Demonstrate how to determine economic growth in a nation and whether or not the United States was experiencing economic growth during this era. (US.1A, US.1B, US.5A, US.5B, 10B, 13A, 15C, 18B, 18C, 23A, 24A, 24B, 24C, 25A, 25B, 25C, 25D)
|
|
Create a thematic map to show where major industries were located during this period of time.
Create charts and graphs showing different economic indicators that demonstrate economic growth during this era.
|
Complete the History Alive lesson Understanding Postwar Tensions. (US.1A, US.1B, US.5A, US.5B, 10B, 13A, 15C, 18B, 18C, 23A, 24A, 24B, 24C, 25A, 25B, 25C, 25D, 26A, 26B)
|
|
See lesson plan for details
|
Independent Practice
Conduct the TCI lesson Did the Republican Era of the 1920s bring peace and prosperity to all Americans? (US.1A, US.1B, US.5A, US.5B, 10B, 13A, 15C, 18B, 18C, 23A, 24A, 24B, 24C, 25A, 25B, 25C, 25D, 26A, 26B)
|
|
See lesson plan for details.
|
Review the guiding questions for this lesson. (US.1A, US.1B, US.5A, US.5B, 10B, 13A, 15C, 18B, 18C, 23A, 24A, 24B, 24C, 25A, 25B, 25C, 25D)
|
|
Answer the guiding questions from this lesson in the interactive notebook.
|
EXTENSIONS
Conduct the Primary Sources of the 1920s lesson.
|
|
After doing research, answer the questions in the interactive notebook.
|
Vocabulary: (Pertinent to the learning – specific)
|
TAKS Vocabulary
|
Resources
Textbook:
Mcdougal Littell – The Americans: Chapter 12 Sections 1-3
TCI – Persuing American Ideals — Chapters 26 — 30
District Resources
Print Resources
Internet Resources
|
Red Scare
Communists
Sacco and Vanzetti
Ku Klux Klan
Prohibition
bootlegger
immigration
assimilation
nativism
quota system
Albert B. Fall
Teapot Dome
19th Amendment
Henry Ford
assembly line
Great Migration
Scopes Trial
|
|
Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
|
zImplement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
|
Differentiation
|
What do you do for students who need more support?
Use various visual discovery strategies from the 11th Grade CD to demonstrate the cultural changes found in the United States during this era.
Create a foldable the uses both visual and textual representations of the social, economic, and political changes that occurred during this era.
Conduct the Roaring 20s Magazine Strategy
|
ELPS Objectives addressed in this lesson
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.
|
What do you do for students who master the learning quickly?
Complete the History Day project. Finalize the process paper and annotated bibliography,
Conduct the Digital History lesson on the controversies of the 1920s.
|
College Readiness objectives addressed in this lesson
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.
|
Evidence of Learning
|
Formative Mini Assessments
|
TAKS
|
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
|
|
