<p> Instructional Timeline – 11th Grade U.S. History – 2nd Nine Weeks</p><p>4/27/2018 Unit 5 – Boom and Bust Normalcy and Good Times (16)</p><p>Suggested Time Frame: ≈ 1 block days</p><p>Description Harding, Coolidge and Hoover administrations, Teapot Dome, Jazz, Harlem Renaissance and the changing status of women</p><p>Assessment Semester Exam Benchmark Test Chapter Test Section Quizzes Classwork Group Work Homework Role Play Exercise Puzzles Presentations Research Paper Individual Project Socratic Dialogue Participation</p><p>Essential How did the economic boom of the 1920’s alter American culture and society? How did the US Questions government spur the growth of the airline industry? How did the Democrats lose the chance for victory in the election of 1924?</p><p>Core TEKS/SEs Specifications/Examples Components (2)(1) History. The student understands Depression 1929-1940 (Crash of stock market, Great traditional historical points of reference Depression, New Deal, FDR) ; in U.S. history from 1877 to the present. The student is expected to: (A) identify the major characteristics that define an historical era; (B)(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics; Refer frequently to the events placed in the timeline of (C)(B) apply absolute and relative U.S. History chronology through the sequencing of significant individuals, events, and time Tested dates may include: periods; and 1. 1929, and (D)(C) explain the significance of the following dates years as turning points: 1929: Stock Market Crash, Beginning of the Great 1898 (Spanish-American War), 1914- Depression 1918 (World War I), 1929 (the Great Depression begins)</p><p>(3)(2) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (B) analyze economic issues such as industrialization free enterprise, and the pros and cons of big business; and (C) analyze social issues such as the treatment of affecting women, (6)(5) History. The student understands significant individuals, events, and social issues, and individuals of the 1920s. The student is expected to: Sample issues may include (but not limited to): (A) analyze causes and effects of 1. immigration, significant issues events and social 2. Red Scare, issues , including such as immigration, 3. Prohibition, Social Darwinism, eugenics, race 4. changing role of women relations, nativism, the Red Scare, Prohibition, and the changing role of The 18th amendment, the Volstead Act, women; and © Round Rock I.S.D. 1 (B) analyze the impact of significant Red Scare – (Sacco and Vanzetti) individuals such as Clarence Darrow, The changing role of women (flappers) William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Causes/effects – Nativism 4/27/2018</p><p>© Round Rock I.S.D. 2</p>