February 24-28

Monday

 

Focus of Lesson

 (Student-Friendly Objective)

 

 

  • Great Depression effects continued
  • Effect of the New Deal Programs
  • Complete all notes

Eagle Challenge

(3-5 minutes)

Students will work on their 1920s & Great Depression Portfolio

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: Students will watch FDR’s presidential video and say whether or not they would have taken the country in a different direction

Mini Lesson #4: Students will work with the people near them and discuss whether or not they agree with FDR’s accomplishments

 

Text/Materials

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

Closure 

Portfolio & Test on Wednesday

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)

Students may work together on their 1920s & Great Depression Portfolios

Assessment (pre and/or post)

Test on Wednesday

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective)

 

Review for 1920s & Great Depression Test

  • Review for the 1920s & Great Depression Test

Eagle Challenge

(3-5 minutes)

  • Students will work on their 1920s & Great Depression 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 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), America the Story of Us: Bust, Great Depression Portfolio

Closure

Portfolio & Test on Wednesday

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)

Students will work on their competitive group assignment

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 & Great Depression

  • 1920s & Great Depression Test

Eagle Challenge

(3-5 minutes)

Study for 1920s & Great Depression Test

Learning Tasks/Activities

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

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

Mini Lesson #2: Students will work on their WWII Portfolio.

 

Text/Materials

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

Closure

WWII Terms will be due on Tuesday.

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)

 

Assessment (pre and/or post

 

Thursday

 

Focus of Lesson

 (Student-Friendly Objective)

 

WWII: Introduction

  • Hypocrisy & US- Would you have done the same thing?
  • WWII: Introduction
  • Hypocrisy & US- Would you have done the same thing?

Eagle Challenge

(3-5 minutes)

Students will work on their WWII terms

Learning Tasks/Activities

Mini Lesson #1: Students will watch a video clip from WWII: Greatest Generation

Mini Lesson #2: Teacher will introduce the major issues of WWII

Mini Lesson #3: Studetns will work in their group to debate the key issues of WWII and decide whether or not they agree with the actions of the US or if they would have taken the country in a different direction.

Text/Materials

United States History 1877-Present, The Presidents (video), WWII Portfolio, “Greatest Generation” youtube

Closure

Students will be reminded to always look at both sides on an issue.  Never look at one side a assume anything.  Students will be reminded that their WWII terms & essay will be due on Tuesday.

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 WWII 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 WWII 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 WWII.

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)

  • Teacher will be out
  • Students will work on their WWII Portfolio
  • WWII Portfolio

Eagle Challenge

(3-5 minutes)

Students will work on their WWII Portfolio

Learning Tasks/Activities

Mini Lesson #1: Students will work on their WWII terms (due Tuesday)

Text/Materials

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

Closure

Teacher will be out on Monday as well.  Students need to work on their WWII Portfolio

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 WWII, 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 WWII in their essay.  Student will also select 15 events they feel defined the era and explain what impact they had on WWII.  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 WWII.

Group Composition (If Used)

Students may work in their groups for their portfolios.

Assessment (pre and/or post)

 

IEP Accommodation (if applicable)

Please read additional notes

Resources/Materials

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