Unit Plan Template - Great Depression/New Deal Unit Plan



Unit Plan Template

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|Unit Author |

|First and Last Name |Brock Lewis |

|School District |PYLUSD |

|School Name |Yorba Linda High School |

|School City, State |Yorba Linda, CA |

|Unit Overview |

|Unit Title |

|Great Depression/New Deal Unit Plan |

|Unit Summary |

|After the prosperity of the 1920's, America suffered an economic collapse in the 1930's. This unit goes into the causes of the Depression and also how |

|Americans dealt with their problems. The unit then shifts to President Roosevelt and how he implemented the New Deal to bring America out of the Depression|

|Subject Area |

|US History |

|Grade Level |

|11th Grade |

|Approximate Time Needed |

|2 Weeks |

|Unit Foundation |

|Targeted Content Standards and Benchmarks |

|11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. |

|Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the |

|weaknesses in key sectors of the economy in the late 1920s. |

|Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert |

|Hoover and Franklin Delano Roosevelt to combat the economic crisis. |

|Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and |

|on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California. |

|Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the |

|economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development |

|policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam). |

|Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to |

|current issues of a postindustrial, multinational economy, including the United Farm Workers in California. |

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|Student Objectives/Learning Outcomes |

|1. Students will be able to Identify various causes for the Great Depression |

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|2. Students will be able to analyze how the Great Depression affected various groups of Americans |

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|3. Students will be able to describe how the New Deal changed the role of government |

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|4. Students will be able to identify important New Deal programs and their effects on the country |

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|5. Students will be able to trace the advances and retreats of organized labor.  |

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|Curriculum-Framing Questions |

| |Essential Question |How are the problems that Americans faced in the Great Depression similar to the ones we are facing today? |

| |Unit Questions |What were the effects of the Great Depression on the American people? How did people cope with the difficulties? |

| |Content Questions |How did FDR's New Deal change the role of government and bring America out of the Depression? |

| | | |

| | |What was the Dust Bowl and why was it important? |

| | | |

| | |What was the significance of the fireside chats? |

|Assessment Plan |

|Assessment Timeline |

|Assessment Plan Timeline (List Form) |

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|Entry Level |

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|·      Day 1- Brainstorming |

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|·      Day 2- KWL Chart |

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|Progress Monitoring |

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|·      Day 4- Compare and Contrast |

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|·      Days 5-10 Journaling |

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|·      Day 5- Survey |

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|·      Day 6- Webercise |

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|·      Day 8- Timeline |

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|·      Day 10- Multimedia Project |

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|·      Day 12- Guided Notes Activity |

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|Summative |

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|·      Day 7- Exit Ticket (Summing up Great Depression) |

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|·      Day 15- Unit Exam (On Great Depression and New Deal) |

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|Assessment Summary |

|Entry Level Assessments |

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|Brainstorming- Students will be brainstorming anything they know about the Great Depression prior to the first lesson. On a piece of paper students will |

|list ideas in a web style chart |

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|KWL Chart- Students will fill out a KWL Chart as we begin to go over the causes of the Great Depression. Students will write what they know, what they want|

|to know, and then at the end of the lesson what they learned. |

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|Progress Monitoring Assessments |

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|Compare and Contrast- Using a compare and contrast chart students will compare and contrast the Great Depression with the recent recession that America |

|went through. Teacher will walk around from group to group monitoring the progress of students to see if they grasped the material or not |

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|Journaling- For a week, students will be required to write in their journal as if they were documenting the time. For example they might answer writing |

|prompts such as: You are a farmer in Kansas during the time of the Dust Bowl, write about the struggles you are facing and tell about what your next move |

|will be stay or go? |

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|Survey- This will be an online survey/poll. This is a great way to quickly and effective monitor whether or not students are understanding the material |

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|Webercise- This will be an online activity |

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|Timeline- Students will make a timeline from the stock market crash in 1929 through the New Deal era with FDR.  |

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|Multimedia Project- Students will make a multimedia project on a variety of topics covered in this unit. Students could choose from topics such as the |

|stock market crash, the dust bowl, and the New Deal.  |

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|Guided Notes Activity- This activity will be lecture based and guided notes will be handed out to students.  |

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|Summative |

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|Exit Ticket- This exit ticket will be similar to a short quiz on some of the topics covered in the lessons about the Great Depression. These concepts need |

|to be grasped before moving on to the New Deal. |

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|Unit Exam- Multiple choice, true/false exam covering both the New Deal and the Great Depresssion.  |

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|Entry Level Assessment (Brainstorm activity) |

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|Directions: Write down anything you know that is associated with the Great Depression. Time Period, People, Events, etc.  |

|Unit Details |

|Prerequisite Skills |

|Knowledge of the 1920’s (Roaring Twenties) in America and how it led to the Great Depression. |

|Instructional Procedures |

|There will be opportunites for students to use self-assessment in many of the lessons in this unit plan. Students will be able to see the learning goals |

|for each lesson and be able to judge themselves if they think they have learned them or not. |

|Accommodations for Differentiated Instruction |

| |Special Needs Students |During pair-share activities, teacher will make sure struggling readers are understanding the vocabulary terms.  |

| | |Vocabulary will be emphasized at the beginning of the lesson before the reading. A guided reading worksheet will help the |

| | |students group important information together. The worksheet will help students chunk important information together giving|

| | |them the best chance to learn the material.  |

| |Nonnative Speakers |Vocabulary will be emphasized at the beginning of the lesson before the reading. A guided reading worksheet will help the |

| | |students group important information together. The worksheet will help students chunk important information together giving|

| | |them the best chance to learn the material.  |

| | |ELL students will be given a Spanish-English dictionary so that they can look up confusing words in the reading that they |

| | |will be doing.  |

| | | |

| |Gifted/Talented Students |Gifted and talented students can use the unit plan site resource page where there are many websites and interactive sites |

| | |where these students can further investigate their learning and dive deeper into the material. |

|Materials and Resources Required For Unit |

|Technology – Hardware (Click boxes of all equipment needed) |

| Camera | Laser Disk | VCR |

|Computer(s) |Printer |Video Camera |

|Digital Camera |Projection System |Video Conferencing Equip. |

|DVD Player |Scanner |Other       |

|Internet Connection |Television | |

|Technology – Software (Click boxes of all software needed.) |

| Database/Spreadsheet | Image Processing | Web Page Development |

|Desktop Publishing |Internet Web Browser |Word Processing |

|E-mail Software |Multimedia |Other       |

|Encyclopedia on CD-ROM | | |

|Printed Materials |Students will need their textbooks, and other handouts that are attached onto the unit plan site. |

|Supplies |Students will need handouts that are attached at the bottom of each lesson. They will also need pencils, pens, paper |

| |and other basic educational supplies. |

|Internet Resources |gdnewdealplan. |

|Other Resources |N/A |

Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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Copyright © 2011 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries.

*Other names and brands may be claimed as the property of others.

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