Industrial Growth
California Content Education Standards. After the Civil War and Reconstruction, the United States began to see a rise in industry and the growth of businesses. The Transcontinental Railroad, the first railroad to span the United States from Atlantic to Pacific, opened up the opportunity for social and economical growth towards the West. Read More...
◂Social Studies Worksheets and Study Guides Eighth Grade. Industrial Growth
Study Guide
Industrial GrowthWorksheet/Answer key
Industrial GrowthWorksheet/Answer key
Industrial GrowthWorksheet/Answer key
Industrial Growth
The resources above correspond to the standards listed below:
California Content Standards
CA.8. United States History and Geography: Growth and Conflict
8.6. Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
8.6.1. Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction).
8.6.2. Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System).
8.12. Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Indus-trial Revolution.
8.12.3. Explain how states and the federal government encouraged business expansion through tariffs, banking, land grants, and subsidies.
8.12.4. Discuss entrepreneurs, industrialists, and bankers in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller, Leland Stanford).
8.12.5. Examine the location and effects of urbanization, renewed immigration, and industrialization (e.g., the effects on social fabric of cities, wealth and economic opportunity, the conservation movement).
8.12.6. Discuss child labor, working conditions, and laissez-faire policies toward big business and examine the labor movement, including its leaders (e.g., Samuel Gompers), its demand for collective bargaining, and its strikes and protests over labor conditions.
8.12.7. Identify the new sources of large-scale immigration and the contributions of immigrants to the building of cities and the economy; explain the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and discuss the new wave of nativism.
8.12.9. Name the significant inventors and their inventions and identify how they improved the quality of life (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright).
CA.6-8.HSSA. Historical and Social Sciences Analysis Skills: The intellectual skills noted below are to be learned through, and applied to, the content standards for grades six through eight. They are to be assessed only in conjunction with the content standards in grades six through eight. In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection, and research skills.
6-8.HI. Historical Interpretation
6-8.HI.1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.
CA.CC.RH.6-8. Reading Standards for Literacy in History/Social Studies
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
Standards
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