Thanksgiving Break
Unit #5 - The Roaring 20s
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Unit #5 TEST
Review & Prepare for Unit TEST
Monday, Nov. 11
Tuesday, Nov. 12
Wednesday, Nov. 13
Thursday, Nov. 14
Friday, Nov. 15
Monday, Nov. 18
Tuesday, Nov. 19
These three days will be used to
review the information and
skills presented in this unit and
measure the objectives learned.
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Daily Activities
Unit #5 Daily Lessons (Subject to change)
**Note: Any assignments NOT completed in class will be considered HOMEWORK**
Unit Objectives
Unit Objectives
Unit #5 - The Roaring 20s
(2) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
    (A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
    (B) explain the significance of the following years as turning points: 1898 (SpanishAmerican War), 1914-1918 (World War I), 1929 (the Great Depression begins),
    19391945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968 (Martin Luther King Jr. assassination), 1969 (U.S. lands on the moon), 1991
    (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama).
(4) History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to: (A) explain why
significant events, policies, and individuals, including the Spanish-American War, U.S. expansionism, Alfred Thayer Mahan, Theodore Roosevelt, and
Sanford B. Dole moved the United States into the position of a world power;
    (B) evaluate American expansionism, including acquisitions such as Guam, Hawaii, the Philippines, and Puerto Rico;
    (C) identify the causes of World War I and reasons for U.S. entry;
    (D) understand the contributions of the American Expeditionary Forces (AEF) led by General John J. Pershing, including the Battle of Argonne Forest;
    (E) analyze the impact of machine guns, airplanes, tanks, poison gas, and trench warfare as significant technological innovations in World War I on the Western Front;
    (F) analyze major issues raised by U.S. involvement in World War I, including isolationism, neutrality, Woodrow Wilson's Fourteen Points, and the Treaty of Versailles.
(12) Geography. The student understands the impact of geographic factors on major events. The student is expected to;
    (A)analyze the impact of physical and human geographic factors on the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee failure in New Orleans
    after Hurricane Katrina.
(15) Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
    (C) explain how foreign policies affected economic issues such as the Chinese Exclusion Act of 1882, the Open Door Policy, Dollar Diplomacy, and immigration quotas;
    (D) describe the economic effects of international military conflicts, including the Spanish American War and World War I, on the United States.
(18) Government. The student understands changes over time in the role of government. The student is expected to:
    (B) explain constitutional issues raised by federal government policy changes during times of significant events, including World War I, the Great Depression,
    World War II, the 1960s, and September 11, 2001
(23) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
    (B) explain the importance of Congressional Medal of Honor recipients such as Army First Lieutenant Vernon J. Baker, Army Corporal Alvin York, and
    Army Master Sergeant Raul "Roy" Perez Benavidez.
(26) Science, technology, and society. The student understands the impact of science, technology, and the free enterprise system on the economic development
    of the United States. The student is expected to:
    (B) explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine;
In Unit #5 students will examine American prosperity following World War I.  They
will study social and cultural changes such as the Great Migration and the Harlem
Renaissance.  The class will analyze the effects of the automobile and prohibition on
American society.  Students will explore the conflicts between traditional and new
social standards.  They will examine the birth of Jazz and other art forms, and learn
about changes such as the radio, credit, and more.  The class will investigate American
society's fascination with being the first, the fastest, the biggest, and the best.
The Roaring 20s and America's Prosperity
Reading: Ch 16-2/3
Reading: Ch 16-1
Reading: Ch 15-2/3
The Harlem Renaissance and The Great Migration
Reading Review
Reading Review
Reading Review
Wednesday, Nov. 6
Thursday, Nov. 7
Veteran's Day Observed
Friday, Nov. 8
Reading: Ch 15-1
Reading Review
The Politics of Business
DBQ: Prohibition - Why Did America Change Its Mind?
DBQ: Prohibition Essay
Issues of the 1920s
The Men Who Built America:
The New Machine
Early Release
Making Connections
Study Guide
Understanding & Correcting Test Mistakes
Last Day to Turn in Missing Work
Without the 30% Discount
Palmer Raids
Harlem Renaissance
Tin Pan Alley
The Great Migration
Homework, Enrichment, and Alternate Assignments
Thanksgiving Feast
Read: Chapter 8-1
Politics of the 1920s
Read: Chapter 8-2
A Growing Economy
Read: Chapter 8-3
A Clash of Values
Read: Chapter 8-4
Cultural Innovations
Read: Chapter 8-5
African American
Culture & Politics
Visually Based
Document Based
Wednesday, Nov. 20
Thursday, Nov. 21
Friday, Nov. 22
Thanksgiving Break
America in Color: The 1920s
Monday, Nov. 4
Tuesday, Nov. 5
Monday, Nov. 25
Tuesday, Nov. 26
Wednesday, Nov. 27
Thursday, Nov. 28
Friday, Nov. 29
First, Best, Fastest
No Class due to Veteran's Day Ceremony
DBQ: Prohibition - Why Did America Change Its Mind?
DBQ: Prohibition Essay