L6+Dunne+Kaisha

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

Teacher’s Name: Ms. Dunne Date of Lesson: Lesson 6 Grade Level: 9- Diploma Topic: The Great Depression

Objectives Student will understand the effects of the Great Depression on the United States and the World and how the Depression was handled by the Government. Student 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. Student will be able to 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

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. 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

Assessment

Formative (Assessment for Learning) The students will organize their thoughts into charts before handing them in and number them with choice level. 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. The students will then collaborate together and narrow down their bill. After the students will then create their iMovie together proposing their bill to congress.

Summative (Assessment of Learning) 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. The students will be evaluated on both their product (bill) and their presentation (iMovie) from 2 rubrics (one on each).

Integration

Type II Technology: The teacher will be presenting their Student Sample at the beginning of class to the students. The students will then be making their own iMovie presentation to the class and be integrating other technologies into it. During class time the students will be using a Inspiration chart created by the teacher to be able to organize their ideas. Economics: This will deal with a lot of the economic side of the Great Depression with the analyzing of events. Government: The students will be getting a first hand experience with bills and the process of passing them. Theater: Performing in the movie as Lobbyist (taking on roles). English: writing their bill. Math: Budgeting for their bill.

Groupings

The students will be participating in a think pair share process throughout this whole lesson. It involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor, organize the ideas into an Inspiration chart, and submit this to the teacher. The teacher will pair individuals up during the second step based on their ideas, this will be the 'team of lobyist' and they will be creating their iMovie commercial and their bill together. In the third step, the pairs/ 'team of lobbyist' will present their final project!

Differentiated Instruction

Strategies Verbal: The students will be interacting with other students in group activities, and verbally presenting their presentation in their iMovie. 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.

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 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. he United States is in the midst of a depression and chaos is happening in Congress on how to fix this. The government is looking for a hero to come in to save the day. You and your fellow lobbyist partner(s) have been asked by a member of Congress to be that ‘hero’ which the United States is in dire need of. You as a lobbyist are going to create and propose a bill to help bring the United States out of its current situation. With how busy Congress is at this time they would like for your team of lobbyist to make an infomercial about your bill. This commercial should answer all the questions that Congress may have, because you will not be present at the time it is presented. Through all of this hard work students will really be digging in deep to pull out stuff from throughout the unit and will need a full knowledge of the unit and good use of outside resources to be able to complete this assignment.

Materials, Resources and Technology

Problem-Solution Chart (http://www.eduplace.com/graphicorganizer/pdf/probsol.pdf) iMovie Script Template (from Pages) New Deal Script Any iMovie or presentation props needed Ballots and Student 'ID' #'s Projector Inspiration organizing ideas chart (Made by the Teacher) Computers Extra graphic organizers will be provided if asked by the students to help organize their information for their bill

Source for Lesson Plan and Research

Script Template from Pages Idea Chart made with Inspiration New Deal Layout from http://www.apple.com/ilife/tutorials/#imovie-making-23____ ( iMovie Tutorial) http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html____ (iMovie Tutorial) This website gives a great insight into all the parts of the New Deal and is easy to navigate: http://newdeal.feri.org/ This is a website that gives you some really great links to other websites and has a good video to watch as well to gather more information and better understanding of the topic that your bill may be based on: http://www.besthistorysites.net/USHistory_GreatDepression.html This website is a fun way for you to get different information on what was going on at the time through film, radio, in print, a time-line and more: http://xroads.virginia.edu/~1930s/front.html This is a great website to navigate around and easily find information on making the New Deal and how it worked: http://xroads.virginia.edu/~MA02/volpe/newdeal/intro.html This is a great website to grab pictures for your movie and see the stories that go with them: http://www.archives.gov/exhibits/picturing_the_century/galleries/greatdep.html This website gives a good overview to the Depression and provides some good pictures to use in your movie: http://memory.loc.gov/learn/features/timeline/depwwii/depress/depress.html

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 need to seek out a lot of resources outside of class notes to be able to create this bill and iMovie film to purpose the bill. The students have set guidelines to how the bill should be written, but are free to pick any topic to create the bill on and are free to be as creative as possible on their way of purposing their bill in the infomercial. The infomercial should be creative and get the point across about the bill. The infomercial needs to make the bill seem apealing to the 'congress' and should be done in a way that falls under the clear proceedures given. The students will be given clear visual instructions, including the student sample provided by the teacher.

• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: 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. 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. 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. Students understand major eras, major enduring themes, and historic influences in United States and world history. The hook will be set up so that when the students walk into the classroom I will have the projector set up to show my Student Sample. This will give the students an image of what their product may look like. (Please see content notes)

• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Type II Technology: The teacher will be presenting their Student Sample at the beginning of class to the students. The students will then be making their own iMovie presentation to the class and be integrating other technologies into it. During class time the students will be using a Inspiration chart created by the teacher to be able to organize their ideas. Verbal: The students will be interacting with other students in group activities, and verbally presenting their presentation in their iMovie. 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.

• 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 organize their thoughts into charts before handing them in and number them with choice level. 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. The students will then collaborate together and narrow down their bill. After the students will then create their iMovie together proposing their bill to congress.

Teaching and Learning Sequence:

Agenda: Day One:


 * Attendance: 5 mins
 * Instructing students on what they will be doing in this lesson, showing the student sample, and finishing up the unit process: 20 mins
 * 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 proposal: 15 mins
 * The students will organize their thoughts into charts befor e handing them in and number them with choice level: 10 mins
 * The teacher will collect them and figure out the groups based on the numbers of choices that the students have (students with like top picks): 5 mins
 * The teacher will then assign the groups: 5 mins
 * The students will begin collaborating, researching, and deciding who will do what: 20 mins

Day Two:


 * Attendence: 5 mins
 * Check in to see students progress so far on the bill writing and movie creation:10 mins
 * Let the students then have the class period to work on their bill and iMovie while the teacher walks around helping students and checking in on their progress: 65 mins

Day Three:


 * Attendence: 5 mins
 * Student Presentations: 60 mins
 * Close up unit: 15 mins

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. 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. Students understand major eras, major enduring themes, and historic influences in United States and world history. The hook will be set up so that when the students walk into the classroom I will have the projector set up to show my Student Sample. This will give the students an image of what their product may look like. What, Where, Why, Hook, Tailor: Verbal, Spatial, Interpersonal, Intrapersonal, Bodily-kinesthetic, and Logical.

By the end of this lesson the students will know and have full understanding of the following key terms, events, and people: 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. 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 where they will need to show complete understanding of the content from the course that pertains to their bill. (See Attached Content Notes) Equip, Tailor: Verbal, Spatial, Logical, Interpersonal, Intrapersonal, and Naturalist.

Students will use a Problem-Solution Chart to be able to organize how they will solve the correct 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). Each student 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. The students will organize their thoughts into charts before handing them in and number them with choice level. 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. The students will then collaborate together and narrow down their bill. The students will then create their iMovie together proposing their bill to congress. Explore, Experience, Rethink, Revise, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Musical, Logical, and Spatial.

The students will be able to react about this assignment and lesson in their blogs that they have been keeping. The teacher shall try and get the evaluations back to the students as soon as possible because this is the last lesson of the unit. Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.**