Unit 7: Growth (The Industrial Revolution- Science, Technology, and Society) Performance Level Descriptors
Level I Descriptor: Identify significant individuals, events, and issues in U.S. history
Susan B. Anthony- a voice of the early women’s rights movement; traveled the country giving speeches in favor of the cause
Elizabeth Cady Stanton- young, privileged leader of the women’s rights movement who saw the injustice through her dad’s (a judge) inability to prosecute men who
abused their wives; her friendship and teamwork with Anthony was crucial to the movement
Frederick Douglass- former slave who ran away, purchased his freedom, and was an outspoken author and speaker against slavery and for women’s rights
Hudson River school artists- first group of “formally” trained artists in America, helped develop the concept of American art by painting grand landscapes
John James Audubon- American artist best known for his paintings of birds in the wild
(see also separate chart for list of inventors and their devices)
Level I Descriptor: Define major social studies terminology
canal- an artificial waterway for navigation, irrigation, etc.
civic responsibility- simply, the responsibilities of a citizen
civil disobedience- the active, professed refusal to obey certain laws, demands, or commands of a government
efficient- achieving maximum productivity with minimum wasted effort or expense
industrialization- a change in economies and cultures brought about by the use of machines to do work formerly done by hand
rural- relating to the country, as opposed to the city (urban)
suffrage- the right to vote
technology- an improvement in knowledge, equipment, or methods
transcendental(ism)- a philosophy that emphasizes intuition as a means of knowing a spiritual reality and believes that divinity encompasses nature and humanity.
It is especially associated with Ralph Waldo Emerson and other New England writers.
reform- to make change in order to bring about improvement, end abuses, or correct injustices (see list below for major reforms of this era)
 women’s rights movement- the belief that women are equal to men in their humanity and that they should be entitled to rights and freedoms, such as property,
financial, marriage/divorce, and suffrage
 abolitionist- someone who supported the abolition movement to bring an end to slavery (abolish- get rid of)
 prison reform- movement started in the 1840s by Dorothea Dix which sought to change the way prisoners were tried and treated, especially children and the
mentally ill
 temperance- the promotion of moderation, marked by personal restraint; usually in the context of consuming (or refusing to) alcohol; the temperance movement
sought to criminalize alcohol in an effort to lower crime and immoral behavior
 education reform- led by Horace Mann, the movement sought to provide free public education (paid for by taxes) to all children, as well as provide better
educated teachers and proper schoolhouses
Level I Descriptor: Recognize major historical points of reference
Second Great Awakening- a period of religious revival in the early 1800’s that put a growing emphasis on good works for Christians; often cited as one of the
catalysts to the reform era, as preachers taught that you could not ignore the troubles of the world and just look to what would be in Heaven
Reform Movements- series of social change movements beginning in the first half of the 1800’s; movements were led largely by women, despite not having many
rights themselves; many of the movements were simply the “seeds” that would note bear “fruit” until decades or even a century later
Unit 7: Growth (The Industrial Revolution- Science, Technology, and Society) Performance Level Descriptors
Westward Expansion- period extreme growth in the first half of the 1800’s which more than doubled the size of the original nation through a list of land deals (more
on this next unit); the push westward in to new lands spurred the development of new technologies in communication, farming, transportation, and
manufacturing (despite being during the period known as westward expansion, the increase in manufacturing- and therefore in factory jobs- also led people in to
cities and immigrants to come over from (mostly) Europe looking for work; this is called urbanization- the draw of people to cities)
Level II Descriptor: Explain how geographic factors influenced issues and events in the United States, including the impact of immigration and domestic migration,
population distribution, settlement patterns, and modification of the environment
TEKS Assessment Alignment
8.12(D): analyze the causes and effects of
economic differences among different
regions of the United States at selected
times in U.S.
Foundational TEKS
8.11(A): analyze how physical characteristics of the environment influenced population distribution, settlement
patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries;
Level II Descriptor: Explain cultural influences on the development of the United States including the impact of immigrant groups, religion, reform movements, and
fine arts
TEKS Assessment Alignment
8.24(B): evaluate the impact of reform
movements, including educational reform,
temperance, the women’s rights movement,
prison reform, abolition, the labor reform
movement, and care of disabled.
Foundational TEKS
8.1(A): identify the major eras and events in U.S. history through 1877, including… religious revivals such as the
Second Great Awakening,… westward expansion, [and] reform movements… and describe their causes and effects
8.22(B): describe the contributions of significant political, social, and military leaders of the United States such as
Frederick Douglass,… Susan B. Anthony, and Elizabeth Cady Stanton.
8.23(D): analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
8.23(E): identify the political, social, and economic contributions of women to American society
8.24(A): describe the historical development of the abolitionist movement
TEKS Assessment Alignment
8.26(C): analyze the relationship between
fine arts and continuity and change in the
American way of life.
Foundational TEKS
8.26(A): describe developments in art, music, and literature that are unique to American culture such as the Hudson
River School artists, John James Audubon, “Battle Hymn of the Republic,” transcendentalism, and other culture actives
in the history of the United States
8.26(B): identify examples of American art, music, and literature that reflect society in different eras
Unit 7: Growth (The Industrial Revolution- Science, Technology, and Society) Performance Level Descriptors
Level II Descriptor: Describe the factors that contributed to the economic development of the United States, including laissez-faire, free enterprise, monetary policy,
tariff issues, and internal improvements
TEKS Assessment Alignment
8.13(B): identify the economic factors that
brought about rapid industrialization
Foundational TEKS
8.12(C): explain the reasons for the increase in factories and urbanization
8.13(A): analyze the War of 1812 as a cause of economic changes in the nation
8.13(B): identify the economic factors that brought about rapid industrialization and urbanization
8.23(B): explain the relationship between urbanization and conflicts resulting from differences in religion, social class,
and political
Level II Descriptor: Explain the social and economic effects of technological and scientific innovations on the development of the United States
TEKS Assessment Alignment
8.27(A): explain the effects of technological
and scientific innovations such as the
steamboat, the cotton gin, and
interchangeable parts
8.27(B): analyze the impact of
transportation and communication systems
on the growth, development, and
urbanization of the United States
Foundational TEKS
8.11(B): describe the positive and negative consequences of human modification of the physical environment of the
United States
8.27(C): analyze how technological innovations changed the way goods were manufactured and marketed, nationally
and internationally
8.27(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
8.28(A): compare the effects of scientific discoveries and technological innovations that have influenced daily life in
different periods in U.S. history
8.28(B): identify examples of how industrialization changed life in the United States