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Public Schools of Robeson County AH1

Unit 5



Essential Standard:

AH1.H.1 Apply the four interconnected dimensions of historical thinking to United States History Essential Standards in order to understand the creation and development of the United States over time.

AH1.H.2 Analyze key political, economic and social turning points in United States History using historical thinking

AH1.H.3 Understand the factors that led to exploration, settlement, movement and expansion and their impact on United Stated development over time

AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and culture in the United States

AH1.H.7 Understand the impact of war on American politics, economics, society and culture

AH1.H.8 Analyze the relationship between progress, crisis and the “American Dream” within the United States

Clarifying Objective(s):

AH1.H.3.4: Analyze voluntary and involuntary immigration trends through Reconstruction in terms of causes, regions of origin and destination, cultural contributions and public and governmental response

AH1.H.4.2: Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted

AH1.H.4.4: Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted

AH1.H.7.2: Explain the impact of wars on the American economy through Reconstruction

AH1.H.8.1: Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction

AH1.H.8.2: Explain how opportunity and mobility impacted various groups within American society through Reconstruction

Essential Question(s):

  1. What social, economic, and/or political factors led various groups to immigrate to the United States?

  2. How did racial/ethnic discrimination and cultural stereotypes impact new groups immigrated to America?

  3. How did attitudes towards immigrants impact policy?

  4. What were the social, economic, and political consequences of industrialization?

Pacing Guide: 10 Days

Unit of Study

Major Concepts

Instructional Task

Essential Vocabulary

Instructional Resources

Sample Assessment Prompts

Immigration and Industrialization

American dream, conflict, power, compromise, turning points

Define current vocabulary.

Discuss concepts for the unit of study.

Examine and explain the impact of economic, political and social policies this time period.

Analyze different philosophies and theories that were considered in this unit. Assess their validity.

Compare and contrast tactics and motives of various groups in America.

Discuss the transformation explain the impact of the merging cultures on progress and the “American Dream”.



Melting pot theory





National Road

Erie Canal

Industrial Revolution

Samuel Slater

Francis Cabot Lowell

Interchangeable parts

Eli Whitney

Samuel F. B. Morse

Labor union


Cotton gin

John Quincy Adams

Push-pull factors




Text Resources:

Prentice Hall, United States History, 2008

Primary/secondary sources found on sites listed below

Digital Resources:

History Channel


Curriculum Pathways Resources ( )

Fordham University Sourcebook


Library of Congress


Teacher Tube

Literary Connections:

Thomas Woodcock, “A Trip on the

Erie Canal”

“Manufacturing in the South”

Augusta (Ga.) Courier, June 21, 1827

“Developments in transportation, rather than in manufacturing or agriculture, sparked American economic growth in the first half of the 19th century.” Assess the validity of this statement. (1989)

Describe the changes occurred in the economic and social status of artisans and skilled workers in the period 1815-1840?

In what ways and to what extent was industrial development from 1800 to 1860 a factor in the relationship between the northern and the southern states? (2006 Form B)

How did TWO of the following contribute to the reemergence of a two-party system in the period 1820-1840? (1999)

Major political personalities

States‟ rights

Economic issues

Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820-1861. (2004)

Compare the experiences of TWO of the following groups of immigrants during the period 1830 to 1860. (2007 Form B)




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