Unit 7 Plan
Step One: What are the desired learning results of this unit? (benchmarks that address content)
22.214.171.124.1 Describe how the major cultural and social transformations of the 1920s changed the lifestyle of Minnesotans.
126.96.36.199.2 Describe political and social impact of the Great Depression and New Deal in Minnesota, including the increased conflict between big business and organized labor.
188.8.131.52.3 Create a timeline of key events leading to World War II; describe how Minnesotans influenced, and were influenced by, the debates over United States involvement.
184.108.40.206.4 Identify contributions of Minnesota and its people to World War II; describe the impact of the war on the home front and Minnesota society after the war.
Step Two: What essential question(s) will anchor students to learning? (one or more that summarize benchmark)
How did Prohibition, the Great Depression and World War II change the lifestyle of people living in Minnesota? What impact did these events have on the everyday lives of people?
How did the Depression and World War II impact the relationship between Big Business and Labor Unions? What changed during this time era in the relationship between business and labor
How did people in Minnesota respond to our involvement in World War II?
What impact did the war have on life in Minnesota? How did people contribute to the war effort and the peace effort?
Step Three: What skills are needed to achieve desired results (nuts and bolts teaching)? (civic skills: evaluate arguments, etc. evident in the benchmarks)
Students will need to:
220.127.116.11 ELA Standard
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.
18.104.22.168 ELA Standard
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
22.214.171.124 ELA Standard
Identify aspects of a text that reveal an author’s or creator’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts or ideas, use of color, formatting).
126.96.36.199 ELA Standard
Integrate visual information (e.g., in charts, graphs, photographs, videos, maps) with other information in print and digital texts.
188.8.131.52 ELA Standard
Distinguish among fact, opinion, and reasoned judgment in a text.
184.108.40.206 ELA Standard
Analyze the relationship between a primary and secondary source on the same topic.
220.127.116.11 ELA Standard
Produce clear and coherent writing in which the development, organization, and style are appropriate to discipline, task, purpose, and audience.
18.104.22.168 ELA Standard
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
22.214.171.124 ELA Standard
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Step Four: What is acceptable evidence to show desired results?
Each school team will need to decide what is appropriate for your students in your context. There are assignments and assessments built in the unit that teachers can use to assess student learning.
Step Five: What is the sequence of activities, learning experiences, etc. that will lead to desired results (the plan)?