TEKS Lesson Plan/Unit Plan



TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes or less |

Re-Teach Lesson Plan Number: 13

Topic/Process: Major Concept/Ideas: 1920s, Great Depression and New Deal

Textbook: The Americans: Reconstruction to the Present, McDougall Littell

Ch 12, 13, 14 and 15

Texas Essential Knowledge and Skills (TEKS): US1 A-C, US5 A-B, US13 A-E, US15 A, US20 A-E, US22 A-C, US23 A-B

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(C)  explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.

(5)  History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:

(A)  analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and

(B)  analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

(13)  Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:

(A)  analyze causes of economic growth and prosperity in the 1920s;

(B)  analyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures;

(C)  analyze the effects of the Great Depression on the U.S. economy and government;

(D)  evaluate the effectiveness of New Deal measures in ending the Great Depression; and

(E)  analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens.

(15)  Government. The student understands changes in the role of government over time. The student is expected to:

(A)  evaluate the impact of New Deal legislation on the historical roles of state and federal governments;

(20)  Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A)  describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, and literature such as the paintings of Georgia O'Keeffe, rock and roll, and John Steinbeck's The Grapes of Wrath;

(B)  describe the impact of significant examples of cultural movements in art, music, and literature on American society, including the Harlem Renaissance;

(C)  identify examples of American art, music, and literature that transcend American culture and convey universal themes;

(D)  analyze the relationship between culture and the economy and identify examples such as the impact of the entertainment industry on the U.S. economy; and

(E)  identify the impact of popular American culture on the rest of the world.

(22)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(A)  explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;

(B)  explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs; and

(C)  analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.

(23)  Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

(A)  analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States; and

(B)  explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.

TAKS: US1 A-C, US5 A-B, US13 A-C & E, US22 A & C, US23 A

(1)  History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A)  identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(C)  explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.

(5)  History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:

(A)  analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and

(B)  analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

(13)  Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:

(A)  analyze causes of economic growth and prosperity in the 1920s;

(B)  analyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures;

(C)  analyze the effects of the Great Depression on the U.S. economy and government;

(E)  analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens.

(22)  Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

(A)  explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;

(C)  analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.

(23)  Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

(A)  analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States; and

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Chronology |Chronology is important to the study of US History. |

|Change |Change may be positive or negative. Change often occurs as a result of conflict. Change is |

| |inevitable. |

|Culture |Cultures express beliefs and values through art, music and literature. |

|Economics |Economic problems can lead to change. |

|Leadership |Effective leaders are often visionaries. Effective leaders motivate and inspire those they lead. |

|Government |Effective leaders often emerge during times of conflict. Americans often look to their president |

| |and political heads to be effective leaders. |

| |Government reflects societies’ values and beliefs. |

Sequence of Activities (Instructional Strategies):

1. Review Activities: Review with students the major events and individuals

from the 1920’s, Great Depression and New Deal periods that will be tested on the TAKS test. Be sure to review your TEKS to make sure you cover all major events and individuals. You can conduct this review in several ways:

1. Orally – Orally discuss with students the events and individuals.

2. Cooperative Learning - Divide students into groups and assign each group

a couple of events and individuals. Have them brainstorm about that

event or individual and record their answers on butcher paper. Lastly,

have each group present their information to the class.

3. TAKS Review Workbook: Have students review the time period

using a TAKS Review Workbook such as Mastering the Grade 11 TAKS

Social Studies Assessment by Jarrett Publishing.

Questions to Consider in Lesson:

1) What were the most important events of the 1920s, Great Depression and New Deal eras?

2) What significant dates occurred?

3) What contributions did the significant leaders make to American history?

Assessment of Activities:

Classroom Discussion

Classroom Observation

Activity

Prerequisite Skills:

1. Discussion Skills

Key Vocabulary:

See appropriate TEKS

Materials/Resources Needed:

Copies of TEKS, paper, pens, markers, copies of TAKS Review Workbooks

Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.

Differentiated Instruction: Divide students into groups and assign each group a topic: people, legislation, culture, etc… Have each group research their topic as it pertains to this time period. Have students make a presentation to the class.

Teacher Notes:

Sample Test Questions:

1. Prohibition affected society by-

A. increasing membership in the Communist party

B. making women more independent

C. promoting disrespect for the law

D. all of the above

2. After the stock market crash, many people-

A. lost all their savings

B. withdrew their money from banks

C. could not repay their debts from buying on margin

D. all of the above

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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