U.S. II History
[Implement start year (2012-2013)]
Bernard Boggs, [email protected] 8337; David Ellis, [email protected] 8443; Ron Jensen, [email protected] 8559; Christine Quigley
[email protected] 8753
Unit 3: The Roaring Twenties
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(http://www.nj.gov/education/cccs/2009/final.htm)
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
6.1.12.A.8.a
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.
6.1.12.A.8.c
Relate social intolerance, xenophobia, and fear of anarchists to
government policies restricting immigration, advocacy, and labor
organizations.
6.1.12.B.8.a
Determine the impact of the expansion of agricultural production into
marginal farmlands and other ineffective agricultural practices on people
and the environment.
st
21 Century Themes
( www.21stcenturyskills.org )
___ Global Awareness ___Financial, Economic, Business and Entrepreneurial Literacy ___Civic Literacy ___Health Literacy ___Environmental Literacy st
21 Century Skills
Learning and Innovation Skills: ___Creativity and Innovation ___Critical Thinking and Problem Solving ___Communication and Collaboration Information, Media and Technology Skills: ___Information Literacy ___Media Literacy ___ICT (Information, Communications and Technology) Literacy Life and Career Skills: ___Flexibility and Adaptability ___Initiative and Self-­‐Direction ___Social and Cross-­‐Cultural Skills ___Productivity and Accountability ___Leadership and Responsibility
LRHSD (2011) Adapted from ASCD © 2004
6.1.12.C.8.a
Analyze the push-pull factors that led to the Great Migration.
6.1.12.C.8.b
Relate social, cultural, and technological changes in the interwar period to
the rise of a consumer economy and the changing role and status of
women.
6.1.12.D.8.a
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.
Common Core Curriculum Literacy Standards for Social
Studies/History (http://www.corestandards.org/)
•
RH.11-12.1. Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole.
•
RH.11-12.2. Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
•
RH.11-12.4. Determine the meaning of words and phrases as they are
used in a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
•
RH.11-12.6. Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’ claims, reasoning, and
evidence.
•
RH.11-12.7. Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as
LRHSD (2011) Adapted from ASCD © 2004
well as in words) in order to address a question or solve a problem.
•
RH.11-12.9. Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources
RH.11-12.10. By the end of grade 12, read and comprehend history/social
studies texts in the grades 11–CCR text complexity band independently
and proficiently
Enduring Understandings:
Students will understand that . . .
EU 1
Political, economic, and social influences may cause population shifts.
EU 2
Technology has impacted society in both helpful and harmful ways.
EU 3
Political, economic, and social differences shape culture.
EU 4
A post-war society faces political, economic, and social challenges in
adjusting to a peacetime society.
Knowledge:
Students will know . . .
•
•
•
Reasons for Isolationism (EU 4)
th
The impact of the 19 Amendment and changing roles of women
(EU 1)
How traditional relationships relating to religion, race, and gender
were challenged (ie religious revivals, the Scopes trial) (EU 1, 3)
Essential Questions:
•
•
•
•
•
•
•
Was the decade of the 1920s a clash between modernity and
tradition/old world thinking? (EU 2, 3, 4)
Did the role of women in American life significantly change during
the 1920s? (E1, 4)
Should the United States limit immigration? (EU 3, 4)
Did Prohibition create more problems than it solved? (EU 3)
To what extent had African-Americans attained the American
Dream by the end of this period? (EU 1, 3)
Did the technological innovations of the 1920s impact American
life for the better? (EU 2)
To what extent did the cultural and commercial developments of
the 1920s change life in America? (EU 1, 2, 3)
Skills:
Students will be able to . . .
EU1, EU2, EU3, EU4
LRHSD (2011) Adapted from ASCD © 2004
•
•
•
•
•
•
The reasons for the restrictions placed on immigration and the fear
of foreign ideas such as the Red Scare, Sacco and Vanzetti (EU
4)
The individuals of the Harlem Renaissance and their contributions
(EU 1, 4)
The effects of the growth of consumerism and technological
innovations on American society (EU 1, 3)
People who became cultural icons in this era and why (EU 3)
The pros and cons of Prohibition and how it led to the growth of
organized crime
Main features of the domestic policies of Harding, Coolidge and
Hoover
•
Read and analyze primary source documents to determine
different points of view
•
Draw inferences from factual material
•
Recognize and interpret different points of view
•
Detect bias in data presented in various forms
•
Compare and contrast the credibility of differing ideas,
elements or accounts
•
Test the validity of the information, using criteria as source,
objectivity, technical correctness, and currency
•
Research useful and valid resources in all forms of media
•
Develop media literacy
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
Select a technological or cultural innovation (entertainment, athletics, shopping, travel, fashion, leisure time) from your own lifetime. Give specific
evidence how it changed the way you go about your daily life and the broader impact it has had on society. This can be accomplished in the form of
a video, oral presentation, slideshow, or essay.
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
LRHSD (2011) Adapted from ASCD © 2004
•
•
•
•
•
Essays
DBQ
Tests (standard and authentic)
Presentations
Research projects
LRHSD (2011) Adapted from ASCD © 2004
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
•
•
•
•
•
•
•
•
•
•
Using the phrase, ‘A Return to Normalcy’, explain the desire for an isolationist foreign policy. (A)
Brainstorm and discuss the conditions that cause change in a culture and how those conditions are apparent today. (A, M, T)
Create a Facebook page for a young woman in the 1920s that reflects the concerns and attitudes of a ‘modern woman’. (M)
Write a magazine or newspaper article about the people and events of the 1920s. Include topics such as sports, lifestyle and culture, politics
and policies, economic developments and advertisements. (M)
Debate the validity of ‘nativism’ in the US as it relates to immigration policy, the trial of Sacco and Vanzetti, and the rise of the Ku Klux Klan. (A,
M)
Create a chart that compares the issues from the 1920s (i.e., immigration, tradition vs modernity, religion) to these issues today. (M, T)
Use a graphic organizer to highlight the political and economic policies of Harding, Coolidge, and Hoover. (A)
Analyze the works of various Harlem Renaissance figures and evaluate the impact they had on African American thought and culture. (A, M)
Select a product that emerged in the 1920s and trace it to today (the auto, baseball, department stores) Include major developments and it’s
place in our society. (M, T)
Create a graphic organizer on how the automobile impacted the US economy. (A)
LRHSD (2011) Adapted from ASCD © 2004