Know-Understand-Do (KUD)

Northside ISD, R Lewis, May 13, 2014

Page 1
Grade Level/Course: United States History after 1877
Unit Title: The Emergence of Modern America (1870 1900) Duration: 8 weeks
Content (TEKS)
Exemplary content of Northside Independent School District incorporates big ideas, enduring understandings and skills of a discipline.
Additionally, they provide clarity, power, and authenticity for teachers and students.
Conceptual Lens: Time and Place; Movement; Systems
Understandings/Generalizations: The student will
understand that...
Essential Questions: The student will be able to answer these
questions...
Humans seek to understand their historical roots and need
to locate themselves in time and place.
Why do humans need to understand their historical roots?
An historical event or person may be the catalyst for a
change that affects the contemporary world.
How have people or events from the past made changes to our
contemporary world?
Reform may be no more than fine tuning, or at most
redressing serious wrongs without altering the
fundamentals of the system.
Why must government continually evaluate its institutions to
ensure they meet the needs of an evolving world?
A contentious minority within a larger group may form a
faction for the purpose of changing or realigning the
status quo.
Why might having two factions at either end of the political
spectrum help create a more moderate solution to a problem or
conflict?
Human beings influence physical geography, and the
patterns of their activities, in turn, reflect influences of the
environment.
What is correlation between physical geography and human
geography?
Human needs and wants must be balanced within an
economic system.
How do human needs and wants affect their lives?
The rights and responsibilities of a one group may not
always be the same for another group.
Why cant one group or person have unlimited rights?
Cultural and intellectual developments and movements
affect society in profound ways and often times shape and
mold the definition of what it means to be a citizen in a
particular society.
How does culture define the identity of citizens in a nation?
People build relationships with others based on their
needs and wants.
How do human needs and wants affect their lives?
The catalyst that drives human conflict may be justified to
some and not to others.
Why might conflict be justified to one group and not another?
Scientific discoveries and technological innovation may
change the outcome of events.
How has scientific discoveries and technological innovation
changed human life?
Key World Geography Skills
Teachers must incorporate the social studies skills strand into the teaching of each unit. A greater depth of understanding of complex material will
be attained when social studies content and critical-thinking skills are taught together.
Know-Understand-Do (KUD)


Northside ISD, R Lewis, May 13, 2014

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ENGLISH LANGUAGE PROFICIENCY STANDARDS (ELPS)
Classroom instruction must effectively integrate second language acquisition with quality content area instruction to ensure that English
Language Learners (ELLs) acquire social and academic language proficiency, learn the knowledge and skills found in the TEKS, and reach their
full academic potential.
DO: The student will be able to... KNOW: The student will know that...
(US2A)
Identify the major characteristics that define an historical
era.
(US2B) Readiness
Identify the major eras in U.S. history from 1877 to 1920
and describe their defining characteristics.
(US2C)
Apply absolute and relative chronology through the
sequencing of significant individuals, events, and time
periods.
(US2D)
Explain the significance of the following years as turning
points in American history from 1877 to 1920.
Characteristics that define the Age of
Imperialism/Expansionism, the Progressive era, and World War
I.
Traditional historical points of reference in U.S. history from
1898 to 1920.
(US3A) Readiness
Analyze political changes in the United States from 1877
to 1898.
Political, economic, and social changes in the United States
from 1877 to 1898.
(US5A) Readiness
Evaluate the impact of Progressive Era reforms.
(US5B)
Evaluate the impact of muckrakers and reform leaders on
American society.
(US26D)
Identify the political and social contributions of women to
American society from 1877 to 1920.
(US3C) Readiness
Analyze social issues during the Progressive era.
The effects of reform and third-party movements in the early
20th century.
How people from various groups contributed to our national
identity.
(US3A) Readiness
Analyze political issues during the Progressive era.
(US5C)
Evaluate the impact of third parties during the Progressive
era.
The political issues arising from the Progressive Movement.
The causes and effects of third parties from 1898 to 1920.
(US12A) Readiness
Analyze the impact of physical and human geographic
factors on the United States from 1877 to 1920.
(US12B)
The impact of geographic factors on major events in the United
States from 1877 to 1920.
The relationship between population growth and modernization
on the physical environment in the United States from 1877 to
1920.
Know-Understand-Do (KUD)


Northside ISD, R Lewis, May 13, 2014

Page 3
Identify and explain reasons for changes in political
boundaries.
(US14B)
Identify the roles of governmental entities and private
citizens in managing the environment.
(US15B) Readiness
Describe the changing relationship between the federal
government and private business between 1877 and 1920.
(US15C)
Explain how foreign policies affected economic issues.
(US15D) Readiness
Describe the economic effects of international military
conflicts on the United States.
(US15E)
Describe the emergence of monetary policy in the United.
(US26A) Readiness
Explain actions taken by people to expand economic
opportunities in American society from 1877 to 1920.
(US26D)
Identify the economic contributions of women to
American society from 1877 to 1920.
Domestic issues related to U.S. economic growth from the
1870s to 1920.
How people from various groups contributed to our national
identity.
(US9A) Readiness
Trace the historical development of the civil rights
movement in the 19
th
and 20
th
centuries.
(US23B)
Evaluate various means of achieving equality of political
rights.
(US26A) Readiness
Explain actions taken by people to expand political rights
in American society from 1877 to 1920.
The importance of effective leadership in a constitutional
republic
The efforts made to expand the democratic process.
The impact of the American civil rights movement.
(US25A)
Describe how the characteristics and issues in U.S.
history have been reflected in various genres of art,
music, film, and literature from 1877 to 1920.
The relationship between the arts and the times during which
they were created.
(US4A) Readiness
Explain why significant events, policies, and individuals
moved the United States into the position of a world
power.
(US4B)
Evaluate American expansionism.
(US19B) Readiness
Explain constitutional issues raised by federal
government policy changes during times of significant
The causes and effects of Americas emergence as a world
power between 1898 and 1920.
Whether American expansionism between 1898 and 1920 was
justified.
Significant changes in the role of government from 1898 to
1920.
Know-Understand-Do (KUD)


Northside ISD, R Lewis, May 13, 2014

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events.
(US4C) Readiness
Identify the causes of World War I and reasons for U.S.
entry.
(US4D)
Understand the contributions of the American
Expeditionary Forces (AEF) led by General John J.
Pershing.
(US4F) Readiness
Analyze major issues related to the World War I era.
(US4G)
Analyze significant events related to World War I.
(US26F)
Discuss the importance of Congressional Medal of Honor
recipients.
The causes and effects of World War I.
The reasons for U.S. entry in World War I.
Major issues related to the World War I era.
The contributions of Americans and groups of Americans
participating in World War I.
(US4E)
Analyze the impact of significant technological
innovations in World War I that resulted in the stalemate
on the Western Front.
Major technological innovations during World War I and their
affect on the war.