September 23-27

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

 

1920s Continued

  • 1920s instruction will come to an end
  • Lesson will be focused around the causes of the economic collaspe of the 1920s that will lead into the Great Depression

 

Eagle Challenge

(3-5 minutes)

      Teacher will check their 1920s essay while students are working on their 1920s Timeline.

Learning Tasks/Activities

      Mini Lesson #1: The teacher will continue the following topics: What did the Treat of Versailles do to Germany?  How will the United States treat Germany after World War I?  What will happen to Germany’s economy?  What will be the United States’s economic standing after WWI?  What will be the “side effects” of prohibtion?  How will the government try to stop organized crime?  Why will leaders like Al Capone be difficult to bring down?  What is the Red Scare?  What will the government do to avoid communist influence? And start, Why did African Americans leave the South during WWI?  What was the effect of the Great Migration on northern cities?

Mini Lesson #2: The students will watch a video clip from Herbert Hoover, and they will analyze the presidential decisions that the men made and decide if they would have taken the country into a different direction.

Mini Lesson #3: Students will continue working on their 1920s timeline of important and events that happened during the Roaring 20s.  Students are not only asked to define the  event,  but they are also asked what impact it made or have during the Roaring 20s.  Students may work in partners to discuss the impact they believe each event had on history.

 

Text/Materials

United States History 1877-Present, The Presidents (video), 1920s Portfolio

Closure 

Teacher will remind the students of their Imperialism Timeline due Tuesday.  Imperialism Portfolio & Test on Wednesday.

Remediation/Intervention 

Students will be asked to not only define the important terms, people, and events of the Imperialism Era, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the 1920s.  Students who are on a lower level will be ask to complete all there terms and to make what connections to the impacts that they can.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Enrichment/Challenge for upper 25%

Students will be asked to not only define the important terms, people, and events of the 1920s, but they will also be asked explain why the terms, people, and events were important and how it impacted history and the 1920s  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

Peer tutoring and working together will be encouraged as their define and find the importance of their terms, people, and events during the Roaring 20s.

Assessment (pre and/or post)

Formal post-test on Imperialism on Wednesday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

 

Review for 1920s Test

  • Review Effects of WWI on the US & the World
  • Review the Roaring 20s

Eagle Challenge

(3-5 minutes)

Teacher will check their Imperialism Timeline while the students continue to work on their 1920s Portfolio

Learning Tasks/Activities

Mini Lesson #1: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the Roaring 20s.

Mini Lesson #2: The teacher have the students return to their normal seats then they will play a word connection game.  The teacher will have a list of terms, people, and events that affected the 1920s.  The students will then connect as many things to that term, person, or event.   Extra credit will be assigned for students who make 25 word connections to each topic.

Mini Lesson #3: The teacher will go over any remaining test items needed.

 

Text Materials

United States History 1877-Present, The Presidents (video), 1920s Portfolio

Closure

Teacher will remind the students that their test and portfolio are due on Wednesday,

Remediation/Intervention 

All students are expected to write an essay on the 1920s including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Imperialism Era in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  The teacher will work one on one with the lower level students making sure they have an outline in which to write their essay.

Enrichment/Challenge for upper 25%

All students are expected to write an essay on the 1920s including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the 1920s in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)

Group Composition (If used)

: The teacher will break the students into groups depending on their abilities (mixture of all abilities) and the students will spend 10 minutes each discussing the major issues of the 1920s

Assessment (pre and/or post)

Informal questioning from the teacher to see if the students are retaining the information.  Formal assessment on Wednesday.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective)

 

1920s Test

  • Roaring 20s Test
  • Great Depression Portfolio distributed 

Eagle Challenge

(3-5 minutes)

Student will work on their important terms, people, and events in their Imperialism Portfolio.  (Terms due Thursday)

Learning Tasks/Activities

Mini Lesson #1: Students will take their  1920s Test

Mini Lesson #2: Students will turn in their 1920s Portfolio.

Mini Lesson #2: Students will work on their Great Depression Portfolio after their test.

 

Text/Materials

United States History 1877-Present, The Presidents (video), 1920S & Great Depression Portfolio

Closure

Great Depression terms will be due on Friday.

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to not only define the important person, event, or term of the Great Depression Era, but they are also expected to explain their/its importance to the unit.  including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Great Depression Era in their essay.  Student will also select 15 events they feel defined the era and explain what impact they had on the Great Depression.  All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Great Depression Era.

Group Composition (If used)

n/a

Assessment (pre and/or post

1920s  Test

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

Start Great Depression

  • (1920s Test might be pushed to Thursday)
  • Causes of the Great Depression
  • Effects of Prohibition

 

Eagle Challenge

(3-5 minutes)

Students will work on their Great Depression terms

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: What were the causes of the US economic collapse?  What caused the stock market to crash? What led to the global economic collapse?  What were the unintended effects of Prohibition?

Mini Lesson #2: Students will watch a clip showing the effects of the Great Depression on the people

Mini Lesson #3: Student will have 15 minutes at the end of class to work on their 1920s terms (due Monday)

 

Text/Materials

United States History 1877-Present, The Presidents (video), Great Depression  Era Portfolio, “Bust” Video: America: The Story of Us

Closure

Teacher will remind the students of their terms on Great Depression are due on Monday, their 1st essay Great Depression will be due on Tuesday, their 2nd essay on the Great Depression will be due on Wednesday, timeline on Thursday, and Great Depression Portfolio due on Friday. 

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to select the most important events from the Great Depression including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Great Depression in their essay.  (All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Great Depression.

Group Composition (If Used)

Peer tutoring – students are encouraged to ask each other questions and comment about what they are learning in their portfolios

Assessment (pre and/or post

Informal questioning

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Great Depression

  • 1920’s re-cap of effects from WWI (internationally & domestically)
  • Great Migration & Harlem Renaissance

Eagle Challenge

(3-5 minutes)

Students will work on their Great Depression terms and essay which is due Monday & Tuesday. 

Learning Tasks/Activities

Mini Lesson #1: The teacher will continue such topics as: What were the causes of the US economic collapse?  What caused the stock market to crash? What led to the global economic collapse?  What were the unintended effects of Prohibition?  What environmental concerns were faced in the Great Plains?  What did the farmers do that made this problem worse?  What will be FDR’s response to the Great Depression?

Mini Lesson #2: Students will watch/complete a video showing the “Roaring Twenties” & Harlem Renaissance & Calvin Coolidge’s Presidency.

Mini Lesson #3: The students will be working in partners to discuss President Warren G. Harding’s  accomplishments.  They will also be able to collectively work on their Imperialism Portfolios.

 

Text/Materials

United States History 1877-Present, The Presidents (video), 1920s Era Portfolio, Harlem Renaissance Video

Closure

Teacher will remind the students of their essay on the 1920  is due on Monday, their timeline on 1920s will be due on Monday, timeline on Tuesday, and 1920s Portfolio due on Wednesday. 

Remediation/Intervention 

The teacher will walk around the classroom and check to make sure that all students are on topic and do not need further remediation.  The teacher will ask students to reiterate the important accomplishments of the presidents in case any student did not catch the information the first time given.  The teacher will also ask open ended questions to allow the students to use their peers knowledge to help them understand the topics covered.

Enrichment/Challenge for upper 25%

All students are expected to not only define the important person, event, or term of the Great Depression Era, but they are also expected to explain their/its importance to the unit.  including the important events and their outcomes, but they will also be asked explain in detail why the terms, people, and events were important and how it impacted history and the Great Depression Era in their essay.  Student will also select 15 events they feel defined the era and explain what impact they had on the Great Depression.  All students are encouraged to do this, but the teacher expects for the more advanced students to take this assignment to the next level.  Extra effort will equal extra points on their portfolio.)  Students are allowed to work in the library for further research, create posters, or create a slideshow using their events they selected from the Great Depression Era.

Group Composition (If Used)

Students will be able to work in pairs with their portfolio.  Students may choose their partners they think they work the best, but the teacher may rearrange if it deems necessary. 

Assessment (pre and/or post)

Great Depression Test next week (Probably on Thursday or Friday)