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:
Social Studies 9 ) Critique major social and cultural changes in the United States since World War II.
• Identifying key persons and events of the modern Civil Rights Movement
Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)
events—Brown versus Board of Education , Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)
• Describing the changing role of women in United States' society and how it affected the family unit
Examples: women in the workplace, latchkey children
• Recognizing the impact of music genres and artists on United States' culture since World War II
Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music
artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)
• Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
Explain how the use of boycotts and demonstrations led by various ethnic groups has resulted in social change in the United States.
Describe the changing role of women in the workplace and the impact on the family unit.
Describe the cultural effect of music genres, artists and media on influencing social practices and policies following World War II. Teacher Vocabulary:
Brown vs. Board of Education Montgomery Bus Boycott
Freedom Rides
Selma-to-Montgomery Voting Rights March
Motown
AM/FM radio
protest songs
demonstrations
genre
political assassinations
latchkey children
Civil Rights Movement Knowledge:
Students know:
The key figures involved in the Civil Rights Movement.
The major social and cultural changes that occurred in the United States post WWII. Skills:
Students are able to:
Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality.
Cite evidence to support changes in social and cultural traditions using primary and secondary sources.
Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events. Understanding:
Students understand that:
There were important the social and cultural changes that occurred in the U.S. after WWII.
Alabama Alternate Achievement Standards
AAS Standard: th Street Baptist Church bombing; identify culturally influential music from the post-World War II world including, Elvis Presley, the Beatles, Bob Dylan, and Jimi Hendrix.
Social Studies 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
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
Evaluate the political, economic, and social origins, accomplishments, and limitations of the Progressive Era and determine the influence it has had on American society through the present. Teacher Vocabulary:
textual evidence
evaluate
cite
Progressivism
muckraker
trust
antitrust
suffrage
temperance movement
civil rights
trust-busting
conservation Knowledge:
Students know:
The social, economic, and political origins, accomplishments, and limitations of the Progressive.
The impact of the Populist Movement on the role of the federal government in American society.
The impact of muckrakers on public opinion during the Progressive movement, including Upton Sinclair, Jacob A. Riis, and Ida M. Tarbell.
The influence and impact of social movements, including: women's suffrage, temperance movement, and civil rights for African-Americans.
The influence of specific social groups and influential individuals on the Progressive Era, including: Ida B. Wells-Barnett, 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.
National legislation affecting the Progressive movement, including the Sherman Antitrust Act and the Clayton Antitrust Act.
The significance of the public education movement initiated by Horace Mann.
The impact of 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. Skills:
Students are able to:
Effectively evaluate the complexities, origins, limitations, accomplishments and affects of social and political movements such as the Progressive and Populist Movements.
Evaluate the influence of prominent individuals and groups from specific historical time periods on public opinion, social and political movements, and national legislation.
Explain national legislation that was influence by and that affected social and political movements.
Assess the significance of the public education movement initiated by Horace Mann.
Compare the presidential leadership during specific historical periods.
Analyze primary and secondary historical sources.
Cite specific textual evidence to support analysis of primary and secondary sources. Understanding:
Students understand that:
There were political, economic, and social origins, accomplishments, and limitations of the Progressive Era and these have impacted American society through the present.
Alabama Alternate Achievement Standards
AAS Standard:
