S ocial Studies – U.S. History Since 1877
Unit of Study: The “Roaring 20s”
Second Grading Period – Unit 2 CURRICULUM OVERVIEW
Enduring Understandings (Big Ideas)
|
Unit Rationale
|
At the end of World War I, the United States had established itself as a global power. As the 1920s began, America would go through many political, economic and social changes that would earmark this era as the “Roaring 20s.”
|
As peace temporarily settled over Europe, the United States would go through an economic upswing, political scandal, and many different types of social changes, It is important to analyze and evaluate the changes that were brought on as a direct result of World War I and the following economic boom.
|
Lessons for this Unit
|
Lesson 1: Politics and the Economics of the 1920s
Lesson 2: Cultural Changes of the 1920s
|
Essential Questions
|
Guiding Questions
|
Justify whether or not you feel that all reforms are for the better good?
How do social trends affect how people behave in society today?
|
What effects did postwar tensions have on America’s founding ideals?
Did the Republican Era of the 1920s bring peace and tranquility to all Americans?
What social trends and innovations shaped popular culture during the 1920s?
How did social, economic and religious tensions divide Americans during the Roaring Twenties?
|
TEKS (Standards)
|
TEKS Specificity - Intended Outcome
|
Concepts & Skills
|
TEKS US.1 History. The student understands traditional historical points of reference in U.S. history from 1877 to the present.
US.1A Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
US.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
TEKS US.5 History. The student understands significant individuals, events, and issues of the 1920s.
US.5A Analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women.
US.5B Analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.
TEKS US.10 Geography. The student understands the effects of migration and immigration on American society.
US.10B Analyze the effects of changing demographic patterns resulting from immigration to the United States.
TEKS US.13 Economics. The student understands significant economic developments between World War I and World War II.
US.13A Analyze causes of economic growth and prosperity in the 1920s.
TEKS US.15 Government. The student understands changes in the role of government over time.
US.15C Evaluate the effects of political incidents such as Teapot Dome on the views of U.S. citizens concerning the role of the federal government.
TEKS US.18 Citizenship. The student understands efforts to expand the democratic process.
|
I can understand, analyze and evaluate the political, economic and social issues of this era in American History
Including, but not limited to:
Describing the major characteristics of the Roaring 20s
Applying absolute and relative chronology to place people and events in proper chronological order.
Analyze issues that occurred during this era including immigration, the Red Scare, Prohibition, and the role of women.
Analyze the reasons for economic growth in the united States during this era.
Evaluate how political scandals such as Teapot Dome affected the views of American citizens on the federal government.
Evalusate the role of the 19th Amendment on political rights in the United States.
Analyze the effects of scientific discoveries and new technology on American society during this era.
|
|
TEKS (Standards)
|
TEKS Specificity - Intended Outcome
|
Concepts & Skills
|
US.18B Evaluate various means of achieving equality of political rights, including the 19th amendment.
US.18C Explain how participation in the democratic process reflects our national identity.
TEKS US.23 Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States.
US.23A Analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States.
US.24 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.
US.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.
US.24C Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
US.25 Social Studies Skills. The student communicates in written, oral, and visual forms.
US.25A Use social studies terminology correctly.
US.25B Use standard grammar, spelling, sentence structure, and punctuation.
US.25C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
US.25D Create has written, oral, and visual presentations of social studies information.
US.26 Social Studies Skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
US.26A 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.
US.26B 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.
|
I can use my social studies skills to find and interpret primary and secondary sources to better understand historical information. I can also find the main idea, summarize, draw inferences and conclusions. Finally, I can communicate in written, oral, and visual forms. (US.24A, US.24B, US.24C, US.24D, US.25A, US.25B, US.25C, US.25D, US 26A, US 26B)
Including, but not limited to:
Maps showing the changing boundaries within the United States.
Journal entries reflecting on social studies information and issues.
Looking at various primary and secondary resources.
Problem solving social, economic and political issues of this era.
|
|
ELPS Student Expectations
|
ELPS Specificity - Intended Outcome
|
|
ELPS C.3c The student is expected to speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired.
ELPS C.4g The student is expected to demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs.
|
I can…
practice using different type of grammatical structures and connect professional social studies vocabulary by using word walls and hands-on activities.
demonstrate comprehension of concepts found in this unit by working in small groups, retelling and summarizing the main ideas.
|
|
College Readiness Student Expectations
|
College Readiness - Intended Outcome
|
|
Social Studies
CCRS IA.3 The student is expected to analyze how physical and cultural processes have shaped human communities over time.
CCRS IE.1 The student is expected to identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
CCRS IF.2 The student is expected to analyze ethical issues in historical, cultural, and social contexts.
CCRS IIB.4 The student is expected to evaluate how major philosophical and intellectual concepts influence human behavior or identity.
CCRS VA.1 The student is expected to use appropriate oral communication techniques depending on the context or nature of the interaction.
Cross-Curricular
CCRS ID.1 The student is expected to self-monitor learning needs and seek assistance when needed.
CCRS IE.1 The student is expected to work independently.
CCRS IE.2 The student is expected to work collaboratively.
CCRS IF.4 The student is expected to understand and adhere to ethical codes of conduct.
CCRS IIC.7 The student is expected to integrate source material.
|
I can…
analyze how cultural processes shaped different communities during this era.
identify new and different social groups, how they formed, and why they were sustainable during this era.
analyze the ethical issues that were controversial during this era.
evaluate how the different movements influenced human behavior and/or identity during this era.
communicate properly using correct techniques during oral discussions and debates.
I can…
self-monitor my learning and get help from my peers and/or instructor when needed.
work by myself when required.
work in a group and contribute to the success of the group.
understand the ethical codes of conduct when researching and working in a classroom environment.
correctly use and integrate primary and secondary sources into my work.
|
Evidence of Learning (Summative Assessment)
|
Given information on Roaring 20s students will analyze the political, economic, and social characteristics of the United States during this ear with 80% accuracy.
Given information on the crash of the stock marker, the student will evaluate the social, economic, and political ramifications of the crash on American citizen with 80% accuracy.
|
Share with your friends: |
