S3+Dunne+Kaisha

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intraperosnal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Understanding), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Facet of Understanding - Students will be able to ...) and Product.

=Lesson 1= 2. The students will begin class by the teacher showing them a video on [|The Great Depression] (**HOOK**). 3. Students will know the Roaring 20's, the Automobile, the Model T, the Assembly Line, Ford, the Bonus Army, Bonus Checks, WWI, the Economy, Hoover, Gen. Palmer, Carnegie, and Rockefeller (**EQUIP**). Students will do a KWL for a pre-assessment and a Time Order chart to organize notes on (**EXPLORE**). The students will do a Three- Minute Review to check their work with other students to see if they have everything down (**EXPERIENCE**). 4. Students will organize their notes during class in a Time Order chart (**REHEARSE**). Students will do a Three- Minute Review to check their work with other students to see if they have everything down (**REVISE**). Students will create an Inspiration chart based on their notes (**REFINE**). Students will add extra information from the resources and link provided in class by the teacher (**RETHINK**). 5. The students will hand in a paper copy of their Inspiration document and it will be graded based on a checklist of ideas that are necessary (**EVALUATE**). 6.**Verbal:** Their groups will discuss their notes and see if they are filled in fully. 7. After the students have been given a lesson plan on the factors leading up to the Stock Market Crash and the Great Depression, they will then be given links and outside resources to provide further expansion on the factors and organize it into a Inspiration document. In the Inspiration document explain that history includes the study of past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about present and future. For: Great Depression. Product: Inspiration Document (**ORGANIZE**). || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand the major factors leading into the Great Depression (**WHERE**). The reason we're doing this today is to look at the economy and then and see if we are on the same path (does it relate to today (**WHY**). //**Students understand major eras, major enduring themes, and historic influences in United States and world history**// (**WHAT**).
 * Logical:** The students will research, expand on, and organize the data presented on the factors leading up to the Depression.
 * Intraperosnal:** They will be discussing with other students their notes, comparing and sharing their notes and opinions and then organizing it.

9. The students will enter the classroom and there will be a blog up on the screen (**HOOK**). 10. Students will know: Economy, The Stock Market Crash, Hoover, and FDR (**EQUIP**). The students will examine the Stock Market Crash and place it into a Fact and Opinion chart (**EXPLORE**). Students will reflect in group discussions by using the Think-Pair-Share process before putting it into a blog that will serve as a reflection journal throughout the entire unit (**EXPERIENCE**). 11. Students will examine the topics in class in a Facts and Opinions chart (**REHEARSE**). The students will through a Think-Pair-Share process in class to go over the crash (**REVISE**). The students will be able to react to the classwork in their blog for the teacher to look at and comment on (**REFINE**). The students will continue to blog throughout the unit about reactions to the work in class and be able to edit the suggestions in the comments (**RETHINK**). 12.The students will have developed a full blog based on their reactions by the end of the semester (**EVALUATE**). 13. **Verbal:** The students will be writing a blog. 14. The students will create a blog to keep up with throughout the unit based on the topics discussed in class and the last blog is a reflection on if this could happen again. For: The Great Depression. Product: A Blog (**ORGANIZE**). || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand and be able to reflect upon the effects of the Great Depression on the United States (**WHERE**). Students will understand that history can and does repeat itself (**WHY**). Students understand major eras, major enduring themes, and historic influences in United States and world history (**WHAT**).
 * Logical:** The students must reflect and relate to our current economy and situation.
 * Intraperosnal:** Students will be writing their personal thoughts in their blog.

16. The students will walk into the classroom and there will be a slideshow of pictures going on (**HOOK**). 17. The Students will know: Dorothea Lange, Dust Bowl, Strikes, Labor Unions, the New Deal, Hoover, FDR, Eleanor, and Public Works (**EQUIP**). The students will look at photo's and read letters to Elenore Roosevelt (**EXPLORE**). The students will go into a jigsaw grouping, and work as a group to research and discuss (**Experience**). 18. The students will look up and read pictures and stories before diving into their scrapbooks (**REHEARSE**). Students will go into Jigsaw groups working on researching, while the teacher puts on some music from this era (**REVISE**). Students will fill in a Tree graph, mapping out the different stories in class about the effects on people (**RETHINK**). The students will go over their plan/ rough draft by the teacher (**REFINE**). 19. Students will hand in a hard copy and it will be handed out with peer evaluations to their classmates to grade (all will be taken into account) (**EVALUATION**). 20. **Logical:** The students must be able to recreate a life of a person of that time based on their knowledge from class and outside research. 21. The students will use Photoshop to create a scrapbook of their life as a worker, farmer, or child during the Great Depression and using captions to show knowledge and understanding through this form of story telling. For: The Great Depression. Product: Scrapbook (**ORGANIZE**). || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. The students will understand the Depressions effects on the people (**WHERE**). Students will learn how hard the Depression hit the people of the time (**WHY**). Students will understand the historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world (**WHAT**).
 * Visual:** The students will watch a slideshow and create a scrapbook for the class to view.
 * Naturalist:** The students will be able to go outside to take pictures for their scrapbook if they'd like.
 * Intraperosnal:** The students will discuss and research helpful sites in groups.
 * Interpersonal:** The students will be evaluating themselves and other students Scrapbooks.
 * Musical:** While the students are working in their groups on researching and developing, the teacher will be playing music from that era to pump them up and get them in the mood of feeling what they felt as people going through these tough times.

23. The students will walk in and there will be a [|YouTube] video set up and ready to go for the beginning of class (**HOOK**). 24. The students will know: Bonus Checks and Army, FDR, Hoover, Eleanor Roosevelt, Stock Market Crash, New Deal, Bank Holiday, Dust Bowl, Bootleggers, Prohibition, and Economy (**EQUIP**). Students will explore the chain of events leading up to this point and be able to apply and expand on them in a 'radio newscast' (**EXPLORE/ EXPERIENCE**). 25. (**RETHINK**). Students will break into 5 Partner groups and discussed one of the 5 W's, then they will switch so that they can share the information they had accumulated (**REVISE**). The students will fill out the [|5 W's] chart that will be given out (**REHEARSE**). The students will then get a chance to take a closer look into the chart and add as they please (**REFINE**). 26. There will be a checklist and a rubric to make sure that the students hit all the key components (EVALUATION). 27.**Verbal:** The GarageBand news report that the students will create. 28. The students will become reporters from the Great Depression and Broadcast their analysis of the fall of the economy. For: The Great Depression. Product: GarageBand radio news talk show (**ORGANIZE**). || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. The students will understand the major events up to this point in the Depression and how the effects were hitting the country (**WHERE**). This is important to know so that they can begin to understand the concept of the effects on the United States and the toll it was taking on them and the world (**WHY**). Students will understand the major enduring themes (**WHAT**).
 * Logical:** They must create a script and apply their knowledge to their news cast.
 * Kinesthetic:** The students will perform and/or create dramas from the Depression, recreating them in a radio broadcast.
 * Visual:** The YouTube Video at the beginning of the class.
 * Interpersonal:** Work in groups to discuss the 5 W's. They will also be working in groups on their GarageBand.
 * Musical:** The students will be able to use music and sound effects in their GarageBand presentation.

30. The students will walk into the classroom and the room will be rearranged in debate format and the sides will be labeled (**HOOK**). 31. Students will know: New Deal, Bank Holiday, Dust Bowl, Strikes, Social Security, Wagan Act, Public Works, Sherman Anti-Trust Act, Labor Unions, Keynsian Theory, and Alphabet Soup (**EQUIP**). The students will use a [|fact and opinion] graphic organizer to go through and take notes for their debate on the topics presented (**EXPLORE**). The students will get into Jigsaw groups where students are set up in their debate groups but split in half. They will develop  an argument and then come back together with the other half of their debate group and tell what they have found (**EXPERIENCE**). 32. Students will organize their notes for their debate in a fact and opinion organizer (**REHEARSE**). Students will participate in a Jigsaw exercise to collaborate ideas with half the debate group and then share them with the other half (**REVISE**). The students will participate in the debate in class on whether or not the actions of the New Deal were helping the current situation (**REFINE**). Students will then take all their notes from the debate and create a comic life based on the debate (**RETHINK**). 33. The students will be given an evaluation sheet and it will have two columns one for them and one for the teacher. The rubric will grade their groups work, the participation in the debate and the Comic Life (**EVALUATION**). 34.**Verbal:** The students will participate in two class activities that demand high amounts of communication (group work and debate). 35. The students will critique the New Deal and actions to fix the Depression by breaking into two big groups of students and have to debate about how well the New Deal is working and whether the United States efforts being made at the time were actually doing something or not. The students will take their notes on the debate and create a comic life based on those notes. For: The Great Depression. Product: Comic Life (**OVERVIEW**). || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand how the Depression was handled and what worked and what didn't (**WHERE**). This is important for students to know to see why the Depression lasted so long and what efforts where made to help stop the Depression (**WHY**). //**Students will understand the historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world**// (**WHAT**).
 * Logical:** The students must develop a case on whether the New Deal is working.
 * Kinesthetic:** Become debaters and participate in the debate.
 * Visual:** The students will create a Comic Life that will be a visual product of their work.
 * Intraperosnal:** The students will create a Comic Life on their own.
 * Interpersonal:**The students will participate in group work and debate.
 * Musical:**There will be music playing in the background when they discuss and when it stops they must stop as well.

37. When the students walk into the classroom I will have the projector set up to show my Student Sample (**HOOK**). 38. Students will know FDR, Hoover, Eleanor Roosevelt, Stock Market Crash, Bank Holiday, New Deal, Economy, Dust Bowl, Strikes, Social Security, Wagan Act, Public Works, Sherman Anti-Trust Act, Labor Unions, and Alphabet Soup (**EQUIP**). Students will use a [|Problem-Solution Chart] to be able to organize how they will solve the currect economic problem with their bill and then fill out an Inspiration chart developed by the teacher to help them place their ideas on paper (then number on choice level so the teacher can place them in groups) (**EXPLORE**). Each sudent is given a number, like 1, 2, 3, 4. The group is asked to come up with ideas of bill proposals. The groups will work together to brainstorm and when the teacher calls out a number (two) and each two is asked to give their ideas for proposals (**EXPERIENCE**). 39. The students will organize their thoughts into charts before handing them in and number them with choice level (**REHEARSE**). The teacher will collect them and then place the students with a partner (s) that have like bill proposals and send those students to work together as lobbyist (**REVISE**). The students will then collaberate together and narrow down their bill (**RETHINK**). The students will then create their iMovie together proposing their bill to congress (**REFINE**). 40. The students will be evaluated on both their product (bill) and their presentation (iMovie) (**EVALUATION**). 41.**Verbal:** The students will be interating with other students in group activities, and verbally presenting their presentation in their iMovie. 42. The students will design and propose a bill by using a given template and then will be able to take on the role of begin a lobbyist in a team and have to proposing their bill in an infomercial. For: Great Depression. Product: iMovie Commercial (**OVERVIEW**). ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand the effects of the Great Depression on the United States and the World and how the Depression was handled by the Government (**WHERE**). This lesson and activities will give students a better understanding of the process that congress must go through to pass a bill and how crazy it must have been during the Depression with all those bills flying around being passes left and right (**WHY**). //**Students understand major eras, major enduring themes, and historic influences in United States and world history**// (**WHAT**).
 * Logical:** The students must apply their knowledge of the subject to this bill and iMovie.
 * Kinesthetic:** The students must be creative and use props and actions in their commercial.
 * Visual:** The students will watch the student sample and other students projects.
 * Naturalist:**The students have the option to film outside.
 * Interpersonal:** Creating and collaborating with other students.
 * Musical:**The students may add relevant music to their movie.

2004 ASCD and Grant Wiggins and Jay McTighe