Oklahoma Social Studies USH.C.4.1.C
The Standard
- USH.C.4
- Analyze the cycles of economic boom and bust of the 1920s and 1930s on the transformation of the United States of America’s government and society.
- USH.C.4.1
- Examine the transformations between the World Wars.
Examine the presidency of President Calvin Coolidge and his philosophy of limited government and debates over immigration policy, including the impact of the Immigration Act of 1924, which established national quotas related to origin.
Oklahoma Academic Standards for Social Studies (2026) · USH.C.4.1
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how Coolidge's support for tax cuts and lighter business regulation reflected his view of federal power. They describe how the 1924 immigration law set national-origin quotas and changed who could enter the country. They compare his economic approach with federal action on immigration.
What Mastery Looks Like
- A student can use tax cuts to explain Coolidge's limited-government approach. They can explain that the 1924 quotas favored northern and western European immigrants, sharply restricted southern and eastern European immigrants, and barred most Asian immigrants.
Common Misconceptions
- Students may think limited government meant Coolidge opposed all federal action, including immigration restrictions. They may think the quotas gave every country the same number of places or were based on the number of people applying in 1924.
How to Assess It
- Exit ticket: Give one example of Coolidge's limited-government approach. Then explain how the 1924 quotas affected immigrants from southern and eastern Europe and from Asia.
Lesson moves
Ways to Teach It
Give pairs twelve beans and two mock 1890 census cards, showing 500 and 100 residents; have them assign immigration quotas at 2 percent.
Ask students to write: Why might Coolidge support fewer rules for business but strict federal limits on immigration?
Put tax cuts, lighter business regulation, and national-origin quotas on cards; have students sort them by federal action and defend one choice.
Print a current State Department family-based visa eligibility page; students compare its criteria with the 1924 quota rule in a two-column chart.
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