Backwards-design Lesson Plan Template: Unit 8

Stage 1 – Desired Results
Content Standard(s):
ⓈUSH.18A Discuss the role of American entrepreneurs such as Bill Gates, Sam Walton, Estée Lauder, Robert Johnson, Lionel Sosa, and millions of small business entrepreneurs who achieved the American dream.
ⓇUSH.27A Explain the effects of scientific discoveries and technological innovations such as electric power, telephone and satellite communications, petroleum-based products, steel production, and computers on the economic development of the United States.
ⓈUSH.27B Explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines.
ⓇUSH.27C Understand the impact of technological and management innovations and their applications in the workplace and the resulting productivity enhancements for business and labor such as assembly line manufacturing, time-study analysis, robotics, computer management, and just-in-time inventory management.
ⓇUSH.28A Analyze how scientific discoveries, technological innovations, and the application of these by the free enterprise system, including those in transportation and communication, improve the standard of living in the United
ⓇUSH.13A Analyze the causes and effects of changing demographic patterns resulting from migration within the United States, including western expansion, rural to urban, the Great Migration, and the Rust Belt to the Sun Belt
ⓇUSH.17E Describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system such as the Organization of Petroleum Exporting Countries (OPEC) oil embargo, the General Agreement of Tariffs and Trade (GATT), and the North American Free Trade Agreement (NAFTA).
ⓇUSH.10D Describe U.S. involvement in the Middle East such as support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis.
ⓇUSH.11A Describe U.S. involvement in world affairs, including the end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror.
ⓈUSH.19E Evaluate the pros and cons of U.S. participation in international organizations and treaties.
evidence
Understanding (s)/goals
Students will understand that:
I can explain the effects of electric power, telephone, plastics and other petroleum-based products, steel, computers, transportation, communication and other innovations on economic development and the standard of living.
I can analyze how specific needs in the economy or society drive discovery and technologic innovation such as advanced fertilizers to improve crop yield in agriculture, new weapons for the military, new vaccines and other medical breakthroughs and consumer products such as cell phones, personal computers or GPS devices.
I can define entrepreneur and tell how American entrepreneurs such as Bill Gates, Sam Walton, Estee Lauder, Robert Johnson, Lionel Sosa and others prospered.
I can analyze the effect of the assembly line, time-study analysis, robotics, computer management, and just-in-time inventory management on increased productivity in the workplace.
I can analyze the causes and effects [push/pull factors] of internal migrations in the United States including a review of westward expansion, the rural to urban migration of the early 20th century, the Great Migration of African-Americans North and West, and the Rust to Sun Belt migrations of the late 20th century.
I can analyze the impact of OPEC, GATT, and NAFTA on U.S. international trade policy.
I can describe how support for the nation of Israel, the Camp David Accords, the Iran-Contra Affair, the presence of Marines in Lebanon, and the Iran Hostage Crisis are examples of ways in which the United States is involved with countries or issues in the Middle East.
I can describe how the Persian Gulf War, the crisis in the Balkans, the events of 9/11, and the global War on Terror [Iraq and Afghanistan] are all examples of US involvement in world affairs.
I can evaluate the pros and cons of US involvement in international organizations and treaties. / Essential Question(s):
How do characteristics of the free-enterprise system such as economic freedom, competition, opportunity, and a wide variety of products help lead to innovation and technologic breakthroughs?
How does demand in the market-place lead to improved products for consumers?
What push/pull factors directly impact migration and immigration patterns? Cite examples to support your thinking.
How so ESPN factors affect migration and immigration patterns?
Which, if any, of the following incidents justified U.S. intervention and action: support for Israel, the Camp David Accords, the Iran-Contra Affair, Marines in Lebanon, and the Iran Hostage Crisis, end of the Cold War, the Persian Gulf War, the Balkans Crisis, 9/11, and the global War on Terror? [This question lends itself to spectrum analysis by placing a sign on one side of the room that says U.S. SHOULD intervene and on the other that states U.S. should NOT intervene. After discussing each event, state the event aloud and have students move to the part on the spectrum with which they agree…and defend their stance.]
Student objectives (outcomes):
Students will be able to:
  • Be able to answer questions concerning content about the free enterprise and U.S. interference in foreign countries.
  • Students should be able to make a stance on various U.S. intervention around the world and support the stance with specific examples.
  • Students will be able to compare entrepreneurs of the Gilded Age to current entrepreneurs.
  • Students will be able to communicate the changes made by technology and predict future changes.

Stage 2 – Assessment Evidence
Performance Task(s):
  • Analyze the causes of technological advances.
  • Analyze the result of technological advances in the areas of agriculture, medicine, manufacturing, ect.
  • Evaluate the changes made by advancing technology, the growth of business.
  • Apply real current examples to free enterprise characteristics
  • Evaluate the effectiveness of U.S. intervention in different global situations.
/ Other Evidence:
  • Entrepreneur vote – magazine cover
  • Spectrum lecture
  • Apply push and pull labels to review material
  • Summative test
  • Formative assessment in the form of warm ups and do nows

Stage 3 – Learning Plan
Learning Activities:
Monday: 3/18
Review History using “We Didn’t Start the Fire”
Categorize each item in the song - ESPN / Tuesday:
Explore trough gallery walk...early, middle, present technology in the areas of agriculture, communication, transportation, medicine,
Lifestyle, manufacturing / Wednesday:
Lecture notes – the characteristics of a free enterprise system.
Have students find examples of each
Teach entrepreneurs
Have class vote for favorite by designing magazine covers. / Thursday
Lecture notes – the characteristics of a free enterprise system.
Have students find examples of each
Teach entrepreneurs
Have class vote for favorite by designing magazine covers: / Friday:
Review push and pull factors. (Interviews)
Westward expansion
New immigrants
Great migration
Rustbelt – Sunbelt
Katrina
Monday: 3/25
Library or other research
Changing Culture through art.
Group work –
Share research with classmates. / Tuesday:
History frames –goups
Begin outline notes so each student has all info. / Wednesday:
Finish outline notes
Do SPECTRUM activity in conjunction with documents from the time period. / Thursday:
Finish outline notes
Do SPECTRUM activity in conjunction with documents from the time period. / Friday:
GOOD FRIDAY
SCHOOL HOLIDAY
Monday: 4/1
(STAAR TESTING THIS WEEK, POTENTIAL SCHEDULE CHANGES)
Quiz / Tuesday:
Powerpoint – Foundations of American Economics
Handout – Government and the economy / Wednesday:
Benefits and Costs of Globalization.
Powerpoint – Images of International Trade
Collage of International Trade / Thursday:
Benefits and Costs of Globalization.
Powerpoint – Images of International Trade
Collage of International Trade / Friday:
Review – Redo “We Didn’t Start the Fire” with examples from this unit

Monday, 4/7 – Share Rewrites of “We Didn’t Start the Fire”

Tuesday 4/8 – Test – Change Over Time

DIFFERENTIATION (I-3)

How will I scaffold and/or accelerate learning? For whom? How will I group my students?

SCAFFOLD:
ACCELERATE:
GROUP: