Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: Communication Skills: Historical Thinking & Research - Have students Using Visual Sources: Charts, Graphs, Photos, Maps & research and explore the conditions of farmers during the Art – Have students examine and interpret major works of 1920s to explore the question of: “Were the conditions in art during the Harlem Renaissance and Jazz Age and explore the 1920s accurately represented by mainstream how they are a representation of the 1920s culture?” Analytical Writing – Have students review primary source Multiple Perspectives – Have students compare and documents, images, and make suggestions on how the contrast the works of W.E.B. DuBois, Langston Hughes, government could resolve/help people during the Great Jacob Lawrence, and Booker T. Washington, and draw Depression conclusions about the African American experience during the 1920s and 1930s Critical Reading – Have students review documents and data related to the New Deal and evaluate its effectiveness Sources & Historic Record – Have students read in accomplishing the goals of the FDRs Administration primary source accounts of African Americans during the Great Migration North to determine if their goals were Public Speaking and Presenting – Have students select a met by locating to a different place. piece of artwork or artist during the 1920s and present on how their work accurately depicts the time period. Content Vocabulary Mobility Suburbs Mechanization Electrification Cultural Climate Jazz Age Migrant workers Harlem Renaissance Great Migration Over-speculation Federal Reserve Tariffs New Deal Federal Work Programs Environmental Improvement Social Security Labor Rights Programs Farm Assistance Programs
Social Studies Essential Standards Skill Builder Resources Historical Method/Investigation & Inquiry: Historical Thinking & Research - Have students research and explore the conditions of farmers during the 1920s to explore the question of: “Were the conditions in the 1920s accurately represented by mainstream culture?” Multiple Perspectives – Have students compare and contrast the works of W.E.B. DuBois, Langston Hughes, Jacob Lawrence, and Booker T. Washington, and draw conclusions about the African American experience during the 1920s and 1930s Sources & Historic Record – Have students read primary source accounts of African Americans during the Great Migration North to determine if their goals were met by locating to a different place. Communication Skills: Using Visual Sources: Charts, Graphs, Photos, Maps & Art – Have students examine and interpret major works of art during the Harlem Renaissance and Jazz Age and explore how they are a representation of the 1920s Analytical Writing – Have students review primary source documents, images, and make suggestions on how the government could resolve/help people during the Great Depression Critical Reading – Have students review documents and data related to the New Deal and evaluate its effectiveness in accomplishing the goals of the FDRs Administration Public Speaking and Presenting – Have students select a piece of artwork or artist during the 1920s and present on how their work accurately depicts the time period. Content Vocabulary Mobility Electrification Migrant workers Over-speculation New Deal Social Security Farm Assistance Programs Suburbs Cultural Climate Harlem Renaissance Federal Reserve Federal Work Programs Labor Rights Mechanization Jazz Age Great Migration Tariffs Environmental Improvement Programs
ACPS%20Curriculum%20Overview%20-%20Social%20Studies.docx