| Content Standard(s): |
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present | 2 ) Evaluate social and political origins, accomplishments, and limitations of Progressivism. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.f., A.1.i., A.1.k.]
• Explaining the impact of the Populist Movement on the role of the federal government in American society
• Assessing the impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell
Examples: women's suffrage, Ida B. Wells-Barnett, temperance movement
• Explaining national legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act
• Determining the influence of the Niagara Movement, the National Association for the Advancement of Colored People (NAACP), Booker T. Washington, W. E. B. Du Bois, Marcus Garvey, and Carter G. Woodson on the Progressive Era
• Assessing the significance of the public education movement initiated by Horace Mann
• Comparing the presidential leadership of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson in obtaining passage of measures regarding trust-busting, the Hepburn Act, the Pure Food and Drug Act, the Federal Trade Commission, the Federal Reserve Act, and conservation
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Alabama Alternate Achievement Standards
| Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present | 5 ) Evaluate the impact of social changes and the influence of key figures in the United States from World War I through the 1920s, including Prohibition, the passage of the Nineteenth Amendment, the Scopes Trial, limits on immigration, Ku Klux Klan activities, the Red Scare, the Harlem Renaissance, the Great Migration, the Jazz Age, Susan B. Anthony, Margaret Sanger, Elizabeth Cady Stanton, W. C. Handy, and Zelda Fitzgerald. (Alabama) [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Analyzing radio, cinema, and print media for their impact on the creation of mass culture
• Analyzing works of major American artists and writers, including F. Scott Fitzgerald, Ernest Hemingway, Langston Hughes, and H. L. Mencken, to characterize the era of the 1920s
• Determining the relationship between technological innovations and the creation of increased leisure time
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Alabama Alternate Achievement Standards
| Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present | 6 ) Describe social and economic conditions from the 1920s through the Great Depression regarding factors leading to a deepening crisis, including the collapse of the farming economy and the stock market crash of 1929. [A.1.a., A.1.b., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]
• Assessing effects of overproduction, stock market speculation, and restrictive monetary policies on the pending economic crisis
• Describing the impact of the Smoot-Hawley Tariff Act on the global economy and the resulting worldwide depression
• Identifying notable authors of the 1920s, including John Steinbeck, William Faulkner, and Zora Neale Hurston (Alabama)
• Analyzing the Great Depression for its impact on the American family
Examples: Bonus Army, Hoovervilles, Dust Bowl, Dorothea Lange
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Alabama Alternate Achievement Standards
| Social Studies
SS2010 (2010)
Grade: 9-12
Contemporary World Issues and Civic Engagement | 6 ) Compare information presented through various media, including television, newspapers, magazines, journals, and the Internet.
• Explaining the reliability of news stories and their sources
• Describing the use, misuse, and meaning of different media materials, including photographs, artwork, and film clips
• Critiquing viewpoints presented in editorial writing and political cartoons, including the use of symbols that represent viewpoints
• Describing the role of intentional and unintentional bias and flawed samplings
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