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 14, Sections 1-2
  
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  TCI – History Alive!: Chapters 30-33
  

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  US Almanac
  
• 
  Globe
  

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  TEA - SSC
  
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  SAISD – Social Studies
  

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  stock market
  
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  speculation
  
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  credit
  
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  buying on margin
  
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  Stock Market Crash
  
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  bank failures
  
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  high tariffs
  
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  shantytown
  
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  soup kitchen
  
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  bread line
  
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  Dust Bowl
  
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  Black Tuesday
  
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  Bull market
  
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  Federal Reserve System
  

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  Acquiring
  
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  Analyze
  
• 
  Answer
  
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  Apply
  
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  Asking
  
• 
  Assess
  
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  Attribute
  
• 
  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
  
• 
  Draw
  
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  Explain
  
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  Evaluate
  

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  eneralization
  
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  Implemzent
  
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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
  
• 
  Trace
  
• 
  Use
  

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  Use any of the different types of strategies that deal with the Great Depression.
  
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  Create interactive word wall cards for vocabulary development.
  
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  Have students create kinesthetic motions to illustrate the effects of the Crash of 1929.
  

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  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).
  
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  ELPS C.2d The student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
  
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  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.
  

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  Revise project for the National History Day project regional contest.
  

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  CCRS IE.4 The student is expected to identify and evaluate the sources and consequences of social conflict.
  
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  CCRS IIB.6 The student is expected to analyze how individual and group identities are established and change over time.
  
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  CCRS IVA.1 The student is expected to identify and analyze the main idea(s) and point(s)-of-view in sources.
  
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  CCRS IVA.2 The student is expected to situate an informational source in its appropriate contexts (contemporary, historical, cultural).
  
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  CCRS IVA.3 The student is expected to evaluate sources from multiple perspectives.
  

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  CCRS IB.4 The student is expected to support or modify claims based on the results of an inquiry.
  
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  CCRS ID.2 The student is expected to use study habits necessary to manage academic pursuits and requirements.
  
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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 IIB.3 The student is expected to compose and revise drafts.
  
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  CCRS IIC.2 The student is expected to explore a research topic.
  
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  CCRS IIC.4 The student is expected to evaluate the validity and reliability of sources.
  
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  CCRS IIC.5 The student is expected to synthesize and organize information effectively.
  
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  CCRS IIC.6 The student is expected to design and present an effective product.
  
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  CCRS IIE.1 The student is expected to use technology to gather information.
  
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  CCRS IIE.2 The student is expected to use technology to organize, manage, and analyze information.
  
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  CCRS IIE.4 The student is expected to use technology appropriately.
  

The headline above most likely would have been seen in the year

®2008 Social Studies Dept.

Gather primary resources and conduct oral histories from this era. Create a multimedia project demonstrating the political, economic and social causes and effects of the Great Depression.