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 | | |
|[pic] | | |
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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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