Oak Park School District

Weekly Learning Agenda

Teacher Name: Orlando Date: Unit 4 week 4

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: no school Learning target: SWBAT Learning target: SWBAT list Learning target: SWBAT list Learning target: SWBAT
MLK Day summarize in paragraph the and explain how the and describe on a graphic analyze in a paragraph how
groups that composed the Roosevelt administration organizer the groups that the great depression and the
New Deal coalition and the tried to extend its relief, composed the New Deal new deal impacted American
reasons for their allegiance. recovery and reform coalition and the reasons for culture.
programs in paragraph their allegiance
Success Criteria: I can Success Criteria: I can write a
summarize the effects the Success Criteria: I can in a Success Criteria: I can in a paragraph explaining how
New Deal legislation had on paragraph explain Roosevelts paragraph describing the the Great Depression and the
federal and state new relief, recovery and new deal coalition and their New Deal impacted American
governments in a paragraph. reform programs. allegiance to the president. culture

Modified Version of Blackboard Configuration (BBC)

 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
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: R &
D pg D pg 259-261 D pg 511- 516 D pg 517-522 D pg 523-528

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:
complete test note complete test notes complete test notes complete test notes complete test notes

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)
• Hoover’s policies and their impact (e.g., Reconstruction Finance Corporation)

7.1.3 The New Deal – Explain and evaluate Roosevelt’s New Deal Policies including
• expanding federal government’s 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

Modified Version of Blackboard Configuration (BBC)

• consequences of New Deal policies (e.g., promoting workers’ rights, development of Social Security program, and banking and financial regulation
conservation practices, crop subsidies)

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)