Week 12: November 16-20, 2015
Unit II: Roaring 1920s, Great Depression, & New Deal “Opening Acts,”
plus “final” Oral History Project Work Day (before delivery day on
Monday, 11/30)
Why are we here this week?
Students will complete Ch. 12 “telescoping the times” & Ch. 26 & 27 summary
notes as part of the opening acts of Unit II: Roaring 1920s, Great Depression,
& New Deal. Students will construct a word wall “tile,” select new seats, watch
a documentary video, and finally, continue OHP work.
HOMEWORK: Unit II word wall tile due tomorrow
FYI: Computer Lab 341 on Friday (earbuds & flash drive for OHP WORK)
Tuesday, November 17, 2015
Roaring 1920s, Great Depression, & New Deal
Unit II “opening acts” continue:
Enduring Understandings & Essential ?s
Ch. 12 “ttt” & Ch. 26 & 27 notes…20 pts
Music, videos, & photos of 1920s & 1930s…ENJOY!
HOMEWORK: READ and take notes on Chapter 12 section (1, 2 OR 3)
FYI: Computer Lab 341 on Friday (earbuds & flash drive for OHP WORK)
Wednesday, November 18, 2015
I. Newsday Sharing?
New seats…NPR broadcast...student-led
current events
II. Roaring 1920s, Great Depression, & New Deal
Unit II “opening acts:”
Enduring Understandings & Essential ?s
Ch. 12 “ttt” & Ch. 26 & 27 notes DUE for inspection…20 pts
Video clips & questions (NOTESEssential Questions)
HOMEWORK: Review OHP packet instructions: research, historical analysis, &
product choice WORK day tomorrow Lab 341
Thursday, November 19, 2015
I. Recap NEW “Stuff”
New seats?…NPR broadcast (3 & 6?)...student-led
current events (6)
II. Roaring 1920s, Great Depression, & New Deal
Unit II “opening acts continue:”
Enduring Understandings & Essential ?s
Video clip & questions (NOTESEssential Questions)
Open-notes, collaborative section “quiz”
Word Wall “tile”…25 pts. plus OPTIONAL A?
Ch. 12 & 13 “ttt” & Ch. 26-29 notes, plus video notes…40 pts
New Seating Arrangement “rules”
• Please sit in a different area with “different” classmates
• Different “eyeball” and “shoulder” partners
• No more than 60-75% of the same group may remain intact in
another area
Groups of 5-6 are
preferred
Without co-ed
“learning,” none of
us would be here!
Draw
arrows and
WRITE
names or
descriptions
of what you
KNOW!
Who or what do you recognize in this collage?
Unit II: The Roaring 20s, The
Great Depression, and the
New Deal
Unit III: 1920s, Great Depression, and New Deal
Enduring Understandings
Students will understand that…
Cultural patterns established between the world wars are still relevant
Conflict occurs when people perceive that traditional
changes
threatened by modern
.
today.
values and culture are
Economic excess and the unequal distributions of wealth can lead to
in society.
instability
Liberals and Conservatives have different beliefs about individual responsibility and the
proper role of the government
As a result of the New Deal, the United States government took on
welfare
responsibilities for promoting the general
.
greater
EQ #1: What happens when traditional and modern
cultures interact?
• The clash between traditional moral values and
changing ideas were exemplified in the controversy
over Prohibition, the Scopes trial, and the emergence
of the “New Woman.”
• Rising tensions including, the resurgence of the Ku
Klux Klan, and the rise of socialism/communism.
• How different forms of mass media created
consumerism and mass culture.
• Contributions of artists and writers of the Harlem
Renaissance
EQ #2: What influences do economic excesses have
on American society?
• Impact of the economic policies of the Harding
and Coolidge administrations on wealth
distribution, investment, and taxes.
• Basic operation of the stock market.
• Causes and consequences of the Great Depression
and Dust Bowl.
EQ #3: What is the proper role of the
government in people’s lives?
• Effectiveness of presidential responses of the
Hoover and Roosevelt administrations.
• Opponents of New Deal policies and their
arguments.
EQ #4: Did America move closer to or further away from its
founding ideals during the interwar period?
• How the ideals of liberty, equality, opportunity, rights and
democracy were exemplified or contradicted during this time
period.
• FYI Acadmeic ONLY: This unit marks the end of the “window
of time” that you will WRITE about for your midterm essay
(5% of your final grade)
Enduring Understandings: Students will understand that…
• Cultural patterns established between the world
wars are still relevant today.
• Conflict occurs when people perceive that traditional
values and culture are threatened by modern
changes.
• Economic excess and the unequal distributions of
wealth can lead to instability in society.
• Liberals and Conservatives have different beliefs
about individual responsibility and the proper role of
the government.
• As a result of the New Deal, the United States
government took on greater responsibilities for
promoting the general welfare.
affirmative
aggregation
amplified
anarchists
artillery
bathtub gin
bigots
bootlegger
bribery
calamity
capitalism
capitalists
cascading
civil liberties
clemency
communism
conspiracy
corruptions
courtship
Creationism
demagogues
demobilization
deposition
depression
derive
descendant
WORDS of Unit II
1920s, Great Depression, and New Deal
disarmament
discrimination
disillusioned
doubleheader
eloquently
Complete a second
ephemeral
“tile” for an
fiscal(ly)
OPTIONAL “A”
Flappers
forlorn
fundamental (If done well, up to
fundamentalism 25 points earned
global
(strengthening
halitosis
your average).
hardships
hemlines
OR, use it as a
identifiably
“replacement”
ideology
assignment for a
improvisation
“bad day.”
Inauguration
infrastructure
intelligent design (Like insurance,
but NOT extra
interwar
credit)
isolation
living wage
lynching
margin
market
modernist
nativism
newsreels
Normalcy
ominous
overproduction
parapets
plundered
preposterous
prevail
prohibit
Prohibition
prominence
prosper
prosperity
public works
quota
quota system
radical
radicalism
recession
regulate
reparations
resurgence
security
sensational
sharecroppers
social
social security
socialism
speakeasy
speakeasy
speculative
sprawl
stock
stock market
suffragists
temperance
traditionalism
tyrant
underconsumption
unionism
unionized
urban
urban sprawl
wage
activism
welfare
wrenching
OTHERS?
Word Wall
• Alphabetized descriptive display of “words” that include definitions, part(s) of speech, sample
sentences & historic details, images & color, similar & opposite words, usage & variations, etc.
• Pick an appropriately challenging term (see Mr. R’s list)
Write your NAME on BACK!
SHOW deductions, then list your SCORE out of 25
• Locate word in several sources:
The Americans
History Alive!
Dictionary
Thesaurus
(with stars) near your name on BACK…??/25
Longman Dictionary of
Contemporary English
On-line
Self-evaluate! -deductions, if any, then 3-5 rating….25 poss. pts.
Expectations:
• DEFINE “word” in 14 words or lesspersonalized (NO COPYING!)!
(INSIDE) 5 points
• Part(s) of speech…noun? verb? adjective? adverb?
(INSIDE) 2 points
• List synonyms/related words or phrases AND antonyms/opposite words (INSIDE) 4 total (2 pts per set)
• Write a sample sentence showing USAGE: examples, people, events
(INSIDE) 3 points
• Neatly print/type LARGE, BOLD/DARK/COLORFUL letters (NO caps?!)
(OUTSIDE) 3 points
• Illustrate with colorful pictures, symbols, cartoon captions, (limited text)
(OUTSIDE mainly) 3 points
READINGS for Unit II: The Roaring 20s, The Great Depression, and the New Deal
The Americans
Unit 4, p. 408-409:
The 1920s and the Great Depression
Ch. 12 (p. 410-431)
The Politics of the Roaring Twenties
Ch. 13 (p. 432-461)
The Roaring Life of the 1920s
Ch. 14 (p. 462-485)
The Great Depression
Ch. 15 (p. 486-523)
The New Deal
History Alive!
Era 4, p. 326-327:
The Roaring Twenties and Great Depression
Unit 8: The Twenties
Ch. 26 (p. 330-341)
Understanding Postwar Tensions
Ch. 27 (p. 342-351)
The Politics of Normalcy
Ch. 28 (p. 353-367)
Popular Culture in the Roaring Twenties
Ch. 29 (p. 369-379)
Clash Between Traditionalism & Modernism
Unit 9: Great Depression and the New Deal
Ch. 30 (p. 382-391)
The Causes of the Great Depression
Ch. 31 (p. 392-399)
The Response to the Economic Collapse
Ch. 32 (p. 400-411)
Human Impact of the Great Depression
Ch. 33 (p. 412-427)
The New Deal and its Legacy
Unit II: The 1920’s, Great Depression, New Deal
Essential Questions
1. What happens when traditional and modern cultures interact?
2. What influences do economic excesses have on American society?
3. What is the proper role of the government in people’s lives?
4. Did America move closer to or further away from its founding
ideals during the interwar period?
(Academic midterm essay and “later” for Advanced classes)
Chapter 12: Section “quiz”
• Students assigned same section gather, display 5+ NOTES from HW
(10 points)
• List LAST Names, first initial, today’s date (list absentees?)
• ONE recorder lists group’s answers…use “ttt” packet & notes to
reach a CONSENSUS
• At least ONE minute of textbook time is anticipated (near the end)
Ch. 12: Politics of the Roaring Twenties
(p. 410-431)
1. Americans’ dislike of
3. Five nations, including the United
in the 1920s was revealed by the
States, signed an agreement to dismantle parts of their
Scare, by the rise of the K
K
. Also, 64 nations signed the
K
-
, by a trend towards
promising to give up
ism and by laws
limiting
.
as an instrument of
foreign policy.
4. He made
2. The labor movement in the 1920s had some
brought incidents of bribery and
successes but mostly went into a
the
period of declining
Treaty
choices, which
such as
Scandal and Elk Hills.
,
in part because unions were labeled as
5. The business boom was stimulated by rise in
and by the growth of
.
buying on
.
Ch. 12: Politics of the Roaring Twenties
(p. 432-461)
3. Five nations, including the United
1. Americans’ dislike of
States, signed an agreement to
foreigners in the 1920s was
revealed by the Red Scare, by dismantle parts of their navies. Also,
the rise of the Ku Klux Klan,
64 nations signed the Kellogg-Briand
by a trend towards
Treaty promising to give up war as
isolationism and by laws
an instrument of foreign policy.
limiting immigration.
2. The labor movement in the
1920s had some successes
but mostly went into a
period of declining
membership, in part because
unions were labeled as
radicals.
4. He made poor choices, which
brought incidents of bribery and
corruption such as the Teapot Dome
Scandal and Elk Hills.
5. The business boom was
stimulated by rise in productivity
and by the growth of buying on
credit.
Friday, November 20, 2015
1) Complete RESEARCH: minimum 5 sources in MLA format
(ADD Noodle Tools “document” to the end of OHP product…*CITE sources
throughout project)
2) ANALYZE the INTERVIEW results compared to the RESEARCH
Include FINAL interview questions in the beginning of the OHP product
*CITE sources within your product as you analyze “historical research vs. the tale ”
3) Examine SAMPLES, review RUBRIC, & select PRODUCT format
PowerPoint is most common…essay, documentary video, tri-fold or poster,
or OTHER?
HW: Review Ch. 12collaborative, open-notes “quiz”
on Monday, 11/22
Components of the OHP PRODUCT
I.
Introduction (give detailed background info of the time period: Cold War,
WW II, 1950’s culture, Vietnam, etc. …include timelines, maps, images,
video clips, etc.)
Convert 2-paragraph into “background” section!
II. Body: Explain person’s experiences related to your time period
(era or event) in detail
(results of most of your interview
questions should be included)
III. Comparison Section: Compare the interview information to
your own knowledge of the time period, including as much
historical detail as possible (cited sources!) (Demonstrate
understanding of interviewee’s experience in historical context)
Interview is or will soon be done? ANALYZE story vs. research
IV. Conclusion: Summarize the effect that the era or event had on
your interviewee’s life REFLECTION…summary & “lasting impressions?”
(Write a thank you letter to you interviewee & consider sharing a copy of your product)
OHP product due on or before Tuesday, 12/1!
Criteria
Advanced
Proficient
Basic
Below Basic
Interviewee’s
experience
Demonstrates sophisticated
understanding of interviewee’s
experience in historical context.
Demonstrates understanding of
interviewee’s experience in
historical context.
Demonstrates little to no understanding
of interviewee’s experience in historical
context.
-Highly informative & engaging
retelling of interviewee’s story
35-32
-Informative & engaging
retelling of interviewee’s story
31-25
Demonstrates sophisticated
understanding of the historical
time period.
Uses 5 or more sources.
Multiple citations in MLA format
Demonstrates understanding of
the historical time period.
Uses 3 – 4 sources
Citations in MLA format
Demonstrates limited
understanding of
interviewee’s experience in
historical context.
-Attempts to retell
interviewee’s story (minimally
engaging and/or informative)
24-20
Demonstrates limited
understanding of the
historical time period.
Uses 2 sources
Material is cited
-Excellent analysis of research
compared to participant’s
testimony (displays many
insightful “connections”)
35-32
-Analysis of research compared
to participant’s testimony is
satisfactory (displays insightful
several “connections”)
31-25
-Inadequate analysis of
research & participant’s
testimony (displays few
insightful “connections”)
24-20
-Little or no analysis of research or
participant’s testimony (displays no
meaningful “connections”)
19-0
Student actively works with
peers and contributes to their
success.
10-9
Student collaborates with peers
but has minimal impact on their
success.
8-7
Student has minimal
collaboration with peers.
Student does not collaborate with
anyone.
Media chosen is highly effective
in engaging and connecting to
audience.
Media chosen is effective in
engaging and connecting to
audience.
Media chosen is somewhat
effective in engaging and
connecting to audience.
6
Media chosen is ineffective in engaging
and connecting to audience.
Questions, bibliography and
product show limited control
of grammar, mechanics, and
spelling.
6
Questions, bibliography, and product
show minimal control of grammar,
mechanics, and spelling.
Student
Research
Collaboration
Product
10-9
Conventions
Questions, bibliography, and
product show evident control of
grammar, mechanics, and
spelling
10-9
_____/35 points
-Inadequate and/or ineffective retelling
of interviewee’s story
19-0
Demonstrates little to no understanding
of the historical time period.
Uses 1 source
There are no citations
6
5-0
_____/35 points
_____/10 points
_____/10 points
5-0
8-7
Questions, bibliography, and
product show sufficient control
of grammar, mechanics, and
spelling.
8-7
/points
5-0
Comments:
Total: ______/100
Very nicely done! A well-deserved advanced rating
Good overall effort…more research and/or interview analysis needed, but still high proficient work
Acceptable product, but research and/or interview analysis needed much more attention/effort (SCL is recommended….submit enhanced work within 10 days)
INCOMPLETE product! Research and interview analysis are inadequate SCL is HIGHLY RECOMMENDED
OHP Product
• Students will create a final product that demonstrates their
understanding of the interviewee’s experience in historical
context. Please choose from the following options:
–
–
–
–
A PowerPoint presentation or Podcast
A short narrative / biography
A documentary
Other product as approved by the teacher
• All products should:
–
–
–
–
–
Demonstrate an understanding of the historical event or era.
Incorporate specific information from the interview.
Place the interviewee’s experiences in historical context.
Interest and engage the audience.
Demonstrate effort and quality work.
Do you see the “only” thing MISSING?
in-text citation?
OHP Timeline
Do the following:
• Include ACTUAL testimony (text, audio, and/or video) from
the interview
• Analyze, compare/contrast, and/or REFLECT on the
historical research AND the person’s testimony
• PICTURE of your person (like a baseball card with bio info)
• Include LOTS of relevant images, maps, timelines, etc. to
make it LOOK NICE!
• Be creative and original, but FOLLOW INSTRUCTIONS, the
RUBRIC, and LEARN from the SAMPLES! ASK for help!
Pecha Kucha?
• http://www.pechakucha.org/
• http://www.pechakucha.org/faq
• http://www.usc.edu/dept/education/CMMR/Pecha_Kucha_Tip
sResourcesExamples.pdf
COMPLETE “research” today!
• Textbooks?
Americans
History Alive! and/or The
• Reliable & suggested sites…Schoolwires
*Lenape Library research databases
*ABC-CLIO
most .org, .edu, and .gov sites are OK!
*http://www.history.com/
*Flow of History
*CHECK OUT THESE THREE!
Cite sources throughout
product!
NoodleTools?...5 is
MINIMUM # of sources!