Social Studies - Mr. Houze's United States History Classroom
|Social Studies |El Paso I.S.D. |3 Week Unit |
|11th Grade U.S. History | | |Part 2 Unit #1; Weeks 1-3 | |
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|THE WRITTEN CURRICULUM |
|Unit Topic |The New Deal and WWII in Europe |
| |Disclaimer: If needed, teach or re-teach 1929 to 1932 (see Part 1 Unit #6). |
|CONCEPTS, GENERALIZATIONS/ENDURING UNDERSTANDINGS & GUIDING QUESTIONS |
|Focus Concepts |“Power, Authority, and Conflict”: World War II (Europe) |
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| |Sub Concepts: freedom, democracy, government, leadership, responsibility, politics, conflict |
|Universal Generalizations |Everything that happens today is connected in some way to the past. |
|/Enduring Understandings |Historical forces are big ideas that help us understand what causes events to happen. |
| |Individuals can influence historical events and group behavior. |
| |Geography plays a major role in determining the story of an area. |
| |People’s conflicting ideas about how the world should be, lead to the formation of different groups within the society. |
| |There is a continuing struggle for balance between the ideal of individual rights and the reality of government intervention and protection. |
| |World events present different economic problems as well as significant opportunities for the U.S. |
| |The failure of diplomacy and compromise often leads to war. |
| |Wars are fought for different reasons, some noble, and others based on greed and prejudice. |
| |The arts reflect the culture of the times and change as the culture changes. |
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| |Skills-Related |
| |Knowing the time order of events provides a way to help understand and remember things that happened in the past. |
| |Knowledge of the past is acquired through the study of primary and secondary sources of historical evidence. |
| |Good communication skills are based on the correct use of vocabulary and written/oral language. |
| |Critical thinking skills provide the ability to use logic and reasoning in solving problems. |
| |Creating and using the tools of geography allows for a more definitive perspective of the world. |
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|Guiding Questions |New Deal |
| |Can government be trusted to govern well? |
| |What were the positive/negative effects of the New Deal? |
| |What elements of the New Deal are still in effect today? |
| |In what ways was the Second New Deal successful or a failure? |
| |Should the government create programs for farm, labor, and economic reforms? Why or why not? |
| |What were the effects of the New Deal on women and minorities? |
| |If you had lived during the Great Depression, would you have supported the New Deal? (Justify) |
| |How and why was President Hoover unsuccessful and FDR was successful in dealing with the Great Depression?. |
| |How does the art of the Depression reflect the condition of the people and the public policies of the government? |
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| |WWII |
| |Was WWI responsible for the Great Depression and WWII? (Justify) |
| |What could lead to the rise of nationalism and dictatorships? |
| |How was Hitler able to rise to power? |
| |What events lead to the outbreak of WWII in Europe? |
| |Why did the United States feel the need to isolate itself from international relations? |
| |How did geographic factors help or hinder the United States' isolationism? |
| |How did the failure of diplomacy lead to/contribute to WWII? |
| |What made it possible for Hitler to begin his conquest of Europe? |
| |What was the U.S.’s response to WWII in 1939? |
| |What are the reasons that the U.S. entered WWII? |
| |How did the U.S. help the allies? |
| |How did the art of WWII contribute to the war effort? |
|Note: Strand 8 TEKS, Social Studies Skills, are in each unit. In some cases, specific content or strategies are noted in the Specifications box. In other units, skills listed are to be applied to lessons the |
|teacher finds most appropriate. Skills are to be included in a continuous and ongoing manner. |
|All Strand 8 TEKS will be benchmarked as appropriate. |
|TAKS Objective |TEKS |Specifications |
|(for any student expectation |Knowledge & Skills Statement | |
|that is tested) |Student Expectations | |
|Tested: = Year/Item #’s from | | |
|2003, 2004 or 2006 released | | |
|tests. | | |
| |(US1) History. The student understands traditional historical points of reference in U.S. | |
| |history from 1877 to the present. The student is expected to: |HISTORY |
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| | |*Tested at EXIT in BOLD for TAKS & Benchmark Tests |
|TESTED AT EXIT |(A) identify the major eras in U.S. history from 1877 to the present and describe their |Refer to the events placed in the timeline of U.S. History by date and by era. |
|OBJ: 1 |defining characteristics; |1929-1940 Depression - Stock market Crash, Great Depression, New Deal |
| | |1941-1945 World War II – Causes and Effects of World War II |
|TESTED AT EXIT |(B) apply absolute and relative chronology through the sequencing of significant individuals, |Sequence the significant individuals, including FDR, and events, of these and |
|OBJ: 1 |events, and time periods CRS – I.B.2,3 |previous time periods. |
| |(US13) Economics. The student understands significant economic developments between World War |ECONOMICS |
| |I and World War II. |Era: New Deal |
|TESTED AT EXIT |(C) analyze the effects of the Great Depression on the U.S. economy and government; | Bank failures; personal and business bankruptcies; industry & farm failures; |
|OBJ: 3 |CRS – I.C.2 |unemployment; homelessness |
| | |FDR solution: 100 Days: New Deal; Second New Deal |
|13(C) | |Role and power of federal government expanded |
|Tested: 2003/#43 | | |
|2004/#39 | | |
| |(D) evaluate the effectiveness of New Deal measures in ending the Great Depression; |New Deal and Second New Deal--Reforms and work projects; New Deal Alphabet Soup: |
| |CRS – I.C.2 |Social Security Administration; Agricultural Adjustment Act (AAA); National |
| | |Industrial Recovery Act (NIRA); Works Progress Administration (WPA); National Youth |
| | |Administration (NYA); Federal Deposit Insurance Corporation (FDIC); Tennessee Valley |
| | |Authority (TVA); Securities and Exchange Commission (SEC); Federal Housing |
| | |Administration (FHA); |
| | |Court-packing-FDR & the judicial system |
|TESTED AT EXIT |(E) analyze how various New Deal agencies and programs such as the Federal Deposit Insurance |Agencies and projects created during New Deal continue to regulate economic practices|
|OBJ: 3 |Corporation, the Securities Exchange Commission, and Social Security continue to affect the |and benefit Americans: |
| |lives of U.S. citizens. CRS – II.B.5 |Social Security ; Federal Deposit Insurance Corporation (FDIC); Securities and |
|13(E) | |Exchange Commission (SEC); Federal Housing Administration (FHA); Projects resulting |
|Tested: 2006/#9 | |from the Tennessee Valley Authority (TVA); Public Works Administration (PWA) and the |
| | |Works Progress Administration (WPA); |
| |(US15) The student understands changes in the role of government over time.. The student is |GOVERNMENT |
| |expected to: | |
| |(A) evaluate the impact of New Deal legislation on the historical roles of state and local |The role of the presidency and the federal government in the economy grew larger and |
| |government. CRS – I.C.2 |more powerful as a result of the New Deal. causing both support and criticism of FDR.|
| |(US20) Culture. The student understands the relationship between the arts and the times during |CULTURE |
| |which they were created. The student is expected to: | |
| |(A) describe how the characteristics and issues of various eras in US history have been |•Movies and radio grow into become popular entertainment |
| |reflected in works of art, music and literature such as…John Steinbeck’s The Grapes of Wrath; |•Steinbeck’s The Grapes of Wrath |
| | |•Photographs of the Depression by Dorothea Lange, etc. |
| | |• Murals and other art projects funded by the New Deal’s WPA |
| |(US6) History. The student understands the impact of significant national and international |HISTORY |
| |decisions and conflicts from World War II and the Cold War to the present on the United States. |Era: World War II |
| |The student is expected to: | |
|TESTED AT EXIT |(A) identify reasons for U.S. involvement in World War II, including the growth of |Growth of dictatorships: Totalitarian governments |
|OBJ: 1 |dictatorships and the attack on Pearl Harbor; |Decisions by foreign militaristic leaders to invade other countries leads the U.S. to|
| | |help European nations and eventually leads America into WWII to stop foreign |
|6(A) | |aggression, Axis Powers |
|Tested: 2006/#7 | | |
| | |U.S. Isolationism |
| | |Neutrality Acts, Lend-Lease |
| | | |
| | |Reasons for U.S. involvement in World War II |
| | |Related decisions and their impact. Debate over isolationism-pro and con. |
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| | |Attack on Pearl Harbor |
| | |December 7, 1941, Japanese attack on American soil . United States declares war and |
| | |enters WWII. |
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|TESTED AT EXIT |(B) analyze major issues and events of World War II including fighting the war on multiple |Holocaust |
|OBJ: 1 |fronts, the internment of Japanese-Americans, the Holocaust, the Battle of Midway, the invasion |Cause and Effects of the Holocaust. |
| |of Normandy, and the development of and Harry Truman's decision to use the atomic bomb. |Hitler’s persecution of Jews begins.; Jewish people forced into ghettos; |
| | |concentration camps; |
| | |Hitler’s “Final Solution”-genocide |
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| |(US8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The| |
| |student is expected to: |GEOGRAPHY |
| |(A) create thematic maps, graphs, charts, models, and databases representing various aspects of|Have students create maps, graphic organizers and charts depicting facts from these |
| |the United States; and CRS – IV.B.3 |eras |
|TESTED AT EXIT |(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs,|Have students discuss role geography played in U.S. attitudes towards the war in |
|OBJ: 2 |charts, models, and databases. CRS – IV.A.6 |Europe; Have them create their own questions based on thematic maps and graphs, |
| | |charts, models, and databases. |
|8(B) | | |
|Tested: 2004/51 | | |
| |(US11) Geography. The student understands the relationship between population growth and |GEOGRAPHY |
| |modernization on the physical environment. The student is expected to: | |
|TESTED AT EXIT |(A) identify the effects of population growth and distribution and predict future effects on |The teacher will use a variety of materials using TEKS. |
|OBJ: 2 |the physical environment. | |
| |(US24) Social studies skills. The student applies critical-thinking skills to organize and use | |
| |information acquired from a variety of sources including electronic technology. The student is |SOCIAL STUDIES SKILLS |
| |expected to: | |
|TESTED AT EXIT |(A) locate and use primary and secondary sources such as computer software, databases, media |Primary sources consist of evidence produced by someone who participated in an event |
|OBJ: 5 |and news services, biographies, interviews, and artifacts to acquire information about the |or lived during the time being studied. |
| |United States; |Letters between people experiencing life in the United States |
| | |Diary entries for example from immigrants, inventors and scientist, business people, |
| | |government leaders, and World War soldiers |
| | |Newspapers of the actual times for example newspapers |
| | |US Constitution |
| | |Secondary sources include descriptions or interpretations prepared by people who were|
| | |not involved in the events described. Researchers often use primary sources to |
| | |understand past events but they produce secondary sources. |
| | |Interpretations of different art and music |
| | |Copies and photos of artifacts |
| | |Textbook |
|TESTED AT EXIT |(B) analyze information by sequencing, categorizing, identifying cause-and-effect |The teacher will use a variety of materials using TEKS. |
|OBJ: 5 |relationships, comparing, contrasting, finding the main idea, summarizing, making | |
| |generalizations and predictions, and drawing inferences and conclusions; | |
|TESTED AT EXIT |(C) explain and apply different methods that historians use to interpret the past, including |The teacher will use a variety of materials using TEKS. See McDougal Littell |
|OBJ: 5 |the use of primary and secondary sources, points of view, frames of reference, and historical |textbook, transparencies, and resource materials on voices from the Depression, the |
| |context; CRS – IV. A.4 |Holocaust and the war in Europe. |
| |(D) use the process of historical inquiry to research, interpret, and use multiple sources of |The teacher will use a variety of materials using TEKS. |
| |evidence; CRS – IV.A.3 | |
| |(E) evaluate the validity of a source based on language, corroboration with other sources, and |The teacher will use a variety of materials using TEKS. |
| |information about the author; | |
|TESTED AT EXIT |(F) identify bias in written, oral, and visual material; | See McDougal Littell textbook, transparencies, and resource materials, including |
|OBJ: 5 | |propaganda, political cartoons, etc. from these eras. |
| |(G) support a point of view on a social studies issue or event; and |See McDougal Littell textbook, transparencies, and resource materials, |
| |(H) use appropriate mathematical skills to interpret social studies information such as maps |The teacher will use a variety of materials using TEKS. |
| |and graphs. | |
| |(US25) Social studies skills. The student communicates in written, oral, and visual forms. The | |
| |student is expected to: | |
| |(A) use social studies terminology correctly; CRS – I.A.1 |The teacher will do this in every unit. |
| |(B) use standard grammar, spelling, sentence structure, and punctuation; |The teacher will do this in every unit. |
| |CRS – V.A.2 | |
| |(D) create written, oral, and visual presentations of social studies information. |The teacher will use a variety of materials using TEKS. |
| |(US26) Social studies skills. The student uses problem-solving and decision-making skills, | |
| |working independently and with others, in a variety of settings. The student is expected to: | |
| |(A) use a problem-solving process to identify a problem, gather information, list and consider |The teacher will use a variety of materials using TEKS. |
| |options, consider advantages and disadvantages, choose and implement a solution, and evaluate | |
| |the effectiveness of the solution; and | |
| |(B) use a decision-making process to identify a situation that requires a decision, gather |The teacher will use a variety of materials using TEKS. |
| |information, identify options, predict consequences, and take action to implement a decision. | |
|TAKS Requirements | |
|Academic Language | |
| |100 Days |
| |*1941-1945 |
| |Agricultural Adjustment Act (AAA) |
| |Atlantic Charter |
| | |
| |Axis/Allies powers |
| |Blitzkrieg |
| |Civilian Conservation Corps (CCC) |
| |Concentration Camp |
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| |*Dictatorships - |
| |(Stalin, Hitler, Franco, Mussolini ) |
| |Deficit Spending |
| |Facism |
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| |Federal Deficit |
| |Federal Deposit Insurance Corporation (FDIC) |
| |Federal Securities Act |
| |Genocide |
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| |Ghetto |
| |Glass-Steagall Act |
| |*The Grapes of Wrath |
| |Holocaust |
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| |Isolationism |
| |Kristallnacht |
| |Lend-Lease Act |
| |National Industrial Recovery Act (NIRA) |
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| |National Labor Relations Board (NLRB) |
| |National Youth Administration (NYA) |
| |Nationalism |
| |Nazism |
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| |Neutrality Acts (1935) |
| |*New Deal |
| |Nonaggression Pact |
| |Pearl Harbor |
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| |Securities and Exchange Commission (SEC) |
| |Social Security Act |
| |Tennessee Valley Authority (TVA) |
| |Totalitarianism |
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| |Unemployment |
| |*World War II (1941-1945) |
| |Wagner Act |
| |Works Progress Administration (WPA) |
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| |* Indicates TEKS or TAKS vocabulary. Underlined words are essential to the definition of a TEKS vocabulary word. (See the TEA website’s Social Studies Center Resources:|
| |Glossary & Biography section for details.) |
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|THE TAUGHT CURRICULUM: Materials and Resources |
|District Approved |Primary Materials |Textbook Resources |
|Instructional Resources / Textbook | | |
|Correlations | | |
| |Mastering the TAKS (Jarrett): Chapter 10 |The Americans: Chapter 15-16 |
| |EPISD Resource Manual, Glossary |Chapter 15: The New Deal |
| |TAKS Facts (CD) |Chapter 16: World War Looms |
| |Primary Documents | |
| | | |
| |United Streaming Videos: | |
| |DISK 3 | |
| |Part 5: WWII Part 1 | |
| |Part 6: WWII Part 2 | |
| |Part 7: WWII Part 3 | |
| | | |
| |DISK 4 | |
| |Part 1: The Depression | |
| |Part 2: Rise of Dictators | |
| |Part 3: Hitler | |
| |Secondary/Intervention Resources |Web Links |
| | | (Social Studies Center) |
| |Fasttrack to America’s Past Chapter 7 | (UH Digital History site) |
| |Pgs. 7-25 to 7-27 | |
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|THE TESTED CURRICULUM |
|Assessments |Formative: Student Work Products/Performances/Demonstrations |Summative: External Assessment (TAKS, Advanced Placement, etc.) |
| | |To be developed |
| |Prepare for District Benchmark # 3 in February | |
|THE TAUGHT CURRICULUM |
|Suggested Best Practices to Teach The Student Expectation in This Unit |
|Model Lessons |The New Deal | |
| |World War II in Europe | |
|Other Curricular Connection (Science, |To be developed | |
|ELA, Math, Technology, LOTE, etc.) | | |
|Challenge/Extension |To be developed | |
|Differentiation Strategies/Materials |To be developed | |
|(e.g., special education, ESL, bilingual,| | |
|etc.) | | |
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