S+Conway,+Amelia

Office: Office Phone: Office Hours:** ** E-mail: amelia.conway@maine.edu **
 * Teacher: Ms. Amelia R. Conway

=Summary of Unit: The purpose of this unit on the Great Depression, is to make students aware of the economic, social and political aspects of it, through identifying the causes, and the steps taken to fix the problems that arose as a result of the depression. Students will be able to understand why the stock market crashed and led the nation into a downward spiral economically. They will also be able to understand the attempts made to repair the economic state, and who was responsible for developing a plan/system for repairing the economy. It is also important that the students can answer, who were the major political players involved, what they did/did not do to contribute to stabilizing the economy/what did they do to make it worse. Students will be assessed following each lesson to provide me with feedback on how well they understand the topic at hand. At the end of the unit, students will complete a project that will allow me to test their understanding of the Great Depression through application of information. = 

=Establish Goals: E1 Social Studies-E. History: Knowledge,concepts, themes, and patterns. = Grades 9-Diploma: Depression and New deal era (1929-1941)

= = =Students will understand that: 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. •The Great Depression of 1929 was triggered by: the stock market crash and soon after, the Hawley-Smoot tariff. •The Great Depression was a global depression. •Recovery began with the Gold Standard Act, monetary fixes, and FDR's "new deal" (1 and 2)

= = =Essential Questions:  = =•Why did the stock market crash and why did it trigger the enactment of the Hawley-Smoot tariff? = •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?

= = =Students will know: •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 =

= = =Students will be able to:= •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. ||
 * •Justify the Great Depression as a Global Depression and how its implications effected present and future events.

**Performance Task Overview:** The Congress of the United States of America, and the Department of the U.S. Treasury are in need of a system or set to ensure that America will not enter another depression like the Great Depression based on how the depression came about and was handled in the past. To do this, the government is sending YOU back in time to the 1920’s & 1930”s to re-live the Depression. You will assume the role of an individual that lives during the Great Depression, You may live anywhere in New England or in The Carolinas, New Jersey, Georgia, Florida, or Virginia. You will be asked to keep a journal of your life starting from before the depression, throughout it, including the recovery process. The journal should be an account of everyday life during that time period, including activities, hobbies, and most importantly, the economic, social, and political events of the time: Tell me what was going on in the 1920's and 30's. Be imaginative in terms of your character’s life, but also, be historically accurate in terms of what types of things were going in the 20’s & 30’s. Remember to research your state during the Great Depression because the depression affected different states in different ways. This is your chance to be somebody you're not, so get creative, and also accurate according to history.

=Expectations:=
 * Plagiarism-** We are all authors and creators, therefore, we should be understanding of the rules of plagiarism. Plagiarism is an unacceptable behavior because you are stealing others' intellectual property. Plagiarism is when you use other peoples' words and directly/indirectly take credit for it. This means, if you are asked to write a paper on the Great Depression, any sources to complete the paper **MUST** be cited. Failure to do so will result in consequences.
 * Attendance-** It is very important to attend all classes to ensure that you do not fall behind in the learning the content. I do understand that everyone gets sick, and occasionally has to miss school due to unexpected circumstances. Students missing for these reasons will not be penalized as long as class work is completed and turned in, in a timely fashion. In the event that lack of attendance becomes a pattern, a letter will be sent home to your parents and a meeting to discuss the issue will be arranged.
 * Homework-** The purpose of homework in this class, is to evaluate your understanding of concepts discussed in class and in any readings assigned. This will be collected at the beginning of class. Homework will not be graded based on the answers given, but rather, I will leave feedback to let you know how well your understanding of the material is, and what concepts you need to work on/we as a class need to work on. Homework **WILL** be graded based on whether you turn it in.
 * Respect-** Respect is a very important ingredient in the recipe of success. Treat your peers, and teacher as you would like to be treated. This means: Do Not** talk while others are talking-If you are busy texting your friends in other classes, you are exhibiting disrespect because you are not devoting full attention to the person who has the floor. Please wait until after you leave our classroom to text/talk to your friends.(other examples include: during presentations, and while individuals are sharing a story), Respect the opinions of others, etc. **
 * Late Work/Redo's-** I understand that situations arise where assignments do not get finished, and hence are not passed in. If the situation is explained as to why the assignment was not turned in on time, I will accept the work. If you do not have an excuse, or the excuse is, that you did not want to complete the assignment, the work will not be accepted. If late work becomes a habit we will meet and discuss why you are turning in late work. If, after the meeting late work continues, you will lose points in the homework section of the gradebook. I will expect you to redo homework assignments that I have given feedback on if the feedback notes that you are struggling with understanding the material.** You may only need to redo a portion of the assignment, in which case I will notify you as to what portion needs to be fixed and how to go about fixing it. Putting in extra effort on the part of the students and I (the teacher), we will achieve a high level of learning and understanding. As for redo's on tests/quizzes, that will depend on how well/poorly the majority of the class does. **

=Benchmarks:= The following list breaks down the grading for each of the assessments and assignments throughout this unit. It is based on a point system, and you will want to receive as many points as possible. To earn points, your work must reflect understanding, and effort. You can earn a total of up to **630** **points.** •**Timelinemaker.com (50pts)**- Create a sequence of BIG events from the stock market crash to the New Deal, and everything in between. Provide a brief explanation of every event on the timeline. •**Second Life (30pts)**- With a partner, use the simulation program to experience life during the GD.-Part of webquest. •**Inspiration (20pts)**- Create a Graphic Organizer that explains the recovery process and explain to what extent it was an effective. •**Comic Life (65pts.)**- Research a country in Europe to find out how the depression in America had an impact on that country. Or find out if the European country of your choosing was in a depression all of their own. •**Glogster (50pts)**- Create an collage that uses only images to explain one of the following: New Deal, Monetary Policy, or the Gold Standard Act. Students will then present their collage to the class by explaining why they chose to put certain pictures on their poster (in other words, explain the New deal/Monetary policy/Gold Standard Act with pictures). •**PowerPoint (50pts)**- Students will create a slideshow that demonstrates their knowledge and understanding of the causes of the GD. and what precautions do we as a country now take to prevent another GD. __**Unit Project: Digital Story on the Great Depression (Garage Band)-Journal Entries: (200pts)**__
 * Participation/Attendance (50pts)-** For a student to receive points for participation,he/she must actively participate in class discussions and group/partner work. Each student will also be expected to attend all classes, unless he/she is excused. Unexcused absences are not tolerated, however, if a student's absence is unexcused, but the student seeks out a peer and/or myself to find out what he/she missed from the previous class there will be no penalty. If the student has an unexcused absence does not make an effort to find out what he/she missed from the previous class,it will result in a loss of points in this category. So please make every effort to attend classes. If there is problem that causes you to miss class (i.e. a problem at home), feel free to meet with me so we can discuss how I can help you.
 * Pre-Assessments (30pts)-** You will never be graded on a pre-assessment in this class! However, you will be graded on completion of the pre-assessment, as well as the effort you put forth during the pre-assessment. The pre-assessment will be administered at the beginning of the unit as a means for determining what level you are at. Careless work (work that lacks any depth,effort) will result in a meeting with me to discuss the problem. You will then have a chance to redo the pre-assessment. If the problem does not subside after we meet, and you re-take the pre-assessment, you will lose points.
 * Formative Assessments (60pts)-** These are assessments that will not be graded, they will only be used to track your progress/growth throughout the unit. There will be a total of 6 formative assessments, 1 for each lesson. The assessments will follow the completion of each lesson.
 * Question of the Day (40pts)-** At the beginning of each class, students will receive a question based on the material we have covered in the previous class/classes. Students' answers will not be graded based on a right or wrong answer, but instead, they will be graded on effort and participation.

Students will have the chance to experience life in the 1920's and 30's (the Depression Years) while on a special assignment from two factions of the U.S. Government. You will have the chance to journal about your life, and you will then turn your journal entries into a video podcast using garage Band. Your Presentation is worth 100 points and your Product is worth 100 points. The Congress of the United States of America, and the Department of the U.S. Treasury are in need of a system or set to ensure that America will not enter another depression like the Great Depression based on how the depression came about and was handled in the past. To do this, the government is sending YOU back in time to the 1920’s & 1930”s to re-live the Depression. You will assume the role of an individual that lives during the Great Depression, You may live anywhere in New England or in The Carolinas, New Jersey, Georgia, Florida, or Virginia. You will be asked to keep a journal of your life starting from before the depression, throughout it, including the recovery process. The journal should be an account of everyday life during that time period, including activities, hobbies, and most importantly, the economic, social, and political events of the time: Tell me what was going on in the 1920's and 30's. Be imaginative in terms of your character’s life, but also, be historically accurate in terms of what types of things were going in the 20’s & 30’s. Remember to research your state during the Great Depression because the depression affected different states in different ways. This is your chance to be somebody you're not, so get creative, and also accurate according to history.
 * Your Task:**

=**Grading Scale: **A **(93 -100),** A- **(90 - 92),** B+ **(87 - 89),** B **(83 - 86),** B- **(80 - 82),** C+**(77 - 79),** C **(73-76),C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F** (0 - 59).**=