Download Unit 5 The Emergence of Modern America: World War I

Unit 5 The Emergence of Modern America: World War
I and the Roaring Twenties
Content Area:
Course(s):
Time Period:
Length:
Status:
Social Studies
US History I
1 marking period
8-10 Weeks
Published
Unit Overview
The Emergence of Modern America: World War I
United States involvement in World War I affected politics, the economy, and geopolitical relations following the war.
The Emergence of Modern America: Roaring Twenties
The 1920s is characterized as a time of social, economic, technological, and political change, as well as a time of
emerging isolationism, racial and social tensions, and economic problems.
SOC.6.1.12.B.7.a
Explain how global competition by nations for land and resources led to increased
militarism.
SOC.6.1.12.A.8.a
Relate government policies to the prosperity of the country during the 1920s, and
determine the impact of these policies on business and the consumer.
SOC.6.1.12.C.7.a
Determine how technological advancements affected the nature of World War I
on land, on water, and in the air.
SOC.6.1.12.CS8
The 1920s is characterized as a time of social, economic, technological, and
political change, as well as a time of emerging isolationism, racial and social
tensions, and economic problems.
SOC.6.1.12.A.7.a
Analyze the reasons for the policy of neutrality regarding World War I, and explain
why the United States eventually entered the war.
SOC.6.1.12.D.7.a
Evaluate the effectiveness of Woodrow Wilson’s leadership during and
immediately after World War I.
SOC.6.1.12.A.7.c
Analyze the Treaty of Versailles and the League of Nations from the perspectives
of different countries.
SOC.6.1.12.C.8.a
Analyze the push-pull factors that led to the Great Migration.
SOC.6.1.12.A.7.b
Evaluate the impact of government policies designed to promote patriotism and
to protect national security during times of war on individual rights (i.e., the
Espionage Act and the Sedition Amendment).
SOC.6.1.12.A.8.b
Compare and contrast the global marketing practices of United States factories
and farms with American public opinion and government policies that favored
isolationism.
SOC.6.1.12.A.8.c
Relate social intolerance, xenophobia, and fear of anarchists to government
policies restricting immigration, advocacy, and labor organizations.
SOC.6.1.12.D.8.a
Explain why the Great Migration led to heightened racial tensions, restrictive laws,
a rise in repressive organizations, and an increase in violence.
SOC.6.3.12.D.1
Analyze the impact of current governmental practices and laws affecting national
security and/or individual civil rights/privacy.
SOC.6.1.12.D.7.b
Determine the extent to which propaganda, the media, and special interest groups
shaped American public opinion and American foreign policy during World War I.
SOC.6.1.12.D.8.b
Assess the impact of artists, writers, and musicians of the 1920s, including the
Harlem Renaissance, on American culture and values.
SOC.6.1.12.CS7
United States involvement in World War I affected politics, the economy, and
geopolitical relations following the war.
SOC.6.1.12.C.7.b
Assess the immediate and long-term impact of women and African Americans
entering the work force in large numbers during World War I.
SOC.6.1.12.B.8.a
Determine the impact of the expansion of agricultural production into marginal
farmlands and other ineffective agricultural practices on people and the
environment.
SOC.6.1.12.D.7.c
Analyze the factors contributing to a rise in authoritarian forms of government
and ideologies (i.e., fascism, communism, and socialism) after World War I.
SOC.6.1.12.C.8.b
Relate social, cultural, and technological changes in the interwar period to the rise
of a consumer economy and the changing role and status of women.
Transfer
Students will be able to independently use their learning to identify that active American
involvement in world affairs leads to conflict for years to come.
For more information, read the following article by Grant Wiggins.
http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=60
Meaning
Understandings
Students will understand that...
- Imperialism leads to more active American involvement in world affairs.
- World War I caused great political, social, and economic changes in America.
- the Roaring Twenties were a time of great prosperity, as well as cultural change and
xenophobia.
Essential Questions
- How did imperialism change America politically, socially, and culturally?
- How did Americans view war during this time?
- How does American prosperity lead to future American successes and failures?
Application of Knowledge and Skill
Students will know...
Students will know . . .
- the motives for American foreign expansion (ex. International Darwinism, missionary zeal, political, economic, and
military).
- the arguments for and against imperialism.
- the areas and methods of U.S. expansion (ex. purchase of Alaska, Open Door Policy, acquisition of Hawaii, and
Panama Canal.
- the causes for, developments, and results of the Spanish-American War.
- the imperialistic attitudes and actions of Presidents Theodore Roosevelt, William Taft, and Woodrow Wilson.
- the background and immediate causes for World War I.
- the process by which the United States entered the war and assess the role played by US troops in World War I.
- life on the American home front during the war.
- the postwar debate over the Versailles Treaty and the League of Nations.
- the war affected America’s economic, political, and social future.
- the cultural changes and conflicts during the 1920’s, such as Prohibition, mass culture, Harlem Renaissance, jazz,
rural/urban traditions, minorities, immigration, and/or the First Red Scare.
- the political and economic trends and decisions of the Republican Presidents of the 1920’s.
- the policy of U.S. isolationism during the 1920’s.
- the impact of technology (ex. automobile, radio, motion pictures, and labor saving devices) on American life in the
1920’s.
- the role of literature and art in revealing the issues of the era
Students will be skilled at...
Students will be skilled at . . .
- Discuss and analyze the motives for American foreign expansion (ex. International Darwinism, missionary zeal,
political, economic, and military).
- Discuss and analyze arguments for and against imperialism.
- Identify areas and methods of U.S. expansion (ex. purchase of Alaska, Open Door Policy, acquisition of Hawaii, and
Panama Canal.
- Identify and analyze the causes for, developments, and results of the Spanish-American War.
- Compare and contrast the imperialistic attitudes and actions of Presidents Theodore Roosevelt, William Taft, and
Woodrow Wilson.
- Identify the background and immediate causes for World War I.
- Describe the process by which the United States entered the war and assess the role played by US troops in World
War I.
- Examine life on the American home front during the war.
- Investigate the postwar debate over the Versailles Treaty and the League of Nations.
- Explain how the war affected America’s economic, political, and social future.
- Examine and discuss cultural changes and conflicts during the 1920’s, such as Prohibition, mass culture, Harlem
Renaissance, jazz, rural/urban traditions, minorities, immigration, and/or the First Red Scare.
- Analyze and interpret the political and economic trends and decisions of the Republican Presidents of the 1920’s.
- Examine and assess the policy of U.S. isolationism during the 1920’s.
- Evaluate the impact of technology (ex. automobile, radio, motion pictures, and labor saving devices) on American life
in the 1920’s.
- Investigate the role of literature and art in revealing the issues of the era
Academic Vocabulary
Chapter 18 Academic Vocabulary - imperialism, Social Darwinism, Rough Riders, jingoism, insurrection, sphere of
influence, open door policy
Chapter 19 Academic Vocabulary - militarism, contraband, Zimmerman note, Selective Service Act, Espionage Act,
conscientious objectors, convoy, self-determination, reparations, influenza, creditor nation, Red Scare
Chapter 20, Section 1 Academic Vocabulary - assembly line, consumer revolution, installment buying, bull market,
fundamentalism, bootlegger, prohibition, Eighteenth Amendment, flapper, Lost Generation, Harlem Renaissance
Learning Goal 1
Students will develop ability to compare and contrast the foreign affairs policies of Presidents during this era and how
it led to American imperialism.
• Students will develop ability to compare and contrast the foreign affairs policies of Presidents during
this era and how it led to American imperialism.
.
SOC.6.1.12.B.7.a
Explain how global competition by nations for land and resources led to increased
militarism.
SOC.6.1.12.D.7.b
Determine the extent to which propaganda, the media, and special interest groups
shaped American public opinion and American foreign policy during World War I.
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
CCSS.ELA-Literacy.W.9-10.2.d
Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
WORK.9-12.9.1.12.A.1
Apply critical thinking and problem-solving strategies during structured learning
experiences.
WORK.9-12.9.1.12.1
Collaboration and teamwork enable individuals or groups to achieve common
goals with greater efficiency.
WORK.9-12.9.1.12.F.5
Formulate an opinion regarding a current workplace or societal/ethical issue
based on research.
SOC.6.1.12.B.6.a
Determine the role geography played in gaining access to raw materials and
finding new global markets to promote trade.
Target 2
Analyze and assess the push and pull factors that led to American involvement into World War I.
• Analyze and assess the push and pull factors that led to American involvement into World War I.
.
SOC.6.1.12.B.7.a
Explain how global competition by nations for land and resources led to increased
militarism.
SOC.6.1.12.B.6.a
Determine the role geography played in gaining access to raw materials and
finding new global markets to promote trade.
SOC.6.1.12.D.6.b
Compare and contrast the foreign policies of American presidents during this time
period, and analyze how these presidents contributed to the United States
becoming a world power.
Target 1
Identify vocabulary, concepts, people, places, and events related to World War I.
• Identify vocabulary, concepts, people, places, and events related to World War I.
.
SOC.6.1.12.A.7.a
Analyze the reasons for the policy of neutrality regarding World War I, and explain
why the United States eventually entered the war.
SOC.6.1.12.D.7.a
Evaluate the effectiveness of Woodrow Wilson’s leadership during and
immediately after World War I.
SOC.6.1.12.A.7.b
Evaluate the impact of government policies designed to promote patriotism and
to protect national security during times of war on individual rights (i.e., the
Espionage Act and the Sedition Amendment).
SOC.6.1.12.D.7.c
Analyze the factors contributing to a rise in authoritarian forms of government
and ideologies (i.e., fascism, communism, and socialism) after World War I.
Target 3
Assess the political, economic, and social impact of World War I on America both immediately after the war and going
forward.
• Assess the political, economic, and social impact of World War I on America both immediately after
the war and going forward.
.
SOC.6.1.12.D.7.a
Evaluate the effectiveness of Woodrow Wilson’s leadership during and
immediately after World War I.
SOC.6.1.12.A.7.c
Analyze the Treaty of Versailles and the League of Nations from the perspectives
of different countries.
SOC.6.1.12.D.7.b
Determine the extent to which propaganda, the media, and special interest groups
shaped American public opinion and American foreign policy during World War I.
SOC.6.1.12.C.7.b
Assess the immediate and long-term impact of women and African Americans
entering the work force in large numbers during World War I.
Learning Goal 3
Students will develop ability to compare and contrast government policies that created
prosperity to those that created social intolerance, xenophobia, and fear of anarchists to
government policies restricting immigration, advocacy, and labor organizations.
• Students will develop ability to compare and contrast government policies that created prosperity to
those that created social intolerance, xenophobia, and fear of anarchists to government policies
restricting immigration, advocacy, and labor organizations.
SOC.6.1.12.A.8.a
.
Relate government policies to the prosperity of the country during the 1920s, and
determine the impact of these policies on business and the consumer.
SOC.6.1.12.CS8
The 1920s is characterized as a time of social, economic, technological, and
political change, as well as a time of emerging isolationism, racial and social
tensions, and economic problems.
SOC.6.1.12.C.8.a
Analyze the push-pull factors that led to the Great Migration.
SOC.6.1.12.A.8.b
Compare and contrast the global marketing practices of United States factories
and farms with American public opinion and government policies that favored
isolationism.
SOC.6.1.12.A.8.c
Relate social intolerance, xenophobia, and fear of anarchists to government
policies restricting immigration, advocacy, and labor organizations.
SOC.6.1.12.D.8.a
Explain why the Great Migration led to heightened racial tensions, restrictive laws,
a rise in repressive organizations, and an increase in violence.
SOC.6.1.12.D.8.b
Assess the impact of artists, writers, and musicians of the 1920s, including the
Harlem Renaissance, on American culture and values.
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense
of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.W.9-10.2.d
Use precise language and domain-specific vocabulary to manage the complexity of
the topic.
WORK.9-12.9.1.12.A.1
Apply critical thinking and problem-solving strategies during structured learning
experiences.
WORK.9-12.9.1.12.1
Gathering and evaluating knowledge and information from a variety of sources,
including global perspectives, fosters creativity and innovative thinking.
WORK.9-12.9.1.12.1
Collaboration and teamwork enable individuals or groups to achieve common
goals with greater efficiency.
WORK.9-12.9.1.12.C.3
Explain why some current and/or past world leaders have had a greater impact on
people and society than others, regardless of their countries of origin.
SOC.6.1.12.B.8.a
Determine the impact of the expansion of agricultural production into marginal
farmlands and other ineffective agricultural practices on people and the
environment.
SOC.6.1.12.C.8.b
Relate social, cultural, and technological changes in the interwar period to the rise
of a consumer economy and the changing role and status of women.
Target 1
Identify vocabulary, concepts, people, places and events related to the Roaring Twenties.
• Identify vocabulary, concepts, people, places and events related to the Roaring Twenties.
SOC.6.1.12.A.8.a
.
Relate government policies to the prosperity of the country during the 1920s, and
determine the impact of these policies on business and the consumer.
SOC.6.1.12.A.8.b
Compare and contrast the global marketing practices of United States factories
and farms with American public opinion and government policies that favored
isolationism.
SOC.6.1.12.A.8.c
Relate social intolerance, xenophobia, and fear of anarchists to government
policies restricting immigration, advocacy, and labor organizations.
SOC.6.1.12.B.8.a
Determine the impact of the expansion of agricultural production into marginal
farmlands and other ineffective agricultural practices on people and the
environment.
Target 2
Assess the impact of the Great Migration on cultural movements such as the Harlem Renaissance.
• Assess the impact of the Great Migration on cultural movements such as the Harlem Renaissance.
.
SOC.6.1.12.C.8.a
Analyze the push-pull factors that led to the Great Migration.
SOC.6.1.12.A.8.c
Relate social intolerance, xenophobia, and fear of anarchists to government
policies restricting immigration, advocacy, and labor organizations.
SOC.6.1.12.D.8.a
Explain why the Great Migration led to heightened racial tensions, restrictive laws,
a rise in repressive organizations, and an increase in violence.
SOC.6.1.12.D.8.b
Assess the impact of artists, writers, and musicians of the 1920s, including the
Harlem Renaissance, on American culture and values.
SOC.6.1.12.C.8.b
Relate social, cultural, and technological changes in the interwar period to the rise
of a consumer economy and the changing role and status of women.
Summative Assessment
All assessments are differentiated and aligned to the Social Studies standards and curriculum.
Alternate assessments may include, but are not limited to problem-based learning, projects or
presentations, or a common paper/pencil assessment or combination of any of these.
Common summative assessments will be devised by the 10th grade Social Studies teachers and
must include Benchmark Assessments.
21st Century Life and Careers
WORK.9-12.9.1.12.A.1
Apply critical thinking and problem-solving strategies during structured learning
experiences.
WORK.9-12.9.1.12.A.2
Participate in online strategy and planning sessions for course-based, schoolbased, or outside projects.
WORK.9-12.9.1.12.1
Gathering and evaluating knowledge and information from a variety of sources,
including global perspectives, fosters creativity and innovative thinking.
WORK.9-12.9.1.12.B.3
Assist in the development of innovative solutions to an onsite problem by
incorporating multiple perspectives and applying effective problem-solving
strategies during structured learning experiences, service learning, or
volunteering.
WORK.9-12.9.1.12.1
Collaboration and teamwork enable individuals or groups to achieve common
goals with greater efficiency.
WORK.9-12.9.1.12.C.3
Explain why some current and/or past world leaders have had a greater impact on
people and society than others, regardless of their countries of origin.
WORK.9-12.9.1.12.D.1
Interpret spoken and written communication within the appropriate cultural
context.
WORK.9-12.9.1.12.E.1
Create messages for different purposes and audiences with sensitivity to cultural,
gender, and age diversity, using various digital media outlets.
Formative Assessment and Performance Opportunities
Teacher observation
Cooperative learning opportunities
Guided Practice
Classroom Centers
Map Activities
Do-Now
Daily Quizzes
Exit Ticket
Student Survey/Polling
Differentiation/Enrichment
Enrichment Opportunities: US History I: College Prep B, College Prep A, Honors, AP
Differentiation: 504 accommodations and IEP modifications
Unit Resources
May include, but not be limited to:
Online websites and resources:
1. Digital Public Library of America: Primary Source Sets - https://dp.la/primary-source-sets
2. NJ Amistad Commission Curricular Units - http://www.njamistadcurriculum.net/history/units
3. Digital History - http://www.digitalhistory.uh.edu/
4. Stanford History Education Group: Reading Like a Historian - https://sheg.stanford.edu/rlh
5. Stanford History Education Group: Beyond the Bubble - https://beyondthebubble.stanford.edu/
6. National Archives: Docs Teach - https://www.docsteach.org/
7. NJ Commission on Holocaust Education - http://www.nj.gov/education/holocaust/curriculum/
8. AP Central: United States History http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/232396.html
Social Studies Databases
1. ABC-Clio for Social Studies
Student Response Systems
Primary Source Documents
1. The DBQ Project Binders
Online Portfolios
Teacher Resource Kit
1. Text Resources