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. |

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| | |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 |

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| |TAG - differentiation according to TAG mandates. To include: |

| |independent study, |

| |alternative projects in lieu of test |

| |in depth reading |

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| |504 – All differentiation according to student needs as specified per 504 committee. |

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| |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 |

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| |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 |

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| |“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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