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.

Tuesday, November 17, 2015

Roaring 1920s, Great Depression, & New Deal Unit II “opening acts” continue:

Enduring Understandings & Essential ?sCh. 12 “ttt” & Ch. 26 & 27 notes…20 pts

Music, videos, & photos of 1920s & 1930s…ENJOY!

HOMEWORK: Unit II word wall tile due tomorrow 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 eventsII. Roaring 1920s, Great Depression, & New Deal Unit II “opening acts:”

Enduring Understandings & Essential ?sCh. 12 “ttt” & Ch. 26 & 27 notes DUE for inspection…20 pts

Video clips & questions (NOTESEssential Questions)

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)

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 ?sVideo clip & questions (NOTESEssential 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

HOMEWORK: Review OHP packet instructions: research, historical analysis, & product choice WORK day tomorrow Lab 341

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!

Who or what do you recognize in this collage?

Draw arrows and

WRITE names or

descriptions of what you

KNOW!

Unit II: The Roaring 20s, The Great Depression, and the

New Deal

Unit III: 1920s, Great Depression, and New DealEnduring Understandings Students will understand that… Cultural patterns established between the world wars are still today. Conflict occurs when people perceive that values and culture are threatened by modern . Economic excess and the unequal distributions of wealth can lead to in society. Liberals and Conservatives have different beliefs about individual and the proper role of the As a result of the New Deal, the United States government took on responsibilities for promoting the general .

changestraditional

relevant

instability

responsibilitygovernment

greaterwelfare

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.

WORDS of Unit II1920s, Great Depression, and New Deal

affirmativeaggregationamplifiedanarchistsartillerybathtub ginbigotsbootleggerbriberycalamitycapitalismcapitalistscascadingcivil libertiesclemencycommunismconspiracycorruptionscourtshipCreationismdemagoguesdemobilizationdepositiondepressionderivedescendant

disarmamentdiscriminationdisillusioneddoubleheadereloquentlyephemeralfiscal(ly)FlappersforlornfundamentalfundamentalismglobalhalitosishardshipshemlinesidentifiablyideologyimprovisationInaugurationinfrastructureintelligent designinterwarisolation

living wagelynchingmarginmarketmodernistnativismnewsreelsNormalcyominousoverproductionparapetsplunderedpreposterousprevailprohibitProhibitionprominenceprosperprosperitypublic worksquotaquota systemradical

radicalismrecessionregulatereparationsresurgencesecuritysensationalsharecropperssocialsocial securitysocialismspeakeasyspeakeasyspeculativesprawlstockstock marketsuffragiststemperancetraditionalismtyrantunderconsumptionunionismunionizedurbanurban sprawlwageactivismwelfarewrenchingOTHERS?

Complete a second “tile” for an

OPTIONAL “A”

(If done well, up to 25 points earned (strengthening your average).

OR, use it as a “replacement”

assignment for a “bad day.”

(Like insurance, but NOT extra

credit)

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)

• Locate word in several sources: The Americans History Alive! Longman Dictionary of

Contemporary EnglishDictionary Thesaurus On-line

Expectations:• DEFINE “word” in 14 words or lesspersonalized (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

Write your NAME on BACK!

Self-evaluate! -deductions, if any, then 3-5 rating….25 poss. pts.

SHOW deductions, then list your SCORE out of 25

(with stars) near your name on BACK…??/25

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

READINGS for Unit II: The Roaring 20s, The Great Depression, and 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 TensionsCh. 27 (p. 342-351)The Politics of NormalcyCh. 28 (p. 353-367)Popular Culture in the Roaring TwentiesCh. 29 (p. 369-379)Clash Between Traditionalism & Modernism Unit 9: Great Depression and the New DealCh. 30 (p. 382-391)The Causes of the Great DepressionCh. 31 (p. 392-399)The Response to the Economic Collapse Ch. 32 (p. 400-411)Human Impact of the Great DepressionCh. 33 (p. 412-427)The New Deal and its Legacy

Unit II: The 1920’s, Great Depression, New Deal

Essential Questions1. 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

in the 1920s was revealed by the

Scare, by the rise of the K K K

, by a trend towards

ism and by laws

limiting .

2. The labor movement in the 1920s had some

successes but mostly went into a

period of declining ,

in part because unions were labeled as

.

3. Five nations, including the United

States, signed an agreement to dismantle parts of their

. Also, 64 nations signed the

- Treaty

promising to give up as an instrument of

foreign policy.

4. He made choices, which

brought incidents of bribery and such as

the Scandal and Elk Hills.

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)

1. Americans’ dislike of foreigners in the 1920s was revealed by the Red Scare, by the rise of the Ku Klux Klan, by a trend towards isolationism and by lawslimiting immigration.

2. The labor movement in the 1920s had some successes but mostly went into aperiod of declining membership, in part because unions were labeled asradicals.

3. Five nations, including the UnitedStates, signed an agreement to dismantle parts of their navies. Also, 64 nations signed the Kellogg-BriandTreaty promising to give up war as an instrument of foreign policy.

4. He made poor choices, whichbrought incidents of bribery and corruption such as the Teapot DomeScandal and Elk Hills.

5. The business boom was stimulated by rise in productivity and by the growth of buying on credit.

Friday, November 20, 20151) 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 RESEARCHInclude 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 formatPowerPoint is most common…essay, documentary video, tri-fold or poster, or

OTHER?

HW: Review Ch. 12collaborative, open-notes “quiz” on Monday, 11/22

Components of the OHP PRODUCTI. 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.)

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)

IV. Conclusion: Summarize the effect that the era or event had on your interviewee’s life(Write a thank you letter to you interviewee & consider sharing a copy of your product)

Convert 2-paragraph into “background” section!

Interview is or will soon be done? ANALYZE story vs. research

REFLECTION…summary & “lasting impressions?”

OHP product due on or before Tuesday, 12/1!

Criteria Advanced Proficient Basic Below Basic

Interviewee’sexperience

Demonstrates sophisticated understanding of interviewee’s experience in historical context. -Highly informative & engaging retelling of interviewee’s story

35-32

Demonstrates understanding of interviewee’s experience in historical context.

-Informative & engaging retelling of interviewee’s story

31-25

Demonstrates limited understanding of interviewee’s experience in historical context. -Attempts to retell interviewee’s story (minimally engaging and/or informative)

24-20

Demonstrates little to no understanding of interviewee’s experience in historical context.

-Inadequate and/or ineffective retelling of interviewee’s story

19-0

_____/35 points

StudentResearch

Demonstrates sophisticated understanding of the historical time period. Uses 5 or more sources.Multiple citations in MLA format

-Excellent analysis of research compared to participant’s testimony (displays many insightful “connections”) 35-32

Demonstrates understanding of the historical time period.Uses 3 – 4 sourcesCitations in MLA format

-Analysis of research compared to participant’s testimony is satisfactory (displays insightful several “connections”) 31-25

Demonstrates limited understanding of the historical time period. Uses 2 sourcesMaterial is cited

-Inadequate analysis of research & participant’s testimony (displays few insightful “connections”) 24-20

Demonstrates little to no understanding of the historical time period. Uses 1 source There are no citations

-Little or no analysis of research or participant’s testimony (displays no meaningful “connections”)

19-0

_____/35 points

Collaboration 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. 6

Student does not collaborate with anyone. 5-0

_____/10 points

Product Media chosen is highly effective in engaging and connecting to audience. 10-9

Media chosen is effective in engaging and connecting to audience.

8-7

Media chosen is somewhat effective in engaging and connecting to audience. 6

Media chosen is ineffective in engaging and connecting to audience.

5-0

_____/10 points

Conventions Questions, bibliography, and product show evident control of grammar, mechanics, and spelling 10-9

Questions, bibliography, and product show sufficient control of grammar, mechanics, and spelling. 8-7

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.

5-0

/points

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_TipsResourcesExamples.pdf

COMPLETE “research” today!

• Textbooks? History Alive! and/or The Americans

• 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!