Students will create a bar graph representing data about China, Japan, North Korea, South Korea, India, and the United States using information from a data bank. The data bank includes information on population, population density, gross domestic product, literacy rates, annual salary, infant mortality, and land area. Then, students will examine a light pollution map to make connections between the data presented and the bar graphs.
Given background information, students will be able to identify economic, social, and political issues surrounding the Gilded Age. Students will identify significant historical figures associated with the Gilded Age.
Given primary and secondary sources of information about selected New Deal measures (e.g., the creation of the Civilian Conservation Corps or the passage of the Agricultural Adjustment Act), students will analyze how these measures affected various regions of the United States.
Given background information, students will identify the social and economic impact of World War II on the American home front, such as the Great Depression, rationing, and increased opportunity for women and minority employment.
Students will identify ways in which Cold War tensions were intensified.
Given a timeline, students will understand the political, economic, and social impact of selected U.S. political leaders on the world from the 1970s into the 21st century.
Given information about social issues throughout U.S. history, students will describe the causes and effects of significant societal issues.
Given selected examples of American art, music, and literature, students will be able to identify the era of U.S. history that is reflected in the art.
Given background information about selected historical figures, students will be able to analyze the importance and contributions of women and people of various racial, ethnic, and religious groups to the national identity and the cultural landscape.
Given short summaries about the reasons for European exploration and colonization of North America, students will compare English and Spanish settlements in the New World.
Given background information, students will be able to trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, and describe the roles of political organizations that promoted civil rights.
Given broad categories that describe the major goals of the progressive movement and general information about selected issues of the late 1800’s/early 1900’s, students will categorize the issues according to corresponding progressive era goals.
After analyzing primary and secondary resources about the child labor, the students should be able to draw conclusions about the need to reform child labor practices.
Students will describe how Upton Sinclair's The Jungle reflected issues of the Progressive Era.
Given information about Roosevelt’s Square Deal, students will create cause-and-effect diagrams to explain the reasons for and impact of selected reforms sponsored by the Roosevelt administration.
Given the voting rights amendments, students will create an annotated time line that illustrates how voting rights have been extended to various groups of people throughout the history of the United States.
Given Supreme Court case summaries, students will compare and contrast the impact of the Plessy v. Ferguson and Brown v. Board of Education decisions.
Given information about political reforms of the Progressive Era, students will evaluate the impact of those reforms.
Given background information, students will be able to identify and analyze various methods of expanding the right to participate in the democratic process.
ELPS Instructional Tool
The ELPS Instructional Tool outlines how to plan focused, targeted, and systematic instruction to meet the linguistic needs of ELLs identified at the beginning and intermediate proficiency levels in grade 3 or higher.