Second Grading Period – Unit 3 CURRICULUM OVERVIEW
Enduring Understandings (Big Ideas)
Unit Rationale
The year 1929 would be a turning point in American History economically, politically and socially?
The national government would take steps to intervene during the Great Depression thus extending its powers and scope.
Many programs that began during the Great Depression would still have an effect on modern society.
The crash of the stock market in 1929 would cause the United States to plummet into the Great Depression. It is during this period of time that the national government would strengthen itself as well as create programs that still exist and have an effect on modern times.
Lessons for this Unit
Lesson 1: Causes of the Great Depression
Lesson 2: Economic and Political Effects of the Great Depression
Essential Questions
Guiding Questions
What parallels exist between the Great Depression and other periods of time in American History?
Justify whether or not you feel the national government should take an active role in consumer economics.
What were the political, economic, and social causes of the Great Depression?
How did the federal government respond to the economic collapse that began in 1929?
How effective were the national recovery programs?
How did the Great Depression affect the system of checks and balances?
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.1AIdentify the major eras in U.S. history from 1877 to the present and describe their defining characteristics.
US.1BApply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
US.1C Explain the significance of the following date: 1929.
TEKS US.13-Economics. The student understands significant economic developments between World War I and World War II.
TEKS US.13BAnalyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures.
TEKS US.13CAnalyze the effects of the Great Depression on the U.S. economy and government.
TEKS US.13DEvaluate the effectiveness of New Deal measures in ending the Great Depression.
TEKS US.13EAnalyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, [the Securities and Exchange Commission,] and Social Security continue to affect the lives of U.S. citizens.
TEKS US.15-Government. The student understands changes in the role of government over time.
TEKS US.15A Evaluate the impact of New Deal legislation on the historical roles of state and federal governments.
TEKS US.16-Government. The student understands the changing relationships among the three branches of the federal government.
I can identify historical points of reference and identify different eras in U.S. History. I can also analyze the political, economic, and social changes of this era brought on by the Great Depression. (US.1A, US.1B, US.1C, 13B, US.13D, US.13E, US.15A, US.16B, US.19A, US.19B)
Including, but not limited to:
Analyzing the causes of the Great Depression.
Analyzing the social, political and economic effects of the Great Depression on the United States.
Analyzing the effectiveness of the New Deal legislation.
Evaluate the changing relationships between the three branches of government during this era.
Describing effective leadership and evaluating the role of Franklin D. Roosevelt during this era.
TEKS (Standards)
TEKS Specificity - Intended Outcome
Concepts & Skills
TEKS US.16 B Evaluate the impact of events, including Franklin Roosevelt’s attempt to increase the number of U.S. Supreme Court justices, on the relationships among the legislative, executive, and judicial branches of government.
TEKS US.19-Citizenship. The student understands the importance of effective leadership in a democratic society.
TEKS US.19A Describe qualities of effective leadership.
TEKS US.19B Evaluate the contributions of significant political and social leaders in the United States such as Franklin Roosevelt.
TEKS 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.24BAnalyze 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.24CExplain 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.
TEKS US.25 Social Studies Skills. The student communicates in written, oral, and visual forms.
US.25AUse social studies terminology correctly.
US.25BUse standard grammar, spelling, sentence structure, and punctuation.
US.25CTransfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
US.25DCreate has written, oral, and visual presentations of social studies information.
TEKS 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.26AUse 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.26BUse 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 critical thinking skills to organize and use information from different sources in order to communicate in written, oral and visual forms. I can also use problem-solving skills to look at historical events. (US.24B, US24C, US.25A, US.25B, US.25C, US.25D, US.26A, US.26B)
Including, but not limited to:
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.1d The student is expected to speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known).
ELPS C.2d The student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS C.5d The student is expected to edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired.
I can…
participate in discussions based on the Great Depression by using non-verbal cues and using synonyms .
monitor understanding of Great Depression by seeking clarification as needed.
edit writing for standard grammar and usage by using an interactive notebook for all writing assignments.
College Readiness Student Expectations
College Readiness - Intended Outcome
Social Studies
CCRS IE.4 The student is expected to identify and evaluate the sources and consequences of social conflict.
CCRS IIB.6 The student is expected to analyze how individual and group identities are established and change over time.
CCRS IVA.1 The student is expected to identify and analyze the main idea(s) and point(s)-of-view in sources.
CCRS IVA.2 The student is expected to situate an informational source in its appropriate contexts (contemporary, historical, cultural).
CCRS IVA.3 The student is expected to evaluate sources from multiple perspectives.
CCRS IVA.4 The student is expected to understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
CCRS IVA.6 The student is expected to read research data critically.
CCRS IVB.1 The student is expected to use established research methodologies.
CCRS IVB.2 The student is expected to explain how historians and other social scientists develop new and competing views of past phenomena.
CCRS IVB.3 The student is expected to gather, organize, and display the results of data and research.
CCRS VB.1 The student is expected to attribute ideas and information to source materials and author.
I can…
identify and evaluate the cause and consequences of the Great Depression.
analyze how individual and group identities changed from the Roaring 20s to the years of the Great Depression.
identify and analyze the points of view regarding various recovery programs.
situate an informational source as being from the Great Depression.
evaluate sources from multiple perspectives regarding the American Revolution.
understand the differences between primary and secondary resources and use each appropriately to construct arguments for and against absolute power.
read historical research data critically.
use established research methodologies.
explain how historians develop competing views of the presidency of Franklin Roosevelt.
gather, organize and display the results of personal research regarding the U.S. Constitution and constitutional issues raised by the Great Depression and the recovery programs.
attribute ideas and information to various historians while doing research on the Great Depression.
Cross Curricular
CCRS IB.4 The student is expected to support or modify claims based on the results of an inquiry.
CCRS ID.2 The student is expected to use study habits necessary to manage academic pursuits and requirements.
CCRS IF.4 The student is expected to understand and adhere to ethical codes of conduct.
CCRS IIB.3 The student is expected to compose and revise drafts.
CCRS IIC.2 The student is expected to explore a research topic.
CCRS IIC.4 The student is expected to evaluate the validity and reliability of sources.
CCRS IIC.5 The student is expected to synthesize and organize information effectively.
CCRS IIC.6 The student is expected to design and present an effective product.
CCRS IIE.1 The student is expected to use technology to gather information.
CCRS IIE.2 The student is expected to use technology to organize, manage, and analyze information.
CCRS IIE.4 The student is expected to use technology appropriately.
I can…
support personal claims based on research.
use appropriate study habits to master student expectations.
understand and adhere to ethical codes of conduct.
compose and revise drafts.
explore a research topic and evaluate the validity and reliability of resources.
synthesize and organize information effectively.
design and present an effective product.
use technology to gather information and to organize, manage, and analyze information.
use technology appropriately.
Evidence of Learning (Summative Assessment)
Given information on the Great Depression, the student will evaluate the causes of the Great Depression with 80% accuracy.
Given informaiton on the Great Depression, the student will analyze the political, economic, and social effects of the Great Depression with 80% accuracy.
Given information on the Great Depression, the student will evaluate the effectiveness of the Great Depression government programs with 80% accuracy.
ocial Studies – U.S. History Since 1877