Content Area: Social Studies – Grade
Era: The Emergence of Modern America III (1890-1930)
Learning Targets
Standards 6.1 U.S. History: America in the World: All students will acquire the knowledge and
skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to
make informed decisions that reflect fundamental rights and core democratic values as
productive citizens in local, national, and global communities.
Strand: A. Civics, Government, and Human Rights
Content Statements: 8. The Emergence of Modern America: Roaring Twenties The 1920s is
characterized as a time of social, economic, technological, and political change, as well as a
time of emerging isolationism, racial and social tensions, and economic problems.
CPI #
6.1.12.A.8.a
Cumulative Progress Indicator (CPI)
Relate government policies to the prosperity of the country during the
1920s, and determine the impact of these policies on business and the
consumer.
6.1.12.A.8.b
Compare and contrast the global marketing practices of United States
factories and farms with American public opinion and government policies
that favored isolationism.
Relate social intolerance, xenophobia, and fear of anarchists to
government policies restricting immigration, advocacy, and labor
organizations.
6.1.12.A.8.c
Unit Essential Questions • What are the
outcomes of migration? • How does art
influence culture and society? • What makes
people migrate? • How does change impact
economic, political, and social systems? •
How does agricultural production affect
people? • What is the role of government? • To
what extent should government policy align
with public opinion? • How do government
policies impact society?
Unit Enduring Understandings • The 1920’s
was a time of great change.

Desired Results On their own, students will know and be able to ...





Describe how Republican policies encouraged economic growth during the 1920s.

Evaluate the positive and negative effects of the Harding administration’s pro-business
policies.

Analyze how the Republican Party overcame the political scandals of the Harding
administration.

Analyze the reasons that many Americans demanded restrictions on immigration.

Explain why Mexican immigration increased during the 1920s.

Identify the actions that American Indians took to protect their land and culture.
Content Area: Social Studies – Grade
Era:
The Emergence
Modern
America III (1890-1930)
Content
Area: Socialof
Studies
– Grade
Learning
Targets of Modern America III (1890-1930)
Era:
The Emergence
Standards 6.1 U.S. History: America in the World: All students will acquire the knowledge and
Learning Targets
skills to think analytically about how past and present interactions of people, cultures, and the
Standards 6.1 U.S. History: America in the World: All students will acquire the knowledge and
environment shape the American heritage. Such knowledge and skills enable students to
skills to think analytically about how past and present interactions of people, cultures, and the
make informed decisions that reflect fundamental rights and core democratic values as
environment shape the American heritage. Such knowledge and skills enable students to
productive citizens in local, national, and global communities.
make informed decisions that reflect fundamental rights and core democratic values as
productive citizens in local, national, and global communities.
Strand: C. Economics, Innovation, and Technology
Strand:
Geography,
and the of
Environment
ContentB.Statements:
8. People,
The Emergence
Modern America: Roaring Twenties The 1920s is
characterized as a time of social, economic, technological, and political change, as well as a
Content Statements: 8. The Emergence of Modern America: Roaring Twenties The 1920s is
time of emerging isolationism, racial and social tensions, and economic problems.
characterized as a time of social, economic, technological, and political change, as well as a
time of emerging isolationism, racial and social tensions, and economic problems.
CPI #
6.1.12.C.8.a
CPI #
6.1.12.C.8.b
6.1.12.B.8.a
Cumulative Progress Indicator (CPI)
Analyze the push-pull factors that led to the Great Migration.
Cumulative Progress Indicator (CPI)
Relate social, cultural, and technological changes in the interwar period to
Determine the impact of the expansion of agricultural production into
the rise of a consumer economy and the changing role and status of
marginal farmlands and other ineffective agricultural practices on people
women.
and the environment.
Unit Essential Questions • What are the
Unit Enduring Understandings • The 1920’s
Unit Essential Questions • What are the
Unit Enduring Understandings • The 1920’s
outcomes of migration? • How does art
was a time of great change.
outcomes of migration? • How does art
was a time of great change.
influence culture and society? • What makes
influence culture and society? • What makes
people migrate? • How does change impact
people migrate? • How does change impact
economic, political, and social systems? •
economic, political, and social systems? •
How does agricultural production affect
How does agricultural production affect
people? • What is the role of government? • To
people? • What is the role of government? • To
what extent should government policy align
what extent should government policy align
with public opinion? • How do government
with public opinion? • How do government
policies impact society?
policies impact society?
Desired Results: Identify Grade Level ( ): On their own, students will know and be able to ... • •
Desired Results: On their own, students will know and be able to ...
•



Analyze the reasons that African Americans had for migrating from the South to the North
during the 1920s.
Explain the effects of the Great Migration on race relations in Northern cities during the
1920s.
Evaluate how the economic boom affected consumers American businesses.
Content Area: Social Studies – Grade
Era: The Emergence of Modern America III (1890-1930)
Learning Targets
Standards 6.1 U.S. History: America in the World: All students will acquire the knowledge and
skills to think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to
make informed decisions that reflect fundamental rights and core democratic values as
productive citizens in local, national, and global communities.
Strand: D. History, Culture, and Perspectives
Content Statements: 8. The Emergence of Modern America: Roaring Twenties The 1920s is
characterized as a time of social, economic, technological, and political change, as well as a
time of emerging isolationism, racial and social tensions, and economic problems.
CPI #
6.1.12.D.8.a
Cumulative Progress Indicator (CPI)
Explain why the Great Migration led to heightened racial tensions,
restrictive laws, a rise in repressive organizations, and an increase in
violence
6.1.12.D.8.b
Assess the impact of artists, writers, and musicians of the 1920s, including the
Harlem Renaissance, on American culture and values.
Unit Essential Questions • What are the
Unit Enduring Understandings • The 1920’s
outcomes of migration? • How does art
was a time of great change.
influence culture and society? • What makes
people migrate? • How does change impact
economic, political, and social systems? •
How does agricultural production affect
people? • What is the role of government? • To
what extent should government policy align
with public opinion? • How do government
policies impact society?



Desired Results: Identify Grade Level ( ): On their own, students will know and be able to ... •
Explain why many Americans supported the Ku Klux Klan and what factors led to a
decline in support.
Identify the actions African Americans took to combat discrimination and violence against
them.