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Unit Theme: The Human Condition Under Economic Hardship

Grade: 11th Grade

Timeline: 3 Weeks
Team Members Brittanie Brian Valencia Sabel Diskin Laura
Campos Arvizu Mendoza
Subjects Mathematics Econ/History History English
Rationale: It’s important for young people to understand how the economy affects their lives.
We will be covering economic concepts and policies, government policy, and human hardship
pertaining to the Great Depression. During this time of economic uncertainty, the reality of
many Americans changed rapidly. Many invested in the stock market and entrusted banks with
their money only to see it vanish into the ether, with no help from the U.S. government in
reclaiming it. In this unit, we will explore how to manage personal finances with mathematical
concepts, detail government and economic policies that contributed to the Depression and how
these policies have evolved, and uncover the human portrait of struggle through literary and
historical lenses. Students will use a variety of texts to learn skills, understand concepts, and
educate themselves to make informed decisions about their future and financial matters.
Students will be reading; articles, literature, and trade books; writing goals, summaries, and
essays; keeping track of their income and spending in a journal, and using technology
throughout the unit.
Student Learning Outcomes
Focus Standards Mathematics - A.2.A-SSE.B.3
- A2.N-Q.A.2
- A.2.F-BF.A.1
- QR.FR.1
- QR.FR.2
- 11-12.RI.7
- 11-12.W.1
- 11-12.SL.1
Economics - S5.C1.PO1
- S5.C3.PO1
- S5.C3.PO2
- S5.CO3.PO3
History - S1.C1.PO1
- S1.C1.PO4
- S1.C1.PO5
- S1.C8.PO1
- S2.C8.PO4
- 11‐12.RH.2
- 11‐12.RH.3
- 11‐12.RH.7
- 11‐12.RH.9
- 11‐12.WHST.4
- 11‐12.WHST.6
- 11‐12.WHST.10
- 11-12.SL.1
- 11-12.SL.4

ELA - 11-12.SL.1
- 11-12.L.6
- 11-12.L.1
- 11-12.W.9
- 11-12.W.6
- 11-12.W.1
- 11-12.RI.1

Enduring ● Employment Theme-Related ● How can I

Understanding: contributes to Essential Questions become
Important Concepts the health of financially
society. stable?
● Scarcity ● How does
means having having debt
few resources. affect me?
● Having few ● Does money
resources equal
impedes our happiness?
ability to live ● How do we
normally. eat with no
● Poor financial food?
management ● Can we
leads to recover from
financial past financial
collapse. mistakes?
● Cost of living ● Who does
affects level economic
of living. growth
● How actually
investments benefit?
grow and why ● How much
a retirement spending is
fund is too much?
important ● How much
● Higher does living
education cost?
leads to better ● Is having
benefits credit a good
● The personal thing?
and societal ● What
consequences motivates
of financial people to
decisions move?
● Should the
government
take care of
the people?

Interdisciplinary Community Service Group Project

Project Elements:
- Research Report
- Students will write a 3 page research paper about a
non-profit company of their choice (can be local or
national)
- Budget Report
- Students will create a budget for beginning their own
non-profit community outreach.
- Community Narrative
- Students will create a narrative about their community
and interview someone who has gone through hardship
and utilized a community service at one point in their
lives.
- Plan community arts event
- Students will plan an event for the launch of their non-
profit.
- Presentation
- A 10 minute presentation of all four elements, student
choice of presentation method.
Essay Prompt RAFT Essay
Role: Financial Advisor
Audience: Advisee
Format: Persuasive Writing
Topic: Importance of Financial Planning and Responsibility

Requirements: At least one full page of text, single spaced, must

include elements in all content areas: Math, Economics, History, ELA.

Imagine that you are a financial advisor and someone asks you why
why they should start planning for the future and be responsible with
their money. as they feel the economy is doing great and they do not
feel the need to save money and keeping track of their money would
just stress them out.How would you convince this individual that
financial planning and responsibility is important for their future.
Common Instructional Strategies
All Learners
● Read Aloud
● KWL
● Skim and Scan
● Entry/Exit Ticket
● Compare/Contrast
● Student Choice
● Rubrics
● Discussion Strategies
● Graphic Organizers
● Grouping Strategies
ELLs
● Modified Reading
● Multiple Text Sources
● Reading buddies
● Grouping based on strengths
● Write instead of speak/Record audio instead of write
● Sentence Stems
● Provide lower lexile materials
● Sources in different languages
Special Education
● Modified Reading
● Multiple Text Sources
● Reading buddies
● Assistive Technology
● Sentence Stems
● Provide modified lexile materials
● Group students with different abilities
GATE
● Provide extension options
● Student choice of technology
● Real-World Application
● Provide higher lexile materials

Individual Unit Theme: “Planning for Short-Term and Long-Term Goals”

Subject: Mathematics Grade Level: 11th
Focus Standards
Mathematics Standards
Seeing Structure in Expressions
- A.2.A-SSE.B.3: Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by an expression.
Include problem-solving opportunities utilizing real-world context and focus on
expressions with rational exponents
Reason quantitatively and use units to solve problems
- A2.N-Q.A.2: Define appropriate quantities for the purpose of descriptive
modeling. Include problem-solving opportunities utilizing real-world context.
Build a function that models a relationship between two quantities
- A.2.F-BF.A.1: Write a function that describes a relationship between two
quantities. Functions include linear, quadratic, exponential, polynomial,
logarithmic, rational, sine, cosine, tangent, square, root, cube root, and
piecewise defined functions. Include problem-solving opportunities utilizing
real-world context.
Financial Reasoning
- QR.FR.1: Identify and research a career goal. Develop a plan and timetable for
achieving it including educational/training requirements, costs, and other factors
(e.g. cost versus savings, income and debt)
- QR.FR.2: Understand and apply strategies to monitor income and expenses,
plan for spending, implement a diversified investment strategy and save for
future goals.
Educational Technology Standards
Strand 6: Technology Operations and Concepts; Concept 2: Applications
- PO 3: Use spreadsheets to calculate, graph, organize, and present data in a
variety of real world settings
Reading Standards
Integration of Knowledge and Ideas
- 11-12.RI.7: Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in print in
order to address a questions or solve a problem.
Writing Standards
Text Types and Purposes
- 11-12.W.1: Write informative/explanatory texts to examine and convey
complex ideas, concepts and information clearly and accurately through the
effective selection, organization and analysis of content.
Speaking and Listening Standards
Comprehension and Collaboration:
- 11-12.SL.1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one), in groups, and teacher led) with diverse partners on
grades 11-12 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
- d. Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue,; resolve
contradictions when possible; and determine what additional information
or research is required to deepen the investigation or complete the task.
Enduring Understanding Learning Outcomes
Important Concepts: Students will know and be able to do:
● Poor financial management leads to ● How to budget to save money for
financial collapse. future goals or in a time of financial
● Interest adds up over time crisis
● How investments grow and why a ● Create a budget sheet either on excel
retirement fund is important or paper to track spending and income.
● How much you are actually spending ● Construct linear functions from real-
when you borrow money world context
● Higher education leads to better ● Composing linear functions to relate
benefits to real-world context situations.
● Budgeting is essential for a healthy ● Locating information on the costs of
financial life higher education and plan accordingly
for those costs.
● Estimating how much a higher
education will cost and the benefits
they could gain from them.
● Discuss strategies that help monitor
income and spending given a financial
situation
● Interpreting data in various formats
and replicating it onto a chart, graph,
equation, etc.
● Write explanatory text about healthy
financial lifestyle using references and
quotes multiple sources presented
throughout the unit.
● Participate in a range of collaborative
discussions on financial health,
strategies for a better financial
lifestyle, and on concepts/terms:
constant range of change, initial value,
interest, structure.
Texts Assessment
1. Arizona Career Information System Formative: Summative:
Publisher: The University of - Entry/Exit - Unit Test
Oregon Ticket - Interdisciplina
Link to Website: - KNWS ry Project
https://azcis.intocareers.org/default. - KWL - Math Journal
aspx - Double Entry (Financial
2. Math is Fun: Money Index Journal Journal)
Founder: Rod Pierce - Skim and
Link to Website: Scan
https://www.mathsisfun.com/money - Process Log
/index.html - Timetable
3. How Much is a College Degree - Quizzes
Worth? - Read Aloud
Author: Alison Doyle - Checklist
Citation: Doyle, A. (2018, - Budget Sheet
November 7). How Much is a
College Degree Worth?. Retrieved
November 18, 2018, from
https://www.thebalancecareers.com/
how-much-is-a-college-degree-
worth-2059798
4. Annual Percentage Rate
Publisher: Investopedia
Link:
https://www.investopedia.com/term
s/a/apr.asp
5. Investopedia Video: Time Value of
Money Explained
Author: Investopedia
Citation: Investopedia. (2013, Aug
8). Investopedia Video: Time Value
of Money Explained [Video File].
Retrieved from
https://www.youtube.com/watch?v=
MdK-
A1VQJls&index=2&list=PLEAWii
hj06OL80BfkpXVh2AQ-
AYe04xiU
6. Rock, Brock, and the Savings Shock
Author:Sheila Bair
Citation: Bair, S., & Gott, B.
(2017). Rock, Brock, and the
savings shock. Chicago, IL: Albert
Whitman & Company.
7. Why Didn’t They Teach Me This In
School?: 99 Personal Money
Management Principles to Live By
Author: Cary Siegal
Citation: Siegel, C. (2013). Why
Didn't They Teach Me This in
School?: 99 Personal Money
Management Principles to Live By.
CreateSpace Independent
Publishing Platform.
8. I Want More Pizza: Real World Money
Skills for High School, College, and
Beyond
Author: Steve Burkholder
Citation: Burkholder, S. (2017). I
Want More Pizza: Real World
Money Skills for High School,
College and Beyond. Overcome
Publishing LLS.

Learning Plan: Differentiation

Week 1: - Using Reading Materials at Varying
Math and Financial Journal (Day 1) Lexile
○ Introduce the notion of mathematics - Individual, Small, and Group Work
and financial Management - IEP and 504 plans
○ Financial Journal - Rubrics
■ Have students start to create a - Posted Directions/Objectives
Financial Journal where students - Modified Readings
will respond by writing financial - Gesturing
terms, doing example activities, - Multiple presentations of concepts
summaries, calculations, and (Videos, Lectures, Text)
reflections. - Thinking Time
● For definitions Students will - Student Choice
use Fryer’s Model - Access to Assignments and Notes
■ Students will also be keeping track Online
of any purchases have made or
income they have received at the
end of each day, then at the end of
the week, students will create a list
of everything they spent and
earned for the following three
weeks.
Discuss structure in mathematics and
equivalence and how to write and draw a
linear function (Day 2-3)
● Introduce the concept of Equivalence
○ What one does to the one side
of an expression they must do
to the other in order to keep
equivalence
● Definition of a Function.
○ Function: Describes a
relationship between two
quantities.
● Properties of a linear function.
○ Constant Rate of Change
○ Nonvertical Line (Graph)
○ Equation form: y = mx + b
■ m = slope and dx/dy
■ b = initial value
○ Increasing: Slants upward from
left to right and has a positive
slope
○ Decreasing: Slants downward
from left to right and has a
negative slope.
○ Constant: Horizontal line
Introduce unit book: I Want More Pizza: Real
World Money Skills for High School, College
and Beyond (Day 4)
● Homework:
○ Students shall read and
annotate the “Introduction” and
chapter “1st Slice: You” as
homework for the weekend.
○ Students shall complete a QAR
on reading.
● Introduce Math is Fun as a student
resource
Finding a career (Day 5)
● Introduce Arizona Career Information
System as a student resource
○ Students will create an account
on Arizona Career Information
System in class.
○ Students will take the following
assessments; Career Cluster
Inventory and Interest Profiler
○ Students will select one career.
Week 2:
Introduce the concept and mathematical usage
of interest (Day 6-7)
● Definition of Interest:
○ Interest: A percent (per year) of
the amount borrowed
● Simple Interest and Compound
Interest:
○ Simple Interest Equation: A =
P(1 +rt) and Compound Interest
Equation: A = P(1+r/n)^(nt)
■ A = Total Accrued
Amount
■ P = Principal Amount
■ I - Interest Amount
■ r = Rate of Interest per
year in decimal; r =
R/100
■ R = Rate of interest per
year as a percent; R =
r*100
■ t = Time period
involved in months or
years
■ n = number of
compounding periods
per unit t; at the end of
each period.
○ Students will will learn how to
calculate simple and compound
interest given a principle,
interest rate, the number of
years, and if compound, also
the number of compoundings a
year.
● In-Class Activity:
○ KNWS: Students will utilize
the KNWS chart for word
problems that only provide
certain variables (ex. it
provides interest rate, time, and
total accrued amount, but not
principal), then solve it by
analyzing its structure to
manipulate the expression to
find the missing variable.
● Homework:
○ Read and annotate chapter “3rd
Slice: Growing Your Savings”
from I Want More Pizza: Real
World Money Skills for High
School, College and Beyond
What are savings? (Day 8)
● Discussion from “3rd Slice: Growing
Your Savings” from I Want More
Pizza: Real World Money Skills for
High School, College and Beyond
● Read Aloud: Rock, Brock, and the
Savings Shock
● Watch Investopedia Video: Time Value
of Money Explained.
○ Students will have a
collaborative discussion about
the benefits of saving money.
● Exit Ticket:
○ Students will write an exit
ticket using the readings and
video from today.
○ Prompt: Write a summary on
the benefits of saving money
and investing. Use textual
evidence.
● Homework:
○ Read and annotate chapter 4th
Slice: Debt from I Want More
Pizza: Real World Money Skills
for High School, College and
Beyond
How much am I paying for Credit
Card/Loans? (Day 9-10)
● Enter Ticket:
○ Students will complete a enter
ticket on chapter “4th Slice:
Debt” from I Want More Pizza:
Real World Money Skills for
High School, College and
Beyond
○ Prompt: What is debt? Use
textual evidence from the book.
● Introduce APR
○ Students will use Skimming
and Scanning for the article
Annual Percentage Rate - APR
○ Students will have a class
discussion about what APR is
using the article.
○ Define APR in their financial
journal.
● Introduce Loan Payment Amount
Formula
○ P = (r(PV))/(1-(1+r)^(-n))
■ P = payment
■ PV = present value
■ r = rate per period
■ n = number of periods
● In-Class Activity:
○ Process Log: Students will be
given financial scenarios, they
will create and use a process
log in their journal in order to
solve the problems.
● Homework:
○ Students will read and annotate
chapter “2nd Slice: Saving”
from I Want More Pizza: Real
World Money Skills for High
School, College, and Beyond
Week 3:
Continue Lessons on Structure and Creating
Linear Functions (Day 11)
● Definition of constant rate of change.
○ Constant rate of change: The
change in the independent
variable is m times the change
in the dependent quantity for
any change in the dependent
quantity.
● Expand knowledge on initial value and
its relevance in terms of real life
context.
● Explore models of linear functions
using several depictions, from
algebraic representation, graphic
representation, numerical tables, and
verbal descriptions.
Savings for Retirement/Future Goals (Day 12)
● Enter Ticket:
○ Complete Enter Ticket on
chapter 2nd Slice: Saving from
I Want More Pizza: Real World
Money Skills for High School,
College, and Beyond
○ Prompt: Why is important to
save? Use one quote or citation
from the reading.
● Discussion of Goals
○ Students will go into groups of
3 and discuss the prompt: why
set goals?
● In-Class Activity:
○ Students will pick an age they
wish to retire.
○ Students will create linear
functions using the time till
they wish to retire, and how
much money they will invest
monthly to find how much they
will have when they retire.
○ Students will also research the
costs of a goal they have in
mind, and create a linear
function using variables such as
how much they will save (rate)
and will it be daily, monthly, or
weekly.
● Exit Ticket:
○ Students will list Goals and
then categorize the goals from
short-term, medium-term, and
long term. Students will
consider what resources they
need to accomplish their goals.
● Homework:
○ Students will complete a K-W-
L chart for the article Do
College Grads Really Earn
More than High School Grads?
○ Students will write what they
know about the income of
college graduates compared to
high school graduates in the K
column, what they wish to
learn about the two incomes
and their comparisons in the W
column, and then what they
have learned from the article in
the L column.
Making Plans for Your Career (Day 13)
● Costs of Higher Education
○ Students will go onto ACIS and
go onto their Career Cluster to
identify the cost of tuition, fees,
books and supplies, room and
board, and etc for at least three
colleges, and compare costs.
● Ways to Pay off Higher Education
○ Students will also be offered
information of loans,
community college, and
financial aid.
● In-Class Activity:
○ Students will then decide on a
path they wish to pursue, then
create a timetable to figure out
how they will accomplish this
goal.
● Homework:
○ Read and annotate Budgeting
and Saving Lesson from Why
didn’t they teach me this in
school?
○ Students will do a double entry
journal for this reading in their
financial journal, with one
column for text or quotes and
the other column for questions,
responses/reflections,
connections to self, text.world,
commentary, etc.
Budgeting (Day 14)
● Reality Check
○ Students will go onto ACIS and
take the reality check
assessment
● Discussion from “Budgeting and
Saving Lesson” from Why didn’t they
teach me this in school?
○ Students will have a class
discussion on budgeting and its
importance.
● In-Class Activity:
○ Students should have kept track
of their spending over the the
last two weeks, students should
observe what they bought and
see whether or not they needed
those things or wanted those
things. In addition try to find
any spending habits they may
have.
○ Students will then categorize
the things they bought.
○ Students will practice
budgeting by using Excel
Spreadsheets and calculating
the costs they have been
keeping track of for the past
three weeks.
○ Students will then use their
budgeting sheet to see whether
or not they are a spender, or
saver and what strategies they
can do to improve.
○ Students will share with a
partner on what they observed
from their budgeting sheet, and
offer each other tips and
strategies on to become better
spenders.
● Quizlet.Live:
○ Students will participate in
Quizlet.Live game to prepare
for the Unit Test.
Unit Test and Interdisciplinary Project (Day
15)
● Submit Financial Journal:
○ Students will turn in Financial
Journal for grading at the
beginning of Class
● Unit Test:
○ Students will take Unit Test
● Introduce Interdisciplinary Project
○ RAFT Essay
○ Role: Financial Advisor
○ Audience: Advisee
○ Format: Persuasive Writing
○ Topic: Importance of Financial
Planning and Responsibility
○ Requirements: At least one full
page of text, single spaced,
must include elements in all
content areas: Math,
Economics, History, ELA.
○ Imagine that you are a
financial advisor and someone
asks you why why they should
start planning for the future
and be responsible with their
money. as they feel the
economy is doing great and
they do not feel the need to
save money and keeping track
of their money would just stress
them out.How would you
convince this individual that
financial planning and
responsibility is important for
their future.

Resource Lexile Author / Link to original or How will resource be Evaluation (you must answer each
Publisher citation in APA used in class- describe question for each source):
Format whether it will be used
as: 1. Is this a reliable source for
the resource?
● Read Aloud, 2. Is the author an expert?
● Collaborative Credentials?
reading, 3. What year? Is this the most
● Independent recent information or is there
research, a reason for using an older
● Other-BE resource?
SPECIFIC 4. Original purpose of the
resource (inform, persuade,
entertain)?
5. Is there is bias? Is it
appropriate to have a bias for
this material (as in, does it fit
the purpose of the unit?)?
6. Why is this material
appropriate to the unit? How
this resource will help
students reach your planned
objectives?
Website #1 1100L- University of https://azcis.intocaree Students will use it to
1200L Oregon rs.org/default.aspx find a career that they 1. ACIS uses data for its site
Arizona will use throughout the and it is updates consistently.
Career unit when problems 2. The author is the University
Information involve salary, cost of of Oregon and ranked 102 in
System living, and education the 2019 edition of Best
resources. Colleges is National
Universities, which is a
higher rank than ASU. Also I
would assume that since the
author is a university, more
than one individual worked
on this site to make it an
objective resource.
3. It has been updated in 2018,
the resource updates often.
.The original purpose of the
resource is for educational
purposes and preparing
students for the future when
it came to careers and higher
education.
4. I do not believe so, no
information on the site has
been observed to be bias. It
would not be appropriate for
it to have bias though.
5. This material is appropriate
for this unit because it helps
students decide on a career
path and provides them the
resources on how to get on
that path, this will help
students find information on
the costs of higher education
and plan accordingly for
those costs.
Website #2 1000L - Rod Pierce https://www.mathsisf Student resource to use 1. This is a resource that uses
1100L un.com/money/index. for further information colorful graphics and easy
Math is Fun html on investments, saving, navigation in order to teach
and money. students math from
elementary to calculus.
2. The creator of this site is Rod
Pierce and contributions have
been made by others. Pierce
has a civil engineering
diploma as well as a
Bachelor's Degree in
Engineering. The website is
also supported by the
Mathematical Association of
America.
3. This site was started on April
14, 2000 and has a copyright
of 2011.The site is
maintained regularly and was
last updated on May 2.
4. The original purpose of this
resource is to inform or teach
others about mathematics.
More like review material.
5. No, there is no bias other
than the bias that math is fun.
6. The material is appropriate
for this unit because it has a
index for money related math
and money information
resources. This would be a
good resource for students to
help them learn more about
benefits of investing,
budgeting, about interest, and
etc.It also will help students
meet the object of
constructing linear functions
from real-world context and
interpreting data in various
formats and replicating it
onto a chart, graph, equation,
etc.
Informational 1300L- Alison Doyle https://www.thebalan Annotated Reading 1. Yes, this source provides
Text #1 1400L cecareers.com/how- information on how having a
much-is-a-college- higher degree can affect
How Much is degree-worth- wages and salary, but also
a College 2059798 addresses the costs of higher
Degree education. So it provides
Worth? both pros and cons.
2. Alison Doyle is the job
search expert for The
Balance Careers and one of
the industry’s most highly-
regarded career experts. She
holds a bachelor’s degree
from Indiana University and
has completed several years
of employment benefit plan
and information technology
coursework.
3. 2018, so the information is
recent.
4. The original purpose of the
resource is to inform readers
about the benefits of
pursuing a higher education.
5. There may be some bias, as
the individual is more in
favored for a higher
education, but I believe most
of the information is
objective.
6. The material is appropriate
for this unit as students may
wish to pursue a higher
education, thus they must be
well-informed in order to
make such a decision.
Informational 1300L - Investopedia https://www.investop Skim and Scan 1. Investopedia is a website
Text #2 1400L edia.com/terms/a/apr. based in New York City that
asp focuses on investing and
Annual financial education and
Percentage analysis.
Rate - APR 2. The founders of the resources
are Cory Wagner and Cory
Janssen, it is now owned by
Dotdash an American digital
media company that
publishes articles and videos
about various subjects across
categories.
3. It was launches on June 6,
1999 and it updates
consistently.
4. The original purpose of the
resource is to inform readers
on what APR is and other
information regarding APR.
5. The information on the
website is objective and
meant to help individuals
who wish to better their
financial knowledge.
6. The material is appropriate
for this unit as students will
be turning 18 soon, meaning
they will be able to get credit
cards, thus they should learn
about how credit card debt is
calculated. Students will be
using APR and APR
calculators to solve financial
scenarios regarding credit
card debt. .
Online Video N/A Investopedia https://www.youtube. Collaborative 1. Investopedia is a website
com/watch?v=MdK- Discussion based in New York City that
Investopedia A1VQJls&index=2& focuses on investing and
Video: Time list=PLEAWiihj06O financial education and
Value of L80BfkpXVh2AQ- analysis.
Money AYe04xiU 2. The founders of the resources
Explained are Cory Wagner and Cory
Janssen, it is now owned by
Dotdash an American digital
media company that
publishes articles and videos
about various subjects across
categories.
3. 2013, so the information is
not too old, but it is also not
very recent.
4. The original purpose of the
resource is to inform viewers
the time value of money.
5. The information in the video
is objective and meant to
help individuals who wish to
better their financial
knowledge.
6. The material is appropriate
for this unit as it will help
students better understand
how investments grow.
Children’s AD590L Shelia Bair Bair, S., & Gott, B. Read Aloud 1. Students are supposed to get
book (2017). Rock, Brock, a lesson rather than
and the savings information, but I would still
Rock, Brock, shock. Chicago, IL: call it a reliable source.
and the Albert Whitman & 2. Sheila Bair was the 19th
Savings Company. Chair of the U.S Federal
Shock Deposit Insurance
Corporation, Assistant
Secretary of the Treasury for
Financial Institutions, and
acting as the Chair of the
Commodity Futures Trading
Commission.
3. 2017, so the textbook was
published very recently.
4. The original purpose of the
resource is to inform and
entertain students about why
saving money is usually a
smarter decision,.
5. There may be some bias as
this was a children’s book
created to inform students on
why they should save money.
6. The material is appropriate
for this unit as it is a easy
book for students to grasp the
concepts from and
understand the important
concept of why saving
money is important.
Trade book 1074- Cary Siegel Siegel, C. (2013). Independent Reading 1. The source provides tips and
#1 1400+ Why Didn't They personal experiences dealing
Teach Me This in with money, so I would
Why didn’t School?: 99 Personal believe it's a good relatable
they teach me Money Management text for students.
this in Principles to Live By. 2. The author, Cary Siegal, is a
school?: 99 CreateSpace retired business executive.
personal Independent He’s earned his MBA from
money Publishing Platform. the University of Chicago.
management 3. 2013, the information may be
principles to a little older, but the
live by information is still relevant.
4. The original purpose of the
resource is to inform readers
about money lessons they
should know and also to
entertain them.
5. There is some bias as most of
this information is written
from the author’s point of
view, but it being a personal
narrative mostly, that is to be
expected. It can also be a
good opportunity for students
to critique the text if needed.
6. The material is appropriate
for the unit as it offers
several tips for students to
take into consideration for a
better financial lifestyle. This
resource will help students
reach the objective of
discussing strategies that
help monitor income and
spending given a financial
situation.
Trade book 900-1150+ Steve Burkholder, S. Independent Reading 1. This is a reliable source for
#2 Burkholder (2017). I Want More the resource as it informs
Pizza: Real World students real world money
I Want More Money Skills for skills which is needed in a
Pizza: Real High School, College healthy financial education.
World Money and Beyond. 2. Steve Burkholder graduated
Skills for Overcome Publishing from the University of
High School, LLS. Minnesota Carlson School of
College and Management with a focus on
finance and accounting. He
Beyond now works as a member of a
Corporate Finance
department at a higher
education institution.
3. It was published in 2017, so
it is very recent.
4. The original purpose of the
book is to inform readers of
real life money skills.
5. There may be some bias as it
was written by one person,
however I feel as if most of
the information provided is
objective.
6. .The material is appropriate
for this unit as it teaches
students real world money
skills, which will help them
grasp important concepts and
meet the following
objectives; how to budget to
save money for future goals
or in time of financial crisis,
discuss strategies that help
monitor income and
spending given a financial
situation.

Individual Unit Theme: “Living on your own” mini project

Subject: Economics Grade Level: 11th
Focus Standards
Economics Standards
- S5.C1.PO1 Implications of scarcity
- a. limited resources unlimited human wants influence choice at individual,
national, and international levels
- S5.C3.PO1 Inflation, unemployment, GDP in policy decisions
- S5.C3.PO2 Effects of inflation and deflation on different groups (e.g., borrowers v.
lenders, fixed income/ cost of living adjustments).
- S5.CO3.PO3 Economic and non-economic consequences of unemployment
ISTE Standards for students
- Strand 1
- 1c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
- Strand 7
- 7c: Students contribute constructively to project teams, assuming various roles
and responsibilities to work effectively toward a common goal. (in this case,
finding affordable living.)
ELA Standards
- 11-12.W.7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
- 11-12.W.8 Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of task, purpose, and audience.

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do:
● Evaluation of improper financial ● Value real world experience in
management leading to an unhealthy finding affordable housing based
financial life. on income.
● Economic analysis of the current housing ● Discuss appropriate living
market arrangements if they choose to
● Employment opportunities based around move out on their own
self improvement through education. ● How to look for an apartment and
● How Proper budgeting will ensure basic questions to think about such.
understanding of finance. ● Put into perspective Net Worth
and income
● How to calculate Net Worth
● Share responsibilities with other
individuals and instances of total
autonomy.
● Create short-term and long-term
financially based plans.
● Construct a well developed
argument justifying financially
healthy lifestyles.
Texts Assessment
The Cost of Living Alone. (n.d.). Retrieved from Formative: Summative
https://money.usnews.com/money/blogs/my-
money/2015/04/22/the-cost-of-living-alone -Financial - PowerPoint
Journal presentation
Shoulders, D., Shoulders, M., & Kelley, M. (2015). -Exit tickets - Unit test on concepts
M is for money: An economics alphabet. Ann -Read alouds -Oral Presentation
Arbor, MI: Sleeping Bear Press. -QuickWrites - Interdisciplinary
-Group
Lieber, R. (2016). The opposite of spoiled: Raising discussions
kids who are grounded, generous, and smart about - Compare and
money. New York: Harper. Contrast Chart
- Cornell notes
Fontinelle, A. (2018, May 23). 10 mistakes for -Fishbowl
first-time homebuyers. Retrieved from conversation
https://www.investopedia.com/articles/mortgages- based on teacher
real-estate/08/ten-worst-mistakes.asp oral rubric.

Ehrenreich, B. (2010). Nickel and dimed:

Undercover in low-wage USA. Granta.

Learning Plan: Scope and Sequence Differentiation

Week One Topics: Money & Finance Journal:

- Read M is for Money . - Student choice
- Students will begin day discussing Financial - Full student autonomy
Journal and what it means to be Financially - Videos of multiple language
stable in Arizona. levels for ELs
- Students will set up budget for the following - Students will take place in real-
3 weeks to determine how much income is world based research
being used through a Financial Journal. - Students are incorporating charts
- Financial Journal: will act as rolling journal for and illustrations
notes & expenses. Similar to what is being done in - Allocating time for student
Mathematics, the same journals can used. creativity (Powerpoint)
- Students will use Cornell Notes for - Journal entries that allow for
concepts, vocabulary, and reflections reflections and responses to
and create their budget plan for the questions.
following 3 weeks starting with - Proper implementation into real
whatever sum of money they would life.
like to use for those three weeks. - Reading aloud and in groups for
- The financial journal will be an active higher Lexile books.
way of record keeping for whatever - Different mediums to convey
expenses they go through during the message of texts.
duration of this unit. (3 weeks) - Students have the ability to work
- Net Worth/Assets in groups if they would like.
- Students will make a Graphic (Minimum of one other person to
Organizer that will will be act as a roommate.)
designated as list of Assets (What you - Open-ended Project that allows
own) and then list your liabilities them to work in their own pace,
(What you owe) and outstanding but in a timely manner.
balances.
- (Liabilities $) - (Assets $) =
Personal net worth.
- Introduce 10 mistakes for first time
home buyers
- This will act as things to look
for when we will begin
looking at our project. Once
students figure out their
personal net worth, they can
rearrange their Financial
Journal accordingly, if they
need to shift spending habits
and such.
- Investments
- Students will learn about what
investing is.
- Differentiating between a long term
investment and short term. By
creating a 2-year plan, 5-year plan
and 7-year plan that will act as a
visual scaffolded plan in their
Journals.
- Students will look at New york stock
exchange live feed to explore how
complicated the economy moves.
Students will produce their reaction in
a Quick-write format.
- Savings
- Students will watch How much can
you really afford? and be asked to
take into consideration how much
money they have saved up.
- Introduction to You are on Your
Own project following background
information on expectations of project
and what is due and how long it
should take to complete.
Cost of living and Standard of Living
- Background information regarding
differentiating living situations within
Phoenix, Avondale, and Tempe.
- Compare and Contrast standard of
living in Arizona and other varying
states of students choices. Then look
at the cost of living. Comparing their
own budget, if they think it is possible
to live in another state at this very
moment.
- Why or why cant you?
- Read portions of The Opposite
of Spoiled.
- I will give students a choice to
reflect on the title and begin
reading first two chapters and
analyze for homework over
the weekend.
- Students are to come back the
following week with idea of
their careers and possible
discussion of living
arrangements.
Week Two Topics: Budgeting and Financial
independence:
- Career and Reality Check.
- As warm up for this day, students will
read a printed out version of The Cost
of living alone and discuss amongst
themselves
- Students will proceed to write down
their career choices on the next sheet
of their Journals. This will be
considered as a research date for the
project.
-
Expectations for project.

8-12 slides
Pictures of apartment/home you
selected based on either your career
choice or selected one from website.
A completed 7-year plan for
yourself (not based on website)

Budget items surrounding Savings,

food, laundry, cleaning etc. Rent or
Mortgage, electricity, heating, water
and sewage, Cell phone, Internet,
Education, and medical expenses.

Rationale for why you believe that

you budget meets your goals

Bibliography to show where

research was done.

-
- Students will go to Student Edge
Advantage youth
(https://studentedge.org/career-life/find-a-
career/) and either pick out their career
or look up information regarding the
career choice of their wants.
- From this students will have to
actively research.
- Annual income, Weekly
Salary, Job Demand, Net
Income, Yearly Income, if it is
a trade job, if it requires a
degree (if so, how long to
acquire and how much?) Full
time/ Part time and currently
employed workers. Since this
is an australian based website,
it is also helpful to convert
some of the numbers to
finding US based ones.
- The reasoning behind
this is because I want
students to actually
take time and look for
their information, not
just take it from a
website.
- Students will end this day with an
Exit Ticket or Fishbowl
conversation if students choose to
reaction towards broad careers are
really if they prefer talking about it as
a class.
- Start introduction to Nickel and
Dimed First Chapter reflection inside
journal day after assigned. The book
is then to be read through the project.
- Discussing Living Arrangement for project
- Students will enter to Forrent.com
(https://www.forrent.com/ )
- From here, students will begin
discussing the actual manner of living
alone or with roommates. (watch
BoFA video once more)
- Based on their career choices,
students will find an appropriate
living arrangement for what they can
afford as their new career. They must
be able to Value their career choices
and choose accordingly for expenses.
- Research the responsibilities and living
habits.
- If living with roommates, how will
household responsibilities and
expenses be divided?
-
Rent

Utilities

Groceries

Insurance for car/ and any other

bills
- Students must find out how much a
move in lease is and for 6 months
worth of rent and first and last
month’s rent.
- How much is the security deposit or
damage deposit? How much are you
held responsible for your apartment?
Once an apartment has been found,
students must answer the following
questions and be able to produce these
at the end.
-
1. What is the monthly rent?
Initial deposit?
2. What expenses does the rent
include? Water? Garbage?
Utilities?
3. Is a lease required?
4. What type of security is
provided?
5. What are the parking
provisions?
6. What are the rules and
regulations? Are pets
allowed?

Some questions to take into

consideration as well
- How good is security?
- Is the place noisy?
- How often is the rent
increased? By how much?
- Are repairs made quickly?
- Is the building kept in good
repair?
- How long have they lived
there?
- Would they recommend
living there to their friends?

Children’s 1010L for Teresa Shoulders, D., Read Aloud 7. .As a child’s book, yes,
book Ages 8-11 Cascioli. Shoulders, M., & the M is for Money
Kelley, M. (2015). series is very reliable
M is for money:
M is for An economics as a beginning
Money: An alphabet. Ann resource for children.
Economics Arbor, MI: 8. .The author of the series is
Alphabet Sleeping Bear Teresa Cascioli, a former
CEO of Lakeport Brewing,
Press.
she took a bankrupt
company to a 201-million-
dollar sale to Labatt in 8
years. Her Tenacious
tactics saw her lead one of
Canada’s most successful
income trust public
offerings.
9. The book was published in
2015 and has managed to
still captivate young
readers from the very
beginning. While we are
taking an approach to the
unit for high school
students, introducing basic
economic concepts to
children at such a young
age, allows them to
understand certain more
complex economic terms
and have a pre-established
notion of currency
10. .The original purpose of the
resource is to entertain and
inform children.
11. The original purpose of the
resource is to entertain and
inform children.
12. There is a little bias in the
children’s book because it
tries to push towards
money related concepts and
potential opening of
savings accounts for banks.
13. The material is appropriate
for the unit because it is
just a small book to refer to
for students. Students can
use the same book to start
opening the minds of their
younger siblings or maybe
even to parents.
Trade book 1340L~ Ron Liber Lieber, R. (2016). Independent Reading/ 7. .Yes, The Opposite of
#1 The opposite of annotated reading Spoiled is a reliable source
spoiled: Raising book.
The Opposite 8. .Ron Lieber is a columnist
of Spoiled kids who are
for the New York Times’
grounded, You Money section. His
generous, and background involves years
smart about of financial guidance and
money. New York: economics background,
Harper. while still being a father.
9. .The resource was
published in 2015 from
Harper publishing The
book tells of a very
insightful amount of topics
that can be covered in class.
.
10. .The original purpose of
this book is to Inform but
entertain as well, since it is
a memoir type book with
varying stories, it acts as a
resource with insightful
mannerisms.
11. .The book, from the
samples I have read, there
doesn’t seem to be much of
a bias in this particular
personal account. There is
not underlining sales pitch
or bias of any kind from the
sample that I have read.
Since the book is aimed
towards young adults, there
isn’t much that can be bias
about it.
12. .The material is appropriate
for the age group. As we
progress in the unit, the
goal is to take bits and
pieces of the book and
apply them to what the
students will be researching
based on their career
choices from the generator
OR what they already have
in mind.
Trade book 1340L Barbara Ehrenreich, B. Collective Reading/ 7. .Yes, the book is the story
#2 Ehrenreich (2010). Nickel and Annotated reading of the author experience
dimed: living as a low income
Nickel and hourly wage earner in the
Dimed Undercover in
US and living a lifestyle
low-wage USA. that matches that income.
Granta. The book is a well written
account of what life is like
near the poverty line. Not
under it, but just above it.
8. .Not only is the author
credible for writing this
first hand account, she also
does have a background in
writing about personal
finance
9. .The book was published in
2010. This is not the most
recent works of the author,
but the book does hold
insightful information for
living in a low income area
and understanding what
one is getting into if they
choose to make the jump
into adulthood at an early
age with little preparation.
10. .The original purpose of the
book is to Inform but since
it is still a best selling book,
it does have to entertain for
the most part.
11. .It is appropriate to have
bias in this subject because
you want to create a sense
of understanding as to why
some things are they way
they are in the UNited
States. This will fit in just
fine with the Unit as a
manner of reading back to
the information.
12. .The material provided
helps give perspective for
students. It is something to
connect to, since more than
likely this lesson will be
taught in a title one area.

Individual Unit Theme:

Subject: U.S. History Grade Level: 11th
Focus Standards
AZ State Standards:
S1.C1.PO1. Interpret historical data displayed in maps, graphs, tables, charts, and geologic
time scales.
S1.C1.PO4. Construct graphs, tables, timelines, charts, and narratives to interpret historical
data.
S1.C1.PO5. Evaluate primary and secondary sources for: a. author's’ main points b. purpose
and perspective
S1.C8.PO1 Causes and consequences of the Great Depression
- a. economic causes (policy, investment patterns, market crash)
- b. Dust Bowl (environmental damage, internal migration)
- c. effects on society (family separation, unemployment, Hoovervilles, business
failure, breadlines)
- d. New Deal Programs
S2.C8.PO4. Examine the period between World War I and World War II:
- a. rise of fascism and dictatorships
- b. postwar economic problems
AZCCRS:
11‐12.RH.2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details and
ideas.
11‐12.RH.3. Evaluate various explanations for actions or events and determine which
explanation best accords with textual evidence, acknowledging where the text leaves matters
uncertain.
11‐12.RH.7. Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
11‐12.RH.9. Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.
11‐12.WHST.4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
11‐12.WHST.6. Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new
arguments or information.
11‐12.WHST.10. Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific
tasks, purposes, and audiences.
11-12.SL.4 Present information, findings, and supporting evidence in an organized, developed
style appropriate to purpose, audience, and task, allowing listeners to follow the speaker's line
of reasoning, message, and any alternative perspectives.
11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one‐on‐
one, in groups, and teacher‐led) with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
- a. Come to discussions prepared having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well‐ reasoned
exchange of ideas.
- b. Work with peers to promote civil, democratic discussions and decision‐
making, set clear goals and deadlines, and establish individual roles as needed.
- c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic
or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
- d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to
deepen the investigation or complete the task.

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do:
● Poor financial management leads to ● summarize the events leading to The
financial collapse Great Depression.
● Overuse of fertile land depletes the ● determine what government/economic
soil policies contributed to the financial
● No job = No money = No food collapse
● People need to move in order to ● assess the environmental damage that
survive caused the Dust Bowl.
● Extreme poverty makes or breaks a ● explain the societal impact of the
family Great Depression.
● The government didn’t always take ● explain how the Great Depression
care of its citizens affected families.
● Government regulation: Is it always ● explain how unemployment affected
bad? the working population.
● explain why families moved West.
● summarize why businesses failed.
● assess the relief efforts of New Deal
programs.
● determine what effect New Deal
programs had on the economy.

Texts Assessment
See below... Formative: Summative:
- K.W.L. - Week One
- Compare/Con Summative:
trast Chart RAFT
- Annotations - Week 2
- Piktochart Summative:
Info-graph One Pager
- Exit Tickets - Interactive
- 8-10 sentence Timeline
summaries - Unit Test
- FDR/ER 3-2- - Community
1 Event Project
- New Deal (Interdisciplin
legislation e project)
chart
- Split-page
notes
- Dorothea
Lange Big
Paper activity
- Semantic
analysis table
- Discussion
Participation
- Kahoot

Learning Plan: Scope and Sequence Differentiation

(Activities are in bold)
- Assistive Technology
- Multiple Literacies
- Vocabulary Word Wall

Week 1: Introduction to the Great Depression

Causes of Great Depression (Day 1) - Guided lecture notes
● Begin with KWL on the Stock - Vocabulary word wall
Market – Students will fill in the K - Modified readings
and W as a bell ringer.
● 20 min lecture on topics: Bull Market;
High Risk Investment; Buying on
Margin (credit)
● Begin interactive timeline with
handout about Black Friday (Stock
Market Crash)
(http://www.digitalhistory.uh.edu/disp
_textbook.cfm?smtID=2&psid=3431)
Students will read and collect
information to add into their
timeline.
● Follow up with the L portion of the
KWL
● Introduce Community Event project –
Students will get into their groups
and begin to brainstorm ideas for a
community event and write a brief
outline of their plan.
● Vocabulary: Bull Market, Buying on
Margin, Black Friday
Global Effects (Day 2)
● Begin with refresher on Black Friday – - Students may use technology - quick
Students will complete a one-minute write can be in tweet form (spelling
quick write on what they remember. and grammar not checked, can use
● Introduce global aftermath of the stock emojis)
market crash - Sentence Stems
● Students will close read an article on - Reading buddies
the topics of dramatic fall of int’l trade, - modified readings
rise of Military Dictatorships, Rise of
Fascism, Rise of Totalitarian
Communism, and Welfare Capitalism
(http://www.digitalhistory.uh.edu/disp
_textbook.cfm?smtID=2&psid=3433)
● Students will fill out a graphic
organizer to compare and contrast
the global effects based on the article
● Explain that students will learn more
about these topics when we get to the
unit on WWII.
● Vocabulary: Welfare Capitalism
Unemployment (Day 3 - 4)
● Begin with a discussion: What would
you do if the company you worked - Guided notes for lecture
for shut down without telling - Students can write instead of speak in
anyone? You show up and all the the discussion
doors are locked and there’s a sign - Info-graph can be done on paper
that says “closed indefinitely”? - Model example of info-graph
● 20 min lecture on day 3: African - Groups students with similar learning
Americans dis-employed; Labor styles
unions loss of power; Extreme low - Add vocab to word wall
wages; Unemployment; - Sentence stems
Businesses/Industry shut down; Bank
failure (Students will write double-
entry notes)
● Students will use the Skimming and
Scanning technique with a primary
source handout to create an info-
graph using Piktochart in groups
and individually write an 8-10
sentence summary of what they
learned.
(http://www.digitalhistory.uh.edu/teac
hers/lesson_plans/pdfs/unit9_5.pdf)
● Piktochart and summaries will be
worked on and turned in on Day 4.
● To close the two-day activity, groups
will have one minute to explain their
info-graph.
● Vocabulary: Unemployment
Reaction of Government (Day 5)
● Begin with Snowballs activity -
Students will write three things they - Guided lecture notes
remember from the week’s learning - shorten sentence length
in full sentences, crumple it up, - Students may not participate in the
throw it across the room, and the discussion only if they produce a
next person has to add two more response in writing (or typed) for
things different from the original three points brought up in the
person, students will throw one more discussion
time and the last person has to add - RAFT length modified.
one more thing different from the
others.
● 10-minute lecture on reaction of
government: Hoovers “reassurance”
and no immediate assistance; Hoover
wanted people rely on volunteerism
● Students will participate in Socratic
Seminar: Should our government
help citizens in need? There will be
an inner circle and an outer circle.
The students in the inner circle must
speak at least once and tap out so
another student may come in.
Students who choose not to sit in the
inner circle must write an
agree/disagree reasoning for three
talking points that classmates bring
up.
● Work on Community Event Project
– Students will meet with their
groups to come up with ideas for
venues, type of event (concert, art
auction, party, etc), food/beverage,
etc.
● Add Hoover’s election on Timeline
● Assign RAFT for homework (Due
Monday)
○ Roles: Struggling Farmer,
Unemployed Worker, Banker,
Politician
○ Audience: Yourself,
Employers, Investors,
Constituents,
○ Format: Diary, Resume,
Formal Letter, Apology,
Speech
○ Topic: Making ends meet,
Changes need to be made,
Heading west, What the
Government should do to help
○ Student Choice

Week 2: Life During the Depression

Living Conditions (Day 6)
● Begin with a Think-Pair-Share – - Guided lecture notes
Students will have two minutes to - Text printed for read aloud
think of a time in their life that was - Close Caption on for video
particularly difficult. Partners with - Exit ticket can be written or recorded
share with each other and then we on FlipGrid
will have several pairs share their
thoughts.
● Pecha Kucha 20x20 technique (20
images, 20 seconds to speak about
each images) topics:
Hoovervilles/Shanty Towns;
Breadlines; Women and children
working; Consolidation of belongings;
Eating almost nothing to stretch
resources.
● Read Aloud portions of Nothing to
Fear. Students will write down 3
ways the main character lived under
extreme duress
● Students will watch video on Life in
the 1930s and draw comparisons
with the novel
● Students will complete exit ticket:
Could you live the way people in the
1930s lived? Why or why not?
● Vocabulary: Hoovervilles, Breadlines
Dust Bowl (Day 7 - 8)
● Begin with Text Impressions – - Reading buddies
Article on the Dust Bowl and Impact - Assistance with Mission: US game
on Farming (topics in the article - Adjust lexile
include Causes of the Dust Bowl, - Add vocab to word wall
Drought, WWI wheat production). - modified readings
Students will be given the
words/phrases: livestock, corn, foul,
trickle down, aid, billowing clouds,
ants, settlers, and Dust Bowl. Students
will write a narrative containing the
words in groups of four. The groups
will share their stories then they will
read the article
(https://newsela.com/read/lib-dust-
bowl-depression/id/28666/).
● Students will play the interactive
online game Mission US: Up from
the Dust (supplement with
document-based questions) Prologue
and Part One (this will take up the
remainder of day 7 and most of day
8) (Documents: http://www.mission-
us.org/pages/mission-5-educator-
guide-activities)
● Add events to timeline (Beginning of
the “Dust Bowl” 1930)
● Vocabulary: Dust Bowl, drought, soil
conservation
Migration (Day 9) - Guided lecture notes
● Begin with Big Paper Activity – Big - Exit ticket can be written or recorded
sheets of paper will be on grouped on flip grid
desks, each with a different photo - Group students with different abilities
taken by Dorothea Lange with an
explanation of the photo. Students will
spend 5 minutes in their table
groups silently writing down on the
big paper what they notice, feel,
think about the photos. Then they
will converse for one minute to
clarify. Then they will roam around
the room and write at least two
things on each of the other groups,
silently. (Photo archive:
http://collections.museumca.org/?q=cat
egory/2011-schema/art/dorothea-lange
https://www.moma.org/artists/3373)
● Ten Minute Lecture on: Family
separation; Arkies and Okies;
Vagrancy/Hoboes
● Students will complete an exit ticket:
Which photo that we viewed today
interested you the most? Why?
● Vocabulary: Arkies and Okies, Hoboes
Pop Culture and the Arts (Day 10) - Guided research
● Begin with a refresher on the topics - student choice for one pager product
covered during the week. Explain that (they can use whatever technology
entertainment helped a lot of people app they want, or do it on paper)
get through hard times as a form of - students may partner up for research
escapism. But also, films and
entertainment during the depression
was also a reflection of those hard
times.
● Students will independently research
aspects of film, radio, music, and
literature that were popular during
the Great Depression and create a
“moodboard” on padlet.
● Students will use their mood board
to answer the essential question for
the day: Why did the entertainment
industry survive through the Great
Depression? In the form of a radio
play.
● Assign One Pager for homework
(Due Monday):
○ “A Day in the Life” snapshot
of someone living under
harsh conditions. Students
will write a one paragraph
story, ask three questions,
make one statement, and
draw five pictures (or use
photos/clip art)

Week 3: Reform and Recovery

FDR (Day 11)
● Begin with an Anticipation Guide – - Students can partner up for the
Students will grab a sheet when they scavenger hunt
get into the classroom. The statements - Graphic Organizer for 3-2-1
will be: Franklin Roosevelt was - Close Caption for video
elected President because he promised
to fix the economy through
government action. T or F; Explain.
Eleanor Roosevelt, his wife, was
content with playing a very small role
in public life. T or F; Explain. (This
assumes students have at least heard of
these people.) Then students will
partner up and share their answers.
● Students will view a video of FDR
delivering one of his “fireside chats”
about his economic recovery plans.
(https://youtu.be/LW32QE-SIgI)
● For the remainder of the period,
students will perform an Online
Scavenger Hunt. Students will
collect information about FDR and
Eleanor Roosevelt and write a 3-2-1
(3 interesting facts, 2 things you
knew already, 1 question you still
have) one for each FDR and ER.
● Add FDR election to timeline.
● Work on Community Event project
– Students will finalize their plans
for their community event
New Deal Programs (Day 12)
● Begin with Speed Chatting Activity – - Students can prewrite their answers if
Students will line up in two lines they have a tough time answering on
facing each other and ask each other the spot
“What do you do when there are no - Print out text for read aloud
jobs available and no government - Guided lecture split-notes
assistance? And “Could you make a - Provide graphic organizer for notes
living on a dollar a day?” Students
will have one minute to ask/answer
and then the line will move down
and students will speak to a new
peer and have one minute to
ask/answer.
● Students will then analyze a primary
source during a Read Aloud
(African American’s account
working in the CCC -
https://newsela.com/read/primary-
source-new-deal-ccc/id/24886/)
● 30 min lecture on such topics as:
Tennessee Valley Authority; Civilian
Conservation Corps; Civil Works
Administration; Works Progress
Administration; Role of the Arts;
Racial Discrimination; Students will
use the split-notes strategy during
the lecture.
● Vocabulary: (topics above)
New Deal Legislation (Day 13) - Pre-filled in semantic analysis chart
● Begin with a Semantic Analysis - Group students with similar learning
Chart about the New Deal programs styles, and different abilities
they learned about the previous day. (5 - Quick vocab sheet for reference
min)
● Students will use Jigsaw activity to
learn New Deal legislation. Banking
Act of 1935; Glass-Steagall Act;
Emergency Banking Relief Act;
National Industrial Recovery Act;
Federal Securities Act; Wagner Act.
Each group gets a handout for a
different act and how it was
intended to fix economic problems in
the future. Students will fill out a
chart with all the information they
learned from other groups.
● Students will add the legislation
(when they were passed) to their
timelines
● Vocabulary: (topics above)
Social Safety Net (Day 14) - sentence stem for quick write(i.e
● Begin with a Quick Write FDR’s New Deal was effective…)
summarizing what students have - Guided lecture notes
learned about FDR’s New Deal so far. - Graphic Organizer for 5W’s and H
● 15 minute lecture on protections for
the future: Social Security;
Unemployment Compensation;
Welfare During the lecture, students
will complete a 5 W’s and an H on a
piece of paper.
● Students will add final touches to
their timelines, and add three more
important things/events that they’ve
learned about.
● Review for Unit Test: KAHOOT!
Unit Test (Day 15) - Modified Test
● Complete unit test (10 mult-choice, 5 - graphic organizer for essay structure
fill-in, 5 matching, 3 short answer, 1 8-
10 sentence essay response)
● Last class time to finish up
Interdisciplinary Project – Students
will complete their slides for the
Community Event portion of their
project.

Individual Unit Theme:

Subject: ELA Grade Level: 11th
Focus Standards
● 11-12.SL.1- Initiate and participate effectively in a range of collaborative discussions (one‐on‐
one, in groups, and teacher‐led) with diverse partners on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well‐ reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision‐making, set clear
goals and deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or
challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence
made on all sides of an issue; resolve contradictions when possible; and determine what
additional information or research is required to deepen the investigation or complete the
task.

● 11-12.L.6- Acquire and use accurately general academic and domain‐specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
● 11-12.L.1- Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time, and is
sometimes contested.
b. Resolve issues of complex or contested usage, consulting references as needed.

● 11-12.W.9-Draw evidence from literary or informational texts to support analysis, reflection,

and research.
a. Apply grades 11-12 Reading standards to literature.
b. Apply grades 11-12 Reading standards to informational text and nonfiction.

● 11-12.W.6-Use technology, including the internet, to produce, publish, and update individual
or shared writing products in response to ongoing feedback, including new arguments or
information.

● 11-12.W.2- Write informative/explanatory texts to examine and convey complex ideas,

concepts, and information clearly and accurately through the effective selection, organization,
and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new
element builds on that which precedes it to create a unified whole; include formatting,
graphics, and multimedia when useful for comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to
the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and rhetorical techniques to manage the
complexity of the topic.
e. Establish and maintain a style and tone appropriate to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).

● 11-12.RI.1- Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.

● 11-12.RI.2- Determine and analyze the development and interaction of two or more central
ideas over the course of a text to provide a complex analysis or objective summary.

● 11-12.RI.7- Integrate and evaluate multiple sources of information presented in different

media or formats (e.g., visually, quantitatively) as well as in print in order to address a
question or solve a problem.

● 11-12.RI.9- Analyze foundational U.S. and world documents of historical and literary
significance for their themes, purposes, and rhetorical features.

Enduring Understanding Learning Outcomes

Important Concepts: Students will know and be able to do:

● Migration: The constant move to

● Create a journal/diary from the
find jobs perspective of a character from the
● Large families dealing with financial grapes of wrath, using the information
they read from the novel and the
insecurities
information discussed in class
● People having more children = raises ● Create their double entry journals on
more money the book that they have been assigned
● Discuss the effects that the great
● The irony of Hoovervilles in John
depression and the dust bowl had on
Steinbeck's novel, “The Grapes of people at the time
Wrath ● Summarize the causes of the Great
● The enlightening commerce that Depression and their significance to
the characters in the grapes of wrath
(route 66 in The Grapes of Wrath ● Create comic strips of the events in the
and the labor in Esperanza Rising) grapes of wrath, with important details
brought for businesses from the novel
● Determine the reasoning for the
● Family and gender roles in novels characters moving to find employment
The Grapes of Wrath and in the grapes of wrath
● Explain their proposed solutions to a
Esperanza Rising in the 1930s-1940s problem they selected from the great
● The effects of modernization and depression era and how they propose
industrialization on the people at the to solve it by constructing a
presentation of their choosing and
time
presenting it to the class
● The significance of land to farmers
and workers (landowners)

Texts Assessment
THIS SECTION WILL CONTAIN YOUR Formative: Summative
SIGNATURE ASSIGNMENT PART 2:
Selecting and Evaluating Print and Digital ● Padlet ● Podcast
Resources for your Unit ● KWL chart
● Kahoot ● Posters
Type, using the chart, directly in this quizzes
section, ● Interdisciplina
● Entry/exit
OR
Attach completed template at the end. tickets ry project
● Read alouds
● EdPuzzle ● Diary of a
● Flipgrid
● Piktochart character
● Quick Writes,
from The
summaries,
and Grapes of
reflections
● (Silent) Wrath
Discussions
and group
work
● Compare and
contrast charts
Learning Plan: Scope and Sequence Differentiation
Week 1:
● Day 1: Have students talk about ● Reading materials with different lexile
poverty, homelessness and having no numbers (that are easy to read not very
money; introduce them to the two texts complicated) from different sources
being covered in class; introduce them ● independent, pairs and small group
to the unit and the interdisciplinary work (3-4 students)
project; hand out rubrics for the ● Supplying alternative options for
assignments and activities/project; students with hearing aids, vision
have them begin a KWL chart and impairments, kinesthetic learners, and
only fill out the K and W portion ELL’s
● Day 2: Give background info on the ● Different use of media to present
books and authors; context in terms of information (text, videos, pictures,
the historical events that occured in the lecture, presentations)
setting of the books plot; watch video ● Giving multiple options for an
the Great Depression Crash Course, assignment
that is in an Edpuzzle presentation to ● Giving access to slides (content used
ask questions and check for student in class) or anything displayed on the
understanding/ or to provoke thinking projector
amongst the students. ● Providing rubrics/checklists
● Day 3: Introduce the vocabulary of the ● Graphic organizers
unit, this can be by having students ● Quality over quantity (for students that
create vocabulary squares and working cannot write as much compared to
on them in class; will be having a test their peers)
on them by the end of the week; exit ● Ask students to use a recording to
ticket, students will write the book that capture their ideas/thoughts instead of
they want to read and the members having them write their responses if
they want in their teams they struggle to get their ideas onto
● Day 4: Assign students into literature paper
groups and give students the list of ● Pair students accordingly (placing
roles (summarizer, recorder/composer, students that have weaknesses with
presenter, discussion facilitator, students that have strengths in certain
illustrator and vocabulary enricher) areas and vice versa)
that they must have within their group,
students will rotate the roles after
every chapter so that they have the
ability/practice to do each role. Give
students a calendar with the chapters
and double entry journal dates that
they will turn them in or use them in
class. Introduce the double entry
journals and have students complete
them for each chapter of the book.
● Day 5: Have a quiz on Kahoot over the
vocabulary terms (participation points,
use to determine if students understand
the vocabulary); Use the second
informational text (Great Depression:
Gene Smiley) and have students
annotate, write notes, and discuss the
text; have a class discussion on the
article
Week 2:
- Day 6: Have a group discussion
session over what happened, then
afterwards we will have class silent
discussions on quotes or pieces from
the text; build a discussion on what are
some potential themes that we are
seeing. Have students from each group
share their role for the chapters read.
- Day 7: Print and provide the pictures,
students will free write about the
pictures from Voices from the Great
Depression, they will talk/write in
groups about them, examine/analyze
them; then they will go to the
informational text link (American Life
Histories: Manuscripts from the
Federal Writers' Project, 1936 to 1940)
and select one of the essays that they
like best and create a poster about the
main ideas and things that stood out to
them along with a summary on the
essay as well (can take these to work
on outside of class).
- Day 8: Students will share their work
from the previous day to the class; we
will break into groups and have
students discuss using their new roles
and share their findings, questions,
comments about the books, break into
a class discussion on the findings and
any new potential themes in the novels
so far.
- Day 9: Entry ticket-Have students give
you a quick thirty second summary of
what they read along with a potential
theme; students will complete a quick
write on the topic on the board, “how
are the hardships the characters are
facing represented in modern time?
Are they still still present?” students
will get at least five minutes to write;
then they will get into their groups and
as a class we will visit the website
(The Great Depression Brainpop,
video and interactive game site), they
will view the video and on their own
time they can try the interactive game;
they will review their knowledge on
the 1930’s-1940’s era; the teacher will
read aloud the picture book Children
of the Great Depression, stopping to
ask students questions and instructing
them to ask their shoulder partner their
thoughts, will have a class
conversation once it is over; students
will get in their book groups and talk
about what they read, any questions
they developed and any comments.
- Day 10: Students will get in their
groups and discuss; will have a class
discussion on any new themes or
further evidence for themes mentioned
in other classes; have students share
from each group; go through a few
examples of important points in each
of the two texts; assign students to
create a diary from the perspective of a
character from the book, the entries
must be two pages each and they must
have at least five entries, can include
sketches and drawings.
- Week 3:
● Day 11: Have students on Padlet
brainstorm some ideas for problems in
their novels and include a few
sentences explaining why, can also use
images to support their thoughts;
Explain the podcast assignment that
students will create in their groups,
they will take one real world problem
from their novels and determine
solutions for them; they will all have to
speak in the podcast and ask questions
to one another; they will have to write
this into an essay format and will
submit these ditally, students can take
the time to research the web and find
scholarly articles to prove their points;
students will get a chance to get in
their groups and also discuss the
content that they read and any
questions/comments they may have;
will spend at least fifteen minutes
showing examples of what students
could do for their podcasts
(technology).
● Day 12: We will have students start a
conversation about their books in
groups as to what they thought about it
and whether they liked it (students
should have finished books by now)
we will discuss if there were any more
themes, the endings to the books, any
comments and questions that the
students had; students will create a
visual for their books in groups; can
use piktochart or a poster for their
book summaries; (optional: for extra
credit students can create a piktochart
for their podcasts (individually) and
submit it alongside it).
● Day 13: Students will share their
creations (summaries) and collaborate
on the compare and contrast chart on
the board; students that read each
book will write in their own section
what was unique to the book and
different; if there is any time left over
it will go to questions/comments about
the activity we did in class or for
students to work on their
interdisciplinary assignment, podcasts,
or any other assignment they did not
do.
● Day 14: Review the interdisciplinary
project and have them work on it in
class; students can also regroup and
work on their podcast in their teams
● Day 15: Instruct students to continue to
work on their interdisciplinary project
and their podcasts; will spend the day
working on these; students will do an
exit ticket, where they reflect on the
unit what they learned, one thing they
knew and one thing they didn't know,
one thing that shocked them

Resource Lexile Author / Link to original or How will resource be used Evaluation (you must answer
Publisher citation in APA in class- describe whether each question for each source):
Format it will be used as:
19. Is this a reliable source for
● Read Aloud, the resource?
● Collaborative 20. Is the author an expert?
reading, Credentials?
● Independent 21. What year? Is this the most
research, recent information or is
● Other-BE SPECIFIC there a reason for using an
older resource?
22. Original purpose of the
resource (inform, persuade,
entertain)?
23. Is there is bias? Is it
appropriate to have a bias
for this material (as in, does
it fit the purpose of the
unit?)?
24. Why is this material
appropriate to the unit?
How this resource will help
students reach your planned
objectives?
Website #1 600L-700L BrainPop Great Depression. Independent work, 18. Yes this is a reliable
(n.d.). Retrieved students will watch the source, it is a site that was
The Great November 10, 2018, video as a class but will be made with historians and
Depression from writing down notes as the experts on the events that
Brainpop, https://www.brainpo video plays. transpired.
video and p.com/socialstudies/u 19. Although there isn't exactly
interactive shistory/greatdepressi (Students can play the credentials, there is
game site on/ interactive game in their information that links the
own time, that allows content being written/
them to take the role of created by historians, that
two siblings that are trying know a great deal about the
to survive the events of subject, they also
the great depression collaborate in order to
although they are make the content.
farmers.) 20. There is no exact date when
this was published,
however the material is
constantly being edited and
adapted to make sure that it
is truthful. However the
content has been on for
some time now, the
relevance of using this old
resource is that it contains
actual historical events that
occurred and the
information is not outdated
21. The original purpose was to
inform others about what
the topic was and how it
impacted people at the
time. It also adds a bit of
humor for entertainment
but it is still purely
informational.
22. There is slight bias in that it
blames individuals and the
government for what is
happening at the time;
however the amount of bias
that is shown is appropriate
and fits the concepts being
explored in the unit.
23. This material is appropriate
to the content/unit in that it
is a quick video along with
other resources that support
the idea and demonstrate
that people had struggled at
the time. It also helps
students reach the
objectives of the units in
that it gives them other
means if they wish to
continue and act on their
curiosity an interactive
game that allows them to
see the effects of the great
depression from different
views. There is also videos
that summarize and explain
certain policies and actions
that occured at the time.
Website #2 n/a The Library of The Grapes of This would be used for 19. This would be a reliable
Congress Wrath: Voices from pair work (students will source because these are
Voices from the Great Depression examine the photos and images that were taken
the Great Lesson Overview. chose one that they like from the time period. There
Depression (n.d.). Retrieved where they will inturn is also the information of
November 10, 2018, write a free verse poem the context of the
(photos)
from about it and then photographs. It also
http://www.loc.gov/t individually reflect on the provides the title of the
eachers/classroomma emotions they felt photographs, they are on a
terials/lessons/migran observing the photos) database that is all about
t/ that particular time.
20. These are photographs so
they cannot really be an
expert or have credentials,
although the source where
they were found is like a
type of encyclopedia.
21. There is no particular year
that these were published,
the site is constantly being
edited however, the
photographs came from the
1930’s-1940’s, some have
the year they were taken.
Using an “older resource”,
iis meant to have students
reflect on the people and
see that there was hardships
for actual people that they
can see in the pictures.
22. The original purpose of the
resource is to inform and
display the people of the
time and some of the
customs that they had as
well as their appearance
during that age.
23. There is no bias in this
source, these are
photographs and depending
on how they are used, can
have a bias, but by
themselves there is no bias.
24. The material is appropriate
to the unit in that it shows
visually and with minimal
words the conditions that
people were exposed to at
the time. This resource
makes students reach the
objective of having a
conversation, about what
they see and analyze the
pictures, to get a real life
example of what people
went through.
Informational 1300L - The Library of Banks, A. (n.d.). This would be used as a 19. This is a reliable source
Text #1 1400L Congress Introduction | reading to do in groups because the individual that
Articles and Essays | during class, where created the informational
American American Life students would get an text was a scholars who
Life Histories: Histories: essay and be given time to focused on that particular
Manuscripts Manuscripts from the collaborate and create a time period.
from the Federal Writers' poster with words and 20. The authors are not clearly
Federal Project, 1936-1940 | visuals to summarize the named, but many
Writers' Digital Collections | content for the rest of the individuals collaborated
Project, 1936 Library of Congress. class. and created the several
to 1940 Retrieved November essays that are in this
10, 2018, from collection. There are no
https://www.loc.gov/ credentials attached to the
collections/federal- several essays.
writers- 21. There is no clear year when
project/articles-and- these were published but
essays/introduction/ they were written in the
1930s-40s. Using these
essays although they are
old resources is that it
allows students to take a
look at some of the things
that went on at the time and
were considered to be
significant to the authors/
creators.
22. The original purpose of the
resource is to inform others
about the events that
occurred at the time as well
as the give some of the
details that people had to
struggle with and do in
order to survive at the time.
23. There is bias, because some
of the essays were written
by people at the time.
However, this helps to
show the views from the
people and not from
government agencies or
anyone that did not suffer
at the time.
24. This material was
appropriate to the inti
because it gives first hand
accounts of the conditions
the people had to undergo.
This will help students
reach the objective because
they will be exposed to the
experiences that people at
the time lived through at
the time. It also provides a
sense of reality to the unit.
Informational 1200L - Econlibs Smiley, G. (2011). This would be used as a 19. Yes the source has
Text #2 1300L Great Depression. text that would be read in information on a historical
Retrieved November class in small groups, time period, he is a
Great 10, 2018, from where we would create a professor in history and has
Depression: https://www.econlib. visual (mind map) of all written other works about
Gene Smiley org/library/Enc/Great the details that happened this topic, as well as similar
Depression.html not just here in the U.S topics in other countries as
but in other areas of the well.
world as well. 20. The author is an expert, he
is a professor in Marquette
University, he also has a
P.H.D. in economics and
was president of The
Economic and Business
Historical Society.
21. This source does not clearly
say when it was written but
it is thought that it was
published within 2011 or
so, through another source
it gives an approximate
year when it was published
by Smiley on the site.
22. The original purpose of the
resource is mainly to
23. In regards to bias, I
definitely think that there is
but it can still be applied to
the unit.
24. The content is appropriate
to the unit in that it applies
to the content and it is also
does a very well job of
presenting the information
that students should know
in terms of context and
background.
Online Video 700-800 Crash Course https://youtu.be/GCQ This would be used for 13. This is a reliable source, in
fMWAikyU independent work/ that it has a few people that
The Great research, students would really looked into the
Depression: watch this at home and jot subject and were experts.
Crash course down the important events 14. The authors are experts that
and come prepared the create the content and make
next day to share their the script, however the
findings and opinion on speaker is not exactly an
the significant events/ expert. There are no clear
details. credentials about the
authors but they do have
degrees on the subject area.
15. This was published on
October 10, 2013; this is
the most recent information
in regards to the topic. The
reason that an older
resource is being used is
because the video itself
conveys the type of
information that is easy to
understand and relates to
the unit and its goals.
16. The original purpose of the
video is mainly to ensure
that it is informing others
of what happened, events,
and why they are
significant. It is also a bit of
entertainment in that it uses
humor but it does so to
make the content more
intriguing.
17. There is some sort of bias
in the video, because it
blames the government for
some of the actions that led
to the great depression, etc.
This level of bias is okay
considering that we are
more interested in how
people were affected.
18. This material is appropriate
to the unit because it helps
to reinforce the concepts/
information that are
required to provide context
for the novels. This will
help students to understand
how exactly these events
are related to the events of
the book, or why certain
things/ decisions are made
in the novels because of the
historic events.
Children’s 700L - Russell Freedman, R. (2010). This would be a read 20. This is a reliable source
book 800L Freedman/H Children of the Great aloud, while students are because it has information
Depression. HMH listening to the story being that is accurate (historians
Children of MH Books Books for Young read they are thinking and recommend book) and also
the Great for Young Readers. jotting down a few notes on other sources, so it is
Depression Readers or questions for a class also consistent.
discussion. 21. The author has written on
the subject before, and has
received awards for doing
so. Does not exactly have
the credentials.
22. The book was published in
2005 but has been
reprinted. Book can still be
applied to the material that
is being learned in modern
time.
23. The original purpose of the
resource is to inform about
the events that took place at
the time.
24. There is some level of bias
but it is not really affecting
the unit negatively. SImply
provides emphasis for the
people views.
25. Material is appropriate to
the unit because it helps to
reinforce the concepts/
information that are
required to provide context
for the novels.
Trade book 900L - John Steinbeck, John. This would be an in class 19. This is a reliable source, it
#1 1000L Steinbeck/ The Grapes of read as well as a contains some information
Wrath. Penguin independent reading that is historically
The Grapes of Penguin Publishing, 2008. assignment that they will accurate.
Wrath Publishing need to do outside of 20. The author has never
class. (In class we may written about this per say
reference and return to but has mentioned it before.
reread some 21. The book has been
key/questionable points in rewritten and published
certain chapters.) multiple times. Book can
still be applied to the
material that is being
learned in modern time.
22. The original purpose of the
resource is to inform about
the events that took place at
the time.
23. but it is not really affecting
the unit negatively. SImply
provides emphasis for the
people views.
24. Material is appropriate to
the unit because it helps to
reinforce the concepts/
information that are
required to provide context
for the novels.

Trade book 600L - Pam Munoz Ryan, Pam Muñoz. This book would actually 19. This is a reliable source, it
#2 700L Ryan/Scholas Esperanza Rising. be an other for the class contains some information
Scholastic Press, and unit (there are some that is historically accurate.
Esperanza tic Inc.
2018. things that students may 20. The author has never
Rising not find comforting written about this per say
reading in The Grapes of but has mentioned it in
Wrath, so I want to have their work.
the option available in 21. The author has published
case there are some the book and has had it
students that would like to reprinted many times. Book
read a novel that is not as can still be applied to the
intense as it can get at material that is being
times. I can make this an learned in modern time.
alternative reading option 22. The original purpose of the
and have a few students resource is to inform about
read that book instead, so the events that took place at
no one is isolated from the the time.
rest. The book still applies 23. but it is not really affecting
to the concepts we are the unit negatively. SImply
exploring, so it doesn't provides emphasis for the
deviate from the goal of people views.
the unit. ) 24. Material is appropriate to
the unit because it helps to
reinforce the concepts/
information that are
required to provide context
for the novels.

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Cup Project 2

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Cup Project 2

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Unit Theme: The Human Condition Under Economic Hardship

Grade: 11th Grade

Enduring ● Employment Theme-Related ● How can I

Interdisciplinary Community Service Group Project

Requirements: At least one full page of text, single spaced, must

Individual Unit Theme: “Planning for Short-Term and Long-Term Goals”

Learning Plan: Differentiation

Individual Unit Theme: “Living on your own” mini project

Enduring Understanding Learning Outcomes

Ehrenreich, B. (2010). Nickel and dimed:

Learning Plan: Scope and Sequence Differentiation

Week One Topics: Money & Finance Journal:

Budget items surrounding Savings,

Rationale for why you believe that

Bibliography to show where

Insurance for car/ and any other

Some questions to take into

- If together with a roommate/ partner you

Individual Unit Theme:

Enduring Understanding Learning Outcomes

Learning Plan: Scope and Sequence Differentiation

Week 1: Introduction to the Great Depression

Week 2: Life During the Depression

Week 3: Reform and Recovery

Individual Unit Theme:

● 11-12.W.9-Draw evidence from literary or informational texts to support analysis, reflection,

● 11-12.W.2- Write informative/explanatory texts to examine and convey complex ideas,

● 11-12.RI.7- Integrate and evaluate multiple sources of information presented in different

Enduring Understanding Learning Outcomes

● Migration: The constant move to

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