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Unit 3 Progressivism and Reform Content Standards:
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals: Declaration of Independence, the U.S. Constitution (including the Preamble), Bill of Rights,
13th, 14th, and 15th Amendments
6.1 Growth of an Industrial and Urban America
Explain the causes and consequences – both positive and negative – of the Industrial Revolution and America’s growth from a predominantly agricultural, commercial, and rural nation to a more industrial and urban nation between 1870 and 1930.
6.1.5 A Case Study of American Industrialism – Using the automobile industry as a case study, analyze the causes and consequences of this major industrial transformation by explaining
• the impact of resource availability (National Geography Standard 16, p. 216)
• entrepreneurial decision making by Henry Ford and others
• domestic and international migrations (National Geography Standard 9, p. 201)
• the development of an industrial work force
• the impact on American society
6.3 Progressivism and Reform
Select and evaluate major public and social issues emerging from the changes in industrial, urban, and global America during this period; analyze the solutions or resolutions developed by Americans, and their consequences (positive/ negative – anticipated/ unanticipated) including, but not limited to, the following:
6.3.1 Social Issues – Describe at least three significant problems or issues created by America’s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).
6.3.2 Causes and Consequences of Progressive Reform – Analyze the causes, consequences, and limitations of Progressive reform in the following areas
• major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments
• new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)
• the Supreme Court’s role in supporting or slowing reform
• role of reform organizations, movements and individuals in promoting change
• efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants
6.3.3 Women’s Suffrage – Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (e.g., Susan B. Anthony, Elizabeth Cady Stanton) and the eventual ratification of the 19th Amendment.
C1.2.4 Compare and contrast direct and representative democracy.
C2 Origins and Foundations of Government of the United States of America
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?
3.5.1 Explain how political parties, interest groups, the media, and individuals can influence and determine the public agenda.
Unit 3 Progressivism & Reform chapter 8 lessons 2-5 and Post Test
Learning Target: SWK the difficulties women faced organizing, petitioning and fighting for the Suffrage Movement.
SC: I can answer comprehension questions while watching "Iron Jawed Angels".
Learning Target: SWK the difficulties women faced organizing, petitioning and fighting for the Suffrage Movement.
SC: I can answer comprehension questions while watching "Iron Jawed Angels".
Learning Target: SWK the difficulties women faced organizing, petitioning and fighting for the Suffrage Movement.
SC: I can answer comprehension questions while watching "Iron Jawed Angels".
Learning Target: SWK the information about the progressive era and industrialization in order to complete the post test tomorrow.
SC: I can review and answer questions about the progressive era.
Learning Target: SWK all of the unit 3 Progressivism and Reform information in preparation of the test.
Success Criteria: I can read and answer unit 3 post test questions with at least 70% of my answers being correct.
Tasks: Complete Unit 3 Post test by the end of the period.
Learning Target: SWK the difficulties women faced organizing, petitioning and fighting for the Suffrage Movement.
SC: I can answer comprehension questions while watching "Iron Jawed Angels".
Learning Target: SWK the difficulties women faced organizing, petitioning and fighting for the Suffrage Movement.
SC: I can answer comprehension questions while watching "Iron Jawed Angels".
Learning Target: SWK the difficulties women faced organizing, petitioning and fighting for the Suffrage Movement.
SC: I can answer comprehension questions while watching "Iron Jawed Angels".
Learning Target: SWK the information about the progressive era and industrialization in order to complete the post test tomorrow.
SC: I can review and answer questions about the progressive era.
Learning Target: SWK all of the unit 3 Progressivism and Reform information in preparation of the test.
Success Criteria: I can read and answer unit 3 post test questions with at least 70% of my answers being correct.
Tasks: Complete Unit 3 Post test by the end of the period.
Unit 4 Great Depression Content Standards
USHG ERA 7 – The Great Depresion and World War II (1920-1945)
7.1 Growing Crisis of Industrial Capitalism and Responses Evaluate the key events and decisions surrounding the causes and consequences of the global depression of the 1930s and World War II.
7.1.1 The Twenties – Identify and explain the significance of the cultural changes and tensions in the “Roaring Twenties” including
• cultural movements, such as the Harlem Renaissance and the “lost generation”
• the struggle between “traditional” and “modern” America (e.g., Scopes Trial, immigration restrictions, Prohibition, role of women, mass consumption)
7.1.2 Causes and Consequences of the Great Depression – Explain and evaluate the multiple causes and consequences of the Great Depression by analyzing
• the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction, under consumption, and speculation, the 1929 crash, and the Dust Bowl (National Geography Standards 14 and 15; p. 212 and 214)
• the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families (National Geography Standard 15, p. 214)
• Hoover’s policies and their impact (e.g., Reconstruction Finance Corporation)
7.1.3 The New Deal – Explain and evaluate Roosevelt’s New Deal Policies including
• expanding federal government’s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley), meet challenges of unemployment, address the needs of workers, farmers, poor, and elderly (National Geography Standard 14, p. 212)
• opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws
• consequences of New Deal policies (e.g., promoting workers’ rights, development of Social Security program, and banking and financial regulation conservation practices, crop subsidies) (National Geography Standard 16, p. 216)
C2 Origins and Foundations of Government of the United States of America
2.1 Origins of American Constitutional Government (Note: Much of this content should have been an essential feature of students’ 5th and 8th grade coursework. High School U.S. History and Geography teachers, however, revisit this in USHG Foundational Expectations 1.1, 1.2, and 2.1.) Explain the fundamental ideas and principles of American constitutional government and their philosophical and historical origins through investigation of such questions as: What are the philosophical and historical roots of the foundational values of American constitutional government? What are the fundamental principles of American constitutional government?
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
E2 THE NATIONAL ECONOMY OF THE UNITES STATES OF AMERICA
2.1 Understanding National Markets
Describe inflation, unemployment, output, and growth, and the factors that cause changes in those conditions, and describe the role of money and interest rates in national markets.
2.1.2 Circular Flow and the National Economy – Using the concept of circular flow, analyze the roles of and the relationships between households, business firms, financial institutions, and government and nongovernment agencies in the economy of the United States.
2.1.7 Economic Indicators – Using a number of indicators, such as GDP, per capita GDP, unemployment rates, and Consumer Price Index, analyze the characteristics of business cycles, including the characteristics of peaks, recessions, and expansions.
Essential Vocabulary: Margin, Bull Market, Speculation, Installments, Hoboes, Public works, Relief, Gold standard, Bank holidays, Polio, Deficit spending, Sit-down strike, Binding arbitration, Safety net, Mediate
12/9/19: Learning target: SW be introduced to vocabulary words for this unit and take the Unit 4 Pretest for data purposes.
Success Criteria: I can define terms using class resources. I can recognize vocabulary words throughout the unit.
Tasks: Complete Pretest Unit 4, define unit terms for week 1.
12/10/19: Learning target: SWK how speculation caused the stock market to fail.
Success Criteria: I can explain how speculation caused the stock market to fall.
Tasks: Read Chapter 9 lesson 1. Answer review questions for each lesson. Complete the long term effects and short terms effects of the great depression graphic organizer.
12/11/19: Learning target: SWK how the events of the stock market crash affected the entire nation—not only Wall Street. SWK the effects of the Great Depression on the American people.
Success Criteria:I can explain how speculation caused the stock market to fall. I can describe how the stock market crash affected the entire nation.
Tasks: Read Chapter 9 lesson 2. Answer review questions for each lesson. Complete the long term effects and short terms effects of the great depression graphic organizer.
12/12/19: Learning target: SWK the effects of the Great Depression on the American people. SWK the effects of the Dust Bowl and “Okie”migration.
Success Criteria: I can list the effects of the Great Depression on the American people, their art, and their entertainment. I can describe life during the Dust Bowl.
Tasks: Read Chapter 9 lesson 2. Answer review questions for each lesson. Complete the long term effects and short terms effects of the great depression graphic organizer.
12/13/19: Learning target: SWK what President Hoover did to promote recovery and how citizens reacted to Hoover’s recovery efforts. SW remember the definitions of the five terms defined on Monday-Thursday.
Success Criteria: I can categorize the initiatives Hoover instituted in response to the Depression, and describe their results. I can recognize the definitions of the Unit terms: Margin, Bull Market, Speculation, Installments, Hoboes
Tasks: Complete vocabulary Quiz Week 1. Read Chapter 9 lesson 4. Complete review questions at the end of the lesson.
12/9/19: Learning target: SW be introduced to vocabulary words for this unit and take the Unit 4 Pretest for data purposes.
Success Criteria: I can define terms using class resources. I can recognize vocabulary words throughout the unit.
Tasks: Complete Pretest Unit 4, define unit terms for week 1.
12/10/19: Learning target: SWK how speculation caused the stock market to fail.
Success Criteria: I can explain how speculation caused the stock market to fall.
Tasks: Read Chapter 9 lesson 1. Answer review questions for each lesson. Complete the long term effects and short terms effects of the great depression graphic organizer.
12/11/19: Learning target: SWK how the events of the stock market crash affected the entire nation—not only Wall Street. SWK the effects of the Great Depression on the American people.
Success Criteria:I can explain how speculation caused the stock market to fall. I can describe how the stock market crash affected the entire nation.
Tasks: Read Chapter 9 lesson 2. Answer review questions for each lesson. Complete the long term effects and short terms effects of the great depression graphic organizer.
12/12/19: Learning target: SWK the effects of the Great Depression on the American people. SWK the effects of the Dust Bowl and “Okie”migration.
Success Criteria: I can list the effects of the Great Depression on the American people, their art, and their entertainment. I can describe life during the Dust Bowl.
Tasks: Read Chapter 9 lesson 2. Answer review questions for each lesson. Complete the long term effects and short terms effects of the great depression graphic organizer.
12/13/19: Learning target: SWK what President Hoover did to promote recovery and how citizens reacted to Hoover’s recovery efforts. SW remember the definitions of the five terms defined on Monday-Thursday.
Success Criteria: I can categorize the initiatives Hoover instituted in response to the Depression, and describe their results. I can recognize the definitions of the Unit terms: Margin, Bull Market, Speculation, Installments, Hoboes
Tasks: Complete vocabulary Quiz Week 1. Read Chapter 9 lesson 4. Complete review questions at the end of the lesson.
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https://www.youtube.com/watch?v=e2bffmnpERY
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12/16/19-12/20/19
Learning target: SW be introduced to vocabulary words for this unit. SWK what President Hoover did to promote recovery and how citizens reacted to Hoover’s recovery efforts.
Success Criteria: I can define terms using class resources. I can recognize vocabulary words throughout the unit.
I can categorize the initiatives Hoover instituted in response to the Depression, and describe their results.
Tasks: define unit terms: Public works, Relief, Gold standard, Bank holidays, Polio; complete review questions 1,2,4,5 and graphic organizer categorizing Hoover's initiatives to the Depression and their results.
Learning target: SWK what President Hoover did to promote recovery and how citizens reacted to Hoover’s recovery efforts.
Success Criteria: I can categorize the initiatives Hoover instituted in response to the Depression, and describe their results.
Tasks: Read Ch. 9 lesson 3 pg. 240-243 while completing guided reading, worksheet 11.01 see download below
Learning target: SWK the First New Deal programs for reforming the financial system, raising agricultural prices, and promoting industrial recovery.
Success Criteria: I can describe the qualities of an effective political leader. I can summarize and explain the First New Deal programs and their effects.
Tasks: Read Ch. 10 lesson 1 pg. 251-254 while completing guided reading, worksheet 11.01 see download below, worksheet 11.02 see download below
Learning target: SWK the political pressures Roosevelt faced from the left and the right, and how he responded to their criticisms.
Success Criteria: I can explain why Roosevelt decided to introduce new legislation to fight the depression. I can describe how the Wagner Act and the Social Security Act affected Americans.
Tasks: Read Ch. 10 lesson 2 pg. 255-258 while completing guided reading, worksheet 11.03 see download below
Learning target: SWK the political pressures Roosevelt faced from the left and the right, and how he responded to their criticisms.
Success Criteria: I can explain why Roosevelt decided to introduce new legislation to fight the depression. I can describe how the Wagner Act and the Social Security Act affected Americans.
Tasks: Read Ch. 10 lesson 2 pg. 255-258 while completing guided reading, worksheet 11.04 & 11.05 see downloads below
Learning target: SW be introduced to vocabulary words for this unit. SWK what President Hoover did to promote recovery and how citizens reacted to Hoover’s recovery efforts.
Success Criteria: I can define terms using class resources. I can recognize vocabulary words throughout the unit.
I can categorize the initiatives Hoover instituted in response to the Depression, and describe their results.
Tasks: define unit terms: Public works, Relief, Gold standard, Bank holidays, Polio; complete review questions 1,2,4,5 and graphic organizer categorizing Hoover's initiatives to the Depression and their results.
Learning target: SWK what President Hoover did to promote recovery and how citizens reacted to Hoover’s recovery efforts.
Success Criteria: I can categorize the initiatives Hoover instituted in response to the Depression, and describe their results.
Tasks: Read Ch. 9 lesson 3 pg. 240-243 while completing guided reading, worksheet 11.01 see download below
Learning target: SWK the First New Deal programs for reforming the financial system, raising agricultural prices, and promoting industrial recovery.
Success Criteria: I can describe the qualities of an effective political leader. I can summarize and explain the First New Deal programs and their effects.
Tasks: Read Ch. 10 lesson 1 pg. 251-254 while completing guided reading, worksheet 11.01 see download below, worksheet 11.02 see download below
Learning target: SWK the political pressures Roosevelt faced from the left and the right, and how he responded to their criticisms.
Success Criteria: I can explain why Roosevelt decided to introduce new legislation to fight the depression. I can describe how the Wagner Act and the Social Security Act affected Americans.
Tasks: Read Ch. 10 lesson 2 pg. 255-258 while completing guided reading, worksheet 11.03 see download below
Learning target: SWK the political pressures Roosevelt faced from the left and the right, and how he responded to their criticisms.
Success Criteria: I can explain why Roosevelt decided to introduce new legislation to fight the depression. I can describe how the Wagner Act and the Social Security Act affected Americans.
Tasks: Read Ch. 10 lesson 2 pg. 255-258 while completing guided reading, worksheet 11.04 & 11.05 see downloads below
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