8th Grade US History Unit 4 Suggested Dates th​
2­3 weeks 4​
Six Weeks Title Early Republic and Industrialization Big Idea/Enduring Understanding Guiding Questions The various challenges faced by the new republic and the government’s response to those issues will have long lasting effects on the development of history. Various economic forces resulted in the Industrial Revolution in the 19th century. How did the two party system of government in the United States get started? What is the advantage of a two party system compared to a multi­party system? How important was leadership during this time period? How did the War of 1812 affect the economy? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (A) describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable economic system, setting up the court system, and defining the authority of the central government; ​
Readiness Standard RC 1 District Specificity/Examples Bloom’s Level​
Understanding Major domestic problems: ● Maintaining national security ● Building a military ● Creating a stable economic system and the issues involved in establishing a protective tariff, taxation, and a banking system ● Setting up a court system ● Defining the authority of the central government Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Students should have a working knowledge of: ● Economic system ­​
E
​conomic systems are used by nations to help ●
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CISD 2015 answer the questions of what to produce, how to produce, and for whom to produce its goods and services. Capitalism is the economic system in use in the United States. In this system, all means of production and distribution are privately owned and operated. Within this system is a market economy where the price of goods in the marketplace is mostly controlled by the amount of the product is available and the need/desire people have for that product. The government does not limit what businesses can produce or how much they can charge. Alexander Hamilton ­​
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first Secretary of the Treasury. Hamilton's financial plan included paying off all war debts, raising government revenues, and creating a national bank. Jefferson challenged Hamilton's views, but Hamilton's proposals eventually won and the Bank of the U.S. was established. Bank of the United States​
­ ​
Hamilton proposed establishing a bank where the government could keep its money, issue paper money, and make loans to the government and its people. Loose construction ­​
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the theory that the federal government has the power to do anything not specifically prohibited by the Constitution if it is deemed "necessary and proper" to carry out its other powers. The first use of loose construction was establishing a National Bank. Judicial Review ­​
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the power of the Supreme Court to declare laws unconstitutional. Activities: ​
Hold a press conference with members of Washington's cabinet to discuss pros and cons of solutions to the major domestic and economic issues of the day. Create a chart detailing problems and solutions. Adolescent Literature: ​
The Winter Hero​
by James L. and Christopher Collier. Macmillan, 1978. Scholastic, 1985. (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (B) summarize arguments regarding protective tariffs, taxation, and the banking system; ​
Supporting Standard RC 1 (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (C) explain the origin and development of American political parties; ​
Readiness Standard RC 1 Bloom’s Level​
Understanding Students need to examine the economic policies such as Hamilton’s financial plan and Jackson’s economic policies and discuss the arguments for and against the policies. ​
Bloom’s Level​
Understanding The two­party system stems from the division between the Federalists and the Anti­Federalists in the late 1700s. The Federalists believed in a strong federal (national) government. Alexander Hamilton was an early leader of the Federalists. The Anti­Federalists believed in strong state governments and in less government control of state affairs. The Anti­Federalists eventually became known as the Democratic­Republicans. Thomas Jefferson and James Monroe were leaders of this party. The two major political parties today are the Republicans and the Democrats. In general, Republicans trace their roots to the early Federalists who supported a strong Federal (national) government. The Republican Party emerged in the 1850's as the party opposed to the spread of slavery. The Democrats trace their roots to the Anti­Federalists and the Democratic Republicans of the early 1800s. This party emphasized states' rights and state government power. The political shift and division in the 20th century has led the Republicans to align more with business and conservative interests and the Democrats to align with populist and more liberal causes (entitlement programs, welfare CISD 2015 United Streaming: ​
The Bank of the United States and the “Nullification Crisis” 1832­1833 United Streaming Tariffs on American vs. European Manufacturing History Alive Lesson – Thomas Jefferson and Alexander Hamilton biographies Activities Create a flow chart depicting the development of political parties in America. Create a timeline reflecting the development of political parties in America, the issues, and the leaders involved at various stages of development. Online Digital History : The Birth of Political Parties United Streaming Political Parties, Delegates, and Conventions reform, the New Deal legislation of the 1930s, and so on). In the last two presidential elections, candidates on Independent party platforms have gained about 20% of the vote. (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (D) explain the causes, important events, and effects of the War of 1812; ​
Supporting Standard RC 1 It is important for students to understand the influence this two party system had on the formation of the new nation and how it still influences current events in the United States. ​
Bloom’s Level​
Understanding Great Britain and France were taking U.S. ships and interfering with American trade, violating U.S. rights as a neutral nation. The U.S. also thought the British were arming Native Americans to attack settlers in the Northwest Territory. The U.S. wanted to take Canada from Britain and Florida from Spain. The U.S. tried to invade Canada several times but were never successful. British plans to invade the U.S. from Canada were stopped. The British burned and captured Washington, D.C. and bombed Ft. McHenry in Baltimore, Maryland. Francis Scott Key wrote his famous poem "The Star Spangled Banner" after the battle at Ft. McHenry. After the peace treaty was signed in December 1814, Andrew Jackson defeated the British at New Orleans in January 1815. Jackson became a national hero. As a result of the war, the British recognized U.S. boundaries and stayed out of the Northwest Territory. The U.S. gained national pride from its victories at sea and at New Orleans and American industry prospered because it made more goods when trade stopped with Britain. The Federalist Party disappeared; Federalists had opposed the war. Treaty of Ghent (1814)​
ended hostilities between Great Britain and the United States. President Monroe's 1823 warning against European colonization in the Americas. It stated that the United States would consider any CISD 2015 Students should understand the concepts of: ● national security​
(how our country protects its citizens against foreign attacks; military, national guard) ● neutrality​
­ taking no sides in a disagreement Make a graphic organizer summarizing the War of 1812­causes, major events, and results. Online Causation: The War of 1812 and the Star Spangled Banner United Streaming The War of 1812 The Story of Us Episode” War of 1812 “ Clip (5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine; Readiness Standard RC 1 European interference in the nations of the Americas as an unfriendly act. Bloom’s Level​
Remembering Foreign policy issues during this time included: ● French Revolution ● War between Britain and France ● Jay’s Treaty ● Pinckney’s Treaty ● XYZ Affair ● Embargo Act ● War of 1812 ● Monroe Doctrine Impact of Washington’s Farewell Address Monroe Doctrine Many of these early decisions will affect future th​
decisions discussed in 11​
grade U.S. History. Great Britain and France were taking U.S. ships and interfering with American trade, violating U.S. rights as a neutral nation. The U.S. also thought the British were arming Native Americans to attack settlers in the Northwest Territory. The U.S. wanted to take Canada from Britain and Florida from Spain. The U.S. tried to invade Canada several times but were never successful. British plans to invade the U.S. from Canada were stopped. The British burned and captured Washington, D.C. and bombed Ft. McHenry in Baltimore, Maryland. Francis Scott Key wrote his famous poem "The Star Spangled Banner" after the battle at Ft. McHenry. After the peace treaty was signed in December 1814, Andrew Jackson defeated the British at New Orleans in January 1815. Jackson became a national hero. As a result of the war, the British recognized U.S. boundaries and stayed out of the Northwest Territory. The U.S. gained national pride from its victories at sea and at New Orleans and American industry prospered because it made more goods when trade stopped with Britain. The Federalist Party disappeared; Federalists had opposed the war. CISD 2015 Primary Source Document Monroe Doctrine Washington’s Farewell Address In an essay, compare the concepts of Washington's Farewell Address with those in the Monroe Doctrine. Make a graphic organizer summarizing the War of 1812­causes, major events, and results. Online YouTube (requires differentiated filtering ) ​
The XYZ Affair United Streaming Washington’s Farewell Address (10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: (A) locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries; ​
Supporting Standard RC2 (12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: (C) explain the reasons for the increase in factories and urbanization; Supporting Standard RC4 (12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: (D) analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history​
. ​
Readiness Standard RC4 (13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to: (A) analyze the War of 1812 as a cause of economic changes in the nation; Supporting Standard RC4 President Monroe's 1823 warning against European colonization in the Americas. It stated that the United States would consider any European interference in the nations of the Americas as an unfriendly act. Bloom’s Level​
Remembering Washington D.C. Bloom’s Level​
Understanding Students need to identify places where manufacturing and urbanization take place during this time period Bloom’s Level​
Analyzing This SE will be covered several times as the economic system evolves and grows with the new country. Students need to understand why certain economic systems evolve in certain geographic areas. Bloom’s Level​
Analyzing The use of embargoes before, during, and after the War of 1812 increased American manufacturing, because American industry did not have to compete with the British. Story of US: “Industrialization” and “War of 1812” Students were first introduced to this concept in fifth grade. United Streaming Urbanization: Changing the Landscape United Streaming Just the Facts: American History: Fifty Great Years in American Military History : ​
War of 1812 (13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to: (B) identify the economic factors that brought about rapid industrialization and urbanization​
. ​
Readiness Standard RC 4 CISD 2015 The War of 1812 also led to the manufacture of items using the system of interchangeable parts ­ developed by Eli Whitney to gain a government contract to manufacture rifles for the U.S. army, the concept of interchangeable parts spread to all areas of manufacturing and greatly boosted progress in the Industrial Revolution​
. Bloom’s Level​
Remembering ●
● Available labor supplies­women, children, and immigrants (particularly to the Northeast). ● Water power (in the Northeast). ●
Industrial Revolution​
­ ​
the period of rapid industrial growth that began in Britain in the 1700s and then spread to other nations that replaced production of goods by hand with production of goods by machine. Industrialization ­​
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the development of large industries as an important feature in a country or economic system. (14) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to: (A) explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights; ​
Supporting Standard RC 4 Urbanization ­​
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the process of a rural area becoming a city or town. Rural­​
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countryside ­ generally sparsely populated areas near ● New technology (applied first in the textile industry­­steam engine, spinning jenny, power loom, sewing machine, cotton gin). ● Available transportation (first sailing ships, then steamboats, steamships, canal, and railroads). ● Adequate food supplies for urban areas (rich western farmlands, plus inventions such as the steel plow and mechanical reaper). ● Protective tariffs and embargoes (that protected new American industry from competition with the more advanced British). ●
Bloom’s Level​
Understanding The freedom to pursue reasonable economic goals, free of government restrictions (such as mercantilism) and how this led to the development of a free enterprise system of economics developed in the United States. Under free enterprise, businesses operate free from government involvement with private ownership of the means of production. Students were first introduced to this content in fifth grade ●
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forests or in the countryside (farms, ranches, etc.) where economic activity tends to concentrate on primary use of the land for farming, ranching, grazing, lumbering, mining, and so on. Tariff ­​
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a tax on imported goods. Students should review the reasons for European colonization of America, including gold, fur trade, trading opportunities, and land ownership. Students should review the definition of mercantilism­­an economic theory whereby the use of protective tariffs, trade monopolies, and a balance of exports can strengthen a nation's economy over imports. Review the precepts of the free enterprise system: ●
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Economic freedom including economic choices Voluntary exchange in an open­market Private ownership and property Profit motive Write a persuasive paragraph urging the Founding Fathers to create the free enterprise system. (14) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to: (B) describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries. ​
Supporting Standard RC 4 CISD 2015 Bloom’s Level​
Understanding Freedom to choose your own occupation (people maximize their skills and talents, becoming more productive; enslaved individuals were not able to make maximum use of this benefit until slavery ended in 1865) ● Private property (land widely available to th​
th​
18​
and 19​
century settlers at minimal cost) ● Limited government involvement in the economy (leads to greater opportunity, encourages initiative, new innovations) ● Competition (leads to lowest prices for consumers) ● Profit motive (motivates people to maximize their efforts because the reap the rewards) ● Freedom of choice for consumers Create a chart linking the reasons for establishing colonies; mercantilism, the Declaration of Independence, and the free enterprise system ​
(see Resources for examples). Students should be able to define: market economy­​
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a market economy is part of an economic system known as capitalism. In this system, the price of goods in the marketplace is mostly controlled by the amount of the product that is available and the need/desire people have for that product. The government does not limit what businesses can produce or how much they can charge. profit­​
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the amount of money that is made after the production costs of a product are paid. High profit is desirable. competition​
­ ​
through price and quality, the price is determined between two (or more) companies making a similar product. A market economy depends on healthy competition in order to have fair pricing. supply and demand­​
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Supply​
represents the amount of goods a producer is willing to sell at various prices. ​
Demand​
represents how much people are willing to buy at various prices. If demand is greater than the supply, the price rises. If the supply is greater than the demand, the price decreases. Write a letter to a family member in Europe describing the economic opportunities in America during a selected time in the th​
th​
18​
or 19​
century. Write a journal entry from a young person who is deciding to either travel west to homestead, go to sea, or move to the city to seek their fortune. (18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to: (A) identify the origin of judicial review and analyze examples of congressional and presidential responses; Readiness Standard RC 3 Bloom’s Level​
Remembering & Analyzing Marbury v. Madison​
, 1803­ Challenged whether an act passed in 1789 was unconstitutional. A judge appointed by Adams before he left office had never been issued his commission under orders from then Secretary of State James Madison and President Thomas Jefferson. Marbury sued Madison demanding that the Supreme Court order the secretary to let him take his office. John Marshall ruled that it was against the Constitution for the Supreme Court to give this order to the Executive branch. The case decided that the Supreme Court had the right to decide issues of constitutionality. It established the principle of judicial review. United Streaming: ​
Free Market Economy The students should be able to define: Judicial review​
­ power of the Supreme Court to declare laws unconstitutional. Supreme Law of the Land​
­Article VI of the Constitution declares it to be the supreme law From a list of court cases, have students identify which one established the power of judicial review. Taking one example of a Congressional/Presidential response, have students create a chart showing the case, the constitutional, the Supreme Court decision, and the response. United Streaming The Principal of Judicial Review President Andrew Jackson ignored a Supreme Court decision in 1832 declaring that a Georgia law ordering the removal of Cherokee Indians violated federal treaties. Congress subsequently passed in the Indian Removal Act and the Cherokees were forced west on the "Trail of Tears" by the U.S. army under orders from President Jackson. (18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to: CISD 2015 In response to the Dred Scott decision of 1854 which effectively declared the Missouri Compromise unconstitutional, Republicans planned to win the presidency and gradually change the decision of the Supreme Court by changing the make­up of the court. The Thirteenth and Fourteenth Amendments were also partly in response to the Supreme Courts ruling that slavery was supported by the Constitution. Bloom’s Level​
Understanding Terms and people to review: (B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; Supporting Standard RC 3 (21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to: (A) identify different points of view of political parties and interest groups on important historical and contemporary issues; ​
Supporting Standard RC 3 CISD 2015 Marbury v. Madison​
­ 1803, in a dispute over a judicial appointment, the Supreme Court ruled that part of the 1789 Judiciary Act was unconstitutional, establishing the principle of judicial review where the Supreme Court makes the final determination of the constitutionality of laws. This decision placed the judicial branch on a par with the legislative and executive branches and effectively increased the power of the federal government. John Marshall was the Chief Justice of the Supreme Court. McCullough v. Maryland ­​
1819, the Supreme Court under Chief Justice Marshall supported the use of loose construction of the Constitution to establish a national bank. Marshall further declared that the federal government was a government of the people, not the states and, therefore, had power over the states. This decision cleared the way for the use of loose construction and enhanced the powers of the federal government. Gibbons v. Ogden­​
1824, in a dispute over steamboat travel between New Jersey and New York, the Marshall court upheld the power of the federal government to regulate interstate and foreign trade. This ruling extends today from air travel to the Internet. Bloom’s Level​
Remembering By reviewing debates between Federalists and Democratic­Republicans over power of the federal government vs. states' rights, alliances with France vs. Britain, tariff, etc. Contemporary issues may include the Democratic Party, Republican Party, Libertarian Party, Reform Party, any other political parties that may surface as this is being taught. Specific issues and political platforms vary from year to year and are dependent on current trends. Some general areas that are often debated might include: taxes, education, government spending, crime, pollution, social issues. Special interest groups also vary from year to year and tend to be formed in response to specific controversial Loose construction of the Constitution­​
view that the federal government has the power to do anything that the Constitution does not specifically forbid Judicial review​
­ the power of the Supreme Court to declare laws unconstitutional. Judicial review protects the people from unconstitutional laws made by Congress and the President. John Marshall­​
Second Chief Justice of the Supreme Court who established the principle of judicial review Create a flowchart or other visual to trace the evolution of Supreme Court powers during the late 18th and early 19th centuries. Summarize important landmark court decisions using readings or the textbook. United Streaming Marbury v. Madison & Judicial Review McCullock v. Maryland Gibbons v. Ogden Select a contemporary issue and create a Venn diagram showing Democratic and Republican views on this issue, using news articles or political cartoons for illustration. Create a chart summarizing different points of view of the Democratic­Republicans and Federalists. United Streaming Political Parties (22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: (A) analyze the leadership qualities of elected and appointed leaders of the United States such as ​
George Washington, John Marshall,​
and Abraham Lincoln; ​
Supporting Standard RC 3​
. issues. Some groups might include NRA (National Rifle Association), MADD (Mothers AgainstDrunk Driving), Political Action Committees (PAC's), lobbying groups for specific interests­ environmental groups, education groups, etc. Bloom’s Level​
Analyzing Students need to first describe the leadership qualities of a good leader and then look at the qualities of the suggested leaders. John Marshall served on the Supreme Court for 34 years. He participated in more than 1000 Students were first introduced to this content in first grade; it was reinforced in the second, third, fourth, fifth, and seventh grades. Students should be able to compile a list of elected and appointed U.S. officials ​
(i.e., president, vice­president, senators, representatives, cabinet secretaries, governor, state senators, representatives, mayor, city council members, judges). Students should be able to brainstorm a list of leadership qualities ​
(honest, knowledgeable, articulate, experienced, trustworthy, etc.) Create a chart of important individuals and their contributions, including their impact on life today. Write obituaries of leaders, highlighting each person's leadership qualities and contributions to the history of our nation. (22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to: (B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe,​
Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton. ​
Supporting Standard RC 3 (23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs; ​
Supporting Standard RC 2 Bloom’s Level​
Understanding th​
James Monroe:​
5​
President –his term was marked by the “Era of Good Feelings”. He was most known for the Monroe Doctrine which said the United States would not tolerate any European intervention in the Americas. Bloom’s Level​
Understanding Spanish settlement patterns in the U.S. center mostly in the Southwest (Texas ­ California). As more Anglo­Americans moved into areas of New Spain, American interest in the colonies increased created conflicts such as the Texas Revolution and the Mexican War. The growth of the United States into areas colonized by Spain brought Hispanic culture and contributions to the United States and created conflict between groups. African­Americans settled mostly in southern colonies (states) and lived / worked mostly as CISD 2015 United Streaming Chief Justice John Marshall United Streaming James Monroe The student was introduced to this concept in the fifth grade. The students should already be able to define: ● Immigrant​
­ a person who leaves his/her homeland and settles in another country. ● Irish​
­ potato famine in Ireland; came to America to begin a new life; most were too poor to buy farms; were Roman Catholic and were discriminated against because of their religious beliefs. ● Germans​
­ many came for political freedom, some for religious freedom or for better jobs. Most were Protestant; some Jews and Catholics. ● Nativists​
­ opposed unlimited immigration because they believed that too many newcomers would destroy American enslaved persons ­ racial and political conflicts arose, including the Civil War. In the 1840s and 1850s, about four million, mostly Northern and Western European, immigrants arrived in the United States. They supplied much of the unskilled labor that helped to build the growing industries of the time in the Northeast. They lived in poor conditions and crowded towns. Many left to find new land and a new life in the West. As various immigrant groups moved west, the often­displaced Native Americans already inhabiting the land, which led to conflict. Chinese immigrants in California contributed greatly to the development of the gold fields and the construction of the transcontinental railroad and were the victims of discrimination in work, housing, and wages. Some Americans wanted to preserve the country for native­born white citizens. They wanted laws to limit immigration. Some felt that newcomers took jobs from native­born Americans by working for lower pay. Others blamed immigrants for crime in the growing cities. Many distrusted the immigrants because of their religion, customs, and language. Ethnic / racial immigrant groups include: ● Hispanics ● African­Americans ● Irish, Germans, and other Northern Europeans ● Chinese and other Asians ● Catholics were not accepted in many colonies and were finally allowed to settle in Maryland. ● Jews were often discriminated against and often migrated to larger cities. ● Protestants were not initially allowed to settle in Texas and other Spanish colonies without promising to become Catholic, the official religion of the Spanish colonies. CISD 2015 ●
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institutions; wanted to keep America for "native Americans." Know­Nothings​
­ secret anti­immigrant political party. Discrimination­​
policy or attitude that denies equal rights to certain people. Write a journal entry as a new immigrant explaining reasons for and conditions of immigration, where the person settled, and the problems he/she faced. Chart the immigrant groups that settled in America. Map the immigration routes of immigrants to America and locate the major cities of settlement in the U.S. and write descriptions of the trends observed from the maps. Online Resources African American Communities in the North Before the Civil War. Mormons were driven from many settlements in the east and mid­west and eventually founded their colony in Utah territory. Bloom’s Level​
Remembering Students need opportunities to identify famous women in American History and their significant contributions. ●
(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (E) identify the political, social, and economic contributions of women to American society. ​
Supporting Standard RC2 (27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to: (A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and interchangeable parts; ​
Readiness Standard RC 4 Bloom’s Level The need for improved transportation was necessary as more people began to settle in the West. Improved transportation systems in the North encouraged industrial expansion. Businesses shipped goods on rivers, the Great Lakes, and the growing networks of canals and railroads between the North and the West. Demand for iron engines and rails increased iron mining and smelting. The need for metal to withstand higher temperatures under stress led to the development of the Bessemer process for smelting steel Changes in agriculture helped industrial development in the North. Improved steel plows, the cotton gin, and the grain­reaping machine helped farmers in the West and South produce more agricultural goods. These goods were then shipped along railroads and waterways to towns where meatpacking plants, flour mills, and textile factories turned them into finished products. The products then supported the populations of large urban, industrial areas in the North where factory workers could not produce their own food. The cotton gin supplied cotton to an ever­expanding textile factory system (which utilized waterpower and then the steam engine for power, the spinning jenny to spin thread, the power loom to weave cloth, and the sewing machine to stitch clothing). CISD 2015 Students were first introduced to this content in fifth grade. The students should already be able to identify and/ or define: ● Samuel Slater­​
brought the idea for a mechanical loom from England. ● Francis Cabot Lowell​
­ built a model textile factory in Massachusetts. ● Canal­​
channel dug and filled with water to allow ships to cross a stretch of land; goods were carried along canals by barges. ● Erie Canal​
­ built by DeWitt Clinton to provide a link between the Atlantic Ocean and the Great Lakes. It linked Albany, New York on the Hudson River with Buffalo, New York on Lake Erie. ● Turnpikes​
­ paved toll roads where travelers paid a fee to use them. Once the toll was paid, the pike was turned or lifted. Such toll roads were called turnpikes. ● National Road​
­ first federal road that linked Cumberland, Maryland with Wheeling, Virginia and later west to Vandalia, Illinois; sometimes called the Cumberland Road. ● Robert Fulton​
­ invented the first steamboat, ​
The Clermont. Steamboats cut travel time and the cost of moving goods and people. ● Factory system​
­ a form of production in which many supervised workers tended machines under one roof. ● Interchangeable parts​
­ parts manufactured so as to be nearly identical and thereby interchangeable for each other in the manufacture and repair of machinery, equipment, etc. ● Eli Whitney ­​
invented the cotton gin and first developed and applied the principle of interchangeable parts in manufacturing. ● Cotton gin ­​
machine for quickly separating cotton fibers from seeds. Adolescent Literature (27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to: (B) analyze the impact of transportation and communication systems on the growth, development, and urbanization of the United States; ​
Readiness Standard RC 4 (27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to: (C) analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally; ​
Supporting Standard RC 4 (27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to: (D) explain how technological innovations brought about economic growth such as how the factory system contributed to rapid industrialization and the Transcontinental Railroad led to the opening of the west. Supporting Standard RC 4 (28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to: (A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; ​
Supporting Standard RC 4 (28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to: (B) identify examples of how CISD 2015 Bloom’s Level Full Steam Ahead: The Race to Build a Transcontinental Railroad​
by Rhoda Blumberg. National Geographic Society, 1996. Dragon's Gate​
by Laurence Yep. Harper Collins, 1993. (1994 Newbery Honor Book) A novel about the building of the Transcontinental Railroad. Mississippi Steamboat man: The Story of Henry Miller Shreve by Edith McCall. Walker's American History Series for Young People, 1986. United Streaming The Impact of Interchangeable Parts Bloom’s Level​
Analyzing Students need to be given the chance to inspect different innovations. Then analyze changes that occurred in manufacturing or marketing as a result of the innovation. Bloom’s Level​
Understanding Students need to understand the technological innovation and the effect it had on the economic growth of the nation. Bloom’s Level ​
Analyzing Students need to identify the discoveries and technological innovations that have changed everyday life. Bloom’s Level​
Remembering Students need the chance to examine the causes of industrialization and its effects on daily life. Intended and unintended effects need to be addressed. (such as growth of child labor and Online Child labor Online Resources United Streaming The Transformation of the American West: The First Transcontinental Railroad. industrialization changed life in the United States. the growth of immigrant labor and the growth Supporting Standard RC 4 of slave labor in the south) (29) Social studies skills. The student applies critical­thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants; Reoccurring TEKS (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) create written, oral, and visual presentations of social studies information. Vocabulary Immigrant Nativist Interchangeable Parts Economic System Judicial Review Supreme Law of the Land Tariffs Innovations Political party Neutrality Cotton Gin National Security Rural Profit Industrialization Industrial Revolution Canal Turnpike Competition Supply and Demand CISD 2015 Loose Construction of the Constitution Banking system Urbanization Market Economy Discrimination