Instructional Timeline 11Th Grade U s1

6/15/2011

Instructional Timeline – 11th Grade U.S. History – 2nd Nine Weeks /
Unit 5 Boom and Bust
The Jazz Age (15) /
Suggested Time Frame: ≈ 2 block days
Description / The boom times of the 1920’s, changing social and economic conditions, the New Morality becomes an issue and change in American economic life
Assessment / Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation
Essential Questions / New social attitudes strained the fabric of American society. How much of this was new and how much had always been a problem? Why were immigrants from Mexico not included in the quota system set by the immigration acts? How did WWI influence literature?
Core Components / TEKS/SEs / Specifications/Examples
(2)(1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
(A) identify the major characteristics that define an historical era;
(B)(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
(C)(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(D)(C) explain the significance of the following dates years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins) / ROARING TWENTIES (RED SCARE AND PROHIBITION)
Refer frequently to the events placed in the timeline of U.S. History
Tested dates may include:
1. 1929
(3)(2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
(B) analyze economic issues such as industrialization, the rise of entrepreneurship , free enterprise, and the pros and cons of big business; and
(C) analyze social issues such as the treatment of affecting women, / Sample issues may include (but not limited to):
1. immigration,
2. Red Scare,
3. Prohibition,
4. changing role of women
The 18th amendment, the Volstead Act,
Red Scare – (Sacco and Vanzetti)
The changing role of women (flappers)
Causes/effects – Nativism
(6)(5) History. The student understands significant individuals, events, and social issues, and individuals of the 1920s. The student is expected to:
(A) analyze causes and effects of significant issues events and social issues , including such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and
(B) analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh. / Lindbergh, Billy Sunday, Babe Ruth, Duke Ellington, Langston Hughes
Religious fundamentalism, labor strife, changing attitudes toward women
(12)(11)(9) Geography. The student understands the impact of geographic factors on major events. The student is expected to:
(A) analyze the effects impact of physical and human geographic factors on the Dust Bowl
(13)(12)(10) Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
(A) analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including rural to urban / Events that may be tested include:
· Dust Bowl;
· Environmental issues and concerns
Cities as “evil” influences
(16)(15)(13) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:
(A) analyze causes of economic growth and prosperity in the 1920s, including Warren Harding’s Return to Normalcy, reduced taxes, and increased production efficiencies;
(B) identify analyze the causes of the Great Depression, including the impact of tariffs on the decline in worldwide trade, buying stock on margin, the stock market speculation crash, and bank failures, and actions the flawed monetary policy of the Federal Reserve System / Causes – WW I, tax policies favoring capital investment, new inventions powered by cheap energy, buying on credit, and assembly line production
U.S. banks/businesses in Latin America & Far East.
military protection promised to those who invested abroad. WWI reoriented the priorities of the emerging world power and U.S. foreign policy makers returned to a goal of isolationism.
· automobile industry, mass production of consumer goods, advertising, and installment plans
Causes that may be tested include:
1. decline in worldwide trade,
2. stock market crash,
3. bank failures.
Margin buying, over-speculation, income gap, and the stagnation of “real” wages
(22) Citizenship. The student understands the concept of American exceptionalism. The student is expected to:
(A)(C) discuss Alexis de Tocqueville’s five values crucial to America’s success as a constitutional republic: liberty, egalitarianism, individualism, populism, and laissez-faire
(B)(A) describe how the American values identified by Alexis de Tocqueville are different and unique from those of other nations; and / Effects – Unemployment, hunger, business and bank failures, Republicans voted out of House and Senate, unpopularity of Hoover, shift of Black voter to Democratic Party
·
(C) understand analyze the impact of technological and management innovations on the nature of work, and their applications in the workplace and the response by business on the American labor movement and businesses resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis (28)(26)(23) Science, technology, and society. The student understands the influence of scientific discoveries, and technological innovations , and the free enterprise system on daily life the standard of living in the United States. The student is expected to:
(A) analyze how scientific discoveries, and technological innovations , and the application of these by the free enterprise system , including those in transportation and communication, have changed improve the standard of living in the United States; / Consumerism, welfare capitalism
Tin Lizzy, radio, electric appliances
Vocabulary
espionage – conscription – deport – police powers – evolution – creationism – eugenics –
Recommended Lessons / Recommended Lessons
Differentiation / Special Education – all differentiation per SPED modifications and requirements
TAG - differentiation according to TAG mandates. To include:
independent study,
alternative projects in lieu of test
in depth reading
504 – All differentiation according to student needs as specified per 504 committee.
ESL – All differentiation aligned with both ELPS guidelines and state mandate. To include:
small group instruction,
sentence stem activities,
HIS,
T-Chart-Pair and Defend.
Instructional Resources / Books or Readings – Poems of Langston Hughes, Mencken on the Scopes Trial
Videos – The Spirit of St. Louis, Eight Men Out
Websites – www.tx.tarvol2.glencoe.com
College and Career Readiness Standards / I
A- 1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B
B- 1-AB 2-B 3-B
C- 1-AD 2-ABCEF 3-ABC
D- 1-A 2-AB
E- 1-A 2-AB 3-C
F- 1-A 2-A
II
A- 1AB 2-AB
B- 1-ABC 2-A 4-AC 5-ABC 6-ABC
III
A- 1-B 2-AB 3-AB
B- 1-B
IV
A- 1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB
B- 1-AB 2-AC 3-ABC 4-ABC
C- 1-ABC
D- 1-AB 2-AB
V
A- 1AB 2-AB
B- 1-ABCDEF
Essential Questions / Unit V
Chapters 15, 16, 17, 18
1. The Red Scare resulted in all of the following actions except:
a) The government summarily deported many radicals who were not citizens
b) Mobs committed acts of violence against supposed radicals
c) State governments arrested and jailed hundreds on sedition charges
d) the federal government arrested thousands for possession of explosives and weapons
2. the “noble experiment” of prohibition resulted in all of the following developments except
a) a substantial reduction in drinking in some regions of the country
b) the creation for a very larger force of government agents to enforce the la
c) the rise of organized crime
d) the continued defence of prohibition by rural, Protestant Americans
3. the Great Depression was caused by all of the following factors except:
a) too few Americans were able to purchase goods produced by American industries
b) some of the major banks did not have enough reserves to withstand an economic downturn
c) American industries and banks were not involved in the European economy
d) There was an overwhelming misdistribution of wealth
4. Between 1929 and 1932, farmers in the Dust Bowl experienced all of the following problems except:
a) A decline in rainfall
b) Rapidly rising prices
c) Overproduction in agriculture
d) Losses of land to foreclosures
5. The rise of labor unions in the 1930’s was due to all of the following causes except:
a) The increased support from the federal government
b) The increasing influence of skilled workers in unions
c) The decline of welfare capitalism
d) The declining status of business leaders
“every piece of work in the shops moves: it may move on hooks on overhead chains……it may travel on a moving platform or it may go by gravity, but the point is that there is no lifting or trucking of anything other than materials”
Henry Ford, 1924
6. What revolutionary manufacturing method is Henry Ford describing the the excerpt above?
a) Assembly line
b) Micromanagement
c) Quality assurance
d) Cottage industry
7. President Franklin Roosevelt’s New Deal was a program designed to:
a) Prevent the onset of the Great Depression
b) Control big business
c) Combat the effects of the Great Depression
d) Restore the Gold Standard
8. In his first month in office, Franklin Roosevelt restored public confidence in the banking system by:
a) Devaluing the American dollar by 75 percent
b) Persuading Congress to pass the Emergency Banking Act which permitted good banks to continue to operate
c) Issuing an executive order requiring all banks to reopen within two weeks
d) Insisting that hoarded gold not be deposited in banks.
9. The 19th Amendment
a) Gave women the right to vote
b) Prohibited alcohol
c) Reduced the income tax
d) Repealed prohibition
10. The new philosophy of the New Era of the 1920’s focused on:
a) Family
b) Religion
c) Individualism
d) patriotism