Integrated Thematic Unit Project: Kelly McGoldrick

The Raging Party and Its Ensuing Hangover Integrated Thematic Unit Project Kelly McGoldrick Methods and Materials for Teaching Middle Grades Social Studies November 21, 2013

Integrated Thematic Unit Project: Kelly McGoldrick

Part I: The Boom and Bust of the Roaring 20s and The Great Depression United States History and Cause and Effect

Integrated Thematic Unit Project: Kelly McGoldrick A. Introduction/EdTPA Context: The Roaring 20s and the Great Depression Cause and Effect

About the School where you are teaching 1. In what type of School do you teach? Middle School (6-8): I am teaching at Davis Drive Middle School. Davis Drive is in a suburban area and runs on a traditional calendar. 2. N/A 3. My cooperating teacher gave me his unit plan from recent years as an aid in creating my unit plan. He also would like me to include annotations, Articles of the week and Web2.0 tools. About the Class Featured in this Assessment 1. What is the name of this course? 8th Grade Social Studies: United States History 2. What is the length of the course? One year, every day on traditional calendar. 3. What is the class schedule? 50 minutes every day 4. Are there any ability groupings or teaching in history/social studies? If so, please describe how it affects your class. There is no ability grouping in history/social studies, however most of my students if they went elsewhere with grouping would be labeled as AG. 5. Textbook 6. List other resources (e.g., electronic whiteboard, resource library in classroom, online resources) you use for history/social studies instruction in this class. There is an overhead projector that I will use to show students web2.0 tools, dictionaries, and additional texts. About the Students in the Class Featured in This Assessment 1. Grade Level composition All 8th grade classes. Students range in age between 13 and 14. 2. Number of Students: There are _________ students between the four classes I will be teaching. Of those ________, __________ are female and ________ are male. 3. Complete the chart below to summarize required or needed supports, accommodations or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Some rows have been completed in italics as examples. Use as many rows as you need. Students with Specific Learning Needs IEP/504 Plans: Classifications/Needs Hearing Impaired Number of Students 1 Supports, Accommodations, Modifications, Pertinent IEP Goals Use of microphone that student brings

Integrated Thematic Unit Project: Kelly McGoldrick

to class that streams directing into his hearing aids

B. Organizational Principle: My Theme for my Unit is: Cause and Effect I believe my students will enjoy learning about the cultural and financial wealth of the roaring 1920s and how improper spending, credit and prohibition led to the crash of Wall Street and the Great depression. The United States experienced a boom in economic wealth after coming out of WWI as a victor and super power. However, this economic wealth dwindled as people spent their money on luxuries they couldnt afford and illegal alcohol. This historical time frame, when taught in historical succession shows how world wars lead to Americas economic growth and position as a world power. I believe that students will also benefit from comparing and contrasting the Great Depression with the Recession we faced just a few years ago. Both situations are cases of cause and effect so I want my students to review both historical cases and be able to explain what decisions led to the Great depression and recession and what effect they had on the American public. Students will learn about credit and borrowed money that are still applicable to their daily lives. Finally students will be able to answer the question, does history repeat itself? I believe my students will be interested to see how how the Great Depression directly affected North Carolina. C. Primary Subject matter focus: My primary subject matter is the crash of the stock market in 1929 through the first years of the great depression. During this time there was a Dust Bowl, Franklin D. Roosevelt became president and multiple Government funded organizations were created as America began to see a way out of the depression. I will focus on the depressions effects on Agriculture by incorporating The Grapes of Wrath; the depressions effects on family budgets by having students play Spent, and which of FDRs new deal plans were implemented around America and specifically in North Carolina. Rationale (Common core and Essential Standards) Students will be able to understand what factors caused the Great Depression. Students will be able to identify New Deal Organizations and explain how they impacted the economy. Students will be able to differentiate between the Great Depression and the Recession. Students will be able to follow and explain the timeline of the roaring 20s and the Great Depression. For this unit we will be guided by incorporating the following North Carolina State Standards for 8th grade Studies including both the Essential Standard and the Common Core. Essential Standards 8.H.1.2: SWBAT summarize the literal meaning of historical documents in order to establish context.

Integrated Thematic Unit Project: Kelly McGoldrick 8.H.1.3: SWBAT use primary and secondary sources to interpret various historical perspectives. 8.H.1.5: SWBAT analyze the relationship between historical context and decisionmaking.

8.H.2.2: SWBAT summarize how leadership and citizen actions influenced the outcome of key conflicts in North Carolina and the United States. 8.H.2.3: SWBAT summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States. 8.H.3.4: SWBAT compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. 8.E.1.1 SWBAT explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). 8.E.1.2 SWBAT explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and giving). 8.E.1.3: Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and giving). Common Core Standards CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in text, including vocabulary specific to domain related to history/social studies. CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an authors point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic. D. Organizational Questions: 1. How did the FDR deals help to improve the American Economy? 2. Would the Dust Bowl have had a less negative impact if the Great Depression wasnt also taking place?

Integrated Thematic Unit Project: Kelly McGoldrick 3. What were the effects of the Great Depression? 4. How/Did WWII end the depression? E. Goals By the end of this unit it is my intention that my students are able to: 1. Summarize and either defend/oppose the 18th amendment 2. Compare and contrast the causes of the Great Depression and Recession 3. Compare and contrast the effects of the Great Depression and Recession 4. Recall and distinguish between different New Deal Programs 5. Empathize with those in poverty during the Great Depression and Recession F. General Unit Objectives Students will be able to: 1. Develop critical thinking skills/ reach for higher level thinking questions 2. Participate activity on all assignments 3. Improve upon constructive argumentative skills 4. Identify the causation and effects of the Great Depression and Recession 5. Design and prepare a visual political cartoon or New Deal Poster 6. Work together to create and organize assignments 7. Calculate how credit and frivolous spending causes debt 8. Demonstrate an understanding to FDR New deals G. Possible Unit Materials and Supplementary Texts: I will use most of the following throughout my unit as supplementary sources 1. The Grapes of Wrath* 2. The Roaring 20s: Crash Course US History #32- Crash Course History* 3. Primary source pictures of New Deal Programs* 4. Prohibition: Episode 1- A Nation of Drunkards Ken Burns* 5. Spent- Online Game* 6. Franklin D. Roosevelt Inaugural Address 7. Primary Newspaper sources of Black Tuesday 8. Primary photograph sources of the Dust Bowl 9. Prezi/ Overhead/ Powerpoint* 10. Gapminder* 11. Cornell Notes /Guided Notes* 12. Library books on New Deal Programs 13. The Dust Bowl: New Deal Programs- Ken Burns* H. Possible Activities/Instructional Strategies I hope to use the following activites and strategies within my unit 1. Bell ringers 2. Annotation 3. Creating our own New Deal Advertisements 4. Playing Spent 5. Answering critical thinking questions about Grapes of Wrath 6. Essential Vocabulary 7. Educational videos and documentaries

Integrated Thematic Unit Project: Kelly McGoldrick 8. Guided and Cornell Notes 9. Prompted debates 10. Personal responses to lessons (exit slips)

I. Unit Map/ Narrative Overview Day 1:The End of World War 1 Happy beginning day! Today we will conclude our discussion on the end of WWI and how Woodrow Wilson carried America out as a world power while other world empires were crumbling. We will enjoy a prezi presentation of the historical context of the end of the war, the rise of Hollywood and the gilded age. Students may even see a clip from The Great Gatsby. Their quick-writes/bell ringers will be to write down everything they already know about the roaring 20s. Students will build to their essential vocabulary and will view movie posters and magazine covers from the 1920s. For the remainder of class they will begin their homework, which will be to create a poster/movie advertisement/magazine cover from the 1920s. The cover can be decorated anyway as long as there is historical context prevalent in the headliner that is relevant to the picture. They will turn in their finished product on Wednesday but will bring a rough draft for revisions tomorrow. Day 2: The Roaring 20s and Prohibition Students bell ringer will be to a free write. They will be asked to describe one interesting fact they discovered while drafting their poster and whether or not they incorporated this detail into their project. We will then transition into a brief introduction of the 18th amendment and will watch part of Ken Burns documentary, Prohibition. Students will have guided notes for the video and will be expected to follow along for the 25 minutes of video. After the video is done students will be asked to pull out their rough drafts and share their ideas with their neighbors. Students will then give peer feedback on the posters while I go around and check on student progress. Their homework will be to finish the posters and have them final quality ready to turn in at the beginning of class tomorrow. Day 3: Review of Bill of Rights and preparation for the debate Students will come in and sit down for their bell ringer, which will ask them Was the 18th amendment a violation of the constitutional rights? Why or why not? Students will be asked to have their posters out on their desk for me to check. After our free right I will ask a handful of students to share their poster before turning them in. Then we will transition to our debate. The class will be divided into two parts with one half for prohibition and the other half against prohibition. I will give each side a biased primary source either for or against the 18th amendment as an additional aid to their argument that they will build based on their guided notes from yesterday. Students will have the remainder of class to discuss with partners from their side of the debate. Their homework will be to create three points for their sides argument and possible rebuttals to each of their points. Day 4:Class debate: Pro v. Con of 18th Amendment and quiz review

Integrated Thematic Unit Project: Kelly McGoldrick

Today is debate day! Students will get 10 minutes to meet with their sides to discuss their arguments, key points and possible rebuttals they will face. I will lead the debate for the next 20 minutes. When the debate comes to a stopping point I will hand students their quiz review sheets that can be filled in using their guided notes and points from the prezi presentations that will be in their notes. The quiz will be short but formally assessed. Students will be able to fill out their handout before class is over and ask any questions they may have. Their homework is to review their notes and study for the quiz. Day 5: Quiz and introduction to the Great Depression Students will be asked to go straight to their seats to study for the quiz. They will get 10 minutes to study and ask me any questions they might have. Then I will administer the quiz that they will get 15-17 minutes to finish. After I collect the quizzes I will ask how the quiz was and transition into our next prezi presentation with guided or Cornell notes. Our prezi will cover the introduction to the Great depression or rather, the causes of the Great Depression. Students will not have any homework for the weekend. Day 6: Black Tuesday: The beginning of the Depression Today we will introduce Black Friday and how the stock market crash led to the great depression. Students will have guided notes to fill in as they follow along with the prezi presentation. We will then compare the causes of the Great Depression to the causes of the recession. Students will then follow along as we play Spent online. Students will then play a game version of spent using a game sheet to track their spending and how much money they have left after two weeks. Students homework will be to play the Spent game and write down how they ended up at the end of the month. Day 7: Franklin Roosevelt inaugural address Today students will be reading the inaugural address of Franklin D. Roosevelt. As a bell ringer students will be asked to have their Spent homework results out on their desk. Then students will write down everything they know about inaugural addresses. We will then share some answers before I hand students their own copies of FDRs inaugural address. Students will be asked to annotate the address on their own before sharing their ideas with their neighbor. We will then listen to the audio of the address. After this we will introduce FDR as a president and how bad the economy was when FDR came into office by a prezi presentation. We will also listen to a fireside chat of his regarding the economy and depression. Students will have guided/cornell notes. Day 8: New Deals and poster creation beginning Today we will introduce New Deals! Students will come in and have their final copy of their freewrite from the previous day on their desk and they will be asked to list any government funded federal programs they know of. After we share a few we will introduce a few of the New Deal programs that FDR came up with. Students will have guided/Cornell notes to follow along with the presentation of different groups

Integrated Thematic Unit Project: Kelly McGoldrick

and will get to view poster advertisements of the groups. Students will then be given the opportunity to create their own poster advertisement using either a picture or words. I will go around with a hat and students will pick their program at random and get up and get into groups based on their program. Students will have the remainder of the class to research their program using additional provided texts. They will make national and state connections to these programs. Their homework will be to draft their posters. Day 9: Continue working on posters, notes and essential vocabulary Students will come in and sit down with their rough draft posters on their desk. They will then be given additional essential vocabulary and will watch a video on the new deals by Ken Burns and then an additional video about new deal programs still in effect today. Students will get the remainder of the class to tweak their posters and their homework will be to finish their posters for our Gallery walk tomorrow! Day 10: Gallery walk of posters Today is our Gallery walk! We will all come in and sit down. Then students will hang up their posters based on which program they did. Each group will be the same place on the walls. Once every group has hung their poster I will distribute post its to the students for their gallery walk. Students will be asked to write down one thing they learned about the New Deal Program from either the poster or the videos we watched yesterday with no assistance from their notes. Each New Deal group will have their own post it color and students will rotate around the posters until they make it back to their own group at which time they will write down their favorite part of creating their poster. This will take a majority of the class period. For the remainder of class students will return to their desk and we will watch a video clip to end the day.

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Part II: The Daily Lesson Plans and Unit Plan The Boom and Bust of the Roaring 20s and The Great Depression United States History and Cause and Effect

Integrated Thematic Unit Project: Kelly McGoldrick A Little Party Never Killed Nobody Plan #1 of 10

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Context: This is my initial lesson plan for my thematic unit on the cause and effects of the Great Depression. This lesson will serve as a reintroduction of myself as an instructor and educator. I look forward to introducing the roaring 20s and how they resulted in the Great Depression because I believe this historic time frame is relevant to our students world today. Students will learn about Hollywood and the gilded age while getting to stretch their creative muscles to create a poster or advertisement for a movie from the 1920s. Specific Learning Objectives: SWBAT Cognitive: Make connections between the Great Depression and Recession. Identify key terms and people Essential Standards: 8.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States. 8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. 8.E.1.1: Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). 8.E.1.2: Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the economy of North Carolina and the United States. 8.E.1.3: Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and giving). Common Core Standards: CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually). CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Materials/Technology Resources Required Access to Internet Overhead Projector Guided Note Sheet Large construction paper sheet Writing Utensil Prezi Presentation Primary source movie posters from the 1920s Great Gatsby Clip http://www.youtube.com/watch?v=DG3EwKUAOzQ 0-30 seconds

Integrated Thematic Unit Project: Kelly McGoldrick Time: 60 minutes

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Instructional Procedures/Steps 1. Bell Ringer (10 minutes): Students will sit down and write down everything they already know about the roaring 20s or what the phrase Roaring 20s reminds them of. Students will have previous homework out on desk to be checked if applicable. After five minutes of writing students will share some of their ideas for a small class sharing activity. 2. Prezi presentation (20 minutes): Students will be given guided notes for the prezi presentation and will be expected to follow along as we learn about some key figures and essential vocabulary words. The prezi presentation will cover key facts from Woodrow Wilsons 14 points up until the eve of Black Tuesday. The prezi will end with a 30 second clip from The Great Gatsby (2013). And movie posters from the 1920s 3. Poster workshop (20 minutes): Students will be asked to create a movie poster for a current/popular movie that is visually similar to the 1920 movie posters. They will get to use construction paper or regular paper but they will need to make sure their poster is presented in the same historical context and visual sense as the 1920s posters. 4. Wrap Up and Homework (10 minutes): Students will need to finish their movie poster for homework and have it final copy ready by the beginning of class tomorrow. Methods of Evaluation Students participation in the class discussion of prior knowledge of the 1920s and movie posters (CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.) Students participation in completing guided notes and essential vocabulary (CCSS.ELALiteracy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.) Students participation in completing Original Movie Poster (8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.) Accommodations: Microphone will be used for hearing-impaired student in 3rd period In Retrospect/ In Reflection: (N/A) Appendix of Materials Needed. 1. Guided Note Sheet 2. Prezi Presentation a. http://prezi.com/tm3f80a7blep/edit/#2_13696309 3. Great Gatsby Clip (0-30 seconds) a. http://www.youtube.com/watch?v=DG3EwKUAOzQ 4. Movie posters from the 1920s (included in Prezi)

Integrated Thematic Unit Project: Kelly McGoldrick Guided Notes for Prezi Presentation: Roaring 20s Name: _______________________________________

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Date:__________________

1. Woodrow Wilson was the ________th president of the United States 2. He created _______ points that resulted in the creation of the _________________________________________ 3. Signed the __________________________________________, which formally ended WWI 4. After WWI America became a world __________________ that experienced an increase in ____________________ _____________________ and ______________________. 5. This economic prosperity ______________ was a result of the ____________________ ________________ , that allowed Wall Street to __________________ in Germany. 6. American gave money to __________________ so they could repay _________ ____________ to American allies 7. This money came back to America as ___________________ for supplies the US gave it s_____________________. 8. The 18th Amendment or _______________________, made selling and consuming _______________ illegal. 9. _________________ is money one can spend before they have earned it.

Integrated Thematic Unit Project: Kelly McGoldrick New Deals, New Future Plan #8 of 10

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Context: This class period will be dedicated to introducing the students formal assessment. They have been learning about the great depression and the New Deal federal programs put in place by Franklin D. Roosevelt as a result of the Great Depression and now they will show what they know. Class will begin with students accessing prior knowledge about federal programs that are either from the past or still being used today. To reaffirm how poor the American public was at the time we will play Spent together as a class with a few volunteers coming up to play each question. We will then have a prezi presentation of the history behind FDRs new deals and what each program was created to achieve. Students will select a new deal program at random and will be assigned a poster creation for that new deal. Students will have the remainder of class to work on their poster that must be visually historically accurate and have ties to national and state implications. Their homework will be to draft their posters to bring back tomorrow for peer editing. Specific Learning Objectives: SWBAT Cognitive: Make real world connections between the Great Depression and Recession Create a visual representation of their understanding of the New Deals Essential Standards: 8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues. 8.H.1.3: Use primary and secondary sources to interpret various historical perspectives. 8.H.2.3: Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States. 8.H.3.4: Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. 8.E.1.1: Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). 8.E.1.2: Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the economy of North Carolina and the United States. 8.E.1.3: Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and giving). Common Core Standards: CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Materials/Technology Resources required Prezi Presentation

Integrated Thematic Unit Project: Kelly McGoldrick Guided Notes Overhead projector/ laptop Spent Game Computer Paper Pencil/Pen/ Markers

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Time: 60 minutes Instructional procedures/Steps 1. Bell Ringer (10 minutes): Students will come to class and sit down for their bell ringer, which will be the following prompt: What do you already know about federal government programs from both the past and today? Students will write for five minutes and then a few volunteers will share their opinions before we head into a tech game. 2. Spent (15 minutes): I will pull up Spent on my laptop and introduce the game to students. Then we will have volunteers come up and make the daily decisions of the game maker. Spent will make a real world connection between the financial struggles of people today and will shed light on how people had to manage money during the Great Depression. 3. Prezi Presentation (15 minutes): I will then transition into a Prezi Presentation on FDR and his New Deals. 4. Distribution of New Deals (15 minutes): I will then go around with a hat and have students pick a new deal at random. There will be (6) Social Security Acts, (6) Workers Progress Administration, (6) Agriculture Adjustment Administration, (6) Civilian Conservation Corps, and (6) Public Works Association. Students will also be given note sheets about their New Deal for their formal assessment, their New Deal Poster. Students will be asked to create a New Deal poster based on posters from the Great Depression that are historically and visually correct. Their homework will be to research their New Deal before they begin drafting their posters. 5. Wrap Up (5 minutes): Students will have five minutes to pack up before the bell and to ask me any questions they have about homework, project or class in general. Methods of Evaluation Students participation in the class discussion of prior knowledge of the Great Depression and New Deals (CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.) Students participation in completing guided notes and essential vocabulary (CCSS.ELALiteracy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.) Students participation during the Spent game and picking of their New Deal. (CCSS.ELALiteracy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.) Students participation in brainstorming and creating a New Deal Poster (8.H.1.3

Integrated Thematic Unit Project: Kelly McGoldrick Use primary and secondary sources to interpret various historical perspectives.)

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Accommodations: Microphone will be used for hearing-impaired student in 3rd period. Retrospect/reflection: N/A Appendix of Materials Needed 1. Spent Game a. http://playspent.org/ 2. Prezi presentation on New Deals a. http://prezi.com/j9xkiffyilho/edit/#5 3. New Deal slips of paper 4. New Deal cheat sheets New Deal slips of paper Social Security Act (SSA) Agricultural Adjustment Administration (AAA) Public Works Association (PWA) Workers Progress Administration (WPA) Civilian Conservation Corps (CCC)

Integrated Thematic Unit Project: Kelly McGoldrick New Deal Cheat Sheets These will be cut up so that students only receive a slip of the New Deal they drew at random. Name:___________________ Social Security Act

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The SSA created a system that provided pensions for older workers, survivor benefits for victims of industrial accidents, aid for dependent mothers with children, the physically disabled and the unemployed. Drafted by FDR by the Presidents Committee on Economic Security. Congress passed the SSA under the second part of the New Deal. It hoped to limit daily dangers of old age, poverty and unemployment. FDR was the first president to advocate federal assistance for the elderly.

Name:___________________ Workers Progress Administration WPA provided work for 8 million Americans, mostly unskilled unemployed men, through the construction and repair of schools, hospitals and other public structures. The Largest and most ambitious New Deal Agency Employed musicians, artists, actors, directors and writers for the arts, media and other literacy projects. Most US communities have a new park, bridge or school that was constructed by the WPA.

Name:___________________ Agriculture Adjustment Administration Restricted agricultural production by paying farmers to NOT plant crops on parts of their land and to kill off excess livestock This was to end the crop surplus so that the value of crops would rise. Helped farmers in the south (NC!) and those effected by the Dust Bowl The original AAA act was found unconstitutional so in 1938 the new AAA was created. The new AAA revived the provisions of the former act with the exception that the program financing would be provided by the Federal government but rather a processors tax.

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Name:___________________ Civilian Conservation Corps Put 2.5 Million unmarried men to work restoring forests, beached and parks. Workers were between the ages of 18 and 25 and were mostly unskilled. Workers earned $1 a day ($30 a week, $25 of which was sent home) In return received free room and board, food and training. CCC also funded similar programs for 8,500 women between 1934 and 1937. Maximum enrollment at one point was 300,000. In 9 years, 3 million young men participated in the CCC

Name:___________________ Public Works Association Large-scale public works construction agency Created by the National Industrial Recovery Act Workers build dams, bridges, hospitals and school. Unlike the WPA, which employed unskilled workers, the PWA employed private construction firms with skilled workers to do the actual work. They contracted out. Launched programs such as the Grand Coulee Dam on the Columbia River

Integrated Thematic Unit Project: Kelly McGoldrick Now You Be the Artist Plan # 9 of 10

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Context: Today is a workday for students and their New Deal Posters. They will think, pair share today by writing in their free write what they learned from drafting and researching their new deal poster last night. We will then watch the Ken Burn clip from his documentary on the Dust Bowl so that students can get a little more information on New Deals and how necessary they were for the American economy. They will then share with two neighbors and they will peer review the rough drafts. They will have the remainder of class to work on their posters. Specific Learning Objectives: SWBAT Cognitive: Students will create a visual representation of their understanding of a New Deal Students will make connections between media posters and government advertisements Essential Standards: 8.H.1.3: Use primary and secondary sources to interpret various historical perspectives. Cog, essential and common 8.H.3.3: Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States. 8.H.3.4: Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States. 8.E.1.1: Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). 8.E.1.2: Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the economy of North Carolina and the United States. 8.E.1.3: Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and giving). Common Core Standards: CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Material/ Technology resource required Overhead projector/ Laptop Ken Burns Dust Bowl Documentary Pencil/Pen/Markers Computer Paper Notebook Paper Time: 60 minutes Instructional Procedures/Steps

Integrated Thematic Unit Project: Kelly McGoldrick

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1. Bell ringer (5 minutes): Students will come in and sit down and answer the prompt, What did you learn about your New Deal from your constructive research last night? 2. Ken Burn Video (25 minutes): Students will view a portion of Ken Burns documentary, Dust Bowl to give them additional information on the economic and agriculture despair that America was facing during the Great Depression. 3. Think, Pair, Share (15 minutes): Students will then pair up with a neighbor and share their posters with each other. They will make constructive critiques and complements on a separate sheet of notebook paper to give back to their neighbor once they are done. Students will share again with another close neighbor who will add their comments to their original critique sheet. 4. Additional Poster work (10 minutes): Students will get 10 minutes to add their new critiques to their posters if they so choose and to start working on their final presentation of their poster. 5. Wrap Up/Homework (5 minutes): Students will need to bring in their final copy New Deal Poster tomorrow for our gallery walk. They will be able to ask me any questions they have before the bell rings. Methods of Evaluation Students participation in the class discussion of knew acquired knowledge of New Deals (CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.) Student participation in creating and critiquing peer New Deal Posters. (CCSS.ELALiteracy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.) Students active participation through viewing the Ken Burn episodes. (8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.) Students properly and correctly interpreting New Deal Acts and how they affected the U.S. and North Carolina. (8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.) Accommodations: Microphone will be used for hearing-impaired student in 3rd period. Retrospect/Reflection: N/A Appendix of Materials Needed 1. Ken Burns documentary, Dust Bowl a. Episode 1 (25-35 10 minutes) b. Episode 2 (4:10-19:33 15 minutes) 2. Notebook paper for Critique Comments

Integrated Thematic Unit Project: Kelly McGoldrick Critique Sheet Students will use notebook paper to set up their Critique sheet following this format Name:______________________ Critique Partner #1: Name_____________________________ Critique Partners New Deal ____________________________________

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Positive Feedback (At least 3 points) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Constructive Critiques (At least 2 points) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Critique Partner #2 Name_____________________________ Critique Partners New Deal ____________________________________ Positive Feedback (At least 3 points) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Constructive Critiques (At least 2 points) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

Integrated Thematic Unit Project: Kelly McGoldrick New Deal Posters, Positive Results for a Negative Time Plan #10 of 10

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Context: Today is our gallery walk of our New Deal Posters. Students will get to showcase their hard work by posting their posters around the class, grouped by New Deal program. They will also get the chance to walk around and compliment their classmates by posting post-it comments on one or two posters per new deal. The posters will be formally assessed as an end of Unit assessment. Specific Learning Objectives: SWBAT Cognitive: Identify historically correct information through poster viewing Create positive and educational feedback Use higher order thinking when viewing the posters Reflect on the experience in a collective and constructional manner Essential Standards: 8.H.3.3: Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States. 8.E.1.1: Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions). 8.E.1.2: Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the economy of North Carolina and the United States. Common Core Standards: CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print and digital texts. CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Materials/Technology Resources Required Tape for Posters Prezi presentation from two days ago showcasing the different New Deals Post-its Pens/ Pencil/ Markers Notebook paper for reflection Time: 60 minutes Instructional Procedures/Steps 1. Bell ringer (5 minutes): Instead of a free write students will sit down and take out their posters. I will then call each new deal up by group for the students to tape

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their posters to the wall. After each group has put their poster up we will move on to the Gallery walk. 2. Distribution of Gallery walk materials and instructions (10 minutes): I will give each student a pack of (10) post its that they will be responsible for. Each new deal group will have a different post it note color. Students will be instructed that once the walk begins they should go to the first poster grouping that comes after theirs in a clockwise rotation. They will then pick two posters from each group to write a positive critique of on the post it that they will post next to said poster. Each poster should have two comments before the group moves, i.e. one poster shouldnt have all the comments, there should be an equal distribution of post it comments. At this point students will get up and find their poster group before we begin our walk 3. Gallery Walk (35- 40 minutes): Students will begin the walk at their own poster group. When I tell them to start they will move as a group in a clockwise rotation to the next groups new deal posters. Students will have five minutes per new deal group to post their comments to their peers posters. ALL COMMENTS MUST BE POSITIVE. I will instruct students when to move to their next group. They will continue this until they get all the way back to their own group at which time they will write positive comments on their groups own posters. Once every group has reached their own group students will return to their seats. 4. Debriefing (5-10 minutes): I will ask students what stood out most to them, what new facts they learned and whether or not they enjoyed the Gallery Walk. They will have no homework and their posters will be formally assessed. Methods of Evaluation Students had their posters final draft quality depicting historical accuracy (8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.) Students will learn from their peers while actively participating in the Gallery walk (CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.) Students will actively reflect on the entire experience of creating and presenting their New Deal Poster (Cognitive) Accommodations: Microphone will be used for hearing-impaired student in 3rd period. Retrospect/Reflection: N/A Appendix of Materials Needed: 1. Posters 2. Tape for Posters 3. Post-its for Poster comments 4. Prezi Presentation of New Deal a. http://prezi.com/j9xkiffyilho/edit/#5 5. Notebook paper for reflection

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Part III: Evaluation The Boom and Bust of the Roaring 20s and the Great Depression United States History and Cause and Effect

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Evaluation Philosophy My evaluation philosophy is based on the fact that all students learn in different ways; so multiple forms of assessments are necessary to properly gauge how much information students have retained. I understand that quizzes, tests and other standardized testing are necessary to evaluate how much a student has learned but I also believe that some students do not learn as much from brain dumping on a test compared to creating something. Throughout my unit I will have students complete a small quiz and a test at the end but what I also created the Gallery walk so that my students who learn better by using their hands and creative insights will have the opportunity to showcase their knowledge of the unit. Quick writes, homework checks and class discussions will serve as informal evaluative evaluations. The quiz and test will serve as formative summative evaluations and the Gallery walk will serve as a formative evaluative evaluation. Class discussions and structured debates will serve as the evaluative formal assessment that my verbal learners will excel at. By having four different ways to assess student learning, it is my hope that my creative, kinetic learners will be able to succeed just as much as my information retentive learners. I will also have students think; pair and sharing so that they can learn from writing, group work and informal assessments. Class discussions and structured debates will serve as the formal assessment that my verbal learners will excel at. Evaluation is a critical tool in our education system because it offers teachers, parents, administrators and students a reference point for how much a student has retained or what else needs to be done to help them succeed. I am very fortunate that I

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only have one learning disability within my four classes and the only accommodations I have to implement is speaking into a microphone for one class. I have students that need to be pushed a little more than others on individual work but they are the students who excel at group work and verbal activities. I have taken the multiple learning styles of my students this year into account while creating my lessons. I can already picture the students that will blossom through the structured debate who will not be the same students who blossom through the Gallery walk who will not be the same students who blossom on the test. This is my favorite part of my unit and my forms of evaluation, that there are multiple ways for different learners to showcase their individual talents.

Integrated Thematic Unit Project: Kelly McGoldrick Methods of Evaluations

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I believe my methods of evaluation are what make my unit so exciting for students because I am not relying solely on tests, quizzes and other formal summative evaluation tools. I am channeling the learning styles of my students and applying them to the different forms of evaluation that will count as formal assessments whether they are summative or evaluative. My visual students will excel at the gallery walk, my verbal students will excel at the structured debate and my introverted learners will excel at individual formal assessments. All of my lessons are structured so that students know exactly what they are supposed to be doing and what is expected of them. Any lessons that have prezi presentations come with guided notes, projects come with instructions and procedures and the debate and gallery walk come with a rubric. I believe that after the unit when I take into account the grades for the debate, the gallery walk, and the quizzes and test that I will be able to know whether or not I succeeded in teaching students what they needed to learn. I believe that I have created assessments that allow students the opportunity to show what they know and I believe that the classes I will teach next spring will excel beyond my expectations when it comes to their assessments.

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Part IV: Works Cited List and Reflective Addendum The Boom and Bust of the Roaring 20s and The Great Depression United States History and Cause and Effect

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Bailon, I. (2013, May 12). The Great Gatsby Party Scenes. Retrieved from Youtube website: http://www.youtube.com/watch?v=DG3EwKUAOzQ Burns, K. (2012). The Dust Bowl: Episode 1. Retrieved from Netflix Website. Burns, K. (2012). The Dust Bowl: Episode 2. Retrieved from Netflix Website. Lawrence, D. (2013, January 10.) The Phantom of the Opera:1925. Retrieved from Horropedia website: http://horrorpedia.com/2013/01/10/phantom-of-the-opera-1925-filmreview/ (2013, November 20). Woodrow Wilson. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/Woodrow_wilson (2013, November 20). Roaring Twenties. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/Roaring_Twenties (2013, November 20.) Civilians Conservation Corporation. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/Civilian_Conservation_Corps (2013, November 19). Workers Progress Administration. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/Works_Progress_Administration (2013, November 18). Eighteenth Amendment to the US Constitution. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/18th_Amendment_to_the_United_States_Constitution (2013, November 14). World War I. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/World_war_1 (2013, October 29). Public Works Administration. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/Public_Works_Administration (2013, September 25). Agriculture Adjustment Act. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/Agricultural_Adjustment_Act (2013, August 23). Social Security Act. Retrieved from Wikipedia website: http://en.wikipedia.org/wiki/Social_Security_Act (2012, June 22). Movie poster art: Metropolis (1927). Retrieved from Nerdy Geek herder website. http://geekynerfherder.blogspot.com/2012/06/movie-poster-art-metropolis1927.html (n.d.) The cameraman (1928). Retrieved from IMDb website: http://www.imdb.com/title/tt0018742/

Integrated Thematic Unit Project: Kelly McGoldrick Reflective Addendum Dear Reader,

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I came up with my theme after receiving a unit overview from my corresponding teacher entitled Boom & Bust. I looked through his plans and wanted to take his unit and make it my own with my own lessons and more technology integration. When I think of the roaring 20s I could not help but think of The Great Gatsby and the 2013 movie version that had this elaborate party scenes. I then made the connection between the 1920s being the party of the century but that the 1930s were the hangover. Also, in the 2013 version of The Great Gatsby one of the main songs is A little party never killed nobody so I used this as another theme since I believed the song fitting into The Great Gatsby showed dramatic irony and foreshadowing. After I created a theme I looked up the CMAP of my corresponding teachers unit and looked up the listed essential standards and common core standards that he had intertwined within the unit. I then looked over the essential standards and common core standards for 8th grade social studies and created rough drafts of my main lesson. After I had the rough drafts I looked at what standards I could apply to my lessons. Based on my lessons I decided on the essential and common core standards that would be the main overarching standards of my unit. After picking my standards I though of the overarching goals I wanted my students to obtain by the end of my unit. I worked those in to the beginning of this unit and then used them as an aid to creating the goals of my daily lesson plans. I believe what makes my unit so strong is the different forms of assessment. While I understand that tests and quizzes are necessary I have gotten to know my

Integrated Thematic Unit Project: Kelly McGoldrick students and wanted to create lesson that would challenge all my students while being

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different enough that different learners could excels in different formal assessments. As a student who struggled with tests I decided to create a Gallery walk so that my visual students could show case their talents and a structured debate so that my verbal students could show case their different talents. I also have students working in groups, pairs and individually to achieve necessary retention and understanding of the historical information of my unit. I believe at this point that the Gallery walk; the test and the Debate will all work extremely well. There is one class that I will have to push to work individually on their New Deal posters but I have complete faith that they will wow me with their final products. If I had more time I would have created more detailed lesson plans than the ones required by this assignment. I have not encountered many limitations in creating this lesson except the lacking technology in my classroom. When the students play Spent I would love to have multiple tablets or laptops so that they can work in pairs rather than just watching as their peers click on the choices that the class makes. Also finding additional sources have proven difficult but I do know this is something I will have the time to do over Christmas break or before my unit by going to the public library and finding necessary sources. When it comes to implementing my unit in the field I will pay particularly close attention to the focus of my students. I have them doing a lot of group work and creative work so I know it will be easy for a few students to get off topic. I have observed a few groups that get together and work for about 5 minutes and then talk amongst themselves about irrelevant things for the remainder of the time. I will keep an eye on these groups

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by walking around and asking them what they have gotten done. I will also pay attention to students during the videos they get to watch to make sure they do not get off task since I do believe that videos without guided notes are a treat. I believe right now my unit is at a 3. I have put a lot of creative and constructive effort into creating a lesson plan that suits the students I have spent the fall observing. I would love to have more lesson plans done and to have gone back through and done in text citations. I am giving myself a 3 because I know that the small things I want to fix will be fixed come the time I actually teach this lesson. I am proud of our entire cohort for being able to successfully plan out multiple lessons within a unit months ahead of when we will be teaching this. Now future students, do not put this project off until that last few weeks, not because it is difficult and time consuming but because it will get your creative juices flowing and you will want to create something you are proud of. While it was time consuming I enjoyed so much creating my prezi presentations, finding tech tools that students could take part in and finding educational documentaries for my lessons. Begin brainstorming as soon as you know what unit you will be planning. If you dedicate an hour a week while observing before November you will have so many constructive and creative ideas your unit will reflect how much thought you put into your unit.

Good luck and God Speed, Kelly McGoldrick

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Part V: Process Materials The Boom and Bust of the Roaring 20s and The Great Depression United States History and Cause and Effect