refers to the era of rapid economic and population growth in the United States during the post-Civil War and post-Reconstruction eras of the late 19th century. The term "Gilded Age" was coined by Mark Twain and Charles Dudley Warner in their book The Gilded Age: A Tale of Today. The name refers to the process of gilding an object with a superficial layer of gold and is meant to make fun of ostentatious display while playing on the term "golden age."
The businessmen of the Second Industrial Revolution created industrial towns and cities in the Northeast with new factories, and hired an ethnically diverse industrial working class, many of them new immigrants from Europe. The super-rich industrialists and financiers such as John D. Rockefeller, Andrew W. Mellon, Andrew Carnegie, Henry Flagler, Henry H. Rogers, J.P. Morgan, Cornelius Vanderbilt of the Vanderbilt family, and the prominent Astor family were attacked as "robber barons" by critics, who believed they cheated to get their money and lorded it over the common people.
The wealth of the period is highlighted by the American upper class' opulence, but also by the rise of American philanthropy (referred to by Andrew Carnegie as the "Gospel of Wealth") that used private money to endow thousands of colleges, hospitals, museums, academies, schools, opera houses, public libraries, symphony orchestras, and charities. John D. Rockefeller, for example, donated over $500 million to various charities, slightly over half his entire net worth.
The Gilded Age was rooted in industrialization, especially heavy industry like factories, railroads, and coal mining. The First Transcontinental Railroad opened in 1869, providing six-day service between the East Coast and San Francisco.
The end of the Gilded Age coincided with the Panic of 1893, a deep depression, which lasted until 1897 and marked a major political realignment in the election of 1896. This productive but divisive era was followed by the Progressive Era.
United States History
2nd 4 1/2 Weeks
The Progressive Era
The Progressive Era in the United States was a period of social activism and reform of Government functions the flourished from the 1890's to the 1920's. One main goal of the Progressive movement was purification of government,as Progressives tried to eliminate corruption by exposing and undercutting political machines and bosses. At the same time, women's suffrage was promoted to bring a female vote into the arena. A second theme was achieving efficincy in every sector by identifying old ways that needed modernizing. We see also during this period The Great War, or
World War I (WWI), was a major war centered in Europe that began on July 28, 1914 and lasted until November 11, 1918. It involved all the world's great powers, which were assembled in two opposing alliances: the Allies (centered around the Triple Entente) and the Central Powers (originally centered around the Triple Alliance). One of the most dramatic effects of the war was the expansion of governmental powers and responsibilities in Britain, France, the United States, and the Dominions of the British Empire. In order to harness all the powe of their societies, new government minitries and powers were created. New taxes were levied and laws enacted, all designed to colster the war effort; many of which have lasted to this day.
Finally, we will see what life was like during the 1920's. We will learn about Flappers, Fashion, Music, Politics and the Stock Market Crash of 1929 and the following Depression years. We will dicover what it was like to live under Prohibition, the emergence of organized crime. We will view the rapid progress made in transportation by automobiles, trains, ocean liners, and airplanes.
I have attached many political cartoons, photos, and graphic organizers for the first 4 1/2 weeks covering Era 6 State Standards. Much more is to come such as: Key Terms, Powerpoints, and other Graphic Organizers. The purpose of this website is to help you stay informed as a student, as well as parents. We all know how difficult it is to stay informed with such a fast paced lifestyle and workday, so I hope that this is beneficial for both parents and students.