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 2) Formulate an artistic investigation and discovery of relevant content for creating art.
Example: Make, share, and revise a list of ideas and preliminary sketches.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
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:
Make, share and revise a list of ideas and preliminary sketches.
Use introductory skills, techniques, and elements of art to create a composition
Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
Create a group project about a current or world event.
Examine careers and identify and role - play various jobs of artists.
Research a subject or idea that has personal meaning to create a work of art.
Use the elements of visual arts to create an artwork that depicts emotions.
Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
Demonstrate proper clean-up and/or disposal of equipment and materials.
Demonstrate art room safety and procedures.
Design an environmentally area for the school such as a library or other multi-use learning area.
Engage for the purpose of personal reflection and ongoing revision, in group critiques.
Reflect through journal writing artist intent.
