Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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