SUBJECT MATTER RUBRIC: Social Studies
| American History 1 |
Food production and distribution in the 1930s |
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Level 2
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Demonstrate an understanding of the causes and effects of the problems surrounding food production and distribution in the 1930s in the US. |
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Level 3 = L2 +
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Focus on the problems in a particular geographic area |
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Level 4 = L3 +
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Focus on one particular part of the food industry, such as cotton growing or farm machinery production |
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American History 2
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Government Involvement in problems in the 1930s |
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Level 2
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Identify two problems for Americans in the 1930s and tell how the U.S. government worked to solve these problems: specify the programs the government put in place, and describe the effects of these programs had on food production and distribution |
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Level 3 = L2 +
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Evaluate at least 2 government programs. Describe their effectiveness in accomplishing their goals in the 1930s |
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Level 4 = L3 +
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Follow the 2 government programs through to current time; evaluate for effectiveness |
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American History 3
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Effects of World War II on food and other industries |
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Level 2
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Show how World War II helped to change the farming industry |
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Level 3 = L2 +
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Explain how changes in the labor force during W.W.II influenced the farming industry. |
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Level 4 = L3 +
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Relate international trade developments that were direct result of growing US power at close of W.W. II to the discussion begun in Levels 2 and 3. |
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American History 4
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The Grapes of Wrath (film) |
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Level 2
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Watch the movie, "The Grapes of Wrath." (We will show it at school; you don't have to rent it yourself.) Write a "reader" response of this film. |
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Level 3 = L2 +
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Explain in writing, as part of your response, how this film illustrates some of the problems you have studied. |
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Level 4 = L3 +
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In your response, apply Richard Wright's view of communism, as he describes it in Black Boy, to "The Grapes of Wrath." How would he analyze the Joad's situation? What solutions would Richard propose to these problems? |
| E-1 |
Supply, Demand, and Price of foods |
| Level 2 |
Using at least 3 different types of foods (such as meats, soft drinks, vegetables, grains, raw foods, processed foods, restaurant foods, etc.), explain how the prices of these foods are set in our current market system. Use supply/demand curves to show how price equilibrium has been reached in these markets and written analysis to show an understanding of the concepts of elasticity and inelasticity of price. Data can be "created" for Level 2, as long as it makes economic sense |
| Level 3 = L2 except |
Build supply/demand curves from real data. (Much of this data is available in financial pages under "Futures Contracts.") |
| Level 4 = L2 except |
Use real equilibrium prices taken from various financial and other sources (such as the supermarket). |
| Honors |
Using inflation-adjusted figures, compare and contrast current supply/demand curves with those for the same foods from the 1930s in the U.S. Explain these comparisons and contrasts in writing. |
| Level 2 |
For each of the four major market types (perfect competition, monopoly, oligopoly, differentiated competition), find at least one example of a real food sold under each market type. Explain why that food is sold in that market type by connecting the type of food and the way it is distributed to the market type. |
| Level 4 = L2 + |
Include the role of the US government in why each of the foods chosen with falls under the market types you place them in. |
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Teaching & Learning Index
