L5+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 Five Grade Level: 9- Diploma Topic: The Great Depression

Objectives Student will understand how the Depression was handled and what worked and what didn't. Student will know the terms New Deal, Bank Holiday, Dust Bowl, Strikes, Social Security, Wagan Act, Public Works, Sherman Anti-Trust Act, Labor Unions, Keynsian Theory, and Alphabet Soup. Student will be able to 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.

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.

Assessment

Formative (Assessment for Learning) In class the students will participate in a Jigsaw exercise to collaborate ideas with half the debate group and then share them with the other half. The students will organize their notes for their debate in a fact and opinion organizer.Then the students will participate in the debate in class on whether or not the actions of the New Deal were helping the current situation. After the debate the students will then take all their notes from the debate and create a comic life based on the debate. 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.

Summative (Assessment of Learning) 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. After the debate the students will then take all their notes from the debate and create a comic life based on the debate. 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.

Integration Type II Technology: The students will be creating a comic life based on the debate in class.

Government: The students will be organizing their notes into debate notes to be able to debate against the other half of the class. Economics: The students will have to analyze the New Deal and if it was helping the Great Depression or not. Art: The students will be recreating the debate in a Comic Life.

Groupings Students will participate in a Jigsaw exercise to collaborate ideas with half the debate group and then share them with the other half. This consists of groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other.

Differentiated Instruction

Strategies Verbal: The students will participate in two class activities that demand high amounts of communication (group work and debate). 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.

Modifications/Accommodations I will 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 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. Students will then take all their notes from the debate and create a comic life based on the debate. The students will be taking the major points of the debate and placing them into the debate and showing their significance. The students will be showing that they were paying attention and understood what each side was saying and why.

Materials, Resources and Technology fact and opinion (http://www.eduplace.com/graphicorganizer/pdf/factopin.pdf) Comic Life Any props needed for the debate Computers

Source for Lesson Plan and Research http://newdeal.feri.org/: This is a great archive website that the students can explore to gain information for their debate! http://www.besthistorysites.net/USHistory_GreatDepression.shtml: This website is a guide to other websites that are creditable and very useful. This website also has some great videos that the students can watch to get more ideas for their debate in class. 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.

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 be analyzing and critiquing the New Deal and it's effects on the Great Depression. The students will develop and fun interactive environment in the debate and hopefully it will stay under control. They will be thrown into this lesson in hopes that they will have fun, be creative, and really get into it. Competition can sometimes motivate students to work harder and then the follow up with creation of the Comic Life is a fun activity to reassure the teacher that the students fully understand the points that were made.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: 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.

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Type II Technology: The students will be creating a comic life based on the debate in class. Verbal: The students will participate in two class activities that demand high amounts of communication (group work and debate). 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. Interpersonal: 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.

• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: In class the students will participate in a Jigsaw exercise to collaborate ideas with half the debate group and then share them with the other half. The students will organize their notes for their debate in a fact and opinion organizer. Then the students will participate in the debate in class on whether or not the actions of the New Deal were helping the current situation. After the debate the students will then take all their notes from the debate and create a comic life based on the debate. 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.

Teaching and Learning Sequence:

Day One:


 * Take attendance (5 mins).
 * The students will walk into the classroom and the room will be rearranged in debate format and the sides will be labeled but they wont know which sides their on on day one. So they will be assigned here to which side they will be on for the debate and the teacher will explain whats going on for this lesson here (15 mins).
 * Students will organize their notes for their debate in a fact and opinion organizer. Students will participate in a Jigsaw exercise to collaborate ideas with half the debate group and then share them with the other half.

Day Two:


 * Take attendance (5 mins).
 * The students will walk into the classroom and the room will be rearranged in debate format and the sides will be labeled. They will sit in their sections and get ready for the debate (10 Mins)
 * The students will participate in the debate in class on whether or not the actions of the New Deal were helping the current situation (35 mins)
 * Students will then take all their notes from the debate and create a comic life based on the debate which will be explained here and the students will have time to start the Comic Life (30 mins).

This lesson is set in place so that the Ssudents will understand how the Depression was handled and what worked and what didn't. 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. After this lesson the students will understand the historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. The hook where the students will walk into the classroom and the room will be rearranged in debate format and the sides will be labeled is relevant to what they will be doing and hopefully get them excited for the upcoming classroom events. This will also help them focus on their group and get prepared for the debate. What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-kinesthetic, and Logical.

After this lesson the students will know and have full understanding of the following key people, events, and terms: New Deal, Bank Holiday, Dust Bowl, Strikes, Social Security, Wagan Act, Public Works, Sherman Anti-Trust Act, Labor Unions, Keynsian Theory, and Alphabet Soup. The students will walk into the classroom and the room will be rearranged in debate format and the sides will be labeled but they wont know which sides their on on day one. So they will be assigned here to which side they will be on for the debate and the teacher will explain whats going on for this lesson here. The students will organize their notes from what the teacher is giving them now and what they have learned in past classes for their debate in a fact and opinion organizer. This will be done by the students participating in a Jigsaw exercise to collaborate ideas with half the debate group and then share them with the other half. On the second day the students will again walk into the classroom and the room will be rearranged in debate format and the sides will be labeled, but this time they will know where their going. They will sit in their sections and get ready for the debate. The students will participate in the debate in class on whether or not the actions of the New Deal were helping the current situation. The class will then take all their notes from the debate and create a comic life based on the debate which will be explained here and the students will have time to start the Comic Life. 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. At the bottom of the evaluation sheet the student and the teacher will both have a space where they can evaluate and add feedback on how well the student proved that they showed full understanding. The creation of the Comic Life is a fun activity to reassure the teacher that the students fully understand the points that were made. (See Content Notes) Equip, Tailor: Verbal, Spatial, Logical, Interpersonal, Intrapersonal, and Naturalist.

The students will use a fact and opinion graphic organizer to go through and take notes for their debate on the topics presented. 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. Students will organize their notes for their debate in a fact and opinion organizer. Students will participate in a Jigsaw exercise to collaborate ideas with half the debate group and then share them with the other half. During class period the class will participate in a debate on whether or not the actions of the New Deal were helping the current situation. The students will randomly be assigned based on their birthdays after the students will then take all their notes from the debate and create a comic life based on the debate. Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Musical, Logical, and Spatial.

The students will turn in their evaluation sheets and their comic books at the beginning of the next class and will be turned back by the end of the following class period. Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.**