Program Title: Made in America
Program Length: 60 Min
Delivery Method: Video Conferencing
Program Provider: Colonial Williamsburg
Site Limit: 10 Schools
Additional Information:   http://www.history.org/history/teaching/eftsched04.cfm

Description:  Throughout America’s history, advances in technology have revolutionized the nature of work several times over.  This trip through three centuries examines technology’s effects on labor, the family, and how people perceive their jobs.

Social Studies Standards

Grades 4 - 5

Goal 1 – HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

Grade 5

2.      locate the routes and evaluate early explorations of the Americas in terms of reasons for explorations, obstacles and accomplishments of key expeditions from Spain, Portugal, France, and England; life changing impact on the first Americans; and competition that developed among European powers for control of North America.

7.      summarize the growth and change in America from the Revolution to 1861 with emphasis on territorial exploration, expansion, and settlement of the Louisiana Purchase; acquisition of Florida, Texas, Oregon, and California; the influence of geographic, economic, and climatic factors on the movement of people, goods, and services (voluntarily and involuntarily as in the Trail of Tears); the effect of American relationships with other countries on our westward expansion; and the impact of inventions such as the steamboat, cotton gin, and locomotives on life in America.

8.      describe key events, and identify causes and effects of the Civil War and Reconstruction in terms of social, economic, and philosophical differences between the North and the South as embodied in the Lincoln/Douglas debates; events leading to secession and war; prominent leaders of the North and South such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and Harriet Tubman; campaign strategies and pivotal battles; the Emancipation Proclamation and Gettysburg Address; and the impact of reconstruction policies on both the North and the South.

Indicator 2: Evaluate the influence of varying values and philosophies on the development of civilizations and cultures.

Grade 5

1.      relate factors of colonial America that led to the founding of the colonies, emphasizing the reasons for settling in the colonies, including escape from religious persecution, release from prison, economic opportunity, and adventure; and contrasts of the colonial regions (New England, mid-Atlantic, and South) in regard to geography, economy, and culture.

2.      describe the political and economic relationship between the colonies and England; and conflicts between the colonies and England that led to the American Revolution.

Social Studies Standards

Grades 4 – 5

Goal 2 – GEOGRAPHY

Students will understand the interrelationships of people, places, and the environment.

Indicator 2: Analyze the relationships among the natural environments, the movement of peoples, and the development of societies.

Fourth Grade

1.      evaluate the impact geography has on the inhabitants of South Dakota such as location of cities, transportation, industries, agricultural products, and culture

Social Studies Standards

Grades 4 – 5

Goal 3 – CIVICS (Government)

Students will understand the historical development and contemporary role of governmental power and authority.

Indicator 1: Analyze the various forms and purposes of government in relationship to the needs of individuals and societies.

Fourth Grade

1.      compare the changing roles and cultures of the individuals’ role according to gender, age, and occupation in various groups, such as family, community, and social class structure.

Social Studies Standards

Grades 4 – 5

Goal 4 – ECONOMICS

Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

Fourth Grade

1.      identify how government pays for the goods and services it provides (taxing and borrowing).

Fifth Grade

1.      summarize the role of supply and demand in early United States history.

Indicator 2: Analyze the role of various economic systems in the social, political, and economic development of societies.

Fourth Grade

1.      explain the role of money, banking, savings, and credit in westward expansion.

2.      understand how government pays for goods and services it provides, e.g. taxing and borrowing.

Fifth Grade

1.      analyze the economic differences between the North and South during the Civil War period.

2.      describe examples of various institutions that make up economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.

Indicator 3: Analyze the complex relationships among economic, social, and political decisions.

Fourth Grade

1.      summarize the factors that affect economic systems, such as family finance, drought, and tourism.

Fifth Grade

1.                  clarify the role of individual values and beliefs in determining society’s consumption and investment patterns.

Social Studies Standards

Grades 6 – 8

Goal 1 – WORLD HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

1.      describe the early physical and cultural development of humankind from the Paleolithic period to the agricultural revolution, emphasizing the hunter-gatherer societies and their characteristics, including the development of tools and the use of fire; the locations of human communities that populated the major regions of the world and how humans adapted to a variety of environments; and the climatic changes and the human modifications of the physical environment that gave rise to the domestication of plants and animals.

Social Studies Standards

Grades 6 – 8

Goal 2 – GEOGRAPHY

Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

1.      use maps, globes, and other geographic tools to analyze the human and physical features in order to recognize the different map projections and explain the concept of distortion; explain the characteristics, purposes, and differences among maps, globes, aerial photographs, geographic models, and satellite images; apply the concepts of scale, orientation, latitude and longitude; create and compare political, physical, and thematic maps (e.g., choropleth maps, cartograms) of countries and regions; and create and interpret charts, graphs, and diagrams.

2.      study the basics of climate in order to understand the physical settings of this region by identifying the factors that influence climate such as latitude, ocean currents, winds and mountains, elevation, and nearness to water.

3.      understand the concept of culture by explaining how culture and technology affect perceptions of places and regions, explaining the spatial distribution of cultures both locally and in other parts of the United States and the world, and describing how cultures and cultural landscapes change.

Indicator 2: Analyze the relationships among the natural environment, the movement of peoples, and the development of societies.

4.      analyze the geographic, political, economic and social structure of each region/country with emphasis on location and physical setting; the cultural characteristics of the people; the ways people have adapted to, changed, and used their environment in the past and present; the flow and interaction of people, ideas and products as they are influenced by transportation and communication systems; and the role this country/region has in the international setting.

Indicator 3: Analyze the impact of Earth’s natural processes, patterns, and cycles on various regions of the United States and the world.

2.      understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources by describing how human modifications of physical environments in one place often   lead to changes in other places; explaining the role of technology in the  human modification of the physical environment; explaining how the characteristics of different physical environments provide opportunities for or place constraints on human activities; identifying how technology affects the definition of, access to, and use of resources; and describing why people have different viewpoints with respect to resource use.

Social Studies Standards

Grades 6 – 8

Goal 3 – UNITED STATES HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships

8.summarize the causes, key events, and effects of the Civil War with emphasis on philosophical differences between the North and South, as exemplified by men such as Daniel Webster and John C. Calhoun on the constitutional issues of the doctrine of nullification and secession; geographic and economic differences between the agricultural South and industrial North; Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), the Gettysburg Address (1863), his second inaugural address of 1865; The views and lives of leaders and soldiers on both sides of the war including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, William Lloyd Garrison, and Sojourner Truth; and the critical developments in the war including the major battles, geographical advantages and obstacles, technological advances, and Lee’s surrender at Appomattox.

9.      explain how, following the Civil War, massive immigration combined with the rise of big business, heavy industry, and mechanized farming transformed American life with emphasis on western settlement and changing federal policy toward the Indians, obstacles faced and contributions made by immigrants, and the growth of American cities.

Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

6.      evaluate the impact of inventions from the late 1700s to the mid 1800s, such as cotton gin, McCormick reaper, steamboat, and steam locomotive.

7.      analyze the impact of the Reconstruction policies with emphasis on the postwar impact of the Thirteenth, Fourteenth and Fifteenth amendments to the Constitution, and their connection to the Reconstruction; Lincoln’s plan and the plan of Congress; migration of former slaves to cities in the North and West; and the effects of the Freedman’s Bureau and the Jim Crow laws on the South.

Indicator 3: Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

2.                  explain the impact of industrialization and urbanization with emphasis on reform movements such as muckraking literature, the Progressive movement, women’s suffrage and temperance, child labor, and organized labor, significant inventors and their inventions (e.g., Thomas Edison, Alexander Graham Bell, Orville and Wilbur Wright); and laissez-faire policies toward big business and the rise of entrepreneurs and industrialists in politics, commerce, and industry (e.g., Andrew Carnegie, John D. Rockefeller).

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