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Fairfax County Public Schools
Social Studies Program of Studies:
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Suggested time for instruction: 4.5 weeks
The student will demonstrate knowledge of how the nation grew and changed from the end of Reconstruction through the early twentieth century by
- Explaining the relationship among territorial expansion, westward movement of the population, new immigration, growth of cities, and the admission of new states to the Union.
- Describing the transformation of the American economy from a primarily agrarian to a modern industrial economy and identifying major inventions that improved life in the United States.
- Analyzing prejudice and discrimination during this time period, with emphasis on “Jim Crow” and the responses of Booker T. Washington and W.E.B. Du Bois.
- Identifying the impact of the Progressive Movement, including child labor and anti-trust laws, the use of labor unions, and the success of the women’s suffrage movement.
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- What factors influenced Western expansion and economic growth in the late nineteenth and early twentieth century?
- In what ways did changing patterns of immigration to the United States and the movements of people within the country create new patterns and conflicts?
- What is the significance of the closing of the frontier?
- How did westward expansion and settlement impact Native Americans?
- What significant shifts in immigration patterns occurred at the turn of the 20th century?
- How did US immigration policies respond to the challenges of the new wave of immigrants?
- How did race relations in the South change after Reconstruction, and what was the African American response?
- How did rapid industrialization, the rise of big business, the labor movement, and technological innovations transform the United States?
- How did industrialization affect workers?
- What were the goals of the labor leaders and union organizers?
- What social, economic, and political issues gave rise to the Populist movement?
- What were the short and long term results of the Progressive movement?
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NOTE: Red Bolded content in the indicators is considered essential and must be taught in all classrooms. Content which is not bolded goes beyond the scope and sequence of the state standards.
Benchmark 8.1: The student analyzes the causes and effects of western expansion during the second half of the 19th century.
8.1 Performance Indicators
Students reach this benchmark when they are able to:
- Identify and discuss factors that influenced western migration, including political, social, cultural, and economic factors (Homestead Act, Dawes Act, reaper, barbed wire, Transcontinental Railroad).
- Analyze the influence of western expansion on industry, technology, and the labor supply (Turner Thesis).
- Discuss the influence of the West and the effect of the closing of the frontier on American ideas and social and cultural developments.
- Identify and compare the attitudes and policies toward Native Americans by government officials, the US Army, missionaries, and settlers (Wounded Knee, Battle of Little Big Horn, Sitting Bull).
Benchmark 8.2: The student analyzes the ways that cultural and economic change redefined American ideals at the turn of the 20th century.
8.2 Performance Indicators
Students reach this benchmark when they are able to:
- Distinguish between the “old” (northern and western Europeans) and “new”(eastern and southern Europeans, Asians) immigration in terms of its volume and the immigrant’s ethnicity, religion, language, place of origin, and motives for emigrating from their homelands.
- Assess the contributions of different immigrant groups (German, Irish, Italian, Polish, Jews, Russian, Chinese, Japanese) and the challenges they faced in the United States.
- Trace patterns of immigrant settlement in different regions of the country and how new immigrants helped produce a composite American culture that transcended group boundaries.
- Evaluate the immigration policy of the United States and analyze the social, political and economic challenges immigrants faced at the turn of the 20th century (Ellis Island/ Angel Island, Chinese Exclusion Act, Immigration Restriction Act of 1921, nativism, urban life, public schools).
- Explain how industrialization led to the rapid growth of cities and what problems arose as a result of this rapid growth.
Benchmark 8.3: The student analyzes factors that fueled the modern industrial economy: industrialization, urbanization, immigration and available natural resources.
8.3 Performance Indicators
Students reach this benchmark when they are able to:
- Identify reasons for the economic transformation in the United States at the turn of the century; including government policies, the labor supply, and natural resources.
- Identify major industrial leaders and their impact upon the economy (Carnegie, Rockefeller, Morgan, Vanderbilt).
- Analyze governmental economic policies and their impact on industrial development (trade, monopolies, taxation, and money supply).
- Discuss the impact of the industrial growth on the expansion of international markets.
- Describe the impact of industrial production on distribution methods, transportation, and communication technologies.
- Identify key inventors and the impact of their inventions/innovations (Edison, Bell, Bessemer, Wright Brothers, Ford).
- Describe the impact of immigration on the labor supply and the movement to organize labor.
- Discuss the impact of industrialization on literature and the arts.
Benchmark 8.4: The student analyzes the extent to which civil liberties were maintained or denied during the last part of the 19th century.
8.4 Performance Indicators
Students reach this benchmark when they are able to:
- Trace the development of existing social customs that resulted in institutionalizing segregation.
- Describe the prejudice and discrimination during this time period with emphasis on “Jim Crow” laws, lynchings, the debate between Booker T. Washington and W.E.B. DuBois, the NAACP, Ida B. Wells, Plessy v. Ferguson, the Ku Klux Klan.
- Describe the “Great Migration” of African Americans to the Northern cities in the early 20th century.
Benchmark 8.5: The student analyzes the rise of the American labor movement and how political issues reflected social and economic changes.
8.5 Performance Indicators
Students reach this benchmark when they are able to:
- Analyze how working conditions changed and how the workers responded to new industrial conditions.
- Analyze the causes and consequences of the industrial employment of children.
- Analyze how “reform unions” and “trade unions” differed in terms of agendas for reform and organizing workers by race, skill, gender, and ethnicity (Knights of Labor, American Federation of Labor, American Railway Union, Industrial Ladies’ Garment Workers Union).
- Explain the response of management and government at different levels to labor strife in different regions of the country (Pullman Strike, Haymarket Square, Homestead Strike).
Benchmark 8.6: The student analyzes how Americans grappled with social, economic and political issues during the late 19th century.
8.6 Performance Indicators
Students reach this benchmark when they are able to:
- Explain the political, social, and economic roots of Populism and distinguish Populism from earlier democratic reform movements.
- Analyze the Populist Omaha Platform of 1892 as a statement of grievances and an agenda for reform.
- Analyze the issues and results of the 1896 election and determine to what extent it was a turning point in American politics.
- Evaluate the success and failures of Populism.
- Evaluate the leadership of the Progressive Era Presidents Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in terms of their effectiveness in obtaining passage of reform measures.
- Evaluate progressive reforms to expand democracy at local and state levels (referendum, recall, initiative, primaries, direct election of Senators, secret ballot)
- Describe how the 16th, 17th, 18th, and 19th Amendments reflect the ideals and goals of Progressivism and the continuing attempt to adapt the founding ideals to a modernized society.
- Identify successful attempts at Progressive reform at the federal level (Meat Inspection Act, Pure Food and Drug Act, Sherman Antitrust Act, Clayton Antitrust Act, Federal Trade Commission, Federal Reserve Act).
- Identify attempts by individuals to expose corruption and inequality during the Progressive era (Ida Tarbell, Jacob Riis, Upton Sinclair/The Jungle).
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