S1+Quach,+Christina

=Stage 1 - Identify Desired Results= Content Area: Social Studies Standard Label: E. History Standard: E1 Historical Knowledge, concepts, themes and patterns. || Students understand major eras, major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy, ideals, and institutions in the World. Performance indicators: a, b, c ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * Maine Learning Results
 * Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941"

//What understandings are desired?//
• the decisions of officials led to consequences that they would have to attempt to fix. • Constitutional principles were questioned and their boundaries tested. ||
 * **//Students will understand that://** **(U)** ||
 * • the Depression and New Deal Era can help people learn from and make informed decisions about the present and future.

//What essential questions will be considered?//
• How did their decisions lead to consequences for America? • Why were parts of the Constitution questioned by politicians and Americans? ||
 * **Essential Questions:** **(Q)** ||
 * • How can we learn from the Depression and New Deal Era to avoid economic instability?

//What key knowledge and skills will students acquire as a result of this unit?//
• Important Events and People: Franklin D. Roosevelt, Eleanor Roosevelt, Bonus Marchers/Bonus Army, Herbert Hoover, and John Maynard Keynes •Sequence and Timeline: Hoover is elected, crash of stock market, increased crime, FDR elected, New Deal initiatives begin, New Deal comes to a halt || • justify their informed decisions during the New Deal Era for the present and future. • critique the constitutional principles in question during the New Deal initiatives. • produce informed decisions by studying what led to the Depression. • criticize the decisions of officials during the Depression and New Deal Era. • assume the roles of officials to understand their decisions of how to fix economic instability during the Depression. • recognize constitutional principles. ||  ||   ||   ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • Terminology: Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, collective bargaining


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**