COLLABORATIVEPLANNINGFORM

LibraryMediaSpecialistName(s):EllenDodsworth
TeacherName(s)andTitle:RebeccaMillner,HistoryTeacher
SchoolName:EasternHighSchool
TeacherEmailAddress:Rebecca.millner@dc.gov
LibraryMediaSpecialistEmailAddress:Ellen.Dodsworth@dc.gov

GradeLevel:11

UnitOverview:UnitedStatesHistoryNewDeal,WorksProgressAdministration
11.1.Studentsanalyzethesignificanteventsinthefoundingofthenationanditsattemptstorealizethe
philosophyofgovernmentdescribedintheDeclarationofIndependence.

Date/TimeframeofLesson:1blockperiod

ContentAreaStandards/Goals:DCPSLearningStandards

HistoryandGeography11:THEGREATDEPRESSION(19291939)

11.7.StudentsanalyzethecausesandeffectsoftheGreatDepressionandhowtheNewDealfundamentally
changedtheroleofthefederalgovernment
7.Explaintheexpandedroleofthefederalgovernmentinsocietyandtheeconomysincethe1930s
andhowtheroleoftheU.S.governmentwithregardtothefreemarketwasaltered(e.g.,Works
ProgressAdministration,SocialSecurity,NationalLaborRelationsBoard,FederalDeposit
InsuranceCorporation,SecuritiesandExchangeCommission,FairLaborStandardsAct,farm
programs,regionaldevelopmentpolicies,andenergydevelopmentprojects,suchastheTennessee
ValleyAuthority).(P,E)

AASLStandardsandIndicators:

Standard1:Inquiry,ThinkCritically,andGainKnowledge
Skills1.1.2Usepriorandbackgroundknowledgeascontextfornewlearning.
1.1.4Find,evaluate,andselectappropriatesourcestoanswerquestions.
1.1.8Demonstratemasteryoftechnologytoolsforaccessinginformationandpursuinginquiry.
DispositionsinAction:1.2.3Demonstratecreativitybyusingmultipleresourcesandformats.

Responsibilities:
1.3.1Respectcopyright/intellectualpropertyrightsofcreatorsandproducers.
1.3.3Followethicalandlegalguidelinesingatheringandusinginformation.
1.3.4Contributetotheexchangeofideaswithinthelearningcommunity.
1.3.5Useinformationtechnologyresponsibly.

Standard2:DrawConclusions,makeinformeddecisions,applyknowledgetonewsituations,
andcreatenewknowledge.
Skills:2.1.2Organizeknowledgesothatitisuseful.
2.1.3Usestrategiestodrawconclusionsfrominformationandapplyknowledgetocurricularareas,
realworldsituations,andfurtherinvestigations
DispositionsinAction:2.2.3Employacriticalstanceindrawingconclusionsbydemonstratingthatthe
patternofevidenceleadstoadecisionorconclusion.
2.2.4Demonstratepersonalproductivitybycompletingproductstoexpresslearning.
SelfAssessmentStrategies:
2.4.1Determinehowtoactoninformation(accept,reject,modify).
2.4.3Recognizenewknowledgeandunderstanding.

Standard3:Shareknowledgeandparticipateethicallyandproductivelyasmembersofour
democraticsociety.
Skills:3.1.3Usewritingandspeakingskillstocommunicatenewunderstandingseffectively.
3.1.6Useinformationandtechnologyethicallyandresponsibly.
Responsibilities:3.3.7Respecttheprinciplesofintellectualfreedom.

Objectives:

Librarianportionoflesson:
11thgradeUnitedStatesHistorystudentswillbeabletodemonstrateunderstandingofEncyclopedia
BritannicaOnlineSchoolEditiondatabaseforresearchcompletingatleastthreequartersofa
scavengerhuntworksheet.

Studentswillbeabletocollectresearchnotes,paraphraseandincludecitationfromatleasttwosources
usingagraphicorganizerwithatleastonebeingfullyandcorrectlycompleted.

Overallgoal:
Studentswillbeabletoexamineprimaryandsecondarysourcesinordertoanalyzetheimpactofa
NewDealprograminaparagraphthatearns80%ormoreofthepointsonarubric.

CooperativeTeachingPlan:

TeacherWill:
1.ShowadocumentaryontheNewDealtogivestudentsanintroductiontothetopicontheday
previoustocollaborativelesson.
2.StartofftheclasswithanintroductionandaDoNowactivityforthefirstfiveminutes.
3.Throughoutmediaspecialistlesson,shewillprovideanybackgroundknowledgeandquestionsthat
mayhelpthestudentsunderstandthecontent.
4.Incomputerlab,assistantstudentswiththescavengerhuntandresearchnotetakingsheet.

LibraryMediaSpecialistWill:

1.Askthestudentstodefineagovernmentassistanceprogramandforthemtogivesomeexamplesof
theprogram.
2.WriteProandConontheboardandhaveastudentstandwithamarker.Askclasstoprovide
someexamplesofprosandconsofgovernmentassistanceprograms.Studentatboardwillrecordthe
classsanswers.
3.DemonstrateeffectivelysearchingonEBSCOhostandEncyclopediaBritannica.Thenexplainhowto
findinformationinabookusingthetableofcontentsandindex.
4.Explainthescavengerhuntandthenotetakingsheet.
5.Gotothecomputerlabandhavestudentsimmediatelybegintheactivity.Whentheyfinishthe
scavengerhunt,providethosestudentswiththenotetakingsheetfortheirparagraph.

Resources:
Databases:EncyclopediaBritannicaSchoolEdition,EBSCOhost:NewspaperSourcePlus,MAS
Complete

Books:
Bernard,H.F.,ed.(1987).Outsidethemagiccircle:Theautobiographyofvirginiafosterdurr.
Touchstonebook.NewYork:Simon&Schuster.
Burg,D.F.(1996).Thegreatdepression:Aneyewitnesshistory.NewYork:FactsOnFile.
George,C.&L.George.(2013).Thegreatdepression.Understandingamericanhistory.San
Diego,CA:ReferencePoint.
Graham,O.L.&M.R.Wander,eds.(1985).Franklind.roosevelt:Hislifeandtimes.Theg.k.
hallpresidentialencyclopedia.Boston:G.K.Hall.
Hamby,A.(2004).Forthesurvivalofdemocracy:Franklinrooseveltandtheworldcrisisofthe
1930s.NewYork:FreePress.
Hillstrom,K.(2009).Thegreatdepressionandthenewdeal.Definingmoments.Detroit:
Omnigraphics.
McElvaine,R.S.(2000).Thedepressionandnewdeal:Ahistoryindocuments.NewYork:
OxfordUniversityPress.
McElvaine,R.S.(2004).Encyclopediaofgreatdepression.NewYork:MacmillanReference
USA.
Nardo,D.(1998).Thegreatdepression.SanDiego,CA:Greenhaven.

LearningProduct:
ParagraphthatexplainsstudentunderstandingofaspecificprogramwithintheNewDeal.
AssessmentOverview:
1.ScavengerHuntworksheet
2.Notetakinggraphicorganizer
3.NewDealprogramparagraphwithrubric.
AdaptationsandExtensions:Lastquestiononthescavengerhuntworksheetasksstudentsto
describeaprogramthattheycouldcreateintheirowncommunity.CreateaPrezitodescribethe
functionsandresultsoftheprogram.