Social Studies – U. S. Since 1877 Unit of Study: World War I second Grading Period – Unit 1 curriculum overview

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  Mcdougal Littell – The Americans: Chapter 12 Sections 1-3
  
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  TCI – Persuing American Ideals — Chapters 26 — 30
  

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  U.S. Almanac
  

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  SAISD – Social Studies
  

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  Prohibition
  
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  bootlegger
  
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  speakeasy
  
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  fundamentalism
  
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  Flapper
  
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  automobile
  
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  Charles A. Lindbergh
  
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  Harlem Renaissance
  
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  Langston Hughes
  

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  Acquiring
  
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  Analyze
  
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  Answer
  
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  Apply
  
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  Asking
  
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  Assess
  
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  Attribute
  
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  Choose
  
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  Communicating
  
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  Compare
  
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  Consider
  
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  Construct
  
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  Contrast
  
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  Defend
  
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  Describe
  
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  Design
  
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  Develop
  
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  Draw
  
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  Explain
  
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  Evaluate
  

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  Gather
  
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  Generalization
  
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  Implement
  
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  Infer
  
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  Interpret
  
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  List
  
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  Map
  
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  Obtain
  
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  Organize
  
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  Plan
  
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  Predict
  
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  Prepare
  
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  Present
  
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  Relate
  
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  Solve
  
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  Take Action
  
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  Theorize
  
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  Trace
  
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  Use
  

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  Use various visual discovery strategies from the 11^th Grade CD to demonstrate the cultural changes found in the United States during this era.
  
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  Create a foldable the uses both visual and textual representations of the social, economic, and political changes that occurred during this era.
  
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  Conduct the Roaring 20s Magazine Strategy
  

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  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.
  
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  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.
  

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  Complete the History Day project. Finalize the process paper and annotated bibliography,
  
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  Conduct the Digital History lesson on the controversies of the 1920s.
  

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  CCRS IA.3 The student is expected to analyze how physical and cultural processes have shaped human communities over time.
  
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  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.
  
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  CCRS IF.2 The student is expected to analyze ethical issues in historical, cultural, and social contexts.
  
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  CCRS IIB.4 The student is expected to evaluate how major philosophical and intellectual concepts influence human behavior or identity.
  
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  CCRS VA.1 The student is expected to use appropriate oral communication techniques depending on the context or nature of the interaction.
  

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  CCRS ID.1 The student is expected to self-monitor learning needs and seek assistance when needed.
  
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  CCRS IE.1 The student is expected to work independently.
  
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  CCRS IE.2 The student is expected to work collaboratively.
  
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  CCRS IF.4 The student is expected to understand and adhere to ethical codes of conduct.
  
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  CCRS IIC.7 The student is expected to integrate source material.
  

B. A growth in the sales of cheaper automobiles

C. Lower wages for manufacturers because it was quicker now

D. More expensive automobiles due to the higher wages of the car makers.