Integrated United States History
Regional and Economic Growth
SS0803
Eighth Grade Social Studies: Integrated United States History
Unit 3: Regional and Economic Growth
Big Picture Graphic
Overarching Question:
How did people respond to the challenges presented by regional and economic growth?
Previous Unit:
Challenges to an
Emerging Nation
This Unit:
Regional and Economic Growth
Next Unit:
Antebellum Reform
Movements
Questions To Focus Assessment and Instruction
1. How did territorial, demographic, and economic growth affect regional differences in the nation?
2. How did the political, social, and economic consequences of westward expansion complicate
national issues?
3. How does historical evidence support the claim that the Age of Jackson was a period of
contradictions?
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Integrated United States History
Regional and Economic Growth
SS0803
Graphic Organizer
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Integrated United States History
Regional and Economic Growth
High School Foundations (see USHG F1.1 and F2.1)
Analyze the ways that American society moved toward and/or away from its core ideals.
Describe major trends and transformations in American life prior to 1877 including:
• Regional economic differences
• Demographic changes
• Migration and immigration patterns
• Changes in commerce, transportation, and communication
• Changes in foreign affairs (Mexican War)
SS0803
Public Issues (see 6.2)
• Movement of People:
Public policy issues
related to the movement
of people into and within
the United States
Unit Abstract
In this unit students explore the differences in the development of the Northeast, South, and West
during the antebellum period. They examine how industrialization, westward movement, and the
rapid expansion of slavery affected Americans prior to the Civil War. The unit commences with an
examination of how historians analyze primary sources as students explore the early industrial
revolution with a specific emphasis on the factory system in Lowell, Massachusetts. In considering
the technological changes of the era, students compare the economic development of the North
and South. In doing so, they explore how changes in agriculture, communication, transportation
and immigration affected different regions of the nation. Through a variety of literacy strategies,
students explore the extension of democracy and Native American removal during the Age of
Jackson. They also explore how Jackson used the power of the presidency to attack the Bank of
the United States and its favoritism toward the wealthy elite. Students then focus on westward
expansion, examining art and other primary sources to assess the treatment of Native Americans.
They evaluate how the Age of Jackson moved American society both toward and away from its
core ideals. Through an exploration of Manifest Destiny, students assess its influence on westward
expansion, including the annexation of Texas and the resulting Mexican War. By the end of the
unit, students are able to develop an argument based on evidence about the positive and negative
consequences of territorial and economic expansion on American Indians, the institution of slavery,
and the relations between free and slaveholding states.
Focus Questions
1. How did territorial, demographic, and economic growth affect regional differences in the
nation?
2. How did the political, social, and economic consequences of westward expansion
complicate national issues?
3. How does historical evidence support the claim that the Age of Jackson was a period of
contradictions?
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Integrated United States History
Regional and Economic Growth
SS0803
Content Expectations
8 – U4.2.1: Comparing the Northeast and the South – Compare and contrast the social and
economic systems of the Northeast and the South with respect to geography and
climate and the development of
• agriculture, including changes in productivity, technology, supply and demand,
and price
• industry, including entrepreneurial development of new industries, such as textiles
1
• the labor force including labor incentives and changes in labor forces
• transportation including changes in transportation (steamboats and canal barges)
and impact on economic markets and prices
• immigration and the growth of nativism
• race relations
• class relations.
8 – U4.2.2:
Institution of Slavery – Explain the ideology of the institution of slavery, its policies2,
and consequences.
8 – U4.2.3:
Westward Expansion – Explain the [physical] expansion [of the United States] and
the conquest and settlement of the West through the Louisiana Purchase, the
removal of American Indians (Trail of Tears) from their native lands, the growth of a
system of commercial agriculture, and the idea of Manifest Destiny.3
8 – U4.2.4:
Consequences of Expansion – Develop an argument based on evidence about the
positive and negative consequences of territorial and economic expansion on
American Indians, the institution of slavery, and the relations between free and
slaveholding states.
8 – U4.1.2:
Establishing America’s Place in the World – Explain the changes in America’s
relationships with other nations by analyzing treaties with American Indian nations,
Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana
Purchase, War of 1812, Transcontinental Treaty (1819), the Monroe Doctrine,
[acquisition of Oregon country and the Mexican War].4
HS - F1.1:
Analyze the ways that American society moved toward and/or away from its core
ideals found in foundational documents (e.g., Declaration of Independence, U.S.
Constitution, Bill of Rights).
1
This bullet is not addressed in this unit. It is more historically accurate to address the changing nature of the labor
force in conjunction with the free labor ideology addressed in Unit 5: The Coming of the Civil War.
2
The reference to “its policies” is more clearly described as the slavery policies of southern governments and
slaveowners.
3
Although not referenced in the expectations, the idea of Manifest Destiny is inextricably link with the acquisition of
Oregon country and the Mexican War.
4
The acquisition of Oregon country and the Mexican War have been added to this expectation to better prepare
students for the US history foundational expectations that appear in high school.
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Integrated United States History
Regional and Economic Growth
SS0803
Key Concepts
expansionism
free vs. slaveholding states
immigration
industrialization
institution of slavery
Jacksonian Democracy
Manifest Destiny
Nativism
regionalism
removal of American Indians
social class
technological change
Duration
4 weeks
Topics for Lessons
Lesson 1:
The Industrial Revolution
Lesson 2:
Growth and Development of the Northeast
Lesson 3:
Growing Southern Dependence on the Institution of Slavery
Lesson 4:
Comparing North and South – Economic, Social, and Cultural Differences
Lesson 5:
Jacksonian Democracy
Lesson 6:
Jackson’s Presidency: A Study in Contradictions
Lesson 7:
Factors of Westward Expansion
Lesson 8:
Westward Expansion: Its Effects on American Indians
Lesson 9:
Examining Changes in America’s Foreign Policy – From Revolution to the Mexican
War
Lesson 10: Consequences of Expansion
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
8 – U4.2.2
8 – U4.2.3
8 – U4.2.4
Construct an evidentiary argument about the positive and negative
consequences of territorial and economic expansion on the United States
and its people. In the essay, include evidence about the treatment of
American Indians, the institution of slavery, and the relations between free
and slaveholding states.
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Integrated United States History
Regional and Economic Growth
SS0803
Performance Assessment
8 – U4.2.1
8 – U4.2.2
8 – U4.2.3
8 – U4.2.4
Construct a visual that depicts at least three causes of regional and economic
growth in the United States. Use the visual in a presentation that explains
how territorial, demographic, and economic expansion affected regional
differences in the United States.
Resources
Equipment/Manipulative
Student Resource
Andrew Jackson. State Library of North Carolina. 23 July 2008
<http://statelibrary.dcr.state.nc.us/nc/bio/public/jackson.htm>.
Andrew Jackson. From Revolution to Reconstruction. 23 July 2008
<http://www.let.rug.nl/~usa/P/aj7/about/bio/jackxx.htm>.
“The Conflicts Between Pioneers and Native Americans: Diary Two,” and “The Pioneer Fears of
Native Americans: Diary Four,” “In the Words of a Native American: Diary Five.” As the
Wind Rocks the Wagon. AIMS Multimedia. 1993. United Streaming. 23 July 2008
<http://www.unitedstreaming.com/>.
End of the Oregon Trail. End of the Oregon Trial Interpretive Center. 23 July 2008
<http://www.endoftheoregontrail.org>.
Gold Rush! - California's Untold Stories. Oakland Museum of California. 23 July 2008
<http://www.museumca.org/goldrush/>.
The Gold Rush. 23 July 2008 <http://www.isu.edu/~trinmich/home.html>.
Growth of a Nation Part I. Animated Atlas of American History. 23 July 2008
<http://www.animatedatlas.com/movie2.html>.
“Introducing Andrew Jackson.” America's Era of Expansion and Reform, 1817-1860: America
Under Andrew Jackson, 1829-1836: The Indian Removal Act, The Nullification Crisis, The
Battle of the Alamo. United Learning. 2003. 23 July 2008
<http://www.unitedstreaming.com/>.
Living History: Living During the Industrial Revolution. United Learning. 2003. United Streaming. 23
July 2008 <http://www.unitedstreaming.com/>.
Michigan Citizenship Collaborative Curriculum
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Integrated United States History
Regional and Economic Growth
SS0803
McCullagh, Declan. Security Breach Laws Become States’ Rights Issue. C-net News. 23 July 2008
<http://news.com.com/Security+breach+laws+become+states+rights+issue/2100-7348_35669991.html>.
“The Mexican War.” America's Era of Expansion and Reform, 1817-1860: America Under James
Polk, Zachary Taylor, and Millard Fillmore, 1845-1852: The Mexican War, The Oregon
Treaty of 1846, and the Compromise of 1850. United Learning. 2001. United Streaming. 23
July 2008 <http://www.unitedstreaming.com/>.
“The Nullification Crisis.” America's Era of Expansion and Reform, 1817-1860: America Under
Andrew Jackson, 1829-1836: The Indian Removal Act, The Nullification Crisis, The Battle of
the Alamo. United Learning. 2003. United Streaming. 23 July 2008
<http://www.unitedstreaming.com/>.
“The Oregon Trail and the American Dream.” Pioneer Spirit: Wagon Trails and the Oregon Trail.
Rainbow Educational Media. 2001.
United Streaming. 23 July 2008 <http://www.unitedstreaming.com/>.
“The Removal Act of 1830,” “The Trail of Tears,” and “Westward Expansion.” Native America:
Removal. United Learning. 2000. United Streaming. 23 July 2008
<http://www.unitedstreaming.com/>.
Should Andrew Jackson be Removed from the Twenty Dollar Bill? American Indian Studies
Program. University of California, Riverside. 23 July 2008
<http://www.americanindian.ucr.edu/discussions/jackson/index.shtml>.
Supreme Court to Hear First of Several States’ Rights Cases. CNN.com. 23 July 2008
<http://www.cnn.com/ALLPOLITICS/stories/1999/03/31/scotus.states/>.
Trail of Tears. Native Americans. 23 July 2008
<http://www.nativeamericans.com/TrailofTears2.htm>.
The Trail of Tears. About North Georgia. 23 July 2008 <http://ngeorgia.com/history/nghisttt.html>.
The Trail of Tears and the Forced Location of the Cherokee Nation. National Park Service.
Teaching with Historic Places Lesson Plans. 23 July 2008
<http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/118trail/118trail.htm>.
“Wagon Trails and the Oregon Trail: A Review.” Pioneer Spirit: Wagon Trails and the Oregon Trail.
Rainbow Educational Media. 2001.
United Streaming. 23 July 2008 <http://www.unitedstreaming.com/>.
“Wagon Trains” Segment. Pioneer Spirit: Wagon Trails and the Oregon Trail. Rainbow Educational
Media. 2001. United Streaming. 23 July 2008
<http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=318039B2BB4A-4631-B1E4-A32001A27A9B>.
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Integrated United States History
Regional and Economic Growth
SS0803
“Westward Movement and the Oregon Trail” Segment. Pioneer Spirit: Wagon Trails and the
Oregon Trail. Rainbow Educational Media. 2001. United Streaming. 24 Jan. 2008
<http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=318039B2BB4A-4631-B1E4-A32001A27A9B>.
Teacher Resource
America’s Progress. California State University, Bakersfield. 23 July 2008
<http://www.csubak.edu/~gsantos/img0061.html>.
Boarding House Regulations. 23 July 2008
<http://www.conservationtech.com/RL's%20resume&%20pub's/RLpublications/Milltowns/1981-LOWELL(Harv.Arch.Rev)/Harv-rev-images/06.jpg>.
Building America's Industrial Revolution: The Boott Cotton Mills of Lowell, Massachusetts.
Teaching with Historic Places Lesson Plans. 23 July 2008
<http://www.cr.nps.gov/NR/TWHP/wwwlps/lessons/21boott/21boott.htm>.
Cherokee Nation v. Georgia. Archives of the West. PBS. 23 July 2008
<http://www.pbs.org/weta/thewest/resources/archives/two/cherokee.htm>.
Cherokee Nation v. Georgia. Touro Law Center. 23 July 2008
<http://www.tourolaw.edu/Patch/Cherokee/>.
Emigrants Guide. Brigham Young University. 23 July 2008
<http://contentdm.lib.byu.edu/cdm4/document.php?CISOROOT=/TrailGuides&CISOPTR=2
977>.
Excerpt from President Jefferson's Private Letter to William Henry Harrison. Anti-Defamation
League. 23 July 2008
<http://www.adl.org/education/curriculum_connections/secondary_school_lesson_fall_2004.
asp?cc_section=secondarylevelunit>.
From the Autobiography of Harriet Robinson. 23 July 2008
<http://www.fordham.edu/halsall/mod/robinson-lowell.html>.
How and Why Did America Expand Westward. The Social Studies Help Center. 23 July 2008
<http://www.socialstudieshelp.com/Lesson_32_Notes.htm>.
Images of Lowell, Massachusetts. Images 19 – 25 of powerpoint. 23 July 2008
<http://ocw.mit.edu/ans7870/11/11.001j/f01/lectureimages/4/image19.html>.
Indian Treaty and the Removal Act of 1830. U.S. Department of State for Youth. 23 July 2008
<http://future.state.gov/when/timeline/1830_timeline/indian_treaties_and_the_removal_act_
of_1830.html>.
Michigan Citizenship Collaborative Curriculum
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Page 8 of 14
July 23, 2008
Integrated United States History
Regional and Economic Growth
SS0803
Journal of John Furmes Cobby. Brigham Young Univeristy. 23 July 2008
<http://contentdm.lib.byu.edu/Diaries/image/4256.pdf>.
King Andrew the First. 23 July 2008
<http://www.archives.gov/exhibits/treasures_of_congress/Images/page_9/30a.html>.
Lowell Mill Girls Webquest. Sun Associates. 23 July 2008http://www.sunassociates.com/mercer/handouts/millgirls.html
The Making of the United States: Westward Expansion. Global Policy Forum. 23 July 2008
<http://www.globalpolicy.org/empire/history/1979/79westwardexp.htm>.
Map of Lowell, 1845. 23 July 2008
<http://www.library.csi.cuny.edu/dept/americanstudies/lavender/graphics/lowellm.jpg>.
Newspaper Editorials. The Oregon Trail Interpretive Center. 23 July 2008
<http://www.blm.gov/or/oregontrail/files/TBKS_opt.pdf>.
The Nullifer’s Reply. America: A Narrative History. 23 July 2008
<http://www.wwnorton.com/college/history/america6_brief/resources/ch11.htm#docs>.
Nullification. Digital History. 23 July 2008
<http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=639>.
Nullification Proclamation. America: A Narrative History. 23 July 2008
<http://www.wwnorton.com/college/history/america6_brief/resources/ch11.htm#docs>.
Old Spanish Trail. Museum Trail. San Luis Valley Museum Association. 23 July 2008
<http://www.museumtrail.org/OldSpanishTrail.asp>.
“Ordinance of Nullification.” Documents of American History. Henry Steele Commager, ed.,
Appleton-Century-Crofts: New York, 1949, 261-262.
23 July 2008 <http://www.adena.com/adena/usa/cw/cw207.htm>.
Oregon Trail Map. The History Globe. 23 July 2008 <http://www.historyglobe.com/ot/otmap1.htm>.
Reminiscences of A.H. Garrison. The End of the Oregon Trail Interpretive Center. 23 July 2008
<http://www.endoftheoregontrail.org/road2oregon/sa26diaries.html>.
The Removal of the Cherokee Nation. The History Project, University of California at Davis. 23 July
2008 <http://marchand.ucdavis.edu/lessons/HS/CherokeeHS.htm>.
Santa Fe Trail Map. Social Studies for Kids. 23 July 2008
<http://www.socialstudiesforkids.com/graphics/santafetrailmaplarge.jpg>.
Michigan Citizenship Collaborative Curriculum
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Page 9 of 14
July 23, 2008
Integrated United States History
Regional and Economic Growth
SS0803
Sweet Betsy From Pike. PBS. 23 July 2008
<http://www.pbs.org/wnet/frontierhouse/resources/pdf/SWEETBETSY.pdf>.
Tally of Electoral Votes. American Originals. 23 July 2008
<http://www.archives.gov/exhibits/american_originals/tally.html>.
Trail of Tears Map. Teaching American History Grant. Millard Public Schools. 23 July 2008
<http://www.tahg.org/module_display.php?mod_id=24&review=yes>.
Trail of Tears Map. 23 July 2008 <http://www.rootsweb.com/~tnmcmin2/trail_of_tears_map.jpg>.
U.S. Territorial Maps. University of Virginia. 23 July 2008
<http://xroads.virginia.edu/~MAP/terr_hp.html>.
Viewpoints on the Mexican War. Pinzler, Andrew. Fieldston School. 23 July 2008
<http://www.pinzler.com/ushistory/viewmexwarsupp.html>.
Westward the Course of Empire. Wikipedia. 23 July 2008
<http://en.wikipedia.org/wiki/Image:Westward_the_Course_of_Empire.jpg>.
William Swain letter. PBS. 23 July 2008
<http://www.pbs.org/weta/thewest/resources/archives/three/swain1.htm>.
Worcester v. Georgia. U.S. Supreme Court Multimedia. 23 July 2008
<http://www.oyez.org/cases/case/?case=1792-1850/1832/1832_>.
Resources for Further Professional Knowledge
Berlin, Ira. Generations of Captivity: A History of African-American Slaves. Massachusetts:
Belknap Press, 2004.
Freehling, William. The Road to Disunion, Vol. I: Secessionists at Bay, 1776-1854. New York:
Oxford University Press, 1991.
Kolchin, Peter, American Slavery, 1619-1877. New York: Hill and Wang, 1994.
Morrison, Michael A. Slavery and the American West: The Eclipse of Manifest Destiny. North
Carolina: The University of North Carolina Press, 1999.
Watson, Harry L. Liberty and Power, Updated Edition: The Politics of Jacksonian America. New
York: Hill and Wang, 2006.
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Integrated United States History
Regional and Economic Growth
SS0803
Instructional Organization
Lesson 1:
The Industrial Revolution
Content Expectations:
8 – U4.2.1: Comparing the Northeast and the South – Compare and contrast the social and
economic systems of the Northeast and the South with respect to geography and
climate and the development of
• agriculture, including changes in productivity, technology, supply and demand,
and price
• industry, including entrepreneurial development of new industries, such as textiles
• the labor force including labor incentives and changes in labor forces
• transportation including changes in transportation (steamboats and canal barges)
and impact on economic markets and prices
• immigration and the growth of nativism
• race relations
• class relations.
Key Concepts: industrialization, regionalism, technological change
Lesson 2:
Growth and Development of the Northeast
Content Expectations:
8 – U4.2.1: Comparing the Northeast and the South – Compare and contrast the social and
economic systems of the Northeast and the South with respect to geography and
climate and the development of
• agriculture, including changes in productivity, technology, supply and demand,
and price
• industry, including entrepreneurial development of new industries, such as textiles
• the labor force including labor incentives and changes in labor forces
• transportation including changes in transportation (steamboats and canal barges)
and impact on economic markets and prices
• immigration and the growth of nativism
• race relations
• class relations.
Key Concepts: free vs. slaveholding states, immigration, industrialization, nativism, regionalism,
social class, technological change
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Integrated United States History
Regional and Economic Growth
Lesson 3:
SS0803
Growing Southern Dependence of the Institution of Slavery
Content Expectations:
8 – U4.2.1: Comparing the Northeast and the South – Compare and contrast the social and
economic systems of the Northeast and the South with respect to geography and
climate and the development of
• agriculture, including changes in productivity, technology, supply and demand,
and price
• industry, including entrepreneurial development of new industries, such as textiles
• the labor force including labor incentives and changes in labor forces
• transportation including changes in transportation (steamboats and canal barges)
and impact on economic markets and prices
• immigration and the growth of nativism
• race relations
• class relations.
8 – U4.2.2:
Institution of Slavery – Explain the ideology of the institution of slavery, its policies,
and consequences.
Key Concepts: free vs. slaveholding states, institution of slavery, regionalism, social class,
technological change
Lesson 4:
Comparing North and South – Economic, Social, and Cultural Differences
Content Expectations:
8 – U4.2.1: Comparing the Northeast and the South – Compare and contrast the social and
economic systems of the Northeast and the South with respect to geography and
climate and the development of
• agriculture, including changes in productivity, technology, supply and demand,
and price
• industry, including entrepreneurial development of new industries, such as textiles
• the labor force including labor incentives and changes in labor forces
• transportation including changes in transportation (steamboats and canal barges)
and impact on economic markets and prices
• immigration and the growth of nativism
• race relations
• class relations.
8 – U4.2.2:
Institution of Slavery – Explain the ideology of the institution of slavery, its policies,
and consequences.
Key Concepts: free vs. slaveholding states, industrialization, immigration, institution of slavery,
regionalism
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Integrated United States History
Regional and Economic Growth
Lesson 5:
SS0803
Jacksonian Democracy
Content Expectations:
HS - F1.1: Analyze the ways that American society moved toward and/or away from its core
ideals found in foundational documents (e.g., Declaration of Independence, U.S.
Constitution, Bill of Rights).
Key Concepts: Jacksonian Democracy, removal of American Indians
Lesson 6:
The Paradox of Jackson’s Presidency
Content Expectations:
HS - F1.1: Analyze the ways that American society moved toward and/or away from its core
ideals found in foundational documents (e.g., Declaration of Independence, U.S.
Constitution, Bill of Rights).
Key Concepts: expansionism, Jacksonian Democracy, removal of American Indians
Lesson 7:
Factors of Westward Expansion
Content Expectations:
8 – U4.2.3: Westward Expansion – Explain the [physical] expansion [of the United States] and
the conquest and settlement of the West through the Louisiana Purchase, the
removal of American Indians (Trail of Tears) from their native lands, the growth of a
system of commercial agriculture, and the idea of Manifest Destiny.
Key Concepts: expansionism, industrialization, Manifest Destiny, regionalism, technological
change
Lesson 8:
Westward Expansion: Its Effects on American Indians
Content Expectations:
8 – U4.2.3: Westward Expansion – Explain the [physical] expansion [of the United States] and
the conquest and settlement of the West through the Louisiana Purchase, the
removal of American Indians (Trail of Tears) from their native lands, the growth of a
system of commercial agriculture, and the idea of Manifest Destiny.
Key Concepts: expansionism, removal of American Indians
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July 23, 2008
Integrated United States History
Regional and Economic Growth
Lesson 9:
SS0803
Examining Changes in America’s Foreign Policy – From Revolution to the
Mexican War
Content Expectations:
8 – U4.2.3: Westward Expansion – Explain the [physical] expansion [of the United States] and
the conquest and settlement of the West through the Louisiana Purchase, the
removal of American Indians (Trail of Tears) from their native lands, the growth of a
system of commercial agriculture, and the idea of Manifest Destiny.
8 – U4.1.2:
Establishing America’s Place in the World – Explain the changes in America’s
relationships with other nations by analyzing treaties with American Indian nations,
Jay’s Treaty (1795), French Revolution, Pinckney’s Treaty (1795), Louisiana
Purchase, War of 1812, Transcontinental Treaty (1819), the Monroe Doctrine,
[acquisition of Oregon country and the Mexican War].
Key Concepts: expansionism, Manifest Destiny
Lesson 10: Consequences of Expansion
Content Expectations:
8 – U4.2.4: Consequences of Expansion – Develop an argument based on evidence about the
positive and negative consequences of territorial and economic expansion on
American Indians, the institution of slavery, and the relations between free and
slaveholding states.
Key Concepts: expansionism, free vs. slaveholding states, industrialization, institution of slavery,
Manifest Destiny, regionalism, removal of American Indians, social class
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