Staying In-the-Know
with Ms. Cloyd & Mrs. Drayton
The Academy of Environmental Sciences at DFES: Title I
2.27.14
Interims will come home tomorrow- please sign & return on Monday
VIP Folders
Working on our Lessons :-)
Literacy & SS w/Mrs. Drayton
This week and next week, we're investigating the multiple perspectives and experiences of people who lived during the Great Depression. After reading and using evidence from literary texts and primary documents, your child will decide if they defend or refute various claims of the time period.
At the end of this unit, students should be able to answer the following informational prompt in essay format and understand the concepts of social studies standards 5-4.2 and 5-4.3.
According to these texts, what effect did the Great Depression have on people who lived through it? Be sure to use evidence from the texts to support and develop your thinking.
To achieve this, during writing workshop, we will work on using supportive evidence from the read alouds and primary documents we analyzed to practice forming responses that have the following components:
•Has a clear introduction
•States a focus/topic clearly, precisely, and thoughtfully
•Uses specific evidence from the text(s) to support and develop the topic
•Concludes effectively
•Uses precise language
•Shows control over conventions
Social Studies Standards covered:
5-4.2 Summarize the causes of the Great Depression, including overproduction and declining purchasing power, the bursting of the stock market bubble in 1929, and the resulting unemployment, failed economic institutions; and the effects of the Dust Bowl.
5-4.3 Explain the American government’s response to the Great Depression in the New Deal policies of President Franklin Roosevelt, including the Civilian Conservation Corps, the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Act.