Vocabulary: (Pertinent to the learning – specific)
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TAKS Vocabulary
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Resources
Textbook:
Mcdougal Littell – The Americans: Chapters 12-13
TCI – History Alive!: Chapter 31
Print Resources
Internet Resources
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Herbert Hoover
Bonus Army
New Deal
deficit spending
relief
recovery
reform
Agricultural Adjustment Act
National Industrial Recovery Act
Civilian Conservation Corps (CCC)
Works Progress Administration (WPA)
Wagner Act
Social Security Act
“court-packing” bill
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Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate
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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
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Differentiation
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What do you do for students who need more support?
Use any of the different types of strategies that deal with the Great Depression.
Create interactive word wall cards for vocabulary development.
Have students create kinesthetic motions to illustrate the effects of the Crash of 1929.
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ELPS Objectives addressed in this lesson
ELPS C.1d The student is expected to speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known).
ELPS C.2d The student is expected to monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS C.5d The student is expected to edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired.
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What do you do for students who master the learning quickly?
Prepare final revisions for the National History Day entry.
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College Readiness objectives addressed in this lesson
Social Studies
CCRS IVA.4 The student is expected to understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
CCRS IVA.6 The student is expected to read research data critically.
CCRS IVB.1 The student is expected to use established research methodologies.
CCRS IVB.2 The student is expected to explain how historians and other social scientists develop new and competing views of past phenomena.
CCRS IVB.3 The student is expected to gather, organize, and display the results of data and research.
CCRS VB.1 The student is expected to attribute ideas and information to source materials and author.
Cross-Curricular
CCRS IB.4 The student is expected to support or modify claims based on the results of an inquiry.
CCRS ID.2 The student is expected to use study habits necessary to manage academic pursuits and requirements.
CCRS IF.4 The student is expected to understand and adhere to ethical codes of conduct.
CCRS IIB.3 The student is expected to compose and revise drafts.
CCRS IIC.2 The student is expected to explore a research topic.
CCRS IIC.4 The student is expected to evaluate the validity and reliability of sources.
CCRS IIC.5 The student is expected to synthesize and organize information effectively.
CCRS IIC.6 The student is expected to design and present an effective product.
CCRS IIE.1 The student is expected to use technology to gather information.
CCRS IIE.2 The student is expected to use technology to organize, manage, and analyze information.
CCRS IIE.4 The student is expected to use technology appropriately.
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Evidence of Learning
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Formative Mini Assessments
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TAKS
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College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
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Which of the following historical periods belongs in the center box —
F The Cold War
G World War I
H The Great Depression
J The Progressive Era
Social Studies Interim
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2009 Exit Level TAKS
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Gather primary resources and conduct oral histories from this era. Create a multimedia project demonstrating the political, economic and social causes and effects of the Great Depression.
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