Social Studies – U.S. History Since 1877
Unit of Study: Documents of U.S. History (Role of the Federal Government)
First Grading Period – Unit 1
Enduring Understandings (Big Ideas)
 The founding documents of U.S. history have set the foundation for the freedoms
that Americans share today.
 The U.S. form of government set the precedent for how a democracy should work
through the establishment of a Constitution.
CURRICULUM OVERVIEW
Unit Rationale
In order to better understand U.S. history, one must investigate the ideals that founded
this nation. It is also important to better understand how the government in the United
States functions in order to become a more responsible citizen.
Lessons for this Unit
 Lesson 1: Understanding the Founding Ideals
Essential Questions
 Explain whether or not a national government necessary?
Concepts & Skills
TEKS (Standards)
8.16 Government. The student understands the American beliefs and principles
reflected in the U.S. Constitution and other important historic documents.
8.16C Identify colonial grievances listed in Declaration of Independence and explain
how those grievances were addressed in the U.S. Constitution and the Bill of
Rights.
8.16D Analyze how the U.S. Constitution reflects the principles of limited government
republicanism, checks and balances, federalism, separation of powers, popular
sovereignty, and individual rights.
8.20 Citizenship.The student understands the rights and responsibilities of citizens of
the United States.
8.20A Define and give examples of unalienable rights.
8.20B Summarize rights guaranteed in the Bill of Rights.
8.22 Citizenship. The student understands the importance of the expression of
different points of view in a democratic society.
8.22B Describe the importance of free speech and press in a democratic society.
US.24 Social Studies Skills. The student applies critical-thinking skills to organize
and use information acquired from a variety of sources including electronic
technology.
US.24A Locate and use primary and secondary sources [such as computer software,
databases, media and news services, biographies, interviews, and artifacts] to acquire
information about the United States.
US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations [and predictions], and drawing inferences and conclusions.
US.24C Explain and apply different methods that historians use to interpret the past,
including the use of primary and secondary sources, points of view, frames of
reference, and historical context.
US.24D Use the process of historical inquiry to research, interpret, and use multiple
sources of evidence.
Guiding Questions
 What are America’s founding ideals and why are they important?
 Does the Constitution support the ideals of the Declaration of Independence?
 What is the role of a national government?
TEKS Specificity - Intended Outcome
I can understand and articulate the founding American beliefs and principles. I can also
demonstrate how the U.S. form of government works and how it protects the founding
beliefs and principles.
Including, but not limited to:
 Rights and principles in the Declaration of Independence (8.20A, 8.20B, 8.22B)
o Equality
o Rights
o Liberty
o Opportunity
o Democracy
 Principles of Government (8.16C, 8.16D)
o Limited government
o Republicanism
o Checks and balances
o Federalism
o Separation of powers
o Popular sovereignty
o Individual rights
I can use my social studies skills to find and interpret primary and secondary sources to
better understand historical information. I can also find the main idea, summarize, draw
inferences and conclusions. Finally, I can communicate in written, oral, and visual
forms. (US.24A, US.24B, US.24C, US.24D, US.25A, US.25B, US.25C, US.25D)
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 1 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
US.25 Social Studies Skills. The student communicates in written, oral, and visual
forms.
US.25A Use social studies terminology correctly.
US.25B Use standard grammar, spelling, sentence structure, and punctuation.
US.25C Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
US.25D Create wrote, oral, and visual presentations of social studies information.
ELPS Student Expectations
 ELPS 1a - use prior knowledge and experiences to understand meanings in
English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating
single words and short phrases to participating in extended discussions on a
variety of social and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a
decreasing need for linguistic accommodations as more English is learned.
ELPS Specificity - Intended Outcome
 Express opinions and ideas and feelings about the Bill of Rights using words and
phrases such as rights, responsibilities, freedom and due process.
 What I know about rights and responsibilities to predict the meaning of civil liberties.
 Use reading materials about civil liberties with the support of simplified
texts/visuals/word banks as needed.
College Readiness Student Expectations
College Readiness - Intended Outcome
Social Studies Standards
 I – C2: Evaluate changes in the functions and structures of government across
time.
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
 Evaluate changes in the functions and structures of government across time.
 Situate the Declaration of Independence, the Constitution and the Bill of Rights in its
appropriate contexts (contemporary, historical, cultural).
 Work collaboratively with others.
 Synthesize and organize information found in the Declaration of Independence, the
Constitution and the Bill of Rights the effectively.
Evidence of Learning (Summative Assessment)
 Given information on the Declaration of Independence, the student will identify the founding principles of the United States with 90% accuracy.
 Given information on the U.S. Constitution, the student will summarize the functions of the national government with 90% accuracy.
 Given information on the U.S. Constitution, the student will conclude on whether or not the Constitution and the Bill of Rights supports the ideals of the Declaration of
Independence with 80% accuracy.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 2 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Subject – U.S. History Since 1877
Lesson 1: Understanding the Founding Ideals
First Grading Period – Unit 1
Guiding Questions
CURRICULUM GUIDE
Essential Pre-requisite Skills
 What are the founding ideals of the United States and why are they important?
 Does the Constitution support the ideals of the Declaration of Independence?
 What is the role of a national government?
 Locating and using primary and secondary resources (Grade 1 - Grade 10)
 Analyzing the American form of government including the Constitution and the Bill of
Rights. (Grade 4 - Grade 10)
 American Revolution (Grade 5 - Grade 10)
 Using social studies information to draw conclusions (Grade 1 - Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Hook
 On the board/overhead, write the word FREEDOM and use the List Group Label
(LGL) strategy. (8.20B, US.25A, US.25B)
 After the LGL strategy has concluded, write responses and summary statements
on the board and try to come to a consensus with the entire class what freedom
means. (8.20B, US.25A, US.25B)
Guided Practice
 Introduce the vocabulary for the lesson. (US.25A, US.25B)
 Briefly review the reasons for the American Revolution leading into the
Declaration of Independence. (8.16C, US.24B, US.25A, US.25B)
 Outline the founding ideals found in the Declaration of Independence. (8.16C,
US.24A, US.24B, US.24C, US.24D, US.25A, US.25B)
 Briefly review the reasons for the writing of the Constitution after the American
Revolution (8.16D, US.24A, US.24B, US.24C, US.24D, US.25A, US.25B)
 Outline the basic functions of the U.S. government (8.16D, US.24A, US.24B,
US.24C, US.24D, US.25A, US.25B)
 Demonstrate how to create a graphic organizer that illustrates the protections
found in the Bill of Rights, 13th Amendment, 14th Amendment, and 15th
Amendment (8.16D, 8.20A, 8.20B, 8.22B, US.24A, US.24B, US.24C, US.24D,
US.25A, US.25B)
Independent Practice
 Ask the question “Does the Constitution support the ideals of the Declaration of
Independence?” (8.16D, 8.20A, 8.20B, 8.22B, US.24A, US.24B, US.24C,
US.24D, US.25A, US.25B)
So students can….
 In two minutes list out everything that comes to mind when thinking of
freedom.
 After two minutes, begin to group together words and concepts that have
similar meanings and/or connotations.
 Write summary statements for each of the groups that give the main idea.
 Discuss with a partner what freedom means.
 In the interactive notebook, define the terms for this lesson and include
examples from real life for each of the terms.
 Create a list on an organizational chart showing the reasons for the
American Revolution. Next to each item, write whether or not such
complaints could be made today. (housing of soldiers, taxation without
representation, etc.)
 Label each of the listed grievances as being a violation of equality, rights,
liberty, and/or opportunity. There may be more than one label per grievance.
Discuss the list with a partner.
 Use the expert group strategy to have teams create a list for the
establishment of the Constitution based upon the weaknesses of the Articles
of Confederation.
 Create a tri-fold demonstrating each of the three branches of the national
government, outlining their functions and how the can counteract (check)
the other two branches.
 Create an illustrated graphic organizer listing each of the amendments, their
protection, and an original graphic.
 On the back of the organizer, write an essay discussing how the Bill of
Rights and the 13th-15th Amendments apply in their personal lives.
 With a partner, create a side-by-side brochure with the ideals of the
Declaration on one side and the principles and protections of the
Constitution on the other side.
 On the back of the brochure, write an essay on whether or not the
Constitution and the national government uphold the ideals of the
Declaration.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 3 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Review the guiding questions for this lesson.
 Answer the guiding question for this lesson in the interactive notebook.
 create an organizational poster comparing and contrasting local, state and
national governments.
Extension
 Demonstrate how to research the structures of local and the state governments.
(8.16D, US.24A, US.24B, US.24C, US.24D, US.25A, US.25B)
Vocabulary: (Pertinent to the
learning – specific)
 Jefferson
 Declaration of
Independence
 Equality
 Rights
 Liberty
 Opportunity
 Constitution
 Democracy
 Limited government
 Republicanism
 Checks and balances
 Federalism
 Separation of powers
 Popular sovereignty
 Individual rights
TAKS Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook
 McDougal-Littell - The Americans: Chapter 2 – Sections 1-2 and The Living
Constitution
 TCI – History Alive! Pursuing American Ideals – Chapters 2 and 6
 Adventure Tales of America: Volume 2 – R4-11 / R7-14 – R7-20
Primary Resources
 Declaration of Independence
 U.S. Constitution
 U.S. Bill of Rights
 Federalist Papers
Online Resources
 SAISD Social Studies Resource
 TEA SSC
 Interactive Declaration of Independence
 Charters of Freedom
Differentiation
What do you do for students who need more support?
 Express opinions and ideas and feelings about the Bill of Rights using words
and phrases such as rights, responsibilities, freedom and due process.
 Use what students know about rights and responsibilities to predict the meaning
of civil liberties.
 Provide reading materials about civil liberties with the support of simplified
texts/visuals/word banks as needed.
What do you do for students who master the learning quickly?
 Working in small groups, create a list of local leaders / administrators that are
involved in government at the school, school district and city levels.
 Conduct interviews with community leaders / administrators to find out their
roles and responsibilities, challenges that each of them face as a leader and
how each of them plan on addressing their challenges.
 Create a presentation based upon the interviews and conduct the presentation.
ELPS Objectives Addressed in this Lesson
 ELPS 1a - use prior knowledge and experiences to understand meanings in English.
 ELPS 3g - express opinions, ideas, and feelings ranging from communicating single
words and short phrases to participating in extended discussions on a variety of social
and grade-appropriate academic topic.
 ELPS 4e - read linguistically accommodated content area material with a decreasing
need for linguistic accommodations as more English is learned.
College Readiness Objective Addressed in this Lesson
Social Studies Standards
 I – C2: Evaluate changes in the functions and structures of government across time.
 IV – A2: Situate an informational source in its appropriate contexts (contemporary,
historical, cultural).
Cross-Curricular Standards
 I – E2: Work collaboratively
 II – C5 Synthesize and organize information effectively.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 4 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
One of the most important ideas in the Declaration of
Independence was that —
TAKS
2006 Social Studies 2nd Grading Period Interim SAISD
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on possible careers for historians and
those who study constitutional law.
A English women nobles had certain rights
B people have basic human rights that cannot be taken
away from them
C the Parliament was controlled by the King in all matters
D members of Parliament had to be careful about what
they said about the king
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 5 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Unit of Study: Post-Civil War America
CURRICULUM OVERVIEW
First Grading Period – Unit 2
Enduring Understandings (Big Ideas)
 The Civil War claimed more American lives than all other wars combined. After the
devastating war was over, more Americans were encouraged to move westward,
Americans encountered a series of conflicts with each other and other people at the
same time they were experiencing new opportunities.
 The industrialization of the United States would lead to many different types of
opportunities politically, socially, and economically.
 The large of influx of immigrants into the United States during this period of time will
alter the culture of the U.S
Essential Questions
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Explain whether or not the Civil War was inevitable?
Did life really change after the Civil War?
What opportunities and conflicts emerged as Americans moved westward?
Was the rise of industry good for American workers and the United States?
Why would people move to a new country?
Concepts & Skills
TEKS (Standards)
8.1 History. The student understands traditional historical points of reference in U.S.
history through 1877.
8.1C Explain the significance of the following dates: 1861-1865.
8.17 Government. The student understands the process of changing the U.S.
Constitution and the impact of amendments on American society.
8.17B Describe the impact of 19th-century amendments including the 13th, 14th, and
15th amendments on life in the United States.
8.18 Government. The student understands the dynamic nature of the powers of the
national government and state governments in a federal system.
8.18B Describe historical conflicts arising over the issue of states’ rights, including
the Nullification Crisis and Civil War.
US.1 History. The student understands the political, economic, and social changes in
the United States from 1877 to 1898.
US.1A Identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics.
US.1B Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods.
US.2 History. The student understands the political, economic, and social changes in
the United States from 1877 to 1898.
US.2A Analyze political issues such as Indian policies.
Unit Rationale
The years immediately following Reconstruction were ones of political, social and
economic change. Americans were moving westward once again causing conflicts with
Native American tribes as well as themselves. At the same time that the frontier was
being settled, changes in how America made money is turning towards industry. Large
amount of people moved not only from the rural areas to urban centers.
Lessons for this Unit
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Lesson 0: The Civil War & Reconstruction (Optional)
Lesson 1: Settling the West
Lesson 2: Industrialization, Big Business & Labor
Lesson 3: Immigration & Urbanization
Lesson 4: Political Reform
Guiding Questions
 What were the political, economic and social causes and effects of the American
Civil War?
 How did private property rights, including the Homestead Act, affect the settling of
the Great Plains?
 What was it like to be an immigrant in America around the turn of the century?
 How would political changes affect American society and politics?
 How was the United States changing at the turn of the century?
TEKS Specificity - Intended Outcome
I can analyze the political, economic and social causes and effects of the Civil War.
(8.1c, 8.17b, 8.18b) I can also explain and examine the impact of the settlement of the
West on history. I can also analyze and assess the effects of changing demographic
patterns resulting from migration. (US.1A)
Including, but not limited to:
 Policies towards lands to the west of the 98th Meridian (US.2A)
 Conflicts between settlers and themselves (US.10A, US.12A))
 Conflicts between settlers and Native Americans (US.2a, US.10A)
 Additions of new states during this era (US.9A)
 Relationship between private property rights and the settlement of the Great
Plains. (US.12A)
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 6 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
US.2B Analyze economic issues such as industrialization, the growth of railroads, the
growth of labor unions, farm issues, and the rise of big business
US.2C Analyze social issues such as the treatment of minorities, child labor, growth of
cities, and problems of immigrants.
US.9 Geography. The student understands the impact of geographic factors on major
events.
US.9A Identify and explain reasons for changes in political boundaries such as those
resulting from statehood and international conflicts.
US.10 Geography. The student understands the effects of migration and immigration
on American society.
US.10A The student understands the political, economic, and social changes in the
United States from 1877 to 1898.
US.10B Analyze the effects of changing demographic patterns resulting from
immigration to the United States.
US.12 Economics. The student understands domestic and foreign issues related to
U.S. economic growth from the 1870s to 1920.
US.12A Analyze the relationship between private property rights and the settlement of
the Great Plains.
US.12B Compare the purpose of the Interstate Commerce Commission with its
performance over time.
US.12C Describe the impact of the Sherman Antitrust Act on businesses
TEKS US.19-Citizenship. The student understands the importance of effective
leadership in a democratic society.
US.19B Evaluate the contributions of significant political and social leaders in the
United States such as Andrew Carnegie.
TEKS US.22-Science, Technology and Society. The student understands the
impact of science and technology on the economic development of the United States.
US.22A Explain the effects of scientific discoveries and technological innovations
such as electric power and the telegraph and telephone and petroleum based
products.
TEKS US.23 Science, Technology, and Society. The student understands the
influence of scientific discoveries and technological innovations on daily life in the
United States.
US.23A Analyze how scientific discoveries and technological innovations, including
those in transportation and communication, have changed the standard of living in
the United States.
US.24 Social Studies Skills. The student applies critical-thinking skills to organize
and use information acquired from a variety of sources including electronic
technology.
US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations [and predictions], and drawing inferences and conclusions.
US.24C Explain and apply different methods that historians use to interpret the past,
including the use of primary and secondary sources, points of view, frames of
reference, and historical context.
I can identify historical points of reference and identify different eras in U.S. History. I
can also analyze the political, economic, and social changes of this era brought on by
industrialization, immigration and changes in labor and politics. (US.1A, US.1B, US 2A,
US.2B, US.2C, US.10A, US.10B, US.12B, US.12C, US.19B, US.22A, US.23A)
Including, but not limited to:
 Analyzing the impact of industrialization, labor unions, farming issues, and the rise
of big business.
 Analyzing changes in demographic patterns resulting from internal migration and
immigration.
 Analyzing the treatment of minorities, child labor, growth of cities, and problems of
immigrants.
 Understand the purpose of the Interstate Commerce Commission and trace its
effectiveness over time.
 Describe the impact of the Sherman Antitrust Act.
 Evaluate the impact of Andrew Carnegie on the United States.
 Explain the effects of new technology during this period of time.
 Analyze the impact of new technologies during this period of time on how
Americans lived.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 7 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
TEKS (Standards)
TEKS Specificity - Intended Outcome
US.25 Social Studies Skills. The student communicates in written, oral, and visual
forms.
US.25A Use social studies terminology correctly.
US.25B Use standard grammar, spelling, sentence structure, and punctuation.
US.25C Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
US.25D Create has written, oral, and visual presentations of social studies
information.
US.26 Social Studies Skills. The student uses problem-solving and decision-making
skills, working independently and with others, in a variety of settings.
US.26A Use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution.
US.26B Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision.
I can use my social studies skills to find and interpret primary and secondary sources to
better understand historical information. I can also find the main idea, summarize, draw
inferences and conclusions. Finally, I can communicate in written, oral, and visual
forms. (US.24A, US.24B, US.24C, US.24D, US.25A, US.25B, US.25C, US.25D, US
26A, US 26B)
Including, but not limited to:
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Maps showing the changing boundaries within the United States.
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Journal entries reflecting on social studies information and issues.
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Looking at various primary and secondary resources.
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Problem solving social, economic and political issues of this era.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and gradelevel vocabulary.
 ELPS C.2e Use visual, contextual, and linguistic support to enhance and confirm
understanding of increasingly complex and elaborated spoken language.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations,
and pre-taught topic-related vocabulary and other pre-reading activities to
enhance comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
 Use graphic organizers and foldables in order to acquire social studies vocabulary
relating to the settling of the west and political and social issues of the late 1800s.
 Use visuals and contextual support to understand the political, social and economic
issues of the late 1800s.
 Work in pairs and groups in order to draw conclusions.
 Use illustrations and graphically organized notes to enhance the comprehension of
the needs for social reforms in the late 1800s.
 Practice using interactive word walls and vocabulary strategies to strengthen
professional vocabulary.
College Readiness Student Expectations
College Readiness - Intended Outcome
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
 Examine the characteristics and analyze the reasons why historians create eras.
 Analyze the political, social and economic developments of the different eras
during this unit of study.
Evidence of Learning (Summative Assessment)
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Given information on the American Civil War, students will analyze the political, economic and social causes and effects of the Civil War with 80% accuracy.
Given information on the settlement of the West students will analyze results of the movement westward with 80% accuracy.
Given information on the settlement of the West the student will analyze the effects of changing private property rights with 80% accuracy.
Given information on industrialization, the student will analyze the social, political effects of industrialization with 80% accuracy.
Given information on immigration the student will analyze the effects on immigrants and the United States socially and economically with 80% accuracy.
Given information on big business and labor unions, the student will analyze the effects of both on the United States with 80% accuracy.
 At the end of the unit, the student will be able to reflect and articulate the answers to the essential questions with 90% accuracy.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 8 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Lesson 0: The Civil War & Reconstruction (Optional)
CURRICULUM GUIDE
First Grading Period – Unit 2
Guiding Questions
Essential Pre-requisite Skills
 What were the political, social and economic causes and effects of the American
Civil War and Reconstruction?
 How was the nation’s commitment to its founding ideals tested during
Reconstruction?
 Knowing the concept of conflict and compromise (Grade 1 – Grade 10)
 Using geography skills to determine absolute and relative locations on a map. (Grade
3 – Grade 10)
 Analyzing the causes and effects of the American Civil War. (Grade 5 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can….
Hook
 Conduct the Preview strategy from History Alive Lesson #9 A Dividing Nation.
(8.1c, 8.17b, 8.18b)
 See Lesson Plan for Details.
Guided Practice
 Discuss the concepts of sectionalism and states rights and how the concepts
were major points of separation between the northern industrial states and the
southern agricultural states. (8.1c, 8.17b, 8.18b, US.24b, US.24c, US.25a,
US.25b, US.25c, US.25d)
 Demonstrate how to create a T-Chart in order to compare and contrast historical
events and issues. (8.1c, 8.17b, 8.18b, US.24b, US.24c, US.25a, US.25b,
US.25c, US.25d)
 Discuss the concept of slavery and how slavery was important to southern
plantation owners and not to northern merchants and manufacturers.
 Demonstrate how to create a graphic organizer in order to outline and analyze
historical events and issues. (8.1c, 8.17b, 8.18b, US.24b, US.24c, US.25a,
US.25b, US.25c, US.25d)
 Create a t-chart outlining the differences between the North and the South
by using page R-94 in the Adventure Tales of America book.
 Discuss the events leading up to the Civil War (pg. 115 – Pursuing American
Ideals) (8.1c, 8.17b, 8.18b, US.24b, US.24c, US.25a, US.25b, US.25c, US.25d)
 Model how to determine point of view from different historical events and how to
apply point of view to each of the events that are discussed. (8.1c, 8.17b, 8.18b,
US.24b, US.24c, US.25a, US.25b, US.25c, US.25d)
 Conduct the Skill Builder DBQ from History Alive Lesson #9 A Dividing Nation.
(8.1c, 8.17b, 8.18b, US.24b, US.24c, US.25a, US.25b, US.25c, US.25d, US.26a,
US.26b)
 Discuss the major events of the Civil War including Fort Sumter, Gettysburg, and
Appomattox Courthouse. (8.1c, 8.17b, 8.18b, US.24b, US.24c, US.25a, US.25b,
US.25c, US.25d)
 Discuss the events immediately following the Civil War including the effects of the
assassination of Abraham Lincoln and the plans for Reconstruction. (8.1c, 8.17b,
8.18b, US.24b, US.24c, US.25a, US.25b, US.25c, US.25d)
 Create a graphic organizer outlining events that took place before the Civil
War that were a direct result of slavery. Students can use pages R-95 – R99 in the Adventure Tales of America book.
 On the other side of the graphic organizer, answer the question, “What role
did slavery play on conflicts and compromises in the United States before
the Civil War?
 With a partner, create a timeline outlining the events leading up to the Civil
War.
 With a partner, write out the point of view from a northern perspective as
well as a point of view from a southern perspective for each of the events.
 See Lesson Plan for Details.
 With a partner, create a brochure demonstrating the major events of the
Civil War, what they were, and why they were so important.
 Include an analysis on the total cost of the war and whether or not you think
it was worth the price to keep the nation together.
 Write a front-page newspaper article describing the aftermath of Lincoln’s
assassination including the different plans for Reconstruction.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 9 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Discuss the effects of Reconstruction including the 13th, 14th and 15th
Amendments and how former slaves were treated in the South during this period
of time. (8.1c, 8.17b, 8.18b, US.24b, US.24c, US.25a, US.25b, US.25c, US.25d)
Independent Practice
 Model how to summarize the political, economic, and social causes and effects of
the American Civil War and Reconstruction. (8.1c, 8.17b, 8.18b, US.24b, US.24c,
US.25a, US.25b, US.25c, US.25d)
 Review the guiding questions from this lesson. (8.1c, 8.17b, 8.18b, US.24b,
US.24c, US.25a, US.25b, US.25c, US.25d)
Extension
 Conduct the Mini-Q lesson North or South: Who Killed Reconstruction? (8.1c,
8.17b, 8.18b, US.24b, US.24c, US.25a, US.25b, US.25c, US.25d, US.26a,
US.26b)
Vocabulary: (Pertinent to the
learning – specific)
 Andrew Jackson
 Nullification
 Nullification Crisis
 Sectionalism
 Slavery
 State’s Rights
 Election of 1860
 Abraham Lincoln
 Secession
 Confederate States of
America
 Ft. Sumter
 Emancipation Proclamation
 Gettysburg
 Appomattox Courthouse
 Reconstruction
 Thirteenth Amendment
 Fourteenth Amendment
 Fifteenth Amendment
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
 Create an informational public service announcement with two other
students to describe each of the amendments and to provide an analysis of
the effects of the amendments.
 Write an essay giving a detailed analysis of the guiding questions using
historical examples from the lesson.
 Answer the guiding questions from this lesson in the interactive notebook.
 See Lesson Plan for Details
Resources
Textbook
 McDougal-Littell - The Americans: Chapter 4
 TCI – History Alive! Pursuing American Ideals – Chapters 8-11 (Summary)
 Adventure Tales of America: Volume 2 – Review Sections 9-10
Primary Resources
 13th Amendment
 14th Amendment
 15th Amendment
 Emancipation Proclamation
Online Resources
 SAISD Social Studies Resource
 TEA SSC
Differentiation
What do you do for students who need more support?
 Use the Civil War hands-on strategies from the Social Studies Website.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ English
spelling patterns and rules with increasing accuracy as more English is acquired.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 10 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Conduct the DBQ Project Lesson The Battle of Gettysburg: Why was it the Turning
Point?
 Begin formulating a topic for the National History Day project and gather resources.
College Readiness objectives addressed in this lesson
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
Evidence of Learning
Formative Mini Assessments
The Nullification Crisis concerned South
Carolina’s dissatisfaction with federal policy
on —
F transportation
G tariffs
H banking
J immigration
TAKS
These people served as public officials during
the Civil War. Which of the following matches
is incorrect?
F Jefferson Davis — secretary of state for
the Confederacy
G Ulysses S. Grant — commander of the
Union army
H Robert E. Lee — commander of the
Confederate army
J Abraham Lincoln — president of the
United States
SAISD Interim
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the American Civil War and answer
the following question:
If slavery had not existed in the United States, would the
Civil War have occurred? Justify your answer.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 11 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Lesson 1: Settling the West
First Grading Period – Unit 2
Guiding Questions
CURRICULUM GUIDE
Essential Pre-requisite Skills
 What opportunities and conflicts emerged as Americans moved westward?
 How did private property rights, including the Homestead Act, affect the settling of
the Great Plains?
 What challenges did farmers face in settling the western lands? How did the
overcome these challenges?
 Knowing the concept of conflict and compromise (Grade 1 – Grade 10)
 Using geography skills to determine absolute and relative locations on a map. (Grade
3 – Grade 10)
 Understanding the reasons why people migrate (Grade 4 – Grade 10)
 Understanding push and pull factors of migration (Grade 6 – Grade 10)
 Recalling forced migrations of Indian tribes in the United States (Grade 4 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Hook
 Hand out copies of Home on the Range and have students listen to the song
itself. (US.24B)
Guided Practice
 Introduce the overlying theme of the lesson of study and demonstrate how to
predict what the “Wild West” was like. (US.25A, US.25B)
 Introduce the vocabulary for this lesson and demonstrate how to utilize vocabulary
flash cards. (US.1A, US.25A, US.25B US.25C)
 Discuss and outline the concept of a frontier and how many felt it started at the
98th meridian. (US.10A, US.25A, US.24B, US.25B, US25C)
 Identify and locate on a map the popular trails that allowed people to move
westward. (US.10A, US.25A, US.25B)
 Show how to predict the possible conflicts that would arise from Americans
moving further westward. (US.9A, US.10A, US.25A, US.25B)
 Help create a chart dealing with the effects of events such as the discovery of
silver and gold in reservation lands, the importance of the buffalo and the growth
of the railroad industry had on Indians and Americans. (US.2A, US.9A, US.10A,
US.25A, US.25B)
 Demonstrate how to create a chart on the causes and effects of major conflicts
between Indian nations and the United States government including Sand Creek,
Wounded Knee, Fetterman, and Little Bighorn. (US.2A, US.9A, US.10A, US.25A,
US.25B)
So students can….
 write the answer to the following question in their interactive notebook, “Why
would this song influence people’s desire to the west?”
 answer the following question in their interactive notebook, “What would be
the deciding factors for you to move to a place you’ve never seen before?”
 discuss in pair-share their responses and make a short list of reasons why
people would want to move.
 Define outlined vocabulary terms in their interactive notebook.
 Create vocabulary flash cards
 Using the blank map The United States 1876, mark the following features:
(See pg 19 from Adventure Tales of America: Volume 2)
1. The 98th Meridian
2. Mississippi River
3. Territories and states (west of the Mississippi River)
4. Major Indian reservations (pg 205 in The Americans)
5. Great Plains (pg A10 in The Americans)
6. Rocky Mountains (pg A10 in The Americans)
 On the back of the map, answer the question, “What possible conflict might
arise if Americans decided to move westward?”
 Use the Buffalo on the Plains graphic organizer to demonstrate the
importance of the buffalo for both the Indians and Americans.
 Create a Point of View T-Chart demonstrating the effects of the discovery of
gold and silver, the importance of the buffalo and the growth of the railroad
industry on both Indians and Americans.
 Label on The United States 1876 map, label conflicts between Indian
nations and the United States government including Sand Creek, Wounded
Knee, Fetterman, and Little Bighorn.
 Underneath the first response, answer the following question, “Were the
conflicts between the Indian nations and the United States government
avoidable? Explain your answer.”
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 12 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Outline how the United States government created a plan to assimilate Indians
into American society through the passage of the Dawes Act (1887) (US.2A,
US.9A, US.10A, US.24C, US.25A, US.25B)
 Demonstrate how to analyze a primary source.
 Highlight the main provisions of the Dawes Act . (US.2A, US.9A, US.10A,
US.24C, US.25A, US.25B, US.26A, US.26B)
 In small groups, create a placard summarizing the Dawes Act and how the
national government was trying to establish the concept of private
ownership to Indian nations.
 Outline the main points of the Homestead. (US.2A, US.9A, US.10A, US.24C,
US.25A, US.25B, US.26A, US.26B)
 Conduct a discussion on the effects of the Homestead Act. (US.2A, US.9A,
US.10A, US.24C, US.25A, US.25B, US.26A, US.26B)
 In small groups, read the Homestead Act and outline the main points of the
act by creating an informational chart.
 Create a cause and effect chart demonstrating the effects of the Homestead
Act on Americans.
 Discuss the challenges faced by farmers who began settling in the Great Plains
area. (US.9A, US.10A, US.24C, US.25A, US.25B)
 Give examples of how people would write in their journals during this era. (US.9A,
US.10A, US.24C, US.25A, US.25B)
 In pair-share, discuss with partner the challenges that new settlers on the
plains faced.
 With partner, create a journal entry from the point of view of a settler
describing the challenges faced while trying to settle on the land. Use
concise descriptions of the surrounding geography, weather, housing, and
establishing a farm. Illustrations can also be added to help with the
visualization of the entry.
 Demonstrate how to create a webbing diagram showing the development of the
Populist movement, their views, and how the movement affected political,
economic and social changes in the United States. (US.9A, US.10A, US.24C,
US.25A, US.25B, US.25D)
 create a webbing diagram demonstrating the platform of the Populist party.
 Create a compare and contrast organizational chart showing the points of
view of the “Gold Bugs” and “Silverites”
 In interactive notebook, summarize William Jennings Bryan’s point of view
during his “Cross of Gold Speech.”
INDEPENDENT PRACTICE
 Conduct the History Alive lesson Change and Conflict in the American West.
(US.2A, US.9A, US.10A, US.24C, US.25A, US.25B, US.25D, US.26A, US.26B)
 Review and discuss the guiding questions from this lesson. (US.2A, US.9A,
US.10A, US.24C, US.25A, US.25B, US.25D, US.26A, US.26B)
EXTENSIONS
 Demonstrate how to use primary sources when conducting historical research.
(US.2A, US.9A, US.10A, US.24C, US.25A, US.25B, US.25D, US.26A, US.26B)
 See Lesson 12 from History Alive.
 Answer the guiding questions from this lesson in the interactive notebook.
 Based upon the information gathered from the primary sources from this
lesson, create a presentation drawing comparisons between the issues
during this era and modern times.
 Conduct an oral report complete with visuals on the similarities found
between then and now.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 13 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Vocabulary: (Pertinent to
the learning – specific)
 Great Plains
 Sitting Bull
 George Custer
 Assimilation
 Dawes Act
 Battle of Wounded Knee
 Chisholm Trail
 Homestead Act
 Soddy
 Morrill Act
 Populist
 Grange
 Bimetallism
 Gold Standard
 William McKinley
 William Jennings Bryan
Resources
Textbook
 McDougal-Littell - The Americans: Chapter 5
 TCI – History Alive! Pursuing American Ideals – Chapter 12
 Adventure Tales of America: Volume 2 – Sections 1-2
Primary Resources
 Dawes Act
Online Resources
 SAISD Social Studies Resource
 TEA SSC
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Differentiation
What do you do for students who need more support?
 Use the “Voices Across Time” lesson for auditory learners to develop the concept of
reasons to move westward.
 Select lessons from the American West list to enhance weak areas.
What do you do for students who master the learning quickly?
 Conduct the DBQ Project Lesson How Violent was the Old West?
 Gather resources for the History Day project.
 Modify the processing assignment from the History Alive lesson by presenting the
following resolution, “People were more positively affected than negatively affected
by the settlement of West.” Conduct a debate by dividing students into an
“Affirmative” team and a “Negative” team.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
College Readiness objectives addressed in this lesson
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 14 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
TAKS
Compare the two photographs below.
Which of the following concepts is illustrated by
the changes you see in these photographs?
A. allotment
B. assimilation
C. expansionism
D. nativism
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the settlement of the west and
answer the following question:
The buffalo is our money. . . . [T]he robes we
can prepare and trade. We love them as the
white man does his money. Just as it makes a
white man feel to have his money carried away,
so it makes us feel to see others killing and
stealing our buffaloes, which are our cattle
given to us by the Great Father above.
Striking Eagle of Kiowas
Was conflict between Americans and the Indian Nations
inevitable? Justify your answer.
Which of these statements would support the view
expressed by Striking Eagle?
A The buffalo provided the Native Americans on the
Plains with food, clothing, shelter, and tools.
B The buffalo was the basis of the wealth of the Native
Americans on the Plains.
C The buffalo was highly valued by the Native Americans
who lived on the Plains.
D All of the above
2006 11th Grade TAKS
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 15 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Unit 2 – Lesson 2: Industrialization, Big Business & Labor
CURRICULUM GUIDE
First Grading Period – Unit 2
Guiding Questions
Essential Pre-requisite Skills
 Was the growth of industry a good thing for the United States?
 Was the growth of industry a good thing for Americans?
 What were the political, economic, and social effects of the growth of
industrialization on the United States?
 Understanding the growth of industrialism (Grade 4 – Grade 10)
 Understanding the causes and effects of urbanization (Grade 6 – Grade 10)
 Understanding the concept of free market economy (Grade 5 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive, resources from the Internet and the Social Studies website, and the
textbook to conduct the following lesson.
Hook
 From the History Alive curriculum, conduct the Preview 13 lesson. (US.22A,
US.23A)
Guided Practice
 Introduce the overlying theme of the lesson of study. (US.1A, US.1B, US.25A)
 Using vocabulary strategies such as Frayer’s Four Square, introduce the terms for
this lesson either on the board or overhead. (US.1A, US.1B, US.25A)
 Demonstrate how to create a graphic organizer showing the developments and
inventions that would contribute to the development of industrialism. (US.1A,
US.2B, US.2C, US.22A, US.23A, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D)
 Discuss the importance and expansion of the railroad, Granger laws and the
Interstate Commerce Act of 1887. Show how to determine causes and effects.
(US.1A, US.2B, US.12B, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Complete the History Alive Lesson The Age of Innovation and Industry. (US.1A,
US.2B, US.22A, US.23A, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Use an organizational chart to illustrate the expansion of big business, social
Darwinism and the emerging of “Robber Barons.” (US.1A, US.2B, US.12B,
US.19B, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Discuss the Sherman Anti-Trust Act and show how to use a T-Chart to organize
information dealing with the act. (US.1A, US.2B, US.12C, US.24B, US.24C,
US.25A, US.25B, US.25C, US.25D)
So students can….
 See Lesson Plan for Details
 Define outlined vocabulary terms in their interactive notebook.
 Create vocabulary flash cards
 Create a visual chart demonstrating the innovation, person responsible for
that innovation and how it encouraged industrialism. (Look at page 35 in
Adventure Tales of America: Volume II for a listing of inventions and
innovations from 1844-1916.
 On the back of the chart predict how industrialism might affect the American
economy, large cities, and Americans in general.
 Work in pair share to fill out the Growth of the Railroads foldable.
 In journal, answer the question, “How would the growth of the railroads
contribute to growth of industrialism in the United States?”
 See Lesson Plan for Details
 Using various printed and electronic resources, create an organizational
chart demonstrating the “Robber Barons” of this era and what
industry/industries they had major investments in. (See Lives of the Rich
and Shameless strategy)
 Answer the following question, “Did the Robber Barons have a constitutional
right to owning monopolies and trusts?”
 Create a T-Chat showing the intentions of the Sherman Act and the end
results of the Act.
 Answer the following question, “Was the Sherman Antitrust Act an effective
tool against monopolies? Justify your answer.”
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 16 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Trace the development of labor unions, function of unions, and how strikes
affected businesses and workers alike. Give examples of historical posters that
were used to convey opinions on social, political and economic issues. (US.1A,
US.2B, US.12B, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Create a informational poster urging people to join a workers union. The
poster should include historically accurate information of labor unions, their
goals, and why people should join.
 On the back of the poster, answer the following question, “Were unions
effective against corporations? Justify your answer.”
 See lesson plan for details
Independent Practice
 Conduct the History Alive Lesson Labor’s Response to Industrialism. (US.1A,
US.2B, US.12B, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D, US.26A,
US.26B)
 Review the guiding questions from this lesson. (US.1A, US.2B, US.12B, US.24B,
US.24C, US.25A, US.25B, US.25C, US.25D, US.26A, US.26B)
Extension
 From the DBQ Project, conduct the lesson Was Andrew Carnegie a Hero?
(US.1A, US.2B, US.12B, US.19B, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D, US.26A, US.26B)
 In the interactive notebook, answer the guiding questions.
 See lesson plan for details
Vocabulary: (Pertinent to the learning – specific)

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




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
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
Edwin L. Drake
Bessemer Process
Thomas Alva Edison
Christopher Sholes
Alexander Graham Bell
Transcontinental railroad
George M. Pullman
Credit Mobilier
Munn v. Illinois
Commerce Act of 1887
Laissez faire
Andrew Carnegie
Monopoly
Vertical and horizontal
integration
 Social Darwinism
 John D. Rockefeller
 Sherman Antitrust Act
 Samuel Gompers
 American Federation of
Labor (AFL)
 Eugene V. Debs
 Industrial Workers of the
World
 Strikes
 Haymarket Strike
TAKS Vocabulary
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
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
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
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
Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate




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









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
Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:
 McDougal Littell – The Americans:
Chapter 6, Sections 1-3
 TCI – History Alive!: Chapters 13 –
14
 Adventure Tales of America:
Volume 2: Sections 3-7
Primary Sources
 Munn v. Illinois
 Commerce Act of 1887
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Differentiation
What do you do for students who need more support?
 Use different types of foldable strategies outlined on the Social Studies Website.
 Use any of the different types of strategies from the OAH website.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 17 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Begin researching on a topic for the National History Day project.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
College Readiness objectives addressed in this lesson
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
Evidence of Learning
Formative Mini Assessments
Which of the following best describes a laissez-faire
economic policy?
A. The government should leave businesses alone.
B. The government should heavily regulate businesses.
C. The government should protect small businesses
from failing.
D. The government should prevent big businesses from
expanding.
TAKS
2007 SAISD Interim adapted from TCI
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the “robber barons” of this era.
Conduct research on industrial leaders of today and
compare the leaders of both eras. Answer the following
question:
How has the leading industries changed over the years
and are industries as powerful today?
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 18 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Unit 2 - Lesson 3: Immigration and Urbanization
CURRICULUM GUIDE
First Grading Period – Unit 2
Guiding Questions
Essential Pre-requisite Skills
 What was is like to be an immigrant in the United States around the turn of the
century?
 What effects did urbanization have on the United States at the turn of the
century?
 Understand the concept of migration including push and pull factors (Grade 6 –
Grade 10)
 Understand the causes and effects of urbanization (Grade 6 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive, resources from the Internet and the Social Studies website, and the
textbook to conduct the following lesson.
Hook
 Conduct the experiential exercise from the Through Ellis Island and Angel
Island: The Immigrant Experience from History Alive. (US.1A, US.1B, US.2C,
US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
Guided Practice
 Introduce the overlying theme of the lesson of study and have studens list ut
what they know about immigration. (US.1A, US.1B, US.2C, US.24B, US.24C,
US.25A, US.25B, US.25C, US.25D)
 Review the vocabulary for this lesson either on the board or overhead. (US.1A,
US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Outline the reasons why many people wanted to move to the United States
during the late 19th and early 20th centuries. (Push/Pull factors) (US.1A,
US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 List the restrictions placed on immigrant groups and the new movements that
emerged in the United States as a reaction to immigration. (US.1A, US.1B,
US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Show on a map of the United States where immigrants settled once they came
to the United States. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A,
US.25B, US.25C, US.25D)
 Preview the Immigrant Experience PowerPoint and select 5 slides for students
to use the photo analysis strategy. (US.1A, US.1B, US.2C, US.24B, US.24C,
US.25A, US.25B, US.25C, US.25D)
 Show the Immigrant Experience PowerPoint. (US.1A, US.1B, US.2C, US.24B,
US.24C, US.25A, US.25B, US.25C, US.25D)
 Show how to use a webbing diagram to illustrate urbanization and problems
caused by urbanization. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A,
US.25B, US.25C, US.25D)
Independent Practice
 conduct the Digging Deeper lesson Analyzing Attitudes on Immigration Through
Political Cartoons. (US.24B, US.24C, US.25A, US.25C, US.25D)
So students can….
 See Lesson Plan
 Define outlined vocabulary terms in their interactive notebook.
 Create vocabulary flash cards
 individually, do the Push Pull strategy.
 in the interactive notebook, recreate the pie chart found on page 255 and
reflect where the immigrants were coming from and how communities
may be affected by immigration.
 In pair-share, create a mental map of what an immigrant neighborhood
would look like.
 In pair-share, use the photo analysis strategy while viewing the slide
show.
 Write descriptions of the neighborhood and how living conditions are.
 Create a webbing diagram giving the characteristics and problems of
urbanization.
 See Lesson Plan
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 19 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Review the guiding questions from this lesson. (US.1A, US.1B, US.2C, US.24B,
US.24C, US.25A, US.25B, US.25C, US.25D)
Extension
 use satellite images such as Google Earth to show San Antonio. (US.1A, US.1B,
US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
Vocabulary: (Pertinent to the
learning – specific)

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

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
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push and pull factors
Ellis Island
Angel Island
Nativism
Melting pot
Chinese Exclusion Act
Gentlemen’s Agreement
Urbanization
Americanization movement
Tenement
Mass transit
Social Gospel Movement
Settlement houses
Jane Adams
TAKS Vocabulary
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





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
Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
 Answer the guiding questions in the interactive notebook.
 In pair-share look at the images of San Antonio and answer, “Based on
your knowledge of urbanization, does San Antonio have the
characteristics of urbanization? Justify your answer.”
Resources
Textbook:
 McDougal Littell – The Americans: Chapter 7. Sections 1-2
 TCI – History Alive!: Chapter 15: Through Ellis Island and Angel Island: The
Immigrant Experience
 Signal Media – Adventure Tales of America: Volume II: Sections 8-9
District Resources
 Ellis Island
 The Immigrant Experience
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Differentiation
What do you do for students who need more support?
 Use any of the lesson strategies found from PBS.
 Use any of the resources found on the ProTeacher website.
What do you do for students who master the learning quickly?
 Conduct the Digging Deeper strategy Voices of Chinese Immigrants: Poems from
Angel Island.
 Conduct the Working with Documents: The Chinese Boycott Case lesson from the
National Archives.
 Conduct research for the National History Day project.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ English
spelling patterns and rules with increasing accuracy as more English is acquired.
College Readiness objectives addressed in this lesson
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 20 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
7.
College-Readiness
TAKS
Anticipated Skills for SAT/ACT/College Board/Career/Life
Examine the map below.
Conduct research on the growth of immigration during
this era and write a paper answering the following
question:
How did different immigrant groups impact the growth of
the United States?
What does the map reveal about immigrant
settlement patterns at this time?
A.Most immigrants did not settle in cities.
B.Wealthy immigrants settled in newly built suburbs.
C.Immigrant groups often clustered together in urban
neighborhoods.
D.Poor immigrants often lived alongside upper-class
families.
Social Studies FMA
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 21 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Unit 2 - Lesson 4: Political Reform
CURRICULUM GUIDE
First Grading Period Unit 2
Guiding Questions
Essential Pre-requisite Skills
 How would immigration and urbanization lead to the development of political
machines?
 How would political reform at the turn of the century affect the government and
Americans?
 Understand the concept of reform (Grade 5 – Grade 10)
 Understand the concept of political parties (Grade 5 – Grade 10)
 Understand how to analyze political cartoons (Grade 7 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive, resources from the Internet, the Social Studies website, and the
textbook to conduct the following lesson.
Hook
 Use the Teaching Future Historians strategy (Parts I & II) to introduce the concept
of a spoil system and political machines. (US.1A, US.1B, US.2C, US.24B,
US.24C, US.25A, US.25B, US.25C, US.25D)
Guided Practice
 Introduce the overlying theme of the lesson of study. (US.1A, US.1B, US.2C,
US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Review the vocabulary for this lesson either on the board or overhead and use a
foldable. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D)
 Begin a cause and effect graphic organizer illustrating how the increase in
immigration and urbanization would contribute to the growth of political machines.
(US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Give examples of the power of Boss Tweed and Tammany Hall in New York as an
example of a political machine. (US.1A, US.1B, US.2C, US.24B, US.24C,
US.25A, US.25B, US.25C, US.25D)
 Outline the positive and negative aspects of political machines by using a t-chart
either on the overhead or chalkboard. (US.1A, US.1B, US.2C, US.24B, US.24C,
US.25A, US.25B, US.25C, US.25D)
 Model how to analyze political cartoons by using the political cartoon analysis
process.
 Discuss the roll of Thomas Nash in exposing government corruption through his
use of political cartoons. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A,
US.25B, US.25C, US.25D)
1. "The American River Ganges," Harper’s Weekly, September 30, 1871, p.916.
2. "The Tammany Tiger Loose," Harper’s Weekly, November 11, 1871, p.10561057.
3. "What Are You Laughing At? To the Victor Belong the Spoils," Harper’s
Weekly, November 25, 1871, cover.
So students can….
 See Lesson Plan
 Define outlined vocabulary terms in their interactive notebook.
 Create vocabulary flash cards
 Create a cause and effect graphic organizer demonstrating the causes of
political machines.
 Either below or on the back of the graphic organizer, answer the question,
“How are political machines going to influence the role of local
governments?”
 On the cause and effect graphic organizer, list out the effects of political
machines.
 Answer the following question in the interactive notebook, “Were political
machines overall a positive or negative influence on urban areas? Justify
your answer.”
 In pair-share, use the political cartoon analysis process on three of Thomas
Nash’s political cartoons.
 Discuss with partner the effects of the cartoons on people who were living in
large cities especially immigrant groups.
 Write the reflections gathered from the discussions in the interactive
notebook.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 22 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Outline the steps that were taken by the Presidents of that era and other political
leaders. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D)
 Demonstrate how to analyze the importance of the Pendleton Civil Service Act.
(US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
Independent Practice
 Conduct the Uncovering Problems at the Turn of the Century Lesson from History
Alive. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D, US.26A, US.2B)
 Review the guiding questions from this lesson.
 create a Presidential timeline (from Hayes to Arthur) demonstrating actions
taken to help reform political corruption. Can use information found in
Adventure Tales of America: Section 10
 Create a newspaper article outlining the main points of the Pendleton Act.
The article can be for information only or an editorial.
 See Lesson Plan
Extension
 Divide students into small groups and discuss some of the modern issues that
may need reform within San Antonio. (US.1A, US.1B, US.2C, US.24B, US.24C,
US.25A, US.25B, US.25C, US.25D, US.26A, US.2B)
 As a group, create a reform platform outlining the problems of San Antonio
and how these problems may be resolved.
Vocabulary: (Pertinent to the
learning – specific)
 political machines
 graft
 Boss Tweed
 Tammany Hall
 Thomas Nast
 Patronage
 Civil service
 Rutherford B. Hayes
 James A. Garfield
 Chester A. Arthur
 Pendleton Civil Service Act
 Grover Cleveland
 Benjamin Harrison
 Answer the guiding questions from this lesson in the interactive notebook.
Resources
Textbook:
 McDougal Littell – The Americans: Chapter 7, Section 3
 Signal Media - Adventure Tales of America: Volume II: Section 10
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Thomas Nast Bio and Cartoon Samples
Differentiation
What do you do for students who need more support?
 Create a flip-book demonstrating the main issues of this lesson.
 Create a diamond-quilt using the vocabulary terms for this lesson.
 Use various hands on strategies found on the Social Studies Website.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1c Use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary.
 ELPS C.3e Share information in cooperative learning interactions.
 ELPS C.4d use pre-reading supports such as graphic organizers, illustrations, and
pre-taught topic-related vocabulary and other pre-reading activities to enhance
comprehension of written text.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 23 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 ELPS C.5c Spell familiar English words with increasing accuracy, and employ
English spelling patterns and rules with increasing accuracy as more English is
acquired.
College Readiness objectives addressed in this lesson
 CCRS 1.B1 Examine how and why historians divide the past into eras.
 CCRS 1.B3 Analyze causes and effects of major political, economic, and social
changes in U.S. and world history.
What do you do for students who master the learning quickly?
 Conduct a debate based on Civil Service reform.
 Continue working on the project for National History Day.
Evidence of Learning
Formative Mini Assessments
TAKS
8. The cartoon below shows a party boss handing out
"special favors" to a few of his supporters.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on modern social issues and formulate
legislature to resolve these issues. Conduct a debate with
three other students in order to prioritize these issues.
What statement was the cartoonist trying to
make about party bosses?
A.
B.
C.
D.
They were progressive reformers.
They were corrupt public officials.
They were followers of social Darwinism.
They were unfairly treated by muckrakers.
2005 US Interim 1 SAISD
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 24 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Unit of Study: Life at the Turn of the Century
First Grading Period – Unit 3
Enduring Understandings (Big Ideas)
 At the turn of the century, the United States had many social, political and economic
issues that needed to be addressed.
 Numerous people took leadership roles to make changes and were called
Progressives.
 Changes that were made by the Progressive Movement have an effect on how we
live today.
Essential Questions
 How do people bring about change?
Concepts & Skills
TEKS (Standards)
TEKS US.1-History The student understands traditional historical points of reference
in U.S. history from 1877 to the present.
US.1A Identify the major eras in U.S. history from 1877 to the present and describe
their defining characteristics.
US.1B Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods.
TEKS US.2-History. The student understands the political, economic, and social
changes in the United States from 1877 to 1898.
US.2C Analyze social issues such as the treatment of minorities, child labor, growth of
cities, and problems of immigrants.
TEKS US.4-History. The student understands the effects of reform and third party
movements on American society.
US.4A Evaluate the impact of Progressive Era reforms including initiative,
referendum, recall, and the passage of the 16th and 17th amendments.
US.4B Evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B.
DuBois, and Robert LaFollette on American society.
TEKS US.18-Citizenship. The student understands efforts to expand the democratic
process.
US 18A Identify and analyze methods of expanding the right to participate in the
democratic process, including lobbying, protesting, court decisions, and amendments
to the U.S. Constitution.
TEKS US.21-The student understands how people from various groups, including
racial, ethnic, and religious groups adapt to life in the United States and contribute to
our national identity.
US.21D Identify the political, social, and economic contributions of women to
American society.
CURRICULUM OVERVIEW
Unit Rationale
As the turn of the century approached, there were many in the United States who
wanted to change how we lived as a nation. There were many issues ranging from child
labor to equal rights. It is important to find out how people can make changes in society
during any era of American History.
Lessons for this Unit
 Lesson 1: Life at the Turn of the Century
 Lesson 2: The Progressive Movement (Part I)
 Lesson 3: The Progressive Movement (Part II)
Guiding Questions
 What were the major political, economic, and social problems at the turn of the
century?
 How did the Progressive movement affect the problems and issues of the United
States?
TEKS Specificity - Intended Outcome
I can identify historical points of reference and identify different eras in U.S. History. I
can also analyze the political, economic, and social changes of this era brought on by
different reform movements. (US.1A, US.1B, US.2C, US.4A, US.4B, US.18A, US.21D)
Including, but not limited to:
 Identifying the Progressive Era and its defining characteristics.
 Applying absolute and relative chronology with people, places and events during
the Progressive Era.
 Analyze political, social, and economic changes during the Progressive Era.
 Evaluate the impact of reform leaders and the impact of reforms that occurred
during the Progressive Era.
 Analyzing the expansion of the right to participate in he democratic process.
 Identifying the political, economic, and social contributions of women to American
society.
I can use critical thinking skills to organize and use information from different sources in
order to communicate in written, oral and visual forms. I can also use problem-solving
skills to look at historical events. (US.24B, US24C, US.25A, US.25B, US.25C, US.25D,
US.26A, US.26B)
Including, but not limited to:
 Journal entries reflecting on social studies information and issues.
 Looking at various primary and secondary resources.
 Problem solving social, economic and political issues of this era.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 25 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
TEKS Specificity - Intended Outcome
TEKS US.24-Social Studies Skills. The student applies critical-thinking skills to
organize and use information acquired from a variety of sources including electronic
technology.
US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations [and predictions], and drawing inferences and conclusions.
US.24C Explain and apply different methods that historians use to interpret the past,
including the use of primary and secondary sources, points of view, frames of
reference, and historical context.
TEKS US.25-Social Studies Skills. The student communicates in written, oral, and
visual forms.
US.25A Use social studies terminology correctly.
US.25B Use standard grammar, spelling, sentence structure, and punctuation.
US.25C Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
US.25D Create has written, oral, and visual presentations of social studies
information.
TEKS US.26 Social Studies Skills. The student uses problem-solving and decisionmaking skills, working independently and with others, in a variety of settings.
US.26A Use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution.
US.26B Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision.
ELPS Student Expectations
ELPS Specificity - Intended Outcome
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and
academic vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
 ELPS C.4f use visual and contextual support and support from peers and
teachers to read grade-appropriate content area text, enhance and confirm
understanding, and develop vocabulary, grasp of language structures, and
background knowledge needed to comprehend increasingly challenging
language.
 Use familiar vocabulary terms to develop understanding of new concepts such as
reform movements.
 Come to a better understanding of social changes occurred during this period of
time.
 Participate in group discussions during this unit on social and political change.
 Demonstrate understanding of complex themes of social change.
College Readiness Student Expectations
 CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.
 CCRS 1.C2 Evaluate changes in the functions and structures of government
across time.
College Readiness - Intended Outcome
 Evaluate the changes in the United States during the Progressive Era.
 Discuss and evaluate how social norms changed during this period in American
history.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 26 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning (Summative Assessment)
 Given information on the Progressive era, the student will evaluate the contributions of reform leaders with 80% accuracy.
 Given information on the Progressive movements, the student will analyze the political, social and economic changes brought about by the Progressive movements.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 27 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – U.S. History Since 1877
Unit 3 – Lesson 1: Life at the Turn of the Century
CURRICULUM GUIDE
First Grading Period – Unit 3
Guiding Questions
Essential Pre-requisite Skills
 How would the United States change politically, economically, and socially at the
turn of the century?
 Understand the concept of popular culture and how trends change. (Grade 4 – Grade
10)
 Understand the concept of discrimination and its history in the United States. (Grade
4 – Grade 10)
 Understand developing technologies and how they can impact societies. (Grade 4 –
Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive, resources from the Internet, the Social Studies website, and the
textbook to conduct the following lesson.
Hook
 On the board or overhead, write the question, “What innovation or social
movement in your lifetime do you consider the most important?” (US.1A, US.1B,
US.2C, US.24B, US.24C, US.25A, US.25B)
Guided Practice
 Provide an overview on the overlying theme of the lesson of study. (US.1A,
US.1B, US.2C, US.24B, US.24C, US.25A, US.25B)
 Using a shutter fold, review the vocabulary for this lesson either on the board or
overhead. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B)
 Outline changes in large urban centers such as, skyscrapers, engineering, urban
planning, and electric transit. (US.1A, US.1B, US.2C, US.24B, US.24C, US.25A,
US.25B, US.25C, US.25D, US.26A, US.2B)
 List developing technologies that were developed during this period of time.
(US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D,
US.26A, US.2B)
 Outline the expansion of public and higher education during this time. (US.1A,
US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D, US.26A,
US.2B)
 Create a list of Jim Crow laws and court cases that provided for legal
discrimination during this period of time. (US.1A, US.1B, US.2C, US.24B,
US.24C, US.25A, US.25B, US.25C, US.25D, US.26A)
 Discuss discrimination in regional areas such as the South, North and the West.
Demonstrate how to create a multiple compare and contrast chart. (US.1A,
US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D, US.26A)
 Use a sequential chart to demonstrate the emergence of popular culture and how
the cultural changes were spread through the United States (newspapers)
(US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D,
US.26A, US.2B)
So students can….
 Answer the question individually and then share response with a partner.
 With partner decided on which innovation or social movement is more
important and be prepared to report out to the class.
 Define outlined vocabulary terms in their interactive notebook.
 Create vocabulary flash cards.
 In pair share, create a chart demonstrating changes in urban planning and
describe how this would improve the lives of people living in the city.
 Add to the previous chart the innovations that were developed during this
period of time and how these innovations would influence people living in
the United States at this time.
 Add to the previous chart how education changed during this time and how
the expansion of education would affect people during this time.
 Create an informative booklet demonstrating laws and court cases that
allowed for legal discrimination. At the end of the book, write an editorial on
whether or not these laws went against the 13th, 14th and 15th
Amendments.
 Create a compare and contrast chart demonstrating the different levels of
discrimination in the North, South and West.
 Use the Now and Then strategy to analyze the importance of newspapers at
the turn of the 20th Century versus the importance of the Internet at the
beginning of the 21st Century.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 28 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 With a partner, create a chart showing the major problems found in
American society. For each problem listed, write a solution that would be
economically efficient.
Independent Practice
 Review the challenges that had to be faced at the end of the 19 th Century.
(US.1A, US.1B, US.2C, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D,
US.26A, US.2B)
 Discuss the guiding questions from this lesson. (US.1A, US.1B, US.2C, US.24B,
US.24C, US.25A, US.25B, US.25C, US.25D, US.26A, US.2B)
Extension
 Discuss some of the problems that our society faces now.
Vocabulary: (Pertinent to the
learning – specific)
 Orville and Wilber Wright
 George Eastman
 Booker T. Washington
 Tuskegee Normal and
Industrial Institute
 W.E.B. Du Bois
 Niagara Movement
 Ida B. Wells
 Poll tax
 Grandfather Clause
 Segregation
 Jim Crow Laws
 Plessy v. Ferguson
 Debt peonage
 Joseph Pulitzer
 William Randolph Hearst
 Ashcan School
 Mark Twain
TAKS Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
 Answer the guiding questions from this lesson.
 create a plan on how to address modern societal problems. This can be
used for the Speak Up Speak Out contest held in May.
Resources
Textbook:
 McDougal Littell – The Americans: Chapter 8
 TCI – History Alive!: Chapter 16: Uncovering Problems at the Turn of Century
Primary Resources
 Plessy v. Ferguson
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Differentiation
What do you do for students who need more support?
 Create a “Find the Fib” handout covering civil rights issues at the turn of the
century.
 Use the “Lyrical Lesson” strategy to demonstrate new technologies during this
period of time.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
 ELPS C.4f use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 29 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Continue the National History Day project.
College Readiness objectives addressed in this lesson
 CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.
 CCRS 1.C2 Evaluate changes in the functions and structures of government across
time.
Evidence of Learning
Formative Mini Assessments

Poll Tax

Grandfather Clause
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct further research on the U.S. as it was at the turn
of the 20th Century. Create a comparative poster showing
the political, economic and social similarities between
society at the turn of the 20th Century and society at the
turn of the 21st Century.
The above are examples of laws passed to limit voting
rights of
A. Native Americans
B. African Americans
C. recent immigrants
D. women
2006 Interim 1 Social Studies Department
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 30 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Subject – Course
Unit 3 – Lesson 2: The Progressive Movement (Part 1)
CURRICULUM GUIDE
First Grading Period – Unit 3
Guiding Questions
Essential Pre-requisite Skills
 What were the major political, economic, and social problems at the turn of the
century?
 How did the Progressive movement affect the problems and issues of the United
States?
 Understand how to recognize political, economic and social issues and how reform
movements affect societies. (Grade 5 – Grade 10)
 Understand the concept of woman’s’ suffrage. (Grade 6 – Grade 10)
 Understand point of view. (Grade 3 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive, the textbook, resources from the Social Studies website, and
Google Earth to conduct the following lesson.
Hook
 Divide students into 8 groups and distribute one placard from the Child Labor
series to each group. (US.24C)
Guided Practice
 Introduce the overlying theme of the lesson of study by using a prediction guide.
(US.1A, US.1B, US.25A)
 Introduce the vocabulary for this lesson either on the board or overhead. (US.1A,
US.1B, US.25A)
 Outline the four goals of Progressivism and start a graphic organizer
demonstrating the goals. (US.1A, US.1B, US.2C, US.4A, US.25A)
 Discuss people, places and events regarding reforming local governments, child
labor, working conditions, and elections including the 17th Amendment.
Demonstrate how to place this information within a flipbook. (US.1A, US.1B,
US.2C, US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D)
 Outline the role of women during the Progressive Era. (US.1A, US.1B, US.2C,
US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D)
 Summarize the role of “Muckrakers” during the Progressive Era. (US.1A, US.1B,
US.2C, US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D)
So students can….
 Use the photo analysis sheet as a group for the placard.
 As a group, discuss what the person or people in the photograph is/are
experiencing.
 Create a dramatization as if you were that person, describing your life and
what you are doing in the photograph.
 Define outlined vocabulary terms in their interactive notebook.
 Create vocabulary flash cards
 Create a graphic organizer demonstrating the four goals of Progressivism.
 In the graphic organizer give examples for each of the goals that the
Progressives wanted to improve.
 Give examples of modern problems that fit any of the four goals.
 Create a flipbook demonstrating the places, people and events regarding
changing:
o Local governments
o Child labor
o Working conditions
o Election Fraud
o Direct election of Senators
 On the back of the flipbook, write an analysis on the citizen’s role of creating
change in a community. Cite historical examples from the flip book on how
people can make a difference.
 With a partner, create a memorial honoring the leaders of the women’s
rights movement during this period of time .The memorial can either be
done in 3-D or in poster format.
 Write a summary about the memorial, who it honors, and what the design of
the memorial signifies.
 Create a newsstand gossip magazine cover demonstrating the issues of the
Progressive Era.
 With a partner, write one article based upon an issue that the Muckrakers
discussed exposed.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 31 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 See Lesson Plan
Independent Practice
 Conduct the History Alive Digging Deeper Lesson, Progressive Era Thinkers Meet
the Press. (US.1A, US.1B, US.2C, US.4A, US.4BB, US.18A, US.24B, US.24C,
US.25A, US.25B, US.25C, US.25D, US.26A, US.26B)
 Discuss the guiding questions from this lesson. (US.1A, US.1B, US.2C, US.4A,
US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D, US.26A,
US.26B)
Extension
 Discuss modern day “Muckrakers” and their role in today’s society. (US.1A,
US.1B, US.2C, US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B,
US.25C, US.25D, US.26A, US.26B)
Vocabulary: (Pertinent to the
learning – specific)
 Progressive Movement
 Florence Kelley
 Prohibition
 Muckraker
 Robert M. La Follette
 Initiative
 Referendum
 Recall
 Seventeenth Amendment
 Suffrage
 Susan B. Anthony
 NAWSA
 Upton Sinclair – The Jungle
 Theodore Roosevelt
 Trustbusting
 Meat Inspection Act
 Pure Food and Drug Act
 Conservation
 NAACP
 Answer the guiding questions in the interactive notebook.
 Create a compare and contrast table showing issues of the Progressive Era
and the issues of today.
 Demonstrate on the chart how the problems were dealt with.
 Create a list of solutions on today’s issues and explain how the new
programs could solve modern issues.
Resources
Textbook:
 McDougal Littell – The Americans: Chapter 9, Sections 1-3
 TCI – History Alive! Digging Deeper: Progressive Era Thinkers Meet
the Press
 Signal Media-Adventure Tales of America: Volume 2 – Section 13
TAKS Vocabulary
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
Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate




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



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
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


Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
Differentiation
What do you do for students who need more support?
 Use the National Archives lesson, Teaching With Documents: Photographs of
Lewis Hine: Documentation of Child Labor.
 Use any of the lesson resources found on Digital History’s Website.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 32 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 ELPS C.4f use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language.
College Readiness objectives addressed in this lesson
 CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.
 CCRS 1.C2 Evaluate changes in the functions and structures of government across
time.
What do you do for students who master the learning quickly?
 Continue working on the National History Day project.
 Conduct the Teaching With Documents: Political Cartoons Illustrating
Progressivism and the Election of 1912 lesson.
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the major political, social and
economic issues and reforms during this time period. In a
multimedia presentation, answer the following question,
“Under which presidential administration did the most
important reforms occur?”
Convention for Women’s Suffrage
It can best be concluded from the illustration above that
the women’s suffrage movement —
A utilized the protection of free speech to spread its
message
B employed scare tactics to intimidate the audience
C proposed child-labor reform
D advocated violence to spread its philosophy
2006 11th Grade 2nd Interim SAISD
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 33 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Subject – Course
Unit 3 - Lesson 2: The Progressive Movement (Part II)
CURRICULUM GUIDE
First Grading Period – Unit 3
Guiding Questions
Essential Pre-requisite Skills
 How did the Progressive movement affect the problems and issues of the United
States?
 Understand how to recognize political, economic and social issues. (Grade 5 – Grade
10)
 Understand the concept of reform and how change can be made. (Grade 5 – Grade
10)
 Understand the concept of woman’s’ suffrage. (Grade 6 – Grade 10)
 Understand point of view. (Grade 3 – Grade 10)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use History Alive, the textbook, resources from the Social Studies website, and
Google Earth to conduct the following lesson.
Hook
 Conduct the History Alive lesson The Progressives Respond. (US.25A)
Guided Practice
 Review the overlying theme of the lesson of study. (US.1A, US.1B, US.25A)
 Introduce the vocabulary for this lesson either on the board or overhead. (US.1A,
US.1B, US.25A)
 Outline the role of Theodore Roosevelt during the Progressive Era by using an
organizational chart. (US.1A, US.1B, US.2C, US.4A, US.4BB, US.18A, US.24B,
US.24C, US.25A, US.25B, US.25C, US.25D)
 Give an overview of the role of William Howard Taft during the Progressive Era.
(US.1A, US.1B, US.2C, US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A,
US.25B, US.25C, US.25D)
 Discuss the role of Woodrow Wilson during the Progressive Era. (US.1A, US.1B,
US.2C, US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B, US.25C,
US.25D)
So students can….
 See lesson plan for details
 Define outlined vocabulary terms in their interactive notebook.
 Create vocabulary flash cards
 Create a chart demonstrating important information on how Theodore
Roosevelt affected the following five topics associated with the Square Deal
platform:
1. Trustbusting
2. Railroad Regulation
3. Regulating food and drugs
4. Conservation and Natural Resources
5. Civil Rights
 On the same chart used for Roosevelt, answer the question, “How did
Progressivism change while Taft was President?”
 On the same chart use for Roosevelt, answer the question, “How did the
Republican Party change during Taft’s term as President and how did this
change affect the results of the election of 1912?”
 Create a new chart demonstrating important information on how Woodrow
Wilson affected the following five topics associated with the New Freedom
platform:
o Trusts
o Tariffs
o High Finance
o Women’s Suffrage
o Civil Rights
 Create a history book targeted at middle school students that use historical
examples from the Progressive Movement to demonstrate how people can
improve a society.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 34 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 See lesson plan for details
Independent Practice
 Conduct the History Alive Lesson Progressivism on the National Stage (US.1A,
US.1B, US.2C, US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B,
US.25C, US.25D, US.26A, US.26B)
 Review the guiding question from this lesson. (US.1A, US.1B, US.2C, US.4A,
US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D, US.26A,
US.26B)
Extension
 Demonstrate how to conduct research using Internet resources and how to
compile important information from these resources. (US.1A, US.1B, US.2C,
US.4A, US.4BB, US.18A, US.24B, US.24C, US.25A, US.25B, US.25C, US.25D,
US.26A, US.26B)
Vocabulary: (Pertinent to the
learning – specific)
 Gifford Pinchot
 William H. Taft
 Payne-Aldrich Tariff
 Bull Moose Party
 Woodrow Wilson
 Carrie Chapman Catt
 Clayton Antitrust Act
 Federal Trade Commission
 Federal Reserve System
 Nineteenth Amendment
 Answer the guiding question in the interactive notebook.
 Research a leader during the Progressive Movement and create a
multimedia presentation on conditions before the issue was resolved, the
process of creating change, and the end results because of the change.
Resources
Textbook:
 McDougal Littell – The Americans: Chapter 9, Sections 4-5
 TCI – History Alive! – Chapter 18-The Progressives Respond
 TCI – History Alive! – Chapter 18-Progressivism on the National Stage
 Signal Media-Adventure Tales of America: Volume 2 – Section 13
TAKS Vocabulary
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
Differentiation
What do you do for students who need more support?
 Use the National Archives lesson, Teaching With Documents: Photographs of
Lewis Hine: Documentation of Child Labor.
 Use any of the lesson resources found on Digital History’s Website.
ELPS Stems and Language Objectives addressed in this lesson
 ELPS C.1f Use accessible language and learn new and essential language in the
process.
 ELPS C.2c Learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions.
 ELPS C.3d Speak using grade-level content area vocabulary in context to
internalize new English words and build academic language proficiency.
 ELPS C.3j Respond orally to information presented in a wide variety of print,
electronic, audio, and visual media to build and reinforce concept and language
attainment.
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 35 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Continue working on the National History Day project.
 Conduct the Teaching With Documents: Political Cartoons Illustrating
Progressivism and the Election of 1912 lesson.
 ELPS C.4f use visual and contextual support and support from peers and teachers
to read grade-appropriate content area text, enhance and confirm understanding,
and develop vocabulary, grasp of language structures, and background knowledge
needed to comprehend increasingly challenging language.
College Readiness objectives addressed in this lesson
 CCRS 1.B2 Identify and evaluate sources and patterns of change and continuity
across time and place.
 CCRS 1.C2 Evaluate changes in the functions and structures of government across
time.
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Complete research project from previous week.
2006 2nd Grading Period Interim SAISD
SAISD © 2010-2011 – First Grading Period
Social Studies – U.S. History Since 1877
Page 36 of 36
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.