INSTRUCTIONAL FOCUS DOCUMENT HS/US History/Social Studies

Transcription

1 Exemplar Lesson 01: The Telltale Signs of the Great Depression Exemplar Lesson 02: My Brother s Keeper? Surviving the Great Depression Exemplar Lesson 03: Deal or no Deal? Roosevelt s Response to the Great Depression Exemplar Lesson 04: Executive Power: How Much is too Much State Resources: None Identified RATIONALE: The Great Depression severely tested America s willpower to maintain democracy or succumb to the powerful social and economic forces that were pulling it apart. Americans demanded modifications in the function of their government to ensure survival. The Roosevelt Presidency, unlike their predecessors, saw the dangers of continuing laissez-faire government but also saw the dangers of people becoming too dependent on the government. But drastic times called for drastic measures. Government solutions and services are what the people demanded and what the institution delivered. Survival may have called for the expansion of the government s power, which pushed all legal limits, but in the process these short term solutions became permanent expectations in later generations. America changed from rugged individualism to democratic socialism. Now, government is the first, and not the last resort, in solving political, social and economic problems. Government intrusion, wanted or not wanted, is here to stay and is one of the enduring legacies left from The Great Depression. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: None Identified PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Create a cartoon strip or a flow chart detailing the causes of the Great Depression. Write a paper justifying, Was the Great Depression inevitable or preventable? (1C; 13B) 1C; 5B, 5G Inequality Relationships Systems Inequality of resources imbalances relationships between individuals, groups, institutions and nations and often destabilizes political, social and/or economic systems. Create a photo journal or scrapbook, complete with photo captions, to be given to the President of the United States detailing your case studies of how the people around the country have been affected by The Great Depression and the Dust Bowl. Based on your pictures, write a policyrecommendation letter detailing what courses of action you want the President to take, if any, regarding the situation. (1C; 8A, 8B; 9A; 10A; 13C; 20D) 5B, 5G Scarcity Needs/Wants Conflict Survival Scarcity causes conflict between individuals, groups, institutions and nations as people compete for resources to fulfill their needs and wants in order to survive. 2008, TESCCC 06/01/08 page 1 of 8

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Create a matrix on a poster-board showing a self-made rubric judging the effectiveness of New Deal agencies and if the solution (agency) should continue getting funded. Use only the information provided by that time period. Then write a paper reviewing the information and fully justifying your conclusion with research and with testimonials from people during that time period. (1C; 8A, 8B; 13D; 19B) 1C; 5B, 5G General Welfare Changes and Continuity A nation s survival depends on its ability to adapt to the needs of its populace by changing its policies and by reacting to a crisis in a timely and practical manner. Write a letter as a victim of The Great Depression to Congress about the Supreme Court s decisions to limit the power of the President during times of national crisis. Answer: Were the Supreme Court Justice s decisions justified or not justified given the circumstances. Be sure to cite specific agencies and cite both the Constitution and specific Supreme Court Justices to prove your point. (13E; 15A, 15B; 16B; 19B) 5B, 5G Influence Change Power Checks and Balance Systems KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT depression severe economic downturn that lasts several years An institution s power in a democracy depends on and changes on its ability to stabilize society while safeguarding the welfare of all citizens during a crisis through legal means. 2008, TESCCC 06/01/08 page 2 of 8

3 1 History. The student understands traditional historical points of reference in U.S. 1A history from 1877 to the present. The student is expected to: Identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT 1C Explain the significance of the following dates: 1898, , 1929, , and Depression ( ): Crash of Stock Market, Great Depression, New Deal, FDR Explain SIGNIFICANCE OF DATES 8 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: 8A Create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and 1929: Stock Market Crash, beginning of the Great Depression Create THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES 8B Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. Patterns of settlement Environmental impacts Pose and Answer QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS SHOWN ON MAPS, GRAPHS, CHARTS, MODELS AND DATABASES 9 Geography. The student understands the impact of geographic factors on major events. The student is expected to: 9A The student is expected to analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal; and the Dust Bowl, the building of the Hoover Dam, and the building of the Tennessee Valley Authority. What were the reasons for the population shifts before, during and after The Great Depression? What were the physical and human reasons for the spatial distribution of people and resources in the United States during The Great Depression and The New Deal? How did the Great Depression, New Deal and Dust Bowl effect population patterns around the United States? EFFECTS OF PHYSICAL AND HUMAN FACTORS ON MAJOR EVENTS The Dust Bowl 2008, TESCCC 06/01/08 page 3 of 8

4 The building of the Hoover Dam Building of the Tennessee Valley Authority 10 Geography. The student understands the effects of migration and immigration on 10A American society. The student is expected to: the effects of changing demographic patterns resulting from migration within the United States; EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM MIGRATION WITHIN THE UNITED STATES 13 Economics. The student understands significant economic developments between World War I and World War II. The student is expected to: 13B the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures; Western migration to California in search of jobs.(great Depression) CAUSES OF THE GREAT DEPRESSION Margin buying: to borrow money from your broker to buy stocks Income gap: a vast difference in standard of living between the high and lower socio-economic classes Stagnation of real wages: although wages are going up, real wages (or what you can purchase) goes down or stays the same Decline in worldwide trade: due partly to high tariffs, world-wide markets, US exports lost their value The stock market crash, October, 1929 Bank failures Agricultural overproduction Effects of the Hawley-Smoot Tariff 13C the effects of the Great Depression on the U.S. economy and government; EFFECTS OF THE GREAT DEPRESSION Government: The expanded role and power of the federal government Court Packing: Roosevelt s idea to add members to the Supreme Court. In order to get many of his reforms passed. Economics: Effects High unemployment 13D Evaluate the effectiveness of New Deal measures in ending the Great Depression; and Evaluate EFFECTIVENESS OF NEW DEAL MEASURES 2008, TESCCC 06/01/08 page 4 of 8

5 Effectiveness limited, but democracy in U.S. was preserved when it was lost elsewhere in the world. Brought in big government era. Expanded role of the federal government the U.S. government became the 13E how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens. largest single employer in the country. State governments lost power. VARIOUS NEW DEAL PROGRAMS 15 Government. The student understands changes in the role of government over time. The student is expected to: 15A Evaluate the impact of New Deal legislation on the historical roles of state and federal governments; Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security, TVA, NLRB Expectation that government should step in during economic crises or when the people are suffering AAA: Agriculture Adjustment Act: Drastic measure to raise agricultural prices by limiting the surplus/supply FDIC: Federal Deposit Insurance Corporation SEC: Security and Exchange Commission: To regulate the stock markets and businesses Social Security: Retirement savings TVA: Tennessee Valley Authority: brings electrical power to poverty stricken rural areas of TN, MS, and AR. Also provided jobs to the area Evaluate IMPACT OF NEW DEAL LEGISLATION ON THE HISTORICAL ROLES OF STATE AND FEDERAL GOVERNMENT 15B Explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government; The increased power on the Federal Government and its intrusion (whether wanted or unwanted) into the daily lives of the citizens. Expanded role of the federal government - the U.S. government became the largest single employer in the country. State governments lost power. The government became the stabilizer for ensuring the country s economic, social and political stability Explore IMPACT OF SIGNIFICANT INTERNATIONAL EVENTS Federal government takes an even larger role in the USA through rationing and controlling the resources, draft, etc. Was forced to recognize civil rights at home 2008, TESCCC 06/01/08 page 5 of 8

6 16 Government. The student understands the changing relationships among the three 16B branches of the federal government. The student is expected to: Evaluate the impact of events, including Franklin Roosevelt's attempt to increase the number of U.S. Supreme Court justices, on the relationships among the legislative, executive, and judicial branches of government. Evaluate IMPACT OF EVENTS 19 Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to: 19B Evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt; and 20 Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: 20D the relationship between culture and the economy and Identify examples such as the impact of the entertainment industry on the U.S. economy; and 24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: 24A Locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States; Franklin Roosevelt's attempt to increase the number of U.S. Supreme Court justices Impact each branch of government became more aware of the important nature of the checks and balances ideal. Evaluate CONTRIBUTIONS OF SIGNIFICANT LEADERS Political leaders Franklin Roosevelt: leadership during the Great Depression and WWII, Identify RELATIONSHIPS AND EXAMPLES BETWEEN CULTURE AND THE ECONOMY John Steinbeck s, Grapes of Wrath Locate, use PRIMARY AND SECONDARY SOURCES 24B information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; Computer Software Oral, print and visual material INFORMATION Sequencing Categorizing Identifying cause and effect relationships 2008, TESCCC 06/01/08 page 6 of 8

7 Comparing Contrasting Finding the main idea Making generalization and predictions 24C Explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context; Drawing inferences and conclusions Explain, apply DIFFERENT METHODS THAT HISTORIAN USE TO INTERPRET THE PAST 24D Use the process of historical inquiry to research, interpret, and use multiple sources of evidence; Use of primary and secondary resources Points of view Frames of reference Historical context Use PROCESS OF HISTORICAL INQUIRY Research Interpret Use multiple sources of evidence 24G Support a point of view on a social studies issue or event; and Support POINT OF VIEW 24H Use appropriate mathematical skills to interpret social studies information such as maps and graphs. Social studies issue or event Use APPROPRIATE MATHEMATICAL SKILLS Interpret social studies information Maps Graphs 25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: 25A Use social studies terminology correctly; Use SOCIAL STUDIES TERMINOLOGY CORRECTLY 25B Use standard grammar, spelling, sentence structure, and punctuation; Use STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE AND PUNCTUATION 2008, TESCCC 06/01/08 page 7 of 8

8 25C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and Transfer INFORMATION FROM ONE MEDIUM TO ANOTHER Written to visual Statistical to written or visual Use computer software as appropriate 25D Create written, oral, and visual presentations of social studies information. Create 26 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 26B Use a decision-making process to Identify a situation that requires a decision, gather information, Identify options, predict consequences, and take action to implement a decision. WRITTEN, ORAL AND VISUAL PRESENTATIONS Use DECISION-MAKING PROCESS Requires a decision Gather information Identify options Predict consequences Take action to implement a decision 2008, TESCCC 06/01/08 page 8 of 8