Idaho TIA Science Unit Plan Template-Ruchti/Wagner
Subject/Grade or Course: US History 11
Unit Name: Great Depression
Idaho State Content Standards
Corresponding NGSS
CCSS ELA
Cite specific state content standard, goal, and
objective from Standard 1 (Nature of Science)
Cite Title, Code and Performance Expectations
You can take these from the NGSS section on CCSS
Connections
Cite specific state content standard, goal and
objective (s) (Standards 2-5)
 USH2.1.1.1
 USH2.1.1.3
 USH2.1.2.2
 USH2.1.4.2
 USH2.3.1.2
 USH2.3.2.1
 USH2.3.3.1
 USH2.3.4.1
 USH2.4.3.2
 USH2.4.4.1
 USH2.5.1.1
 USH2.5.1.2
Overarching Understandings(s):
Take these from the NGSS Science and Engineering Practices,
Disciplinary Core Ideas, and Crosscutting Concepts?
"When my students leave my class at the end of the course, what
are the most important things I want them to take away with them?"
 The national economy is affected by the financial
decisions of governments, businesses, and individuals.
 It is important to recognize the increasing role of
government in the lives of the citizens.
Essential Questions:
Look up the corresponding sections on the frameworks to fine the
essential questions. You also can add your own.
1.





Has the government become too involved in citizen’s lives?
What causes a booming economy to take a downward turn?
What causes the economy to recover after a depression?
How do different people deal with an economic depression?
What responsibility does government have to citizens during times
of economic hardship?
 How is the relationship between the three branches of government
affected by times of national distress?
Vocabulary Terms
Knowledge,
Reasoning, or Skill
Targets
“What I need to
know.”
“What I can do with
what I know”
“What I can
demonstrate”
Prior




Idaho TIA Science Unit Plan Template-Ruchti/Wagner
STUDENT-FRIENDLY LEARNING TARGET STATEMENTS
Essential
Extended
Hawley-Smoot Tariff, Black Tuesday,
 October 29,1929
suffrage
Hooverville, Hoover Dam, soup
 shantytown
tenant farmer
kitchen, bread line, direct relief, John
collective bargaining
 Dust Bowl
Steinbeck, Grapes of Wrath, Eleanor
unemployment
 Okies
Roosevelt, TVA, CCC, NRA, PWA,
 Reconstruction Finance
AAA, bank holiday, Hundred Days,
Corporation
Second New Deal, John Maynard
 Bonus Army
Keynes, pump priming, Wagner Act,
 Franklin D. Roosevelt
Fair Labor Standards Act, CIO, sit New Deal
down strikes, court packing, WPA
 fireside chat
 Social Security Act
 FDIC
 bank run
 Charles Coughlin
 Huey Long
These “I can” statements should be created from performance expectations (NGSS) and task analysis (TIA document).
(objectives)











I can explain how the New Deal programs were designed to provide relief, recovery and reform.
I can identify modern programs that originated from the New Deal.
I can debate the effectiveness of the New Deal.
I can distinguish between the economic programs of Hoover and FDR.
I can explain the critical economic problems that led to the Depression.
I can explain how World War II led to economic recovery.
I can predict what could have happened to our system of checks & balances if FDR had been able to “pack” the
Supreme Court.
I can discuss how increased unemployment affected American lives.
I can explain what caused the Dust Bowl and how it affected the Depression.
I can argue how some thought the New Deal was too socialistic, while some thought it didn’t go far enough in
regulating the economy.
I can explain how the Depression affected the growth of organized labor.
Performance
Targets:
“What I can make to
show my learning.”
Idaho TIA Science Unit Plan Template-Ruchti/Wagner
Summative (not formative) Assessing “student friendly learning target statements” while incorporating Common Core

MATERIALS FOR LESSON PLANNING
Materials/Resources
Teacher Notes