Content Standard(s):
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 10) Compare and contrast works of art or design that reveal how people live around the world and what they value.
Example: Molas of Cuna Indians in Panama with Kente cloth of West Africa.
Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Concepts & Vocabulary:
Artistic ideas and work
Formal and conceptual vocabulary
Innovation
Investigation
Two-dimensional
Three-dimensional
Experimentation
Conservation
Craftsmanship
Linear perspective
Environmental responsibility
Prior knowledge
Museum
Gallery
Curator
Digital
Horizon Line
Brainstorming
Research Skill Examples:
Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
Examine and describe the influence of art in a community.
Research examples of arts-related activities in communities around the world.
Describe what the global community would look like or be like without art.
Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
Arts Education 12) Interpret art by discerning contextual information and visual qualities to identify ideas and meaning.
Example: Students answer questions such as "Why are they leaving and where are they going?" in response to One Way Ticket in Jacob Lawrence's Great Migration Series.
Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Perceive, Analyze, Interpret
Essential Questions:
EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
Concepts & Vocabulary:
Artistic ideas and work
Formal and conceptual vocabulary
Innovation
Investigation
Two-dimensional
Three-dimensional
Experimentation
Conservation
Craftsmanship
Linear perspective
Environmental responsibility
Prior knowledge
Museum
Gallery
Curator
Digital
Horizon Line
Brainstorming
Research Skill Examples:
Select examples of how geographical, cultural, and historical perspectives are represented in visual artworks.
Compare and contrast the ways that personal aesthetic choices in visual arts influence personal choices.
Examine and describe the influence of art in a community.
Research examples of arts-related activities in communities around the world.
Describe what the global community would look like or be like without art.
Demonstrate the responding process, using, background knowledge, personal experiences, and context when examining artworks and determining personal meaning.
Examine and discuss how the geographical, cultural, and historical perspectives represented in visual artworks influence personal choices (economic, political, and environmental) and personal aesthetic criteria.
Compare attributes of artworks in the classroom, school, and community, or artworks of a specific culture, place, or time, and describe how they influence culture, ideas, and events.
Demonstrate the responding process, with attention to the elements and principles of design, to interpret and describe works of visual art.
Analyze how the uses of traditional and nontraditional mediums affect the mood of an artwork.
Demonstrate various presentation and responding processes for a work of art. Evaluate visual artworks by analyzing their structure and interpreting meaning using various criteria.
