Wayne RESA

Unit PlannerSocial Studies 8

Wayne RESA – SS / Grade 8 / Social Studies / Social Studies 8 / Week 35 - Week 37
RESA, MAISA MC3 Units
Unit Abstract

In this unit students explore America in the last half of the 19th Century. They begin with an examination of the post-Reconstruction treatment of African Americans. Students analyze the rise of segregation, its endorsement by the Supreme Court decision in Plessy v. Ferguson, and the reaction of African Americans to segregation. Students also examine the treatment of American Indians with specific attention to the change in policy from removal and reservations to attempts at assimilation through the Dawes Act. They then analyze how the post-Reconstruction treatment of these groups and others reflected injustices within American society and challenged notions of freedom and equality. Next, students explore the role of government in promoting economic development by examining tariffs, banking, land grants, mineral rights, and the influence of the Homestead Act on the development of the west. They also assess the influence of technological innovations on economic growth in the United States and the increasing role of global competition. Students explore the impact of these economic changes on the demographics of American society, including increased immigration and urbanization. Finally, students evaluate significant geographic, economic, political, and social/cultural transformations that occurred during the 19th Century by exploring continuity and change in America from 1800 to 1898.

Unit 8: American in the Last Half of the 19th Century - Unit Word Document with Contextualized GLCEs
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Stage One - Desired Results

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Standards
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Compelling Question

How did the transformations occurring in 19th Century America influence and reflect the concepts of “freedom” and “equality” in the United States?

Supporting Questions
  1. How did the post-Reconstruction treatment of African Americans, American Indians, and immigrants reflect injustices within American society and challenge notions of freedom and equality?
  2. How did changes in demographics and global competition affect American society?
  3. How did geographic, economic, political, and social/cultural changes transform American society during the 19th Century?
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Content (Key Concepts)

assimilation

continuity and change

demographics

economic development

global competition

immigration and migration

industrialization

nature of the labor force

reservation policy

segregation

technological change

urbanization

 

Skills (Intellectual Processes)
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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence
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Resources

Equipment/Manipulative

 

Student Resource

Building the Union Pacific. From Wyoming Tales to Trails. 30 September 2015 http://www.wyomingtalesandtrails.com/sherman2.html

 

Jim Crow Laws. About.com. 6 August 2008

 

The Homestead Act. Archives of the West. New Perspectives on the West. PBS/WETA. 30 September 2015 http://www.pbs.org/weta/thewest/resources/archives/five/homestd.htm

 

The Homestead Act: Creating Prosperity in America. Legends of America. American History. 30 September 2015 http://www.legendsofamerica.com/AH-Homestead.html

 

Immigration: Native Americans. Library of Congress. 30 September 2015 http://memory.loc.gov/learn/features/immig/native_american4.html

 

Indian Removal. Teach US History.org. 30 September 2015 http://www.teachushistory.org/indian-removal/overview

 

Mineral Rights. State of Michigan. Department of Environmental Quality. 6 August 2008

 

Teaching with Documents: The Homestead Act of 1862. National Archives. 30 September 2015 http://www.archives.gov/education/lessons/homestead-act/

 

Teacher Resource

The Alexander Graham Bell Family Papers: Alexander Graham Bell as Inventor and Scientist. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/bellhtml/bellinvent.html

 

The Alexander Graham Bell Family Papers: The Telephone and Multiple Telegraph. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/bellhtml/belltelph.html

 

Building the Transcontinental Railroad. Digital History. 6 August 2008

 

City Life in the Late 19th Century. Rise of Industrial America. The Learning Page. Library of Congress. 30 September 2015 http://memory.loc.gov/learn/features/timeline/riseind/city/city.html

 

“Cleveland signs devastating Dawes Act into law.” This Day in History. History.com. 6 August 2008

 

Completing the Transcontinental Railroad, 1869. Driving the Golden Spike. Eyewitness to History. Ibis Communications, Inc. 30 September 2015 http://www.eyewitnesstohistory.com/goldenspike.htm

 

The Dawes Act. NebraskaStudies.org. 30 September 2015

http://www.nebraskastudies.org/0600/stories/0601_0200.html

 

The Dawes Act. New Perspectives on the West. PBS/WETA. 30 September 2015 http://www.pbs.org/weta/thewest/resources/archives/eight/dawes.htm

 

Dawes Act, 1887. 100 Milestone Documents. National Archives. 30 September 2015 http://www.ourdocuments.gov/doc.php?flash=true&doc=50

 

Edison Sound Recordings. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/edhtml/edsndhm.html

 

Edward S. Curtis’s North American Indian Photographic Images. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/award98/ienhtml/curthome.html

 

Growth of a Nation. Animated Atlas.com. 30 September 2015 http://www.animatedatlas.com/movie.html

 

I Hear the Locomotives: The Impact of the Transcontinental Railroad. Edsitement. National Endowment for the Humanities. 30 September 2015 http://edsitement.neh.gov/view_lesson_plan.asp?id=253

 

Industrial and Reform. The History of the United States. USA Online. 6 August 2008

 

Interview Excerpts: All in a Day’s Work: Industrial Lore. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/wpaintro/indlore.html

 

“Inventing Entertainment: The Motion Picture and Sound Recordings of the Edison Companies.” American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/edhtml/edhome.html

 

McClellan, Jim R. Historical Moments: Changing Interpretations of America’s Past. Vol. II, 2nd ed. Blacklick, OH: Dushkin/McGraw Hill, Inc., 2000. 91-121, 155-188.

 

Native American Voices: The Dawes Act. Digital History. 6 August 2008

 

The Nez Percez and the Dawes Act Lesson Plan. New Perspectives on the West. PBS/WETA. 30 September 2015 http://www.pbs.org/weta/thewest/lesson_plans/lesson03.htm

 

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/

 

Plessy v. Ferguson. Historical Documents. 30 September 2015 http://www.historicaldocuments.com/PlessyvFerguson.htm

 

Plessy v. Ferguson. 100 Historic Documents. National Archives. 30 September 2015 http://www.ourdocuments.gov/doc.php?flash=true&doc=52

 

Plessy v. Ferguson. Landmark Cases.org. Street Law and the Supreme Court Historical Society. 30 September 2015 http://www.landmarkcases.org/plessy/home.html

 

Port of Entry: Immigration Teacher Material. Learning Page. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/learn/features/port/teacher.html

 

Property Rights on the Frontier., Book Reviews. Economic History Services.30 September 2015 http://eh.net/bookreviews/library/0883

 

Railroad Maps, 1828-1900. American Memory Project. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/gmdhtml/rrhtml/rrhome.html

 

Riis, Jacob A. “How the Other Half Lives: Studies among the Tenements in New York.” Hypertext Ed. David Phillips, ed. 13 Nov. 1995. American Studies at Yale. 30 September 2015 http://www.cis.yale.edu/amstud/inforev/riis/about.html

 

Segregation Signs. About.com. 6 August 2008

 

Signs of Segregation Collection.. The History of Jim Crow. 6 August 2008

 

Silva, Brett, and Peter Milbury. Reservation Controversies: Then and Now. American Memory Fellows Program. Library of Congress. 30 September 2015 http://memory.loc.gov/ammem/ndlpedu/lessons/97/reservation/teacher.html

 

Transcontinental Railroad. The American Experience. PBS/WGBH. 30 September 2015 http://www.pbs.org/wgbh/amex/tcrr/

 

Transcontinental Railroad. American Western History Museums. 30 September 2015 http://www.linecamp.com/museums/americanwest/western_clubs/transcontinental_railroad/transcontinental_railroad.html

 

Transportation in America before 1876. America on the Move. 6 August 2008

 

Valenza, Joyce Kasman and Carl Atkinson. “Child Labor in America.” American Memory Fellows Program. Library of Congress. 30 September 2015

 

The Westinghouse World: The Companies, the People, and the Places. American Memory Project. Library of Congress. 630 September 2015 http://memory.loc.gov/ammem/papr/west/westpres.html

 

Welcome to African American History. 30 September 2015 http://www.watson.org/~lisa/blackhistory/index.html

 

Resources for Further Professional Knowledge

Ayers, Edward L. The Promise of the New South: Life after Reconstruction, 15th anniversary ed., New York: Oxford University Press, 2007.

 

Edwards, Rebecca. New Spirits: Americans in the Gilded Age, 1865-1905. New York: Oxford University Press, 2005.

 

Hays, Samuel P. The Response to Industrialism, 1885-1914. 2nd ed. Chicago: University of Chicago Press, 1994.

 

LaFeber, Walter. The American Empire: An Interpretation of American Expansionism, 1860 – 1898. New York: Cornell University Press, 1998.

 

Lofgren, Charles. The Plessy Case: A Legal-Historical Interpretation. New York: Oxford University Press, 1987

 

Michael McGerr, A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920. New York: Simon and Schuster, 2005.

 

Nell Irvin Painter, Standing at Armageddon: The United States, 1877-1919. New York: WW Norton, Co., 1987.

 

Schlereth, Thomas J. Victorian America: Transformations in Everyday Life, 1876-1915 (The Everyday Life in America Series, Vol. 4), New York: HarperCollins, 1991.

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Expectations/Standards
MI: Social Studies (2007)
8th Grade
US History & Geography
U6 USHG ERA 6 – THE DEVELOPMENT OF AN INDUSTRIAL, URBAN, AND GLOBAL UNITED STATES (1870-1930)
Grade 8 begins to address trends and patterns in the last half of the 19th century, through 1898.
U6.1 America in the Last Half of the 19th Century Analyze the major changes in communication, transportation, demography, and urban centers, including the location and growth of cities linked by industry and trade, in last half of the 19th century. The purpose of this section is to introduce some of the major changes in American society and the economy in the last part of the 19th Century. This era will be addressed in-depth and with greater intellectual sophistication in the high school United History and Geography content expectations.
8 – U6.1.1 America at Century’s End – Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in
• territory, including the size of the United States and land use
• population, including immigration, reactions to immigrants, and the changing demographic structure of rural and urban America (E3.2)
• systems of transportation (canals and railroads, including the Transcontinental Railroad), and their impact on the economy and society (E1.4, 3.2)
• governmental policies promoting economic development (e.g., tariffs, banking, land grants and mineral rights, the Homestead Act) (E.2.2)
• economic change, including industrialization, increased global competition, and their impact on conditions of farmers and industrial workers (E1.4, 2.1, 3.2)
• the treatment of African Americans, including the rise of segregation in the South as endorsed by the Supreme Court’s decision in Plessy v. Ferguson, and the response of African Americans
• the policies toward American Indians, including removal, reservations, the Dawes Act of 1887, and the response of American Indians
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