Unit 1

Standard 1: Demonstrate an understanding of the economic, political, and social effects of expansion and industrialization on the United States and South Carolina between 1860–1910.

5.1.CO: Compare the physical landscape and demographics of the U.S. before and after the Transcontinental Railroad

5.1.CE: Examine push- and pull-factors related to immigration and expansion on urban and rural populations during the period.

5.1.E: Analyze multiple perspectives on the economic, political, and social effects of western expansion, the Industrial Revolution, and immigration through primary and secondary sources, and evaluate the subsequent changes to the U. S.

Instructional Guidance:

Comparison: Generate comparisons based on common or differing characteristics or contexts. Compare: the physical landscape and demographics of the U.S. before and after the Transcontinental Railroad.

Causation: Analyze multiple causes and effects, to include distinguishing long-term and short-term examples. Cause/Effect: the push and pull factors created movement of peoples from urban and rural areas and across continents.

Evidence: Identify, source, and utilize different forms of evidence, including primary and secondary sources, used in an inquiry-based study of history. Evidence: analyze multiple perspectives on the economic, political, and social effects on western expansion and immigration.

• It is important that the teacher incorporate the historical thinking skill vocabulary in their classroom on a daily basis. Modeling is essential for student understanding of these skills.