Zones+of+Intervention

=Collaboration and Zones of Intervention=

Milford, CT Social Studies Curriculum - Grade 10: Survey of America:
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Zones of Intervention:
SS.1.12-Historical Thinking SS.2.12-Local, United States And World History SS.3.12.10-explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world. SS.1.12.3-interpret oral traditions and legends as 'histories'; SS.4.12-Applying History SS.4.12.4-display empathy for people who have lived in the past SS.4.12.5-describe relationships between historical subject matter and other subjects they study, current issues and personal concerns. SS.14.12-Economic Systems || Students will be able to: - Relate their own lives to people who lived in through the great depression. - Assess the impact of the Great Depression on all different types of people. - Understand the programs in the New Deal. || Students will be asked to find first person accounts of people living during the great depression. In particular, students will be asked to look within their own family history to find accounts.
 * Content Standard || Expected Performance || Library-based Authentic Task: ||
 * 1

Students will then create an interactive site which relates the people they learned about to people today. In what ways is the economic crisis we are living through similar and different? Students may share a personal experience that relates or choose something that has been recently reported in the news.

OR

Students will learn about the programs in the New Deal. What worked for people and what didn't? What New Deal Programs are still in place today, and which were discontinued? Write a persuasive letter to your local congressperson suggesting bringing back a New Deal program that was discontinued that you believe could help America now, or write to them asking them to put an end to a New Deal program that is currently in place that you believe has done more harm than good. Cite evidence to back up your claim that they can use to present the case to the rest of congress. || SS.1.12-Historical Thinking SS.2.12-Local, United States And World History SS.4.12-Applying History SS.4.12.5-describe relationships between historical subject matter and other subjects they study, current issues and personal concerns. SS.3.12.10-explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world. || Students will be able to: - Analyze and interpret political cartoons. - Place the cartoons in the larger context of the war and the events surround the war. - Understand the influence these types of cartoons have on people. - Use modern technology to create their own political cartoon. || Students will be asked to study the political cartoons and other subtle propaganda used during WWII. Students will analyze how these types of cartoons influenced people (if they did).
 * 2

Then using new technology students will create their own political cartoons from WWII. || SS.1.12-Historical Thinking SS.1.12.5-describe the multiple intersecting causes of events; and SS.1.12.6-use primary source documents to analyze multiple perspectives. SS.3.12.10-explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world. || Students will be able to: -Show knowledge and understanding of key events and issues of the Civil Rights Movement through their use of primary source documents and artifacts. -Analyze different roles in the Civil Rights Movement. -Use technology to share knowledge. || Students will be asked to summarize what they have learned about the civil rights movement by creating an interactive timeline featuring biographies of important people and pivotal events. Students will be required to find primary source documents, and examine events from multiple points of view.
 * 3

Students will be asked to find primary sources from the civil rights era and select one of the following options to share knowledge gained from the primary sources:

Create an underground newspaper issue reporting key events in the civil rights movement, from across the nation. Or Create an online virtual exhibit about the civil rights movement.

SS.4.12-Applying History SS.4.12.5-describe relationships between historical subject matter and other subjects they study, current issues and personal concerns ||  || Japanese internment/prejudice after bombing of Pearl Harbor-- parallels to prejudice and unfair treatment of Muslim-Americans/Arab-Americans in Post-9/11 U.S.? ||
 * Primary sources can include interviews with family or friends of family that participated in the Civil Rights Movement or their photographs, journals, etc. ||
 * SS.2.12-Local, United States And World History