Week 17
Learning Goal: Analyze the effects of the changing social, political, and
economic conditions of the Roaring Twenties and the Great Depression.
Non-Negotiable
M
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E.Q- What were the significant political, economic and cultural events of
the 1920’s?
Bell Ringer-Begin work on study guides
Comprehension Check-exit slip
Daily Agenda
1. Guided Practice- review for test
4. DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by analyzing significant people and
events of the 1920’s during a review game.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.3-5.8
T
U
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S
D
A
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E.Q- What were the significant political, economic and cultural events of
the 1920’s?
Bell Ringer-Study for Test
Comprehension Check-exit slip
Daily Agenda
1. Independent Practice-TEST
4. DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by analyzing the significant events and
people of the 1920’s by taking a test.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.3-5.8
 Teachers should be using
informational or nonfiction texts to teach skills
within a variety of
contexts.
 Teachers may use
memoirs or novels with
the support of relevant
informational or nonfiction articles, especially
primary source
documents.
 Any vocabulary taught
should be connected to a
text being read in class,
not in isolation.
 While word parts should
be embedded in day-today instruction, word
parts should be limited to
those that appear in text
being read/discussed in
class.
 Teachers should utilize
the learning log or similar
tool to ensure students
understand the learning
objective and can selfassess their level of
mastery.
W
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D
N
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S
D
A
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E.Q- What were the main causes of the Great Depression?
Bell Ringer-primary source on stock market
Comprehension Check-exit slip
Daily Agenda
2.
3.
4.
5.
Model- causes of the Great Depression
Guided Practice- analyze graphs and charts on the Great Depression
Independent Practice-“What do you think the greatest cause of the depression
was?”
DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by analyzing charts and graphs about
why the depression occurred.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.11
T
H
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S
D
A
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E.Q- How did the Great Depression affect the lives of urban and rural
Americans?
Bell Ringer-picture of the depression, have students examine what is going
on in the picture
Comprehension Check-exit slip
Daily Agenda
1.
2.
3.
4.
Model- Notes on how people were affected in urban and rural areas
Guided Practice- clip from Dust Bowl documentary and primary sources from a
person in the city and a farmer from the Depression
Independent Practice-analyze lyrics from a depression era song.
DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by analyzing personal accounts of the
Depression.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.11
 Teachers should target
struggling students on
Wednesday and
Thursday to reinforce the
previous week’s
benchmark if students
were unsuccessful as
determined by the miniassessment.
Material Options
 11th grade U.S. History
textbook
 Memoirs/Novels
 Secondary Sources
(Magazine Articles,
Newspaper Articles
 Primary Sources
(Journals, Essays, diary
entries, historical
documents)
 Technical Documents
ESE and ESOL
Accommodations
ESOL/ESE Strategies
 Monitor Reading
 Assess prior knowledge
 Clarify purpose for
reading, main ideas and
important details
 Focus on major content
 Look back and reread
confusing parts
 Read ahead to clarify
confusing parts
 Fit new material into
personal experiences
 Create mental images,
visualize vague
F
R
I
D
A
Y
E.Q- Why did Herbert Hoover’s policies fail to solve the country’s
economic crisis?
Bell Ringer-If you were President at the beginning of the Depression how
would you handle it or what would you do?
Comprehension Check-exit slip
Daily Agenda
6.
7.
8.
Model- Notes on Hoover
Guided Practice- Have students in groups look at Hoover’s answers and critique
his decisions.
DI: Teachers should provide small group instruction to struggling students
and text-based enrichment to on-track students
Measurable Objectives- Students will be able to demonstrate
understanding of the learning goal by critiquing the decisions made by
President Hoover.
Homework- Varies by teacher
Benchmarks-SS.912.A.5.4
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descriptions
Two-column notes
Think, Pair, Share
Summarize
Extended time on
tests/HW
Review sheets
Cooperative learning
After school tutoring