WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name McClinchie
Date 2.6. 2012
Length of Lesson 2weekContent Area United States History
STAGE I – DESIRED RESULTS
LESSON TOPIC:The Great Depression
BIG IDEAS:
(Content standards, assessment anchors, eligible content, objectives and skill
focus)
Historical context is needed to comprehend time and space.
Historical interpretation involves an analysis of cause and
result.
Perspective helps to define the attributes of historical
comprehension.
The history of the Commonwealth continues to influence
Pennsylvanians today, and has impacted the United States and the
rest of the world.
The history of the United States continues to influence its
citizens and has impacted the rest of the world.
World History continues to influence Pennsylvanians, citizens
of the United States and individuals throughout the world today.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: -Many of the nation’s parks,
highways, and bridges were built during the Great
Depression, projects designed and overseen by the
WPA as part of Roosevelt’s New Deal to put
Americans to work.
-Social Security, a program that continues to this day,
was introduced by Franklin D. Roosevelt in the midst
of the Great Depression.
-The “Roaring Twenties” weren’t roaring for
everyone. By 1929, 1% of Americans controlled 40%
of the wealth in this country.
- The Federal Deposit Insurance Corporation (FDIC)
was formed in 1934 to insure deposits in banks and
restore customers’ faith in the American banking
system.
-The Dust Bowl years spanned 1930-1936, when a
million acres of farmland across the Plains became
worthless due to severe drought and overfarming.
-After the stock market crash in 1929, it took 27 years
to reach pre-crash levels.
ESSENTIAL QUESTIONS: What role do mulitiple
causations play in describing a historic event?
-In 1939, the unemployment rate in America had
dropped from a high of 25% to 15%, largely due to the
New Deal programs introduced by Franklin D.
Roosevelt.
-Tuesday, October 29, 1929 is known as Black
Tuesday because of the plunge the stock market took,
and it largely symbolizes the start of the Great
Depression, though the economy had been in decline
for at least six months prior to that date.
-By 1933, more than 11,000 of the nation’s 25,000
American banks had shuttered, victims of the Great
Depression.
-Hoovervilles were the catchphrase for the
shantytowns that cropped up across the United States,
as homeless Americans improvised with scraps,
abandoned cars, and packing crates.
-At its highest point during the Great Depression,
unemployment reached 25% (in 1933).
-The Great Depression began in 1929 and ended in
1941 when America prepared to enter World War II.
-Franklin D. Roosevelt’s “First Hundred Days” took
place in March, April, and May of 1933 and marked
his attempt to stem the economic bloodbath that the
Great Depression had become.
-Herbert Hoover, the 31st President of the United
States, served from 1928-1932, and many economists
cite his lax monetary and fiscal policies as a cause of
the Great Depression.
VOCABULARY: consumer people spending money
on goods and services
relief help given to the needy for food, clothing,
and shelter
Hoovervilles shack villages of the Great
Depression named after President Hoover
Black Tuesday
day the stock market crashed
fireside chat FDR's radio messages used to
reassure the people during the Great Depression
New Deal
FDR's plan for economic recovery
collective bargaining a union representing a group
of workers negotiates with management for a
contract
sitdown strike
workers stop all machines and
refuse to leave the factory
deficit spending
government spends more
money then it takes in.
migrants
people moving from one region to
another
Dust Bowl
name given to the dried up plains
during the Great Depression
Brain Trust experts who advised FDR
public works program
government project to
provide jobs
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Students are expected to
demonstrate his or her understanding of the WWI
STAGE III: LEARNING PLAN
INSTRUCTIONAL
MATERIALS AND
PROCEDURES:
RESOURCES:
(Active Engagement,
Explicit Instruction,
k
Metacognition,
Modeling, Scaffolding)
Students will be given an
opportunity to revise his
or she work, if :they
regualry attend and
participate in class,
behave in an appropriate
manner, and turn the
assignment in on time.
Students will participate
in active discussions with
his or her peers.
Students will take notes
via lecture and
independent reading.
Students will answer
STUDENT OBJECTIVES
(COMPETENCIES/OUTCOMES):
Students will be able to:
Learning about the past and its different contexts
shaped by social, cultural and politcal influences
allows students to gain an understanding of the
country they live in…
OTHER EVIDENCE:Students will continually be
evaluated based on their: participation, behavior,
through formative and summative assessment,
discussion, and peer interaction.
INTERVENTIONS:
ASSIGNMENTS:
The instructor will
encourage students to
participate in "think,
pair, share."
The instructor will use
the Socratic Method to
assessment student
progress.
The instructor will
provide feedback for all
written assignments.
The instructor will
demonstrate
metacognition for his
students.
The instructor will
modify the difficulty of a
given assignment based
on the student's
individual needs.
Worksheets, projects
and short answer
writing assignments,
current events
assignments, quizzes
and unit test.
direct and indirect
questions posed by the
instructor and the
students.
MINI LESSON:
Warm-up/ Induction
Brief lecture
Independent or Small
group work
Large group discussion
Closure
Analyzing eight elements
of culture and five
themes of geography,
reading maps.