S+Dunne+Kaisha


 * History: The Great Depression** **Syllabus**


 * Teacher:** Kaisha Dunne
 * Office:** Room 26
 * Office Phone:** (207) 555-2758
 * Office Hours:** MWF 11-12:30
 * E-mail:** Kaisha.dunne@maine.edu


 * =Summary of Unit= ||
 * In this unit students will explore the impact the Great Depression had on the United States and America. The students will explore topics such as Bootlegging, the Economy, FDR, Hoover, The Stock Market Crash, the New Deal, and much much more. After this unit students will be able to explain what the Depression is, what the main leading factors were, the effects on the United States and the world, what the Dust Bowl is, the actions taken to fix the economy, and how we came about rising from this tragedy. The Great Depression is a great example of rise and fall and how history tends to repeat itself slowly here and there. The students will engage in fun learning activities and be able to apply their knowledge and understanding of the subject in multiple ways to be able to truly grasp the subject. ||


 * ==**Establish Goals:** **(G)**==
 * ==**Establish Goals:** **(G)**==

Maine Learning Results: Social Studies E. History E1 Historical knowledge, concepts, themes, and patterns 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. Grade 9-Diploma “The Great Depression and the New Deal (1929-1941)” A) Explain that history includes the study of past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about present and future.

//Students will understand that:// **(U)**
-The effects of the Great Depression on the United States and the World -The major factors leading into the Depression -How the Depression was handled

•How did it effect the United States and the World? •Why did the president handle it the way he did (both Hoover and FDR)? •How could it have been avoided if possible?

-Vocabulary: New Deal, Bank Holiday, Monopolies, Roaring '20's, Economy, Bonus Checks and Army, Automobile (Model T), Assembly Line, Dust Bowl, Strikes, Social Security, Wagan Act, Public Works, Sherman Anti-Trust Act, Labor Unions, Keynsian Theory, Prohibition, Bootlegging, etc. -Important Events and People: FDR, Hoover, Eleanor Roosevelt, Stock Market Crash, WWI and WWII, Ford, Bank Holiday, Gen. Palmer, Carnegie, Rockefeller, Wilson, etc. -Sequence and Time-lines: Civil War- WWI- Bonus Army- Roaring '20's- Crash- Depression- New Deal- WWII- A-Bomb

//Students will be able to:// **(S)**
-A) Explain that history includes the study of past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about present and future. -Critique the New Deal and actions to fix the Depression. -Design and propose your own your own New Deal. -Analyze the fall of the economy. -Assume the role of a worker. -Reflect on what happened during this time and if it could ever happen again.

Performance Task:
The United States is in the midst of a depression and chaos is happening in Congress on how to fix this. The government is looking for a hero to come in to save the day. You and your fellow lobbyist partner(s) have been asked by a member of Congress to be that ‘hero’ which the United States is in dire need of. You as a lobbyist are going to create and propose a bill to help bring the United States out of its current situation. With how busy Congress is at this time they would like for your team of lobbyist to make an infomercial about your bill. This commercial should answer all the questions that Congress may have, because you will not be present at the time it is presented. ||

My **attendance** policy goes as follows: if you miss a class for a legitimate reason that is cleared from the school see me and we will work on getting you caught up. If you know that you are going to be out in advance, please see me in advanced so that you do not fall behind and become overwhelmed. My **grading** policy varies depending on the assignment. I really try and focus on grading based on //understanding//, ability to //apply gained// //knowledge//, and //creativity//. These lessons are designed so that the students can have some freedom to add creativity and they also can show their understanding in their own way, but also within the limits of the assignment. My **toleration for Cheating and Plagiarism** is I have none. Please see the schools policies on plagiarism and cheating for the schools definition and policies. If the students have any questions or concerns on something they should feel free to come ask me anything. Mostly remember to //Cite// the sources that are being used and use credible sources. ||
 * =Expectations= ||
 * The **expectations** of this class aren’t high or complicated and hopefully will be stated very clearly in this syllabus. All that I want from the students in this class is to show up to class, do their work to their full ability, and really gain an understanding from this unit about the Great Depression. When I say that the students will do their work to their full ability, I mean that this unit is here to benefit them as students/ learners and they can take out of it as they please. They do need to show an understanding of the subject in their assignments though or they will not be given credit for them.

The students will make an inspiration trickle down chart based off the notes I gave them on the lead up to the crash and the Depression, with extra research from sources given in class. The students will create a blog page where they will keep their reactions to classes with the main them of 'could this happen again,' 'is this happening now,' or 'does history repeat itself'. The students will create a scrapbook about their life as a worker, a child, or a farmer during the Depression and Dust Bowl Era with pictures and added commentary. The students will participate in a debate in class on 'whether what the president at the time was doing working?' and from their debate they shall take their notes and create a comic life strip based on the debate and decide who won. The students will get into groups and pretend to be a news radio broadcast station during the Depression. The students will be making an iMovie commercial to advertise and propose the bill they create (in groups of 2). Participation (10 points) __Total__: 100 Points!** ||
 * =Benchmarks= ||
 * Below is the point value for each section of the unit. Your final grade for the unit will be based on the percentage of points earned for each benchmark out of 100 points total. **Try your Best!**
 * Inspiration Organization (5 points)**
 * Overall Reaction Blog (10 points)**
 * Scrapbook of the Life as a Worker (15 points)**
 * Comic Life on the Debate in class (15 points)**
 * Air Time Radio News Show with Garage Band (15 points)**
 * Commercial and Bill with iMovie and Bill Template (20 points)**
 * Homework & Exercises in Class (10 points)

A+ (98-100) C+(77-79) A (95-97) C (74-76) A- (90-94) C- (70-73) B+ (87-89) D+ (67-69) B (84-86) D (64-66) B- (80-83) D- (60-63) F (59 and below) ||
 * =Grading Scale= ||
 * The basis for the academic achievement mark is the teacher’s evaluation of the quality of the student’s performance in a subject. A student must achieve a rank of at least 60 (D-) in order to receive credit for that subject.
 * Grade Scale:**