United States History Unit 6

Big Idea:

Analyze the major characteristics of the Great Depression and the New Deal.

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.12(A) [Readiness] analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina; and

USH.16(B) [Readiness] 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;

USH.16(C) [Readiness] analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others;

USH.19(A) [Readiness] evaluate the impact of New Deal legislation on the historical roles of state and federal government;

USH.19(B) [Readiness] explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11;

USH.20(B) [Readiness] evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D. Roosevelt’s attempt to increase the number of U.S. Supreme Court justices and the presidential election of 2000.

Focus TEKS

USH.15(E) [Supporting] describe the emergence of monetary policy in the United States, including the Federal Reserve Act of 1913 and the shifting trend from a gold standard to fiat money.

USH.16(D) [Supporting] compare the New Deal policies and its opponents’ approaches to resolving the economic effects of the Great Depression

USH.16(E) [Supporting] describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.

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 compare and contrast different points of view.
• I will write about the causes of the Great Depression
• I will analyze the effects of the Great Depression
• I will evaluate the impact of the New Deal programs.

Essential Questions:

• What were the causes and their effects of the Great Depression?
• Why was Herbert Hoover unable to cope with the Great Depression?
• How did the New Deal offer a new approach to confronting the Depression?

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