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. |
| |
|Student Objectives/Learning Outcomes |
|1. Students will be able to Identify various causes for the Great Depression |
| |
| |
|2. Students will be able to analyze how the Great Depression affected various groups of Americans |
| |
|3. Students will be able to describe how the New Deal changed the role of government |
| |
| |
|4. Students will be able to identify important New Deal programs and their effects on the country |
| |
|5. Students will be able to trace the advances and retreats of organized labor. |
| |
|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) |
| |
|Entry Level |
| |
|· Day 1- Brainstorming |
| |
|· Day 2- KWL Chart |
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|Progress Monitoring |
| |
|· 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 |
| |
|· Day 7- Exit Ticket (Summing up Great Depression) |
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|· Day 15- Unit Exam (On Great Depression and New Deal) |
| |
| |
|Assessment Summary |
|Entry Level Assessments |
| |
|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 |
| |
|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. |
| |
|Progress Monitoring Assessments |
| |
|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 |
| |
|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? |
| |
|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 |
| |
|Webercise- This will be an online activity |
| |
|Timeline- Students will make a timeline from the stock market crash in 1929 through the New Deal era with FDR. |
| |
|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. |
| |
|Guided Notes Activity- This activity will be lecture based and guided notes will be handed out to students. |
| |
|Summative |
| |
|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. |
| |
|Unit Exam- Multiple choice, true/false exam covering both the New Deal and the Great Depresssion. |
| |
|Entry Level Assessment (Brainstorm activity) |
| |
|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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