S1+Conway,+Amelia

=Stage 1 - Identify Desired Results= Grades 9-Diploma: Depression and New deal era (1929-1941) || Students understand major eras, major enduring themes, and //historic// influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and Critique historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. || **//What understandings are desired?//** •The Great Depression was a global depression. •Recovery began with the Gold Standard Act, monetary fixes, and FDR's "new deal" (1 and 2) ||
 * **Establish Goals (MLR):** **(G)** ||
 * E1 Social Studies-E. History: Knowledge,concepts, themes, and patterns.
 * || **//Students will understand that://** **(U)** ||
 * •The Great Depression of 1929 was triggered by: the stock market crash and soon after, the Hawley-Smoot tariff.

//What essential questions will be considered?//
•Why did the depression in America effect the global economy? •Why did the Gold Standard Act "jump-start" the economy, what monetary policies changed, and how did the "new deal" program work? ||
 * **Essential Questions:** **(Q)** ||
 * •Why did the stock market crash and why did it trigger the enactment of the Hawley-Smoot tariff?

//What key knowledge and skills will students acquire as a result of this unit?//
•Critique the effectiveness of Gold Standard Act, Monetary policies, and FDR's "new deal". •Uses knowledge of the causes of the Great Depression to explain the steps taken by the Gov't to protect people if a similar event was to occur in the future. •Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in history of U.S. and world (including present and future implications). •Consider the triggers of the G.D. and relate those triggers to the present and future. •Reflect on the recovery process of the Great depression and assess to what extent it was an effective system. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Black Tuesday/Thursday, Stock market crash,Smoot-Hawley Tariff, President Hoover,FDR, Hoover's Domestic Programs, 20th Amendment, Bonus March, Monetary and Fiscal Policy, Dust Bowl, Brain Trust, Frances Perkins, Bank Holiday, Indian Reorg. Act, Alphabet Soup, Pre-Stock Market carsh-Second New Deal, Dow Jones Index, Buying on Margin || •Justify the Great Depression as a Global Depression and how its implications effected present and future events.

- Revised: Essential Questions ("How" statements to "Why" statements) Un-bolded Student Understanding Section, and added "b." to understanding section. Wrote out the events, vocabulary, and sequence/timeline events that I expect students to know. **
 * 2004 ASCD and Grant Wiggins and Jay McTighe.