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UnitIII:Day11,Monday

11/3
TitleofLesson:ProjectsPresentations
Subject:AmericanHistory

Topic:1920sNewscast
Objective:Studentswill...presenttheirsummativeprojectsfromlastweek.Studentswill
communicatetheimportantchangesthatoccurredinthe1920sthroughtheirtopicsand
newscasts.
Process(detailedlessonstrategies/activities):

Presentations:
Eachgroupmustpresenttheirprojects
Whenpresenting:groupwillintroducetheirtopic,setupprops/presentonthecomputer
Whenpresenting:studentswhoarenotpresentingmustbefillingoutthegraphic
organizersectionintheirNewscastpackets
Groupsandindividualswillbeevaluatedbasedonarubric(studentshadtherubricin
theirpacketsasaguide)
AfterPresentations:
Afterfinishingpresentations,passoutchapter14SGQssections1&2(studyguide
questions)
PacketsdueonFriday
Studentshavetheremainingoftheperiodtoworkoncompletingtheirchapterpackets.

Lesson
Length(#of
class
periods):1

RelatedFormativeAssessment:
N/Athiswasthesummativeassessment

ResourcesNeededforLesson:
Chapter14SGQs

UnitIII:Day12,Tuesday
11/4
TitleofLesson:RedScareSimulation
Subject:AmericanHistory

Topic:RedScareandParanoiaofthe1920s

Lesson
Length(#of
class
periods):1

Objective:Studentswill...experienceaglimpseoftheparanoiathattookovertheUSafterthe
RussianRevolution.

Process(detailedlessonstrategies/activities):
RedScareSimulation:
Studentswillbedividedintofourgroups
Priortothelesson,arrangetheroomsoallfourgroupshavetheirownspaceto
workin
Eachgroupwillbeworkingoncompletingjigsawpuzzles
Hideafewpiecesfromeachpuzzlewithoutstudentsknowing
Whenstudentsenter,explainthattheyarecompetingtocompletethepuzzles,
firstgrouptocompletegetsthebagofStarburst
Explaintostudentsthatthereareafewchosenstudentswhoarethespiesor
Redsandtheirgoalistosabotagetheprogress
Allowstudentstimetobegintheirpuzzles,cometotherealizationthatpuzzles
aremissing,blameeachother/othergroups
Debrief:
Afterthechaos(allowcontrolledchaos),askstudentswhatwasfrustrating
abouttheactivity
Whatupset/angeredyou?
Whowerethespies?
Howdidyouidentifythem?
Whydideveryonelosetrackoftheactivityandbegansabotagingeachother?
Explainthattherewerenospies.Itwasmadeup.Thegoalwastocommunicate
thehysteriaoftheRedScareinthe1920s
Whatproblemsarisewhenwethinkemotionallyinsteadofcritically?Whatdo
youthinkhappenedduringtheRedScare?

RelatedFormativeAssessment:
N/A,chapters14&15quiznextFriday

ResourcesNeededforLesson:
Fourdifferentjigsawpuzzles,Starburstasaprize

UnitIII:Day13,Wednesday
11/5
TitleofLesson:ThePalmerRaids
Subject:AmericanHistory

Topic:RedScareandthePalmerRaids

Lesson
Length(#of
class
periods):1

Objective:Studentswill...explorethecausesofthePalmerRaidsbycomparingwritingsfrom
A.MitchellPalmerandEmmaGoldmanandconsideringthemwithinthehistoricalcontextofthe
UnitedStatesin1919.

Process(detailedlessonstrategies/activities):
QoD:
Whatiscommunism?Whatissocialism?WhydoestheUnitedStateshavea
longhistoryofoppositiontosocialistideas?
Minilecture:
Discusscommunismandsocialismastheories.
Lookingatthegapbetweentherichandthepoor,whywouldmanypeoplein
theUSbelieveinsocialismatthistime?
incomegap,laborunions,inspiredbyRussiasBolsheviksuccess,
anarchists
Playvideoclip:https://www.youtube.com/watch?v=_nOzlo8gSlQ
Guidedpractice:
HandoutDocumentsAandBandPalmerRaidsGuidingQuestions
Popcornreadthedocuments
IndependentPractice:
Studentswillanswertheguidedquestionsbeforediscussingtheiranswerswith
theclassandturningtheguidingquestionsinasformativeassessment
Discussion:
Whowastargeted?
Why?Underwhatmotif?
Howcouldyourelatethistoyesterdayssimulation?

RelatedFormativeAssessment:
Guidedquestionsasformativepracticegrade
Chapter14&15quiznextFriday

ResourcesNeededforLesson:
PalmerRaidsdocumentsA&B
PalmerRaidsGuidingQuestions
YouTube

UnitIII:Day14,Thursday
11/6
TitleofLesson:WelfareCapitalismandtheDangerSigns
Subject:AmericanHistory

Topic:ConsumerEconomyandtheAmericanDream(asseenbytheworkers)

Lesson
Length(#of
class
periods):1

Objective:Studentswill...reconnecttheideaoftheAmericanDreamandapplyittothe
workingclassofthe1920s.Beginanalyzingtheearlysignsofanunstableeconomy.

Process(detailedlessonstrategies/activities):
QoD:
ReadPovertyintheProsperousYear
Examinethewageschangeonthegraph
Posethequestion:ispovertyalifecycle?

Video&GuidedQuestions:
StudentswillwatchclipsfromWagingaLivingandfilloutagraphic
organizeraccordingtoeachclip:
JerrysStory
JerryandHisKids
UnionMeeting
JerryGoestoSeeHisKids
JerryLosesHisJob
StudentsaretorecordtheeventsinJerryslife,howmuchheearns,howmuch
hespends,andonwhat
http://www.pbs.org/pov/wagingaliving/video_classroom1.php#.VIkPvmTF9kw

GuidedPractice:
Topreparefortomorrowssimulationcreateachartontheboard
JerrysLifeEvents:studentexamples
JerrysEarning:studentexamples
JerrysSpending:studentexamples
BasicDailyNeeds:studentexamples
Whatsthedifferencebetweenlivingwageandminimumwage?Aretheythe
same?

RelatedFormativeAssessment:
Chapter14&15quiznextFriday
ResourcesNeededforLesson:1920sPovertyHandout,WelfareCapitalismworksheet,Waging

aLivingclips


Name:_______________________________________________Date:________Class:____

Welfare Capitalism and Danger Signs

Definewelfarecapitalism[page499]

Waging a Living Video Questions

Directions:PayattentiontoJerrysincomeandwhatheusesitonasyouwatcheachclip.
Recordtheeventsinhislife,howmuchheearns,andwhatheisspendinghismoneyon.

Clip1:
Jerrys
Story

Clip2:
Jerryand
HisKids

Clip3:
Union
Meeting

Clip4:
JerryGoes
toSeeHis
Kids

Clip5:

JerryLoses
HisJob

Chapter 14, Section 3 [pages 498-501]

1. Whatreasonsdidcorporationshaveforpracticingwelfarecapitalisminthe1920s?

2. Whywasspeculationinthestockmarketsopopularinthe1920s?

3. Howdoesastockbrokerprofitfromaninvestorbuyingonmargin?

4. Whatkindofindicatorsmadetheeconomylooklikeitwashealthyandgrowing?

5. Howdoeswidespreadincreaseinpersonaldebtaffectanationseconomy?

6. Anumberofdangersignsshouldhavetoldpeopledangerwasonthehorizon.Briefly
explainthefollowing.
a. PersonalDebt

b. PlayingtheStockMarket

c. TooManyGoods,TooLittleDemand

d. TroubleforFarmersandWorkers

UnitIII:Day15,Friday
11/7
TitleofLesson:SocioEconomicSimulation
Subject:AmericanHistory

Topic:Povertyasalifecycle

Lesson
Length(#of
class
periods):1

Objective:Studentswill...recognizethewidegapbetweenthosewhoenjoyedtheBooming
Capitalismandthoseinpoverty.Studentswillcometoaconclusionthatanemergenceofa
dominantmiddleclassduringthe20sislargelyamyth.

Process(detailedlessonstrategies/activities):
GroupPractice:

Dividestudentsintounequalgroups:1stgroup3people.2ndgroup35people,

3dgroup68people,4thgrouptherestoftheclass.

Toeachgrouphandoutanotecardthatdisplaysthatgroups'yearlyincome,

theirprofession,familysituation,andage.Allfamiliesarefamilieslivinginthetime
ofthesupposedeconomicboom.Thesmallestgroupwillhavethehighestincome,the
secondgroupwillbeuppermiddleclass,thethirdgroupismid/lowermiddleclass,and
thefourthgroup(thelargest)isinpoverty.Givestudentsthetimetoassesstheirgroup's
means,letthemcomeupwithalittlebitmorebackgroundabouttheirassignedfamilies.
Askeachgrouptosharewhattheirstoriesandincomesare.

Thegoaloftheactivityisforstudentstodistributehowmuchoftheiryearly

incomewillbegoingtowardhousepayments,food,schoolingoftheirchildren,other
necessities,etc.Askstudentstowritedowntheirspendingonalistofpaper.(Aswedid
withJerryslifethepreviousday)

Thenextstepistogiveeverygroupasuddeneventcard.Alloftheeventson

thecardswillsomehowbelifechanginganddefinitelyeitheraburdenoraboostforthe
families'incomes.Everycardwillbegivenoutrandomly.Nowaskthestudentstodeal
withthatlifechangingeventaccordingtotheirmeans.Continuetothrowsudden
eventcardstoeverygroupthatmanagedtodealwiththepreviousones.Everytimethe
eventrequirespartoftheannualincome,studentsmustrecorditonthepaper.

Debrief:

Attheendoftheclasseachgroupwillsharetheirunforeseenlifeeventsand
howthoseeventsimpactedtheincome.Thegroupswillthendiscusswhat
consequencessocioeconomicsholdfordifferentclasses,howthosefamilies
wouldfunctioninthefuture.Askthestudentswhytherichestgroupisthe

smallestandthepoorestisthelargest?Howisthatarepresentationofthe
Americansocietyduringtheeconomicboom?Canthatrelatetohowour
societyisstructuredtoday?

RelatedFormativeAssessment:
Chapter14&15quiznextFriday
ResourcesNeededforLesson:Notecardsforeachfamilyandunforeseenlifeeventcards

Group1:Yourfamilyisintheprofessional/managementoccupationgroup.
Twoparents,twochildren,youliveinthesuburbsofabigcity.Bothparents
havejobs,makingover$250,000annually.

Group2:Yourfamilyisintheindustrial/engineeringfield.Twoparents,
twochildren.Youliveinamediumsizedcity.Thefatherhasajob,making
around$150,000annuallythemotherstayshomewiththechildren.

Group3:Yourfamilyisinthenursing/educationfield.Parentsdivorced,
threechildren,liveinabiggercity.Eachparentmakesabout$2124,000
annually.

Group4:Yourfamilyconsistsofasinglemotherandherunemployed,
veteranboyfriend.Twochildrenandoneontheway.Youareintheworking
classmakingaround12,000annually.

UnforeseenLifeEvent:Yourchildcaughtthewhoopingcough

UnforeseenLifeEvent:Yourmonthlysalaryisincreasedby$7.51

UnforeseenLifeEvent:Yourhouseishorriblyflooded

UnforeseenLifeEvent:Congratulations!You'repregnant!

UnforeseenLifeEvent:Theschoolyourchild/childrenattendisona
teachers'strike,it'sclosed


UnforeseenLifeEvent:Yourunsuccessfulfamilymemberisinneedof
$100forthismonth

UnforeseenLifeEvent:Yourchildbroughthomeapuppy!Canwekeep
him?Pleaseeeee?!

UnforeseenLifeEvent:Deathinthefamily

UnforeseenLifeEvent:Yourelderlyfather/motherwantstomovein

UnforeseenLifeEvent:Thewinterisincrediblyharshthisyear

UnforeseenLifeEvent:YouwonatriptoHawaiifortheholidays!

UnforeseenLifeEvent:Pricesatthefoodmarkethavegoneup!

UnforeseenLifeEvent:Bigsaleatthefoodmarket!

UnforeseenLifeEvent:Yourchildisthinkingaboutcollege/university

LessonReflections:
Lesson
Monday,Day11:
Presentations

Whatwentwell:

Tuesday,Day12:
RedScare
Simulation

Wednesday,Day13:
PalmerRaids

WhatIwoulddodifferently:

Studentshaveimpressedmegreatlywith
theircreativity!
Theprojectsturnedouttobealotoffunto
constructandtowatchthefinal
presentations
Imhappythatstudentswereabletouse
creativitytoportraytheirknowledgeand
understanding
WhatSurprisedMe:Iwaspleasantly
surprisedatthehumorandthoughtfulness
ofthepresentations.Althoughseventh
houraretoughtoengageandalotofthe
daysIfeelliketheydidn'ttakeanything
awayfrommylessons,itwasinspiringto
seemoststudentsconnecttheideaof
challengingtraditionandchangesin
societythroughtheirnewscasts.

Ihadasimilarsimulationborrowedfrom
MsJanssenforourCivicswhichwent
swimmingly
Thiswasmyfirstattemptatintroducing
myownsimulationwithoutpreviously
watchingJanssenorBrooksdemonstrate
Althoughitwasabitscaryandatthe
beginningstudentsdidnotseemengaged
andthoughtitwaskindoflametowork
onpuzzles,Iwaspleasantlysurprisedthat
bythetimestudentsrealizedthatpiecesof
puzzlesweremissing,theclassturnedinto
chaos(asdesired)
Accusationswereflying,groupswere
messingwitheachotherswork,everyone
wastryingtoidentifythespies
Asdiscussiontimewasnearing,oneofthe
studentssatdownandsighedtheresno
spyguys.
Igavehisgroupthewinningprize

Wellorganizedandexecuted
Studentsgotacooldowndayaftera
wildoneandconnectedtheparanoiaof
yesterdaysactivitytotodaysprimary
documents
Flowedwell
Moststudentscompletedandturnedinthe
guidedquestions

Unfortunatelytwogroups
didnothavetheirprojects
readytopresent
NexttimeIwillbemore
strictongivingout
warningsforthosenot
usingtheworktimewisely.

Forthefirsttimerunit
wasntbad
Iwouldpreparemore
questionstoaskpriortothe
simulation,perhaps
somethingabouttrust.I
wouldaddmorediscussion
questionsattheendofthe
period(ranshortontime
byabout7minutesand
afteranenergized
atmosphereitbecame
impossibletobringthem
back)

N/A
SHEGlessonsareour
routine
Again,Imrelyingon
primarydocumentstoteach

Thursday,Day14:
WelfareCapitalism

Friday,Day15:
SocioEconomics
Simulation

OneoftheengaginglessonsIvetaught
(andIwasntexpectingittobe)!
LNEisknowntobeabluecollarschool,
butIdidnotexpectsomuchparticipation
andinvestmentintalkingaboutthepoor
Studentsreadilyidentifiedwhat
socioeconomicslookslikebyhighschools
inLincoln
Studentswereinvestedandappalledby
JerrysStory
Studentsactivelysharedtheiropinions
whetherpovertyisalifecycle
Studentsconnected!Yay!

Wellconnectedactivitytothepreviousday
Visuallydemonstratedthesocioeconomic
division
Studentsengagedandseemedtohavealot
offunwithunforeseeneventswithintheir
families
Althoughtheyrandomlypickedtheir
events,itsohappenedthatthefamilymost
inpovertygotallofthehorriblecards
whiletherichfamilieswonlotteriesor
vocations.Therandomluckaddedtothe
effectoflifeinpoverty.

Chapter14,Section3did
notfinditsplaceintothe
lesson
Nexttimeinsteadof
dividingthepacket,include
section3withtherest

Allowmoretimeto
debrief.
Quickersetupand
directions.
Becauseactivitytookabit
togetgoing,wewereleft
withalmostnotimeto
debrief
Somestudentsdisplayed
poorbehavior,hadtogive
awarningandsenda
studentouttothehallway
todiscusshisactions