INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TITLE: Transition to Modern America
SUGGESTED DURATION: 10 days
State Resources:
Project Share Resources: https://www.epsilen.com
Exemplar Lesson 01: Prosperity
Exemplar Lesson 02: Changing Demographics
Exemplar Lesson 03: Causes of the Great Depression
RATIONALE:
This unit bundles student expectations that address the Roaring Twenties.
Prior to this unit, students learned about the rise of the U.S. as a world power and involvement in World War I. During this unit students learn about the postWorld War I economic boom, the cultural changes of the 1920s (jazz music, Harlem Renaissance, etc.) and about how the increase in consumerism led to the
Great Depression of the 1930s. Students analyze primary source documents to explain the causes of the economic growth. Students also learn about the life
and culture of cities like Chicago and New York and how they were impacted by migration within the United States. The Stock Market crash is also included in
this unit of study. Though this is typically taught with the Great Depression, it is being addressed in this unit to preserve the continuity of the “ebb and flow” of
the economy of the 1920s. Also, it will serve as the basis for the beginning of the next unit (The Great Depression).
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
•
•
Without explanation, students usually do not understand stock market speculation and buying on margin (both causes of the Great Crash).
Students often believe that the Great Depression affected only the United States. They lack understanding of global economic interdependence.
PERFORMANCE INDICATORS
Based on the causes for economic growth and prosperity
during the 1920’s, write an opinion paper predicting the
possible downfalls of extended prosperity. Use one or two
primary sources as citations to support your opinion.
(US.16A; US.29A)
3G; 4G; 5F
CONCEPTS
Economic Cycle
Consumerism
Industrialization, technological innovations and the
expansion of markets create economic effects that often
have positive and negative consequences.
Innovation
Industrialization
Produce an annotated map illustrating migration within the
United States during the 1920s. Choose symbols to
represent the economic and social characteristics of the
places depicted on the map. (US.13A; US.25A, US.25B;
US.29B; US.31A)
1C
Migration
Select one of the causes of the Great Depression and
write a proposal to be submitted as a bill by a
congressman/woman that would have prevented the
economy from crashing. (US.16B; US.30A, US.30B;
Systems
©2012, TESCCC
KEY UNDERSTANDINGS FOR LEARNERS
Migration impacts cultural development of societies due to
interactions with the environment and other cultures.
Culture
Decisions concerning the use of economic resources
impact individuals and societies politically, socially and
economically.
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TITLE: Transition to Modern America
PERFORMANCE INDICATORS
SUGGESTED DURATION: 10 days
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
US.31A)
5F; 1G
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
•
•
Migration – to move from one place to another
Consumerism – the act of increasing the amount of money spent on goods and services
TEKS#
SE#
US.2
US.2A
US.2B
TEKS
SPECIFICITY
History. The student understands traditional historical points of
reference in U.S. history from 1877 to the present. The student is
expected to:
Identify the major characteristics that define an historical era.
Identify
Supporting Standard
MAJOR CHARACTERISTICS THAT DEFINE AN HISTORICAL ERA
Identify the major eras in U.S. history from 1877 to the present and
describe their defining characteristics.
Including, but not limited to:
• An era of history having a distinctive feature
• Political, social or economic commonality
• Considered to be relative chronology rather than absolute chronology
Identify, Describe
MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT
Readiness Standard
US.2C
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
Including, but not limited to:
Transition to Modern America
• Twenties 1920-1929:
• Isolationism
• Immigration
• Red Scare
• Jazz Age
• Social Darwinism
• Eugenics
• Nativism
• Changing role of women
• Economic boom/ consumerism
Apply
ABSOLUTE CHRONOLOGY
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TEKS#
SE#
TITLE: Transition to Modern America
SUGGESTED DURATION: 10 days
TEKS
SPECIFICITY
Supporting Standard
Including, but not limited to:
• Significant individuals, events & time periods
• Absolute chronology – exact date
RELATIVE CHRONOLOGY
US.2D
Explain the significance of the following years as turning points:
1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the
Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik
launch ignites U.S.-Soviet space race), 1968-1969 (Martin Luther
King Jr. assassination and U.S. lands on the moon), 1991 (Cold
War ends), 2001 (terrorist attacks on World Trade Center and the
Pentagon), and 2008 (election of first black president, Barack
Obama).
Supporting Standard
US.6
US.6B
History. The student understands significant events, social issues,
and individuals of the 1920s. The student is expected to:
Analyze the impact of significant individuals such as Clarence
Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss,
Marcus Garvey, and Charles A. Lindbergh.
Supporting Standard
US.13
US.13A
©2012, TESCCC
Geography. The student understands the causes and effects of
migration and immigration on American society. The student is
expected to:
Analyze the causes and effects of changing demographic patterns
resulting from migration within the United States, including
western expansion, rural to urban, the Great Migration, and the
Including, but not limited to:
• Significant individuals, events & time periods
• Relative chronology – General time period or era
Explain
SIGNIFICANCE OF DATES AS TURNING POINTS
Including, but not limited to:
• 1914-1918 – World War I
• U.S. becomes a member of an alliance system and begins to partake in global decisions
• 1929 – Stock Market Crash, beginning of the Great Depression
• U.S. becomes economically vulnerable
• Changing role of federal government in domestic economic policy
Analyze
IMPACT OF SIGNIFICANT INDIVIDUALS
Including, but not limited to:
• Clarence Darrow – Defense attorney in the Scopes “Monkey” Trial who debated the issue of evolution
in Tennessee.
• William Jennings Bryan – Prosecuting attorney in the Scopes trial, leader in Populist movement
• Henry Ford – Founder of Ford Motors, innovated the auto industry with the assembly line and invented
the Model T and Model A cars, with an affordable price.
• Glenn Curtiss – Considered “The Father of Naval Aviation,” he was a pioneer in aviation
• Marcus Garvey – Publisher, journalist, and Black Nationalist; founder of the Universal Negro
Improvement Association and African Communities League
• Charles Lindbergh – First solo flight across the Atlantic
Analyze
CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM MIGRATION
WITHIN THE UNITED STATES
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TEKS#
SE#
TITLE: Transition to Modern America
TEKS
SPECIFICITY
Rust Belt to the Sun Belt.
Including, but not limited to:
• The Great Migration of African Americans to the North (roughly 1910-1930)
• In this unit – The Great Migration was largely influenced by various push and pull factors. African
Americans migrated to urban areas in northern states because of greater employment opportunities
and better wages. States in the South had enacted laws that limited their rights including their right
to vote. Cities like Chicago and Philadelphia saw a huge increase in their African American
population.
Readiness Standard
US.16
US.16A
Economics. The student understands significant economic
developments between World War I and World War II. The student
is expected to:
Analyze causes of economic growth and prosperity in the 1920s,
including Warren Harding's Return to Normalcy, reduced taxes,
and increased production efficiencies.
Supporting Standard
US.16B
Identify the causes of the Great Depression, including the impact
of tariffs on world trade, stock market speculation, bank failures,
and the monetary policy of the Federal Reserve System.
Readiness Standard
US.25
US.25A
SUGGESTED DURATION: 10 days
Culture. The student understands the relationship between the arts
and the times during which they were created. The student is
expected to:
Describe how the characteristics and issues in U.S. history have
Analyze
CAUSES OF ECONOMIC GROWTH AND PROSPERITY IN THE 1920s
Including, but not limited to:
Causes of Economic Growth:
• Stock Market (and buying on margin) creates quick wealth.
• Warren Harding’s “Return to Normalcy” (meaning life before WWI) "America first" campaign
encouraged industrialization and a strong economy independent of foreign influence
• Reduced taxes – tax burden of middle Americans decrease while most lower income Americans were
relieved of their tax burden altogether
• Increased production efficiencies- assembly line production
Indentify
CAUSES OF THE GREAT DEPRESSION
Including, but not limited to:
• Impact of tariffs on world trade – Several tariffs were passed in the 1920s and were designed to protect
farmers from European competition. Effect: world trade drastically declined
• Stock market speculation – Buying stocks on margin (needing only 10% of the price of a stock to be
able to complete the purchase) led to rampant speculation (occurs when investors buy shares of stock
in a company for the sole purpose of selling them once they increase in value) which led to falsely high
stock prices
• Bank failures – Once the stock market crashed, fearful that banks would fail; millions of Americans
began to withdraw their money. Virtually overnight, they put thousands of banks in peril. The more
money Americans withdrew, the more banks failed, and the more banks failed, the more money
Americans withdrew.
• The monetary policy of the Federal Reserve System – The "Fed" indirectly sets interest rates because it
loans money, at a base rate, to commercial banks. In 1928 and 1929, the Fed raised interest rates to
try to curb Wall Street speculation.
Describe
CHARACTERISTICS AND ISSUES IN U.S. HISTORY HAVE BEEN REFLECTED IN VARIOUS GENRES
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TEKS#
SE#
TITLE: Transition to Modern America
TEKS
SPECIFICITY
been reflected in various genres of art, music, film, and literature.
OF ART, MUSIC, AND LITERATURE
Supporting Standard
US.25B
Describe both the positive and negative impacts of significant
examples of cultural movements in art, music, and literature such
as Tin Pan Alley, the Harlem Renaissance, the Beat Generation,
rock and roll, the Chicano Mural Movement, and country and
western music on American society.
Readiness Standard
US.25C
SUGGESTED DURATION: 10 days
Identify the impact of popular American culture on the rest of the
world over time.
Including, but not limited to:
•
Literature – Langston Hughes (Harlem Renaissance), F. Scott Fitzgerald Great Gatsby)
•
Music – Jazz, Louis Armstrong
•
Art/Photography – Modernism, Surrealism, Art Deco
Describe
BOTH POSITIVE AND NEGATIVE IMPACTS OF SIGNIFICANT EXAMPLES OF CULTURAL MOVEMENTS
IN ART, MUSIC, AND LITERATURE
Including, but not limited to:
• Tin Pan Alley – Known for an era of songwriting when many musical ideas mixed together to form
American Popular Music (started in late 1800s in New York City)
• Harlem Renaissance – African-American literature, art, music, dance, and social commentary began to
flourish in Harlem, a section of New York City. More than a literary movement, the Harlem Renaissance
exalted the unique culture of African-Americans and redefined African-American expression.
Identify
IMPACT OF POPULAR AMERICAN CULTURE ON WORLD
Supporting Standard
US.29
US.29A
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 expected to:
Use a variety of both primary and secondary valid sources to
acquire information and to analyze and answer historical
questions.
Including, but not limited to:
• America exports its culture more than any other nation (music, clothing, etc.)
• This affects globalization and interdependence of economies
Use, Analyze and Answer
VARIETY OF PRIMARY AND SECONDARY VALID SOURCES TO ACQUIRE INFORMATION
Including, but not limited to:
• Computer Software
• Interviews
• Biographies
• Oral, print and visual material
• Artifacts
US.29B
©2012, TESCCC
Analyze information by sequencing, categorizing, Identifying
cause-and-effect relationships, comparing, contrasting, finding the
main idea, summarizing, making generalizations and predictions,
STAAR Note:
• These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards
Analyze
INFORMATION
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TEKS#
SE#
TITLE: Transition to Modern America
TEKS
SUGGESTED DURATION: 10 days
SPECIFICITY
and drawing inferences and conclusions.
Including, but not limited to:
• Sequencing
• Categorizing
• Identifying cause and effect relationships
• Comparing
• Contrasting
• Finding the main idea
• Making generalization and predictions
• Drawing inferences and conclusions
STAAR Note:
• These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards
US.30
US.30A
US.30B
Social studies skills. The student communicates in written, oral,
and visual forms. The student is expected to:
Create written, oral, and visual presentations of social studies
information.
Use correct social studies terminology to explain historical
concepts.
Create
WRITTEN, ORAL AND VISUAL PRESENTATIONS
Use
SOCIAL STUDIES TERMINOLOGY CORRECTLY
STAAR Note:
• These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards
US.31
US.31A
Social studies skills. The student uses geographic tools to collect,
analyze, and interpret data. The student is expected to:
Create thematic maps, graphs, and charts representing various
aspects of the United States.
Create
THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS
ASPECTS OF THE UNITED STATES
US.31B
Pose and answer questions about geographic distributions and
patterns shown on maps, graphs, charts, and available databases.
Including, but not limited to:
• Urbanization trends
• Patterns of settlement
• Immigration charts and graphs
• Environmental Impacts
Pose and Answer
QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS SHOWN ON MAPS, GRAPHS,
CHARTS, MODELS, AND DATABASES
Including, but not limited to:
• What were the reasons for the population shifts after World War II?
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TITLE: Transition to Modern America
TEKS#
SE#
TEKS
SUGGESTED DURATION: 10 days
SPECIFICITY
• What were the physical and human reasons for the spatial distribution of people and resources in the
United States?
• Why do people immigrate to certain areas of the United States?
STAAR Note:
• These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be
identified along with content standards
TEKS#
SE#
US.29
US.29A
US.29B
US.29C
US.29D
US.29E
US.29F
US.29G
US.29H
US.30
US.30A
US.30B
US.30C
US.31
US.31A
US.31B
US.32
US.32A
US.32B
Social Studies Skills TEKS: Use appropriate social studies skills to support instruction.
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 expected to:
Use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions.
Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.
Understand how historians interpret the past (historiography) and how their interpretations of history may change over time.
Use the process of historical inquiry to research, interpret, and use multiple types of source of evidence.
Evaluate the validity of a source based on language, corroboration with other sources, and information about the author, including points of view, frames of reference, and
historical context.
Identify bias in written, oral, and visual material.
Identify and support with historical evidence a point of view on a social studies issue or event.
Use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Create written, oral, and visual presentations of social studies information.
Use correct social studies terminology to explain historical concepts.
Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
Create thematic maps, graphs, and charts representing various aspects of the United States.
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases.
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:
Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, chose and implement a
solution, and evaluate the effectiveness of the solution.
Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a
decision.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency
level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the
required curriculum.
−
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s
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INSTRUCTIONAL FOCUS DOCUMENT
U.S. History/HS Social Studies
UNIT: 05
TITLE: Transition to Modern America
SUGGESTED DURATION: 10 days
levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
−
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is
linguistically accommodated to help the student acquire English language proficiency.
http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4
ELPS#
C(1)
Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes
in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is
expected to:
1C
Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.
1G
Demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning
expectations.
C(3)
3G
C(4)
4G
C(5)
5F
Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment
curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of
English language proficiency. The student is expected to:
Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate
academic topics.
Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content
areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level
learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations
apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
Demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes
commensurate with content area and grade level needs.
Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in
all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet
grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do
not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English
is acquired.
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