5.2.2 differentiate between an economic boom and bust

Most likely refers to 1920’s and 1930’s

5.2.2 differentiate between an economic boom and bust

Most likely refers to 1920’s and 1930’s

JOBS! CONSUMERISM!

5.2.2 differentiate between an economic boom and bust

Most likely refers to 1920’s and 1930’s

5.2.2 differentiate between an economic boom and bust

Most likely refers to 1920’s and 1930’s

5.2.2 differentiate between an economic boom and bust

Most likely refers to 1920’s and 1930’s

Boom Bust

Lots of jobs and opportunities for small business and expansion

High unemployment

High demand for consumer goods

Production falls as demand falls

Moderate or low interest rates

Interest rates skyrocket

Credit buying and speculation

Excessive credit buying without ability to pay back

5.2.3 recognize the concept of buying on credit

Connects mainly to a cause of the Depression -

Too much credit buying led to problems when production slowed down and people lost their jobs - couldn’t make payments on their Model T’s or new washing machines or homes.

5.2.4 interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production)

Auto Registrations 1920-29

0

5,000,000

10,000,000

15,000,000

20,000,000

25,000,000

1920 1921 1922 1923 1924 1925 1926 1927 1928 1929

In Millions

5.2.4 interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production)

Great chart to duplicate - students can interpret.

Why more cars in small towns than large cities?

Why more radios in small towns than large cities?

Why more phonographs and pianos in large cities than small towns?

**Students must note the difference in reading a total number and reading a percentage.

http://www.railsandtrails.com/AutoFacts/1927p38-100-8.jpg

Automobile Ownership 1927 by Size of Town or City

55.7

60.5 60.4 60.4

58.7

57.4

59.8

57.4

54

50

52

54

56

58

60

62

Total Under1000

1000-2500

2500-5000

5000-10,000

10,000-25,000

25,000-50,000

50,000-100,000

100,000Over

Population

Percentage

5.2.4 interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production)

5.2.4 interpret economic issues as expressed in maps, tables, diagrams, and charts (i.e., automobile sales, unemployment rates, or airplane production)

Aircraft Production World War II

0

10,000

20,000

30,000

40,000

50,000

60,000

United States Great Britain USSR Germany Japan

by Country

in thousands

5.2.5 analyze how environmental changes and crisis affected the economy across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great Depression, Hoovervilles)

http://www.tnhistoryforkids.org/students/5_history_5

Section on the Great Depression

5.2.5 analyze how environmental changes and crisis affected the economy across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great Depression, Hoovervilles)

http://drought.unl.edu/kids/impacts/dustbowl.htm

Visuals, maps, graphs, even a video of the Dust Storms

5.2.5 analyze how environmental changes and crisis affected the economy across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great Depression, Hoovervilles)

http://pbskids.org/bigapplehistory/business/topic19.html

http://www.time.com/time/nation/article/0,8599,1854569,00.html

http://www.english.illinois.edu/maps/depression/photoessay.htm

http://facts.randomhistory.com/2009/04/12_great-depression.html

5.2.5 analyze how environmental changes and crisis affected the economy across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great Depression, Hoovervilles)

"Black Tuesday" was the single most devastating financial day in the history of the New York Stock Exchange. Within the first few hours the stock market was open, prices collapsed and wiped out all the financial gains of the previous year. Since most Americans viewed the stock market as the chief indicator of the health of the American economy, the Great Crash shattered public confidence. Between October 29 and November 13, the day when stock prices hit their lowest point, over $30 billion disappeared from the American economy. This amount was comparable to the total amount of money that the federal government had spent to fight the First World War.

5.2.5 analyze how environmental changes and crisis affected the economy across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great Depression, Hoovervilles)

In the 1930s, Hoovervilles (shantytowns) formed coast to coast in cities of the United States. Some families were fortunate enough to stay with friends and family members that hadn't been evicted yet, but homeless men, women and children were forced to take up residence in shacks as a result of the Great Depression. Angry, cold and hungry Americans, who had no other place to reside, dubbed groups of those shacks in honor of President Herbert Hoover.

5.2.5 analyze how environmental changes and crisis affected the economy across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great Depression, Hoovervilles)

http://www.42explore2.com/depresn.htm

Excellent summary of economic effects of the GreatDepressionLots of linked websites

5.2.6 recognize how Americans used credit/installment plans to purchase consumer goods in the 1920’s (i.e., vacuum cleaners, washing machines, radios, and other home appliances)

http://www.137.com/museum/enerad1.gif

5.2.6 recognize how Americans used credit/installment plans to purchase consumer goods in the 1920’s (i.e., vacuum cleaners, washing machines, radios, and other home appliances)

5.2.6 recognize how Americans used credit/installment plans to purchase consumer goods in the 1920’s (i.e., vacuum cleaners, washing machines, radios, and other home appliances)

Two strategies that were used by advertisers to drive sales were largely targeted at stay-at-home wives. The first was the time-saving factor of new appliances. Advertisers appealed to housewives to free themselves from the drudgery of housework and have more leisure time by using mechanical devices to speed up labor-intensive tasks. The second was that savings in costs from using new and improved products would leave more disposable income which could then be spent on luxuries. Processed food advertisements also stressed the time saved in food preparation.

5.2.6 recognize how Americans used credit/installment plans to purchase consumer goods in the 1920’s (i.e., vacuum cleaners, washing machines, radios, and other home appliances)

Installment credit soared during the 1920s. Banks offered the country's first home mortgages. Manufacturers of everything--from cars to irons--allowed consumers to pay "on time." About 60 percent of all furniture and 75 percent of all radios were purchased on installment plans. In contrast to a Victorian society that had placed a high premium on thrift and saving, the new consumer society emphasized spending and borrowing.

A fundamental shift took place in the American economy during the 1920s. The nation's families spent a declining proportion of their income on necessities--food, clothing, and utilities--and an increasing share on appliances, recreation, and a host of new consumer products. As a result, older industries, such as textiles, railroads, and steel, declined, while newer industries, such as appliances, automobiles, aviation, chemicals, entertainment, and processed foods, surged ahead rapidly.

5.3.1 locate continents and significant bodies of water (I.e., Great Lakes; Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence, Mississippi rivers)

http://www.worldatlas.com/webimage/testmaps/maps.htm

5.3.1 locate continents and significant bodies of water (I.e., Great Lakes; Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence, Mississippi rivers)

5.3.1 locate continents and significant bodies of water (I.e., Great Lakes; Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence, Mississippi rivers)

5.3.1 locate continents and significant bodies of water (I.e., Great Lakes; Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence, Mississippi rivers)

http://www.worldatlas.com/webimage/countrys/nariv.htm

Besides the map, also has brief descriptions of each river.

5.3.2 determine America’s population shifts by interpreting a population map

5.3.2 determine America’s population shifts by interpreting a population map

http://www.lib.utexas.edu/maps

The big shifts to concentrate on - 1890 census showed more urban than rural pop for the first time

1920’s - migration of black Americans to northern cities for jobs during and after WW I

5.3.3 locate information from an atlas entry

https://www.cia.gov/library/publications/the-world-factbook/

http://www.onlineatlas.us/

http://go.hrw.com/atlas/norm_htm/world.htm

5.3.4 locate a major United States city using latitude and longitude

http://www.worldatlas.com/aatlas/imageg.htm

http://www.enchantedlearning.com/usa/statesbw/

5.3.5 identify the physical and political boundaries of TN

5.3.6 locate the 50 states using a map with each state outlined.

5.3.7 recognize and compare landforms, climate, and natural resources of the three grand divisions of TN

http://www.tnhistoryforkids.org/geography/e_4

An entire section on the 3 grand divisions

Also see Grand Divisions resource activity in shared server!

5.3.8 interpret a climograph

5.4.1 distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government.

Branch Federal State Local

Executive President Governor Mayor or County Judge

Legislative Congress - House of Reps and Senate

TN General Assembly

City Council or County Commission

Judicial Supreme Court

State Supreme Court

District, circuit, and county courts

5.4.2 select examples using illustrations of First Amendment freedoms (i.e., speech, assembly, and religion)

Does “illustrations” mean pictures only??

5.4.3 recognize the rights established by the 13th, 14th, 15th, and 19th amendments

13th Abolished slavery

14th Citizenship for African-American males

15th Right to vote for African-American males

19th Women’s suffrage - right to vote

5.4.4 recognize the differences between the TN state constitution and the U.S. Constitution

U.S. CONSTITUTION 1788 TN CONSTITUTION 1870

Legislative Branch - Congress

Full time lawmakers

Legislative Branch - General Assembly - part time lawmakers

Executive Branch - President

Veto power - takes 2/3 vote of Congress to override

Executive Branch - Governor

Veto power - takes a simple majority in General Assembly to override

Judicial Branch - U.S. Supreme Court - judges serve for life

Judicial Branch - TN Supreme Court - judges serve 8 yr terms

Bill of Rights - first 10 amendments - covers basic rights like trial by jury, freedom of speech and religion, etc.

Declaration of Rights - contains basically the same rights as Bill of Rights

5.4.5 differentiate among the purposes stated in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights

Declaration of Independence

Listed “natural rights” of life, liberty, pursuit of happiness

Purpose of government is to secure those rights for all Americans

5.4.5 differentiate among the purposes stated in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights

U.S. Constitution - purposes are listed in the Preamble

•Form a tighter union

•Establish justice

•Insure domestic tranquility

•Provide for the common defense

•Promote the general welfare

•Secure the blessings of liberty for posterity

5.4.5 differentiate among the purposes stated in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights

Bill of Rights

First 10 amendments

Lists the individual freedoms of all Americans

By putting them in written form, they would be clearly established

5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the Union, Confederate, and border states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and manmade resources.)

5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the Union, Confederate, and border states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and manmade resources.)

http://mappinghistory.uoregon.edu/english/US/map16.html

5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the Union, Confederate, and border states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and manmade resources.)

1619 First slaves to Jamestown (South)

1787 Northwest Ordinance forbade slavery in Old Northwest territory and pattern continued across the north and west

1808 Constitutional ban on importing slaves begins - all slaves now auctioned in the South

1820 Missouri Compromise - draws line at 36’ 30 - slavery forbidden in northern part of LA Purchase

1850 Compromise of 1850 - slavery contained in the South - popular sovereignty to determine Mexican Cession territory

Fugitive Slave Law - heightens tensions between N and S

1854 Kansas-Nebraska Act - nullifies the Missouri Compromise line

1857 Dred Scott Decision - states slaves are property and can be transported anywhere in U.S.

5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the Union, Confederate, and border states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and manmade resources.)

http://web000.greece.k12.ny.us/SocialStudiesResources/Social_Studies_Resources/SS_8_Documents/SS_8_Documents_06.05/UnionResources-2005.jpg

5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the Union, Confederate, and border states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and manmade resources.)

http://web000.greece.k12.ny.us/SocialStudiesResources/Social_Studies_Resources/SS_8_Documents/SS_8_Documents_06.04/CivilWar-2004.jpg

5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the Union, Confederate, and border states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and manmade resources.)

5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the Union, Confederate, and border states; pictorial representations of crop production; reading timelines; and interpreting bar graphs showing human, natural, and manmade resources.)

http://www2.lhric.org/pocantico/civilwar/graphs.htm - bar graphs by students

http://www.teacheroz.com/Civil_War_Causes.htm - all kinds of info on Civil War to click and look over