United States History Unit 3

Big Idea:

Analyze major characteristics of the Progressive Era and the Spanish-American War.

Student Expectations:

Priority TEKS

USH.2(A) [Supporting] identify the major characteristics that define an historical era;

USH.2(B) [Readiness] identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

USH.2(C) [Supporting] apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

USH.2(D) [Supporting] explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).

USH.4(A) [Readiness] explain why significant events, policies, and individuals such as the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a world power;

USH.5(A) [Readiness] evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments;

USH.5(B) [Supporting] evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society; and

USH.12(A) [Readiness] analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; and

USH.15(C) [Supporting] explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas;

USH.15(D) [Readiness] describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States; and

Focus TEKS

USH.4(B) [Supporting] evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico;

USH.12(B) [Supporting] identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.

Ongoing TEKS

USH.29(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions

USH.29(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions

USH.29(C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time

USH.29(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence

USH.29(E) evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and historical context;

USH.29(F) identify bias in written, oral, and visual material

USH.29(G) identify and support with historical evidence a point of view on a social studies issue or event

USH.29(H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons

USH.30(A) create written, oral, and visual presentations of social studies information

USH.30(B) use correct social studies terminology to explain historical concepts

USH.30(C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate

USH.31(A) create thematic maps, graphs, and charts representing various aspects of the United States

USH.31(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases

USH.32(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

USH.32(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision

Student Learning Targets:

• I will analyze political and social issues
• I will evaluate the success and progress of reforms and groups.
• I will compare 20th century impact to today.
• I will analyze the cause and effect of the Spanish-American War
• I will write about the impact or foreign policy on economic issues

Essential Questions:

• How did farmers respond to the problems they faced in the late nineteenth century?
• How did muckrakers and other Progressives reform American society?
• What had been the legacy of the Progressive Presidents?
• How was the move toward realism reflected in American art and literature?
• How did the Spanish-American War mark a “turning point” in American History?
• What strategic and political factors led America to become an imperial power?
• What were the main consequences of American imperialism?

Extra Information:

Adopted Textbook: The Americans: US History since 1877 Texas Edition, Houghton Mifflin Harcourt, Holt McDougal

District Grading Policy

Texas Gateway Online Resource Center