Oak Park School District

Weekly Learning Agenda

Teacher Name: Orlando Date: Unit 4 week 2

Subject: U.S. History Grade Level (s): 9th
School: Einstein Key Pepper OPPA DOK Level: Level 1 Level 2
NOVA OPFI OPHS Level 3 Level 4

Step 1: Learning Goal(s) & Learning Objective(s) Learning goals answer the question of, what do I want students to learn today (teachable concept)?
Learning Objectives answer the question of, what will students be able to do today as a result of their learning (skill)?
Monday Tuesday Wednesday Thursday Friday
Learning target: SWK what Learning target: SWK how Learning target: SWK impact Learning target: SWK impact Learning target: SWK pass
President Hoover did to citizens reacted to Hoovers of the GD on Americans of the GD on minorities in the mid-unit test on the GD
promote recovery recovery efforts. America Success
Success Criteria: I can Success Criteria: Criteria: pass at 80% the mid-
categorize the initiatives Success Criteria: I can I can explain the impact on Success Criteria: unit test
Hoover instituted in response describe their results and American family and I can explain the impact on
to the Depression, and their impact on society businesses minorities in America.
describe their results.
.

Step 2: Do-Now A three- five minute activity done at the start of each class. This activity is intentionally designed to settle the students into an academic
mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, to activate prior knowledge, or a
reflection on the learning they have recently been doing.
Monday Tuesday Wednesday Thursday Friday
Modified Version of Blackboard Configuration (BBC)
 Do-Now: Define the Do-Now: Look up the Do-Now: Use the Do-Now: Draw a Do-Now: Turn and
terms in your true definition. word in a complete picture of what it talk and discuss which
words. sentence would look like two terms are most
implemented confusing

Step 3: Learning Activities Learning activities answer the question of, how will I get my students to arrive at the learning destination for the day? What
activities will my students engage in that introduces, reviews, or expands thinking about the topic? What differentiated instruction will be used?
Monday Tuesday Wednesday Thursday Friday
Learning Activities: R & Learning Activities: R & Learning Activities: R & Learning Activities: R & Learning Activities: test
D pg 240-243 D pg 240- 243 D handout D handout

Oak Park School District

Weekly Learning Agenda

Step 4: Assessment A structure or tool for gathering real-time data regarding the type of progress each individual student is making in demonstrating
proficiency. Daily formative assessments answer the question of, how will we know if students are learning (evidence of student learning)? Use assessment
results to determine current level of proficiency and to diagnose future instructional adjustments.
Monday Tuesday Wednesday Thursday Friday
Assessment: class Assessment: Assessment: Assessment: class Assessment: class Assessment: class
assignment terms and class assignment terms assignment terms and assignment terms and assignment terms and
Questions and Questions Questions Questions Questions

Modified Version of Blackboard Configuration (BBC)

 Step 5: Extended Practice An opportunity to provide a targeted learning activity to reinforce skills, expand thinking, or to synthesize new knowledge to
extend learning for students. Extended practice answers the question of, what activity will my students be able to complete on their own? How can I provide a
new or different context in which the students can practice their new skills?
Monday Tuesday Wednesday Thursday Friday
Extended Practice: Extended Practice: Extended Practice: Extended Practice: Extended Practice:

Which language and learning domains will be included in each daily lesson?
Monday Tuesday Wednesday Thursday Friday
xThinking x Listening xThinking x Listening x Thinking x Listening x Thinking x Listening x Thinking x Listening

x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking x Reading x Speaking

x Writing x Writing xx Writing x Writing x Writing

Unit 4 The Great Depression and the New Deal (12/12/16 1/20/17)

Standards: 7.1.2 Causes and Consequences of the Great Depression Explain and evaluate the multiple causes and consequences of the Great Depression by
analyzing
the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction, under consumption, and speculation,
the 1929 crash, and the Dust Bowl (National Geography Standards 14 and 15; p. 212 and 214)
the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and
families (National Geography Standard 15, p. 214)
Hoovers policies and their impact (e.g., Reconstruction Finance Corporation)

7.1.3 The New Deal Explain and evaluate Roosevelts New Deal Policies including
expanding federal governments responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley), meet challenges of unemployment,
address the needs of workers, farmers, poor, and elderly (National Geography Standard 14, p. 212)
opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws
consequences of New Deal policies (e.g., promoting workers rights, development of Social Security program, and banking and financial regulation
conservation practices, crop subsidies)

Modified Version of Blackboard Configuration (BBC)

C1 Conceptual Foundations of Civic and Political Life
1.1 Nature of Civic Life, Politics, and Government Explain the meaning of civic life, politics, and government through the investigation of such questions as: What
is civic life? What are politics? What is government? What are the purposes of politics and government?

1.1.3 Identify and explain competing arguments about the necessity and purposes of government (such as to protect inalienable rights, promote the general
welfare, resolve conflicts, promote equality, and establish justice for all).

C2 Origins and Foundations of Government of the United States of America

2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the
Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.

2.1 Understanding National Markets

Describe inflation, unemployment, output, and growth, and the factors that cause changes in those conditions, and describe the role of money and interest rates
in national markets.

2.1.2 Circular Flow and the National Economy Using the concept of circular flow, analyze the roles of and the relationships between households, business
firms, financial institutions, and government and nongovernment agencies in the economy of the United States.

2.1.7 Economic Indicators Using a number of indicators, such as GDP, per capita GDP, unemployment rates, and Consumer Price Index, analyze the
characteristics of business cycles, including the characteristics of peaks, recessions, and expansions.

Essential Vocabulary: Margin, Bull Market, Speculation, Installments, Hoboes, Public works, Relief, Gold standard, Bank holidays, Polio, Deficit spending, Sit-
down strike, Binding arbitration, Safety net, Mediate

Modified Version of Blackboard Configuration (BBC)