S+Quach,+Christina

**Office: Parks Department** **Office Phone: (802) 344-4215** **Office Hours: Monday-Friday 3:30-5:00pm** ** E-mail: christina.quach@maine.edu **
 * Teacher: Miss Quach**

=Summary of Unit= Students will learn about the period between 1929-1941, the Depression and New Deal. Students will be able to make informed decisions about the present and future by studying what led to the Depression and the affects of the New Deal initiatives on America. They will also be more capable of pulling apart the Constitution and see where the federal government and state governments have authority to make specific changes. Learning terminology from the Depression and New Deal Era will help students compare a time of severe economic instability to recessions in their lifetimes. By taking on the role of officials like Franklin D. Roosevelt, students will be have an empathetic view of the thinking behind New Deal initiatives and better understand why they were put in place. Students will be assessed throughout their lessons to ensure that they are on track to reaching their goals of content knowledge and understanding. By creating iMovies, blogs, wikispaces, podcasts, googledoc surveys, and online scrapbooks, students will have applied their understandings in a way that further demonstrates their understandings while bringing out their creativity. Students will also be given the opportunity to use their creativity to think out of the box.

=Establish Goals= 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 || =Students will understand that= • the Depression and New Deal Era can help people learn from and make informed decisions about the present and future. • the decisions of officials led to consequences that they would have to attempt to fix. • Constitutional principles were questioned and their boundaries tested.
 * Maine Learning Results
 * Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941"

=Essential Questions= • How can we learn from the Depression and New Deal Era to avoid economic instability? • How did their decisions lead to consequences for America? • Why were parts of the Constitution questioned by politicians and Americans?

=Students will know= • Terminology: Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, collective bargaining • 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

=Students will be able to= • 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.

**Performance Task Overview** The museum director of the Smithsonian American History Museum is holding a contest to find a video project that will be kept on display for the next 100 years. As a producer you will create an iMovie with a group of your choice to be put on display to provide a visual/auditory presence to the new Depression and New Deal exhibit. You will have to study the role of officials during that time period so that you and your group can represent them in your project. If you are selected, your group's iMovie will be featured in the new exhibit of "A Century Past the Depression and New Deal."

=Expectations= __//Assignment Policy://__ To receive quick and necessary feedback assignments must be turned in on time. It is also important to have assignments done on time so that you can participate in class and group discussion. Also, if assignments are done on time, any questions you may have for me can easily be answered. These questions usually benefit the entire class, so it is important to raise them during the lessons that relate. An assignment may only be turned in late if an arrangement has been made with me to reschedule the due date, and rescheduling assignment due dates are determined between you and me when serious situations arise. Rescheduling an assignment because you do not feel like doing the work is not a valid reason. All other late assignments will lose points. Assignments and projects may be redone at anytime, but not to gain any lost points for late assignments.

__//Absentee Policy://__ If you are absent your make up work from class will be located in your file which you can take when you get back. Also notes from classmates, and an overview of the content from the day will be recorded and left in your personal file. If you know ahead of time that you will be absent, please inform me so that I can prepare assignments for you so you can stay with the rest of the class. When possible, most likely if I know ahead of time, the class will be recorded so that you can experience it first hand.

__//Plagiarizing Policy://__ I expect students to take advantage of creating their own work. This provides for the world, new ideas and opinions, which others can benefit from. So as a student, if you want to benefit from other peoples work, there ways to do it. If you are going to use work from another author, citing the author and source are critical. Respecting other individuals ideas and intellectual property are necessary and not doing so will not be tolerated. Citing and giving credit to the people who provided the resources to help you learn does not take long, and the more you do it, the easier it becomes. I am more than happy to go over with students any time they are in doubt. Asking these questions will make the process easier and clear the doubt in your mind. Please make sure to follow the school's plagiarism policy, and when you have questions please come see me.

=Benchmarks (100pts)= __** Blog 20 **__ Students will create a blog that creates a space for students to place their informed decisions about the Depression and New Deal Era for the present and future. Other students will have to comment on the blog so that they can share their opinions with others. Students will be encouraged to play off of each others opinions to get a better understanding. Also the blog will contain their music file, or one that they create, that represents their blog post. This means if you feel relaxed during your blog posting, the music file could be peaceful sounds. The students also need to capture a photo from the school or at home that represents whatever New Deal initiative they are covering ie. roads, people working.

__** Wikispace 15 **__ Students will each create their own wikispace that demonstrates their recognition of constitutional principles. The wikispace will also pull in opinions from other students on what they recognize as constitutional principles. There can be arguments between the students of when they are discussing what is constitutional and what is not constitutional.

__** Online Scrapbook 20 **__ The class will work together to create a timeline of events leading to and during the Depression. This scrapbook will be online and include media, audio, video, and anything else that the students find interesting to add. The students will work alone and in groups to create the class's final product.

__** Podcast 15 **__ Students will interview other students and teachers to create resources of criticisms of decisions during the Depression and New Deal. The students can record their interviews and make it into a podcast or they can write down the interview with quotes from the person they interviewed and use that to create a podcast. If students want they can create a podcast that is set in the current period, or they could create their podcast and pretend that they are in the Depression Era.

__** Movie 15 **__ Groups will create movies where they will take on the role of an official during the Depression and New Deal Era. Students using a movie maker to record their understanding of informed decisions made by officials. In the movie they can be the actual official, or they can pull together video or media with voice overs to take on the role.

__** Googledocs Survey 15 **__ Students will create a googledocs survey that shows their understanding of constitutional principles. The surveys will then be taken by classmates so that everyone can benefit from each other's work. The surveys can be multiple choice, short answer, true or false, or anything else that demonstrates the students understanding.

=Grading Scale=
 * A ** (93 -100), ** A- ** (90 - 92), ** B+ ** (87 - 89), ** B ** (83 - 86), ** B- ** (80 - 82), ** C+ ** (77 - 79), ** C ** (73-76), ** C- ** (70 - 72), ** D+ ** (67 - 69), ** D ** (63 - 66), ** D- ** (60 - 62), ** F ** (0 - 59).