UEQ 3
U.S. History
How did the recklessness of the Roaring Twenties lead to the depression of the 1930's? (Number of
sessions: 19)
SS.912.A.1.1 (view) (Number of sessions: 19)
Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted,
when interpreting events in history.
SS.912.A.1.2 (view) (Number of sessions: 19)
Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and
authenticity to understand a historical period.
SS.912.A.1.3 (view) (Number of sessions: 19)
Utilize timelines to identify the time sequence of historical data.
SS.912.A.1.4 (view) (Number of sessions: 19)
Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the
significance of time periods and events from the past.
SS.912.A.1.5 (view) (Number of sessions: 19)
Evaluate the validity, reliability, bias, and authenticity of current events and Internet resources.
SS.912.A.1.6 (view) (Number of sessions: 19)
Use case studies to explore social, political, legal, and economic relationships in history.
SS.912.A.4.10 (view) (Number of sessions: 4)
Examine the provisions of the Treaty of Versailles and the failure of the United States to support the League of
Nations.
SS.912.A.5.4 (view) (Number of sessions: 4)
Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing,
and marketing practices.
SS.912.A.5.11 (view) (Number of sessions: 5)
Examine causes, course, and consequences of the Great Depression and the New Deal.
SS.912.A.5.11 (view) (Number of sessions: 6)
Examine causes, course, and consequences of the Great Depression and the New Deal.
SS.912.A.5.1 (view) (Number of sessions: 4)
Discuss the economic outcomes of demobilization.
SS.912.A.5.6 (view) (Number of sessions: 4)
Analyze the influence that Hollywood, the Harlem Renaissance, the Fundamentalist movement, and prohibition had
in changing American society in the 1920s.
SS.912.G.2.1 (view) (Number of sessions: 5)
Identify the physical characteristics and the human characteristics that define and differentiate regions.
SS.912.A.5.7 (view) (Number of sessions: 6)
Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.
SS.912.A.5.2 (view) (Number of sessions: 4)
Explain the causes of the public reaction (Sacco and Vanzetti, labor, racial unrest) associated with the Red Scare.
SS.912.A.5.7 (view) (Number of sessions: 4)
Examine the freedom movements that advocated civil rights for African Americans, Latinos, Asians, and women.
SS.912.G.4.2 (view) (Number of sessions: 5)
Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among
places.
SS.912.A.5.10 (view) (Number of sessions: 6)
Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other
minorities.
SS.912.A.1.7 (view) (Number of sessions: 19)
Describe various socio-cultural aspects of American life including arts, artifacts, literature, education, and
publications.
SS.912.A.5.3 (view) (Number of sessions: 4)
Examine the impact of United States foreign economic policy during the 1920s.
SS.912.A.5.8 (view) (Number of sessions: 4)
Compare the views of Booker T. Washington, W.E.B. DuBois, and Marcus Garvey relating to the African American
experience.
SS.912.A.6.9 (view) (Number of sessions: 6)
Describe the rationale for the formation of the United Nations, including the contribution of Mary McLeod Bethune.
SS.912.A.5.4 (view) (Number of sessions: 4)
Evaluate how the economic boom during the Roaring Twenties changed consumers, businesses, manufacturing,
and marketing practices.
SS.912.A.5.10 (view) (Number of sessions: 4)
Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other
minorities.
SS.912.G.1.3 (view) (Number of sessions: 6)
Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.
SS.912.A.5.9 (view) (Number of sessions: 4)
Explain why support for the Ku Klux Klan varied in the 1920s with respect to issues such as anti-immigration, antiAfrican American, anti-Catholic, anti-Jewish, anti-women, and anti-union ideas.
SS.912.G.2.1 (view) (Number of sessions: 6)
Identify the physical characteristics and the human characteristics that define and differentiate regions.
SS.912.A.5.10 (view) (Number of sessions: 4)
Analyze support for and resistance to civil rights for women, African Americans, Native Americans, and other
minorities.
SS.912.H.1.1 (view) (Number of sessions: 6)
Relate works in the arts (architecture, dance, music, theatre, and visual arts) of varying styles and genre according
to the periods in which they were created.
SS.912.A.6.8 (view) (Number of sessions: 4)
Analyze the effects of the Red Scare on domestic United States policy.
SS.912.H.1.3 (view) (Number of sessions: 6)
Relate works in the arts to various cultures.
SS.912.G.4.2 (view) (Number of sessions: 4)
Use geographic terms and tools to analyze the push/pull factors contributing to human migration within and among
places.
SS.912.H.1.5 (view) (Number of sessions: 6)
Examine artistic response to social issues and new ideas in various cultures.
SS.912.A.5.12 (view) (Number of sessions: 19)
Examine key events and people in Florida history as they relate to United States history.
SS.912.G.1.2 (view) (Number of sessions: 19)
Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as
organizational schema to describe any given place.
HE.912.C.2.4 (view) (Number of sessions: 19)
Evaluate how public health policies and government regulations can influence health promotion and disease
prevention.
SS.912.H.3.1 (view) (Number of sessions: 6)
Analyze the effects of transportation, trade, communication, science, and technology on the preservation and
diffusion of culture.
LAFS.1112.SL.1.1 (view) (Number of sessions: 19)
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own
clearly and persuasively. Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to promote civil, democratic discussions
and decision-making, set clear goals and deadlines, and establish individual roles as needed. Propel conversations
by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of
positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on
all sides of an issue; resolve contradictions when possible; and determine what additional information or research
is required to deepen the investigation or complete the task.
LAFS.1112.SL.1.2 (view) (Number of sessions: 19)
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively,
orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies among the data.
LAFS.1112.SL.1.3 (view) (Number of sessions: 19)
Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises,
links among ideas, word choice, points of emphasis, and tone used.
LAFS.1112.SL.2.4 (view) (Number of sessions: 19)
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.RH.1.1 (view) (Number of sessions: 19)
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.
LAFS.1112.RH.1.2 (view) (Number of sessions: 19)
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.
LAFS.1112.RH.1.3 (view) (Number of sessions: 19)
Evaluate various explanations for actions or events and determine which explanation best accords with textual
evidence, acknowledging where the text leaves matters uncertain.
LAFS.1112.RH.2.4 (view) (Number of sessions: 19)
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).
LAFS.1112.RH.2.5 (view) (Number of sessions: 19)
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger
portions of the text contribute to the whole.
LAFS.1112.RH.2.6 (view) (Number of sessions: 19)
Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims,
reasoning, and evidence.
LAFS.1112.RH.4.10 (view) (Number of sessions: 19)
By the end of grade 12, read and comprehend history/social studies texts in the grades 11 CCR text complexity
band independently and proficiently.
LAFS.1112.RH.3.7 (view) (Number of sessions: 19)
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually,
quantitatively, as well as in words) in order to address a question or solve a problem.
LAFS.1112.RH.3.8 (view) (Number of sessions: 19)
Evaluate an author s premises, claims, and evidence by corroborating or challenging them with other information.
LAFS.1112.RH.3.9 (view) (Number of sessions: 19)
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea
or event, noting discrepancies among sources.
LAFS.1112.WHST.1.1 (view) (Number of sessions: 19)
Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims
fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s
knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to
link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and
objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a
concluding statement or section that follows from or supports the argument presented.
LAFS.1112.WHST.1.2 (view) (Number of sessions: 19)
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments,
or technical processes. Introduce a topic and organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by
selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience s knowledge of the topic. Use varied transitions and
sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts. Use precise language, domain-specific vocabulary and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds
to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section
that follows from and supports the information or explanation provided (e.g., articulating implications or the
significance of the topic).
LAFS.1112.WHST.2.4 (view) (Number of sessions: 19)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
LAFS.1112.WHST.2.5 (view) (Number of sessions: 19)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.6 (view) (Number of sessions: 19)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in
response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.3.7 (view) (Number of sessions: 19)
Conduct short as well as more sustained research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.8 (view) (Number of sessions: 19)
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.9 (view) (Number of sessions: 19)
Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.4.10 (view) (Number of sessions: 19)
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Know (Number of sessions: 19)
Analyze the effects of the changing social, political, and economic conditions of the Roaring Twenties and the Great
Depression.
Do (Number of sessions: 8)
Recognize that while the United States shaped isolationist political policies, it greatly expanded its economic ties to
Europe and developed an industrial economy that conducted business in global markets. Examine the extent to
which United States economic foreign policy led to prosperity at home and abroad. Desribe the various domestic
and international peace and relief efforts in which the United States was involved following World War I. Identify
and/or evaluate the social, political, and economic incentives for the development of peace and relief efforts after
World War I. Recognize and/or examine varying points of view related to the desire to expand and restrict civil
rights for women and political, social, economic, religious, and ethnic minorities. Identify reasons for the rise of
nativism in the 1920s and 1930s. Analyze how civil rights issues both united and divided society in the United
States in the period 1919-1939. Identify and/or evaluate the decisions made by national and state governments
related to immigration and other civil rights issues.
Do (Number of sessions: 11)
Recognize the cause-and-effect relationships of economic trends as they relate to society in the United States
during the 1920s and 1930. Identify and/or evaluate the impact of business practices, consumer patterns, and
government policies of the 1920s and 1930s as they relate to the Great Depression and subsequent New Deal.
Examine the human experience during both the Great Depression and the New Deal. Analyze the long-term social,
political, and economic consequences of the 1920s and 1930s on society in the United States and/or Florida.
Do (Florida History) (Number of sessions: 19)
Explain the impact of key events and peoples in Florida history during this time period.
Do (Florida History) (Number of sessions: 11)
Explain the effects of the changing role of tourism in Florida's development and growth (1890-1930), the land
boom and bust (1920-1930), and/or the impact of the Great Depression (1926-1940).
LEQ 1: What political and social changes took place after World War I and through the 1920's?
(Number of sessions: 4)
LEQ 2: How did newfound prosperity change American life in the 1920's (Number of sessions: 4)
LEQ 3: What were the causes and consequences of the Great Depression? (Number of sessions: 5)
LEQ 4: How did the government's reaction to the Great Depression affect the United States? (Number
of sessions: 6)
LEQ 5: What important events and peoples impacted Florida history during this time period? (Number
of sessions: 19)
Vocabulary (Number of sessions: 8)
anarchists, Communists, Dawes Plan, demobilization, disarmament, flappers, Fordney-McCumber Act, impact of
climate and natural disasters, Jazz Age, Prohibition, Red Scare, Roaring Twenties, Sacco and Vanzetti, tariffs,
Teapot Dome, Four Power Treaty, Kellogg-Briand Pact, League of Nations, Neutrality Acts, Washington Naval
Conference, Women's International League for Peace and Freedom, Booker T. Washington, 18th Amendment,
Fundamentalist Movement, Great Migration, Harlem Renaissance, Ku Klux Klan, Marcus Garvey, nativism, National
Association for the Advancement of Colored People (NAACP), 19th amendment, normalcy, quota system, Rosewood
Incidnt, Seminole Indians, Universal Negro Improvement Association, Volstead Act, W.E.B. DuBois
Vocabulary (Number of sessions: 11)
Agricultural Adjustment Act (AAA), bank holiday, Black Tuesday, Bonus Expeditionary Force, bull market, buying on
margin, Civilian Conservation Corps (CCC), Dust Bowl, economic boom, Federal Deposit Insurance Corporation
(FDIC), Great Depression, Gross Naitonal Product (GNP), impact of climate and natural disasters, National Labor
Relations Act (Wagner Act), National Recovery Act (NRA), National Recovery Administration (NRA), New Deal,
Recovery, Reform, Relief, Roaring Twenties, Sit-Down Strike, Smoot-Hawley Tariff, Social Security, speculation
boom, Tennessee Valley Authority (TVA), Works Progress Administration (WPA)
Reading Like a Historian: Scopes Trial (view) (Number of sessions: 8)
In this lesson, students analyze primary source documents in an effort to answer the central historical question:
Why did people care about the Butler Act? Students first read an excerpt from a 1914 textbook, A Civic Biology,
and answer brief questions. The teacher then gives a mini-lecture on the rise of religious fundamentalism in the
1920s and streams a video clip on the Scopes Trial. Students fill out a graphic organizer during/after they watch
and then they analyze 4 documents: 1) a letter to the editor of the Nashville Tennessean, 2) a speech from one of
John Scopes' defense attorneys, 3) a magazine article written by a fundamentalist preacher, and 4) a New York
Times article commenting on the media circus. For each, they answer guiding questions. A final class discussion
contextualizes the documents: how did the context of the 1920s make this more than a simple debate over
evolution?
Poetry From Photos: A Great Depression Activity (view) (Number of sessions: 11)
Students view photographs of migrant families during the Great Depression, try to interpret the photos to answer
questions about the subject's life, and then write a cinquain poem based on their interpretations.
Reading Like a Historian: Mexican Labor in the 1920s (view) (Number of sessions: 8)
In this lesson, students analyze primary source documents in an effort to answer the central historical question:
What was life like for Mexicans and Mexican-Americans in the 1920s? Students look at 3 documents: 1) an oral
interview of a Mexican immigrant, 2) a traditional Mexican corrido ballad, and 3) a 2003 article from Journal of
Social History that contains data on lynching. For each, students complete questions on a graphic organizer in
groups. Class discussion: do you trust these documents? What other information would you like to see?
Out of the Dust: Visions of Dust Bowl History (view) (Number of sessions: 11)
This is a Library of Congress lesson plan about "seeing" the Great Depression and the Dust Bowl through the eyes
of children by reading the novel Out of the Dust.
The Great Gatsby: Primary Sources from the Roaring Twenties (view) (Number of
sessions: 8)
In order to appreciate historical fiction, students need to understand factual context and recognize how popular
culture reflects the values, mores, and events of a time period. Since a newspaper records significant events and
attitudes representative of a period, students will create a literary newspaper (8 pages) depicting life of the
"Roaring Twenties" utilizing primary source materials from the American Memory collections
Ripples of the Great Depression: 1930s to today (view) (Number of sessions: 11)
In this lesson, students will gather information on aspects of the 1930s and the Great Depression including how
they are linked to current issues and events, then create a presentation based on their findings and present it to
the class. This lesson will help to build background knowledge for reading literature set in the 1930s and would be
a good activity to complete prior to reading novels such as To Kill a Mockingbird. This activity will develop students'
research skills including evaluating sources, note taking, and integrating information from multiple sources, as well
as giving students opportunities to engage in expository writing and public speaking.