Atlas - Atlas - Unit 6: WW1, the Twenties and the Great ...



|[pic] |Unit Planner: Unit 6: WW1, the Twenties and the Great Depression |[pic] |

| |US History 11[pic] | |

| |Tuesday, February 23, 2016, 2:28PM | |

|High School (MYP) > 2015-2016 > Grade 11 > Social Studies/History > US History 11 > Week 19 - |Last Updated: Wednesday, January 6, 2016 by Theresa Mullin |

|Week 21 | |

Diana, Davison; Michelle, Taylor; Mullin, Theresa; Saribudak, Aylin

|Inquiry: Establishing the purpose of the unit |

|Key Concepts (Only Choose One) |Related Concepts |Global Context |

| | | |

|[pic]Choose Standards |Related Concepts | |

|Key Concepts |Conflict |Orientation in time and space |

| |Identity |Personal and cultural expression |

|MYP |Conceptual Understanding: The development of conflict and identity |Fairness and development |

| |precipitates and necessitates change in time, place, and space. | |

|Key Concepts | | |

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|Key Concepts | | |

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|Change | | |

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|Perspective | | |

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|Time, place and space | | |

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|Statement of Inquiry |

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|Personal and political expressions of economic disparity reflects social circumstances and values. |

|Inquiry Questions |

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|Factual - |

|What was the role of the government during the Great Depression and how did society react to the government's role? In other words, how did society perceive |

|the role of the president during both Hoover and Roosevelt's terms. |

|Conceptual - |

|How can economic change create inequality and conflict? |

|Debatable - |

|Should the government require more restrictions on a capitalistic free-market economy originating from Adam Smith's concept of laissez faire? |

|MYP Objectives |Standards (TEKS) |

| | |

|[pic]Choose Standards |[pic]Choose Standards |

|MYP: Individuals and societies (For use from September |TX: TEKS 113: Social Studies (2011) |

|2014/January 2015) | |

| |TX: High School |

|Year 5 | |

| |United States History |

|Objective A: Knowing and understanding | |

| |(6) History. The student understands significant events, social issues, and individuals of |

|In order to reach the aims of individuals and societies, students|the 1920s. |

|should be able to: | |

| | |

| |[pic][pic](A) analyze causes and effects of events and social issues such as immigration, |

|i. use a wide range of terminology in context |Social Darwinism, eugenics, race relations, nativism, the Red Scare, Prohibition, and the |

|[pic] |changing role of women; and |

| |[pic] |

| | |

|ii. demonstrate knowledge and understanding of subject-specific | |

|content and concepts through developed descriptions, explanations|[pic][pic](B) analyze the impact of significant individuals such as Clarence Darrow, |

|and examples. |William Jennings Bryan, Henry Ford, Glenn Curtiss, Marcus Garvey, and Charles A. Lindbergh.|

|[pic] |[pic] |

| | |

|Objective B: Investigating |(12) Geography. The student understands the impact of geographic factors on major events. |

| | |

|In order to reach the aims of individuals and societies, students| |

|should be able to: |[pic][pic](A) analyze the impact of physical and human geographic factors on the settlement|

| |of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee|

| |failure in New Orleans after Hurricane Katrina; and |

|i. formulate a clear and focused research question and justify |[pic] |

|its relevance | |

|[pic] |(14) Geography. The student understands the relationship between population growth and |

| |modernization on the physical environment. |

| | |

|ii. formulate and follow an action plan to investigate a research| |

|question |[pic][pic](B) identify the roles of governmental entities and private citizens in managing |

|[pic] |the environment such as the establishment of the National Park System, the Environmental |

| |Protection Agency (EPA), and the Endangered Species Act; and |

| |[pic] |

|iii. use research methods to collect and record appropriate, | |

|varied and relevant information | |

|[pic] |[pic][pic](C ) understand the effects of governmental actions on individuals, industries, |

| |and communities, including the impact on Fifth Amendment property rights. |

| |[pic] |

|iv. evaluate the research process and results. | |

|[pic] |(15) Economics. The student understands domestic and foreign issues related to U.S. |

| |economic growth from the 1870s to 1920. |

|Objective C: Communicating | |

| | |

|In order to reach the aims of individuals and societies, students|[pic][pic](B) describe the changing relationship between the federal government and private|

|should be able to: |business, including the costs and benefits of laissez-faire, anti-trust acts, the |

| |Interstate Commerce Act, and the Pure Food and Drug Act; |

| |[pic] |

|i. communicate information and ideas effectively using an | |

|appropriate style for the audience and purpose |(16) Economics. The student understands significant economic developments between World War|

|[pic] |I and World War II. |

| | |

| | |

|ii. structure information and ideas in a way that is appropriate |[pic][pic](A) analyze causes of economic growth and prosperity in the 1920s, including |

|to the specified format |Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies; |

|[pic] |[pic] |

| | |

| | |

|iii. document sources of information using a recognized |[pic][pic](B) identify the causes of the Great Depression, including the impact of tariffs |

|convention. |on world trade, stock market speculation, bank failures, and the monetary policy of the |

|[pic] |Federal Reserve System; |

| |[pic] |

|Objective D: Thinking critically | |

| | |

|In order to reach the aims of individuals and societies, students|[pic][pic](C ) analyze the effects of the Great Depression on the U.S. economy and society |

|should be able to: |such as widespread unemployment and deportation and repatriation of people of European and |

| |Mexican heritage and others; |

| |[pic] |

|i. discuss concepts, issues, models, visual representation and | |

|theories | |

|[pic] |[pic][pic](D) compare the New Deal policies and its opponents' approaches to resolving the |

| |economic effects of the Great Depression; and |

| |[pic] |

|ii. synthesize information to make valid, wellsupported arguments| |

|[pic] | |

| |[pic][pic](E) describe how various New Deal agencies and programs, including the Federal |

| |Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social |

|iii. analyse and evaluate a wide range of sources/data in terms |Security Administration, continue to affect the lives of U.S. citizens. |

|of origin and purpose, examining values and limitations |[pic] |

|[pic] | |

| |(19) Government. The student understands changes over time in the role of government. |

| | |

|iv. interpret different perspectives and their implications. | |

|[pic] |[pic][pic](A) evaluate the impact of New Deal legislation on the historical roles of state |

| |and federal government; |

| |[pic] |

| | |

| | |

| |[pic][pic](B) explain constitutional issues raised by federal government policy changes |

| |during times of significant events, including World War I, the Great Depression, World War |

| |II, the 1960s, and 9/11; |

| |[pic] |

| | |

| |(20) Government. The student understands the changing relationships among the three |

| |branches of the federal government. |

| | |

| | |

| |[pic][pic](B) evaluate the impact of relationships among the legislative, executive, and |

| |judicial branches of government, including Franklin D. Roosevelt's attempt to increase the |

| |number of U.S. Supreme Court justices and the presidential election of 2000. |

| |[pic] |

| | |

| |(25) Culture. The student understands the relationship between the arts and the times |

| |during which they were created. |

| | |

| | |

| |[pic][pic](A) describe how the characteristics and issues in U.S. history have been |

| |reflected in various genres of art, music, film, and literature; |

| |[pic] |

| | |

| | |

| |[pic][pic](B) describe both the positive and negative impacts of significant examples of |

| |cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem |

| |Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country |

| |and western music on American society; |

| |[pic] |

| | |

| | |

| |[pic][pic](C ) identify the impact of popular American culture on the rest of the world |

| |over time; and |

| |[pic] |

| | |

| | |

| |[pic][pic](D) analyze the global diffusion of American culture through the entertainment |

| |industry via various media. |

| |[pic] |

| | |

| |(26) Culture. The student understands how people from various groups contribute to our |

| |national identity. |

| | |

| | |

| |[pic][pic](A) explain actions taken by people to expand economic opportunities and |

| |political rights, including those for racial, ethnic, and religious minorities as well as |

| |women, in American society; |

| |[pic] |

| | |

| | |

| |[pic][pic](D) identify the political, social, and economic contributions of women such as |

| |Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah|

| |Winfrey to American society; |

| |[pic] |

| | |

| |(27) Science, technology, and society. The student understands the impact of science, |

| |technology, and the free enterprise system on the economic development of the United |

| |States. |

| | |

| | |

| |[pic][pic](A) 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; |

| |[pic] |

| | |

| | |

| |[pic][pic](B) explain how specific needs result in scientific discoveries and technological|

| |innovations in agriculture, the military, and medicine, including vaccines; and |

| |[pic] |

| | |

| | |

| |[pic][pic](C ) 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. |

| |[pic] |

| | |

| |(29) Social studies skills. The student applies critical-thinking skills to organize and |

| |use information acquired from a variety of valid sources, including electronic technology. |

| | |

| | |

| |[pic](A) use a variety of both primary and secondary valid sources to acquire information |

| |and to analyze and answer historical questions; |

| |[pic] |

| | |

| | |

| |[pic](B) analyze information by sequencing, categorizing, identifying cause-and-effect |

| |relationships, comparing and contrasting, finding the main idea, summarizing, making |

| |generalizations, making predictions, drawing inferences, and drawing conclusions; |

| |[pic] |

| | |

| | |

| |(C) understand how historians interpret the past (historiography) and how their |

| |interpretations of history may change over time; |

| |[pic] |

| | |

| | |

| |[pic](D) use the process of historical inquiry to research, interpret, and use multiple |

| |types of sources of evidence; |

| |[pic] |

| | |

| | |

| |(E) evaluate the validity of a source based on language, corroboration with other sources, |

| |and information about the author, including points of view, frames of reference, and |

| |historical context; |

| |[pic] |

| | |

| | |

| |(F) identify bias in written, oral, and visual material; |

| |[pic] |

| | |

| | |

| |[pic](G) identify and support with historical evidence a point of view on a social studies |

| |issue or event; and |

| |[pic] |

| | |

| | |

| |[pic](H) use appropriate skills to analyze and interpret social studies information such as|

| |maps, graphs, presentations, speeches, lectures, and political cartoons. |

| |[pic] |

| | |

| |(30) Social studies skills. The student communicates in written, oral, and visual forms. |

| | |

| | |

| |(A) create written, oral, and visual presentations of social studies information; |

| |[pic] |

| | |

| | |

| |[pic](B) use correct social studies terminology to explain historical concepts; and |

| |[pic] |

| | |

| | |

| |(C) use different forms of media to convey information, including written to visual and |

| |statistical to written or visual, using available computer software as appropriate. |

| |[pic] |

| | |

| |(32) Social studies skills. The student uses problem-solving and decision-making skills, |

| |working independently and with others, in a variety of settings. |

| | |

| | |

| |(A) use a problem-solving process to identify a problem, gather information, list and |

| |consider options, consider advantages and disadvantages, choose and implement a solution, |

| |and evaluate the effectiveness of the solution; and |

| |[pic] |

| | |

| | |

| |(B) use a decision-making process to identify a situation that requires a decision, gather |

| |information, identify options, predict consequences, and take action to implement a |

| |decision. |

| |[pic] |

| | |

|Summative Assessments |Summative Assessment Tasks & Statement of Inquiry |

| | |

|Outline of summative assessment task(s) including assessment |Relationship between summative assessment task(s) and statement of inquiry: |

|criteria: |Analyzing different populations and media affected by the Great Depression will reveal how |

|Add New Assessment |economic disparity creates significant, diverse people who all present unique social |

|  |circumstances and values. |

|Summative: Written: Informative |This summative assessment allows students to analyze and synthesize information in a clear |

|IB History/Ms. Mullin Unit V- The Great Depression |written report and then to present their findings to the class. |

|Research Investigations | |

|  | |

|You will be divided into groups of two or three to complete the | |

|following research investigation: | |

|  | |

|Students: (Share contact information): | |

|  | |

|Name: ___________________Email: _____________________ Phone: | |

|__________________ IM: ___________________ | |

|  | |

|Name: ___________________Email: _____________________ Phone: | |

|__________________ IM: ___________________ | |

|  | |

|Name: ___________________Email: _____________________ Phone: | |

|__________________ IM: ___________________ | |

|  | |

|You will randomly be assigned one of the following and complete a| |

|case study that will be presented to the class beginning on | |

|_______________. | |

|  | |

|Impact of the Great Depression on African Americans | |

|Impact of the Great Depression on women | |

|Impact of the Great Depression on minorities | |

|The Great Depression and the arts: photography | |

|The Great Depression and the arts: the movie industry | |

|The Great Depression and the arts: the radio | |

|The Great Depression and the arts: literary currents | |

|Research focus: | |

|Examine the impact of the Great Depression on one specific | |

|segment of the society. | |

|Requirements: | |

|Find a minimum of three secondary sources that discuss some | |

|aspect of your topic. Make sure that these sources are creditable| |

|(No Wikipedia or encyclopedia citations will be accepted.) | |

|Find a minimum of five primary sources that illustrate the impact| |

|of the Great Depression in relation to your topic. | |

|Carefully document all sources, and create a detailed | |

|bibliography using . (Make sure to include page | |

|numbers.) | |

|Be able to explain at least three ways in which the Great | |

|Depression affected your topic. | |

|Within each of the three, make sure to give at least two examples| |

|to illustrate that change. Be specific. Include dates, key | |

|people, and/ or events. | |

|Create a detailed handout that is a compilation of your findings.| |

|The handout should be written in bullet points, with short | |

|descriptions, and with the use of key primary sources as | |

|examples. | |

|Create a 10-15 minute presentation in which will you share your | |

|findings with the class. You must use visuals that could include | |

|any of the following: PowerPoint, slide show, large posters, or | |

|video clip. | |

|This assignment is worth 100 points for the research, findings, | |

|and handout. (50% Homework, 50% Class work). The presentation is | |

|worth 50 points and will count in the test category for the | |

|quarter. | |

|[pic]IB Investigative Summative Assessment for Great Depression | |

|Unit.doc | |

|[pic]38 Standards Assessed | |

|[pic]Hide Standards | |

|[pic][pic][pic](A) analyze causes and effects of events and | |

|social issues such as immigration, Social Darwinism, eugenics, | |

|race relations, nativism, the Red Scare, Prohibition, and the | |

|changing role of women; and | |

|[pic][pic][pic](A) analyze the impact of physical and human | |

|geographic factors on the settlement of the Great Plains, the | |

|Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the | |

|levee failure in New Orleans after Hurricane Katrina; and | |

|[pic][pic][pic](C ) understand the effects of governmental | |

|actions on individuals, industries, and communities, including | |

|the impact on Fifth Amendment property rights. | |

|[pic][pic][pic](B) describe the changing relationship between the| |

|federal government and private business, including the costs and | |

|benefits of laissez-faire, anti-trust acts, the Interstate | |

|Commerce Act, and the Pure Food and Drug Act; | |

|[pic][pic][pic](C ) analyze the effects of the Great Depression | |

|on the U.S. economy and society such as widespread unemployment | |

|and deportation and repatriation of people of European and | |

|Mexican heritage and others; | |

|[pic][pic][pic](B) explain constitutional issues raised by | |

|federal government policy changes during times of significant | |

|events, including World War I, the Great Depression, World War | |

|II, the 1960s, and 9/11; | |

|[pic][pic][pic](B) evaluate the impact of relationships among the| |

|legislative, executive, and judicial branches of government, | |

|including Franklin D. Roosevelt's attempt to increase the number | |

|of U.S. Supreme Court justices and the presidential election of | |

|2000. | |

|[pic][pic][pic](A) describe how the characteristics and issues in| |

|U.S. history have been reflected in various genres of art, music,| |

|film, and literature; | |

|[pic][pic][pic](B) describe both the positive and negative | |

|impacts of significant examples of cultural movements in art, | |

|music, and literature such as Tin Pan Alley, the Harlem | |

|Renaissance, the Beat Generation, rock and roll, the Chicano | |

|Mural Movement, and country and western music on American | |

|society; | |

|[pic][pic][pic](A) explain actions taken by people to expand | |

|economic opportunities and political rights, including those for | |

|racial, ethnic, and religious minorities as well as women, in | |

|American society; | |

|[pic][pic][pic](D) identify the political, social, and economic | |

|contributions of women such as Frances Willard, Jane Addams, | |

|Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah | |

|Winfrey to American society; | |

|[pic][pic](A) use a variety of both primary and secondary valid | |

|sources to acquire information and to analyze and answer | |

|historical questions; | |

|[pic][pic](B) analyze information by sequencing, categorizing, | |

|identifying cause-and-effect relationships, comparing and | |

|contrasting, finding the main idea, summarizing, making | |

|generalizations, making predictions, drawing inferences, and | |

|drawing conclusions; | |

|[pic](C) understand how historians interpret the past | |

|(historiography) and how their interpretations of history may | |

|change over time; | |

|[pic][pic](D) use the process of historical inquiry to research, | |

|interpret, and use multiple types of sources of evidence; | |

|[pic](E) evaluate the validity of a source based on language, | |

|corroboration with other sources, and information about the | |

|author, including points of view, frames of reference, and | |

|historical context; | |

|[pic](F) identify bias in written, oral, and visual material; | |

|[pic][pic](G) identify and support with historical evidence a | |

|point of view on a social studies issue or event; and | |

|[pic][pic](H) use appropriate skills to analyze and interpret | |

|social studies information such as maps, graphs, presentations, | |

|speeches, lectures, and political cartoons. | |

|[pic](A) create written, oral, and visual presentations of social| |

|studies information; | |

|[pic][pic](B) use correct social studies terminology to explain | |

|historical concepts; and | |

|[pic](C) use different forms of media to convey information, | |

|including written to visual and statistical to written or visual,| |

|using available computer software as appropriate. | |

|[pic]i. use a wide range of terminology in context | |

|[pic]ii. demonstrate knowledge and understanding of | |

|subject-specific content and concepts through developed | |

|descriptions, explanations and examples. | |

|[pic]i. formulate a clear and focused research question and | |

|justify its relevance | |

|[pic]ii. formulate and follow an action plan to investigate a | |

|research question | |

|[pic]iii. use research methods to collect and record appropriate,| |

|varied and relevant information | |

|[pic]iv. evaluate the research process and results. | |

|[pic]i. communicate information and ideas effectively using an | |

|appropriate style for the audience and purpose | |

|[pic]ii. structure information and ideas in a way that is | |

|appropriate to the specified format | |

|[pic]iii. document sources of information using a recognized | |

|convention. | |

|[pic]i. discuss concepts, issues, models, visual representation | |

|and theories | |

|[pic]ii. synthesize information to make valid, wellsupported | |

|arguments | |

|[pic]iii. analyse and evaluate a wide range of sources/data in | |

|terms of origin and purpose, examining values and limitations | |

|[pic]iv. interpret different perspectives and their implications.| |

|[pic]Change | |

|[pic]Perspective | |

|[pic]Time, place and space | |

| | |

|1 record(s) found. | |

|Approaches to Learning (ATL) |Reading Focus |

| | |

|[pic]Choose Standards | |

|Approaches to Learning |Basic Reading Level |

| |2. Varied articles (variation in content) at students’ reading levels |

|MYP | |

| | |

|Skill Category: Communication | |

| | |

|Skill Clusters: | |

|I. Communication skills | |

|Exchanging thoughts, messages and information effectively through| |

|interaction | |

| | |

| | |

|Collaborate with peers and experts using a variety of digital | |

|environments and media | |

|[pic] | |

| | |

| | |

|Share ideas with multiple audiences using a variety of digital | |

|environments and media | |

|[pic] | |

| | |

|Reading, writing and using language to gather and communicate | |

|information | |

| | |

| | |

|Read critically and for comprehension | |

|[pic] | |

| | |

| | |

|Make inferences and draw conclusions | |

|[pic] | |

| | |

| | |

|Write for different purposes | |

|[pic] | |

| | |

| | |

|Paraphrase accurately and concisely | |

|[pic] | |

| | |

| | |

|Preview and skim texts to build understanding | |

|[pic] | |

| | |

| | |

|Organize and depict information logically | |

|[pic] | |

| | |

| | |

|Structure information in summaries, essays and reports | |

|pre-publication | |

|[pic] | |

| | |

|Skill Category: Research | |

| | |

|Skill Clusters: | |

|VI. Information literacy skills | |

|Finding, interpreting, judging and creating information | |

| | |

| | |

|Collect, record and verify data | |

|[pic] | |

| | |

| | |

|Access information to be informed and inform others | |

|[pic] | |

| | |

| | |

|Make connections between various sources of information | |

|[pic] | |

| | |

| | |

|Present information in a variety of formats and platforms | |

|[pic] | |

| | |

| | |

|Collect and analyse data to identify solutions and make informed | |

|decisions | |

|[pic] | |

| | |

| | |

|Process data and report results | |

|[pic] | |

| | |

| | |

|Evaluate and select information sources and digital tools based | |

|on their appropriateness to specific tasks | |

|[pic] | |

| | |

| | |

|Use critical literacy skills to analyse and interpret media | |

|communications | |

|[pic] | |

| | |

| | |

|Create references and citations, use footnotes/endnotes and | |

|construct a bibliography according to recognized conventions | |

|[pic] | |

| | |

| | |

|Identify primary and secondary sources | |

|[pic] | |

| | |

|Skill Clusters: | |

|VII. Media literacy skills | |

|Interacting with media to use and create ideas and information | |

| | |

| | |

|Locate, organize, analyse, evaluate, synthesize and ethically use| |

|information from a variety of sources and media (including | |

|digital social media and online networks) | |

|[pic] | |

| | |

| | |

|Demonstrate awareness of media interpretations of events and | |

|ideas (including digital social media) | |

|[pic] | |

| | |

| | |

|Make informed choices about personal viewing experiences | |

|[pic] | |

| | |

| | |

|Understand the impact of media representations and modes of | |

|presentation | |

|[pic] | |

| | |

| | |

|Seek a range of perspectives from multiple and varied sources | |

|[pic] | |

| | |

| | |

|Communicate information and ideas effectively to multiple | |

|audiences using a variety of media and formats | |

|[pic] | |

| | |

| | |

|Compare, contrast and draw connections among (multi)media | |

|resources | |

|[pic] | |

| | |

| | | | | | |

| |

 

|Content (Subject-specific) |

| |

|Students will examine multiple perspectives about the causes of the Great Depression and how they affected specific populations and media within society at |

|large. Analyzing these diverse populations will demonstrate how change creates a range of conflict thus creating unique experiences and social values. |

|Key Dates and Terms: Hoover’s Leadership |

|Focus: Presidencies in a time of crisis. |

|President Calvin Coolidge - Republican 1923-1929 “Keep Cool with Coolidge” |

|Products, advertising, cars, housing boom, radios, movies |

|prohibition |

|31st President of the United States: President Herbert Hoover (1929-1933) |

|Efficiency Movement- Worked to eliminate government waste/ work more closely with business. |

|Rugged Individualism-Self Reliance/ Individuality |

|Volunteerism |

|Modernization |

|Smoot- Hawley Tariff Act (1930) |

|Revenue Act (1932) |

|Federal Reserve (FED) |

|Reparations & World War I Debt |

|Moratorium on Reparations (1931) |

|Reconstruction Finance Corporation (RFC) 1932 |

|Hooverville |

|President Roosevelt |

|CCC |

|Stock Market Crash of 1929 |

|Dust Bowl |

|Action: Teaching and learning through inquiry |

|Learning Process |

|Learning Experiences and Teaching Strategies |

| |

|Students will analyze a series of primary and secondary source documents and then take notes via powerpoint lectures and through use of graphic organizers. |

|1. Daily warm-ups (sentence starters and quick write) |

|2. Brief PPT lectures-max 15 minutes. |

|3. Graphic Organizers to analyse primary sources |

|4. Quick Write to summarize primary source analysis |

|5. What contributions to the Western world have been made based on PS analysis? |

|7. Look at different perspectives for each event/issue - Who would be for/against? Why? |

|8. Think Pair Share |

|9. Vocabulary Chart (Define terms and construct images to reinforce content comprehension). |

|Knowledge Skills: |

|-Ability to remember important factual information for foundational knowledge. |

|Comprehension Skills: |

|-Read and understand key concepts from primary and secondary resources. |

|Analysis Skills: |

|-ability to read, interpret, and analyze primary sources. |

|Synthesis Skills: |

|Bringing together different parts of knowledge to show relationships. |

|Evaluation Skills: |

|-Form an opinion and be able to justify that position with supporting evidence. |

|Organizational Skills: |

|-Organize, update, and maintain a neat student binder and student notes composition book. |

|Students will define unit relevant vocabulary specific to the Great Depression. |

|Students will listen to a lecture on the Great Depression and the New Deal presented by UCLA Berkeley professor Jennifer Burns. |

|Students will observe and analyze a series of short clips concerning the Great Depression and the New Deal presented by PBS American Experience series. |

|Formative: Students will analyze a series of primary source documents. |

|Formative:Students will complete a graphic organizer requiring them to compare the Great Depression society to today. |

|[pic]1920s House and Home WS.docx |

|[pic]Roaring 20s House and Home PS Documents.pptx |

|[pic]strategy_cards_suffragism activity.pdf |

|[pic]suffrage_map.pdf |

|[pic]votes_for_women_0.pdf |

|[pic]women_in_the_home.pdf |

|[pic]Suffragism WS.docx |

|[pic]Prohibition PS Activity.pdf |

|[pic]Scopes Trial Lesson Plan.pdf |

|[pic]1920s Music and Entertainment Jigsaw.docx |

|[pic]APPARTS ANALYSIS CHART.doc |

|[pic]20140918171057768.pdf |

|[pic]Lesson Plan Great Depression .pdf |

|[pic]FDR New Deal Activity.pdf |

|[pic]Scottsborro Literature Activity.docx |

|[pic]Unit 6-World War I PPT.ppt |

|[pic]Unit 7-Roaring Twenties PPT.ppt |

|[pic]U.S. Entry into WWI Lesson Plan.pdf |

|[pic]Sedition in WWI Lesson Plan.pdf |

|[pic]League of Nations Lesson Plan.pdf |

|[pic]League of Nations Graphic Organizer.pdf |

|[pic]Prohibition Lesson Plan.pdf |

|[pic]Marcus Garvey Lesson Plan.pdf |

|[pic]Palmer Raids Lesson Plan.pdf |

|[pic]Mexican Laborers in 1920s Lesson Plan.pdf |

|[pic]Mexican Labor Graphic Organizer.pdf |

|[pic]Social Security Lesson Plan.pdf |

|[pic]Social Security Historian Interpretations.pdf |

|[pic]New Deal SAC.pdf |

|[pic]New Deal SAC Graphic Organizer.pdf |

|[pic]Zoot Suit Riots Lesson Plan.pdf |

|[pic]1920s_test_review_sheet.pdf |

|[pic]1920s_advertising_worksheet__hw_-_ma.pdf |

|[pic]great_depression_and_new_deal_quest_review_sheet_-_ma_2013.pdf |

|[pic]Great Depression Warm Up.pdf |

|[pic]cures_to_the_depression_-_trials.pdf |

|[pic]Unit 8-Great Depression PPT.ppt |

|Resources |

| |

|[pic] |

| | | | | | |

| |

 

|Weekly agenda to include: |Weekly Differentiation |

|Key vocabulary for the week | |

|Learning experiences (identify guided & independent practice |View Differentiation Details |

|ELL strategies |Add New Week |

|Checking for understanding (ex. VT) | |

|Weekly Plans | |

| |0 record(s) found. |

|Every week: Students will be taking notes for homework in to employ | |

|comprehension and metacognition. Students will draw from notes in class in | |

|discussion and application activities. | |

|Learning Experiences: Teacher to follow the 3Ps for effective understanding of | |

|concepts/content in class. | |

|Probing – asking, clarifying who, what, why, where, when or how questions. | |

|Paraphrasing – restating and feeding back to students their own words in a | |

|shortened and clarified form | |

|Prompting – assisting students having difficulty answering a question by | |

|providing scaffolding by re-phrasing or re-framing the question, providing | |

|hints etc. | |

|Week 1 | |

|See WWI PPT | |

|ELL Strategies: Define terms, create symbols, use sentences stems. All of these| |

|strategies are used as daily warm ups. | |

|Check for understanding: Completing weekly primary/secondary source analysis, | |

|which requires the completion of various graphic organizers and written | |

|responses with quotation of sources. Students will also analyze sample STAAR | |

|questions over content they have already covered. | |

|Week 2 | |

|See Roaring 20's PPT | |

|ELL Strategies: Define terms, create symbols, use sentences stems. All of these| |

|strategies are used as daily warm ups. | |

|Check for understanding: Completing weekly primary/secondary source analysis, | |

|which requires the completion of various graphic organizers and written | |

|responses with quotation of sources. Students will also analyze sample STAAR | |

|questions over content they have already covered. | |

|Week 3 | |

|See Great Depression PPT | |

|ELL Strategies: Define terms, create symbols, use sentences stems. All of these| |

|strategies are used as daily warm ups. | |

|Check for understanding: Completing weekly primary/secondary source analysis, | |

|which requires the completion of various graphic organizers and written | |

|responses with quotation of sources. Students will also analyze sample STAAR | |

|questions over content they have already covered. | |

|Week 4 | |

|Week 5 | |

|[pic]Second Semester Week One LP.docx | |

|Reflection: Considering the planning, process and impact of the inquiry |

|Prior to teaching the unit |During teaching |After teaching the unit |

| | | |

|Prior to teaching this unit, I anticipated students |This unit actually went really well. The formative |I will provide more graphic organizers as well as an |

|would struggle with vocabulary and perspective |assessment was sufficiently challenging but |additional formative assessment which will require |

|taking. Assigning students various people to |definitely within every student's academic |critical thinking and comparative analysis skills. |

|research and construct an identity based on their |abilities. | |

|research would require them to abandon their own |Going forth, I will push students further by | |

|biases, prior assumptions and knowledge. |creating a comparative case study which will require| |

|Elements incorporated from the IB learner profile |students to compare and contrast the Great | |

|include: |Depression with the current US debt and deficit | |

|Knowledgable |present today. | |

|Reflective | | |

|Thinker | | |

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