Download United States History Unit 6 Expansion and

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of
Student Work, and Teacher Commentary for the U.S. History Course.
United States History Unit 6 – “Expansion and
Reform”
Elaborated Unit Focus
This unit examines technological innovation through the growth of big business and the impact of
these innovations in the development of the West. Conflict and change will also be examined
during the analysis of the American industrial growth with a focus on the consequences of
industrial growth, creation of labor unions and political parties, and Supreme Court decisions.
Through the conceptual lens of distribution of power and time, change, and continuity, the unit
will explain the rise of the United States as a world power and the inevitable changes within
American society and societies around the world.
Standards/Elements
SSUSH11 The student will describe the growth of big business and technological innovations
after Reconstruction.
a. Explain the impact of the railroads on other industries, such as steel, and on the organization
of big business.
b. Describe the impact of the railroads in the development of the West; include the
transcontinental railroad, and the use of Chinese labor.
c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and
monopolies
d. Describe the inventions of Thomas Edison; include the electric light bulb, motion pictures,
and the phonograph, and their impact on American life
SSUSH12 The student will analyze important consequences of American industrial growth.
a. Describe Ellis Island, the change in immigrants’ origins to southern and eastern Europe and
the impact of this change on urban America.
b. Identify the American Federation of Labor and Samuel Gompers.
c. Describe the growth of the western population and its impact on Native Americans with
reference to Sitting Bull and Wounded Knee.
d. Describe the 1894 Pullman strike as an example of industrial unrest.
SSUSH13 The student will identify major efforts to reform American society and politics in
the Progressive Era.
a. Explain Upton Sinclair’s The Jungle and federal oversight of the meatpacking industry.
b. Identify Jane Addams and Hull House and describe the role of women in reform movements.
c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP.
d. Explain Ida Tarbell’s role as a muckraker.
e. Describe the significance of progressive reforms such as the initiative, recall, and
referendum; direct election of senators; reform of labor laws; and efforts to improve living
conditions for the poor in cities.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 6: Expansion and Reform
Revised 12/04/08  Page 1 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
SSUSH14 The student will explain America’s evolving relationship with the world at the turn
of the twentieth century.
a. Explain the Chinese Exclusion Act of 1882 and anti-Asian immigration sentiment on the
west coast.
b. Describe the Spanish-American War, the war in the Philippines, and the debate over
American expansionism.
c. Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the
Monroe Doctrine and the creation of the Panama Canal.
Enduring Understandings/Essential Questions
The student will understand that technological innovations have consequences, both intended
and unintended, for a society.
How did industrialization lead to the development of labor unions?
How did the development of railroads affect the Native Americans population of the Great
Plains?
The student will understand that distribution of power in government is a product of existing
documents and laws combined with contemporary values and beliefs.
What was the economic and social impact of immigration laws on urban America?
How did the government respond to the issues created by the Industrial Revolution?
The student will understand that when there is conflict between or within societies, change is
the result.
Why did American expansionism during the turn of the century result in the Spanish-American
War and the war in the Philippines?
Why did the creation of the Panama Canal lead to the Roosevelt Corollary?
What role did the muckrakers play in the reforms of the Progressive Era?
What were the consequences of Jim Crow laws and Plessy v. Ferguson?
The student will understand that while change occurs over time, there is continuity to the
basic structure of that society.
How did the publishing of Upton Sinclair’s The Jungle effect the operations of food industries in
the United States?
What impact did 19th century events at Wounded Knee have on future generations of Native
Americans living in that area?
What was the impact of Jane Addams and Ida Tarbell?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 6: Expansion and Reform
Revised 12/04/08  Page 2 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not
expected that the teacher complete all assessments for a successful unit.
Balanced Assessment Plan
Description of Assessment
Standard/
Type of
Element
Assessment
In class discussion, students will explain the multiple methods used by John
11 c
*Observation
D. Rockefeller to create the Standard Oil Company. Next, students will write
*Dialogue and
a report to explain how the multiple methods would create a monopoly in the
Discussion
oil industry.
*Constructed
Response
*SelfAssessment
Students will create a timeline of the Gilded Age outlining the immigration
11 a, b, d *Observation
explosion in the United States along with the development of various
12 a, b, d *Dialogue and
industrial corporations and inventions. Once students have created the
Discussion
timeline, each student will choose one event to create and present a news
*Constructed
flash poster containing short descriptive facts and the impact this event has
Response
had on society during the Gilded Age about of one of the events identified.
*SelfExample of an event would be the Pullman Strike and an invention would be
Assessment
the light bulb.
Students in small groups will create a PowerPoint on one of the leading
13 a, b, d, *Observation
reformers or reforms of the Progressive Era and present to class. The
e
*Dialogue and
reformers should include but not limited to Upton Sinclair, Ida Tarbell, and
Discussion
Jane Addams. Additionally, the reforms should include but not limited to
*Constructed
initiative, recall, direct election of senators, living conditions, and labor laws.
Response
*SelfAssessment
Students will create a photo essay of the implications of selected legislation
13 c
*Observation
and supreme court cases during the Progressive Era. This essay should show 14 a
*Dialogue and
change over time. Include pictures that depict events prior to and during the
Discussion
Progressive Era. To make the project more than just a collage, the student
*Constructed
should include captions or follow a timeline. The presentation of pictures
Response
should summarize the features and importance of each image and explain
*Selfwhy the pictures selected were selected.
Assessment
Students will be given a map of the world to identify areas of American
14 b, c
*Observation
expansionism and create a chart to explain American interest in that area.
*Dialogue and
These areas include: Hawaii, the Philippines, Panama Canal, American
Discussion
Samoa, China, Japan, Cuba, Guam, Midway, Puerto Rico.
*Constructed
Response
*SelfAssessment
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 6: Expansion and Reform
Revised 12/04/08  Page 3 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Using the information and photographs available through the Central Pacific
Railroad Photographic Museum, have students research and construct a
timeline illustrating the period of Chinese immigration, work on the
railroads, and the Chinese Exclusion Act. Many other resources are available
at this website including a game that takes the students through the overall
development of the transcontinental railroad.
Chinese railroad worker history link:
http://cprr.org/Museum/Chinese.html
General Museum Link:
http://cprr.org
Using the free lesson plan and historical political cartoons available at
http://hti.osu.edu/opper/display.cfm?id=12 (the Opper Project), have
students analyze the Progressive Movement through the images and
commentary from the period. They will complete the Political Analysis
Worksheet for the cartoons and research a Progressive policy. The students
can complete the activity by writing a description of how they believe the
Progressive Movement changed the beliefs and ideals of the United States
and evaluate whether this movement has had a lasting impact on American
Society.
11 b,
a
14
13 e
FOR SAMPLE PERFORMANCE TASKS FOR THIS
UNIT, PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
Resources for Unit
www.abanet.org – historical background of expansion and reform in the United States
www.studysphere.com - Spanish-American War and Panama Canal notes
www.gpb.org – primary and secondary sources for support of individuals, groups, and institutions
www.nationalgeographic.com/education – Maps and charts of imperialistic period of the United States
www.nationalarchives.gov – primary and secondary sources for support of individuals, groups and
institutions
www.georgiaencylopedia.com – historical background of imperialism in the United States
http://gpb.unitedstreaming.com – 10 minutes segments of events pertaining to Panama Canal and
Spanish-American War
*This unit was created by Mary Ann Cooper, Bill Pate, Andy Preston, and Carole Strickland. Additional content
created by Kevin Shivers and Lazarus Osako. Additional input provided by Dr. Bill Cranshaw, Chris Cannon,
Marlo Mong, Sarah Brown, and Sherilyn Narker. It was reviewed and approved by the Social Studies Advisory
Council 7/06/07.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 6: Expansion and Reform
Revised 12/04/08  Page 4 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
I-1a
I.
Introduction: (Background Information on John D. Rockefeller and Standard Oil)
_______________________________________________________________________
________________________________________________________________________
Thesis: (What methods allowed John D. Rockefeller to create a monopoly in the
oil industry?)
________________________________________________________________________
________________________________________________________________________
II.
Vertical Integration
Definition: ______________________________________________________________
________________________________________________________________________
How did this contribute to Rockefeller’s monopoly?
________________________________________________________________________
________________________________________________________________________
III.
Horizontal Integration
Definition: ______________________________________________________________
________________________________________________________________________
How did this contribute to Rockefeller’s monopoly?
________________________________________________________________________
________________________________________________________________________
IV.
Trusts
Definition: ______________________________________________________________
________________________________________________________________________
How did this contribute to Rockefeller’s monopoly?
________________________________________________________________________
________________________________________________________________________
V.
Conclusion: (Restate thesis & discuss how Rockefeller’s monopoly led to
important anti-monopoly legislation.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 6: Expansion and Reform
Revised 12/04/08  Page 5 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
I-2
Gilded Age Timeline
Directions: Complete the timeline by adding in the
Inventions in the appropriate places on the timeline.
Inventions of the Gilded Age:
Electric Light Bulb
Motion pictures
Phonograph
1900
1895
Pullman Strike 1894
1890
American Federation of Labor forms in 1886
1885
Standard Oil Trust starts 1882
1880
1875
Carnegie Steel Company begins 1873
1870
Transcontinental RR opens 1869
1865
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 6: Expansion and Reform
Revised 12/04/08  Page 6 of 7
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
I-5a
American Imperialism in the Pacific and Latin America
Directions: Complete the following questions regarding America’s interest
in the following areas: Hawaii, the Philippines, Panama Canal, American
Samoa, China, Japan, Cuba, Guam, Midway, and Puerto Rico.
a. America’s victory over Spain in the Spanish-American War gave U.S.
control over __________________________,
_____________________, ______________________, and
________________________.
b. America’s interest in ________________ and ________________ was
the result of a desire for trade and new markets in the Pacific.
c. _________________________ held coaling stations for the United
States. The United States opened its first naval base there in 1878.
d. _________________________________ was annexed by the U.S. as a
refueling depot for the expanded navy.
e. ___________________________________ was built through Central
America to save time and money for both commercial and military
shipping.
f. __________________ was annexed by the United States after a
successful campaign by American business leaders.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Framework Unit 6: Expansion and Reform
Revised 12/04/08  Page 7 of 7
Copyright 2007 © All Rights Reserved