L2+Dunne+Kaisha

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Ms. Dunne Date of Lesson: Lesson 2 Grade Level: 10 Topic: Great Depression

Objectives Student will understand the major eras, major enduring themes, and historic influences in United States and world history Student will know Economy, The Stock Market Crash, Hoover, and FDR. Student will be able to reflect upon the effects of the Great Depression on the United States

Maine Learning Results Alignment

Maine Learning Results: Social Studies E. History E1 Historical knowledge, concepts, themes, and patterns Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Grade 9-Diploma “The Great Depression and the New Deal (1929-1941)” A) 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.

Rational: Students will understand the major eras, major enduring themes, and historic influences in United States and world history by understanding how the events of the Depression relate to other events in history and today.

Assessment

Formative (Assessment for Learning) The students will be doing a fact and opinion chart in class. The students will doing a think-pair-share in class to go over the topics in class and their share their opinions. The students will be creating a blog on their opinions on the topics in class and if they think it could happen again.

Summative (Assessment of Learning) The students will be assessed on their understandings of the class material and ability to relate it to other parts in history or current event. The students will need to create at-least 4-6 blogs throughout the semester.

Integration Type II Technology: The teacher will have a blog up on the projector when the students walk in for the hook. Then the students will be creating a blog.

English: The students will be writing their opinions in a blog. Technology: They will be creating a blog. Listening and speaking: They will be listening to the class discussions and lectures and formulating their opinion on the events discussed in class and reiterating them in their blog.

Groupings This group activity involves a three step cooperative structure. During the first step individuals think silently about a question posed by the teacher (how do these events relate to other events in history and currently? Also does history seem to repeat itself?). Students will pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

Differentiated Instruction

Strategies Verbal: The students will be writing a blog. Logical: The students must reflect and relate to our current economy and situation. Intraperosnal: Students will be writing their personal thoughts in their blog. Interpersonal: The students will be sharing in group discussion during the cooperative group activity. Visual: The students will be walked through the process of making a blog on the screen and then have a chance to work on the computers with it. Kinesthetic: The students will have the chance to get up and walk around to find a partner.

Modifications/Accommodations The Teacher review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Absent Students My attendance policy goes as follows: if you miss a class for a legitimate reason that is cleared from the school see me and we will work on getting you caught up. If you know that you are going to be out in advance, please see me in advanced so that you do not fall behind and become overwhelmed. The student will have to try to grab as many notes from me as needed and meet with someone from their class and compare notes. The student must consult the teacher to get a deadline.

Extensions The students will be given a chance in class to bounce their opinions and thoughts off of other students and will be learning more about the major topics and people in the Depression. This will be an intro class into the Depression after the crash. It is very important for the students to be present during this class to be able to do the assignment and if they need extra time they must meet with the teacher.

Materials, Resources and Technology


 * Computers
 * Fact and Opinion Charts
 * The Internet
 * Blog account

Source for Lesson Plan and Research These sites are listed for guides to the students who would like to explore more before reflecting. http://library.thinkquest.org/03oct/01794/home_page.htm: As this site says “This site is made especially for those who appreciate past events that lead to current laws, beliefs, structure, and every day life. And, for those of you who have been forced to come here through assignments, we hope to further your interest.” http://xroads.virginia.edu/~1930s/front.html: This website is based on America in the 1930’s and goes into what was going on at the time through film and in print. It also gives a nice timeline and is easy to follow. This could be helpful for how people were describing the events during that time. http://www.nytimes.com/library/financial/index-1929-crash.html: This is a good article to read for some extra inisght on the depression by the New York Times. http://www.sjsu.edu/depts/history/Resources/The%20Great%20Depression%20and%20the%20New%20Deal.htm: This is a great resource for finding good creditable sites to use to get more information on. It’s made by the History Department at San Jose University.

Maine Standards for Initial Teacher Certification and Rationale

Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: The students will have lots of personal freedom with this exercise because they can set up their blog however they want and pick and chose what they want to talk about in their blog. The students will have clear instruction from the demonstration at the begging of class. This activity will allow students to analyze the discussions in class and take a look at it from a different perspective. These opinions will only be discussed briefly in class in our cooperative learning exercise. The students blogs will not be shared with other students. The blog sites will be sent to the teacher and not shared with the other classmates.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: The students will demonstrate their learning by the ability to apply their knowledge by reinterpreting the subject matter and being able to compare it to other events and topics in history or today. Students by the end of this will be able to explain the effects of the Great Depression on the United States and the World. (Please see content notes)

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Verbal: The students will be writing a blog. Logical: The students must reflect and relate to our current economy and situation. Intraperosnal: Students will be writing their personal thoughts in their blog. Interpersonal: The students will be sharing in group discussion during the cooperative group activity. Visual: The students will be walked through the process of making a blog on the screen and then have a chance to work on the computers with it. Kinesthetic: The students will have the chance to get up and walk around to find a partner.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: The students will be given a chance in class to bounce their opinions and thoughts off of other students and will be learning more about the major topics and people in the Depression. This will be an intro class into the Depression after the crash. The teacher will have a blog up on the projector when the students walk in for the hook. Then the students will be creating a blog in the end. This blog will be there for the students to reflect on what they have been learning in this unit and will give them a chance to reflect on the questions of “Is this relevant to current or other past events?” and “Do you think history repeats itself?”. This blog is set in place to show that students are getting the full understanding of the material by being able to relate it to other events and to be able to reflect on how it makes them feel. The students can also express here how these lessons make them feel. This Type II Technology will apply to these different types of learners in this activity: Verbal: The students will be writing a blog. Logical: The students must reflect and relate to our current economy and situation. Intraperosnal: Students will be writing their personal thoughts in their blog. Interpersonal: The students will be sharing in group discussion during the cooperative group activity. Visual: The students will be walked through the process of making a blog on the screen and then have a chance to work on the computers with it. Kinesthetic: The students will have the chance to get up and walk around to find a partner.

Teaching and Learning Sequence: Agenda: Attendance: 5 mins Hook: With the Blog and explanation on how to use one 15 mins Lecture: on the key terms where the students will be taking notes on the facts side of the facts and opinions chart 40 mins Set up accounts and get started: the students will begin to set up their blog accounts and get started on their blogging 15 mins Close up: tell kids to fill out their opinions side of the fact and opinions chart 5 mins

Day 2 Attendance: 5 mins Hook: of a blog entry of mine (student sample) 10 mins Continuation of Lecture: continuing to take notes and adding interesting facts into the fact side of their sheet 30 mins Fill in opinion side of the sheet and then start blogging about what they have been learning: 35 mins If they don’t finish they can conclude their blogging at home! Students will understand and be able to reflect upon the effects of the Great Depression on the United States. Students will understand that history can and does repeat itself. Students understand major eras, major enduring themes, and historic influences in United States and world history. The students will enter the classroom and there will be a blog up on the screen to be able to capture the students attention. What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-kinesthetic, and Logical.

Students will know the relevant vocabulary and topics economy, the Stock Market Crash, Hoover, and FDR. I will be presenting this in a lecture form with a chance for students to interact with one another and bounce their thoughts and opinions off of other students to get their minds rolling. The teacher will check for understanding by going around to students and talking with them while they are doing their group work. The teacher will also be checking their blogs to see if the students are getting what they need out of it. Equip, Tailor: Verbal, Spatial, Logical, Interpersonal, Intrapersonal, and Naturalist.

The students will examine the Stock Market Crash and place it into a Fact and Opinion chart. 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. 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 by understanding that the Depression is a major era, the major enduring themes, and historic influences in United States and world history. After the students fill out their fact and opinions chart they will through a Think-Pair-Share process in class to go over the crash. The students will be able to react to the classwork in their blog for the teacher to look at and comment on. 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. Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Musical, Logical, and Spatial.

This lesson will tie everything in and relate it back to their lives and other events in history. This assignment gives them lots of freedom and i do not want to with hold them from their creative application of this work so I will just be requiring in there that they have done 4-6 (can do more) blogs by the end of this unit and that they discuss multiple topics showing their understanding and relation to other topics or events. Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.**