Download We Built this City? Industrialization, Urbanization and Immigration

Parkway School District
Course Description
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A study of United States history spanning three
grade levels and concluding with the ninth-grade
course, Modern United States History- Honors or
Regular.
Modern United States History includes the study of
domestic and foreign events that brought the United
States to world power in the 1900's, the world wars,
and the changing role of the United States in the
modern post-war era.
Students will explore in-depth the content of Modern
U.S. History through especially challenging textual,
supplemental, and current materials.
Course Rational
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The chronological study of our nation's history
and current issues from industrialization to the
present encourages the understanding of the
past and the recognition of its contribution to
the present and the future.
It also encompasses broad historical themes,
which occur through time. In addition, the
study of American history provides meaning
for events in the past and shows how they
affect contemporary life.
Students will participate in a service learning
activity to apply the knowledge and skills
learned in the course promoting the students‗
ability to become responsible citizens.
Course Goals and Objectives
Students will recognize the influence of individuals and groups on the
growth and development on the social, political, economic, cultural,
and technological evolution of the United States.
 Students will examine and evaluate the challenges America faced as
a developing nation.
 Students will recognize that the United States is an ever changing
nation evolving to meet the needs of its people.
 Students will identify and discuss the changing nature of the
"American Dream".
 Students will explain the role the United States played in global
conflicts.
 Students will apply the tools of social science inquiry (such as
primary and secondary source documents, maps, charts, and
graphs) to their study of United States history.
 Students will recognize their role as citizens and actively practice
their civic duties and responsibilities.
 Students will recognize how their lives are connected to the past and
how past impacts the present.
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Enduring Understandings
Individuals and groups influenced the evolution
of society, economics, politics, culture, and
technology.
 The United States faces many challenges as
a nation.
 The United States changes to meet the
evolving needs of its people.
 The "American Dream" has changed over
time.
 Each citizen has a responsibility to his/her
country.
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Essential Questions
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Who holds the power in society and how is it
contested?
To what extent does democracy defend the rights of
all individuals?
What makes a nation a world power?
What causes conflict in society and how is it, if ever,
resolved?
How do economic conditions impact society?
What responsibility does a world power have to its
people and to those of other countries?
In what ways has the United States been successful
as a system? (System: Economics, Culture, Politics,
etc.)
We Built this City? Industrialization,
Urbanization and Immigration
Key Concepts/Themes: Students will examine the correlation
between industrialization and urbanization including inventions and
technology. Students will connect the relationship between the wave
of immigrants with the development of industries and cites.
Description: Students will begin their study of the United States at
the turn of the last century with the growth of urban areas. Students
will identify the countries of origin of 20th century immigrants, why
the immigrants came to the United States and the challenges faced
by immigrants. Students will compare the experience of the "new
immigrants" to the experience of immigrants from the previous
century. Students will connect the relationship between the wave of
immigrants with the development of industries and cities. Students
will analyze the development of big business, the growth of the
labor movement and the political ramifications of industrialization.
Students will examine the correlation between industrialization and
urbanization including inventions and technology.
We Built this City? Industrialization,
Urbanization and Immigration
Enduring Understandings:
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Students will understand that
industrialization fueled a growing
economy giving rise to big business
and preparing the United States for
world power status.
Students will understand that
urbanization sparked geographical
changes, technological advances,
and social challenges that eventually
led to reform movements.
Students will understand that
immigrants, regardless of the time
period, face challenges assimilating to
a new culture while facing the realities
of the American Dream.
Students will understand that
workplace injustices necessitate the
formation of labor unions.
Students will understand that Modern
America is the product of this era.
Essential Questions:
 What is the connection
between industrialization and
world power status?
 How does geography
influence the development of
cultures and economic
activity?
 Should the United States be a
"melting pot" or "salad bowl"?
 What is the American Dream?
 What is the role of labor
unions in the United States?
 To what extent is Modern
America a product of this time
period?
We Built this City? Industrialization,
Urbanization and Immigration
Essential Vocabulary:
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Assimilation -process by which minority group gradually adopts the culture of the majority
group
Capitalism -an economic system in which investment in and ownership of the means of
production, distribution, and exchange of wealth is made and maintained chiefly by private
individuals or corporations, esp. as contrasted to cooperatively or state-owned means of
wealth.
Corporation -A business organization owned by a group of stockholders, each of whom
enjoys limited liability (that is, each can be held responsible for losses only up to the limit of
his or her investment). A corporation has the ability to raise capital by selling stock to the
public
Immigration- movement of people to settle in a new country
Infrastructure- the basic, underlying framework or features of a system or organization
Monopoly -exclusive control of a commodity or service in a particular market, or a control that
makes possible the manipulation of prices
Nativism- political movement characterized by anti-immigrant sentiment favoring the interests
of native-born people over foreign-born people
Urbanization- The process by which cities grow or by which societies become more urban
Vertical-Integration When a company expands its business into areas that are at different
points of the same production path
We Built this City? Industrialization,
Urbanization and Immigration
Resultant Knowledge:
Students will know...
 how the rise of corporations,
heavy industry, and
mechanized farming
transformed the American
people.
 massive immigration after
1870 and how new social
patterns, conflicts, and ideas
of national unity developed
amid growing cultural
diversity.
 the rise of the American labor
movement and how political
issues reflected social and
economic changes.
Resultant skills:
Students will be able to...
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develop/Display empathy for immigrants
and their struggles.
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explain different immigrant experiences
(country of emigration, port of entry, life in
the United States, old and new
immigrants).
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discuss the changes resulting from
urbanization.
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identify, explain, and differentiate the
business practices of the early 1900s
(corporation, monopoly, vertical integration,
horizontal integration, capitalism).
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debate whether business leaders were
Captains of Industry or Robber Barons.
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describe the importance of labor unions in
the development of U.S. industry and
workforce relations.
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utilize the tools of social science inquiry
(analyze political cartoons and compare
information using charts and graphs).
Power to the People: Reform
Movements
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Key Concepts/Themes: Students will recognize how the
problems that arose due to Industrialization, Urbanization,
and Immigration caused the need for reform.
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Description: Utilizing the political, economic, and social
problems resulting from industrialization, urbanization, and
immigration, students will discuss the reform movements
that were created to address these problems. Students
will compare the responses of reformers to these issues.
The actions of Progressive Presidents will be evaluated.
In addition, the Women's Suffrage Movement will be
examined and its impact will be evaluated.
Power to the People: Reform
Movements
Enduring Understandings:
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Students will understand that the Gilded
Age represented the ideal that although
things appeared to be going well for the
United States, there were many social,
economic, and political problems under the
surface.
Students will understand that
Progressivism was a reform movement
whose goals were to eradiate the problems
that stemmed from urbanization,
immigration, and industrialization.
Students will understand that political
machines controlled political activities in
the cities by offering favors to businesses.
Students will understand that women
struggled to gain a voice in government
they deserved to have as citizens of the
United States.
Essential Questions:
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Was the Progressive
Era really
progressive?
Was the Gilded Age
an appropriate
description of the time
period?
Power to the People: Reform
Movements
Essential Vocabulary:
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Gilded Age - Period of rapid wealth accumulation by entrepreneurs from approximately the
1870s-1890s
Initiative - a procedure by which a specified number of voters may propose a statute,
constitutional amendment, or ordinance, and compel a popular vote on its
adoption.
Laissez faire - French meaning ―allow to do‖ – in business, it refers to a system where companies
are allowed to conduct business without interference from
the government
Political Machine - a group that controls the activities of a political party
Progressives- early 20th century reformers seeking to return the government to the people and
correcting injustices
Recall - The right or procedure by which a public official, commonly a legislative or executive
official, may be removed from office, before the end of his term of
office, by a vote of the people to be taken on the filing of a petition signed by a required number
or percentage of qualified voters
Referendum - The right to approve or reject by popular vote a measure passed upon by a
legislature
Reform - To put into a new and improved form or condition; to restore to a former good state, or
bring from bad to good; to change from worse to better; to
amend; to correct; as, to reform a profligate man; to reform corrupt manners or morals
Social Class - a broad group in society having common economic, cultural, or political status
Suffrage - the right to vote
Muckraker - to search for and expose misconduct in public life
Power to the People: Reform
Movements
Resultant Knowledge:
Students will know...
 How Progressives
and others addressed
problems of industrial
capitalism,
urbanization, and
political corruption.
Resultant skills:
Students will be able to...
 explain the origin of the
Progressives, evaluate the
effectiveness of the
Progressive movement, and
analyze the limitations of the
Progressive movement and
the alternative offered by
various groups.
 define the "Gilded Age" and
evaluate the appropriateness
of the title to the time period.
 explain the role of Political
Machines.
 describe the women's
suffrage movement and
explain the significance of the
19th Amendment.
Manifest Destiny Part II:
Imperialism or Expansion?
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Key Concepts/Themes: Students will analyze the
changing role of the United States in the world affairs.
Students will debate the movement from isolationism
towards the United States becoming active on the world's
stage.
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Description: United States foreign policy is the focus of
this unit. Students will review Westward Expansion and the
Native American Removal Acts in terms of US
expansionism. Students will trace the progression of the
United States policy from isolationism to the United States
becoming an active player on the world's stage. Students
will apply the "M's" of Imperialism (Money, Morals, and
Military) to United States actions at the turn of the 19th
century. Students will utilize geography skills to locate key
places important to this era.
Manifest Destiny Part II:
Imperialism or Expansion?
Enduring Understandings:
 Students will understand the
U.S. stance on foreign policy
from isolationism to
imperialism.
 Students will understand that
motivations of imperialism
include money, morals, and
military power.
 Students will understand
America's perspective of
expansion vs. the world's
view of American expansion.
Essential Questions:
 What role do
expansionism and
imperialism play in the
history of the United
States?
 What makes a nation a
world power?
 When, if ever, should a
nation be involved in
another nation's business?
Manifest Destiny Part II:
Imperialism or Expansion?
Essential Vocabulary:
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Isolationism-a policy in which a nation avoids entanglements in foreign wars
Imperialism-the policy of extending a nation‘s power by gaining territories fro a
colonial empire
Expansionism - A nation's practice or policy of territorial or economic expansion
Militarism - a political orientation of a people or a government to maintain a strong
military force and to be prepared to use it aggressively to defend or promote
national interests
Foreign Policy - a policy pursued by a nation in its dealings with other nations,
designed to achieve national objectives
Sphere of Influence – an area where foreign countries control trade or natural
resources of another nation or area
World Power - a nation, organization, or institution so powerful that is capable of
influencing or changing the course of world events
Social Darwinism - a 19th-century theory, inspired by Darwinism, by which the
social order is accounted as the product of natural selection of those persons best
suited to existing living conditions and in accord with which a position of laissezfaire is advocated
Manifest Destiny-a belief and policy that claimed the United States had a right to
expand on the North American continent
Yellow Journalism - Journalism that exploits, distorts, or exaggerates the news to
create sensations and attract readers
Manifest Destiny Part II:
Imperialism or Expansion?
Resultant Knowledge:
Students will know...
 federal Indian policy and
United States foreign policy
after the Civil War.
 the changing role of the
United States in world affairs
at the turn of the 19th Century
to World War I.
Resultant skills:
Students will be able to...
 compare Westward Expansion and the
Native American Removal Acts to turn of
the century United States foreign policy.
 describe United States progression from
isolationism to imperialism.
 discuss characteristics of a world power.
 list and explain motivations for
imperialism.
 label areas subject to American
imperialism and identify other areas of
the world being colonized by other world
powers.
 create a Venn Diagram comparing the
Monroe Doctrine to the Roosevelt
Corollary.
The War to End All Wars?
The Great War
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Key Concepts/Themes: Students will identify the causes
and effects of World War I. In addition, students will
recognize the impacts of World War I on Europe and the
United States.
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Description: Students will dissect the underlying causes
for of the Great War and classify the issues and events
that led the United States into the conflict. Students will
analyze the impact at home and abroad of the United
States involvement in World War I including mobilization
of the war effort, propaganda, civil liberties, contributions
of the AEF, the Russian Revolution, Wilson's Fourteen
Points, and the Treaty of Versailles.
The War to End All Wars?
The Great War
Enduring Understandings:
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Students will understand that
U.S. intervention in World
War I laid the foundation for
the United States as a world
power for the remainder of
the 20th century.
Students will understand that
war results in technological
advancements.
Students will understand that
civil liberties and civil rights
can be restricted during times
of war.
Students will understand that
public support of a war
contributes to its success.
Students will understand that
propaganda plays an
important role during war
time.
Essential Questions:
 How does war impact a
nation's status?
 When and why should a
nation go to war?
 What are citizens' roles
and responsibilities during
times of war?
 How does war contribute
to advancements in
technology?
 How does war affect
society?
The War to End All Wars?
The Great War
Essential Vocabulary:
 Alliance System - an agreement made between countries in
order to achieve common goals.
 Foreign Policy - the policy of a sovereign state in its interactions
with other sovereign states.
 Imperialism - the practice of extending a nation's power by
gaining territories for a colonial empire.
 Isolationism - a policy in which a nation avoids entanglement in
foreign wars.
 Militarism - the expansion of arms and the policy of military
preparedness.
 Nationalism - a sense of pride and devotion to a nation.
 Propaganda - information designed to influence public opinion.
 Total War - the complete mobilization of available resources for
the purpose of destroying the opposition's ability to wage war.
The War to End All Wars?
The Great War Resultant skills:
Resultant Knowledge:
The students will understand...
 the causes of World War I
and why the United States
intervened.
 the impact at home and
abroad of the United
States involvement in
World War I.
Students will be able to...
 create a chart of the causes and
effects of World War I.
 analyze propaganda posters.
 describe technological
advancements associated with
war.
 evaluate the impact of war on
citizens and civil liberties.
 determine the impact of World
War I on the political boundaries
of the world by comparing maps
of pre-war and post-war Europe,
the Middle East, and Africa.
 categorize the 14 points into
political, economic, and
peacekeeping issues.
 identify the pros and cons of each
of the 14 points.
All That Jazz and Then Some - 1920s
Key Concepts/Themes: The Twenties ushered in a host of
economic and cultural changes and societal debates about modernity
vs. traditional beliefs, including Prohibition, the Scopes Trial, and the
Red Scare. The post war economy prospered, prompting changes in
spending habits and entertainment. The Harlem Renaissance
exposed the artistic abilities of a generation of African Americans
grappling with their role in America. Women continued to break
traditional boundaries of gender roles through work, politics and
outlets of personal expression such as fashion.
Description: Students will recognize the beginning of the modern era
for the African Americans, women, and youth. The emergence of
popular culture will be compared with the popular culture of today. An
attempt to return to normalcy through the succession of three
Republican presidents will be evaluated. Students will weigh the pros
and cons of prohibition. The many economic policies and issues of
the 1920s will be introduced and discussed.
All That Jazz and Then Some 1920s
Enduring Understandings:
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Essential Questions:
To what extent does
democracy defend the rights
of all individuals?
What causes conflict in
society and what is its impact?
How do economic conditions
impact society?
To what extent does the action
or inaction of a leader impact
policy and individuals?
Students will understand that the 1920s
dramatically displayed the American urge 
to build, innovate, and explore.
Students will understand that radical labor
movements and radical ideologies
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provoked widespread fear and even
hysteria.
Students will understand that recurring
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racial tensions led to black nationalism, the
Harlem Renaissance, and the first great
northward migration of African Americans 
and the resurgence of the Ku Klux Klan.
Students will understand that tensions
existed between young and old,
immigrants and "natives", religious groups,
"wets and dries" and ethnic groups.
Students will understand that technological
advances and easy credit led to a rise in
consumer culture.
Students will understand that presidential
actions influence policy and people.
All That Jazz and Then Some - 1920s
Essential Vocabulary:
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anarchists - radicals who believe in the destruction of government.
communism - a system of government in which there is no private property and there are no economic classes.
demobilization - the return of a nation's resources back to peacetime or pre-war status.
deflation & inflation - (deflation) a decrease in the average price level of all the goods and services produced in
the economy. (inflation) a rise in the general or average price level of all the goods and services produced in an
economy.
economic cycle - fluctuations in the increases in economic activity (output and employment) and the decreases in
economic activity.
fundamentalism - a belief in the literal interpretations of religious doctrines or texts.
laissez faire - refers to a system where companies are allowed to conduct business without interference by the
government.
popular culture - information, ideas, pastimes, etc. that are shared by people across the country.
Prohibition - a ban on alcohol that became law in 1920 (18th Amendment); the ban was liften in 1933 (21st
Amendment).
Red Scare - widespread fear of communism that gripped the United States following WWI.
segregation - the practice of separating people based on their race or ethnicity through the use of separate
facilities, accommodations, etc.
supply and demand - (supply) the amount of a good or service that producers are willing and able to offer for sale
at each possible price during a given period of time. (demand) the quantity of a good or service that buyers are
willing and able to buy at all possible prices during a period of time.
surplus - the situation that results when the quantity supplied of a product exceeds the quantity demanded.
xenophobia - a fear of foreigners
All That Jazz and Then Some - 1920s
Resultant Knowledge:
The students will know how the
United States changed from the
end of World War I to the eve of
the Great Depression.
Students will know:
 social tensions and their
consequences in the postwar
era.
 how a modern capitalist
economy emerged in the
1920s.
 how new cultural movements
reflected and changed
American society.
 politics and international
affairs in the 1920s.
Resultant skills:
Students will be able to...
 explain the rise of consumer
culture.
 analyze economic data
(charts and graphs) of the
time period.
 explore the Harlem
Renaissance through music,
poetry and literature.
 read primary and secondary
documents related to the Red
Scare and other significant
events of the 1920s.
 compare and contrast issues
of the 1920s with current
issues in society.
The Bubble Bursts - Crash,
Depression and the New Deal
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Key Concepts/Themes: The Depression had several underlying causes.
The causes are still debated today.* President Hoover and President
Roosevelt tried different means on alleviating the economic problems. Some
of the New Deal programs were much more successful than others and are
still around. Since the New Deal era, the federal government has remained a
much greater player in overseeing the economy. Five of the largely
accepted causes are: overproduction, large disparity of wealth between rich
and poor, the stock market crash, sick industries and an ongoing agricultural
slump, and buying on credit.
*See Robert S. McElvaine, The Great Depression: America 1929-41.
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Description: Students will examine the consequences of the many
economic policies and issues of the 1920s. Students will become familiar
with the causes of the Great Depression and consider possible solutions.
Using charts and graphs students will examine the impact of the Great
Depression. Presidential policies will be evaluated. Students will explain the
impact Franklin Delano Roosevelt's New Deal policies had on the country.
The impact of the Great Depression on individual Americans will be
researched.
The Bubble Bursts - Crash,
Depression and the New Deal
Enduring Understandings:
 Students will understand that
Americans in the 1930s
endured—and conquered-the greatest economic crisis
in American history.
 Students will understand the
Depression wrought deep
changes in people‘s attitudes
toward government‘s
responsibilities.
 Students will understand that
the New Deal set in place
legislation that reshaped
modern American capitalism.
Essential Questions:
 What caused the Great
Depression?
 How do economic conditions
impact society?
 What is the responsibility of
government to its citizens?
 How did the Great
Depression impact rural and
urban Americans?
 How can location impact a
group of people's perception
and experience of the same
event?
 To what extent is modern
America a product of this time
period?
The Bubble Bursts - Crash,
Depression and the New Deal
Essential Vocabulary:
 Popular Culture - contemporary lifestyle and items that are well known and generally accepted
 Economic Cycle - a recurrent fluctuation in the total business activity of a country
 Inflation-increased prices for goods and services combined with the reduced value of money
 Depression - a sustained, long-term downturn in economic activity in one or more economies.
 Isolationism-a policy in which a nation avoids entanglements in foreign wars
 Laissez faire -French meaning ―allow to do‖ – in business, it refers to a system where
companies are allowed to conduct business without interference from the government
 Liberal platform - a public statement of the principles, objectives, and policy of a political party
 Social class- economic or cultural arrangements of groups in society.
 socialism - a political theory advocating state ownership of industry
 Supply and demand - (supply) the amount of a good or service that producers are willing and
able to offer for sale at each possible price during a given period of time. (demand) the quantity
of a good or service that buyers are willing and able to buy at all possible prices during a
period of time.
 Hoovervilles - communities of hastily built shelters often constructed by people evicted during
the Great Depression
 Deflation - a fall in the general price level or a contraction of credit and available money
 Conservation – the careful use of resources
The Bubble Bursts - Crash,
Depression and the New Deal
Resultant Knowledge:
Resultant skills:
The student will Students will know...
 know the causes of the Great Depression
and how it affected American society.
 the causes of the crash of 1929 and the
Great Depression.
 how American life changed during the
1930s.
 how the New Deal addressed the Great
Depression, transformed American
federalism, and initiated the welfare
state.
 the New Deal and the presidency of
Franklin D. Roosevelt.
 the impact of the New Deal on workers
and the labor movement.
 opposition to the New Deal, the
alternative programs of its detractors,
and the legacy of the New Deal.
Students will be able to...
 discuss multiple perspectives of life
during the Great Depression.
 compare and contrast the policies of
Presidents‘ Hoover and FDR.
 describe the changing role of
government under the New Deal.
 utilize primary source documents to
recognize the nature of American
society during the Great Depression.
 use charts and graphs students to
examine the impact of the Great
Depression.
 analyze the impact of New Deal
legislation on the role of government on
the economy.