L5+Lawson,+Michael

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

Teacher’s Name:** Mr. Lawson **Lesson 5**: Empathize
 * Grade Level:** 8th **Topic:** Stock Market Crash

__**Objectives**__
Student will understand how the crash of the stock market in 1929 and the Great Depression changed America. Student will know what events led to the stock market crash in 1929. Students will know how this crash effected each economic class. Students will compare and contrast life before and after the crash. Students will know what strategies led to the end of the depression. Student will be able to keep a running blog that is comprised of a week in the life of a man/woman/child during and before the depression. The lesson will be comprised of three class periods and will allow for students to really understand how the depression changed how people lived.

__**Maine Learning Results Alignment**__
Maine Learning Results Social Studies E. E1 Historical knowledge, concepts, themes, and patterns. Grade 9-Diploma 1920's Students understand major eras, major enduring 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 satisfy the MLR because it focuses on a major era in United States History. It also covers a major event that drastically changed the face of our country forever.

__**Assessment**__
Students will work in groups and come up with a list that compares and contrasts aspect of life that students think they would miss the most. Students will be given examples of how life for people changed once the depression started. Students will look at [|pictures] from the Great Depression so that they can really take a good deep look into how life changed from the roaring twenties to the depressed thirties. Once students have a good understanding of the changes that took place during the couple years of transitioning between the two very different periods they will have a lot of formative assessment. Students will write essays on how they think they could have stopped the depression from happening. Students will also have to answer questions about the 1930s in class. Students will write a question down on a piece of paper and throw it into a bag. Students will then need to grab one question and try to answer it in front of the class. If they get stuck then the class will help them out with it. If the questions still cannot be answered then I will help the class out.
 * Formative (Assessment for Learning)**

Students will be asked to record a five blog entries from both the 1920s and the 1930s in order to really grasp how the 1920s were different from that of the following decade. Students will need to give a detailed description of each day. Each day they will have to be doing something a little different. Students should not be doing the same thing two days in a row. Small events however can be included more than once. The point of this project is to create a very genuine experience in the students head. Students will then choose two of their favorite days, one from the 1920s and one from the 1930s and read them in front of the class. Students will be graded on their presentation in front of the class and then their whole blog. Students should focus on having a good length to the blog, but more importantly is the content of the days. I want my students to make me feel like I am reading a journal from the actual time. This means using actual lingo and terms from that time period.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use blogger.com to create a blog depicting a week in the life of a person from both the 1920s and 1930s in a type II way.

English: Students must gain an understanding of how people talked in the 1930s in order to make their blogs seem genuine.

__Groupings__
Groups are very important in my classroom. I believe a strong class uses groups on more than just work, but also conversation. Students who bounce ideas off kids their own age comprehend not only their ideas better, but see different views which expand thought and create better learning. Students will also be in groups when they fill out their T-Charts in class. I will use grouping during everyday seating. I will also use groups during assessment. Students will have at least one other student with them during most assessments. However, there is still plenty of time for students who work better as individuals.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal**: Students share information and answer questions during class discussion.


 * Interpersonal**: Students will work in small groups during both assessments, this will allow for them to bounce ideas off one another and produce better material.


 * Intrapersonal**: Students will be gathering information and filling out graphic organizers on their own. Students will also have the chance to work alone during both formative and summitive assessments.


 * Kinesthetic**: Students will be up moving around swapping information with other classmates. Students will also be engaged during the hook of the lesson when students will be asked to move around the room.


 * Visual**: Students will be looking at a lot of pictures that contrasts both time periods.


 * Linguistic**: Students will be using their linguistic skill when writing their blogs. They will also need to read two blog entries in front of the class.

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

Absent Student: Students who know they will be absent ahead of time are required to meet with me to pick up necessary materials such as the rubric and graphic organizer and to create a plan for project completion. In the event of an illness, please refer to the student handbook for school policy on make up work.


 * Extensions**

Students will be required to make ten blog entries, five from both the 1920s and the 1930s. Each set of blog entries will need to be from the same person, just in a different time period in order to make sure they keep the same persona and stay consistent in their writing. Students will need to accurate in their blog entries and make sure that they lean towards quality over quantity. Students should be aiming for the most accurate depiction of the time period.

__**Materials, Resources and Technology**__

 * Laptops
 * T-Chart
 * pens/ pencils
 * Paper
 * Overhead projector/smart board
 * Evaluation rubric
 * Textbook
 * Class notes

__Source for Lesson Plan and Research__
Stock Market Crash:

[] [| http://history1900s.about.com/od/1920s/a/stockcrash1929.htm]

Life in the 30's:

[] [] []

Terms of the 30's

[|http://xroads.virginia.edu/~ma04/hess/Slang/1930slang.html]

Time Line of the 30's

[|http://xroads.virginia.edu/~1930s2/Time/timefr.html]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**This lesson will allow students to grow and develop in diverse ways. Through this lesson students will work independently and in groups. Students will need to use their laptops to create a series of blog entries that create a perspective of a person from the 20s and 30s in a type II way. Students will have opportunities to work alone or in groups. Students will also need to use many of their eight intelligences throughout the lesson. Beach Ball: For beach ball learners this unit will provide many choices because students will be able to chose their group, and what they want their Blogs to cover. The students will also have a variety of resources when researching the new time period and exactly what they want to include in their blogs. This will allow the beach ball learners to have some spontaneity in this lesson. Clipboard: For clipboard learners students will be able to fill out their T-Charts and KWL charts, which will give them a sense of organization and a better idea of what was going on during the depression and dust bowl. Microscope: For microscope learners students will be able to analyzing the reasons for the start of the great depression and what its effects were when they take part in class discussion.
 * //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:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

This standard will be satisfied by checking formative assessments and the flow of class activities to see who is engaged and showing progress. Group work and class discussion will allow for clarifying material, answer questions, and maintain progression in student learning. Class lecture and suitable websites will provide enough content information for students to complete assignments and projects. Laptops will be available throughout the class so students can research as needed during project planning and building. Learning results will be satisfied since students will have to form and demonstrate what they've learned and produce a Blog that tells a week in the life of a person during the 30s and 20s. Students will be using Type II technology as they see fit injecting their own MI into the process as a natural course. Subject matter will be uncovered using the internet and search engines. The Blog project will reiterate why these decades were so significant and why they are important in American culture. Students will learn the significance of a major historical era during the project.

The 1930s were a very hard time for many people. Not only did the stock market crash to kick off the decade, but there were also other events that led to the depression in economy like the dust bowl. The biggest thing that people really don't understand about the Great Depression is that a majority of the money invested in the stock market that basically ran the economy of our nation was gone by 1930. The stock market had crashed so hard that it lost 83% of the investments that people had made. People in the Midwest were living in shanty shacks what were comprised of a little bit of wood and were no more than eight feet long. These shacks had to fit a family which at times could be as much as six people. The only large source of food and grain came from the Midwest, and near the beginning of the the decade the dust bowl hit. The dust bowl was a huge drought that caused enormous dust storms that made planting food and farming near impossible. The dust made a desert out of the Southwest and Midwest which destroyed about 80 percent of farming. This made it extrememly hard to get food to the poor and starving people of the United States. Because the food was so scarce people would line up outside buildings for hours just to receive bread. There were also people signing up for government assistance all the time. Before social security and other government run assistance programs were around it became very difficult to help out the amount of people who were showing up to get assistance. However help did come in the form of President Franklin Delano Roosevelt. The second president of the 1930s had a huge amount of trouble to deal with. He knew that he had to set up programs that created jobs for the millions of people who were jobless and starving. Roosevelt devised a new plan that would hopefully get our nation out of this terrible decline. The plan that he came up with was called the New Deal. This plan formed small organizations that created jobs for young men to go and build roads and fix government property. Not only did this give families a source of income, but also helped create better roads for the United States. One organization that Roosevelt created was the Tennessee Valley Association. The TVA took thousands of young men from their homes and gave them a camp site along with the other young men. They were given clothes and a shovel. The job basically told them to clean up the Tennessee Valley by cutting down trees and creating roads. FDR also created social security which allowed for taxes to be taken from paychecks and put into a huge pool that would allocate money back to people who were either too old to work or couldn't find work. At this point the money given back wasn't a huge amount but it was enough for people to eat and stay alive. The radio also became very popular in the 1930s. The radio was a great way for people to communicate. It was also cheap. The radio revolutionized entertainment as well. People would gather around the radio in order to hear programming that could range from mystery novel to a sports game.

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


 * Verbal**: Students share information and answer questions during class discussion.


 * Interpersonal**: Students will work in small groups during both assessments, this will allow for them to bounce ideas off one another and produce better material.


 * Intrapersonal**: Students will be gathering information and filling out graphic organizers on their own. Students will also have the chance to work alone during both formative and summitive assessments.


 * Kinesthetic**: Students will be up moving around swapping information with other classmates. Students will also be engaged during the hook of the lesson when students will be asked to move around the room.


 * Visual**: Students will be looking at a lot of pictures that contrasts both time periods.


 * Linguistic**: Students will be using their linguistic skill when writing their blogs. They will also need to read two blog entries in front of the class.

Students will be asked to make a blog that will express their knowledge of the 1920s and the 1930s. Students will research information on the reasons for the start of the Civil War, and bring any sort of information they can to their blog. Students will be asked to make the blog as creative and personal as possible by adding detail and using specific terms and events that would be a normal occasion during these times.

Kinesthetic: Students can choose to act out the two blogs that they choose to read in front of the class. This will require the students to choose a couple of their peers to help out. This will help team building and make it a lot of fun to learn about the 1930s. This will also help the visual and kinesthetic learners.

Rationale:****Formative (Assessment for Learning)** Students will work in groups and come up with a list that compares and contrasts aspect of life that students think they would miss the most. Students will be given examples of how life for people changed once the depression started. Students will look at [|pictures] from the Great Depression so that they can really take a good deep look into how life changed from the roaring twenties to the depressed thirties. Once students have a good understanding of the changes that took place during the couple years of transitioning between the two very different periods they will have a lot of formative assessment. Students will write essays on how they think they could have stopped the depression from happening. Students will also have to answer questions about the 1930s in class. Students will write a question down on a piece of paper and throw it into a bag. Students will then need to grab one question and try to answer it in front of the class. If they get stuck then the class will help them out with it. If the questions still cannot be answered then I will help the class out.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will be asked to record a five blog entries from both the 1920s and the 1930s in order to really grasp how the 1920s were different from that of the following decade. Students will need to give a detailed description of each day. Each day they will have to be doing something a little different. Students should not be doing the same thing two days in a row. Small events however can be included more than once. The point of this project is to create a very genuine experience in the students head. Students will then choose two of their favorite days, one from the 1920s and one from the 1930s and read them in front of the class. Students will be graded on their presentation in front of the class and then their whole blog. Students should focus on having a good length to the blog, but more importantly is the content of the days. I want my students to make me feel like I am reading a journal from the actual time. This means using actual lingo and terms from that time period.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
My classroom arrangement will be a perimeter set up. This way all the students desk will be around the outside of the classroom. This will make it easy to make eye contact with one another and hear each other much better. Students will be able to easily interact with each other, and every student in the classroom will be able to see whatever is being presented. This perimeter arrangement will allow me to not only watch over all students and take notes on interaction and individual actions, but make a very comfortable environment for everyone.

Day One: Students will be introduced to the 1930s through a quick movie. (10 minuets) Students will be introduced to the way of life in the 1930s through websites listed in class resources. (20 minuets) I will hand out worksheet that they will need to do for homework. I will go over the worksheet, state what I expect them to get out of it and answer any questions that they have. (10 minuets) Class discussion as formative assessment and knowledge builder. (15 minuets) Students will have the rest of class to fill out worksheet. (25 minuets)

Day Two: Students will pass in worksheet from the day before and go over any questions they may have. (5 minuets) Students will be introduced the blog assignment that will be due the upcoming week this will require them to set up a blogger account. (30 minuets) Students will be introduced to the way of life in the 1930s through websites listed in class resources. (20 minuets) Students will break into groups and go through lecture. Students will fill out their KWL Charts covering their knowledge of the 1930s. (25 minuets)

Day Three: Students will write an essay on how they think they could have stopped the great depression from happening (30 minuets) Students will have the class to work on blogs and do research covering the 1930s. Students will be able to work in groups to get a better idea of how they want to create their blogs. (50 minuets)

Students will get a great view of the great depression and compare it to the 1920s which is fresh in their minds. Students will understand that the great depression really change the U.S. forever. It created a new way of life that made people really appreciate the smaller things in life. Students will compare and contrast the depression between today and the 1930s. Students will have to look at dates where specific events triggered both the "depression" we are facing currently and the Great Depression of the 1930s. Students will be hooked through a quick video quickly goes over the life of a man in the 1930s. This will be a great way to compare and contrast that information they have just received about the 20s and then look at this new time period of the 1930s.
 * Where, Why, What, Hook. Tailors: Visual, Interpersonal.**

Students will need to know how people dealt with the depression. Students will need to know how people had to change how they lived in order to survive the depression. Students must gain an understanding of how hard it was for people to even get simple things like bread. Students must know what the Dust Bowl is and how that added to the depression and how it also affected the Midwest. Class discussion will play a large part in how I will convey the information to my students. By using websites rich with information students will be able to follow along with me as we go over key events in class that not only started the depression but also made it worse. Students will do a variety of activities in class that cater to a majority of intelligences which will ensure that all students are engaged in learning. A way that I will keep my students engaged is by using graphic organizers. Using organizers will keep students on track and keep their ideas flowing onto the paper. They will also be able to refer back to the organizers to help them out with discussion and during assessments. Students will also have to partake in a couple formative assessments. Students will not only be asked to participate in class and class discussion, but also to do some short write ups that will show me what they know about the content. Students must show some level of mastery before I let them move on to the summitive assessment for the lesson. As a teacher I must check for students progress throughout the year. I will take notes on all my students in order to keep track of how they are progressing and what kind of information they may have a hard time analyzing. This will allow me to recognize when they are having a hard time with a specific lesson or assessment.

The 1930s were a very hard time for many people. Not only did the stock market crash to kick off the decade, but there were also other events that led to the depression in economy like the dust bowl. The biggest thing that people really don't understand about the Great Depression is that a majority of the money invested in the stock market that basically ran the economy of our nation was gone by 1930. The stock market had crashed so hard that it lost 83% of the investments that people had made. People in the Midwest were living in shanty shacks what were comprised of a little bit of wood and were no more than eight feet long. These shacks had to fit a family which at times could be as much as six people. The only large source of food and grain came from the Midwest, and near the beginning of the the decade the dust bowl hit. The dust bowl was a huge drought that caused enormous dust storms that made planting food and farming near impossible. The dust made a desert out of the Southwest and Midwest which destroyed about 80 percent of farming. This made it extrememly hard to get food to the poor and starving people of the United States. Because the food was so scarce people would line up outside buildings for hours just to receive bread. There were also people signing up for government assistance all the time. Before social security and other government run assistance programs were around it became very difficult to help out the amount of people who were showing up to get assistance. However help did come in the form of President Franklin Delano Roosevelt. The second president of the 1930s had a huge amount of trouble to deal with. He knew that he had to set up programs that created jobs for the millions of people who were jobless and starving. Roosevelt devised a new plan that would hopefully get our nation out of this terrible decline. The plan that he came up with was called the New Deal. This plan formed small organizations that created jobs for young men to go and build roads and fix government property. Not only did this give families a source of income, but also helped create better roads for the United States. One organization that Roosevelt created was the Tennessee Valley Association. The TVA took thousands of young men from their homes and gave them a camp site along with the other young men. They were given clothes and a shovel. The job basically told them to clean up the Tennessee Valley by cutting down trees and creating roads. FDR also created social security which allowed for taxes to be taken from paychecks and put into a huge pool that would allocate money back to people who were either too old to work or couldn't find work. At this point the money given back wasn't a huge amount but it was enough for people to eat and stay alive. The radio also became very popular in the 1930s. The radio was a great way for people to communicate. It was also cheap. The radio revolutionized entertainment as well. People would gather around the radio in order to hear programming that could range from mystery novel to a sports game.
 * Equip, Explore, Rethink. Tailors: Interpersonal**, **Logical, Visual, Musical.**

Students will take the knowledge they have gained during class to really think about this decade. I will have them compare and contrast the 1920s, 1930s, and today. By looking at how people lived then and now you really gain a new appreciation for what people did in order to survive. I will give students a list of websites that I will use in class that will allow them to experience learning outside of class and it will also help them with both formative and summitive assessment. Students must think about all aspects of the 1930s. I will have them connect how the depression is affecting us today and how it affected how people lived in the 30s. This will be a great comparison to show just how bad the depression of the 1930s was compared to the current, smaller depression we are experiencing now. Groups are very important in my classroom. I believe a strong class uses groups on more than just work, but also conversation. Students who bounce ideas off kids their own age comprehend not only their ideas better, but see different views which expand thought and create better learning. Students will also be in groups when they fill out their T-Charts in class. I will use grouping during everyday seating. I will also use groups during assessment. Students will have at least one other student with them during most assessments. However, there is still plenty of time for students who work better as individuals. Proof of learning is very important. If a student isn't learning and I do not recognize that then I have failed as a teacher. I must make sure that I watch all my students and ask questions, assign work, have class discussion in order to check for understanding and make sure that they are grasping the material. Students will be able to look back at work they have done in class and for assessment when I pass it back the next class period. All work regardless of if it becomes graded or not will have feedback on it. If a student chooses to redo their work then they will ask me if it is acceptable to redo it, which ninety-nine times out of one hundred it will be fine, they will take it home and I will give them until the end of the next class to redo it. Students will staple the previous assignment to the new one and turn it into me. I will re read the product and again provide feedback for the student.
 * Explore, Experience, Rethink, Revise, Refine. Tailors: Logical, Interpersonal, Intrapersonal.**

Students will fill out graphic organizers during the beginning and middle of the lesson. This will allow them to see how detailed their knowledge of the content is. Students will also work in groups during class discussion to create arguments towards specific topics I will bring up. I will make sure to use class discussion as more than just a simple discussion. It will also constitute a debate or even a simple game like jeopardy. All work done by students, even make up work or second drafts will get timely feedback the night it is turned into me. This will allow for students to receive feedback as quick as possible. This quick feedback will allow students to see where they are in terms of how much they should know. This topic, the 1930s connects to previous learning and it will also connect with the next unit which will cover the rest of the 1930s. This content will also connect to today. Students will have to compare and contrast decades and how people lived.
 * Evaluate. Tailors: Logical, Interpersonal, Kinesthetic.**


 * Content Notes**

The 1930s were a very hard time for many people. Not only did the stock market crash to kick off the decade, but there were also other events that led to the depression in economy like the dust bowl. The biggest thing that people really don't understand about the Great Depression is that a majority of the money invested in the stock market that basically ran the economy of our nation was gone by 1930. The stock market had crashed so hard that it lost 83% of the investments that people had made. People in the Midwest were living in shanty shacks what were comprised of a little bit of wood and were no more than eight feet long. These shacks had to fit a family which at times could be as much as six people. The only large source of food and grain came from the Midwest, and near the beginning of the the decade the dust bowl hit. The dust bowl was a huge drought that caused enormous dust storms that made planting food and farming near impossible. The dust made a desert out of the Southwest and Midwest which destroyed about 80 percent of farming. This made it extrememly hard to get food to the poor and starving people of the United States. Because the food was so scarce people would line up outside buildings for hours just to receive bread. There were also people signing up for government assistance all the time. Before social security and other government run assistance programs were around it became very difficult to help out the amount of people who were showing up to get assistance. However help did come in the form of President Franklin Delano Roosevelt. The second president of the 1930s had a huge amount of trouble to deal with. He knew that he had to set up programs that created jobs for the millions of people who were jobless and starving. Roosevelt devised a new plan that would hopefully get our nation out of this terrible decline. The plan that he came up with was called the New Deal. This plan formed small organizations that created jobs for young men to go and build roads and fix government property. Not only did this give families a source of income, but also helped create better roads for the United States. One organization that Roosevelt created was the Tennessee Valley Association. The TVA took thousands of young men from their homes and gave them a camp site along with the other young men. They were given clothes and a shovel. The job basically told them to clean up the Tennessee Valley by cutting down trees and creating roads. FDR also created social security which allowed for taxes to be taken from paychecks and put into a huge pool that would allocate money back to people who were either too old to work or couldn't find work. At this point the money given back wasn't a huge amount but it was enough for people to eat and stay alive. The radio also became very popular in the 1930s. The radio was a great way for people to communicate. It was also cheap. The radio revolutionized entertainment as well. People would gather around the radio in order to hear programming that could range from mystery novel to a sports game.

T-Chart, KWL Chart
 * Handouts**