L1+Bouzakine,+Evgeni


 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT ** **__Teacher’s Name __****: **Evgeni Bouzakine   **__Lesson #__:** 2 **__Facet:__** Organize  **__Grade Level __****: **6-8  **__Number of Days:__** 4  **__Topic __****: **Depression/New Deal  **__PART I: __** **__Objectives __** **Student will understand that **<span style="font-family: 'Times New Roman','serif';">identifying the many events, turning points, consequences, and historical eras, during the United States Depression will help them identify the resulting events that lead to the New Deal  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will know **<span style="font-family: 'Times New Roman','serif';">What events, turning points, and consequences from the depression lead up to the New Deal  **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student will be able to do **<span style="font-family: 'Times New Roman','serif';">evaluate major events leading to the New Deal. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results Alignment __** <span style="font-family: 'Times New Roman','serif';">Maine Learning Results <span style="font-family: 'Times New Roman','serif';">Social Studies  <span style="font-family: 'Times New Roman','serif';">E1 Historical knowledge, concepts, themes, and patterns. <span style="font-family: 'Times New Roman','serif';">The depression and The New Deal, 1929-1941 <span style="font-family: 'Times New Roman','serif';">Grade 6-8: Students understand major eras, major enduring themes, and //historic// influences in the history of Maine, the United States, and various regions of the world. <span style="font-family: 'Times New Roman','serif';">Performance Indicators: A, B, D ** Rationale: ** <span style="font-family: 'Times New Roman','serif';">Students will learn the beginning of The Depression and the Major enduring themes by the study of the era. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment __** **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – checking for understanding during instruction ** <span style="color: #000000; font-family: 'Times New Roman','serif';">Student will get a flow order chart, putting facts in order to understand what lead up to The New Deal. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Exit card with two questions concerning Roosevelt's three R's will be provided during and at the end of the lesson. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – timely feedback for products (self, peer, teacher) ** <span style="color: #000000; font-family: 'Times New Roman','serif';">Checklist provided by teacher in order to cover all topics for their iMovie. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning) __** <span style="color: #000000; font-family: 'Times New Roman','serif';">iMovie: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create a commercial showing how to avoid the Depression. Use the New Deal as an outline to your idea in making a 30-60 second commercial where you can show an effective way to avoid the depression. I Expect a typed up sript of the commercial with the highlights of the commercial in bold. Props and costumes are suggested when making the commercial. Consider all aspects that go into making this film look like a commercial shot in the 1930's. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Creating a movie and creating a blog/wiki to post their video on. Other students have a chance to comment on the commercial. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __** **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: ** <span style="font-family: 'Times New Roman','serif';">iMovie: Using sound, video, blogs, wiki, and creativity. <span style="font-family: 'Times New Roman','serif';">Students will create a commercial, where the students will use 30-60 seconds to display how the Depression could have been avoided. Creating a movie and creating a blog/wiki to post their video on. Other students have a chance to comment on the commercial. **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Other Content Areas: ** <span style="font-family: 'Times New Roman','serif';">Musical- using music in their video to complete the atmosphere of their commercial. <span style="font-family: 'Times New Roman','serif';"> Logical- The comments used on the blog have to be well thought out comments. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groupings __** **Section I - Graphic Organizer & Cooperative Learning used during instruction** <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will get a flow order chart, putting facts in order to understand what lead up to The New Deal. Using the flow chart to distingish between what effected the the depression and what did not effect it as much. **Section II – Groups and Roles for Product** <span style="color: #000000; font-family: 'Times New Roman','serif';">Student will get in a flow chart to and do a think-pair-share activity to bounce idea's back and fourth**.** Using these ideas to use for their movie. The idea that the ideas the students share can be used in their commercial. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction __** * **<span style="font-family: 'Times New Roman','serif';">Interpersonal: **<span style="font-family: 'Times New Roman','serif';"> Students will work in pairs or threes to talk about the status of country **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modifications/Accommodations __** **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //  **Plan for accommodating absent students:**   <span style="font-family: 'Times New Roman','serif';"> If you are absent, students are required to come see me before class starts the next day to collect work missed. Missed work will be turned in as soon as student can complete work (within couple days). **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __** **Type II technology:** <span style="font-family: 'Times New Roman','serif';">iMovie: Students will make a brief commercial (30-60 seconds long) how to avoid the depression. What could have been done to possibly avoid the depression all together? The commercial will be posted on their wiki pages with a quick  **Gifted Students:** **These students will be challenged by showing more in depth analysis of financials and election.** **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __** * <span style="font-family: 'Times New Roman','serif';">Computer **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __** //This lesson was designed by myself, and I choose the iMovie as the final product because it would// <span style="font-family: 'Times New Roman','serif';">evaluate major events leading to the New Deal. <span style="font-family: 'Times New Roman','serif';">[]- Money and how it affected everyone in the United States. <span style="font-family: 'Times New Roman','serif';"> []- Used this to make the 3 R's worksheet. It shows all of the laws that were passed in the period we are looking at. __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- Flowchart/Graphic organizer. This will be used to put all facts in correct order. They will be able to describe them also. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __** **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) // <span style="font-family: 'Times New Roman','serif';">The student will sit in a Perimeter arrangement. Student will be able to look at the center of the room in order to learn the content required in this course. It makes it easy  <span style="font-family: 'Times New Roman','serif';"> **Day 1:**  * <span style="font-family: 'Times New Roman','serif';">Class starts with a brief introduction of what will be happening next and a quick review of what we have covered in last lesson.(5 min) <span style="font-family: 'Times New Roman','serif';"> **Day 2:** * <span style="font-family: 'Times New Roman','serif';">Go over the worksheet at beginning of class (10 min) <span style="font-family: 'Times New Roman','serif';"> **Day 3:** * <span style="font-family: 'Times New Roman','serif';">Work on projects and do any edits that are necessary to finish movie.(20 min ) <span style="font-family: 'Times New Roman','serif';"> **Day 4:** * <span style="font-family: 'Times New Roman','serif';">Finish up presentations (last touch ups if needed) (20 min) <span style="font-family: 'Times New Roman','serif';"> Students will understand that <span style="color: #000000; font-family: 'Times New Roman','serif';">identifying the many events, turning points, consequences, and historical eras, during the United States Depression will help them identify the resulting events that lead to the New Deal. As future voters in the United States it is important to understand what lead to the Roosevelt getting elected to solve the nations problems. //Students understand major eras, major enduring themes, and// //historic influences in the history of Maine, the United States, and various regions of the world.//  <span style="color: #000000; font-family: 'Times New Roman','serif';">Showing the picture of Obama on the board with the Phrase "why was Obama elected President?" will make students understand some of the similar reason behind Roosevelt's election. This election lead to the most money ever spent by a president in United States history and could have potentially saved or extended the period of the Depression. <span style="font-family: 'Times New Roman','serif';"> ** Where, Why, What, Hook Tailors: ** //Visual, musical,//    <span style="font-family: 'Times New Roman','serif';"> Students will know Hoover and Roosevelt election, bank failures, Tariff Act, Farm prices dropped, 4 million unemployed ( <span style="color: #101010; font-family: 'Times New Roman','serif';">3.2 to 8.7 percent) <span style="font-family: 'Times New Roman','serif';">, Roosevelt's plans/speech, The three R's, no legislation passed to fix Depression <span style="color: #000000; font-family: 'Times New Roman','serif';">(See content notes). Groups (4) of students will use laptop or book/notes to fill out the chart. Using the their knowledge will allow the students to order the events properly. Knowing what happened will allow them to understand the financials after crash. Students will then do a think pair share activity, where students will talk amongst themselves learning about what content they have covered in the lessons so far. <span style="font-family: 'Times New Roman','serif';"> Checklist provided by teacher in order to cover all topics. <span style="font-family: 'Times New Roman','serif';"> Student will get a flow order chart, putting facts in order to understand what lead up to The New Deal. Evaluating the major events that took place right before the New Deal happened. Why the new deal would have to be implemented because of all the following events. <span style="font-family: 'Times New Roman','serif';"> ** Equip, Explore, Rethink, Revise, Tailors: **// Verbal, musical, Visual, Logical, Interpersonal, Intrapersonal. //  <span style="font-family: 'Times New Roman','serif';"> Student will use a flowchart to organize their thoughts on the financial status of America at this time. Students will get in a flow chart to and do a think-pair-share activity to bounce ideas back and forth. Students will be able to distinguish the important facts that lead up to the idea of introducing the New Deal. The flowchart and think pair share activity will help the students understand and use ideas for their commercials. Students are able to research information on their laptops to find the proper attire, slang, and any other valuable information they can find on that era. All Student will be able to describe the election and all the laws that Roosevelt planned on using to help the Americans. By using all of the intelligences, it is possible to make all the students understand the content in their own ways. <span style="font-family: 'Times New Roman','serif';"> Checklist will provide understanding of all topics for this lesson that need to be known. We will go over checklist and address any questions. We will also go over 3 R's worksheet, and students are free to see me and check for understanding. <span style="font-family: 'Times New Roman','serif';"> ** Explore, Experience, Revise, Refine, Tailors: **// Verbal, Visual, Interpersonal, Intrapersonal. //  <span style="font-family: 'Times New Roman','serif';"> Students will be asked to answer 2-3 questions with the worksheet given out and going over the major three problems that are assigned on the board. Students will go over the notes with each other. The exit card will be a mini review for what was covered throughout <span style="font-family: 'Times New Roman','serif';"> A checklist will be provided for project and the content needed. Homework like the 3 R's will help them understand the important aspects behind the financial movement of the election and the New Deal. The 3 R’s will help them with the commercial and ways to think what could have been in place before the Market crash happened. Homework like making a script for the movie will allow them to make a well written commercial. They will also be more aware of the surroundings of that time period. **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __** <span style="font-family: 'Times New Roman','serif';">Students will know….. __<span style="font-family: 'Times New Roman','serif';">Hoover and Roosevelt election __<span style="font-family: 'Times New Roman','serif';">- * <span style="font-family: 'Times New Roman','serif';">The election took place amidst the Great Depression. Hoover's promise to bring a new age of prosperity was ruined when unemployment raised dramatically during his term. Roosevelt tactics involved an all-out attack on Hoover's economic failure, and his notion of everything will fix itself. Roosevelt accused Hoover's Hoovers administration of spending more than any before it. Althought Roosevelt would spend more money than any of the past presidents. He did not have a specific plan of what polices would be in place, he know something had to be done rather than not doing anything with the banks failing the way they were. Roosevelt won in a land slide __<span style="font-family: 'Times New Roman','serif';">Smoot-Hawley Tariff Act __ * <span style="font-family: 'Times New Roman','serif';">Raised U.S tariffs on 20,000 imported goods (Foreign). Reduced the nations imports by half. This increase was thought to protect farmers and Jobs here in the United States. Raising the price made it more difficult for other countries to import into the United States. __<span style="font-family: 'Times New Roman','serif';">Bank Failures __ * <span style="font-family: 'Times New Roman','serif';">4,000 banks failed during 1933. Depositors saw $140 billion disappear because of bank failures. __<span style="font-family: 'Times New Roman','serif';">Farm prices dropped __ * <span style="font-family: 'Times New Roman','serif';">The result of the bank failures gave way to farmers losing money and many not buying as much as before. __<span style="font-family: 'Times New Roman','serif';">4 million unemployed ( <span style="color: #101010; font-family: 'Times New Roman','serif';">3.2 to 8.7 percent) __ * __<span style="font-family: 'Times New Roman','serif';">Roosevelt's plans/speech __ * <span style="font-family: 'Times New Roman','serif';">Roosevelts speech was an attempt to calm the people and have faith in the economy while installing the Bank Holiday __<span style="font-family: 'Times New Roman','serif';">The three R's __ * <span style="font-family: 'Times New Roman','serif';">Roosevelt's plans for getting out of the Depression. (The New Deal sample) > Recovery - "Pump - Priming" Temporary programs to restart the flow of consumer demand. > Reform - Permanent programs to avoid another depression and insure citizens against economic disaster **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __** * <span style="font-family: 'Times New Roman','serif';">The Three R's exercise **__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __** **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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. //** **//__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//** **//<span style="font-family: 'Times New Roman','serif';">Clipboard: //**<span style="font-family: 'Times New Roman','serif';">Checklist for iMovie and flow chart/3 R's worksheet. These sheets will help students become organized and stay on task. <span style="font-family: 'Times New Roman','serif';"> **//Microscope://** Organization and structure again will be provided by the 3 R's and the script for the iMovie. <span style="font-family: 'Times New Roman','serif';"> **//Puppy://** Using the group work with both the flow chart and think pair share will allow students to feel comfortable with the classroom environment. <span style="font-family: 'Times New Roman','serif';"> **//Beach Ball://** The ability to act of context and improving on their iMovie assignment. <span style="font-family: 'Times New Roman','serif';"> **//Rationale://** This lesson attempts to hit all the multiple intelligences to provide students with the best learning atmosphere possible. Students can view the finical breakdown of the United States and know how to possibly avoid it. <span style="font-family: 'Times New Roman','serif';"> **//Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**  <span style="font-family: 'Times New Roman','serif';"> **//Content Knowledge://** See Content Notes...   <span style="font-family: 'Times New Roman','serif';"> **//MLR//**   <span style="color: #000000; font-family: 'Times New Roman','serif';">Maine Learning Results  <span style="color: #000000; font-family: 'Times New Roman','serif';">Social Studies  <span style="color: #000000; font-family: 'Times New Roman','serif';">E1 Historical knowledge, concepts, themes, and patterns. <span style="color: #000000; font-family: 'Times New Roman','serif';">The depression and The New Deal, 1929-1941 <span style="color: #000000; font-family: 'Times New Roman','serif';">Grade 6-8: Students understand major eras, major enduring themes, and //historic// influences in the history of Maine, the United States, and various regions of the world. <span style="color: #000000; font-family: 'Times New Roman','serif';">Performance Indicators: A, B, D <span style="font-family: 'Times New Roman','serif';"> I will use the content that I am required to cover and make sure my students understand the Depression and New Deal. <span style="font-family: 'Times New Roman','serif';"> **//Facet://** Interpret  <span style="font-family: 'Times New Roman','serif';"> **//Rationale://**  <span style="font-family: 'Times New Roman','serif';"> **//Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**   <span style="font-family: 'Times New Roman','serif';"> **//MI Strategies://**  * **<span style="font-family: 'Times New Roman','serif';">Interpersonal: **<span style="font-family: 'Times New Roman','serif';"> Students will work in pairs or threes to talk about the status of country <span style="font-family: 'Times New Roman','serif';"> **//Type II Technology://** iMovie to display on their wiki page to get feedback from student and other teachers**//.//**  <span style="font-family: 'Times New Roman','serif';"> **//Rationale://** Using this technology in a way they can focus on the important events that led up to and continued the Depression. Using iMovie will help students understand what could have been done differently and the effects this event had on the people(here in the US). <span style="font-family: 'Times New Roman','serif';"> **//Standard 8 -//** Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. <span style="font-family: 'Times New Roman','serif';"> **//Formative://** Using the 3 R’s worksheet as a follow up. Using the flowchart and a checklist for the commercial to check for a full understanding. Freeback used from our class disscussions and will help students with the formative aspect. <span style="font-family: 'Times New Roman','serif';"> **//Summative://** Performing the performance task successfully. <span style="color: #000000; font-family: 'Times New Roman','serif';">Students will create a commercial showing how to avoid the Depression. Use the New Deal as an outline to your idea in making a 30-60 second commercial where you can show an effective way to avoid the depression. I Expect a typed up sript of the commercial with the highlights of the commercial in bold. Props and costumes are suggested when making the commercial. Consider all aspects that go into making this film look like a commercial shot in the 1930's. <span style="font-family: 'Times New Roman','serif';">Creating a movie and creating a blog/wiki to post their video on. Other students have a chance to comment on the commercial. <span style="font-family: 'Times New Roman','serif';"> **//Rationale://** This shows my ability to create an assignment that students can use to describe the Elections and the Depression that followed it. I am able to assess them throughout each day to see where the student are in the classroom. || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * **<span style="font-family: 'Times New Roman','serif';">Bodily-Kinesthetic: **<span style="font-family: 'Times New Roman','serif';"> The class will split into unemployed and employed groups to see the effect of Depression.
 * **<span style="font-family: 'Times New Roman','serif';">Musical: **<span style="font-family: 'Times New Roman','serif';"> More music samples of the depressed tone of music during the time of the lowest unemployed years.
 * **<span style="font-family: 'Times New Roman','serif';">Intrapersonal: **<span style="font-family: 'Times New Roman','serif';"> Students will work alone on the financial status in the United States, before the think pair share activity begins.
 * **<span style="font-family: 'Times New Roman','serif';">Verbal: **<span style="font-family: 'Times New Roman','serif';"> Students will talk in think pair share activity to discuss any other possible element thought's on unemployment.
 * **<span style="font-family: 'Times New Roman','serif';">Visual: **<span style="font-family: 'Times New Roman','serif';"> Photos of peoples finical lives and hardships on projector.
 * <span style="font-family: 'Times New Roman','serif';">Paper
 * <span style="font-family: 'Times New Roman','serif';">Three R's worksheet
 * <span style="font-family: 'Times New Roman','serif';">Video Camera
 * <span style="font-family: 'Times New Roman','serif';">Graphic Organizer
 * <span style="font-family: 'Times New Roman','serif';">Projector
 * <span style="font-family: 'Times New Roman','serif';">"Why was Obama elected President?" Written on the board, students will write down at least five reasons why he was elected.(10 min)
 * <span style="font-family: 'Times New Roman','serif';">We will go over how he on some of the reasons he was elected. The Obama election is similar to the Roosevelt election.(10 min)
 * <span style="font-family: 'Times New Roman','serif';">Notes will be shown on the projector for the Hoover and Roosevelt election as well as going over what he accomplished during his first act as President. (15 min)
 * <span style="font-family: 'Times New Roman','serif';">Roosevelt's Speech
 * <span style="font-family: 'Times New Roman','serif';">The 3 R's quick overview and then a worksheet will be given out. Students will fill out the sections and complete before class is over. (20 min) Worksheet will be gone over when everyone is finished or at the beginning of next class.
 * <span style="font-family: 'Times New Roman','serif';">Dive into the Tariff Act with projector notes (10 min)
 * <span style="font-family: 'Times New Roman','serif';">Bank failures talked about with pictures and examples on the board. Also the mention of the farms being effected by the bank failures. (10 min)
 * <span style="font-family: 'Times New Roman','serif';">Unemployment numbers and the effects it has had of people. How the numbers have risen. Also the class split into two to show how much employment has changed America. (10 min)
 * <span style="font-family: 'Times New Roman','serif';">Photos and music that describes the effects of the employment numbers had on people.(5 min)
 * <span style="font-family: 'Times New Roman','serif';">Flow chart given out on the numbers of the beginning of the Depression. Groups of students that can compare flow charts.(10 min)
 * <span style="font-family: 'Times New Roman','serif';">Think pair share activity between students. I come around and help where needed.(15 min)
 * <span style="font-family: 'Times New Roman','serif';">Talk about iMovie program and play around with it while using ideas from think pair share to get the projects started. (20 min)
 * <span style="font-family: 'Times New Roman','serif';">List of expectation on the board for the project. (5 min)
 * <span style="font-family: 'Times New Roman','serif';">Finish up projects by end of class (55 min)
 * <span style="font-family: 'Times New Roman','serif';">Presentations(60 min)
 * <span style="font-family: 'Times New Roman','serif';">Roosevelt promised to "abolish useless offices" and "eliminate unnecessary functions of Government," stating that "Government—Federal and State and local—costs too much," (President Hoover had been restricting trade and aggressively taxing the economy with legislation such as theSmoot-Hawley Tariff Act and the Revenue Act of 1932
 * <span style="font-family: 'Times New Roman','serif';">unemployment at 23.6%
 * <span style="font-family: 'Times New Roman','serif';">Franklin Delano Roosevelt was the active president March 1933, banks in all 48 states had either closed or had placed restrictions on how much money members could withdraw. Roosevelts first act was to declare a national "bank holiday" – closing the banks for a three-day cooling off period.
 * <span style="font-family: 'Times New Roman','serif';">"The only thing we have to fear is fear itself." famous speech given by president by during the bank closures.
 * <span style="font-family: 'Times New Roman','serif';">Relief - Immediate action taken to halt the economies deterioration.
 * <span style="font-family: 'Times New Roman','serif';">Flowchart (time)
 * **<span style="font-family: 'Times New Roman','serif';">Bodily-Kinesthetic: **<span style="font-family: 'Times New Roman','serif';"> The class will split into unemployed and employed groups to see the effect of Depression.
 * **<span style="font-family: 'Times New Roman','serif';">Musical: **<span style="font-family: 'Times New Roman','serif';"> More music samples of the depressed tone of music during the time of the lowest unemployed years.
 * **<span style="font-family: 'Times New Roman','serif';">Intrapersonal: **<span style="font-family: 'Times New Roman','serif';"> Students will work alone on the financial status in the United States, before the think pair share activity begins.
 * **<span style="font-family: 'Times New Roman','serif';">Verbal: **<span style="font-family: 'Times New Roman','serif';"> Students will talk in think pair share activity to discuss any other possible element thought's on unemployment.
 * **<span style="font-family: 'Times New Roman','serif';">Visual: **<span style="font-family: 'Times New Roman','serif';"> Photos of peoples finical lives and hardships on projector.
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