Houston Independent School District
Backwards-design Lesson Plan Template: Unit 8
|Stage 1 – Desired Results |
| |
|Content Standard(s): |
|ⓈUSH.18A Discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business |
|entrepreneurs who achieved the American dream. |
|ⓇUSH.27A Explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, |
|petroleum-based products, steel production, and computers on the economic development of the United States. |
|ⓈUSH.27B Explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including |
|vaccines. |
|ⓇUSH.27C Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements|
|for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management. |
|ⓇUSH.28A Analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in |
|transportation and communication, improve the standard of living in the United |
| |
|ⓇUSH.13A Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural|
|to urban, the Great Migration, and the Rust Belt to the Sun Belt |
|ⓇUSH.17E Describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum|
|Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA). |
|ⓇUSH.10D Describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the |
|Iran Hostage Crisis. |
|ⓇUSH.11A Describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on |
|Terror. |
|ⓈUSH.19E Evaluate the pros and cons of U.S. participation in international organizations and treaties. |
|evidence |
|Understanding (s)/goals |Essential Question(s): |
|Students will understand that: | |
|I can explain the effects of electric power, telephone, plastics and other |How do characteristics of the free-enterprise system such as economic |
|petroleum-based products, steel, computers, transportation, communication and |freedom, competition, opportunity, and a wide variety of products help lead|
|other innovations on economic development and the standard of living. |to innovation and technologic breakthroughs? |
|I can analyze how specific needs in the economy or society drive discovery and |How does demand in the market-place lead to improved products for |
|technologic innovation such as advanced fertilizers to improve crop yield in |consumers? |
|agriculture, new weapons for the military, new vaccines and other medical |What push/pull factors directly impact migration and immigration patterns? |
|breakthroughs and consumer products such as cell phones, personal computers or GPS|Cite examples to support your thinking. |
|devices. |How so ESPN factors affect migration and immigration patterns? |
|I can define entrepreneur and tell how American entrepreneurs such as Bill Gates, |Which, if any, of the following incidents justified U.S. intervention and |
|Sam Walton, Estee Lauder, Robert Johnson, Lionel Sosa and others prospered. |action: support for Israel, the Camp David Accords, the Iran-Contra Affair,|
|I can analyze the effect of the assembly line, time-study analysis, robotics, |Marines in Lebanon, and the Iran Hostage Crisis, end of the Cold War, the |
|computer management, and just-in-time inventory management on increased |Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror? |
|productivity in the workplace. |[This question lends itself to spectrum analysis by placing a sign on one |
|I can analyze the causes and effects [push/pull factors] of internal migrations in|side of the room that says U.S. SHOULD intervene and on the other that |
|the United States including a review of westward expansion, the rural to urban |states U.S. should NOT intervene. After discussing each event, state the |
|migration of the early 20th century, the Great Migration of African-Americans |event aloud and have students move to the part on the spectrum with which |
|North and West, and the Rust to Sun Belt migrations of the late 20th century. |they agree…and defend their stance.] |
| | |
|I can analyze the impact of OPEC, GATT, and NAFTA on U.S. international trade | |
|policy. | |
|I can describe how support for the nation of Israel, the Camp David Accords, the | |
|Iran-Contra Affair, the presence of Marines in Lebanon, and the Iran Hostage | |
|Crisis are examples of ways in which the United States is involved with countries | |
|or issues in the Middle East. | |
|I can describe how the Persian Gulf War, the crisis in the Balkans, the events of | |
|9/11, and the global War on Terror [Iraq and Afghanistan] are all examples of US | |
|involvement in world affairs. | |
|I can evaluate the pros and cons of US involvement in international organizations | |
|and treaties. | |
| | |
| | |
| | |
|Student objectives (outcomes): |
|Students will be able to: |
|Be able to answer questions concerning content about the free enterprise and U.S. interference in foreign countries. |
|Students should be able to make a stance on various U.S. intervention around the world and support the stance with specific examples. |
|Students will be able to compare entrepreneurs of the Gilded Age to current entrepreneurs. |
|Students will be able to communicate the changes made by technology and predict future changes. |
|Stage 2 – Assessment Evidence |
|Performance Task(s): |Other Evidence: |
|Analyze the causes of technological advances. |Entrepreneur vote – magazine cover |
|Analyze the result of technological advances in the areas of agriculture, |Spectrum lecture |
|medicine, manufacturing, ect. |Apply push and pull labels to review material |
|Evaluate the changes made by advancing technology, the growth of business. |Summative test |
|Apply real current examples to free enterprise characteristics |Formative assessment in the form of warm ups and do nows |
|Evaluate the effectiveness of U.S. intervention in different global situations. | |
|Stage 3 – Learning Plan |
|Learning Activities: |
|Monday: 3/18 |Tuesday: |Wednesday: |Thursday |Friday: |
|Review History using “We Didn’t |Explore trough gallery |Lecture notes – the |Lecture notes – the |Review push and pull factors. |
|Start the Fire” |walk...early, middle, present |characteristics of a free |characteristics of a free |(Interviews) |
|Categorize each item in the song -|technology in the areas of |enterprise system. |enterprise system. |Westward expansion |
|ESPN |agriculture, communication, |Have students find examples of|Have students find examples of|New immigrants |
| |transportation, medicine, |each |each |Great migration |
| |Lifestyle, manufacturing |Teach entrepreneurs |Teach entrepreneurs |Rustbelt – Sunbelt |
| | |Have class vote for favorite |Have class vote for favorite |Katrina |
| | |by designing magazine covers. |by designing magazine covers: | |
|Monday: 3/25 |Tuesday: |Wednesday: |Thursday: |Friday: |
|Library or other research |History frames –goups |Finish outline notes |Finish outline notes |GOOD FRIDAY |
|Changing Culture through art. |Begin outline notes so each |Do SPECTRUM activity in |Do SPECTRUM activity in |SCHOOL HOLIDAY |
|Group work – |student has all info. |conjunction with documents |conjunction with documents | |
|Share research with classmates. | |from the time period. |from the time period. | |
|Monday: 4/1 |Tuesday: |Wednesday: |Thursday: |Friday: |
|(STAAR TESTING THIS WEEK, |Powerpoint – Foundations of |Benefits and Costs of |Benefits and Costs of |Review – Redo “We Didn’t Start|
|POTENTIAL SCHEDULE CHANGES) |American Economics |Globalization. |Globalization. |the Fire” with examples from |
| |Handout – Government and the |Powerpoint – Images of |Powerpoint – Images of |this unit |
|Quiz |economy |International Trade |International Trade | |
| | |Collage of International Trade|Collage of International Trade| |
Monday, 4/7 – Share Rewrites of “We Didn’t Start the Fire”
Tuesday 4/8 – Test – Change Over Time
DIFFERENTIATION (I-3)
How will I scaffold and/or accelerate learning? For whom? How will I group my students?
|SCAFFOLD: | |
|ACCELERATE: | |
|GROUP: | |
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