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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address the Great Depression and the New Deal response. In 1929 the crash of the stock market brought an end to the economic prosperity of the 1920s and ushered in the worst economic depression in U.S. history. It was also during the 1930’s that drought and poor agricultural practices coupled to turn the heartland of the Great Plains into a “Dust Bowl” further straining economic growth in the United States. Americans looked to the federal government to revive the economy and relieve poverty brought about by the depression. President Roosevelt became the architect of New Deal legislation intended to alleviate the economic crisis. The New Deal significantly changed the relationship between the government and the economy in the United States. The eventual end of the economic depression of the 1930s was relieved by the economic growth created by the Second World War. An examination of the Great Depression is important for understanding the expansion in size and power of the federal government in the United States. Prior to this unit, students learned about the economic boom and changing social patterns that characterized 1920s America. During this unit students study about the causes of the Great Depression along with the economic and social impact of the depression; the economic impact of the “Dust Bowl” on the agricultural sector; and about the provisions of the New Deal along with its impact on the role of government. In the next unit students study about the United States’ involvement in the Second World War.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Economic decline results in expanded government. What role should government have in the economy?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Economic Patterns US History since 1877 Unit 06 PA 01 Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS Stock market speculation, bank failures, and high tariffs contributed to economic depression of the 1930s.
Scarcity/Choices
Write a letter home as a migrant who has left Oklahoma to travel to California during the Great Depression. The letter should include your reasons for migrating, experiences on your trip, feelings about the Depression, and hopes for the future. Standard(s): US.2B , US.2C , US.2D , US.16B , US.16C , US.25A , US.29B , US.29G , US.30A ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Cultural Patterns Artistic Expression
Spatial Patterns US History since 1877 Unit 06 PA 02 Click on the PA title to view related rubric.
Human-Environment Interaction Migration
Create a proposal to prevent another geographic crisis like the Dust Bowl. The proposal should include a description of a current drought situation, maps and charts that illustrate the extent of the problem, and proposed courses of actions to affect the problem. Standard(s): US.2B , US.2C , US.12A , US.13A , US.14A , US.29B , US.30C ELPS.c.1C , ELPS.c.5B
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SUGGESTED DURATION : 10 days
What led to the crash of the stock market in 1929? What was characteristic of economic and social conditions during the Great Depression? How was the Great Depression reflected in art and literature?
Overproduction and drought resulted in the Dust Bowl which devastated the agricultural sector of the U.S. economy. Where was the Dust Bowl? How did the Dust Bowl change settlement patterns in the United States?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Political Patterns US History since 1877 Unit 06 PA 03 Click on the PA title to view related rubric.
Ideologies
Create a booklet for elementary students about the New Deal. The booklet should include the reasons for the passage of the New Deal, the policies and programs created, the changes that resulted from New Deal policies and programs, and how the New Deal continues to affect Americans today. An advanced booklet would address the arguments of those opposed to the New Deal reforms. Standard(s): US.2B , US.2C , US.16C , US.16D , US.16E , US.19A , US.19B , US.20B , US.29B , US.30A ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Historical Processes Growth/Decay Cultural Patterns Ethnicity
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS In order to address the economic depression, relief, recovery, and reform legislation known as the New Deal was enacted, resulting in a more active role of the government in economic policy and American society. What programs were created by the New Deal legislation? What constitutional issues came to light with President Franklin Roosevelt’s attempt to increase the number of Supreme Court justices? How did the economic depression influence government policies regarding ethnic groups and immigration? What arguments were made by critics of the New Deal? What New Deal programs continue to affect the lives of U.S. citizens?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may have the perception that government had always provided social programs.
UNIT VOCABULARY economic depression – a sustained economic decline characterized by high unemployment, low levels of production, and business failures social welfare – government provided services drought – sustained period with no precipitation and restricted water access Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
Related Vocabulary tariffs unemployment court packing
New Deal Dust Bowl speculation
repatriation deportation
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
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Legend:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: Great Depression – this era in U.S. history was characterized by a deep economic depression, marked by high unemployment ; the agriculture sector was devastated by a drought that ushered in the Dust Bowl; in response to the economic crisis the role of federal government
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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expanded with the creation of Social Security, FDIC, and the initiation of other New Deal programs US.2D
Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites US-Soviet space race), 1968-1969 (Martin Luther King Jr assassination and US lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
Explain SIGNIFICANCE OF DATES AS TURNING POINTS Including, but not limited to: 1929 – Stock Market Crash, beginning of the Great Depression United States becomes economically vulnerable Changing role of federal government in domestic economic policy
Supporting Standard US
Geography.
US.12
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
US.12A
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina. Readiness Standard
Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Including, but not limited to: ropped businesses, and boarded ships to follow their dreams north
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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The Dust Bowl Human factors – many farmers had misused the land by generally over planting and not rotating crops depleting the top soil; millions of acres of farmland became useless; hundreds of thousands of people migrated from the region, many to California Physical factors – years of sustained drought caused the land to dry up; great clouds of dust and sand were carried by the wind , hence the name “Dust Bowl” US.13
Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
US.13A
Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt.
Analyze CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM MIGRATION WITHIN THE UNITED STATES Including, but not limited to:
Readiness Standard
Great Depression Cause: abandonment of farms located in the Dust Bowl for jobs mainly in California Effect: increasing population along the West Coast US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
US.14A
Identify the effects of population growth and distribution on the physical environment.
Identify
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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Readiness Standard
EFFECTS OF POPULATION GROWTH AND DISTRIBUTION ON THE PHYSICAL ENVIRONMENT Including, but not limited to: Urbanization as workers migrated to cities in search of jobs Cities became polluted; waterways contaminated; air quality diminished Urban sprawl; growth of suburbs Settlement in animal habitats; deforestation Increased demand for resources especially water and energy, resulting in the building of dams Building of railroads, roads, and infrastructure to meet transportation and communication needs Increased demand for food resulting in the conversion of natural habitats to farmland Establishment of the National Park System to protect land from population growth Creation of private nonprofit organizations dedicated to protecting the physical environment
US
Economics.
US.16
Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:
US.16B
Identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System. Readiness Standard
Identify CAUSES OF THE GREAT DEPRESSION Including, but not limited to: Impact of tariffs on world trade – high tariffs limited foreign trade and investment and were a barrier to European countries repaying the debts they owed the United States following the First World War
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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Stock market speculation – buying stocks on margin (needing only 10% of the price of a stock to be able to complete the purchase) led to rampant speculation (occurs when investors buy shares of stock in a company for the sole purpose of selling them once they increase in value), which led to falsely high stock prices Bank failures – after the stock market crashed, millions of Americans grew fearful that banks would fail and began to withdraw their money. Virtually overnight thousands of banks were in peril. The more money Americans withdrew, the more banks failed, and the more banks failed, the more money Americans withdrew. Banks were not secure and the money in them was not insured if banks failed. The monetary policy of the Federal Reserve System – the "Fed" indirectly sets interest rates because it loans money, at a base rate, to commercial banks. In 1928 and 1929, the Fed raised interest rates to try to curb Wall Street speculation. US.16C
Analyze the effects of the Great Depression on the US economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others. Readiness Standard
Analyze EFFECTS OF THE GREAT DEPRESSION ON THE U.S. ECONOMY AND SOCIETY Including, but not limited to: Widespread unemployment – by 1933 unemployment was at 25% according to Bureau of Labor Statistics prompting food shortages and “bread lines” Deportation and repatriation of people of European and Mexican heritage – in the 1930s, the U.S. government looked for ways to ease the country's financial hardship. In order to make more jobs available, the government deported many people of European and Mexican heritage. Economic conditions prompted government intervention in the economy to create jobs by instituting new programs such as the Tennessee Valley Authority (TVA), Civilian Conservation Corps(CCC),Civil Works Administration (CVA), Public Works Administration (PWA), and Works Progress Administration (WPA)
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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US.16D
Compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression. Supporting Standard
Compare NEW DEAL POLICIES AND ITS OPPONENTS' APPROACHES TO RESOLVING THE ECONOMIC EFFECTS OF THE GREAT DEPRESSION Including, but not limited to: New Deal policies were intended to provide relief, reform and recovery by creating worker programs, reforming banking and business practices, instituting new government programs, and promoting economic recovery. Opponents to the New Deal policies argued that it overregulated businesses and restricted individual freedom. Opponents include some who argued for the government redistribution of wealth known as the Share Our Wealth Plan advocated mostly by Louisiana Senator Huey Long. Francis Townsend, a California doctor, argued for a pension plan that would require those receiving payments to spend the money. The plan was never instituted but set the stage for Social Security. In 1932 President Hoover approved the creation of the Reconstruction Finance Corporation (RFC) as a government agency tasked with authorizing loans to large businesses that had suffered losses as a result of the Great Depression. The agency continued to operate through the Great Depression and the Second World War. Policies of supporters and opponents of the New Deal advocated government intervention to protect the economy and private businesses.
US.16E
Describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security
Describe VARIOUS NEW DEAL AGENCIES AND PROGRAMS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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Administration, continue to affect the lives of US citizens. Supporting Standard
US.19
Government. The student understands changes over time in the role of government. The student is expected to:
US.19A
Evaluate the impact of New Deal legislation on the historical roles of state and federal government. Readiness Standard
Including, but not limited to: FDIC – Federal Deposit Insurance Corporation – government insurance of deposit accounts at member banks up to $250,000.00 per account SEC – Security and Exchange Commission – regulate the stock markets and businesses SSA – Social Security Administration – retirement savings 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 TVA – Tennessee Valley Authority – brings electrical power to poverty-stricken rural areas of Tennessee, Mississippi, Alabama and other states; also provided jobs to the area. FHA – Federal Housing Administration-provides mortgage insurance allowing Americans to have greater access to home loans
Evaluate IMPACT OF NEW DEAL LEGISLATION ON HISTORICAL ROLES OF STATE AND FEDERAL GOVERNMENTS Including, but not limited to: Passage of New Deal legislation marked a significant change in the role of the federal government in the lives of the U.S. populace. In response to the conditions of the Great Depression, the Roosevelt Administration took on the responsibility of addressing the poor
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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economic conditions, most notably high unemployment. New Deal policies administered grants to state government to implement programs, thus establishing a significant role for government involvement in stabilizing the economy at both the state and federal level. STAAR Note: The Spring 2016 STAAR assessed the impact of the Social Security Act (1935) on the role of the federal government. US.19B
Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11.
Explain CONSTITUTIONAL ISSUES RAISED BY FEDERAL GOVERNMENT POLICY CHANGES DURING TIMES OF SIGNIFICANT EVENTS Including, but not limited to:
Readiness Standard
Great Depression – Roosevelt’s attempt to increase the number of Supreme Court justices from 9 to 13 would have created a shift in the “separation of powers” and “checks and balances”; New Deal Legislation was challenged in the courts because of concern over the growing power of the federal government US.20
Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
US.20B
Evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D Roosevelt's attempt to increase the number of US Supreme
Evaluate IMPACT OF RELATIONSHIPS AMONG BRANCHES OF GOVERNMENT
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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Court justices and the presidential election of 2000.
Including, but not limited to: Franklin Roosevelt's attempt to increase the number of U.S. Supreme Court justices, could be viewed as an increase in executive power at the expense of the judicial branch Impact – divided the Democratic party and hindered Roosevelt’s work in passing domestic legislation
Readiness Standard
US
Culture.
US.25
Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
US.25A
Describe how the characteristics and issues in US history have been reflected in various genres of art, music, film, and literature. Supporting Standard
Describe CHARACTERISTICS AND ISSUES IN U.S. HISTORY HAVE BEEN REFLECTED IN VARIOUS GENRES OF ART, MUSIC, AND LITERATURE Including, but not limited to: The Great Depression and New Deal- themes about the plight of the poor were reflected in the photography of Dorothea Lange and in literature such as in the works of John Steinbeck (Grapes of Wrath)
US.29
Social studies skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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US.29B
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.
Analyze INFORMATION Including, but not limited to: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
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Social studies skills.
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create WRITTEN, ORAL, AND VISUAL PRESENTATIONS
US.30C
Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
Transfer INFORMATION FROM ONE MEDIUM TO ANOTHER Including, but not limited to: Written to visual Statistical to written or visual Use computer software as appropriate
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce Last Updated 06/16/2017
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated Last Updated 06/16/2017
Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address the Great Depression and the New Deal response. In 1929 the crash of the stock market brought an end to the economic prosperity of the 1920s and ushered in the worst economic depression in U.S. history. It was also during the 1930’s that drought and poor agricultural practices coupled to turn the heartland of the Great Plains into a “Dust Bowl” further straining economic growth in the United States. Americans looked to the federal government to revive the economy and relieve poverty brought about by the depression. President Roosevelt became the architect of New Deal legislation intended to alleviate the economic crisis. The New Deal significantly changed the relationship between the government and the economy in the United States. The eventual end of the economic depression of the 1930s was relieved by the economic growth created by the Second World War. An examination of the Great Depression is important for understanding the expansion in size and power of the federal government in the United States. Prior to this unit, students learned about the economic boom and changing social patterns that characterized 1920s America. During this unit students study about the causes of the Great Depression along with the economic and social impact of the depression; the economic impact of the “Dust Bowl” on the agricultural sector; and about the provisions of the New Deal along with its impact on the role of government. In the next unit students study about the United States’ involvement in the Second World War.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Economic decline results in expanded government. What role should government have in the economy?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Economic Patterns US History since 1877 Unit 06 PA 01 Click on the PA title to view related rubric.
UNIT UNDERSTANDINGS Stock market speculation, bank failures, and high tariffs contributed to economic depression of the 1930s.
Scarcity/Choices
Write a letter home as a migrant who has left Oklahoma to travel to California during the Great Depression. The letter should include your reasons for migrating, experiences on your trip, feelings about the Depression, and hopes for the future. Standard(s): US.2B , US.2C , US.2D , US.16B , US.16C , US.25A , US.29B , US.29G , US.30A ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Cultural Patterns Artistic Expression
Spatial Patterns US History since 1877 Unit 06 PA 02 Click on the PA title to view related rubric.
Human-Environment Interaction Migration
Create a proposal to prevent another geographic crisis like the Dust Bowl. The proposal should include a description of a current drought situation, maps and charts that illustrate the extent of the problem, and proposed courses of actions to affect the problem. Standard(s): US.2B , US.2C , US.12A , US.13A , US.14A , US.29B , US.30C ELPS.c.1C , ELPS.c.5B
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SUGGESTED DURATION : 10 days
What led to the crash of the stock market in 1929? What was characteristic of economic and social conditions during the Great Depression? How was the Great Depression reflected in art and literature?
Overproduction and drought resulted in the Dust Bowl which devastated the agricultural sector of the U.S. economy. Where was the Dust Bowl? How did the Dust Bowl change settlement patterns in the United States?
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 OVERARCHING CONCEPTS UNIT CONCEPTS
PERFORMANCE ASSESSMENT(S)
Political Patterns US History since 1877 Unit 06 PA 03 Click on the PA title to view related rubric.
Ideologies
Create a booklet for elementary students about the New Deal. The booklet should include the reasons for the passage of the New Deal, the policies and programs created, the changes that resulted from New Deal policies and programs, and how the New Deal continues to affect Americans today. An advanced booklet would address the arguments of those opposed to the New Deal reforms. Standard(s): US.2B , US.2C , US.16C , US.16D , US.16E , US.19A , US.19B , US.20B , US.29B , US.30A ELPS.c.1E , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Historical Processes Growth/Decay Cultural Patterns Ethnicity
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS In order to address the economic depression, relief, recovery, and reform legislation known as the New Deal was enacted, resulting in a more active role of the government in economic policy and American society. What programs were created by the New Deal legislation? What constitutional issues came to light with President Franklin Roosevelt’s attempt to increase the number of Supreme Court justices? How did the economic depression influence government policies regarding ethnic groups and immigration? What arguments were made by critics of the New Deal? What New Deal programs continue to affect the lives of U.S. citizens?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may have the perception that government had always provided social programs.
UNIT VOCABULARY economic depression – a sustained economic decline characterized by high unemployment, low levels of production, and business failures social welfare – government provided services drought – sustained period with no precipitation and restricted water access Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
Related Vocabulary tariffs unemployment court packing
New Deal Dust Bowl speculation
repatriation deportation
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree US History Item Bank Correlation US History since 1877 Backward Design US History STAAR Analysis Vertical Vocabulary for Social Studies K-12
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit US
History.
US.2
History. The student understands traditional historical points of reference in US history from 1877 to the present. The student is expected to:
US.2B
Identify the major eras in US history from 1877 to the present and describe their defining characteristics. Readiness Standard
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify, Describe MAJOR ERAS IN U.S. HISTORY FROM 1877 TO PRESENT Including, but not limited to: Great Depression – this era in U.S. history was characterized by a deep economic depression, marked by high unemployment ; the agriculture sector was devastated by a drought that ushered in the Dust Bowl; in response to the economic crisis the role of federal government
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
expanded with the creation of Social Security, FDIC, and the initiation of other New Deal programs US.2D
Explain the significance of the following years as turning points: 1898 (Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), 1939-1945 (World War II), 1957 (Sputnik launch ignites US-Soviet space race), 1968-1969 (Martin Luther King Jr assassination and US lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
Explain SIGNIFICANCE OF DATES AS TURNING POINTS Including, but not limited to: 1929 – Stock Market Crash, beginning of the Great Depression United States becomes economically vulnerable Changing role of federal government in domestic economic policy
Supporting Standard US
Geography.
US.12
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
US.12A
Analyze the impact of physical and human geographic factors on the settlement of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans after Hurricane Katrina. Readiness Standard
Analyze IMPACT OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Including, but not limited to: ropped businesses, and boarded ships to follow their dreams north
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
The Dust Bowl Human factors – many farmers had misused the land by generally over planting and not rotating crops depleting the top soil; millions of acres of farmland became useless; hundreds of thousands of people migrated from the region, many to California Physical factors – years of sustained drought caused the land to dry up; great clouds of dust and sand were carried by the wind , hence the name “Dust Bowl” US.13
Geography. The student understands the causes and effects of migration and immigration on American society. The student is expected to:
US.13A
Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt.
Analyze CAUSES AND EFFECTS OF CHANGING DEMOGRAPHIC PATTERNS RESULTING FROM MIGRATION WITHIN THE UNITED STATES Including, but not limited to:
Readiness Standard
Great Depression Cause: abandonment of farms located in the Dust Bowl for jobs mainly in California Effect: increasing population along the West Coast US.14
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
US.14A
Identify the effects of population growth and distribution on the physical environment.
Identify
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Readiness Standard
EFFECTS OF POPULATION GROWTH AND DISTRIBUTION ON THE PHYSICAL ENVIRONMENT Including, but not limited to: Urbanization as workers migrated to cities in search of jobs Cities became polluted; waterways contaminated; air quality diminished Urban sprawl; growth of suburbs Settlement in animal habitats; deforestation Increased demand for resources especially water and energy, resulting in the building of dams Building of railroads, roads, and infrastructure to meet transportation and communication needs Increased demand for food resulting in the conversion of natural habitats to farmland Establishment of the National Park System to protect land from population growth Creation of private nonprofit organizations dedicated to protecting the physical environment
US
Economics.
US.16
Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:
US.16B
Identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System. Readiness Standard
Identify CAUSES OF THE GREAT DEPRESSION Including, but not limited to: Impact of tariffs on world trade – high tariffs limited foreign trade and investment and were a barrier to European countries repaying the debts they owed the United States following the First World War
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Stock market speculation – buying stocks on margin (needing only 10% of the price of a stock to be able to complete the purchase) led to rampant speculation (occurs when investors buy shares of stock in a company for the sole purpose of selling them once they increase in value), which led to falsely high stock prices Bank failures – after the stock market crashed, millions of Americans grew fearful that banks would fail and began to withdraw their money. Virtually overnight thousands of banks were in peril. The more money Americans withdrew, the more banks failed, and the more banks failed, the more money Americans withdrew. Banks were not secure and the money in them was not insured if banks failed. The monetary policy of the Federal Reserve System – the "Fed" indirectly sets interest rates because it loans money, at a base rate, to commercial banks. In 1928 and 1929, the Fed raised interest rates to try to curb Wall Street speculation. US.16C
Analyze the effects of the Great Depression on the US economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others. Readiness Standard
Analyze EFFECTS OF THE GREAT DEPRESSION ON THE U.S. ECONOMY AND SOCIETY Including, but not limited to: Widespread unemployment – by 1933 unemployment was at 25% according to Bureau of Labor Statistics prompting food shortages and “bread lines” Deportation and repatriation of people of European and Mexican heritage – in the 1930s, the U.S. government looked for ways to ease the country's financial hardship. In order to make more jobs available, the government deported many people of European and Mexican heritage. Economic conditions prompted government intervention in the economy to create jobs by instituting new programs such as the Tennessee Valley Authority (TVA), Civilian Conservation Corps(CCC),Civil Works Administration (CVA), Public Works Administration (PWA), and Works Progress Administration (WPA)
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.16D
Compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression. Supporting Standard
Compare NEW DEAL POLICIES AND ITS OPPONENTS' APPROACHES TO RESOLVING THE ECONOMIC EFFECTS OF THE GREAT DEPRESSION Including, but not limited to: New Deal policies were intended to provide relief, reform and recovery by creating worker programs, reforming banking and business practices, instituting new government programs, and promoting economic recovery. Opponents to the New Deal policies argued that it overregulated businesses and restricted individual freedom. Opponents include some who argued for the government redistribution of wealth known as the Share Our Wealth Plan advocated mostly by Louisiana Senator Huey Long. Francis Townsend, a California doctor, argued for a pension plan that would require those receiving payments to spend the money. The plan was never instituted but set the stage for Social Security. In 1932 President Hoover approved the creation of the Reconstruction Finance Corporation (RFC) as a government agency tasked with authorizing loans to large businesses that had suffered losses as a result of the Great Depression. The agency continued to operate through the Great Depression and the Second World War. Policies of supporters and opponents of the New Deal advocated government intervention to protect the economy and private businesses.
US.16E
Describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security
Describe VARIOUS NEW DEAL AGENCIES AND PROGRAMS
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Administration, continue to affect the lives of US citizens. Supporting Standard
US.19
Government. The student understands changes over time in the role of government. The student is expected to:
US.19A
Evaluate the impact of New Deal legislation on the historical roles of state and federal government. Readiness Standard
Including, but not limited to: FDIC – Federal Deposit Insurance Corporation – government insurance of deposit accounts at member banks up to $250,000.00 per account SEC – Security and Exchange Commission – regulate the stock markets and businesses SSA – Social Security Administration – retirement savings 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 TVA – Tennessee Valley Authority – brings electrical power to poverty-stricken rural areas of Tennessee, Mississippi, Alabama and other states; also provided jobs to the area. FHA – Federal Housing Administration-provides mortgage insurance allowing Americans to have greater access to home loans
Evaluate IMPACT OF NEW DEAL LEGISLATION ON HISTORICAL ROLES OF STATE AND FEDERAL GOVERNMENTS Including, but not limited to: Passage of New Deal legislation marked a significant change in the role of the federal government in the lives of the U.S. populace. In response to the conditions of the Great Depression, the Roosevelt Administration took on the responsibility of addressing the poor
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
economic conditions, most notably high unemployment. New Deal policies administered grants to state government to implement programs, thus establishing a significant role for government involvement in stabilizing the economy at both the state and federal level. STAAR Note: The Spring 2016 STAAR assessed the impact of the Social Security Act (1935) on the role of the federal government. US.19B
Explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression, World War II, the 1960s, and 9/11.
Explain CONSTITUTIONAL ISSUES RAISED BY FEDERAL GOVERNMENT POLICY CHANGES DURING TIMES OF SIGNIFICANT EVENTS Including, but not limited to:
Readiness Standard
Great Depression – Roosevelt’s attempt to increase the number of Supreme Court justices from 9 to 13 would have created a shift in the “separation of powers” and “checks and balances”; New Deal Legislation was challenged in the courts because of concern over the growing power of the federal government US.20
Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
US.20B
Evaluate the impact of relationships among the legislative, executive, and judicial branches of government, including Franklin D Roosevelt's attempt to increase the number of US Supreme
Evaluate IMPACT OF RELATIONSHIPS AMONG BRANCHES OF GOVERNMENT
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Court justices and the presidential election of 2000.
Including, but not limited to: Franklin Roosevelt's attempt to increase the number of U.S. Supreme Court justices, could be viewed as an increase in executive power at the expense of the judicial branch Impact – divided the Democratic party and hindered Roosevelt’s work in passing domestic legislation
Readiness Standard
US
Culture.
US.25
Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
US.25A
Describe how the characteristics and issues in US history have been reflected in various genres of art, music, film, and literature. Supporting Standard
Describe CHARACTERISTICS AND ISSUES IN U.S. HISTORY HAVE BEEN REFLECTED IN VARIOUS GENRES OF ART, MUSIC, AND LITERATURE Including, but not limited to: The Great Depression and New Deal- themes about the plight of the poor were reflected in the photography of Dorothea Lange and in literature such as in the works of John Steinbeck (Grapes of Wrath)
US.29
Social studies skills. The student applies criticalthinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US.29B
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing and contrasting, finding the main idea, summarizing, making generalizations, making predictions, drawing inferences, and drawing conclusions.
Analyze INFORMATION Including, but not limited to: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Making generalization and predictions Drawing inferences and conclusions STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
US.29G
Identify and support with historical evidence a point of view on a social studies issue or event.
Identify, Support POINT OF VIEW Including, but not limited to: Social studies issue or event STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards.
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
US
Social studies skills.
US.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
US.30A
Create written, oral, and visual presentations of social studies information.
Create WRITTEN, ORAL, AND VISUAL PRESENTATIONS
US.30C
Use different forms of media to convey information, including written to visual and statistical to written or visual, using available computer software as appropriate.
Transfer INFORMATION FROM ONE MEDIUM TO ANOTHER Including, but not limited to: Written to visual Statistical to written or visual Use computer software as appropriate
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce Last Updated 06/16/2017
Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated Last Updated 06/16/2017
Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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INSTRUCTIONAL FOCUS DOCUMENT United States History Studies Since 1877 TITLE : Unit 06: Economic Bust – the Great Depression 1929-1939 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 06/16/2017
Last Updated 06/16/2017 Print Date 08/08/2017 Printed By Casey Jones, NOCONA H S
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