September 30-October 4

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

 

 

Professional Day for Teachers

Eagle Challenge

(3-5 minutes)

 

Learning Tasks/Activities

 

Text/Materials

 

Closure 

 

Remediation/Intervention 

 

Enrichment/Challenge for upper 25%

 

Group Composition (If used)

 

Assessment (pre and/or post)

 

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

 

Great Depression Continued

1920s Retake

  • Great Depression effects continued
  • Effect of the New Deal Programs

Eagle Challenge

(3-5 minutes)

  • Students will be working on their Causes of the Great Depression Essay while the teacher checks their Great Depression Terms

Learning Tasks/Activities

Mini Lesson #1: Students who failed their 1920s test will have an opportunity to retake their test

Mini Lesson #2: 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 #3: Students will watch a clip showing the effects of the Great Depression on the people

Mini Lesson #4: Students will watch Herbert Hoover’s presidential video and say whether or not they would have taken the country in a different direction

Mini Lesson #5: Students will work with the people near them and discuss whether or not they agree with Hoover’s accomplishments

 

Text Materials

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

Closure

Teacher will remind the students that their Causes of the Great Depression is due on Wednesday, Timeline & 2nd Essay due on Thursday, & the Great Depression Test & Portfolio are on Friday. 

Remediation/Intervention 

All students are expected to write an essays on the Great Depression analyzing the era and including the important people, events and terms.  Students are also excepted to create a timeline analyzing the important events and their outcomes.  (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 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.)

Group Composition (If used)

 

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)

 

Great Depression Continued

  • Great Depression effects continued
  • Effect of the New Deal Programs
  • FDR’s attempts at Relief, Recovery, & Reform

Eagle Challenge

(3-5 minutes)

Students will work on their Great Depression timeline & New Deal essay while the teacher check s their Causes of the Great Depression essay.

Learning Tasks/Activities

Mini Lesson #1: The teacher will address such topics as: New Deal & 2nd New Deal Programs, issues with Social Security today, what truly got the US out of the Great Depression.

Mini Lesson #2: FDR’s presidential video: Students will analyze his presidency and say whether or not they would have taken the country in a different direction.

Mini Lesson #3: Students will be able to work into groups deciding what events should make it into their timeline.  Students will also define the event and determine the impact.

 

Text/Materials

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

 

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

Great Depression Review

  • Great Depression Review

 

Eagle Challenge

(3-5 minutes)

Students will work on their Great Depression terms

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 Great Depression.

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 Great Depression.  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), 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

Great Depression Test on Thursday

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

Great Depression Test

  • Great Depression Test
  • WWII Portfolio is given out
  • Nine-weeks review packet will be given out

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: Students will take their  Great Depression Test

Mini Lesson #2: Students will turn in their Great Depression Portfolio.

Mini Lesson #2: Students will work on their WWII Portfolio & Nineweeks Review packet after their test.

 

Text/Materials

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

Closure

October 10&11 Exams

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  & Nine-weeks exam on October 10&11

IEP Accommodation (if applicable)

Please read additional notes

Resources/Materials

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