| |
United States History Standards for Grades 5-12
Era 6: The Development of the Industrial United States (1870-1900)
STANDARD 1
How the rise of corporations, heavy industry, and mechanized farming
transformed the American people.
Standard 1A
The student understands the connections among industrialization, the
advent of the modern corporation, and material well-being.
| Grade Level |
Therefore, the student is able to |
| 9-12 |
Compare the ascent of new industries today with those of a
century ago. [Hypothesize the influence of the past] |
Standard 1B
The student understands the rapid growth of cities and how urban life
changed.
| Grade Level |
Therefore, the student is able to |
| 5-12 |
Explain how major geographical and technological influences,
including hydraulic engineering and barbed wire, affected farming,
mining, and ranching. [Draw upon data in historical maps] |
| 5-12 |
Trace the migration of people from farm to city and their
adjustment to urban life. [Appreciate historical perspectives] |
Standard 1C
The student understands how agriculture, mining, and ranching were
transformed.
| Grade Level |
Therefore, the student is able to |
| 5-12 |
Explain how major geographical and technological influences,
including hydraulic engineering and barbed wire, affected farming,
mining, and ranching. [Draw upon data in historical maps] |
| 5-12 |
Explain the conflicts that arose during the settlement of
the "last frontier" among farmers, ranchers, and miners.
[Consider multiple perspectives] |
| 9-12 |
Analyze the role of the federal government--particularly in
terms of land policy, water, and Indian policy--in the economic
transformation of the West. [Analyze cause-and-effect relationships] |
| 7-12 |
Explain how commercial farming differed in the Northeast,
South, Great Plains, and West in terms of crop production, farm
labor, financing, and transportation. [Compare and contrast
differing economic patterns] |
| 7-12 |
Explain the gender composition and ethnic diversity of farmers,
miners, and ranchers and analyze how this affected the development
of the West. [Examine the influence of ideas] |
| 7-12 |
Explain the significance of farm organizations. [Analyze multiple
causation] |
Standard 1D
The student understands the effects of rapid industrialization on
the environment and the emergence of the first conservation movement.
| Grade Level |
Therefore, the student is able to |
| 5-12 |
Analyze the environmental costs of pollution and the depletion
of natural resources during the period 1870-1900. [Utilize visual
and mathematical data] |
| 7-12 |
Explain the origins of environmentalism and the conservation
movement in the late 19th century. [Examine the influence of
ideas] |
STANDARD 3
The rise of the American labor movement and how political issues reflected
social and economic changes.
Standard 3C
The student understands how Americans grappled with social, economic,
and political issues.
| Grade Level |
Therefore, the student is able to |
| 9-12 |
Explain the causes and effects of the depressions of 1873-79
and 1893-97 and the ways in which government, business, labor,
and farmers responded. [Analyze cause-and-effect relationships] |
| 7-12 |
Explain the political, social, and economic roots of Populism
and distinguish Populism from earlier democratic reform movements.
[Examine the influence of ideas] |
| 9-12 |
Analyze the Populists' Omaha Platform of 1892 as a statement
of grievances and an agenda for reform. [Interrogate historical
data] |
| 5-12 |
Analyze the issues and results of the 1896 election and determine
to what extent it was a turning point in American politics.
[Analyze cause-and-effect relationships] |
| 7-12 |
Evaluate the successes and failures of Populism. [Examine
the influence of ideas] |
|
|
