Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Unit 4: Age of Progressive Reform
Essential Question 1: Why did so many Americans respond to the call for progressive reform?
Essential Question 2: How progressive was the peace treaty ending WWI?
Standards:
USH.3.2 Explain the origins, goals, achievements, and limitations of the Progressive Movement in addressing political, economic, and social reform.
USH.3.4 Explain the constitutional significance of the following landmark decisions of the United States Supreme Court: Northern Securities Company v. United
States (1904), Muller v. Oregon (1908), Schenck v. United States (1919) and Abrams v. United States (1919).
USH.3.5 Identify and give the significance of contributions to American culture made by individuals and groups--1897-1920 such as Booker T. Washington,
W.E.B. DuBois, NAACP, muckrakers, Upton Sinclair.
USH.3.6 Analyze the reasons why the United States became involved in World War I.
USH.3.7 Analyze President Wilson’s Fourteen Points and describe the obstacles he faced in getting European leaders to accept his approach to peace.
USH.3.8 Summarize the provisions of the Treaty of Versailles and analyze reasons why the treaty was never ratified by the U.S. Senate.
USH.9.1 Identify patterns of historical succession and duration in which historical events have unfolded and apply them to explain continuity and change.
USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past; discover possible limitations in various kinds of
historical evidence and differing secondary opinions.
USH.9.3 Analyze multiple, unexpected, and complex causes and effects of events in the past.
USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved
USH.9.5 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
Content Area Literacy Standards:
11-12.LH.2.1: 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.
11-12.LH.3.2: 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.
11-12.LH.4.2: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
11-12.LH.4.3: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among
sources.
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Suggested Target Questions:
Does racial equality depend upon government action? (USH.3.5, USH.3.2)
To what extent did Jim Crow Laws create and govern a racially segregated society in the South? (USH.3.5, USH.9.1, USH.9.4)
Has rapid industrial development been a blessing or a curse for Americans? (USH.3.5, USH.9.1, USH.9.4)
Were big business leaders “captains of industry” or “robber barons?”
Should business be regulated closely by the government? (USH.3.5, USH.9.4)
Can workers attain economic justice without violence? (USH.3.4, USH.9.4, USH.9.5)
Has immigration been the key to America’s success? (USH.9.1, USH.9.4)
Did populism provide an effective solution to the nation’s problems? (USH.3.2, USH.3.5)
Is muckraking an effective tool to reform American politics and society? (USH.3.5, USH.9.2, USH.9.4)
Can reform movements improve American society and politics? (USH.9.4, USH.9.5)
Were the Progressives successful in making government more responsive to the will of the people? (USH.3.2, USH.9.4)
Does government have a responsibility to help the needy? (USH.3.2, USH.3.5, USH.9.2, USH.9.4)
Is a strong president good for our nation? Should Theodore Roosevelt be called a “Progressive” president? (USH.3.2, USH.3.5, USH.9.2, USH.9.4)
Was the “New Freedom” an effective solution to the problems of industrialization? (USH.3.2, USH.3.5, USH.9.2, USH.9.4)
Was world war inevitable in 1914? (USH.3.6)
Was it possible for the US to maintain neutrality in World War I? (USH.3.6)
Should the United States fight wars to make the world safe for democracy? Should the United States have entered World War I? (USH.3.6, USH.3.7)
Should a democratic government tolerate dissent during times of war and other crises? (USH.3.6)
Was the Treaty of Versailles a fair and effective settlement for lasting world peace? (USH.3.7, USH.3.8)
Should the United States have approved the Treaty of Versailles? (USH.3.8)
Text-based Practice:
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
America: United States History: Reconstruction to the Present (Prentice Hall)
Progressive Reform: Chapter 8, pp. 212-255
Graph Skills, Compare graphs of child labor and children enrolled in schools: “What is the
causal link made by the two figures and what can a historian conclude?” P. 217
Read American Literature – The Jungle by Upton Sinclair – complete the “Thinking
Critically” questions on p. 221
Complete “Comparing Viewpoints” p. 229 #1-#2
Complete the reading and question in Checkpoint, p.232
Read and complete the Infographic on pp. 234-235, Thinking Critically #1-2
Examine “National Land Conservation” – connect primary document from John Muir
with Map Skills questions, p. 237
Web-based Practice:
Indiana Dept. of Education U.S. History Resources – Resources by standard
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014ushistory-res-20150317.pdf
Read Like an Historian – Stanford Supported Document-Based Curriculum
http://sheg.stanford.edu/home_page
U.S. History for All of Us
http://www.nchs.ucla.edu/resources/u.s.-history-for-us-all
National Archives – Docs Teach (Very useful resource that organizes
primary doc lessons by historical thinking themes – teachers can create on
interactive lesson with documents, too!)
http://docsteach.org/activities/search?mode=browse&menu=open&era[]=
civil-war-and-reconstruction
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Have student groups choose Progressive Era laws and amendments and present their
aim and outcome to class, see box on p. 242
Roots of Imperialism: Chapter 9, pp. 250-275
Should America Expand its Territory? P. 254 – answer “Connect to Your World”, #1-#3
Understand the map locations of America’s involvement in the Spanish-American War,
1898, p. 261, Map Skills: #1-#3
War and Peace in the Philippines – Infographic (Considered by many historians to be
America’s first Vietnam, the War in the Philippines was brutal and unpopular in the end).
Complete “Thinking Critically” #1-#2
Chapter 10: World 1 and Beyond, pp. 282-315
Study the map “World War I, 1914-1917, Map Skills: #1-#3
Read the Infographic on U-Boats, pp.288-289 (Explain this was a major issue drawing
America into the war) p. Thinking Critically #1-#2
Consider war in broader sense: When Should America Go to War? P. 290, #1-#3 (use web
code with pearsonsuccessnet.com)
Point out photo of Eugene V. Debs, p. 296 – Debs was a major labor leader, founder of
the first American Socialist party, presidential candidate, war protester and a Hoosier!
Focus on Geography, p. 298 – Discuss the Great Migration and the major push and pull
factors that made it happen. This is also a good time to ask students to predict what
major economic and social shifts this will cause decades later.
Landmark Decisions, Schenck case (1919), p. 300 – be sure students understand the key
issue and outcome of the case
During discussion of Fourteen Points and the Paris Peace Conference be sure the
students reference the map on p. 307 – How would the Versailles Peace Treaty reshape
Europe and create further problems?
Examine Woodrow Wilson’s “Fourteen Points”p. 310, Thinking Critically, #1-#2
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked at bottom of page)
http://www.doe.in.gov/standards/englishlanguage-arts
Hippocampus.org/History & Government/National Geographic Creative
Collection and Moments in American History (see Women’s Suffrage, WWI
and Teddy Roosevelt the Conservationist) – short video clips on topic)
http://www.hippocampus.org/HippoCampus/History%20%26%20Governm
ent
Go Social Studies Go (U.S. History) – Triangle Shirtwaist Fire and WWI -http://www.goushistorygo.com/
Reading Like a Historian – U.S. History Primary Source Lessons –
(Progressives: 1-7)
sheg.stanford.edu/rlh
Events Leading to the U.S. Involvement Into WWI -- Edsitment
http://edsitement.neh.gov/lesson-plan/united-states-entry-world-war-idocumentary-chronology-world-war-i
Woodrow Wilson and Foreign Policy – Edsitement
http://edsitement.neh.gov/curriculum-unit/woodrow-wilson-and-foreignpolicy
The Jury’s Still Out – The Sacco and Vanzetti Trial revisited – NY Times
Learning Network Lesson
http://learning.blogs.nytimes.com/2007/08/24/the-jurys-stillout/?_php=true&_type=blogs&_r=0
American Experience – WGBH Boston Documentary Video (excellent quality
but videos are not always available) – Influenza 1918
http://www.pbs.org/wgbh/americanexperience/films/1/
Reading Like an Historian – Booker T. Washington and W.E.B. DuBois DBQs
http://sheg.stanford.edu/booker-t-washington-dubois
http://sheg.stanford.edu/progressive-social-reformers
World War I and Its Impact of German Americans – Indiana Historical
Society – A full curriculum packet with engaging multimedia of WWI
propaganda posters
http://www.indianahistory.org/teachers-students/plan-a-fieldtrip/German%20Americans%20and%20WWI%20Web%20version.pdf
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
IDOE Online Communities of Practice (see “Social Studies 9-12”) – Uses Google + Social Network
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for American History
https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-americanhistory
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
Example Unit Inquiry & Extension
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Unit Assessment Question: How effective was Upton’s Sinclair muckraker novel, The Jungle, at
improving the quality of working conditions and products in the meat packing industry?
1) Backgrounder: Muckraker Upton Sinclair was possibly one of the best known writers of his day
because of his startling portrayal of the meat packing business. Analyze excerpts of his text to
understand the impact of social reform movement of progressivism.
2) Annenberg Learner has an excellent companion activity and video to this topic:
http://www.learner.org/biographyofamerica/prog14/index.html (read the transcript to find out
where to start the section on meatpacking in Chicago)
3) Collect excerpts of the “The Jungle” the DBQ Link – Social Studies School Services – Question 7:
Progressivism – The Jungle
http://www.socialstudies.com/c/dbqlinks.html#progress
1)
Examine and write to the question above using the primary text and the surrounding historical
information as context and evidence supporting a position
Points to be made:
Sinclair’s language is vivid and startling but plain spoken
Sinclair examines the human element of the work and the dehumanizing toll it takes
Sinclair focuses on the (lack of) quality of the product – meat that’s going to the reading-consumer’s
grocery shelves!
Examine Theodore Roosevelt’s reaction to the novel and how it starts a national outcry – social
impact of muckraker style is evident.
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Unit 5: Stepping Back from Reform
Essential Question #1: What issues caused the United States to pull away from reform after World War I?
Essential Question #2: How did American society react to the cultural and technological change in the 1920’s?
Standards:
USH.3.9 Explain the impact of “New” Immigration and the Great Migration on industrialization and urbanization and in promoting economic growth.
USH.4.1 Understand the significance of the pro-business policies of President’s Harding, Coolidge, and Hoover and the effect these policies had on the economy
of the 1920s.
USH.4.2Identify new cultural movements of the 1920s and analyze how these movements reflected and changed American society. (Individuals, Society, and
Culture)
USH.4.3Identify areas of social tension such as the Red Scare, Prohibition, Religious Fundamentalism, the KKK, New Morality, and the New Woman and explain
their consequences in the post-WWI era. (Individuals, Society, and Culture)
USH.4.4Describe technological developments during the 1920s and explain their impact on rural and urban America. (Economics; Geography; Individuals,
Society, and Culture)
USH.9.1 Identify patterns of historical succession and duration in which historical events have unfolded and apply them to explain continuity and change.
USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past; discover possible limitations in various kinds of
historical evidence and differing secondary opinions.
USH.9.3 Analyze multiple, unexpected, and complex causes and effects of events in the past.
USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
USH.9.5 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
Content Area Literacy Standards:
11-12.LH.2.1: 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.
11-12.LH.3.2: 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.
11-12.LH.4.2: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
11-12.LH.4.3: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among
sources.
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Suggested Target Questions:
What was the general mood and outlook of American after WWI? USH.3.9, USH.4.1, USH.9.1
Which groups were financially and socially marginalized in the reforms prior to and the domestic policies of the 1920’s? USH.3.9, USH.4.1, USH.9.1, USH.9.4
How had America’s views toward immigrants shifted after WWI? USH.3.9, USH.9.1
Was American foreign policy during the 1920s “isolationist” or “internationalist?” USH.3.9, USH.4.1, USH.9.1
What role did business and big corporations take on in government and society after WWI? USH.4.1, USH.9.2, USH.9.5
How could we compare and contrast the Views of post-WWI 1920’s to the ideas and views of today? USH.4.1, USH.9.2, USH.9.1, USH.9.5
Was the decade of the 1920s a time of innovation or conservatism?
Did the Nineteenth Amendment radically change women’s role in American life?
Did women experience significant “liberation” during the 1920s?
Did the role of women in American life significantly change during the 1920s?
Did the 1920’s embrace or reject science?
What were the elements that brought the Jazz Age alive?
Was the economic prosperity of the 1920’s enjoyed by everyone?
Was the boom in business economically sound (stable) in the 1920’s?
What were the reasons behind the prohibition of alcohol and the passing of the 18th amendment?
Did the 18th amendment achievement its goal? Why or why not?
What was the causal relationship between prohibition and organized crime?
Text-based Practice:
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
America: United States History: Reconstruction to the Present (Prentice Hall)
The Twenties: A Booming Economy -- Chapter 11, pp. 323 – 334
Graph Skill, p.325, complete question above inserts
Infographic – Impact of the Automobile – answer “Connect to Your World” (also
download material on the automobile using the web code under History Interactive on
pearsonsuccessnet.com)
Analyzing Political Cartoon, “Teapot Dome Scandal,” #1-#2, p.331
Complete “Critical Thinking” #4-#6, p. 334
Chapter 11, Section 3: Social and Cultural Tensions, pp. 335-342;
Section 4: A New Mass Culture, pp. 343-353; Section 5: The Harlem Renaissance, pp. 354358
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
Web-based Practice:
Indiana Dept. of Education U.S. History Resources – Resources by standard
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014ushistory-res-20150317.pdf
Read Like an Historian – Stanford Supported Document-Based Curriculum
http://sheg.stanford.edu/home_page
National Archives – Docs Teach (Very useful resource that organizes
primary doc lessons by historical thinking themes – teachers can create on
interactive lesson with documents, too!)
http://docsteach.org/activities/search?mode=browse&menu=open&era[]=
civil-war-and-reconstruction
U.S. History for All of Us
http://www.nchs.ucla.edu/resources/u.s.-history-for-us-all
Hippocampus.org/History & Government/National Geographic Creative
Collection and Moments in American History (see Women’s Suffrage, WWI
and Teddy Roosevelt the Conservationist) – short video clips on topic)
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked at bottom of page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “Social Studies 9-12”) – Uses Google + Social Network
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for American History
https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-americanhistory
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
http://www.hippocampus.org/HippoCampus/History%20%26%20Governm
ent
Go Social Studies Go (U.S. History) – 18th Amendment -http://www.goushistorygo.com/
Have Fun with History (see “Mode T Ford Assembly Line” – great video)
http://www.havefunwithhistory.com/HistorySubjects/industrialRevolution.
html
American Experience – WGBH Boston Documentary Video (excellent quality
but videos are not always available) – Henry Ford, The Great Famine
http://www.pbs.org/wgbh/americanexperience/films/1/
Indiana’s Foreign Born Data – 1920
http://www.indianahistory.org/teachers-students/teacherresources/classroom-tools/immigration-and-ethnicheritage/IndianaForeignBorn1920.pdf/?searchterm=1920
Social Teacher Help Center -- Outline of How Harding and Coolidge
Presidencies affected the U.S. – good for lecture prep!
http://www.socialstudieshelp.com/Lesson_82_Notes.htm
Example Unit Inquiry & Extension
Read Like an Historian (registration is free): This site houses many short, but excellent document-based lessons in U.S. History and World History. Lessons are
free to download and all units are organized under an essential question with accompanying primary and secondary excerpted readings. Download the lesson
below in the U.S. History unit under WWI and the 1920’s.
1920’s Unit
The Scopes Trial: Why Did People Care About the Butler Act?
//sheg.stanford.edu/scopes-trial
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Unit 6: The Great Depression
Essential Question: Can government solve big social and economic problems?
Standards:
USH.4.5Analyze the causes of the Great Depression and explain how they affected American society. (Economics; Individuals, Society, and Culture)
USH.4.6Identify and describe the contributions of political and social reformers during the Great Depression Era. (Government; Economics; Individuals, Society
and Culture)
USH.4.7Analyze the impact the Great Depression had on America’s standard of living (Economics, Government)
USH.9.1Identify patterns of historical succession and duration in which historical events have unfolded and apply them to explain continuity and change.
USH.9.2Locate and analyze primary sources and secondary sources related to an event or issue of the past; discover possible limitations in various kinds of
historical evidence and differing secondary opinions.
USH.9.3Analyze multiple, unexpected, and complex causes and effects of events in the past.
USH.9.4Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.
USH.9.5Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
Content Area Literacy Standards:
11-12.LH.2.1: 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.
11-12.LH.3.2: 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.
11-12.LH.4.2: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
11-12.LH.4.3: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among
sources.
Suggested Target Questions:
Does economic prosperity result from tax cuts and minimal government? (USH.4.7, USH.9.5)
Was the Great Depression inevitable? (USH.4.5, USH.9.4)
Was the New Deal an effective response to the depression? (USH.4.7, USH.9.4)
Did Franklin Roosevelt’s “New Deal” weaken or save capitalism? (USH.4.7)
Did Franklin Roosevelt’s “New Deal” undermine the constitutional principles of “separation of powers” and “checks and balances?” (USH.4.6, USH.4.5)
Did minorities receive a “New Deal” in the 1930s? (USH.4.7, USH.9.4)
Do labor unions and working people owe a debt to the New Deal? (USH.4.5, USH.4.7,USH.9.3)
Did the New Deal effectively end the Great Depression and restore prosperity? (USH.4.5, USH.9.1, USH.9.4)
Has the United States abandoned the legacy of the New Deal? (USH.4.5, USH.USH.9.1, USH.9.4, USH.9.2)
Text-based Practice:
Web-based Practice:
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Pearson Online Access: www.pearsonsuccessnet.com (use code 94-71-66 to register)
America: United States History: Reconstruction to the Present (Prentice Hall)
Chapter 1, pp. 4 – 27
Quick Study “Ideas Behind the Constitution”, and complete Assessment: Note-TakingReading Skills #2, p. 20
American Issues Connector: Sectionalism and National Politics – Track and Debate the
Issue, p.26
Chapter 2, pp. 32 – 59
Infographic/Thinking Critically – History Makers of the Early Women’s Movement, pp.
50-51
Review Quick Study Guide, pp. 60-61
Cover Diagrams and timeline
Chapter 3, pp. 66-91
The Election of 1860, Thinking Critically, pp. 74-75
Short-term, Long-term causes of the Civil War, review, p. 76
Focus on Geography, Geography and History Q’s, p. 77
Infographic: Emancipation Proclamation, Thinking Critically Q’s, p. 83
Causes and Effects of Reconstruction, Do follow-up Q, p. 91
IDOE Resources for Course:
IDOE Home page http://www.doe.in.gov/
IDOE-Social Studies page http://www.doe.in.gov/standards/social-studies
IDOE-History/Social Studies Content Area Literacy Standards (linked at bottom of page)
http://www.doe.in.gov/standards/englishlanguage-arts
IDOE Online Communities of Practice (see “Social Studies 9-12”) – Uses Google + Social Network
http://www.doe.in.gov/elearning/online-communities-practice
General Resources for Historical Thinking and Assessment
Differentiated Questioning
https://daretodifferentiate.wikispaces.com/file/view/essential.pdf
Developing Essential Questions for American History
https://www.gilderlehrman.org/history-by-era/resources/essential-questions-teaching-americanhistory
Stanford History Education Group – Introduction to Historical Thinking (Lessons)
http://sheg.stanford.edu/intro-historical-thinking
Beyond the Bubble -- Integrating Historical Thinking into Classroom Assessment (assessments
available)
https://beyondthebubble.stanford.edu/
Indiana Dept. of Education U.S. History Resources – Resources by standard
http://www.doe.in.gov/sites/default/files/standards/socialstudies/ss-2014ushistory-res-20150317.pdf
Read Like an Historian – Stanford Supported Document-Based Curriculum
http://sheg.stanford.edu/home_page
U.S. History for All of Us
http://www.nchs.ucla.edu/resources/u.s.-history-for-us-all
National Archives – Docs Teach (Very useful resource that organizes
primary doc lessons by historical thinking themes – teachers can create on
interactive lesson with documents, too!)
http://docsteach.org/activities/search?mode=browse&menu=open&era[]=
civil-war-and-reconstruction
Hippocampus.org/History & Government/U.S. History Before 1877 –
Roosevelt vs. Hoover/Lend Lease
http://www.hippocampus.org/HippoCampus/History%20%26%20Governm
ent
Go Social Studies Go (U.S. History) – Dust Bowl
http://www.goushistorygo.com/
American Experience – WGBH Boston Documentary Video (excellent quality
but videos are not always available) – FDR, Riding the Rails, The Crash of
1929, Surviving the Dust Bowl, Seabiscuit, Hurricane of 38’, The Civilian
Conservation Corp
http://www.pbs.org/wgbh/americanexperience/films/1/
The Great Depression – Whatdunnit? A Great Depression Mystery
http://www.uwp.edu/learn/departments/economics/upload/focus_ushisto
ry_lesson30.pdf
The Bonus Army – Zinn Project Article
http://zinnedproject.org/materials/the-bonus-army/
Backstory – A History of Unemployment – A good lesson to connect the
issues of the Great Depression with the current economic recession
http://backstoryradio.org/shows/looking-for-work-a-history-ofunemployment/
By the People, For the People – Annenberg Learner – Multimedia unit on
the Great Depression
http://www.learner.org/courses/amerhistory/units/18/
Have Fun with History – The Great Depression (period film in video)
http://www.havefunwithhistory.com/HistorySubjects/GreatDepression.ht
ml
Social Studies: U.S. History (1877 to Present) Pacing Resource Document
Reading Quest – Reading, Writing and Research Comprehension Strategies and Handouts
http://www.readingquest.org/
Reading Like a Historian – U.S. History Primary Source Lessons – New Deal - #1 -- #3
sheg.stanford.edu/rlh
New Deal – Roosevelt’s Fireside Chat Activity – Edsitement
http://edsitement.neh.gov/lesson-plan/fdrs-fireside-chats-power-words
Example Unit Inquiry & Extension
Unit Assessment Question: How did Roosevelt use the power of the presidency to limit the negative effects of the
Great Depression? (USH.4.5, USH.4.6, USH.9.2)
Use the link below to listen and analyze the impact of Roosevelt’s Fireside Chat’s
http://edsitement.neh.gov/lesson-plan/fdrs-fireside-chats-power-words