Instructional Timeline – 11th Grade U
|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 |
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| |(2)(1) History. The student understands traditional |ROARING TWENTIES (RED SCARE AND PROHIBITION) |
| |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 |Refer frequently to the events placed in the timeline of U.S. History |
| |historical era; | |
| |(B)(A) identify the major eras in U.S. history from 1877 |Tested dates may include: |
| |to the present and describe their defining |1929 |
| |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) | |
| |(3)(2) History. The student understands the political, |Sample issues may include (but not limited to): |
| |economic, and social changes in the United States from |immigration, |
| |1877 to 1898. The student is expected to: |Red Scare, |
| |(B) analyze economic issues such as industrialization, |Prohibition, |
| |the rise of entrepreneurship , free enterprise, and the |changing role of women |
| |pros and cons of big business; and | |
| |(C) analyze social issues such as the treatment of |The 18th amendment, the Volstead Act, |
| |affecting women, |Red Scare – (Sacco and Vanzetti) |
| | |The changing role of women (flappers) |
| | |Causes/effects – Nativism |
| |(6)(5) History. The student understands significant |Lindbergh, Billy Sunday, Babe Ruth, Duke Ellington, Langston Hughes |
| |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,|Religious fundamentalism, labor strife, changing attitudes toward women |
| |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. | |
| |(12)(11)(9) Geography. The student understands the impact|Events that may be tested include: |
| |of geographic factors on major events. The student is |Dust Bowl; |
| |expected to: |Environmental issues and concerns |
| |(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 | |
| | |Cities as “evil” influences |
| |(16)(15)(13) Economics. The student understands |Causes – WW I, tax policies favoring capital investment, new inventions powered |
| |significant economic developments between World War I and|by cheap energy, buying on credit, and assembly line production |
| |World War II. The student is expected to: |U.S. banks/businesses in Latin America & Far East. |
| |(A) analyze causes of economic growth and prosperity in |military protection promised to those who invested abroad. WWI reoriented the |
| |the 1920s, including Warren Harding’s Return to Normalcy,|priorities of the emerging world power and U.S. foreign policy makers returned |
| |reduced taxes, and increased production efficiencies; |to a goal of isolationism. |
| |(B) identify analyze the causes of the Great Depression, |automobile industry, mass production of consumer goods, advertising, and |
| |including the impact of tariffs on the decline in |installment plans |
| |worldwide trade, buying stock on margin, the stock market| |
| |speculation crash, and bank failures, and actions the |Causes that may be tested include: |
| |flawed monetary policy of the Federal Reserve System |decline in worldwide trade, |
| | |stock market crash, |
| | |bank failures. |
| | | |
| | |Margin buying, over-speculation, income gap, and the stagnation of “real” wages |
| |(22) Citizenship. The student understands the concept of |Effects – Unemployment, hunger, business and bank failures, Republicans voted |
| |American exceptionalism. The student is expected to: |out of House and Senate, unpopularity of Hoover, shift of Black voter to |
| |(A)(C) discuss Alexis de Tocqueville’s five values |Democratic Party |
| |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 | |
| |(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 |Consumerism, welfare capitalism |
| |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; | |
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| | | |
| | | |
| | |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. |
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|Instructional Resources |Books or Readings – Poems of Langston Hughes, Mencken on the Scopes Trial |
| |Videos – The Spirit of St. Louis, Eight Men Out |
| |Websites – tx.tarvol2. |
|College and Career |I |
|Readiness Standards |1-ABCD 2-AC 3-ABC 4-ABC 5-B 6-B |
| |1-AB 2-B 3-B |
| |1-AD 2-ABCEF 3-ABC |
| |1-A 2-AB |
| |1-A 2-AB 3-C |
| |1-A 2-A |
| | |
| |II |
| |1AB 2-AB |
| |1-ABC 2-A 4-AC 5-ABC 6-ABC |
| |III |
| |1-B 2-AB 3-AB |
| |1-B |
| | |
| |IV |
| |1-AB 2-ABC 3-ABC 4-ABC 5-AB 6-AB |
| |1-AB 2-AC 3-ABC 4-ABC |
| |1-ABC |
| |1-AB 2-AB |
| |V |
| |1AB 2-AB |
| |1-ABCDEF |
|Essential Questions |Unit V |
| |Chapters 15, 16, 17, 18 |
| |The Red Scare resulted in all of the following actions except: |
| |The government summarily deported many radicals who were not citizens |
| |Mobs committed acts of violence against supposed radicals |
| |State governments arrested and jailed hundreds on sedition charges |
| |the federal government arrested thousands for possession of explosives and weapons |
| |the “noble experiment” of prohibition resulted in all of the following developments except |
| |a substantial reduction in drinking in some regions of the country |
| |the creation for a very larger force of government agents to enforce the la |
| |the rise of organized crime |
| |the continued defence of prohibition by rural, Protestant Americans |
| |the Great Depression was caused by all of the following factors except: |
| |too few Americans were able to purchase goods produced by American industries |
| |some of the major banks did not have enough reserves to withstand an economic downturn |
| |American industries and banks were not involved in the European economy |
| |There was an overwhelming misdistribution of wealth |
| |Between 1929 and 1932, farmers in the Dust Bowl experienced all of the following problems except: |
| |A decline in rainfall |
| |Rapidly rising prices |
| |Overproduction in agriculture |
| |Losses of land to foreclosures |
| |The rise of labor unions in the 1930’s was due to all of the following causes except: |
| |The increased support from the federal government |
| |The increasing influence of skilled workers in unions |
| |The decline of welfare capitalism |
| |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 |
| |What revolutionary manufacturing method is Henry Ford describing the the excerpt above? |
| |Assembly line |
| |Micromanagement |
| |Quality assurance |
| |Cottage industry |
| |President Franklin Roosevelt’s New Deal was a program designed to: |
| |Prevent the onset of the Great Depression |
| |Control big business |
| |Combat the effects of the Great Depression |
| |Restore the Gold Standard |
| |In his first month in office, Franklin Roosevelt restored public confidence in the banking system by: |
| |Devaluing the American dollar by 75 percent |
| |Persuading Congress to pass the Emergency Banking Act which permitted good banks to continue to operate |
| |Issuing an executive order requiring all banks to reopen within two weeks |
| |Insisting that hoarded gold not be deposited in banks. |
| |The 19th Amendment |
| |Gave women the right to vote |
| |Prohibited alcohol |
| |Reduced the income tax |
| |Repealed prohibition |
| |The new philosophy of the New Era of the 1920’s focused on: |
| |Family |
| |Religion |
| |Individualism |
| |patriotism |
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