Date: 1/10/11
Lenawee County US History and Geography Priority Expectations
Unwrapping the Standards
Step 1: Topic or Unit of Study: Great Depression and The New Deal
Step 2: Identify the correlating priority (checkmark) and supporting expectation(s).
Content Expectation: / Content Expectation Description:þ USHG 7.1.2 / Causes and Consequences of the Great Depression
þ USHG 7.1.3 / The New Deal
USHG F1 / Identify the core ideals of American society as reflected in various documents and analyze the ways that American society moved toward or away from these ideals
ECON 1.3.2 / Law of Demand
ECON 2.1.3 / Financial Institutions and Money Supply
ECON 2.2.4 / Federal Reserve and Monetary Policy
CIVICS 1.2.1 / Identify, distinguish among and provide examples of different forms of governmental structures
CIVICS 2.2.3 / Use past and present policies to analyze conflicts that arise in society due to competing constitutional principles or fundamental values
CIVICS 3.5.7 / Explain the role of television, radio, the press, and the Internet in political communication
WHG 7.2.2 / Inter-war Period
Step 3: “Unwrap” the expectations(s) to determine the concepts (nouns) and skills
(verbs) the students need to know and be able to do.
List Concept (Nouns)What students “need to know” / Record Skills (Verbs)
What students should
“be able to do” / Level of Bloom’s
Taxonomy
þ political, economic, environmental, and social causes of fiscal policy, overproduction, under consumption, speculation, the 1929 crash, and the Dust Bowl
þ economic and social toll
þ Hoover’s policies and their impact / þ Explain and evaluate the multiple causes and consequences / 2, 6
þ expanding the federal government’s responsibility to protect the environment, meet challenges of unemployment, address the needs of workers, farmers, poor, and elderly
þ opposition to the New Deal and the impact of the Supreme Court decisions
þ consequences of the New Deal policies / þ Explain and evaluate Roosevelt’s New Deal policies / 2, 6
Step 4: Enduring Understandings/Big Ideas:
Represent the main ideas, conclusions, or generalizations about the “unwrapped” concepts and skills in a focused instructional unit of study.
“What do I expect my students to tell me when they conceptually/deeply understand the concepts and skills?
What do I want them to remember long after they leave my classroom?
þ fiscal policyþ overproduction
þ under consumption
þ speculation
þ 1929 crash/”Black Tuesday”
þ Dust Bowl
þ Hawley-Smoot Tariff
þ “bear” and “bull” markets
þ “Hooverville”
þ New Deal programs
þ “bread lines”
þ “black blizzards”
Step 5: Essential Questions: What engaging questions will lead your students to discover the “enduring understandings/big ideas” on their own? Essential questions should be written in an open-ended response and should match the rigor of the concepts and skills outlined within the unit of study or standard(s) being unwrapped.
þ What caused the most severe economic crisis in American history?þ How did the federal government respond to the economic collapse in 1929?
þ How did the expansion of government during the New Deal affect the country?
Important Notes:
· The Declaration of Independence, the US Constitution(including the Preamble), the Bill of Rights, the Gettysburg Address, and the 13th,14th, and 15th Amendments are important documents the reflect the core ideals of American society (USHG F1)
· Unemployment and environmental conditions that affected farmers, industrial workers, and families are important examples of economic and social toll of the Great Depression (USHG 7.1.2)
· The Dust Bowl and the Tennessee Valley are important examples of the federal government’s responsibilities toward environmental protection (USHG 7.1.3)
· Promoting workers’ rights and the development of Social Security are important examples of consequences of the New Deal (USHG 7.1.3)
· Changes in the prices of goods/services, availability of alternative goods/services, the number of buyers in the market, or income/availability of credit are important examples of the law of demand (ECON 1.3.2)
· Decisions by the Federal Reserve and actions by commercial banks/credit unions regarding deposits and loans are important examples about financial institutions and the money supply(ECON 2.1.3)
· The consequences of the Federal Reserve Board as a means to achieve stable macroeconomic goals of stable prices, low unemployment, and economic growth are important examples of the relationship between the Federal reserve and monetary policy (ECON 2.2.4)
· Anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states are important examples of government structures (CIVICS 1.2.1)
· Liberty and authority, justice and equality, and individual rights and common good are pairs of important competing constitutional principles or fundamental values (CIVICS 2.2.3)
· Transformation of societies, causes and consequences of economic depression, the rise of fascism, the spread of communism, and the rise of nationalism are important examples of the Inter-war Period (WHG 7.2.2)