CONCEPTUAL UNIT QUESTION

Transcription

1 UNIT VI: The Boom to Bust Period This unit will address the following objectives: SOL USII.5 a) explaining how developments in transportation (including the use of the automobile), communication, and rural electrification changed American life; b) describing the social changes that took place, including prohibition, and the Great Migration north; c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and including the Harlem Renaissance; d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt s New Deal. CE.9 The student will demonstrate knowledge of how economic decisions are made in the marketplace by a) applying the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and demand, production, and consumption; CE.10 The student will demonstrate knowledge of the structure and operation of the United States economy by b) explaining the circular flow that shows how consumers (households), businesses (producers), and markets interact; c) explaining how financial institutions encourage saving and investing CE.11 The student will demonstrate knowledge of the role of government in the United States economy by b) explaining the creation of public goods and services; CONCEPTUAL UNIT QUESTION: The role of the federal government in people s daily lives change things for the better during the boom to bust period? Do you agree or disagree? PREVIEW ACTIVITY: As a class have students brainstorm the involvement of the government in their daily lives. Have students analyze their actions from the minute they wake up (brush teeth using water from the county water treatment center, ride to school on a county school bus ) SUMMARY OF KEY TERMS/PEOPLE: The following list of terms reflects some of the important vocabulary and individuals students should know to successfully understand course content and pass the SOL exams. Aaron Copeland Duke Ellington Great Depression National Labor Relations Board Sacco and Vanzetti Trial Agricultural Adjustment Eleanor Roosevelt Guglielmo Marconi National Recovery Administration scarcity Act assembly line production F. Scott Fitzgerald Harlem Renaissance Okies and Arkies Social Security Administrations Babe Ruth Fair Labor Standards Act Henry Ford opportunity costs speakeasies

2 bank holiday Farm Security Administration Herbert Hoover price stock market crash Bessie Smith Federal Deposit Insurance Hoovervilles production supply and demand Corporation Bonus Army Federal Emergency Relief Administration Hundred Days legislation Prohibition Tennessee Valley Authority bootleggers Federal Housing Administration incentives prosperity The Dust Bowl bull market fireside chat installment buying Public Works Administration The New Deal buying on the margin flapper Jacob Lawrence public works programs The Scopes Trial Charles Lindbergh Franklin D. Roosevelt jazz quota system unemployment Civilian Conservation Corps gangster John Steinbeck Red Scare Works Progress Administration consumption George Gershwin Langston Hughes resources Wright Brothers David Sarnoff Georgia O Keeffe Louis Armstrong Rural Electrication Administration Zora Neale Hurston SOL ESSENTIAL UNDERSTANDINGS, QUESTIONS, CONTENT and SKILLS: The following pages, from the State s Curriculum Framework, outline the essential understandings, questions, knowledge and skills related to the SOLs. They provide the base from which the content in this unit is studied.

3 STANDARD USII.5a a) explaining how developments in transportation (including the use of the automobile), communication, and electrification changed American life. Technology extended progress into all areas of American life, including neglected rural areas. How was social and economic life in the early twentieth century different from that of the late nineteenth century? Results of improved transportation brought by affordable automobiles. Greater mobility Creation of jobs Growth of transportation-related industries (road construction, oil, steel, automobile) Movement to suburban areas Make connections between past and present. (USII.1b) Interpret ideas and events. (USII.1.d) Invention of the airplane The Wright brothers Use of the assembly line Henry Ford Communication changes Increased availability of telephones. Development of the radio (role of Guglielmo Marconi) and broadcast industry (role of David Sarnoff) Development of the movies Ways electrification changed American life Labor-saving products (e.g., washing machines, electric stoves, water pumps) Electric lighting

4 STANDARD USII.5b b) describing the social changes that took place, including Prohibition, and the Great Migration north. Reforms in the early twentieth century could not legislate how people behaved. Economic conditions and violence led to the migration of people. What was Prohibition, and how effective was it? Why did African Americans migrate to northern cities? Prohibition was imposed by a constitutional amendment that made it illegal to manufacture, transport, and sell alcoholic beverages. Results of Prohibition Speakeasies were created as places for people to drink alcoholic beverages. Bootleggers smuggled illegal alcohol and promoted organized crime. Interpret ideas and events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f) Great Migration north Jobs for African Americans in the South were scarce and low paying. African Americans faced discrimination and violence in the South. African Americans moved to northern cities in search of better employment opportunities. African Americans also faced discrimination and violence in the North.

5 STANDARD USII.5c c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and including the Harlem Renaissance The 1920s and 1930s were important decades for American art, literature, and music. The leaders of the Harlem Renaissance drew upon the heritage of black culture to establish themselves as powerful forces for cultural change. Who were the leaders in art, literature, and music? What were their contributions? How did the Harlem Renaissance influence American life? Cultural climate of the 1920s and 1930s Art-Georgia O Keeffe, an artist known for urban scenes and, later, paintings of the Southwest Literature-F.Scott Fitzgerald, a novelist who wrote about the Jazz Age of the 1920 s; John Steinbeck, a novelist who portrayed the strength of poor migrant workers during the 1930s Music-Aaron Copland and George Gershwin, composers who wrote uniquely American music. Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d) Harlem Renaissance African American artists, writers, and musicians based in Harlem revealed the freshness and variety of African American culture Art-Jacob Lawrence, painter who chronicled the experiences of the Great Migration north through art Literature-Langston Hughes, poet who combined the experiences of African American cultural roots.

6 STANDARD USII.5c (continued) c) examining art, literature, and music from the 1920s and 1930s, emphasizing Langston Hughes, Duke Ellington, and Georgia O Keeffe and including the Harlem Renaissance Music-Duke Ellington and Louis Armstrong, jazz composers; Bessie Smith, blues singer Popularity of these artists spread to the rest of society.