United States History Unit 5

Big Idea:

Analyze major characteristics of the Roaring 20s.

Student Expectations:

Priority TEKS

USH.2(A) [Supporting] identify the major characteristics that define an historical era;

USH.2(B) [Readiness] identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

USH.2(C) [Supporting] apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

USH.2(D) [Supporting] 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).

USH.5(A) [Readiness] evaluate the impact of Progressive Era reforms, including initiative, referendum, recall, and the passage of the 16th, 17th, 18th, and 19th amendments;

USH.6(A) [Readiness] analyze causes and effects of events and social issues such as immigration, Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the changing role of women; and

USH.13(A) [Readiness] 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 Rust Belt to the Sun Belt; and

USH.25(B) [Readiness] 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;

USH.27(C) [Readiness] understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.

Focus TEKS

USH.6(B) [Supporting] analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.

USH.15(C) [Supporting] explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas;

USH.16(A) [Supporting] analyze causes of economic growth and prosperity in the 1920s, including Warren Harding’s Return to Normalcy, reduced taxes, and increased production efficiencies;

USH.19(C) [Supporting] describe the effects of political scandals, including Teapot Dome, Watergate, and Bill Clinton’s impeachment, on the views of U.S. citizens concerning trust in the federal government and its leaders;

USH.25(A) [Supporting] describe how the characteristics and issues in U.S. history have been reflected in various genres of art, music, film, and literature;

USH.26(D) [Supporting] identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society;

Ongoing TEKS

USH.29(A) use a variety of both primary and secondary valid sources to acquire information and to analyze and answer historical questions

USH.29(B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions

USH.29(C) understand how historians interpret the past (historiography) and how their interpretations of history may change over time

USH.29(D) use the process of historical inquiry to research, interpret, and use multiple types of sources of evidence

USH.29(E) 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;

USH.29(F) identify bias in written, oral, and visual material

USH.29(G) identify and support with historical evidence a point of view on a social studies issue or event

USH.29(H) use appropriate skills to analyze and interpret social studies information such as maps, graphs, presentations, speeches, lectures, and political cartoons

USH.30(A) create written, oral, and visual presentations of social studies information

USH.30(B) use correct social studies terminology to explain historical concepts

USH.30(C) use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate

USH.31(A) create thematic maps, graphs, and charts representing various aspects of the United States

USH.31(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, and available databases

USH.32(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution

USH.32(B) 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

Student Learning Targets:

• I will interpret and create graphs, charts, timelines and maps.
• I will write about the innovators of the 1920s.
• I will analyze the causes and effects of social issues such as Social Darwinism, eugenics, and nativism.
• I will analyze the causes and effects of the economic growth during the 1920s.

Essential Questions:

• What difficulties did Americans have in adjusting to peace after the war?
• How did specific factors spark the prosperity of the 1920s?
• How did the policies of Republican Presidents differ from those of the Progressive Presidents?
• In what ways did the 1920s witness a conflict in values?
• What impact did the “Harlem Renaissance” have on the African-American community in America?

Extra Information:

Adopted Textbook: The Americans: US History since 1877 Texas Edition, Houghton Mifflin Harcourt, Holt McDougal

District Grading Policy

Texas Gateway Online Resource Center