L1+Lawson,+Michael


 * Teacher’s Name:** Mr. Lawson **Lesson** : Explanation
 * Grade Level:** Eight **Topic:** Rise and Fall of the 1920's

__**Objectives**__ Student will understand what events led to the rise and fall of the 1920's. Student will know key terms like: Prohibition, Henry Ford, Franklin Roosevelt, Flappers, Gangsters, Al Capone, Jazz, Duke Ellington, Louis Armstrong, Inflation, Charles Lindghberg. Students will also know what events led to the importance of celebrity in the 1920's. Students will compare and contrast the image and roles of celebrities and important political figures from the 1920's and today. Student will be able to prove that the 1920's was a very influential decade due to specific events and people. Product: Garage Band Podcast. (3 days 80 minute classes)

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies E. History E1. Historical Knowledge, concepts, themes and patterns. "1920s Prosperity and Problems" Grades: 9-Diploma Students understand major eras, major themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals and institutions in the World.


 * Rationale:** This lesson will meet the Maine Learning Results through several applications of group discussions and assessments. Students will be exposed to the culture and lives of people around the world, concentrating on the United States. Students will be able to define and identify themes and influences of the 1920's.

__**Assessment**__
Students will answer a set of questions related to the 1920's that are designed to give them ideas and information about their performance task. Students will then share their answers to the questions in the Think, Pair, Share groups first, and then with the rest of the class. The teacher will provide constructive feedback referring to the ideas created through the groups **.** Students will then regroup into Think, Pair, Share groups and be given a chance to refine their answers, while also strengthening their understanding of the subject.
 * Formative (Assessment for Learning)**

Students will create a podcasts and an article covering one of the many celebrity figures of the 1920's. The podcast will be graded with rubric and handed back with feedback **.** Students will make a podcast that is comprised of an interview from a specific 1920's celebrity asking questions that will reveal to the class who this person really was. The student will then write an article describing why their celebrity should be the celebrity of the 1920's. The judges (classroom) will then vote on which celebrity seems the most deserving of the title and will award the journalist (creator) a raise. (3 extra points).
 * Summative (Assessment of Learning)**

__**Integration**__
__Technology:__ Technology will be used everyday in class. Students will design podcasts as an example of what they have learned. Technology will be used in a Type II way in class. Creativity will drive the use of technology in class. Through the podcast students will demonstrate that they have developed a good understanding of the 1920's and why they were so influential and interesting.

__English:__ Students will need to learn new terms from the 1920's in order to complete their products. The language will also be important in understanding how the people of the 1920's lived and interacted with one another. This will also allow students to see what words developed then are still around today, further connecting the lesson to the students everyday lives.

__Groupings__
Students will break into Think, Pair, Share groups and discuss how they feel about the subject so far. Students will be divided into groups through a card system. At the beginning of my course I will have myself and my kids fill out a note card with information they want me to know and general information. I will use these cards to form random groups of two during class, and possibly more for presentations. This will allow for little confusion while grouping. During in the Think, Pair, Share groups both students will take three minutes to think about a topic given to them on another note card. After this first period students can use their books, computers or any other resources to help them refine their ideas about the topic. After five minutes the groups will share out in front of the class about what their topic was and any ideas they formulated about it.

__**Differentiated Instruction**__

 * Strategies** :


 * Verbal/Linguistic:** I will base much of my class on classroom discussion and small groups. This will allow for my linguistic learners to express their ideas.


 * Logical:** Students will be provided with an idea wheel in order to organize their thoughts and ideas.


 * Visual/Spatial:** Many pictures will be brought into class as examples of people in the 1920's. The teacher will also have movies available to watch covering the decade.


 * Bodily:** Students will form small groups that will act out famous situations (stock market crash) and events from the 1920's.


 * Musical:** Background music will always be playing during class. I will also introduce jazz music to the class and other popular music from the time.


 * Interpersonal:** Students will be working very frequently with other classmates to compare and contrast ideas about the topic and performance task.


 * Intrapersonal:** Students will have three minute reflection periods after any major material that is covered, and at the end of class.


 * Modifications/Accommodations**

( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**// )

If a student misses a significant amount of my class, I will make specific modifications to make sure that they do not fall behind. I will be sure to have an email, or a telephone number to contact them. I will also be sure to ask the class that that particular student is missing if anyone could drop off the homework and go over it with them. I will also ask the students if they are okay with me bringing the homework to their house and providing an overview of the class and homework. If these do not work then I will ask the student to make an appointment with me during my free period or after/before school to help them catch up.

__Technology:__ Technology will be used everyday in class. Students will design podcasts as an example of what they have learned. Technology will be used in a Type II way in class. Creativity will drive the use of technology in class. Through the podcast students will demonstrate that they have developed a good understanding of the 1920's and why they were so influential and interesting.
 * Extensions**

Extensions will be made for any students who are not present for the class. The class schedule will be posted on the class wiki along with anything else presented in class. If the absent student has no access to the internet then I will ask the class if anyone would be able to drop the assignment and information off at the student's house. If that does not work then I will call the students parents and see if either of them could come pick up the work missed that day.

__**Materials, Resources and Technology**__
Laptop Garage Band Notebooks Pens/Pencils Crayons/Markers KWL Graphic Organizer Student Notecards

__Source for Lesson Plan and Research__
[| Vocabulary] This site will allow me and students to brush up on my 1920's lingo.

[| Music Video] This music video will help visual and musical learners understand the culture of the 1920's.

[| Prohibition] Prohibition is a huge part of how the 1920's played out. This will give the students a more in-depth view of prohibition.

[| Gangsterism] Because the traditional gangsters were developed and influenced business in the 1920's my students should have a base knowledge of them.

[| Time Line] A complete international timeline of the 1920's. Students can use hyperlinks to get more in-depth information.

[| Celebrities] This is a great list for students to look at. Celebrities are split into subjects like: entertainment, pioneers, ant, and literature.

__**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 : This lesson satisfies Standard 3 in many ways. Every class will be filled with differentiated learning. I will attend to specific learners through my knowledge of how students learn. //

** **Beachballs** : Since beach balls bounce around I will provide many choices when it comes to assessment especially. The Garage Band podcast will allow for students to choose the celebrity they are interested in. Students will also be given many links and books to visit and look through. I think that it is important for all students to enjoy choices and exercise their minds. All of these elements will allow for beach ball learners to thrive during the lesson.


 * Clipboards** : Organization is very important to me. In this lesson students will have a structured class that will include taking notes, class discussion, internet usage and other elements that keep the class filled with material and information so that the students wont get sidetracked. I will also go over exactly what I expect from them during assessment and in class.


 * Puppies** : Because puppies enjoy working in groups and learning in a comfortable environment I will set up my classroom so that all students will be able to interact with one another. I will use small groups in order for students to bounce ideas off of each other to form more solid and branched out ideas about the 1920's.


 * Microscope** : During class I will have my students analyze specific events and people of the 1920s in order to have a good understanding of the period. Students will also be analyzing a lot during the group activities. By forming original ideas, then breaking them down and building them back up will help microscopes pick up my information quickly.


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

Rationale:** Students will use the time in class to really discuss the concepts and material of the lesson. Students will understand how the 1920s affected how we live now. They will also be able to discuss what impact the epicurean lifestyle had on how people spent their money. By understanding the subject matter students will be able to reach the curriculum goals that I set at the beginning of class. Because students will be working in groups and preforming assessments throughout the lesson they will be learning and developing at an appropriate rate. If I see that there is a stunt in any of this development I will see if there is anything I can do to make it easier for the student.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**


 * Verbal/Linguistic:** I will base much of my class on classroom discussion and small groups. This will allow for my linguistic learners to express their ideas.


 * Logical:** Students will be provided with an idea wheel in order to organize their thoughts and ideas.


 * Visual/Spatial:** Many pictures will be brought into class as examples of people in the 1920's. The teacher will also have movies available to watch covering the decade.


 * Bodily:** Students will form small groups that will act out famous situations (stock market crash) and events from the 1920's.


 * Musical:** Background music will always be playing during class. I will also introduce jazz music to the class and other popular music from the time.


 * Interpersonal:** Students will be working very frequently with other classmates to compare and contrast ideas about the topic and performance task.


 * Intrapersonal:** Students will have three minute reflection periods after any major material that is covered, and at the end of class.


 * Rationale:** Above I used seven of the eight intelligences to differentiate my lesson. By doing this it will allow for a more constructive and flowing class.

Students will answer a set of questions related to the 1920's that are designed to give them ideas and information about their performance task. Students will then share their answers to the questions in the Think, Pair, Share groups first, and then with the rest of the class. The teacher will provide constructive feedback referring to the ideas created through the groups **.** Students will then regroup into Think, Pair, Share groups and be given a chance to refine their answers, while also strengthening their understanding of the subject.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Formative (Assessment for Learning)**

Students will create a podcasts and an article covering one of the many celebrity figures of the 1920's. The podcast will be graded with rubric and handed back with feedback **.** Students will make a podcast that is comprised of an interview from a specific 1920's celebrity asking questions that will reveal to the class who this person really was. The student will then write an article describing why their celebrity should be the celebrity of the 1920's. The judges (classroom) will then vote on which celebrity seems the most deserving of the title and will award the journalist (creator) a raise. (3 extra points).
 * Summative (Assessment of Learning)**


 * Rationale:** These assessments will allow me to see how my students are absorbing the information. It will also allow me to see how they have used it and connected it to their own lives. By providing assessment and feedback, students will also be able to see where they are in terms of where I expect them to be.

__Teaching and Learning Sequence__
Students will arrive in class and sit in a perimeter seating style. Students will understand what events led to the rise and fall of the 1920's **.** Because the 1920's were so influential there are still many elements developed then that are still impacting us today **.** **Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world** **.** When the students enter the room I will be playing [| jazz music] and be dressed in 1920's attire **.** Students will then be asked to guess what decade I am from. By looking at me, and listening to the music the students will correctly guess where I am from. I will then have everyone sit down and explain to them why I am dressed how I am and why people dressed that way. In order to really get them interested I will have a mini buffet of party food that was used in the 1920's. While students are enjoying their 1920's feast I will pull up a video that shows a quick overview  of the lifestyle on people in the 20's. **Where, Why, What, Tailor: Visual, Musical**, **Verbal, Intrapersonal**.

Students will know the terms: Prohibition, Henry Ford, Franklin Roosevelt, Flappers, Gangsters, Al Capone, Jazz, Duke Ellington, Louis Armstrong, Inflation, Charles Lindghberg **.** Students will use an idea wheel as a graphic organizer in class while I go over important points and ideas. This will allow students to write down important people, places, and ideas **.** After the initial introduction and before passing out the graphic organizers I will break the students into groups of four. Students will be divided by note cards. I will pose each group a separate question that allows them to think about how they all view the (as of now) unknown 1920's. I will check for students understanding in a couple of ways. The way I find will be the easiest and best for my understanding would be to conduct class discussion and take notes on the students participation. I will also have weekly quizzes that students will take home. My content in this lesson will focus heavily on what effects the celebrities of the 1920s. I will introduce the students to the celebrities of the 1920s through this website. I will go over each celebrity and exactly what they did. Students will take notes over all of them and I will give them a handout with the name of each celebrity so that they have some where to write down specific information that they decide is important. I will make sure to answer any questions posed by my students about them. **Equip, Explore**,**Tailor: Visual, Kinesthetic, Interpersonal.**

Students will break into Think, Pair, Share groups and discuss how they feel about the subject so far **.** Students will answer a set of questions related to the 1920's that are designed to give them ideas and information about their performance task. Students will then share their answers to the questions (in the Think, Pair, Share groups first) and the teacher will provide constructive feedback **.** Students will then regroup into Think, Pair, Share groups and be given a chance to refine their answers, while also strengthening their understanding Students will be able to prove that the 1920's was a very influential decade due to specific events and people **. Summative Assessment.** Product: Students will create a podcast using Garage Band that emulates an interview with a influential 1920's figure, and also write an article explaining why their figure is so important to the 1920's. I will have my students working individually. Students will be able to receive help from other students if needed. Students will need to create an extensive interview with their celebrity which could be a fellow student's voice. They will also need to create an article recording why they think their celebrity is so important to the times. These products will show how much time they spent doing the project.
 * Experience, Rethink, Revise, Refine, Explain, Organize. Tailors: Interpersonal.**

Students will have time in class to reflect upon what they have learned. They will also have homework that they will need to take home and work on allowing them to further grasp the concepts discussed in class. Because feedback is so important to the growth and development of students I will make sure to provide them with the best feedback as quick as I can. Because of this feedback, students will do understand what I want in both formative and summative assessments. Students will take the knowledge learned from this lesson and use it to understand the concepts and ideas of the next lesson. Because connecting prior information to the new information is so important to memorizing the content I will make sure that I go over all the important concepts and ideas from this lesson at the end of the two days. In order for all my students to completely understand the main ideas of this lesson I will hand out a study guide for this lesson. Students will be able to take this paper home and study the material. By studying this material they will be able to master the material easier in the next lesson.
 * Evaluate. Tailors: Intrapersonal.**


 * Content Notes

The 1920's was a time of celebrity, fame, and lavish living. Life as we know it became to develop. Sports, movies, art, and music all took a drastic turn for the better. All of these industries generated money unlike any other public industry seen before. Things were blowing up and life was becoming better and more entertaining for everyone. Entertainment wasn't the only industry that was thriving. Inventions like the internal combustion engine were also developed during the 1920s. Henry Ford created the first cars which led to a giant industry that eventually led to the mass movement from railroad tracks to the development of cross country interstate commerce through roads. Large port cities were the most developed and interesting during this time. Chicago, New York, Boston were all hot spots for celebrities, innovations, and business in general. Sports became spectator sports rather than things to listen to on the radio. Thousands of spectators turned out and spent money on watching these stars. Because of the great outcome to games the athletes also began making more money. Politicians were also a huge part of the 1920s. Funding was granted to many of these categories which allowed them to eventually grow like they did. However, not everything the government did helped out the industry of America. The 18th amendment, prohibition led to a huge spike in crime rates and gang action. Due to this huge spike in illegal production of alcohol known as bootlegging was developed. This was another huge business during the 1920s which funded gangsters like Al Capone. The lavish living of these people eventually led to a fallout during the later years of the 1920s. This stock market crash plunged the United States into a huge depression that would take almost a whole decade to crawl out of. **

Quiz, Think, Pair, Share group worksheet. **
 * Handouts