Becky Fry and Michael Blauw Unit Plan Part 1 March 30, 2011

1. Background y conventional- we are teaching a history unit. o We will incorporate literature in the unit. The students will have a choice to read one of 4 different American literature books that coincide with the time period. They will then do a project on their novel. Level of Integration- 4, o We will be working together to create one unit plan. Mike is a social studies composite major and Becky is a history major with an English minor. Together, the two of us have the content knowledge to create one unit plan with history and English. What is this unit about? o American history from 1920-1945 Class subject area o American history class o 10th grade o 5 weeks for the unit o 60 minute classes

y y

2. Overview y Rationale for Unit: In this unit we will be continuing the study of American history from 1920-1945. We are grouping these years together so the students can see the shifting culture in American from the Roaring Twenties to the Great Depression and through World War II. All of these events had causes and effects that we want the students to analyze and make connections across the decades. This time frame also gives us four books in American literature that we can use to enhance the historical content area. Unit goals and objectives o At the end of this unit the student will name 3 significant cultural changes in the 1920s and 3 cultural tensions in the 1920s. o At the end of this unit, the student will be able to give one political, one economic, one environmental, and one social cause of the Great Depression. o At the end of this unit, the student will be able to give one political, one economic, one environmental, and one social effect of the Great Depression.

o At the end of this unit, the student will be able to name and explain 3 New Deal legislation acts and their effect on the Great Depression. o At the end of this unit, the student will be able to give 2 consequences of the New Deal policies. o At the end of this unit, the student will be able to identify 3 causes of WWII. o At the end of this unit, the student will be able to name 3 cultural changes that occurred as a result of WWII (specifically addressing women, African Americans, and immigrants in America) o At the end of this unit, the student will be able to name 3 important military strategies in both the European front and the Japanese front. o At the end of this unit, the student will give one political, one economic, and one social consequence of WWII on America. Professional content standards o Michigan Content Standards: High School content expectations o USHG Era 7- the Great Depression and World War II (1920-1945) o http://michigan.gov/documents/mde/SS_HSCE_210739_7.pdf Concepts to be Taught- they closely follow the standards o The Twenties: the students will look at the cultural changes and tensions in the Roaring Twenties including the Harlem Renaissance, the lost generation, Scopes Monkey trial, immigration restrictions, prohibition, the role of women, and mass consumption. o The Great Depression: the students will examine the causes and effects of the Great Depression. They will look at the presidents involved during this time and do a report card on their initiatives to relieve Americans from the economic depression. o The New Deal: The students will look specifically at New Deal legislation and determine how effective these policies were at removing the US from the Depression, if they were effective at all. o WWII: the students will look at the causes of the war and how the US became involved. They will examine how the US changed its foreign policy over the course of the war. They will also study how the war impacted social life at home.

USHG ERA 7 THE GREAT DEPRESSION AND WORLD WAR II

Hoovers policies and their impact (e.g., Reconstruction Finance Corporation) 7.1.3 The New Deal Explain and evaluate Roosevelts New Deal Policies including expanding the federal governments responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley), meet challenges of unemployment, address the needs of workers, farmers, poor, and elderly (National Geography Standard 14, p. 212) opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and fi nancial regulation conservation practices, crop subsidies) (National Geography Standard 16, p. 216)

7.2 World War II Examine the causes and course of World War II, and the effects of the war on United States society and culture, including the consequences for United States involvement in world affairs.

7.2.1 Causes of WWII Analyze the factors contributing to World War II in Europe and in the Pacifi c region, and Americas entry into war including the political and economic disputes over territory (e.g., failure of Versailles Treaty, League of Nations, Munich Agreement)(National Geography Standard 13, p. 210) the differences in the civic and political values of the United States and those of Nazi Germany and Imperial Japan United States neutrality the bombing of Pearl Harbor (National Geography Standard 13, p. 210) 7.2.2 U.S. and the Course of WWII Evaluate the role of the U.S. in fi ghting the war militarily, diplomatically and technologically across the world (e.g., Germany First strategy, Big Three Alliance and the development of atomic weapons). 7.2.3 Impact of WWII on American Life Analyze the changes in American life brought about by U.S. participation in World War II including mobilization of economic, military, and social resources role of women and minorities in the war effort role of the home front in supporting the war effort (e.g., rationing, work hours, taxes) internment of Japanese-Americans (National Geography Standard 10, p. 203)
44 HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION

U.S. HISTORY AND GEOGRAPHY

7.2.4 Responses to Genocide Investigate development and enactment of Hitlers fi nal solution policy, and the responses to genocide by the Allies, the U.S. government, international organizations, and individuals (e.g., liberation of concentration camps, Nuremberg war crimes tribunals, establishment of state of Israel). (National Geography Standard 13, p. 210)

I . American Exceptionalism: American Prosperity After WWI

The Roaring Twenties: Industrial Age at Full Force Unions Womans Suffrage Prohibition Henry Ford and the 5 dollar day Working Class vs. The Elite The Great Gatsby The Great Depression: America in Crisis Stock Market Crash of 1929 Hoverville The election of Franklin D. Roosevelt Fascism, Socialism and Communism The New Deal CCC, TVA, Income Taxes, The Grapes of Wrath War in Europe: A World in Conflict Germany Attacks Poland 1939 Anti-Semitism Propaganda Hitlers War Machine Pearl Harbor: America at War

The Pacific Theater The European Theater Band of Brothers The Holocaust Mouse Peace: Two World Powers The Atom Bomb: A New Way of Fighting Hiroshima Reconstructing Europe Communism vs. Capitalism Part 2 Weekly Topic: Changes in 1920s America: Economic, Cultural, and Technological Daily Objectives Title, Question, or Topic Daily Plans Monday Students will be able to identify one economic change/advancement. Introduction to Roaring 20s and A New World Order 1. PowerPoint- lecture, whole class (30 min) y Booming Economy 1. Growth in Automobile industry 2. High levels of Tuesday Students will be able to identify one technological change/advancement Planes, Trains, and Automobiles 1. Anticipatory Act (10 minutes) Timeline of technological advancements y Students will have to work in small groups to decide which advancements happened in what year Wednesday Students will be able to identify one cultural change/advancement A Revolution of the Mind 1. Anticipatory Act (15 minutes) Students individually read excerpts from Susan B. Anthony and Elizabeth Cady Stanton on womens suffrage. Students will then discuss in small groups Thursday Students will be able to identify one cultural tension. Alcohol, A right? Or a Problem? 1. Lecture, PowerPoint (15 minutes) y The temperance movementconservativ e y Womens Friday Students will be able to identify one impact of music on culture. Jazzy Friday!

1. Anticipatory Act- (10 minutes) students will enter the classroom that is set up like a speakeasy with Jazz music playing. Students will be able to enjoy some snacks and talk with students. The teacher will be dressed up.

Consumer confidence, increased by new attitudes to consumerism. 3. Improvements in technology, partly as a result of WWI 4. Improvements in Labor 5. Mass Production Assembly line e.g. Ford's Car Factory 2. History Lab simulation- Assembly Line (10 minutes to explain and set up, 10 minutes for experiment, 10 minutes to reflect as a class) 10 desks will be in a line, with directions showing the students how to place the object together. 14 other students are inspectors. They will walk around the desks and make sure the products are being made. They will also get more materials if needed. They have the ability to fire any one and take their place on the assembly line. Every minute, the other one

2. PowerPoint- lecture (40 minutes) y Spread of electricity, telephone lines y Medical advancements y Airplanes- Wright Brothers 3. YouTube the Wright Brothers
http://www.youtube.com/watch ?v=T5o-fhBKf8Y (10 minutes)

about the material 2. Lecture- PowerPoint (25 minutes) y Womens suffrage movement y Harlem Renaissance 3. Look more in-depth at the Harlem Renaissance (20 minutes) y Look at pictures, read Langston Hughes and Zora Neale Hurston

roles y Speakeasie s 2. Debate (25 minutes) The class will be randomly divided up into those in favor of prohibition and those against prohibition. The students will be given 5 minutes to come up with their initial statement then present it to the opposing sides. There will then be open debate about the issue. Students need to be presenting their arguments as if they were in the 1920s. 3. Conclusionapplication to today? (20 minutes) Would prohibition work today? Why or why not? What has changed in todays society from the 1920s?

2. Mini lecture (15 minutes)- No PowerPoint y Speakeasies, what were they? Why did they arise? y Organized Crime y Womens roles- the New Woman 3. Listen to music (25 minutes) y YouTube clips of various Jazz musicians playing y Discuss jazz musics role in American culture 4. Relate to today- How do people today react to regulation and rules? How well does rules and restrictions work? Here in school? In the US government?

student will tell the workers to pass their product to the next person on the assembly line. Handouts Directions for the 10 spots on the assembly line 1. Computer and projector 2. Supplies for the Assembly Line Assembly Line concept: http://mrsgannon.wordpr ess.com/2009/12/13/asse mbly-line-simulation-ahistory-lab/ Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to Handout with all of the inventions of the 1920s, scrambled up so the students can put them in order. 1. Computer and projector Handouts with excepts from readings No handouts No Handouts

Equipment and Technolog y Bibliograp hy

1. Computer and projector

1. Computer and Projector

1. Computer and Projector 2. music 3. snacks 4. costume

Modificati ons

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However,

participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Kinesetic (assembly line), Visual (PowerPoint) Blooms Taxonomy Knowledge and Comprehension- Lecture Application and

allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), logical/mathematical (timeline), Visual (PowerPoint) Blooms Taxonomy Knowledge and Comprehension- Lecture Application and Synthesistimeline

participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Visual (PowerPoint, and pictures) Linguistic (poetry by Hughes and Hurston) Blooms Taxonomy

others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior

the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Visual (YouTube clips) Interpersonal (mingling with the students), Musical (Jazz music) Blooms Taxonomy Knowledge and Comprehension- Lecture Application- Speakeasy simulation Synthesis and Evaluationapplication to todays

Synthesis- Assembly Line

Knowledge and Comprehension- Lecture Application- Harlem Renaissance discussion

problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Visual (PowerPoint) Interpersonal (debate) Blooms Taxonomy Knowledge and ComprehensionLecture Applicationdebate Synthesis and Evaluationapplication to todays society conversation

society conversation

Week 2- The Great Depression Daily Objective s Students will be able to identify 3 problems concerning the economic conditions of the country leading up to the stock Students will be able to identify one political, one economic, one environmental, and one social effect of the Great Depression Students will be able explain 3 New Deal legislation acts and their effect on the Great Depression. Students will be able to identify one similarity and one difference between the US and countries Students will be able to identify one reason why the film would be successful during the Great Depression.

Title, Question, or Topic Daily Plans

market crash in 1929. A Spiral Downward

Rough Goings- America in Crisis 1. Anticipatory Set- Big group discussion (15 minutes) How would you stop these problems? Whose problem is this to fix? 2. Lecture- (40 minutes) PowerPoint y Herbert Hoover- Didnt think it was the governments place to deal address the economic condition y Hoovervilles y Breadlines, unemployment y Hoover Dam y A Million Man March y The Dust Bowl 3. Explain Homework assignment- Grading President Hoover

FDR and the New Deal

abroad. Outside Pressures

You Cant Take it with You

1. Anticipatory Set- (10 minutes) students will discuss in small groups what they know about the Great Depression 2. Lecture- PowerPoint (40 minutes) y Success and overexpansion of the economybanks and investors y Agricultural surplus y Consumer debt y Credit y War debt y Stock market crash- HUGE DEAL! 3. Mini Movie- (10 minutes) Movie focuses on the stock market crash of 1929
http://www.youtube.com/w atch?v=TQUcoSy1yMA&feat ure=related

1. Anticipatory Set (5 minutes) Students will discuss in small groups the grade that they gave President Hoover and why. 2. Lecture- PowerPoint y FDR- his biographical information y New Deal Legislature y Agricultural recovery y CCC Challenges to the New Deal y Social Security y Income Tax 3. Video Clips y Fireside chats y New Deal legislation y http://www.youtu
be.com/watch?v= TRw-OQYDe2M

Handouts

No Handouts

Report Card for Hoover

Report Card for FDR

Equipme nt and Technolo

1. Computer and Projector 2. YouTube Clip

1. Computer and Projector

1. Computer and Projector

1. Anticipatory Set 1. Watch film. (10 minutes) students will discuss in small groups the grade they gave FDR and why? Teacher will then explain some of FDRs foreign policy- Isolationism 2. LecturePowerPoint (50 minutes) y Europe Post World War 1 y Germany hyper inflation y Communism y Fascism y Socialism y Rise of Hitler, Mussolini, Lenin Explain HomeworkStudents are to read a handout about Hollywood during the Great Depression Handout about Hollywood during the Great Depression 1. Computer and 1. Projector Projector 2. film

gy Bibliogra phy Modificat ions

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to

needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (small group discussion), Visual (PowerPoint and movie) Blooms Taxonomy Knowledge and Comprehension (lecture)

closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion), Visual (PowerPoint), Naturalistic (lecture on the Dust Bowl) Blooms Taxonomy Knowledge and Comprehension (lecture) Application and Synthesis (how do you fix this? conversation)

that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion), Visual (PowerPoint), Naturalistic (lecture on the AAA and National Parks) Blooms Taxonomy Knowledge and Comprehension (lecture) Evaluation (Hoover report card)

push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion), Visual (PowerPoint), Blooms Taxonomy Knowledge and Comprehension

Week 3- World War 2 Daily Objective s Monday Students will be able to identify 3 causes of World War II Tuesday Students will be able to name 3 cultural changes that occurred in America during World War II Wednesday Students will be able to name 3 important military strategies in both the European front and Thursday Students will be able to identify 2 ways in which the war came to an end. Friday Students will be able to name one cause of the Holocaust and one consequence of the

Title, Question, Or topic Daily Plans

World at War

America at War

the Japanese front. America Turns the Tide

A Ravened World

Holocaust. A Shocking Reality

Class Discussion: If the world just experienced the horror from the Great War that was the war to end all wars, how did World War II emerge? Could the war have been prevented? (15 min) Lecture- PowerPoint (35 min) Causes of the war y Munich Agreement y Treaty of Versailles y Failure at appeasement y Failure at the league of nations y Hitlers actions Video (10 minutes)

Anticipatory Act: Students will analyze an advertisement from World War II in America. They will then fill in the worksheet questions with a partner (15 minutes) Lecture- PowerPoint (30 minutes) y America is isolationist y Pearl harbor y Full mobilization for war y Womens roles in war effort y Segregated troops

Small group work (15 minutes) Students will look at 3 more http://www.youtube.com/w advertisements during the war atch?v=xnXKrecRIsM&featur on the PowerPoint. The e=related images will show Nazi and Japanese people as inhuman. Students will analyze propagandas role in the war effort.

Anticipatory Set- Show beginning scene of Saving Private Ryan at the Beaches of Normandy (10 minutes) Lecture-PowerPoint (50 minutes) y Pacific Theater y Japan at first had victories y Battle of Midway- turns the tide y The European Theater y Germany declares war on US y US sends troops to North Africa y US wins in North Africa y Topple Italian government- soft underbelly of the European continent y Dday y Hitler fighting a two front war y Battle of the Bulge

Lecture- PowerPoint (20 minutes y The battle of Berlin y 2 sides coming at Germany at one time (US and Soviet Union) y Death of Hitler y Treaty Read a story (10 minutes) Faithful Elephants Story about a zoo and World War II- makes the students look at the war from another perspective Lecture (20 minutes) PowerPoint y Dropping of the bombs y Manhattan Project y End of the war y Japanese surrender y Emperor talks to Japanese people first

Anticipatory SetLarge group discussion: What do you know about the Holocaust? (10 minutes) Watch film- Band of Brothers episode about the Holocaust. (50 minutes)

and last time ever End class with large group discussion talking about the controversy behind dropping the bomb (10 minutes) Handouts Equipme nt and Technolo gy Bibliogra phy 1. Computer and projector Worksheet for Anticipatory Act 1. Computer and projector

1. Computer and Projector 2. movie

1. Computer and Projector 2. Faithful Elephants

1. Projector 2. movie

http://www.youtube.com/w atch?v=xnXKrecRIsM&featur e=related

http://whmc.umsystem.edu/te achpacket/ww2/poster.html

Modificat ions

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible.

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely

any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion), Visual (PowerPoint and movie) Blooms Taxonomy Knowledge and Comprehension (lecture) Application and Synthesis- (large group discussion)

asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (small group discussion), Visual (PowerPoint and poster images) Blooms Taxonomy Knowledge and Comprehension (lecture) Application and Synthesis (analyzing the advertisements)

Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Visual (PowerPoint and movie) Blooms Taxonomy Knowledge and Comprehension (lecture)

IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture and book), (small group discussion), Visual (PowerPoint and book) Blooms Taxonomy Knowledge and Comprehension (lecture) Application (book) Synthesis (analyzing effectiveness of dropping the bombs) Thursday

and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Visual (movie) Blooms Taxonomy Knowledge and Comprehension (movie)

Week 4Monday Presentati ons

Tuesday

Wednesday

Friday

Daily Objective s

Students will give a presentation on their assigned book and be able to make 2 connections between the book and the content discussed in class.

Students will give a presentation on their assigned book and be able to make 2 connections between the book and the content discussed in class.

Students will give a presentation on their assigned book and be able to make 2 connections between the book and the content discussed in class. Mouse

Title, Question, or Topic Daily Plans

The Great Gatsby

The Grapes of Wrath

Students will give a presentation on their assigned book and be able to make 2 connections between the book and the content discussed in class. Hiroshima

Students will show what they learned by completing a test.

Hakuna Matata

The five students presenting on the novel The Great Gatsby will give their presentation (20 minutes). Group discussion about the book for (10 minutes) Review over week 1s material. (30 minutes)

The five students presenting on the novel The Grapes of Wrath will give their presentation (20 minutes). Group discussion about the book for (10 minutes) Review over week 2s material. (30 minutes)

The five students presenting on the novel Mouse will give their presentation (20 minutes). Group discussion about the book for (10 minutes) Review over week 3s material. (30 minutes)

The five students presenting on the novel Hiroshima will give their presentation (20 minutes). Group discussion about the book for (10 minutes) Review over week 4s material. (30 minutes)

Students will have 60 minutes to complete the test.

Handouts Equipme nt and Technolo gy Bibliogra phy Modificat ions

The test

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give them a copy of my

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will give

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will

Meeting the Needs of all Students Differences in Language: If any of my students struggle with language, I will

my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture

PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion)

them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also

give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the

give them a copy of my PowerPoint. That will help them follow along better than just listening to me talk. Differences in Ability: Some students will have better critical thinking skills then others and have an easier time with making connections. Those who struggle may be less willing to participate in all group activities. However, the discussion at the small group tables and the group work allows those who are less motivated to participate the opportunity to share their ideas. It also allows those with more natural leadership roles to push their fellow students. Special Needs: If any of my students have IEPs in effect, I will monitor that closely and make the appropriate changes needed in order to ensure they get the fullest out of the

by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion) Blooms Taxonomy Knowledge and Comprehension (lecture) Application and Synthesis- (Presentation)

Blooms Taxonomy Knowledge and Comprehension (lecture) Application and Synthesis(Presentation)

engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion) Blooms Taxonomy Knowledge and Comprehension (lecture) Application and Synthesis- (Presentation)

fullest out of the lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Multiple Intelligences Auditory (lecture), Interpersonal (large group discussion) Blooms Taxonomy Knowledge and Comprehension (lecture) Application and Synthesis(Presentation)

lesson as possible. Behavior Problems: If any of my students have a behavior problem I will have them sit closest to the teacher in the front of the room. I will also engage them in the lecture by asking them checking for understanding questions. Blooms Taxonomy Knowledge, Comprehension, Application, synthesis, evaluation (test)

Preassessment: Homework assignment before unit is taught- Students must write a brief summary of what they know concerning American history from 1920-1945. Students will then interview their parents about what they know concerning these dates. From this information, students will write one paragraph about why this time is considered to have created the greatest generation. Students will then bring in their paragraph to class Monday of the first lecture on the unit. The teacher will lead a large group discussion about the students findings Formative Assessment: Every day the teacher will do a variety of checking for understanding. Some of this will be done through random questioning of students, having partner discussions, and raising of hands for understanding. One formative assessment is the Report Card Homework assignment. The students must fill out descriptions of Hoover and FDR s policies and rate their successes and failures. This assignment allows students to show their comprehension of the material and give them the opportunity to use critical thinking about US domestic and foreign policy. Summative Assessment: In this unit the students will have 2 summative assessment assignments. Students will first have to complete their novel assignment and will have to complete a unit test. The novel assignment will consist of a 2 page paper and a presentation. The final unit test will be an essay exam. Students will be given 5 essay questions and will have to complete 3 of them. The essays need to be one page in length each.

Novel Assignment This assignment is show the connection between history and literature. These novels are fiction; however they are still beneficial for learning about history. Your task for this assignment is discover why it is beneficial. How does the novel enhance your understanding of history. While reading your novel pay close attention to the historical context and specific mentioning of historical events we discuss in class. Once you are finished reading the novel write a 2 page paper answering the questions y y y How does this novel show history? Whose perspective is the novel from? Does that change your understanding of history? Why is this novel beneficial for understanding this time period?

The second part of this assignment is a group presentation. You will be teaching the rest of the class about your novel. You will be given 30 minutes of class time to teach your lesson. The lesson must include the following y y y A summary of the book Connections between the book and history A brief description of the author

Other requirements include y y Everyone in the group must speak There must be at least one visual

Be sure to meet outside class to have the lesson all figured out. This project is worth 100 points, so take it seriously. Let me know if you have any questions or concerns.

Novel Paper Rubric

Content The paper answers the following questions y y y How does this novel show history? .. /5 Whose perspective is the novel from? Does that change your understanding of history?...... /20 Why is this novel beneficial for understanding this time period?............................................ /15

Conventions The paper contains the following y y Total /50 2 pages, double spaced, standard font, and 1 inch margins Free of grammar and spelling errors . /5 /5

Novel Presentation Rubric

Content y y y A summary of the book Connections between the book and history A brief description of the author .. /10 .. /10 /5

Presentation y y y y y Total Everyone in the group must speak There must be at least one visual Creativity Eye contact, articulate speech Professionalism . /5 /5 /5 .. /5 . /5 /50