ALEX Classroom Resource

  

The Industrial Economy/Crash Course US History #23

  Classroom Resource Information  

Title:

The Industrial Economy/Crash Course US History #23

URL:

https://aptv.pbslearningmedia.org/resource/2323b52f-47b5-424c-8a98-eb771b2e2a20/the-industrial-economy-crash-course-us-history-23/

Content Source:

PBS
Type: Audio/Video

Overview:

In this video from PBSLearningMedia, John Green teaches students about the Industrial Economy that arose in the United States after the Civil War. After the Civil War, many of the changes in technology and ideas gave rise to this new industrialism. You'll learn about the rise of Captains of Industry (or Robber Barons) like Cornelius Vanderbilt, Andrew Carnegie, John D Rockefeller, and JP Morgan. You'll learn about trusts, combinations, and how the government responded to these new business practices.

**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
16 ) Explain the transition of the United States from an agrarian society to an industrial nation prior to World War I. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.h., A.1.i., A.1.k.]

•  Describing the impact of Manifest Destiny on the economic and technological development of the post-Civil War West, including mining, the cattle industry, and the transcontinental railroad
•  Identifying the changing role of the American farmer, including the establishment of the Granger movement and the Populist Party and agrarian rebellion over currency issues
•  Evaluating the Dawes Act for its effect on tribal identity, land ownership, and assimilation of American Indians between Reconstruction and World War I
•  Comparing population percentages, motives, and settlement patterns of immigrants from Asia, Africa, Europe, and Latin America, including the Chinese Exclusion Act regarding immigration quotas
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
    Compare patterns of migration among groups of Americans and immigrants into America during this time period, focusing on the reasons for these movements of people, restrictions on these movements, and the results of the movements.
Teacher Vocabulary:
  • Manifest Destiny
  • migration
  • immigration
  • urban
  • rural
  • assimilation
Knowledge:
Students know:
  • The reasons for and impact of Manifest Destiny Changes that occurred in rural American society during this time period, the reasons for these changes, and the results of them.
  • The impact of legislation and social pressures on specific groups, such as American Indians.
  • The ways various immigrant groups compare.
Skills:
Students are able to:
  • Evaluate a historical time period in order to determine its causes and impact.
  • Compare social groups in order to determine the impact of political, social, and economic pressures on each.
  • Trace the movements, migration and immigration, of various groups on a map and describe the impact of these movements on the group and society.
Understanding:
Students understand that:
  • Changes that took place throughout American society in the years prior to World War I.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.10.16- Compare and contrast agricultural and industrial societies; recognize that the United States transitioned from an agricultural society to an industrial society prior to World War I.


Tags: Andrew Carnegie, industrial nation, JP Morgan
License Type: Custom Permission Type
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For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments

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**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

  This resource provided by:  
Author: Ginger Boyd