Tim Batten The Downtime Between Two Wars US 1920s & 1930s

Week

Day 1

Day 2

Day 3

Day 4

Day 5

Pre-Test (verbal into) Assessing prior knowledge

Intro to the 20s Bright Side to the 20s Jazz age preview

WWI closing re-touch world economic position of WWI PPT

Intro to basic Macro Economics Policies Lead in for 11/12 Grade Econ.
th

Intro PBL: Team Economics: Business Owner 20 Years Teams of 3

Closing WWI Transition

Frist Response Due Discussion on business of the Early 20s

Out of the War and into the Golden Age. The boom of the Early 20s Lecture / Discussion

Taxes and Buying on Credit the Backbone of the 20s PPT

Mass production, Automobiles, Radios, and Urbanization and Home Improvement. The development of the 20s

PBL: Newspaper Articles & Advertisements Students Rotate Positions

Second Response Due Discussion of Failures of the 1920s. Do we see same failures

Stock Market Crash PPT

Economic Downturn met with Agricultural Depression: The Dust Bowl

Intro DBQ 20s and 30 What is a DBQ? DBQ How to

PBL: Computer Research & How was your business hit by Great Depression?

today?

Third Response Due

1930s Bounce-back The New Deal -- PPT

FDR Continued New Deal Policies PPT

Final Presentations Class Time Work

Final Presentations

Continue DBQ work 1 by 1 analysis SOAPS Final Presentation Work

Secondary Lesson Plan Template

Title: Economics in the Twenties and Thirties Description (1-2 sentences): Students will group in threes and manage a business during the 1920s and 1920s adapting to the economic changes in the United States that occurred between the two World Wars. Unit Essential Question: How did the United States change in the downtime between two World Wars? Were the wars the primary cause for this change or was there another larger influence at play? Subject: US History Instructional Time: 4 weeks Students grade level: 10th Standard(s) to be addressed (Iowa Core 6-8 or 9-12): Understand historical patterns, periods of time, and the relationships among these elements. (Hist 9-12) Understand the effects of economic needs and wants on individuals and group decisions. (Hist 9-12) Understand the role of scarcity and economic trade-offs and how the economic conditions impact peoples lives (Econ 912) Resources used in this lesson: Student Textbook, Internet, Primary Source Documents, Secondary Source Documents Learning Objectives that meet the standard above (no more than three): Students will be able to demonstrate a clear understanding of how global economies are affected in post war situations Students will be able to portray the needs of the American public and how those needs are expressed through political action. Students will be able to show adaptability in response to economic change. Guiding question for this lesson: What would have been the perspective of the American citizen as the world progressed between the two World Wars?

Type of instructional method(s) used in this lesson: Lecture, Student Individual Exploration, Group Exploration, Discussion, Procedures - list carefully and completely what the students will do 20 Years Business 20s and 30s Rise and Fall Teams of 3 Business Owner : Lead decides future of business Submits weekly reports of business actions and motivations (During Perspective) Marketing Analyst: Provides information about current business world to inform Submits weekly report of market structure trends and potential effects on business (Before Perspective) Secretary: Records actions, spending traits, and happenstances of business Makes report on how business handled actions (After Perspective) Businesses Student chosen and approved by teacher, examples given (ie Farming, construction, Political Lobbying), can have multiple groups choose same occupation Place time Stamp Events (primary and secondary source documents) every Friday Weekend Assignment / Friday activity to discover changes in economic US through the eyes of various businesses. Each Monday reflections will be due for informal assessment. Students will cycle through positions will complete each one at least once. Final presentation about success and or failures of business to the class. 10 minute presentation about changes that occurred for their particular business. Technology needed for this lesson:

Computers, Internet, Textbook Access to Primary Sources (teacher provided) Adaptations needed to meet student needs (ELL, SPED, etc.): Diversified instruction, additional guided practice for thinking critically about their perspective in the business. Assignment (what happens after this lesson; if no assignment, write none): None Assessment of the objectives for this lesson (how do you know what the students learning): Informal Assessment of activities viewed in classroom. Informal Assessment of weekly responses. Final Presentation serving as Standards Based Assessment giving students time to share their findings.

Secondary Lesson Plan Template

Title: DBQ Intro Description (1-2 sentences): Students in the PBL Groups will analyze documents together to compare to a higher ordered thinking conclusion and then debate their findings

Unit Essential Question: How did the United States change in the downtime between two World Wars? Were the wars the primary cause for this change or was there another larger influence at play? Subject: US History Instructional Time: 1 class (50 Mins) Students grade level: 10th Standard(s) to be addressed (Iowa Core 6-8 or 9-12): Understand historical patterns, periods of time, and the relationships among these elements. (Hist 9-12) Understand the cause and effect relationships and other historical thinking skills in order to interpret events (Hist 912) Resources used in this lesson: DBQ Handout, Primary Source Documents, Secondary Source Documents Learning Objectives that meet the standard above (no more than three): Students will be able to analyze primary and secondary sources and question their validity and importance Students will be able to articulate the major issues brought up on the Great Depression and how they tied back into the 1920s. Guiding question for this lesson: What advantages can be made from multiple perspectives of the same set of documents? Type of instructional method(s) used in this lesson: Group Discovery, SOAPS Procedures - list carefully and completely what the students will do Students will start the lesson with their PBL groups. Each group will receive a set of documents in a manila envelope along with a set of SOAPS Worksheets. Students will be instructed to go though teach document carefully and fill out one SOAPS sheet for each document. This process will take no more than 20 minutes. After the documents have been processed the

groups will be given a new set of instructions asking them to answer the difficult question Using the Documents before you: to what extent can the 1930s be cited as a time of national optimisms and the 1920s as a time of national despair? Students will then have 10 to 15 minutes to hash out this question amongst their group. After this students will present their findings with the class and large group discuss the answer. Technology needed for this lesson: Large workspace Adaptations needed to meet student needs (ELL, SPED, etc.): Diversified instruction, additional guided practice for thinking critically the importance or relevance of each document. Using scaffolding or other supportive students/ aids to assist with the desired learning. Assignment (what happens after this lesson; if no assignment, write none): None Assessment of the objectives for this lesson (how do you know what the students learning): Informal Assessment will collect SOAPS worksheets at end

Secondary Lesson Plan Template

Title: DBQ Intro Description (1-2 sentences): Students in the PBL Groups will analyze documents together to compare to a higher ordered thinking conclusion and then debate their findings Unit Essential Question: How did the United States change in the downtime between two World Wars? Were the wars the primary cause for this change or was there another larger influence at play? Subject: US History

Instructional Time: 1 class (50 Mins) Students grade level: 10th Standard(s) to be addressed (Iowa Core 6-8 or 9-12): Understand historical patterns, periods of time, and the relationships among these elements. (Hist 9-12) Understand the cause and effect relationships and other historical thinking skills in order to interpret events (Hist 912) Resources used in this lesson: DBQ Handout, Primary Source Documents, Secondary Source Documents Learning Objectives that meet the standard above (no more than three): Students will be able to analyze primary and secondary sources and question their validity and importance Students will be able to articulate the major issues brought up on the Great Depression and how they tied back into the 1920s. Guiding question for this lesson: What advantages can be made from multiple perspectives of the same set of documents? Type of instructional method(s) used in this lesson: Group Discovery, SOAPS Procedures - list carefully and completely what the students will do Students will start the lesson with their PBL groups. Each group will receive a set of documents in a manila envelope along with a set of SOAPS Worksheets. Students will be instructed to go though teach document carefully and fill out one SOAPS sheet for each document. This process will take no more than 20 minutes. After the documents have been processed the groups will be given a new set of instructions asking them to answer the difficult question Using the Documents before you: to what extent can the 1930s be cited as a time of national optimisms and the 1920s as a time of national despair? Students will then have 10 to 15 minutes to hash out this question amongst their group. After this students will present their findings with the class and large group discuss the answer.

Technology needed for this lesson: Large workspace Adaptations needed to meet student needs (ELL, SPED, etc.): Diversified instruction, additional guided practice for thinking critically the importance or relevance of each document. Using scaffolding or other supportive students/ aids to assist with the desired learning. Assignment (what happens after this lesson; if no assignment, write none): None Assessment of the objectives for this lesson (how do you know what the students learning): Informal Assessment will collect SOAPS worksheets at end

SOAPS Document Analysis

Subject Concrete Details specific evidence

Occasion When was it created?

1.

Facts about the time period.

1. 2. 2.

3.

3.

Audience

Purpose

Who is the material written for?

Why did the speaker or author write this piece?

How do you think the audience responded to the Pick a quote that conveys the authors purpose for document? writing this piece.

What is your response to the document?

Excellent
Student demonstrated and presented clear and concise evidence of how their business would have fared in the economics of the time.

Good
The evidence presented by the student pointed towards the failure or success of their business but left out some detail

Adequate
The student presented some evidence as to the reasoning behind their business decisions and outcomes but left out some key details

Needs Improvement
Student presented little or no evidence to support their business or its outcomes.

Historical Business Analysis and Outcomes

Presentational Aid

The visual, audible, skit, or other medium of an aid used was appropriate and well implemented into presentation and assisted with the audiences learning. The Student took charge of their own work and completed leading up assignments promptly and sufficiently. Students were actively ready to participate in-group work and had high marks on group evaluation. Final product is polished and professionally presented. The student effectively presents all parts of the business. The presentation is achieved without flaw or delay and has assisted with the learning of their fellow students

The aid was appropriate to the topic however was not fully connected to the presentation.

The aid connected loosely to the business topic and similarly assisted audiences learning.

The aid had little or no appropriateness or was implemented without any support to the overall learning.

Group Dynamics

Delivery

The student for the most part had their work done promptly and sufficiently and was ready to participate with the group activities and was evaluated well on group evaluation. While the final product is well done, it could use more polish or the presentation could be more professional. There are minor issues with presentation and the student has assisted with their fellow students learning.

The Student completed or turned in most of their work promptly. The Student performed their tasks and achieved moderate scores on group evaluation.
Even though the final product has been assembled, the presentation was unprofessional and unpolished. The student attempts to present pieces of the business but is not effective. Other students have learning but not as much as they could have.

Student did not turn in some or all of the assignments and scored sub-moderately on group evaluations.

There is no evidence to show that the student worked on the delivery as a critical part of the final project. The student is unable to present the required pieces of the business. Fellow student learning is minimal.