Established goals g



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Stage 1 Desired Results

ESTABLISHED GOALS G
Common Core – Literacy in History/Social Studies
Grades 9-10

2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

9. Compare and contrast treatments of the same topic in several primary and secondary sources
Introduce precise claims, distinguish claims from alternate or opposing claims, and create an organization that establishes clear relationships among claims , counterclaims, reasons, and evidence
Curriculum Frameworks: US History II

USII.11 Describe the various causes and consequences of the global depression of the 1930s, and analyze how Americans responded to the Great Depression. (H, E)



  1. restrictive monetary policies

  2. unemployment

  3. support for political and economic reform

USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. (H)



People

  1. President Herbert Hoover

  2. President Franklin D. Roosevelt

  3. Eleanor Roosevelt

  4. Huey Long

  5. Charles Coughlin


Policies
the establishment of

  1. the Federal Deposit Insurance Corporation

  2. the Securities and Exchange Commission

  3. the Tennessee Valley Authority

  4. the Social Security Act

  5. the National Labor Relations Act

  6. the Works Progress Administration

  7. the Fair Labor Standards Act


Institutions

  1. the American Federation of Labor

  2. the Congress of Industrial Organizations

  3. the American Communist Party

USII.13 Explain how the Great Depression and the New Deal affected American society. (H)



  1. the increased importance of the federal government in establishing economic and social policies




Transfer

Students will be able to independently use their learning to…
*analyze social and political changes to develop their own ideologies.

Meaning

UNDERSTANDINGS U

Students will understand that…
*Incurring significant amounts of debt can have a detrimental impact on the financial situations of individuals and society as a whole

*Banks and the stock market play vital roles in the American economy.


*Consumers and investors must evaluate the risk involved in their economic transactions.


*There are differing ideologies, liberal and conservative, regarding the role of government in American life

*There is an unresolved debate about the impact the government can have on the cyclical nature of a free-market economy.




ESSENTIAL QUESTIONS Q

*Should people, businesses, and governments be able to buy goods and services using credit?


*When does investment into the stock market, and other ventures, become to risky?
*To what extent should the government be involved in economic practices?

*What is the appropriate role for government in citizens' lives?



Acquisition

Students will know…

*In the 1920s, many Americans began using credit to buy new consumers products and invest in the stock market.


*A slowdown in consumer demand along with investor panic led to a stock market crash that set into motion an economic crisis known as the Great Depression.


*The Great Depression lasted the decade of the 1930s and was characterized by bank, farm, and business failures, extremely high unemployment, homelessness, a lack of consumer confidence, and a slowdown in global trade.


*Presidents Herbert Hoover and Franklin Delano Roosevelt had vastly different ideas about the role of the federal government in America.


*The New Deal was the Franklin D. Roosevelt Administration's attempt to use government programs to lift the country out of the Great Depression and create a system to avoid future collapses of the economy.


*There were critics of the New Deal on the left and the right, some of whom believed that it did not go far enough and others who believed in went too far.


*The effectiveness of the New Deal is still being debated today, but the legacies are clearly seen in programs that have remained in existence, such as Social Security.



Students will be skilled at… S
Reading, taking notes that include the main idea, supporting details and summarizing
Political cartoon analysis
Primary source analysis
Determining bias and Point of View





Stage 2 - Evidence

Evaluative Criteria

Assessment Evidence

Historically Accurate


Well Crafted
Revealing and informative
Good Detail
Mechanically sound


CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)

PT

The year is 2013 and you are a 100 year old American who lived through the Great Depression. A team of historians have been working together on a new book that is attempting to answer the question: Was the New Deal a successful approach for dealing with the issues of the Great Depression? You have been asked by the team to tell your story. They are looking for information from you about the following :




  • Biographical Information (Who are you?)

  • What was your life like before the stock market crash of 1929?

  • What was your life like after the stock market crash?

  • Specifically, what parts of the New Deal impacted your life and was this impact positive or negative?

  • Do you agree with the way in which the relationship between government and the people changed as a result of the New Deal? Why or Why not?


Goal: Your goal is to help a team of historians determine if the New Deal was successful in dealing with the issues of the Great Depression

Role: You are a 100 an American that lived through the stock market crash of 1929 and the subsequent Great Depression. You will also be a member of the team of historians

Audience: A team of historians/authors interested in your story.

Situation: You have been asked by the team to tell your story about what it was like to live during the Great Depression. Also, you have been asked to offer your opinion on the New Deal and the changing role of government that it brought to America.

Product Performance and Purpose: You need to create a personal artifact that helps convey your story and the reasons and arguments for you position. This can include letters, diaries, newspaper articles, government documents, etc. This artifact should specifically address what life was like for you before, during, and after the stock market crash. You should also include specific information on the various areas of the New Deal that impacted you and how? You will meet in a small group to hear differing perspectives on the impact of the New Deal. Then you must write a summary explaining you position hearing the four perspectives from your group.

Standards and Criteria for Success:

Your artifacts should;



  • Be historically relevant and accurate

  • Paint a clear picture of life for you in the late 1920’s and 1930’s

  • Clearly state and support your position on whether or not the New Deal was successful and whether or not you support the changes in the relationship between people and government brought on by the New Deal.

Historically Accurate


Well Crafted
Revealing and informative
Good Detail
Mechanically sound


OTHER EVIDENCE OE
Great Depression DBQ Essay: How did the Great Depression bring the American people together (Documents for this essay can be found in the American Anthem textbook at the end of Chapter 22)
Photo analysis of Great Depression images
Quizzes:

Causes and Impact of the Stock Market Crash



Americans Face Hard Times Content Note Sheet
Unit Test on Great Depression/New Deal


Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction
Lesson 1: The Stock Market Crash of 1929

Lesson 2: The Great Depression: Impact of the Crash

Lesson 3: Hoover v. Roosevelt: What to do about the Great Depression

Lesson 4: The New Deal

Lesson 5: The New Deal: Critics and Controversy


Lesson 1: The Stock Market Crash of 1929


  • Examine the economic conditions of 1920’s America, including individual spending habits, prior to the stock market crash of 1929. Buying on credit/margin (K1,U1)

  • Define the terms economy and stock market

  • Analyze the economic events that led to the stock market crash of 1929. Slowing of business and massive sell off of stocks (K2,U1,2)



Lesson 2: The Great Depression: Impact of the Crash

  • Compare and contrast the life of Americans prior to the stock market crash of1929 and after. Use first 20 of “Cinderella Man” movie (K3)

  • Analyze the impact the economic depression had the following areas of American society: Individuals, banks, businesses, farms, foreign nations (K3)

  • Photo analysis of Great Depression era photographs


Lesson 3: Hoover v. Roosevelt: What to do about the Great Depression

  • Identify the purpose for and terminology associated with the political spectrum. Use online ideology test (K4)

  • Define the beliefs of liberals and conservatives, when it comes to the role of government in the United States

  • Compare and contrast the different philosophies on the role government of Roosevelt and Hoover.

  • Compare and contrast Hoover’s reaction and response to the Great Depression to that of Roosevelt’s (K4)


Lesson 4: The New Deal

  • Define the phrase “New Deal” (K5)

  • Identify steps FDR took to stop the banking crisis that started as a result of the stock market crash by analyzing his first “Fireside Chat.” http://www.youtube.com/watch?v=jt9f-MZX-58

  • Examine the various government programs created as part of the New Deal designed to provide relief, recovery and reform to the American people and its economy: CCC, PWA, SEC, FDIC, WPA ,AAA, Social Security (K5)



Lesson 5: The New Deal: Critics and Controversy

  • Political Cartoon Analysis: Critics of the New Deal http://american-business.org/uploads/posts/2011-02/1298803777_new-deal-programs.jpg

  • Analyze the actions taken by the Supreme Court to limit the governmental power of the New Deal: Schechter v. United States (K6)

  • Analyze the overall impact of the New Deal on the US economy (K7)

  • Take a position on whether or not the New Deal was a successful approach to dealing with the economic crisis of the great depression. What should the role of government be? (K7)

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission



July 2012








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