Dan Szablewski

EEND 678Z2- Manojlovic

Understanding by Design

Federal Governments Role in Our Lives

Stage 1 Identify Desired Results

Established Common Core State Standards:
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.

Craft and Structure

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary
sources.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades
910 text complexity band independently and proficiently.

Text Types and Purposes

CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.

What essential questions will be considered? What understandings are desired?

- What is a government's responsibility
regarding the welfare of its people?
What key knowledge and skills will students acquire as a result of this unit?
Students will know
- The Business Cycle and how it effects the
economy positively or negatively
Students will understand that
- There are many different perspectives on the
governments role to a society
- Our government has structure on a federal, state
and local level
- Each government agency has a designed
functionality to aid in our lives
Students will be able to
 - The causes of the Great Depression
- Hardships and experiences of Americans during
the Great Depression
- The new Deal and its approach to rebuilding
the United States
- How FDR and his New Deal shifted voting
demographics
- The evolution of federal programs from the
New Deal to today
- Define isolationism and explain how the United
States practiced this policy in the 1920s. (16.D.5
(US))
- Understand the role businesses and consumers play
in a consumer economy. (16.B.5b (US))
- Describe the ways in which industrial growth
affected the economy of the 1920s. (16.A.4a )
- Explain the danger signs that were present in the
economy of the late 1920s. (16.B.5b (US))
- Identify the major causes of the Great Depression.
(16.A.4a )
- Describe the ripple effect the Great Crash caused
throughout the nations economy. (16.A.4a )
- Identify and discuss the social effects of the Great
Depression. (16.A.4a )
- Discuss and debate the responsibility of the
government during the Great Depression. (16.A.4b)

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?
Performance Tasks: (student products & performances with clear criteria used to evaluate)

Students will create a multi-media presentation highlighting the initial goals and necessities of New Deal agencies or
programs created during the Great Depression.

Students will produce a written reflection, suggesting to how these federal agencies/programs can adapt to meet the
needs of todays citizens.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence: (tests, quizzes, prompts, work samples, observations, etc)

Government Agency Quiz

Between the Wars Test

Stage 3 Plan Learning Experience

Sequence of teaching and learning experiences (engage, develop and demonstrate the desired understandings)

- Students will use web tools to analyze and research primary sources on each New Deal program.
- Using Google Docs, students in small groups will collaborate to write a diary entry, depicting the struggles from real-
life Americans during the Great Depression, with a focus on the hardships these people had to overcome.
- Students will use Edmodo to share diary entries. Students will then reply to each others diary entries from fictitious
family members, friends or co-workers, with a minimum of two response entries per student.
- Using Prezi, students will create modern adaptations to each New Deal program with ideas to how our federal
government can assist the citizens of our country. Each Prezi will be shared through Edmodo.
- Students will review and comment each others modern adaptations of government programs on the effectiveness
and utility each program can provide our country through Edmodo.
- Students will produce a written reflection, suggesting to how our modern day federal agencies/programs can adapt
to meet the needs of todays citizens.

W Ensure that students understand WHERE the unit is headed, and WHY.
H HOOK students in the beginning and HOLD their attention throughout.
E EQUIP students will necessary experiences, tools, knowledge, and know-how to meet performance goals.
R Provide students with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work.
E Build in opportunities for students to EVALUATE progress and self-assess.
T Be TAILORED to reflect individual talents, interests, styles, and needs.
O Be ORGANIZED to optimize deep understanding as opposed to superficial coverage.

Wiggins, G., & McTighe, J. (2006). Understanding by Design (2nd ed.). New Jersey: Pearson.