Standards - Social Studies

SS10.5.12.1

Evaluating the extension of citizenship rights to African Americans included in the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States

SS10.5.12.2

Analyzing the impact of Reconstruction for its effect on education and social institutions in the United States

COS Examples

Examples: Horace Mann and education reform, Freedmen’s Bureau, establishment of segregated schools, African-American churches

SS10.5.13

Describe social and economic influences on United States’ expansion prior to World War I.

Unpacked Content

Knowledge

Students know:
  • Social and economic influences on United States' expansion prior to World War I.
  • How the development of transcontinental railroads contributed to the expansion of the United States and related to the concept of Manifest Destiny.
  • Details related to how the United States acquired Alaska and Hawaii.
  • Major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics.
  • The impact of closing the frontier on American Indians' way of life.
  • The Spanish-American War led to the emergence of the United States as a world power.

Skills

Students are able to:
  • Locate states and capitals on a physical and political map.
  • Describe and explain social and economic influences on the United States expansion.
  • Explain and evaluate the concept of Manifest Destiny.
  • Describe and explain how the development of the transcontinental railroads helped the United States achieve its Manifest Destiny.
  • Identify and analyze the impact of Manifest Destiny on a variety of cultural groups.
  • Explain and analyze how the Spanish-American War led to the United States becoming a world power.

Understanding

Students understand that:
  • There were social, political, and economic influences on United States prior to World War I.

Vocabulary

  • social influences
  • economic influences
  • expansion
  • transcontinental railroads
  • Manifest Destiny
  • geographic features
  • acquired
  • Westward Expansion
  • ranchers
  • Mormons
  • Hispanics
  • frontier
  • emergence

SS10.5.13.4

Identifying major groups and individuals involved with the Westward Expansion, including farmers, ranchers, Jewish merchants, Mormons, and Hispanics

SS10.6.1

Explain the impact of industrialization, urbanization, communication, and cultural changes on life in the United States from the late nineteenth century to World War I.

Unpacked Content

Knowledge

Students know:
  • How industrialization, urbanization, communication, and cultural changes in the United States from the late nineteenth century to World War I have effected the lives of Americans.

Skills

Students are able to:
  • Explain the impact of industrialism on life in the US from the late 19th Century to World War I.
  • Explain the impact of urbanization on life in the US from the late 19th Century to World War I.
  • Explain the impact of communication on life in the US from the late 19th Century to World War I.
  • Explain the impact of cultural changes on life in the US from the late 19th Century to World War I.

Understanding

Students understand that:
  • Industrialization, urbanization, communications and cultural changes in the United States from the late nineteenth century to World War I have impacted the lives of Americans.

Vocabulary

  • industrialization
  • urbanization
  • WWI

SS10.6.2

Describe reform movements and changing social conditions during the Progressive Era in the United States.

Unpacked Content

Knowledge

Students will know:
  • Immigrant experiences at Ellis Island and Angel Island. Workplace reforms that took place during the Progressive Era (i.e., 8 hour work day, child labor laws, and workman compensation laws).
  • Key leaders of the Progressive Era that contributed to reforms in the United States (Theodore Roosevelt-National Parks System, Jane Adams-Hull House, Clara Barton-American Red Cross, Julia Tutwiler-Education/Prison Reform).
  • Social reforms of the Progressive Movement.
  • The early goals of the Civil Rights Movement and the purpose of the NAACP and other early civil rights organizations.
  • Provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the U.S. Constitution.

Skills

Students are able to:
  • Identify impacts of historical events.
  • Describe historical movements by comparing and contrasting.

Understanding

Students understand that:
  • There were causes and the effects, both immediate and lasting, of various reform movements pertaining to immigration, labor, political, social, and constitutional amendments during the Progressive Era in the United States.

Vocabulary

  • immigrants
  • reforms
  • movements
  • 16th, 17th, 18th, 19th, and 21st amendments origin
  • Progressive Movement
  • Populists
  • temperance
  • trustbuster
  • muckraker
  • repeal
  • Homestead Act
  • child labor
  • corporation
  • civil rights
  • Ellis Island
  • Angel Island
  • workman's compensation
  • Civil Rights Movement
  • NAACP

SS10.6.2.1

Relating countries of origin and experiences of new immigrants to life in the United States

COS Examples

Example: Ellis Island and Angel Island experiences

SS10.6.2.3

Identifying political reforms of Progressive movement leaders, including Theodore Roosevelt and the establishment of the national park system

SS10.6.2.4

Identifying social reforms of the Progressive movement, including efforts by Jane Adams, Clara Barton, and Julia Tutwiler (Alabama)

SS10.6.2.5

Recognizing goals of the early civil rights movement and the purpose of the National Association for the Advancement of Colored People (NAACP)

SS10.6.2.6

Explaining Progressive movement provisions of the Sixteenth, Seventeenth, Eighteenth, Nineteenth, and Twenty-first Amendments to the Constitution of the United States

SS10.6.3

Identify causes and consequences of World War I and reasons for the United States’ entry into the war.

COS Examples

Examples: sinking of the Lusitania, Zimmerman Note, alliances, militarism, imperialism, nationalism

Unpacked Content

Knowledge

Students know:
  • The causes and consequences of U.S. involvement in WWI (sinking of the Lusitania, the Zimmerman Note, Alliance System, Militarism, Imperialism, and Nationalism).
  • The roles of military and civilians played in WWI.
  • Important people involved in WWI (Woodrow Wilson, Archduke Franz Ferdinand).
  • The impact of technological advances of WWI on modern warfare (machine guns, tanks, submarines, airplanes, poison gas, and gas masks).
  • How to locate countries involved in WWI on a map and boundary changes that occurred after WWI.
  • The factors contributing to isolationism in the United States after WWI (Treaty of Versailles debate, Red Scare, League of Nations).
  • Strategic locations of military bases in Alabama.

Skills

Students are able to:
  • Locate places on a map.
  • Read and interpret primary source documents.
  • Cite evidence to support historical events.

Understanding

Students understand that:
  • There were many reasons for United States entry and involvement in World War I and there were causes and consequences of this involvement.

Vocabulary

  • WWI
  • Lusitania
  • Zimmerman Note
  • alliances
  • militarism
  • imperialism
  • nationalism
  • modern warfare
  • isolationism
  • Treaty of Versailles
  • League of Nations
  • Red Scare

SS10.6.3.2

Explaining roles of important persons associated with World War I, including Woodrow Wilson and Archduke Franz Ferdinand

SS10.6.3.3

Analyzing technological advances of the World War I era for their impact on modern warfare

COS Examples

Examples: machine gun, tank, submarine, airplane, poisonous gas, gas mask

SS10.6.3.5

Explaining the intensification of isolationism in the United States after World War I

COS Examples

Example: reaction of the Congress of the United States to the Treaty of Versailles, League of Nations, and Red Scare

SS10.6.4

Identify cultural and economic developments in the United States from 1900 through the 1930s.

Unpacked Content

Knowledge

Students know:
  • The cultural and economic developments of the early 1900s.

Skills

Students are able to:
  • Characterize the impact of notable people and events that shape our world.
  • Compare multiple points of view to explain economic policies.

Understanding

Students understand that:
  • Major cultural and economic changes took place in the US during the early 1900's.

Vocabulary

  • Harlem Renaissance
  • Jazz Age
  • suffragettes
  • suffragists
  • flappers
  • personal credit
  • stock market crash
  • Immigration Act of 1924

SS10.6.4.1

Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age

COS Examples

Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)

SS10.6.4.2

Identifying contributions of turn-of-the-century inventors

COS Examples

Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)

SS10.6.4.3

Describing the emergence of the modern woman during the early 1900s

COS Examples

Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)

SS10.6.4.4

Identifying notable persons of the early 1900s

COS Examples

Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)

SS10.6.4.5

Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations

COS Examples

Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924

SS10.6.5

Explain causes and effects of the Great Depression on the people of the United States.

COS Examples

Examples: economic failure, loss of farms, rising unemployment, building of Hoovervilles

Unpacked Content

Knowledge

Students know:
  • What caused the Great Depression and the effect it had on the people of the United States.

Skills

Students are able to:
  • Examine cause and effect to see relationships between people, places, ideas, and events.
  • Use map skills to locate places of historical significance.

Understanding

Students understand that:
  • There were many causes and effects of the Great Depression on the people of the U.S.

Vocabulary

  • depression
  • economic failure
  • Hoovervilles
  • migration
  • Dust Bowl
  • New Deal
  • Tennessee Valley Authority
  • river systems
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