2016.17 U.S. History and Geography, Quarter 1
The Rise of Industrial America, The Progressive Era, and Imperialism 1877-1920: At the beginning of the year students conduct a quick
review of the Civil War and its aftermath. Then they analyze the various causes of the Industrial Revolution, the transformation of the
American economy, and the changing social and political conditions in the United States in response to the Industrial Revolution. Students
will also examine the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from
Southern and Eastern Europe and Asia. Students analyze the changing landscape, including the growth of cities and the demand for
political, economic, and social reforms. Finally, students trace the rise of the United States to its role as a world power in the twentieth
century.
On-Going Standards
On-Going “I Can” Statements
Honor the U.S. Constitution and recognize its significance and
purpose.
Constitution Day-September 17th
Federal Mandate 36 U.S. Code § 106
Analyze various historical sources effectively, including:
 Primary sources
 Texts
 Political cartoons
 Maps
 Songs
 Movies
 Recordings
Use technology effectively and appropriately to enhance the
learning and develop 21st century learners.
Tennessee State Standards
I can honor the U.S. Constitution and recognize its significance on
Constitution Day.
I can analyze historical primary sources, texts, political cartoons, maps,
songs, movies and recordings effectively.
I can understand the ebb and flow of political parties over the 19th
century.
I can investigate and discover historical facts and make connections
that impact my life today.
I can think in creative and innovative ways using technology to
communicate and collaborate, research and solve problems in an
appropriate manner to learn history and geography.
Student Friendly “I Can” Statements
[Teacher Discretion]
I can explain and identify the causes and effects of the Civil War with
social implications and movement across the states, political conflicts
between the North and South and economic problems faced in the
South.
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Industrial America Standards
The Rise of Industrial America
US.1 Explain patterns of agricultural and industrial development as
they relate to climate, use of natural resources, markets and trade,
the growth of major urban areas, and describe the geographic
considerations that led to the location of specialized industries such
as textiles, automobiles, and steel.
I can explain the patterns of agricultural and industrial development as
they relate to climate, natural resources, markets, trade and
urbanization.
I can describe geographic considerations for the location of specialized
industries including
 textiles
 automobiles
 steel
US.2 Summarize the major developments in Tennessee during the
Reconstruction era, including the Constitutional Convention of
I can summarize the major developments in Tennessee during the
1870, the yellow fever epidemic of 1878, and the election of African Reconstruction era, including
Americans to the General Assembly.
 Constitutional Convention of 1870
 yellow fever epidemic of 1878 in Memphis
 election of African Americans to the General Assembly
US.3 Explain the impact of the Hayes-Tilden Presidential election of
1876 and the end of Reconstruction on African Americans,
including Jim Crow laws, lynching, disenfranchisement methods,
efforts of Pap Singleton and the Exodusters.
I can explain the impact of the Presidential election of 1876 and the end
of Reconstruction.
I can explain the post-Reconstruction culture on African Americans,
including
 Jim Crow laws
 lynching
 voting restrictions
 Pap Singleton and the Exodusters westward migration to Kansas
US.6 Describe the changes in American life that resulted from the
inventions and innovations of business leaders and entrepreneurs
of the period:
 Henry Bessemer
 George Pullman
 Alexander Graham Bell
I can associate the innovators with their industrial and technological
contributions and evaluate the cultural impacts of each including
 Henry Bessemer
 George Pullman
 Alexander Graham Bell
 Andrew Carnegie
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Andrew Carnegie
Thomas Edison
J.P. Morgan
John D. Rockefeller
Swift and Armour
Cornelius Vanderbilt
Thomas Edison
J.P. Morgan
John D. Rockefeller
Swift and Armour
Cornelius Vanderbilt
US.7 Analyze the movement of people from rural to urban areas as
a result of industrialization.
I can analyze the emigration of people from rural to urban
industrialized areas.
US.13 Describe the rise of trusts and monopolies, their subsequent
impact on consumers and workers, and the government’s response,
including the Sherman Anti-Trust Act of 1890.
I can define and describe the impact of trust and monopolies, including
 Sherman Anti-Trust Act of 1890 and its implications
 impact on consumers and workers
US.14 Describe working conditions in industries, including the use
of labor by women and children.
I can cite evidence of working conditions in industries, including the use
of labor by women and children using sources such as Triangle
Shirtwaist Fire, Lewis Hine’s photographs and excerpts of Bitter Cry of
the Children by John Spargo.
US.15 Analyze the rise of the labor movement, including its leaders,
major tactics, and the response of management and the
government:
 Samuel Gompers
 Eugene Debs
 Haymarket Affair
 Pullman Strike
 Coal Creek Labor Saga
 Collective bargaining
 Blacklisting
 Open vs. closed shops
I can identify and analyze the rise of the labor movement, including its
leaders, major tactics, and the response of management and the
government:
 Samuel Gompers
 Eugene Debs
 Haymarket Affair
 Pullman Strike
 Coal Creek Labor Saga [Anderson Co.]
 collective bargaining
 blacklisting
 open vs. closed shops
US.9 Describe the difference between “old” and “new” immigrants
and analyze the assimilation process and consequences for the
“new” immigrants and their impact on American society, including
I can describe the difference between “old” and “new” immigrants
using excerpts from “The New Colossus,” Emma Lazarus.
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ethnic clusters, competition for jobs, rise of nativism, the work of
Jane Addams, and the documentation of living conditions by Jacob
Riis, Chinese Exclusion Acts, and the Gentlemen’s Agreement.
I can analyze examples of assimilation using primary source excerpts
from Twenty Years at Hull House, Jane Addams.
I can describe the consequences of “new” immigrants and their impact
on American society, including
 ethnic clusters
 competition for job
 rise of nativism
 the work of Jane Addams
 the documentation of living conditions using excerpts/pictures from
How the Other Half Lives, Jacob Riis
 Chinese Exclusion Acts
 The Gentlemen’s Agreement
Progressive Era Standards
The Progressive Era
US.4 Analyze the causes and consequences of Gilded Age politics
and economics, including the rise of political machines, major
scandals, civil service reform, and the economic difference between
farmers, wage earners, and industrial capitalists, including the
following:
 Boss Tweed
 Thomas Nast
 Credit Mobilier
 Whiskey Ring
 Garfield’s assassination
 Pendleton Act
 Interstate Commerce Act
I can analyze the causes political corruption and their consequences on
American politics during the Gilded Age, including
 the rise of political machines
 major scandals
 civil service reform
 economic disparity
 Boss Tweed
 Thomas Nast
 Credit Mobilier
 Whiskey Ring
 Garfield’s assassination
 Pendleton Act
 Interstate Commerce Act
US.5 Analyze the controversy that arose over the currency system
in the late 1800’s, including the impact of gold and silver strikes in
the West, the contrasting views of farmers and industrialists, the
Sherman Silver Purchase Act of 1890, the Gold Crisis during the
I can analyze the controversy that arose over the currency system,
including
 the impact of gold and silver strikes in the West
 contrasting views of farmers and industrialists
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Cleveland administration, and an analysis of William Jennings
Bryan’s Cross of Gold speech.
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US.8 Evaluate multiple sources of information presented in diverse
formats and media as in the political cartoons of Thomas Nast and
others during the Gilded Age.
I can describe and explain of political cartoonists such as Thomas Nast
and other Gilded Age media.
US.11 Using textual evidence; compare and contrast the ideas and
philosophies of Booker T. Washington and W.E.B. Dubois.
I can compare and contrast the ideas and philosophies of Booker T.
Washington and W.E.B. Dubois using the primary sources excerpts from
“Atlanta Exposition” speech and The Souls of Black Folks.
US.12 Explain the characteristics and impact of the Granger
Movement and Populism, including the problems between farmers
and the railroads, the call for banking reform, support for a
graduated income tax, and regulation of public utilities.
I can explain Populism and cite examples such as:
 Granger Movement
 Farmer’s Alliance
 problems between farmers and the railroads
 the call for banking reform
 support for a graduated income tax
 regulation of public utilities
US.10 Analyze the similarities and differences between the
ideologies of Social Darwinism and Social Gospel.
I can analyze Social Darwinism and compare and contrast with Social
Gospel using primary source excerpts from Gospel of Wealth, Andrew
Carnegie and other examples.
US.16 Citing textual evidence as appropriate, explain the significant
roles played by muckrakers and progressive idealists, including
Robert La Follette, Theodore Roosevelt, Ida Tarbell, Lincoln
Steffens, and Upton Sinclair.
I can explain the significant roles played by muckrakers and progressive
idealists using and citing primary excerpts, including:
 Robert La Follette
 Theodore Roosevelt, “The New Nationalism” speech
 Ida Tarbell, The History of Standard Oil
 Lincoln Steffens, The Shame of the Cities
 Upton Sinclair, The Jungle
Sherman Silver Purchase Act of 1890
the Gold Crisis during the Cleveland administration
William Jennings Bryan’s “Cross of Gold” speech and excerpts from
The Gospel of Wealth, Andrew Carnegie
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US.17 Analyze the goals and achievements of the Progressive
movement, including the following:
 adoption of the initiative, referendum, and recall
 adoption of the primary system
 16th Amendment
 17th Amendment
 impact on the relationship between the citizen and the
government
Analyze the goals and achievements of the Progressive movement,
including the following:
 adoption of the initiative, referendum, and recall
 adoption of the primary system
 16th Amendment
 17th Amendment
 Progressive expectations of the role of citizen and the role of
government
US.18 Describe the movement to achieve suffrage for women,
including its leaders, the activities of suffragettes, the passage of
the 19th Amendment, and the role of Tennessee in the suffrage
effort [Anne Dallas Dudley, Harry Burn, Josephine Pearson, “Perfect
36”].
I can describe the suffrage movement, its national and TN leaders, the
activities of suffragettes and the passage of the 19th Amendment
including:
 Anne Dallas Dudley [pro-suffrage]
 Harry Burn [TN Representative]
 Josephine Pearson [anti-suffrage]
 “Perfect 36” [TN was the state need to meet the ¾ ratification
minimum]
US.19 Analyze the significant progressive achievements during the
administration of Theodore Roosevelt including the Square Deal,
“trust-busting,” the passage of the Pure Food and Drug Act, the
Meat Inspection Act, and support for conservation.
I can analyze the significant progressive achievements during the
administration of Theodore Roosevelt, including:
 the Square Deal
 “trust-busting”
 Pure Food and Drug Ac
 Meat Inspection Act
 environmental conservation
US.20 Analyze the significant progressive achievements during the
administration of Woodrow Wilson, including his New Freedom,
the Underwood Tariff, the Federal Reserve Act, and the Clayton
Anti-Trust Act.
I can analyze the significant progressive achievements during the
administration of Woodrow Wilson, including
 his New Freedom
 Underwood Tariff
 Federal Reserve Act
 Clayton Anti-Trust Act
Imperialism Standards
Imperialism
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US.22 Assess the causes of American imperialism in the late 19th
and early 20th centuries, including the desire for raw materials and
new markets, yellow journalism, and the desire to spread American
democratic and moral ideals.
I can define American Imperialism and associate it with
 desire for raw materials and new markets
 yellow journalism
 desire to spread American democratic and moral ideals
US.23 Evaluate the arguments of interventionists and noninterventionists of the period, including Alfred T. Mahan, Senator
Albert Beveridge, Mark Twain, and Theodore Roosevelt.
I can evaluate the arguments of interventionists and noninterventionists of the period, including
 Alfred T. Mahan, Influence of Sea Power upon History
 Senator Albert Beveridge, “The March of the Flag” speech
 Mark Twain [personal commentaries]
 policies and actions of Theodore Roosevelt
US.24 Describe the consequences of American imperialism of the
period, including the following events:
 annexation of Hawaii
 Spanish-American War [Teller, Platt, and Foraker Acts]
 Philippine Insurrection
 Roosevelt Corollary
 Panama Canal
I can describe the consequences of American imperialism, including the
following events:
 annexation of Hawaii
 Spanish-American War
 Teller, Platt, and Foraker Acts
 Philippine Insurrection
 Roosevelt Corollary [as related to Monroe Doctrine]
 Panama Canal
US.25 Draw evidence from informational texts to compare and
contrast Theodore Roosevelt’s Big Stick diplomacy, William Taft’s
Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy.
I can use evidence from informational texts to compare and contrast
policies of
 Theodore Roosevelt’s Big Stick diplomacy
 William Taft’s Dollar Diplomacy
 Woodrow Wilson’s Moral Diplomacy
HONORS ADDENDUM
Note for Teachers of Honors: Embed the Honors Addendum within
the regular Scope and Sequence.
Suggestions:
I can do an in-depth project [personal genealogy or another] on Ellis
Island using “The New Colossus” as an introductory text.
Extension Activities [topic ideas]:
 Jim Crows laws and Ida B. Wells
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Read and comprehend history texts in the grades 11-12 complexity
band independently and proficiently.
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Write routinely over extended time frames [time for reflection and
revision] and shorter time frames [a single sitting or a day or two]
for a range of discipline-specific task purposes and audiences.
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Western Immigration/Homesteading
Social Darwinism/Social Gospel/ Horatio Algers
notable women in reform movements/emerging into
professional sphere
Yellow Journalism-Pulitzer & Hearst
research nature of two party system and third party reform
movements
compare and contrast imperialism with today’s foreign
diplomacy
I can outline the basic principles of Frederick Jackson Turner’s frontier
thesis.
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