Social Studies 4 ) Identify cultural and economic developments in the United States from 1900 through the 1930s.
• Describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age
Examples: Langston Hughes, Louis Armstrong, Ernest Hemingway, F. Scott Fitzgerald, Andrew Wyeth, Frederic Remington, W. C. Handy, Erskine Hawkins, George Gershwin, Zora Neale Hurston (Alabama)
• Identifying contributions of turn-of-the-century inventors
Examples: George Washington Carver, Henry Ford, Alexander Graham Bell, Thomas Alva Edison, Wilbur and Orville Wright (Alabama)
• Describing the emergence of the modern woman during the early 1900s
Examples: Amelia Earhart, Zelda Fitzgerald, Helen Keller, Susan B. Anthony, Margaret Washington, suffragettes, suffragists, flappers (Alabama)
• Identifying notable persons of the early 1900s
Examples: Babe Ruth, Charles A. Lindbergh, W. E. B. Du Bois, John T. Scopes (Alabama)
• Comparing results of the economic policies of the Warren G. Harding, Calvin Coolidge, and Herbert Hoover Administrations
Examples: higher wages, increase in consumer goods, collapse of farm economy, extension of personal credit, stock market crash, Immigration Act of 1924
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
Identify cultural developments in the US from 1900 through the 1930s by describing the impact of various writers, musicians, and artists on American culture during the Harlem Renaissance and the Jazz Age.
Identify contributions of turn-of-the century inventors.
Describe the emergence of the modern woman.
Identifying notable persons of the early 1900s.
Compare results of various administrative economic policies of Harding, Coolidge, and Hoover. Teacher Vocabulary:
Harlem Renaissance
Jazz Age
suffragettes
suffragists
flappers
personal credit
stock market crash
Immigration Act of 1924 Knowledge:
Students know:
The cultural and economic developments of the early 1900s. Skills:
Students are able to:
Characterize the impact of notable people and events that shape our world.
Compare multiple points of view to explain economic policies. Understanding:
Students understand that:
Major cultural and economic changes took place in the US during the early 1900's. Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
Arts Education 3) Experiment with multiple approaches to produce content and components for specific purpose and meaning in media arts productions, utilizing a range of associated principles.
a. Modify point of view and/or perspective.
Example: Record a scene about a bully on the playground. The points of view can reflect the bully, the victim, and the observer.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Construct
Essential Questions:
EU: The forming, integration, and refinement of aesthetic components, principles and processes creates purpose, meaning and artistic quality in media artwork.
Concepts & Vocabulary:
Generate
brainstorm
research
investigate
Goals
film
video
audio
digital storyboard
organize
Systematize ideas
Customize process
Experiment
move scenes or sound clips
rearrange images
change characters
tell the story from various character view points
Assess
Evaluate the quality of each part of the work.
customize for who is viewing/ listening Skill Examples:
Brainstorm with and list many, varied, and unusual ideas for a class media arts project. Upon choosing a process for creating the product, list many, varied, and unusual ways to work within the limitations of equipment and resources in the classroom.
In a group and after brainstorming choose one idea and create proposal for a media arts production that meets the groups artistic goals. Evaluate the proposal with given criteria for purpose and intent.
After researching choose many and varied images and sound for a media arts production that convey a specific purpose. Modify the perspective of the images and sounds to communicate one's own meaning.
Assess a classmate's media arts product that modified elements and components of another product to communicate his/her own purpose and to a different audience. Use a provided rubric.
