Kenilworth Public Schools Curriculum Guide

Kenilworth Public Schools Curriculum Guide Content Area Social Studies - United States History I Grade Ninth Written June 2012 BOE Approved

United States History I- Grade 9 Scope and Sequence Unit 1- Development of Industrial U.S. 1870-1900 Unit 2- Immigration 1870-1930 Unit 3- Progressive Era 1890-1930 Unit 4- Imperialism 1900-1914 Unit 5- World War I 1900-1919 Unit 6- Roaring Twenties 1919-1930 Unit 7- The Great Depression 1929-1936 Unit 8 The New Deal 1933-1939 Weeks 1-4 Weeks 5-9 Weeks 10-14 Weeks 15-19 Weeks 20-24 Weeks 25-29 Weeks 30-34 Weeks 35-38 Unit Description: Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. Unit Description: The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups. Unit Description: During the Progressive Era, the growth in technology, industry, & the middle class led to an increasing need for reform. Progressive movements promoted government efforts to address problems created from rapid industrializatio n, immigration & unfair treatment of Unit Description: At the turn of the 19th century, U.S. policies changed from isolationism to expansion & imperialism. The U.S. acquired new U.S. territories, fought in the Spanish- American War, changed U.S. foreign policy through Theodore Roosevelt. Not everyone agreed with the Unit Description: World War I was a watershed moment for America, a time when an isolationist nation involved itself in world affairs and began the rise to the economic and military power that America is today. Unit Description: The popular image of the 1920s, as a decade of prosperity and riotous living and of bootleggers and gangsters, flappers and hot jazz, and marathon dancers, is indelibly etched in the American psyche. But this image is also profoundly misleading. The 1920s was a decade of deep cultural conflict. Unit Description: The business cycle is filled with periods of great wealth and excess as well as times of great economic struggle and hardship. Unit Description: President Roosevelt gave Americans new hope. FDR's New Deal created millions of jobs and changed the role of government in America. Not all Americans agreed with his programs even those that are still in place today. Kenilworth Public Schools

women, children & minority groups. agenda & a struggle ensued between imperialists &antiimperialists. The 20s was a decade of profound social changes. Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Unit Targets: Spirit of the Gilded Age: Understand the term and describe what took place during the period. Mergers & Acquisitions: Define what these are and list important ones that affected the country. Technological Advancements : List the major advancements of the period. New Modes of Transportation : Describe and List the new Immigration Experiences: Understand and describe the U.S. experience. Government Policies to Address Discrimination against New Immigrants: List and understand the policies. Economic Development: Describe & define what this means. Urbanization & Quality of Life: Define & understand what took Progressivism: Explain term. Expansion of the executive branch (increasing power of the presidency): Identify & Understand significance. Social, political, and economic reform: List examples of each reform. Influence of muckrakers: List specific people and explain resulting changes. Policies of T. Roosevelt, Taft, and Wilson: Explain & understand. An expanding market for international trade promoted policies that resulted in America emerging as a world power: Paraphrase or Restate what this means. Spanish American War: Understand timeframe & results. Mobilization and Home front: Define & Describe what these mean. Failure of Ratification of the Treaty of Versailles: Explain why this occurred. Strategies and personalities of key personal in World War I: List & Understand. Trench warfare / modern warfare: Define terms & Compare/Cont Consumer Society/ booming economy / manufacturing trends / assembly line/ growth of middle class: Define & explain each term. Programs and policies of the Republican Presidents: List and understand importance of each. America develops a distinct culture in entertainment, Stock Market Crash: Describe how market works what took place. H. Hoover v. FDR policies: Identify & Compare/Con trast. Government s role in public assistance: Explain what this means and List examples. Escapism: Define & Understand. Social Reform: Define and list examples. New Deal / Second New Deal Programs and legislations: Explain terms, list & understand importance. FDR s Hundred Days: Explain what took place. Supreme Court Influence: Understand power and methods of the Court. Women and minority impact on the New Deal: Kenilworth Public Schools

modes. Industrial Growth: Rise of Big Business: Understand how Big Business evolved and realize its importance. place. Immigration Rate Explosion: Define & Explain. Assimilation: Define term and Produce examples. Ellis & Angel Islands: Identify & Explain significance. Progressive activists (NAACP, National Consumer League, Jane Addams, Florence Kelley): Understand who & what these people achieved. Political corruption: Define term and List examples. Social, political and economic problems: Understand these problems and List specifics. Socialism, capitalism: Define & Understand. Populism: Define & understand. Panama Canal: Understand its importance & describe how it works. Rough Riders: Identify. Rudyard Kipling s White Man s Burden Turner s Thesis: Explain what this was/is. Monroe Doctrine / Roosevelt Corollary: Define both terms and explain how they relate to each other. Imperialism: Define & understand. Annex: Define & understand. Open Door Policy: Define and give examples. rast. Fourteen Points: Understand & define. Alliances: Define & give examples. Patriotism/ nationalism: Define & understand. Neutrality: Define & understand. Self determinism: Define & understand. music, art, theater, and literature: List examples & understand how these relate to today. Leisure activities: List examples. Harlem Renaissance: Describe and understand importance. Women s suffrage/ pioneering women, flappers : Explain & understand impact in U.S. Prohibition: Define and explain what took place. Red Scare / Xenophobia / fear of communism: Define terms & Understand impact in U.S. Great Migration / Shift in family values/roles: Explain what these are & Understand impact. Federal/State / Local response to the Great Depression: Compare & contrast, and understand differences. Impact of Depression - Rural (Dust Bowl) v. Urban: Compare & contrast. Economic policy, capitalism, and society: Define terms and explain how they relate to each other. Worldwide economic collapse: Explain why Define who these people are & explain what the impact was. Economic policy, capitalism, and society: Define terms and explain their relationship to each other. Social Reform: Define & Understand. FDR s interaction with the American public: Explain and understand. Kenilworth Public Schools

Changing labor demands / rise of KKK: Define terms and Explain significance. Labor policies / The American Plan / welfare capitalism: Define terms & understand impact in U.S. Cultural Conflicts / Scopes- Monkey Trial: Describe terms and understand. Escapism: Define & understand. & how this occurred. FDR's Fireside Chats: Describe what these were & explain impact and importance. Kenilworth Public Schools

United States History I- Grade 9 Unit One ++++++++++++++++++ Unit One: Development of Industrial U.S. 1870-1900 Unit title: Development of the Industrial United States (1870-1900) Unit summary: Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. Primary interdisciplinary connections: Language Arts, Technology 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy Learning Targets Standards: 6.1.12A5a-c, 6.1.12B5a,b, 6.1.12C5a-c, 6.1.12D5a-d Content Statements: 1 Spirit of the Gilded Age 2 Mergers & Acquisitions 3 Technological Advancements 4 New Modes of Transportation 5 Industrial Growth: Rise of Big Business Big Idea: Technological advances and developments will lead to societal change. Unit Essential Questions: How did the Industrial growth change American society? How did the Industrial Revolution have a powerful impact on labor relations, urbanization, the environment and emerging American cultural values? Focus Questions: Has rapid industrial growth been a blessing or a curse for Americans? Were big business leaders" captains of industry" or" robber barons"? Should business be regulated closely by the government? Should business be allowed to combine and reduce competition? Can workers attain economic justice Unit Enduring Understandings: The Industrial Revolution had a powerful impact on labor relations, urbanization, the environment and emerging American cultural values. Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans.

without violence? Why are the politics, during the Industrial Era, called the Gilded Age? Is Laissez Faire Capitalism really hands off? Unit Learning Targets Students will know: During the late 1800s, industrialization transformed the United States as manufacturing became the main source of economic growth. The economic imbalances caused by rapid industrialization and the power of big business led to the birth of the Populist movement among farmers and the rise of the labor movement among workers. Industrialists influenced the economic growth of the United States in the late 19 th century. Big business was created through mergers and acquisitions. Technological developments and unregulated business practices revolutionized transportation, manufacturing, and consumption and changed the daily lives of Americans. The lavish spending and ruthless competition were hallmark of the spirit of the Gilded Age. New forms of transportation move products across the country creating a national market. Students will be able to: Evaluate whether industrialists should be considered Captains of Industry or Robber Barons. Discuss the effects of Industrialization. Describe Politics of the Gilded Age (Tariffs, Railroads, Currency, and Patronage). Analyze art and music during Industrialization. Analyze the technological boom of the late 1800s. Evidence of Learning Summative Assessment: End of Unit Test, Section quizzes Formative Assessments: Exit Notes Entry Notes Writing samples Activities Vocabulary and Guided Reading 7.2 Lesson Plans Timeframe 20 Days

Skill Reinforcement Activity 7 Vocabulary and Guided Reading 7.3 Vocabulary and Guided Reading 7.4 Weeks 1-4 Teacher Resources American Odyssey: The 20 th Century and Beyond American Odyssey: Supplemental Resources - Supreme Court Case Studies - Geography - American Literature - Great Debates - Case Studies Teacher Note

United States History I- Grade 9 Unit Two Unit title: Immigration (1870-1930) Unit Two: Immigration 1870-1930 Unit summary: The Industrial Revolution and immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: Financial, Economic, Business and Entrepreneurial Literacy Learning Targets Standards: 6.1.12A5c, 6.1.12D5d, 6.1.12D6a Content Statements: 1 Immigration Experiences 2 Government Policies To Address Discrimination Against New Immigrants 3 Economic Development 4 Urbanization & Quality of Life 5 Immigration Rate Explosion 6 Assimilation 7 Ellis & Angel Island Big Idea: Immigration has a huge impact on society. Unit Essential Questions: Did America fulfill the dreams of immigrants? Should immigration be restricted? Has immigration been the key to America's success? Is America ambivalent about immigration? Is the American dream a myth or reality? Is America a melting pot, salad bowl or mosaic? Unit Enduring Understandings: Immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups. Historically the United States has been shaped by immigrants yet immigration has been and continues to be controversial.

Unit Learning Targets Students will know: Immigration had a powerful impact on labor relations, urbanization, the environment, and cultural values and created tensions between ethnic and social groups. Massive increase of immigrants in the late 1800s. Immigration curtailed after 1924 due to government policies and reforms. The perception of attaining the American dream was not consistent with the reality of immigrants experience during this time period. Daily life was often filled with or consisted of challenging living and working conditions. Immigration occurred in waves with concentrations from different parts of the world. Students will be able to: Explore and identify the origins and history of our culturally diverse nation. Develop an understanding and appreciation for one s own cultural heritage as well as a sensitivity and knowledge of our many ethnic and cultural groups. Analyze and understand laws on immigration. Explain the changing American attitude and policies towards immigration Using a timeline, analyze arguments on both sides of laws closing and opening the United States to immigrants. Apply this analysis to current controversies. Debate the issue if America is a multicultural society or different groups co-existing side by side. Analyze the extent to which assimilation took place during this time period. Make oral and written arguments by using primary source documents. Illustrate the nature of the labor force in a growing industrial society, examining the impact on life, role of family, home, coping skills, treatment of, and acculturation of different groups. Explain idea of Urbanization (Growth of Cities). Summative Assessment: Formative Assessments: Evidence of Learning Students will write about / explore their own personal experiences / family history / understanding as it relates to immigration Activities Lesson Plans Textbook Supplements for American Odyssey Activities related to Primary Source Documents (see below) Timeframe 20 Days Weeks 5-9

Teacher Resources http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immi gration/ Teacher Note Use Library Of Congress

Social Studies- Grade 1 Unit of Study United States History I- Grade 9 Unit Three Unit title: Progressive Era (1890-1930) Unit Three: Progressive Era 1890-1930 Unit summary: During the Progressive Era, the growth in technology, industry, and the middle class led to an increasing need for reform. Progressive reform movements promoted government efforts to address problems created from rapid industrialization, immigration and unfair treatment of women, children and minority groups. Primary interdisciplinary connections: Language Arts, Technology, Health 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy Learning Targets Standards: 6.1.12A6a-c, 6.1.12B6a-b, 6.1.12C6a,c, 6.1.12.Da-c Content Statements: 1 Progressivism 2 Expansion of the executive branch (increasing power of the presidency) 3 Social, political, and economic reform 4 Influence of muckrakers 5 Progressive activists (NAACP, National Consumer League, Jane Addams, Florence Kelley) 6 Political corruption 7 Social, political and economic problems 8 Socialism, capitalism 9 Populism Big Idea: Reform is a constant as society continually adapts to issues, problems and concerns. Unit Essential Questions: Did progressive initiatives force the government to involve itself in social, economic and political reform movements? When should government intervene with social and economic problems? Unit Enduring Understandings: Progressive reform movements promoted government efforts to address problems created by rapid industrialization, immigration, and unfair treatment of women, children, and minority groups. Focus Questions: Was the Progressive Era really progressive? Who was to blame for the problems of

American farmers after the Civil War? Was the farmers' revolt of 1890's justified? Is muckraking an effective tool to reform American politics and society? Can reform movements improve American society and politics? Were the Progressives successful in making government more responsive to the will of the people? Does government have a responsibility to help the needy? To what extent had African Americans attained the "American Dream" by the early 20th century? Is a strong president good for our nation? (T. Roosevelt) Did T. Roosevelt further the goals of progressivism? Was the ''New Freedom" (New Nationalism) an effective solution to the problems of industrialization? Unit Learning Targets Students will know: It was a period in American history that focused on changing and reforming social, political, and economic policies. That progressive era movement largely excluded African Americans. That the need for progressive reform came from problems associated with immigration, urbanization and industrialization. That the backgrounds of politicians shaped their actions and agendas in office. (I.e. T. Roosevelt). While the progressive movement led to many profound changes in American society, there were still many shortcomings and obstacles to overcome. The major successes of the progressive movement included improvements in education, labor conditions, and governance. That government at all levels became more responsive to the people. Students will be able to: Identify the obstacles to and shortcomings of the progressive movement (including how African Americans were largely excluded). Identify the different types of people who became progressives. Analyze the aspects of American society that were criticized by the progressives. Evaluate the various ways progressives tried to address problems linked to urbanization and

industrialization. Identify the main elements of progressive reform at the state and local levels. List reforms designed to help all workers, particularly women and children. Define the term and role of Populism by exploring the ideas of William Jennings Bryant and the impact of a primarily agricultural movement. Identify the purpose and influence of the muckrakers. Examine the reforms made in the areas of city government and politics, noting the changing philosophy and modem belief that "we" can make a difference. Examine the growth of cities in the U.S. Evaluate the principles, beliefs, and contributions of presidents T. Roosevelt, Taft, and Wilson. Evaluate the effectiveness of progressive reforms in preventing unfair business practices and political corruption and in promoting social justice. Relate the creation of African American advocacy organizations. Evidence of Learning Summative Assessment: Teacher created tests / quizzes / portfolios Formative Assessments: Students will be given a list of politicians, muckrakers and activists from the Progressive Era and will write as much as they know about each to establish depth of knowledge. Activities Lesson Plans Textbook Supplements for American Odyssey related to Chapters 8 & 9 (see Teacher resources) Activities related to Primary Source Documents (see below) Teacher Resources Primary Sources- Jacob Riis Photos How the Other Half Upton Sinclair The Jungle Timeframe 20 Days Weeks 10-14 Teacher Note

United States History I- Grade 9 Unit Four Social Studies- Grade 1 Unit of Study Unit title: Imperialism (1900-1914) Unit Four: Imperialism 1900-1914 Unit summary: At the turn of the 19th century, U.S. policies changed from the traditional stance of isolationism to one of expansion and imperialism During this time period the U.S. acquired new U.S. territories, fought in the Spanish-American War, and changed U.S. foreign policy through Theodore Roosevelt. Not everyone agreed with the agenda and an internal struggle ensued between imperialists and anti-imperialists. Primary interdisciplinary connections: Language Arts 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy Learning Targets Standards: 6.1.12A5c, 6.1.12D5d, 6.1.12D6a Content Statements: Policies of T. Roosevelt, Taft, and Wilson (Big stick, Gun Boat, Dollar Diplomacy, and 1 Moral Diplomacy) 2 An expanding market for international trade promoted policies that resulted in America emerging as a world power. 3 Spanish American War 4 Panama Canal 5 Rough Riders 6 Rudyard Kipling s White Man s Burden 7 Turner s Thesis 8 Monroe Doctrine / Roosevelt Corollary 9 Imperialism 10 Annex 11 Open Door Policy Big Idea: Unit Essential Questions: When should a nation interfere in the freedom and affairs of other nations? Was imperialism a respectable and legitimate policy at the turn of the 19thcentury? In the 21st Century? Should America seek dominance as the world power? Unit Enduring Understandings: An expanding market for international trade promoted policies that resulted in America emerging as a world power Imperialism can take many forms. There are different perspectives and arguments regarding U.S. imperialism.

Unit Focus Questions: Was American expansion overseas justified? Did the press cause the Spanish-American War? Was the United States justified in going into war against Spain in 1898? Was the acquisition of the Panama Canal Zone an act of justifiable imperialism? Should the United States have acquired possessions overseas? Does the rationale for self-defense give the U.S. the right to interfere in the affairs of Latin America? (Roosevelt Corollary, Dollar Diplomacy, Watchful Waiting) Was the United States imperialistic in the Far East? Does Kipling's, The White Man s Burden, reflect American policy? Does Turners Thesis explain and justify American Imperialism? The media can play a role in influencing public opinion during times of war. U.S. expansion and imperialism was driven by economic, political, and cultural motives. Unit Learning Targets Students will know: Finding new markets is an essential ingredient for increasing economic growth. America implemented imperialistic policies at the turn of the twentieth century. Media propaganda can directly shape public opinions and policies. Imperialistic policies often result in conflict. America used self defense as a justification for its aggressive policies. Students will be able to: Explain the importance of the Open Door Policy for U.S. trade. Develop arguments in favor of and opposing entry U.S into imperialism, focusing on the Spanish American War, Yellow Journalism, Panama, Mexico, and China. Recognize the changes brought by new role of the U.S as a World Power. Identify the transformation of the original purpose and impact the Monroe Doctrine Understand Turner s Thesis as an explanation. Analyze the United States economic, diplomatic, and military relationship with individual countries between 1890 and 1935 (Haiti, Santo Domingo, Cuba, Nicaragua, Mexico, Philippines, etc.).

Summative Assessment: Teacher Created Formative Assessments: Teacher Created Evidence of Learning Activities Teacher Resources Rudyard Kipling s White Man s Burden Turner s Thesis Lesson Plans Timeframe 20 Days Weeks 15-19 Teacher Note

United States History I- Grade 9 Unit Five Social Studies- Grade 1 Unit of Study Unit title: World War One (1900-1919) Unit Five: World War I 1900-1919 Unit summary: World War I was a watershed moment for America, a time when an isolationist nation involved itself in world affairs and began the rise to the economic and military power that America is today. Primary interdisciplinary connections: Language Arts, Math, Science 21 st Century Themes: Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy; and Health Literacy Learning Targets Standards: 6.1.12A5c, 6.1.12D5d, 6.1.12D6a Content Statements: 1 Mobilization and Home front 2 Failure of Ratification of the Treaty of Versailles 3 Strategies, and personalities of key personal in World War I 4 Trench warfare / modern warfare 5 Fourteen Points 6 Alliances 7 Patriotism/ nationalism 8 Neutrality 9 Self determinism Big Idea: War is often complex and hard to understand; its impact great. Unit Essential Questions: Was world war inevitable in 1914? Was it possible to maintain neutrality in World War I? Should the United States fight wars to make the world safe for democracy? Should the United States have entered World War I? Should a democratic government tolerate dissent during times of war and other crises? (Schenck v. United Sates, Abrams v. United States) Was the Treaty of Versailles a fair and effective settlement for lasting world Unit Enduring Understandings: United States involvement in World War I affected politics, the economy, and geopolitical relations following the war.

peace? Was Wilson responsible for the failure of the Treaty of Versailles? Do people have the right to decide what nation they will belong to? Unit Learning Targets Students will know: WW1 was caused by several factors including militarism, alliances, imperialism, and nationalism. Modern technological advances allowed for unprecedented wartime human and physical destruction. Enormous geopolitical changes resulted from WWI. The effects of WWI lay the foundation for WWII. Often during wartime civil liberties get can be compromised. America tried to remain neutral during WWI but eventually abandoned its neutrality. America emerged from WW1 as a modern world power. Students will be able to: Trace the causes of World War I. Examine the American reaction to the outbreak of World War I and later involvement in fighting of World War I. Evaluate the concept of war and the ways the war was fought, noting the immense destruction left in its wake. Analyze Wilson's progressive approach to the settlement of World War I through examination of the 14 Points. Develop a relationship between the conclusion of World War I and the groundwork it set for the outbreak of World War II. Analyze and compare the European experience with the United States and its impact with the post war peace process. (Weapons such as machine guns and gas, and battles such as the Verdun, Somme, etc.). Summative Assessment: Formative Assessments: Teacher created Evidence of Learning

Activities Lesson Plans Use supplemental resources from American Odyssey Chapter 10 Teacher Resources Maps of Europe at Pre 1914 and Post 1914 Timeframe 20 Days Weeks 20-24 Teacher Note

United States History I- Grade 9 Unit Six Social Studies- Grade 1 Unit of Study Unit title: Roaring Twenties (1919-1930) Unit Six: Roaring Twenties 1919-1930 Unit summary: The popular image of the 1920s, as a decade of prosperity and riotous living and of bootleggers and gangsters, flappers and hot jazz, flagpole sitters, and marathon dancers, is indelibly etched in the American psyche. But this image is also profoundly misleading. The 1920s was a decade of deep cultural conflict. The 1920s was a decade of profound social changes. The most obvious signs of change were the rise of a consumer-oriented economy and of mass entertainment, which helped to bring about a "revolution in morals and manners." The decade witnessed a titanic struggle between an old and a new America. Immigration, race, alcohol, evolution, gender politics, and sexual morality--all became major cultural battlefields during the 1920s. Wet s battled Dry s, religious modernists battled religious fundamentalists, and urban ethnics battled the Ku Klux Klan. Primary interdisciplinary connections: Language Arts, Math, PE, Art 21 st Century Themes: Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Learning Targets Standards: 6.1.12A5c, 6.1.12D5d, 6.1.12D6a Content Statements: Consumer Society/ booming economy / manufacturing trends / assembly line/ growth of 1 middle class 2 Programs and policies of the Republican Presidents during the 1920's 3 America develops a distinct culture in entertainment, music, art, theater, and literature as well as an opportunity to participate in leisure activities 4 Harlem Renaissance 5 Women s suffrage/ pioneering women, flappers 6 Prohibition 7 Red Scare / Xenophobia / fear of communism 8 Great Migration / changing labor demands / rise of KKK 9 Labor policies / The American Plan / welfare capitalism 10 Cultural Conflicts / Scopes-Monkey Trial 11 Escapism Big Idea: The business cycle is filled with periods of great wealth and excess as well as times of great economic struggle and hardship. Unit Essential Questions: Was American foreign policy during the Unit Enduring Understandings: The 1920s is characterized as a time of social,

1920's" isolationist" or internationalist"? Was the decade of the 1920's a decade of innovation or conservatism? Did the 19th Amendment radically change women's role in American life? Did women experience significant "liberation" during the 1920's? Did the role of women in American life significantly change during the 1920's? Should the United States have enacted the Prohibition amendment? Does economic prosperity result from tax cuts and minimal government? How did the growth of a consumer economy change American life? Why was buying on credit/margin so appealing to Americans? Was the boom prosperous for all Americans? economic, technological, and political change, as well as a time of emerging isolationism, racial and social tensions, and economic prosperity and problems. Unit Learning Targets Students will know: There was a cultural, political, social, and economic shift in America resulting in an emerging Modern society. Increased ownership of automobiles, leisure time and the growth of the middle class allowed for escapism. Women experienced an increase in freedom. Prohibition led to an increase in criminal behavior. There is a sense of economic invincibility with investment in the stock market. Influx of immigrants as well as the changing migration patterns led to an increase fear and retaliation of both foreigners and domestics. Students will be able to: Examine the reasons for the U.S. belief in the need to turn inward and promote the policy of isolationism. Examine the idea to return to Normalcy, and Conservatism (Red Scare, Sacco and Vanzetti, Rise of the KKK, etc.). Identify the nature and impact of the "Roaring 20's" on shifting American manners and morals (Changing Role of Women and Prohibition). Identify the characteristics associated with the social shift in American society, i.e. changing job market, rising consumerism, quality of life. Examine life for minority Americans in light of the Changes brought in the areas of immigration and industrialization.

Explore the influence of famous individuals in the technological explosion that created a new culture. Differentiate between the various social classes based on lifestyle and standard of living. Evidence of Learning Summative Assessment: Teacher created / See below under Activities Formative Assessments: Teacher Created Activities Lesson Plans Research a key social, political, or cultural change of the 1920 s era, and develop an oral presentation or skit which illustrates and connects its relevance to the 1920's. Timeframe 20 Days Weeks 25-29 Teacher Resources Teacher Note American Odyssey Chapters 11 & 12

Social Studies- Grade 1 Unit of Study United States History I- Grade 9 Unit Seven Unit title: Great Depression (1929-1936) Unit Seven: The Great Depression 1929-1936 Unit summary: In 1929 the mood in the United States suddenly changed. The stock market crash and the Depression that followed altered daily life and social consciousness. Decline in business, agriculture, and foreign trade left many people without hope. In 1932, Franklin D. Roosevelt won a landslide victory, promising a New Deal for the American people. Primary interdisciplinary connections: Language Arts, Math, Art 21 st Century Themes: Financial, Economic, Business and Entrepreneurial Literacy Learning Targets Standards: 6.1.12A5c, 6.1.12D5d, 6.1.12D6a Content Statements: 1 Stock Market Crash 2 H. Hoover v. FDR policies 3 Government s role in public assistance 4 Escapism 5 Social Reform 6 Shift in family values/roles 7 Federal/state/local response to the Great Depression 8 Impact of Depression - Rural (Dust Bowl) v. Urban 9 Economic policy, capitalism, and society. 10 Worldwide economic collapse 11 FDR's Fireside Chats Big Idea: The business cycle is filled with periods of great wealth and excess as well as times of great economic struggle and hardship. Unit Essential Questions: Can depressions be prevented or are they a natural part of the business cycle? Was the Great Depression inevitable? Unit Focus Questions Which cause of the Great Depression do you believe is most the most important one? How did the growth of a consumer economy change American life? Unit Enduring Understandings: The Great Depression resulted from government economic policies, business practices, and individual decisions, and it impacted business and society.

Why was buying on credit/margin so appealing to Americans? Was the boom prosperous for all Americans? How did the American spirit change as a result of the Great Depression? Was the criticism of President Hoover justified? Why did the Stock Market crash in 1929? Unit Learning Targets Students will know: Immediate causes and long term effects of the Depression. The short- and long-term impact of the expanded role and responsibilities of government on economic policy, capitalism, and society in regards to a national crisis. The global context of the Great Depression and the reasons for the worldwide economic collapse. Shift in societal and family values/roles as a survival strategy. The Great Depression impacted different regions of the US in various ways. How people coped with the Depression through escapism or social reforms such as artistic statements. Students will be able to: Describe the stock market crash and explain why it occurred. Explain the underlying causes of the Great Depression. Discuss Hoover s response to the Depression and identify the principles and actions that led to his defeat in the Election of 1932. Analyze how the actions and policies of the United States government contributed to the Great Depression. Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression. Explore the global context of the Great Depression and the reasons for the worldwide economic collapse. Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society. Explain how people coped with the sacrifices and hardships of the Depression. Analyze how the Depression affected rural and urban communities differently. Compare and contrast how communities and families responded to hardships caused by the Depression. Describe the innovations and methods of escape that changed people s lifestyles in the 1920s and 1930s. Analyze the art and literature movement that highlighted themes of Social Reform.

Summative Assessment: Teacher Created Formative Assessments: Teacher Created Evidence of Learning Lesson Plans Activities Timeframe Analysis of Roosevelt's use of the radio Weeks 30-34 Teacher Resources American Odyssey Chapter13 Speeches from Franklin D. Roosevelt such as his, Only Thing We Have to Fear Is Fear Itself : FDR s First Inaugural Address Teacher Note EXTRA CREDIT: Plan a budget. Help the students grasp the dire straits facing a family provider during the Depression years by trying to allocate a limited amount of funds. Each student should figure one week s salary, their final paycheck, based on the minimum hourly wage, a 40 hour week and a family of 3. Ask them to write down what would they purchase with this amount, and deduct each purchase from the total. For how many days does the money last? What monthly bills go unpaid?

United States History I- Grade 9 Unit Eight Social Studies- Grade 1 Unit of Study Unit title: Great Depression (1929-1936) Unit Eight: The New Deal 1933-1939 Unit summary: President Roosevelt gave Americans new hope. FDR's New Deal created millions of jobs and changed the role of government in America. Not all Americans agreed with his programs even those that are still in place today. Primary interdisciplinary connections: Language Arts, Math 21 st Century Themes: Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Learning Targets Standards: 6.1.12A5c, 6.1.12D5d, 6.1.12D6a Content Statements: 1 New Deal / Second New Deal Programs and legislations 2 FDR s Hundred Days 3 Supreme Court Influence 4 Women and minority impact on the New Deal 5 Economic policy, capitalism, and society. 6 Social Reform 7 FDR s interaction with the American public Big Idea: America's history is replete with debate over how much influence government should have over the lives of its citizens. Unit Essential Questions: Should the government guarantee certain services to its citizens? What role should a government take in meeting the needs of its citizens for things such as social security, jobs, economic equality, health care, etc.? Unit Enduring Understandings: Aimed at recovery, relief, and reform, New Deal programs had a lasting impact on the expansion of the role of the national government in the economy. Focus Questions: Why was FDR elected in 1932 despite a physical disability? How did FDR use the medium of radio to change public opinion? Why were the early programs of the New Deal supported by the American people?

What were the three Rs and why did they become part of American public attitudes? Why did social security provide a necessary safety net for American society? Why did labor unions make gains under the New Deal? What caused so many farmers to suffer in the 1930 s? What made the TVA such a success? What was FDR s appeal in the 1936 election? Why was court packing a major controversy? What were the positive and negative aspects of the New Deal? What were the long-term effects of the Federal Government in our lives that can be attributed to the New Deal? Do you think the New Deal would have ended the Depression even if World War II had not occurred? Unit Learning Targets Students will know: Immediate causes and long term effects of the New Deal and the Second New Deal. The short- and long-term impact of the expanded role and responsibilities of government on economic policy, capitalism, and society in regards to a national crisis. The changing roles of women and minorities. The changing role of the different branches of government. The shift from a laissez faire government to a liberal, more hands-on government. Students will be able to: Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society. Assess the effectiveness of New Deal programs designed to protect the environment, strengthen the economy and build infrastructure. Compare and contrast the economic ideologies of the two major political parties regarding the role of government during the New Deal and today. Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation. Detail the legislation of FDR s first Hundred Days. Analyze FDR s relationship with the American people and how he influenced future

communication standards. Discuss the objections of tenant farmers, labor unions, radicals, conservations and the Supreme Court to the New Deal. Analyze the changing role under the Supreme Court and the long term effects of the Judicial Branch. Describe how women, African Americans and Native Americans affected by New Deal legislation and attitudes. Discuss the new role that the government began to take in insuring the welfare of its citizens. Summative Assessment: Teacher Created Formative Assessments: Teacher Created Evidence of Learning Teacher Created Activities Lesson Plans Timeframe 20 Days Weeks 35-38 Teacher Resources American Odyssey Chapter 14 Primary Sources: New Deal Legislation Teacher Note EXTRA CREDIT: Plan a budget. Help the students grasp the dire straits facing a family provider during the Depression years by trying to allocate a limited amount of funds. Each student should figure one week s salary, their final paycheck, based on the minimum hourly wage, a 40 hour week and a family of 3. Ask them to write down what would they purchase with this amount, and deduct each purchase from the total. For how many days does the money last? What monthly bills go unpaid?

Social Studies- Grades 9-11 Assessment Guidelines Performance Based Assessment What will this assessment include? 1 Real world performance based assessment 2 Problem solving in groups (cooperative learning) 3 Research skills 4 Presentation skills 5 Active citizenship 6 Simulation / insight of government procedure 7 Participation from students, teachers, and community members When would this project be evaluated? 1 Near the end of the school year (date TBD) 2 This would be in lieu of a traditional paper FINAL exam 3 This will be in place for the Final Exams of the 2012-2013 school year 4 Project would be presented in the board room (substitutes needed for the day) How will this be evaluated? A rubric will be created during the first half of the 2012-2013 school year and will be in 1 place by the fourth marking period when project begins. Focus Sequence of Projects United States History I - School / Community / County / State Project: There is $1,000,000 available for a grant to deal with a local or state level area of concern. The money is being awarded by the county or state government to 20% of applicant teams. The team of judges will consist of some of the following (teachers, DBHS seniors, community members). Teams will put together a proposal to tackle an issue at the local/county/ or state level such as one of the following areas: Budget issues bullying obesity public works education business development tax relief tourism casino/gambling legalizing marijuana auto insurance health care police business development

United States History II - Federal Level Issues Project: Your committee represents a specific state. There is $10,000,000 available for a grant to the states in order to effectively deal with areas of concern. The money is being awarded by the federal government to 20% of applicant teams (this means that for every 10 teams two teams will win the money.) The team of judges will consist of some of teachers, DBHS seniors, and community members. Teams will put together a proposal to tackle an issue in their state level such as one of the following areas: military agriculture tourism education infrastructure public works arts energy beach issues national parks Global Studies - Global Issues Project: This grade will be structured at a later date using the West Windsor-Plainsboro model as a guide. This one will occur for the first time in 2014-2015 when the course in taught at DBHS for the first time.