Tuesday 2/13

New Deal Program Partner Presentations (NDPPP)

Today (Tuesday) is your first day of research. You'll want to start by clicking the link below, finding your New Deal program you were assigned. Read through the summary given, and if your act has additional links listed at the bottom under "Sources," you should also take a look at those ones before moving on to independent research. You should be taking notes (paper or digital) and talking through the sources/information with your partner as you go.
Homework: Find 3-5 new sources to help support your investigation into this program

Wednesday: Considering specific questions and beginning to determine what is most important and should be included in your presentation. Finding sources if necessary.
Homework: Beginning your visuals

Thursday: Planning out your presentation. Completing visual / creating carsd
Homework: Rehearsing.

Friyay: Presentations and completing notecatcher.


New Deal Programs (<- this is a link)

Public Works Administration (Rebecca & John) (Cheyenne & Raven)
Securities Exchange Act (Isaiah & William) (Thea & Steven P)
Indian Reorganization Act (Destiny & Andru)
(Jahlina Marcus)Tennessee Valley Authority (Phillip & Christian) (Daniel L & Ruth)
Civilian Conservation Corps (Jaylene & Yazlynn) (Tamia & Michael)
Federal Emergency Relief Act (Nathan)
Social Security Act (Ian & Daniel) (Riah & Kyrali)
Federal Deposit Insurance Corporation (Josh & Joseph)
Glass-Steagall Banking Act (Mark & Ernie)
Federal Emergency Relief Administration (Nathan & Khassad) (Demetri & Leo) (Kaeli & Steven) (Ijah Cheyenne)
Puerto Rico Reconstruction Administration (PRRA) (1935) (S.Alexander) 
(Estefania Delphine)Agricultural Adjustment Act (AAA) (Anthony & Gabby)
National Industrial Recovery Act (NRA)
National Labor Relations Act (NLRA)
National Housing Act  (Tiana & Jaykwon)
Farm Credit Act 
Federal Project Number One (Federal One) (Roderick & Eddie)(Bridget Nate)
National Youth Administration (NYA) (Marc & Da-sha, Tahje)
US Armed Forces and National Defense Industries (Tatiana & James)(Lexie Mahrosha)
Homeowners Loan Act (Janell & Deshaun)
Civil Aeronautics Act (Desiree Riley)
Federal Arts Project  (Kailey Adam)
Virgins Islands Company (Barrett Delbert)
Emergency Banking Relief Act (Dejah Victoria)
Gold Reserve Act (Veenceeenteeee Makayla)
Treasury Relief Art Project (Michaela Haley)




Presentation Expectations
Honors: 1 to 2 minutes
CP: 2 to 4 minutes

Requirements
[  ] Both partners contribute in an equitable way
[  ] Visual (Powerpoint / Prezi / Google Slides) 5 - 8 slides + "cover" slide
[  ] Notecards to provide talking points / guide presentation (you should not be reading off slides)
[  ] Includes historical photos and bulleted information
[  ] Includes WHEN the program was in place, and what impact it has today (or if it is still around  
     today)
[  ] includes the PURPOSE of the program - why did this program exist? Was it for relief, recovery, 
     or reform?
[  ] Was there any controversy over this program? (like: were a lot of people for or against it at any 
     given time? Was there any legal challenge to it, like in the Supreme Court?)
[  ] If relief, who benefited from this program and what did they get? For how long? 
[  ] If recovery, what specifically was being "fixed"?
[  ] If reform, did how long did the reforms implemented last? Are they still in place? Are they any 
     different now than they were then?
[  ] Did this program achieve its goals? Why or why not? What obstacles did the program face?
[  ] Who were the key people involved in this program?
[  ] What LOCAL connections can you find with this program? Was it in Massachusetts? Western
     Mass? Springfield?
[  ] Should use at least 5 strong sources (source slide at end of presentation)

Grading: 
Learning Target 1: I can assess the social, political, economic and military conflicts that faced "the Greatest Generation."
ST1: I can analyze a complex text (RESEARCH)
ST3: I can clearly convey information and ideas through effective organization (PRESENTATION)
ST4: I can produce clear and coherent writing (VISUAL)

Monday 2/12

https://www.sec.gov/spotlight/sec-employees/psrw50ways.pdf

While you read your assigned article, complete the following task

1. Take notes on the article - no more than a page
2. Focus your notes around the following questions
1. How big is government?
2. What does government do?
3. How much does the government spend?
4. How many people does the government employ?
5. What does the government do that is GOOD?
6. What does the government do that you think might be unnecessary

Group 1

https://www.washingtonpost.com/news/the-fix/wp/2016/02/13/what-we-are-talking-about-when-we-talk-about-the-size-of-government/?utm_term=.90bdbc518eed

Group 2

https://www.washingtonpost.com/news/powerpost/wp/2017/10/03/how-big-is-the-federal-workforce-much-bigger-than-you-think/?utm_term=.1bae080b7877

Group 3

http://www.businessinsider.com/how-big-is-our-government-2012-7?op=1/#eryone-hates-the-government-these-days-all-those-lazy-faceless-bureaucrats-taking-our-money-wasting-it-racking-up-huge-debts-we-cant-afford-to-pay-1

Group 4
http://bigthink.com/strange-maps/291-federal-lands-in-the-us


Group 5
https://www.opm.gov/policy-data-oversight/data-analysis-documentation/federal-employment-reports/reports-publications/sizing-up-the-executive-branch-2015.pdf



11.6 Shared Doc

Friday 2/9/2018

DEBRIEF SURVEY CLICK HERE

Homework: 1 page from the end of the packet. Type or write. Whole packet and written piece due Monday

Thursday 2/8 (2 hour delay)

DLT. I can solidify my group’s talking points around the New Deal

Do Now: Sit in your groups. Take the first 8 minutes to share-out where you are and what gaps may still remain in your discussion preparation.

Classwork:

Prepping for our discussion tomorrow)

1----The quotations and explanations (back board)

2----The opposing view research on each document (predicting and planning responses to opposing arguments)

3----Reviewing the New Deal Powerpoint (see blog) for more context / information to support your argument

------ Planning out responses and thought processes around guiding questions

                               -What EXACTLY does it mean for a government  

                                  program to be successful?

                               -What do you see as being the GOAL of the New Deal?

                               -How do your responses to these questions support the correctness

                                of your arguments?

Homework:  Discussions tomorrow (LT grade) + written response to follow over weekend.

CT: respect

HOW: 2

Here is the back board from class to help with your work

Friday 2/2

Today we have an introductory lecture on the NEW DEAL.

We will also go over the midterm exam.

THE NEW DEAL PPT

Homework: Essay Due Tuesday (work time Monday)

Tuesday 1/30

Today's post has a lot of redundancy from yesterday, but with links! yay!

Assignment Sheet with Rubric

Sources from class listed below. Dates indicate date on blog when each was posted, but now there are links, so you should be good just using this page.

Video

• The Great Depression Part 1 (1/26)
• 1920s Consumerism (1/24)
• Great Depression Rap (1/24)
• Crash Course #33 (1/24)

Class Docs

• Lecture (powerpoint) (1/26)
• Shared Hypotheses (1/25)
• Various Docs / Data Sets #1-21 (1/26)

Planing Documents

• 1st Draft (due 1/25) - with limited info
• 2nd Draft (due 1/26) - with a little more info
• Supporting / Undermining Evidence Tracker (1/25)
• Quote Recording Form (1/26)

Criteria for Success 

(based on all classes' input)

• [    ] 2 pages (1 ¾ pages  - 2 ½  pages)
• [   ] Uses at least 3 sources AND CITES THEM (No Works Cited Page Needed, Limit yourself to the sources provided. Informal citation is fine [e.g. “foreigners invested more money in the United States than Americans invested in other countries – about three thousand million dollars more” (Data Set 19).]
• [  ] claims made and backed with evidence
• [  ] evidence is explained
• [  ] strong introduction
• [  ] strong conclusion
• [  ] strong and varied transitions
• [  ] hypothesis / thesis / overarching claim given at the beginning that is CLEAR and is PROVEN
• [  ] mechanics are correct, sentence structure is strong, and shows variety in phrasing and word choice
• [  ]  organization makes logical sense*
• [  ]  Editing and revision process shows growth

Mon 1/29 – Planning

Tues 1/30 – Full Class writing block

Wed 1/31 – Editing

Thurs 2/1 – Full Class Revision Writing Block

Friday 2/2 – Move on to New Deal

Monday 2/5: Final in-class day for work time.

Tuesday 2/6 – Writing assignment Due (beginning of class)

Monday 1/29

Today we will create our plans for our writing assessments using the documents, lecture, and videos from the last 3 classes. Specific order of planning includes

1. Planning out intro with thesis/overarching claim
2. Selecting arguments and evidence
3. Outlining ideas pre-write

The Do Now

Instructions for writing assignment

Homework: Be prepared for full-class writing session tomorrow

Sources from class. Dates indicate date on blog when each was posted.

Video

• The Great Depression Part 1 (1/26)
• 1920s Consumerism (1/24)
• Great Depression Rap (1/24)
• Crash Course #33 (1/24)

Class Docs

• Lecture (powerpoint) (1/26)
• Shared Hypotheses (1/25)
• Various Docs / Data Sets #1-21 (1/26)

Planing Documents

• 1st Draft (due 1/25)
• 2nd Draft (due 1/26)
• Supporting / Undermining Evidence Tracker (1/25)
• Quote Recording Form (1/26)

Criteria for Success (based on all classes)

• [     ] 2 pages (1 ¾ pages  - 2 ½  pages)
• [   ] Uses at least 3 sources AND CITES THEM
• [   ] claims made and backed with evidence
• [   ] evidence is explained
• [  ] strong introduction
• [  ] strong conclusion
• [  ] strong and varied transitions
• {  } hypothesis / thesis / overarching claim given at the beginning that is CLEAR and is PROVEN
• |  | mechanics are correct, sentence structure is strong, and shows variety in phrasing and word choice
• <  >  organization makes logical sense*
• [  ]  Editing and revision process shows growth