ocean county social studies curriculum southern regional school district … · 2017-08-17 ·...

OCEAN COUNTY SOCIAL STUDIES CURRICULUM

SOUTHERN REGIONAL SCHOOL DISTRICT

Content Area: Social Studies

Course Title: United States History I Grade Level: 10

Unit Plan 1 Democratic Roots & Colonial Era to 1800

Pacing Guide

6 Weeks

Unit Plan 2 The Emerging New Nation

Pacing Guide

6 Weeks

Unit Plan 3 Division and Reconstruction

Pacing Guide

6 Weeks

Unit Plan 4 The Transformation from an Agricultural

to an Industrial Society 1860-WWI

Pacing Guide

6 Weeks

Unit Plan 5 U.S. Emerges into a World Power

1890-1920’s

Pacing Guide

6 Weeks

Unit Plan 6 Boom to Hard Times

Pacing Guide

6 Weeks

Date Created: August 2017

Board Approved on: August 23, 2017


SOUTHERN REGIONAL SCHOOL DISTRICT Unit Overview

Content Area: Social Studies Unit Title: Democratic Roots & Colonial Era to 1800 Target Course/Grade Level: United States History I / 10 Unit Summary: The study of the Colonial, Revolutionary and Federalist Eras in United States history is essential for all students. The foundations for many of the most critical developments in our subsequent national history were established in those years. Without an understanding of these formative years, it is almost impossible for students to understand such critical developments as the formation of our political institutions and values; our economic system; our multi-ethnic and culturally diverse composition; our troublesome history of slavery and the special sense of destiny or mission in the American culture. Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Technology connections: For further clarification refer to NJ Student Learning Standards at http://www.state.nj.us/education/aps/cccs/tech/

Learning Targets Content Standards CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.1.a Explain how British North American colonies adapted the British governance structure to

fit their ideas of individual rights, economic growth, and participatory government. 6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal status affected political

rights. 6.1.12.B.1.a Relate regional variations (e.g., climate, soil conditions, and other natural resources) to

economic development in the New World. 6.1.12.C.1.a Explain how economic ideas and the practices of mercantilism and capitalism conflicted

during this time period. 6.1.12.C.1.b Determine the extent to which natural resources, labor systems (i.e., the use of indentured

servants, African slaves, and immigrant labor), and entrepreneurship contributed to economic development in the American colonies.

6.1.12.D.1.a Explain the consequences to Native American groups of the loss of their land and people.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

8.1.P.C.1 Collaborate with peers by participating in interactive digital games or activities. NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the

key supporting details and ideas.

http://www.state.nj.us/education/aps/cccs/tech/

RH.9-10.2 Determine the theme, central ideas, key information and/or perspective(s) presented in a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

NJSLSA.W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

WHST.9-10.1.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient textual and non-textual evidence.

Unit Essential Questions • What democratic values of today were

derived from the Colonial Era? • How has our political, social, and

economic heritage evolved from this period?

Unit Enduring Understandings Students will understand that… • Contemporary democracy is evolved from the values of

the colonial era. • The American colonies evolved as a result of a

combination of political, economic, religious, and social influences from Europe and then these were adapted to fit the unique circumstances of the colonies.

• The interaction between European and Native American societies impacted both cultures in both positive and negative ways.

• The competition for land and labor greatly impacted the economic and social development of the colonies.

Unit Objectives Students will know… • Roots of the American Democracy. • American Documents:

o Mayflower Compact. o Articles of Confederation. o Constitution.

• Colonial Americans. • Ethnic, religious and class influences. • Women’s’ role. • Native Americans. • Revolutionary War:

o NJ Perspective. • Development of Political Parties. • Life during this era. • Foreign Policy in the Federalist Era.

Unit Objectives Students will be able to… • Use tables and graphs to understand the demographics of

Colonial America. • Gather and organize information concerning

contemporary political viewpoints. • Analyze the Constitution and the new government it

created.


SOUTHERN REGIONAL SCHOOL DISTRICT Evidence of Learning

Formative Assessments • Homework • Class work • Teacher observation • Group participation

• Do-now • Notebook assessment • Project presentations • Class discussions

Summative Assessments • Students will compare and contrast Hamiltonian versus Jeffersonian political ideas. • Students will construct an expository (point of view) essay in which they will examine the views of the

present day political parties. • Students will take a pencil and paper test comprised primarily of open-ended questions. The questions

will ask the students to apply and evaluate their knowledge about the period. Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: • Textbooks: Pathways to the Present, A History of the United States • Graphic organizers • Supplemental readings • Relevant video clips • American Heritage Primary Source Library Teacher Notes:

OCEAN COUNTY SOCIAL STUDIES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT

Unit Overview

Content Area: Social Studies Unit Title: The Emerging New Nation Target Course/Grade Level: United States History I / 10 Unit Summary The study of the expanding nation prior to the Civil War is vital, for this was one of the formative eras in the nation’s history – a period of dramatic territorial expansion, economic growth, and industrialization, all spurred on by the great optimism of many Americans of European ancestry that anything was possible with hard work, imagination, and the unleashing of the maximum freedom of the individual. The vitality of this era, the democratic spirit, and the religious faith deeply united in the 19th Century American character was reflected in nearly every sphere of American life. However, this era was also characterized by the development of important sectional differences over slavery and its expansion into the West, over protective tariffs, and over States’ nullification rights. Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Technology connections: For further clarification refer to NJ Student Learning Standards at http://www.state.nj.us/education/aps/cccs/tech/

Learning Targets Content Standards CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.3.a Assess the influence of Manifest Destiny on foreign policy during different time periods in

American history. 6.1.12.A.3.b Determine the extent to which America’s foreign policy (i.e., Tripoli pirates, the Louisiana

Purchase, the War of 1812, the Monroe Doctrine, the War with Mexico, and Native American removal) was influenced by perceived national interest.

6.1.12.A.3.c Assess the role of geopolitics in the development of American foreign relations during this period.

6.1.12.A.3.d Describe how the Supreme Court increased the power of the national government and promoted national economic growth during this era.

6.1.12.A.3.e Judge the fairness of government treaties, policies, and actions that resulted in Native American migration and removal.

6.1.12.A.3.f Compare and contrast the successes and failures of political (i.e., the 1844 State Constitution) and social (i.e., abolition, women’s rights, and temperance) reform movements in New Jersey and the nation during the Antebellum period.

6.1.12.A.3.g Determine the extent to which state and local issues, the press, the rise of interest-group


politics, and the rise of party politics impacted the development of democratic institutions and practices.

6.1.12.A.3.h Examine the multiple perspectives on slavery and evaluate the claims used to justify the arguments.

6.1.12.A.3.i Examine the origins of the antislavery movement and the impact of particular events, such as the Amistad decision, on the movement.

6.1.12.B.3.a Assess the impact of Western settlement on the expansion of United States political boundaries.

6.1.12.C.3.a Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.

6.1.12.C.3.b Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.

6.1.12.D.3.a Determine how expansion created opportunities for some and hardships for others by considering multiple perspectives.

6.1.12.D.3.b Explain how immigration intensified ethnic and cultural conflicts and complicated the forging of a national identity.

6.1.12.D.3.c Assess how states' rights (i.e., Nullification) and sectional interests influenced party politics and shaped national policies (i.e., the Missouri Compromise and the Compromise of 1850).

6.1.12.D.3.d Analyze the role education played in improving economic opportunities and in the development of responsible citizens.

6.1.12.D.3.e Determine the impact of religious and social movements on the development of American culture, literature, and art.

8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.



WHST.9-10.1.


Unit Essential Questions • How has the controversy between state

versus federal authority developed and continued to the present time?

• What social, political, geographic, and economic conditions shaped the pre-Civil War period?

Unit Enduring Understandings Students will understand that… • The reform that emerged during this period influenced

future social change. • Western expansion generated conflict in the ante-bellum

period.

Unit Objectives Students will know… • Jeffersonian Democracy. • States’ Rights Conflict vs. Federal

Supremacy. • Judicial Review. • Jacksonian Democracy:

o Amistad Revolt 1839-1842. • Expansion and Conflicts:

o Geographical. o Population. o Social. o Economic. o Culture. o Cultural Diversity.

• Foreign Policy. • Social Reform. • Tie destruction of World Trade Center

and attack on Pentagon September 2001) to the burning of Washington, D.C. during the War of 1812.

• Tie American attack on Afghanistan (October 2001) to war on Barbary Pirates during Jefferson’s Administration.

• Tie the 2000 election (January 2001) into the election of 1800 and the election of 1824.

Unit Objectives Students will be able to… • Produce a map reflecting the westward expansion of the

new nation. • Create a graphic organizer comparing and contrasting

the administrations of Jefferson and Jackson. • Write an essay in which they assess the validity of

Manifest Destiny during the 1840s.





Summative Assessments • Students will produce a map reflecting the westward expansion of the new nation. • Students will create a graphic organizer comparing and contrasting the administrations of Jefferson

and Jackson. • Students will write an essay in which they assess the validity of Manifest Destiny during the 1840s. Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: • Textbooks: Pathways to the Present, A History of the United States • Graphic organizers • Supplemental Readings • Relevant Video Clips • American Heritage Primary Source Library Teacher Notes:


Unit Overview

Content Area: Social Studies Unit Title: Division and Reconstruction Target Course/Grade Level: United States History I / 10 Unit Summary In the years prior to the Civil War politicians struggled to find compromises that would avoid the division of the United States but secession and war were inevitable. Students will study the key events leading up to the Civil War, the bloodiest war in the Western World of the nineteenth century, which led to the emancipation of African Americans and numerous changes to the fabric of our country. During the period after the war known as Reconstruction, southern society was transformed, and social, political, and economic relationships were redefined throughout the United States. Civil War Historian Shelby Foote stated that to understand America today, one has to have a firm understanding of the Civil War. This unit will help students understand why. Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Technology connections: For further clarification refer to NJ Student Learning Standards at http://www.state.nj.us/education/aps/cccs/tech/

Learning Targets Content Standards CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and government

actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and South (i.e., Secession) led to the Civil War.

6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation Proclamation, and the Gettysburg Address) contributed to demanding equality for all.

6.1.12.A.4.c Evaluate how political and military leadership affected the Emancipation Proclamation, outcome of the Civil War.

6.1.12.A.4.d Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining citizenship and equality for African Americans.

6.1.12.B.4.a Use maps and primary sources to assess the impact that geography, improved military strategies, and new modes of transportation had on the outcome of the Civil War.

6.1.12.B.4.b Analyze the impact of population shifts and migration patterns during the Reconstruction period.

6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war.


6.1.12.C.4.a Assess the role that economics played in enabling the North and South to wage war. 6.1.12.C.4.b Compare and contrast the immediate and long-term effects of the Civil War on the

economies of the North and South. 6.1.12.C.4.c Explain why the Civil War was more costly to America than previous conflicts were. 6.1.12.D.4.a Compare and contrast the roles of African Americans who lived in Union and Confederate

states during the Civil War. 6.1.12.D.4.b Compare and contrast the impact of the American Civil War and the impact of a past or

current civil war in another country in terms of the consequences for people’s lives and work.

6.1.12.D.4.c Analyze the debate about how to reunite the country, and determine the extent to which enacted Reconstruction policies achieved their goals.

6.1.12.D.4.d Relate conflicting political, economic, social, and sectional perspectives on Reconstruction to the resistance of some Southern individuals and states.

6.1.12.D.4.e Analyze the impact of the Civil War and the 14th Amendment on the development of the country and on the relationship between the national and state governments.

8.2.12.C.2

Analyze a product and how it has changed or might change over time to meet human needs and wants.

8.2.12.D.6 Synthesize data, analyze trends and draw conclusions regarding the effect of a technology on the individual, society, or the environment and publish conclusions.




WHST.9-10.1.


Unit Essential Questions • What contributed to the clear division of

the US during the 1850s? • What were the strengths and weaknesses of

the two sides and important strategies they employed?

• What was the nature of the war and the pivotal moments that helped dictate the outcome?

• What key battles, tactics, technology and geography helped shape the Civil War?

Unit Enduring Understandings Students will understand that… • Many believe that the Civil War was inevitable. • The Civil War represents a final failure to compromise

over the issue of slavery. • The year 1863 represented a key turning point in the

war. • Many issues stemming from the Reconstruction Era

regarding civil rights still impact our society today.

Unit Objectives Students will know… • The impact of Uncle Tom’s Cabin. • New Political Parties in the 1850s. • The Election of 1860. • Key Turning points in the war. • War Strategies. • The Emancipation Proclamation.

Unit Objectives Students will be able to… • Label a Civil War Battle Map. • Interpret the Gettysburg Address. • Identify the “spark” for the war at Ft. Sumter. • Evaluate the political and military leadership of the

North and South. • Relate some of the experiences of the soldiers who

• African Americans in the Union Army. • The significance of the Gettysburg

Address.

fought in the Civil War.



Formative Assessments

• Homework • Class work • Teacher observation • Group participation


Summative Assessments • Written tests / quizzes consisting of open-ended, multiple-choice, and essay questions. • Expository Essays / Position Papers Modifications (ELLs, Special Education, Gifted and Talented) • Follow all IEP modifications/504 plan • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: • Textbooks: Pathways to the Present, A History of the United States • Graphic organizers • Supplemental Readings • Relevant Video Clips • American Heritage Primary Source Library Teacher Notes:


Unit Overview

Content Area: Social Studies Unit Title: The Transformation from an Agricultural to an Industrial Society 1860-WWI Target Course/Grade Level: United States History I / 10 Unit Summary: From the era of Reconstruction to the end of the 19th century, the United States experienced an economic transformation that students must understand if they are to comprehend the origins of modern American life and the legacies of an era that still shapes our lives. It was an era in which the explosive growth of the economy, fed by the 19th century technological revolution and the advance of heavy industry, changed the United States from what had been a “developing nation” before the Civil War to an economic giant. Understanding the dynamics of this era will cast important light for students on two of the central themes in American history: the many forces behind the development of the American economy and the impact of economic and technological changes of social, political, and cultural developments in the nation. In addition, one must study the Progressive Era because it included the nation’s most vibrant set of reform ideas and campaigns in the 100 years between the reforms of the 1830s-1840s and the New Deal. Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Technology connections: For further clarification refer to NJ Student Learning Standards at http://www.state.nj.us/education/aps/cccs/tech/

Learning Targets Content Standards CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.5.a Assess the impact of governmental efforts to regulate industrial and financial systems in

order to provide economic stability. 6.1.12.B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the

development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations.

6.1.12.B.5.b Assess the impact of rapid urbanization on the environment and on the quality of life in cities.

6.1.12.C.5.a Analyze the economic practices of corporations and monopolies regarding the production and marketing of goods, and determine the positive or negative impact of these practices on individuals and the nation and the need for government regulations.

6.1.12.C.5.b Compare and contrast economic development of the North, South, and West in the post-Civil War period.

6.1.12.D.5.a Analyze government policies and other factors that promoted innovation, entrepreneurship,


and industrialization in New Jersey and the United States during this period. 6.1.12.D.5.b Evaluate how events led to the creation of labor and agricultural organizations that protect

the rights of workers. 6.1.12.D.5.d Relate varying immigrants’ experiences to gender, race, ethnicity, or occupation. 8.2.12.C.2 Analyze a product and how it has changed or might change over time to meet

human needs and wants. 8.2.12.B.4 Investigate a technology used in a given period of history, e.g., stone age, industrial

revolution or information age, and identify their impact and how they may have changed to meet human needs and wants.





WHST.9-10.1.


Unit Essential Questions • How did the Industrial Revolution and

Western Expansion change American Culture?

• How does capitalism/economic freedom clash with individual rights?

• What conflicts emerged as a result of westward expansion?

• What was the purpose of Progressive Era reforms?

Unit Enduring Understandings Students will understand that… • The Industrial Revolution had an enormous impact on

America via the transformation from an agricultural to industrial society based in major urban centers.

• The economic, political, geographical, and social factors that affected western expansion.

• The issues separating the industrialists and labor. • The significance of laws enforced by Progressive Era

presidents and their lasting impact to modern times.

Unit Objectives Students will know… • Settlement of the West. • Railroads. • Politics & Corruption in the Gilded Age. • Industrialization. • Urbanization. • Immigration. • Culture. • Native American Society. • Influence of Women. • Progressive Reform. • Government Regulation.

Unit Objectives Students will be able to… • Discuss the process of industrialization and its impact

on the political, economic, and social fabric of the nation.

• Debate the positives and negatives of Manifest Destiny.

• Analyze the value of the Progressive Movement via its major laws and three presidents who were instrumental in the passing and enforcement of those laws.


Evidence of Learning





Unit Overview

Content Area: Social Studies Unit Title: U.S. Emerges into a World Power 1890 – 1920’s Target Course/Grade Level: United States History I / 10 Unit Summary: All issues of American foreign policy in the 20th Century, and in the world that today’s students will live in as adults, have their origins in the emergence of the United States as a major world power in the years just before and after 1900. For decades following the Civil War, the United States had been preoccupied with internal affairs and the development of its vast resources at home. Toward the end of the century, however, a combination of economic interests and international developments came together to change the foreign policy outlook of the nation.

Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Technology connections: For further clarification refer to NJ Student Learning Standards at http://www.state.nj.us/education/aps/cccs/tech/

Learning Targets Content Standards CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.7.a Analyze the reasons for the policy of neutrality regarding World War I, and explain why

the United States eventually entered the war. 6.1.12.A.7.c Analyze the Treaty of Versailles and the League of Nations from the perspectives of

different countries. 6.1.12.B.7.a Explain how global competition by nations for land and resources led to increased

militarism. 6.1.12.C.7.a Determine how technological advancements affected the nature of World War I on land, on

water, and in the air. 6.1.12.C.7.b Assess the immediate and long-term impact of women and African Americans entering the

work force in large numbers during World War I. 6.1.12.D.7.c Analyze the factors contributing to a rise in authoritarian forms of government and

ideologies (i.e., fascism, communism, and socialism) after World War I. 8.2.12.C.3 Analyze a product or system for factors such as safety, reliability, economic

considerations, quality control, environmental concerns, manufacturability, maintenance and repair, and human factors engineering (ergonomics).






WHST.9-10.1.


Unit Essential Questions • How has the economic and

technological advancements impacted America’s interest in acquiring overseas territories?

• What are the positive and negative consequences of overseas expansions for both the United States and territories it acquired?

• What factors “pushed” the United States towards overseas involvement and which factors “pulled” the United States toward isolationism?

Unit Enduring Understandings Students will understand that… • The United States was drawn to overseas expansion for

economic purposes. • Isolationism played a major factor in the decision for the

United States to stay out of the war in the beginning. • The Treaty of Versailles had many problems.

Unit Objectives Students will know… • Imperialism. • Spanish-American War. • Overseas Expansion – Motivation. • Economic and Political Imperialism. • Exercise of Power by the President –

Direction in foreign policy. • Changing America’s Role in World

Affairs. • World War I. • Retreat of Isolationism. • Introduction of Communism in Russia. • First Red Scare.

Unit Objectives Students will be able to… • Identify major factors contributing to American overseas

expansion. • Identify major factors contributing to America becoming

Isolationist. • Interpret maps concerning U.S. overseas involvement.


Unit Overview

Content Area: Social Studies Unit Title: Boom to Hard Times Target Course/Grade Level: United States History I / 10 Unit Summary With the end of World War I, the United States embarked on a decade of industrial productivity, economic growth, and national affluence unrivaled anywhere in the world and unprecedented in all of history. This was also a decade of internal tensions rising from the war and of significant social and political change. It would culminate sharply and disastrously in the economic crash of 1929. The Depression that began in 1929 and lasted until World War II deserves careful study, because it was the greatest economic crisis in American history and, it wrought deep changes in peoples’ attitudes toward government’s responsibilities, gave new rights to organized labor, and set in place legislation that helped shape modern American capitalism. Primary interdisciplinary connections: Infused within the unit are connections to the New Jersey Learning Standards for English Language Arts, 21st Century Life and Careers; and Technology. 21st Century Themes: Students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Technology connections: For further clarification refer to NJ Student Learning Standards at http://www.state.nj.us/education/aps/cccs/tech/

Learning Targets Content Standards

CPI # Cumulative Progress Indicator (CPI) 6.1.12.A.8.a Relate government policies to the prosperity of the country during the 1920s, and

determine the impact of these policies on business and the consumer. 6.1.12.A.8.b Compare and contrast the global marketing practices of United States factories and farms

with American public opinion and government policies that favored isolationism. 6.1.12.A.8.c Relate social intolerance, xenophobia, and fear of anarchists to government policies

restricting immigration, advocacy, and labor organizations. 6.1.12.B.8.a Determine the impact of the expansion of agricultural production into marginal farmlands

and other ineffective agricultural practices on people and the environment. 6.1.12.C.8.a Analyze the push-pull factors that led to the Great Migration. 6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a

consumer economy and the changing role and status of women. 6.1.12.D.8.a Explain why the Great Migration led to heightened racial tensions, restrictive laws, a rise

in repressive organizations, and an increase in violence 6.1.12.D.8.b Assess the impact of artists, writers, and musicians of the 1920s, including the Harlem

Renaissance, on American culture and values.


6.1.12.A.9.a Analyze how the actions and policies of the United States government contributed to the Great Depression.

6.1.12.B.9.a Determine how agricultural practices, overproduction, and the Dust Bowl intensified the worsening economic situation during the Great Depression.

6.1.12.C.9.a Explain how government can adjust taxes, interest rates, and Innovation, and spending and use other policies to restore the country’s economic health.

6.1.12.C.9.b Explain how economic indicators (i.e., gross domestic product, the consumer index, the national debt, and the trade deficit) are used to evaluate the health of the economy.

6.1.12.C.9.c Explain the interdependence of various parts of a market economy (i.e., private enterprise, government programs, and the Federal Reserve System).

6.1.12.C.9.d Compare and contrast the causes and outcomes of the stock market crash in 1929 and other periods of economic instability.

6.1.12.D.9.a Explore the global context of the Great Depression and the reasons for the worldwide economic collapse.

6.1.12.D.9.b Analyze the impact of the Great Depression on the American family, migratory groups, and ethnic and racial minorities.

6.1.12.A.10.a Evaluate the arguments regarding the role of the federal government during the New Deal Era.

6.1.12.A.10.b Assess the effectiveness of governmental policies enacted Periodic Table of the New Deal during the New Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the welfare of individuals.

6.1.12.A.10.c Evaluate the short- and long-term impact of the expanded role of government on economic policy, capitalism, and society.

6.1.12.B.10.a Assess the effectiveness of New Deal programs designed to protect the environment. 6.1.12.D.10.a Analyze how other nations responded to the Great Depression. 6.1.12.D.10.b Compare and contrast the leadership abilities of Franklin Delano Roosevelt and those of

past and recent presidents. 6.1.12.D.10.c Explain how key individuals, including minorities and women (i.e., Mary McLeod

Bethune, Frances Perkins, and Eleanor Roosevelt), shaped the core ideologies and policies of the New Deal.

6.1.12.D.10.d Determine the extent to which New Deal public works and arts programs impacted New Jersey and the nation.


8.1.12..C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.




WHST.9-10.1.


Unit Essential Questions • What were the major political, economic,

social, and cultural changes of the 1920s? • What fueled the economic growth of the

1920s? • What led to the Great Crash? • What was life like during the Great

Depression? • What measures were taken to deal with the

Great Depression? • What were the lasting impacts of the New

Deal?

Unit Enduring Understandings Students will understand that… • The prosperity of the 1920s had certain underlying

signs of danger. • The 1920s saw many instances of racism,

xenophobia, and intolerance. • The Great Crash of 1929 affected the US as well as

the global economies. • FDR and the New Deal ushered in a new era of

Governmental involvement in and regulation of the economy.

Unit Objectives Students will know… • Societal Changes of the 1920s. • Mass Media and the Jazz Age. • Cultural Conflicts of the 1920s. • “The Republican Decade”. • Technological and Industrial Growth. • Economic Danger Signs in the 1920s. • The Great Crash. • Society during the Great Depression. • Election of 1932, FDR, and the New Deal.

Unit Objectives Students will be able to… • List the economic danger signs of the 1920s. • Explain the major aspects of the New Deal. • Compare the Great Depression with other economic

downturns. • Identify the legacy of the New Deal. • Evaluate FDR’s presidency.