Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Griff Sims Lesson # __5____ Subject/Grade: U.S. History/11th Date and Time of Lesson: 12/2/2013 Learning Objective: After the students receive a lecture on the Great Depression they will be able to list two causes and two consequences of the Great Depression with 100% accuracy. Alignment with Standards: Standard USHC-6: The student will demonstrate an understanding of the conflict between traditionalism and progressivism in the 1920s and the economic collapse and the political response to the economic crisis in the 1930s. USHC-6.3 Explain the causes and consequences of the Great Depression, including the disparities in income and wealth distribution; the collapse of the farm economy and the effects of the Dust Bowl; limited governmental regulation; taxes, investment; and stock market speculation; policies of the federal government and the Federal Reserve System; and the effects of the Depression on the people. NCSS- 7 Production, Distribution, and Consumption This lesson discusses how Americans had developed a get rich quick mentality in regards to the stock market. Many industries were suffering in the late 1920s. Consumers abuse of speculation and buying of the margin led to the destruction of the American economy. CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. EEDA- In this lesson students will be informed how bread lines and soup kitchens today originated during the Great Depression. This lesson will also address the 6th career cluster, finance. Developmental Appropriateness or Cross-curricular connections: Similar to English class students will answer questions after examining a primary source. The particular primary source going to be examined is a political cartoon. The cartoon is fairly straight forward, and should be easy for students to analyze and interpret. The students will be asked to answer three questions about the primary source (listed later in lesson plan.) Assessment(s) of the Objectives: Pre assessment: Students will complete a think, pair, share activity at the beginning of class as a bell ringer. The activity should take approximately 5 minutes to complete. During assessment: The students will be monitored as they take notes on an outline that will be provided for them. They will also be encouraged to participate by answering and asking questions. Post assessment: The students will fill out an exit ticket at the end of class. Lesson Objective(s) Assessment(s) of the Use of Formative Objective(s) Assessment After the students receive a lecture on the Great Depression they will be able to list two causes and two consequences of the Great Depression with 100% accuracy. At the end of the lesson students will fill out an exit ticket that will be assessed by the teacher. The students will be asked to list two causes and two consequences of the Great Depression. The data from this assessment will help me determine if the lesson made since to the students. It will also help me to determine if the assessments and activities I used helped the students learn the material.

Accommodations: (should use of TWS 1 data)

Lander University Teacher Education Lesson Plan Template

Rev. 2013

This lesson uses a number of different learning strategies and methods. It includes reading and examining primary source excerpts, propaganda, pictures, and political cartoons. The lecture will aid audio learners, the pictures will aid visual learners and the outline will aid the students in taking efficient notes on the lesson. The exit ticket will help the teacher determine if the students understand the lesson. If students require more time to complete the assessments extra time will be allowed. Materials: Materials needed for the lesson are a PowerPoint, outline, and notecards. The students will need pencils or pens, and a notebook. Procedures: 1. When students enter the classroom they will be asked to complete a think, pair, share activity. The students will be asked to list what they know about the Great Depression on a piece of paper. They will then be asked to turn to a partner, and share what they wrote down. Then the teacher will ask have a class discussion with the students about what they wrote down and shared with their partners. 2. Next, the teacher will begin the presentation of the PP. The PP will include questions such as: Does anyone know the causes of the Great Depression? What is speculation? What is buying on the Margin? Does anyone know the consequences of the Great Depression? What happened on Black Tuesday? 3. While lecturing students will be asked to fill out their outline and answer or ask questions. 4. The teacher will monitor the students work as they take notes and answer questions. 5. After the teacher is done with the PowerPoint the students will answer, on a notecard, one question concerning the lesson with 100% accuracy. Students can use their outlines. They will be asked to: a. List two causes and two consequences of the Great Depression. Activity Analysis: (must show use of TWS 1 data) 1. The PP presentation will be used to present information to the students about the causes and consequences of the Great Depression. The PP utilizes primary sources, questions, videos, and pictures to aid learners and keep their interests. The presentation addresses all kinds of learning styles especially visual and audio learners. 2. The think, pair, share activity will help the teacher determine what students know about the Great Depression. The outline will help the teacher analyze how well students paid attention and followed the PP presentation and what they learned from the lecture. The exit ticket will be utilized to help the teacher see if the students understood the content of the lecture. References: Gerald A. Danzer. The Americans. Evanston, IL: McDougal Littell/Houghton Mifflin, 2005. http://www.youtube.com/watch?v=DXFAf-V9Qpk