L3+Quach,+Christina

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Miss Quach __Lesson #__: 3 __Facet__: Interpret **
 * __Grade Level __****: 9-12 ** **__Numbers of Days__: 3**
 * __Topic __****: The Depression and New Deal Era **


 * __PART I: __**


 * __Objectives __**
 * Student will understand **that Constitutional principles were questioned and their boundaries tested.
 * Student will know **the sequence and timeline of Franklin D. Roosevelt being elected and New Deal initiatives beginning. They will know important people like Franklin D. Roosevelt.
 * Student will be able to **recognize constitutional principles.
 * Product: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wikispace

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical Knowledge, concepts, themes and patterns. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941" //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a, b, c
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be able to understand and recognize Constitutional principles. From studying the New Deal and its connections to the Constitution, students will be able to understand roots of democratic philosophy, ideals, and institutions.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">During the Three-Minute Review the teacher will use Thumbs Up to check the student's understanding. This will let the teacher know if the students feel like they need more to fully understand the content. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">At different periods of instruction students will fill out both a checklist and a rubric to self assess themselves. At both these points the teacher will also fill out the same rubric and checklist so that students see where they are in comparison to how the teacher feels. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wikispace: Students will each create their own wikispace that demonstrates their recognition of constitutional principles. The wikispace will also pull in opinions from other students on what they recognize as constitutional principles. There can be arguments between the students of when they are discussing what is constitutional and what is not constitutional.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Right Angle Perspective where students use a thinking diagram and distinguish between facts and opinions.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to include multimedia like video, audio, and pictures in their wikispace by either pasting the information in or using hyperlinks.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Government: By playing roles from the three different branches, students will be learning about how our government works.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Individually students will fill out an inverted triangle where they can list the constitutional principle that they are studying. They will then be able to condense the principles until they have a few words to describe it. This way the students have a better understanding and can remember the information easily. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will create their wikispaces individually. Individually, each student must complete their own wikispace that demonstrates their ability to recognize constitutional principles and then provide feedback for each other's work.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Group members from the Three-Minute Review will each share something new that they learned, if they did, and any questions that they have on the content that has been covered.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will stand up and pretend they are members of the Judicial, Executive, or Legislative branch of government. The class will be assigned a law and the students will work in their branch group to try to pass the law. They can step in on each other's territories while other branch groups try to keep them in check with checks and balances.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The inverted triangle that students complete on their own for each constitutional principle will provide them with a visual in depth idea and also one that is narrowed down and easy to remember.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will stand up and pretend they are members of the Judicial, Executive, or Legislative branch of government. The class will be assigned a law and the students will work in their branch group to try to pass the law.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will create their own wikispaces.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will discuss what they have learned with group members during a Three-Minute Review.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: 12pt;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> If the student is absent, their make up work from class will be located in their file which they can take when they get back. Also notes from classmates and an overview of the content from the day will be recorded and left in your personal file.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: Students could use more advanced features within their wikispaces. They could also create their own handouts and insert them into the wiki as downloadable pdf files. They may also add other technology resources into their wikispaces which could be a podcast they created and linked.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to include multimedia like video, audio, and pictures in their wikispace by either pasting the information in or using hyperlinks.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Computers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Inverted Triangle Organizer
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Index Cards
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Self Assessment Checklist
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Rubric for Product
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubistar
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wikispaces.com
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Paper
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pens

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson plan was created by Christina L Quach <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I used the backwards design model to create this lesson on the Depression and New Deal. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Right Angle Perspective. http://www.stemresources.com/index.php?id=51&Itemid=69&option=com_content&view=article <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Inverted Triangle Organizer. This organizer is a way for students to condense their ideas and opinions. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubistar. This site allows people to create rubrics for free. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wikispaces. This site allows people to create wikispaces. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">http://www.wikispaces.com <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Information on Franklin D. Roosevelt and the election of 1933. This book has detailed information about the presidents of the United States and provides great background information that is helpful for teaching more developed and deep content. Matuz Roger, and Bill Harris. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Presidents Fact Book. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Black Dog and Leventhal Publishers, Inc. New York 2009. 507-532. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A list of New Deal initiatives. This book provided a list and overview of some of the more popular New Deal initiatives of FDR. Matuz Roger, and Bill Harris. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Presidents Fact Book. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Black Dog and Leventhal Publishers, Inc. 2009. 507-532. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This website provided information about FDR expanding his presidential powers. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will sit in clusters the first few days because they will be doing a lot of group work. The last day students will sit in a perimeter so at the end of that class they can have an open discussion about each other's products.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence (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: 12pt;">(3-5 pages) //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will hand students index cards while they enter the classroom. The index cards will have pieces of the Constitution on them. Students will then arrange themselves in clusters based on what part of the Constitution they got. (5 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher hands out the Inverted Triangle Organizer and the list of what they will be learning during the lesson. During this time the teacher will be telling the students that when America was being established, the founders discussed putting in place a form of rules fro the developing government. What came to be known as the United States Constitution spells out how our government should be working. These rules keep our government in check and working for Americans. Someone with a complete understanding of the Constitution can clearly see where the government is overstepping, and whoever this person is, can help ensure that our government continues to follow the boundaries that have worked for hundreds of years. (5 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will then go over the product and what is expected of them referencing what is on their syllabus. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will lecture on what they need to know which is on the list of what they will learn that was handed out to them. (40 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will set up wikispaces in case they want to begin working on it. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will do a Three-Minute review in their clusters discussing the teacher's lecture. This will give them a chance to hear from each other if they missed anything or add to their ideas. They will also each share something new that they learned and ask any questions that they have on the content that has been covered. After that students will have the opportunity to begin working on their homework or working on their wikispaces. (20 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For homework students will fill out their Inverted Triangle organizer to condense the ideas of constitutional principles. They will also fill out a self assessment checklist to make sure they can provide evidence of understanding for the Three-Minute Review during class and their Inverted Triangle.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will break students up into three groups of four or five. Each group will be assigned a branch of the government and they will challenge each other to pass a law that is given by the teacher. In front of the class, students will challenge each branch with checks and balances and try to get the law through so that they will understand the power of all branches. Throughout this activity, the teacher will check for understanding by using definitions are when appropriate. (50 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work on researching any information for the rest of the class, and the teacher will walk around answering any questions necessary while helping students keep on task. (30 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have time to finish their wikispaces. (40 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will take time to look at each other's wikispaces and provide feedback on each wiki. (20 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher and students will have a discussion of what was interesting and anything that they learned from each other's products. (20 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The next class the teacher will hand a graded rubric to each student for their products.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will understand that constitutional principles were questioned and their boundaries tested. When America was being established, the founders discussed putting in place a form of rules for the developing government. What came to be known as the United States Constitution spells out how our government should be working. These rules keep our government in check. Someone with a complete understanding of the Constitution can clearly see where the government is overstepping, and whoever this person is, can help ensure that our country continues to follow the boundaries that have worked for hundreds of years. //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.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will hand students index cards while they enter the classroom. The index cards will have pieces of the Constitution on them. Students will then arrange themselves in clusters based on what part of the Constitution they got. This will start off class with students trying to piece together parts of something they might not have any prior knowledge about which will make them curious.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Interpersonal, Intrapersonal, Visual, Verbal, Logical, and Bodily.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know the sequence and timeline of Franklin D. Roosevelt being elected and New Deal initiatives beginning. They will know important people like Franklin D. Roosevelt. (See Content Notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson includes teaching to six of the intelligences. Students will use an Inverted Triangle Organizer to condense constitutional principles to have a better understanding and make it easier for them to remember. Being in clusters while participating in Three-Minute Review, students will be able to talk to each other to clarify anything they need to, build off of each other's ideas, and go over what they have learned so far. The wikispace will give the students a place to organize their ideas in a way that their classmates can benefit from. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">During instruction the teacher will check fro understanding by using the right angle perspective to distinguish between what is fact and what is their opinion. Also throughout the three days other means of checking for understanding include definitions are us, self assessment checklist, and a rubric from the teacher.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Describe all your content (include hyperlinks) in this paragraph and attach teacher content notes.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Interpersonal, Intrapersonal, Verbal, and Visual.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Inverted Triangle organizer starts with students writing the constitutional principle that they are working on. Then they continue to condense the meaning and purpose behind that part of the constitution. It can be easy to add a lot of filler words, but condensing will make the students think about how to use only a few words to describe the meaning of the principles. Being in clusters while participating in Three-Minute Review, students will be able to talk to each other to clarify anything they need to, build off of each other's ideas, and go over what they have learned so far. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to recognize constitutional principles. The students will learn this content by creating a wikispace, lecture, group discussion, and class activities. These activities provide a wide range of intelligences so it appeals to more students. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The first day I will group the students by randomly handing out index cards. They will work in these groups for two days because the second day includes an activity where they break up into the three branches of the government. The roles of the students the first day will be just to participate and take notes if they find it helpful. The second day all students will take turns in their groups as the speaker when presenting their ideas during the activity. They will collaborate together and then the speaker will share the ideas. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Inverted Triangle organizer, definitions are us, self assessment checklist, and wikispace will show evidence of learning. Their readiness to participate in discussions also shows evidence of their learning or at least interest in the content. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The self assessment after completing the Inverted Triangle organizer will give students time to rethink and revise their product. While participating in both group activities, students will receive information from each other to make their product better. All students' wikispaces will be available to each other so that they can compare with their classmates.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Bodily, Logical, Interpersonal, Intrapersonal, Verbal, and Visual.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use a checklist to self assess their understanding after completing the Inverted Triangle organizer that they did for homework. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will provide the students with a rubric once their individual wikispaces are completed. The feedback will be handed back to the students the next class day so that they have time to make changes that are necessary to receive a higher grade. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The homework will allow students more time to think on their own about constitutional principles. The self assessment will be done at this time too which will be helpful for students because then they can come to class prepared to ask questions to make sure everything on the checklist is checked off. The next lesson connects directly to the rest of the lessons because each lesson adds more information to finalize the idea of the entire unit. The assessments will keep students on track of what is expected of them.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Visual, Interpersonal, and Intrapersonal.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know the sequence and timeline of Franklin D. Roosevelt being elected and New Deal initiatives beginning. They will know important people like Franklin D. Roosevelt.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Franklin D. Roosevelt is elected- Franklin D. Roosevelt, a former New York state governor and senator, ran for president as a democrat for the 1933 election. While campaigning he focused on ways to stimulate the economy and get people back to work, and this is where the New Deal arose. People were excited about this, but when FDR took office, they still were not 100% sure of how the New Deal would work. FDR easily beat Hoover and became the 32nd president. During his second term he needed more support from other parts of the government to get his new New Deal initiatives passed. He did this by changing rules in the Supreme Court, also known as court-packing. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">New Deal Initiatives Begin- Many pieces of legislation were put in place to try to stimulate the economy and encourage job growth. Some New Deal initiatives include: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Emergency banking Act: Went through the entire government and was passed into law within a day. It increased what the Federal Reserve Board was capable of doing. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Economy Act: Reduced the salaries of government members so that the extra money could be spread throughout America. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Federal Emergency Relief Administration: This provided loans to banks, public agencies, and railways through the Reconstruction Finance Corporation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Civil Works Administration: Created jobs for many men for the winter of 1933-1934. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Works Progress (Projects) Administration: This was another act that attempted to create jobs so that people could earn money instead of having it handed to them. People who received these jobs built schools, libraries, public structures, and programs to encourage artists to create works of art like art, music, and writing pieces. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Civilian Conservation Corps: Over 250,000 unemployed and unmarried men received jobs and worked on land improvement projects. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">National Youth Administration: This provided part-time jobs for students who were either in high school or college. It also sometimes provided the same opportunities for youths who were not students. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">National Industrial Recovery Act: This act was passed to authorize the Public Works Administration and the National Recovery Association. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Public Works Administration: This program expanded one that had already been put in place during President Hoover's term. This program worked to build public buildings, large dams, irrigation, and flood-control projects. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">National Recovery Administration: This program paid farmers to not produce crops. By doing this the government would be regulating prices of crops because farmers were losing money by producing so much that the prices were down and no one was making money and crops were being wasted. This was deemed unconstitutional in 1936, and a new version came out in 1938. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Federal Deposit Insurance Corporation: This program guaranteed people's savings. Even though banks use and invest money from customers savings, this would ensure that the savings would not be lost like they had on Black Thursday. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Securities and Exchange Commission: This agency was in charge of monitoring the sale of stocks and bonds to make sure that everything was legal. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Reciprocal Trade Agreements Act: This allowed the president to make arrangements with other nations to lower import taxes which cut Congress out of the process. The most-favored-nation clause was created. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Home Owners' Loan Corporation: This program helped people refinance the loans on their homes to prevent losing them. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">U.S. Housing Authority: This was the first time the federal government built houses which were for low-cost housing construction. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tennessee Valley Authority: This program worked within seven states to build and be responsible for dams that provided flood control, energy, and more appropriate transportation. This provided electricity to some places that had never had it before. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Social Security Act: This would be administered by the federal government to the elderly or physical disabilities. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">National Labor Relations: This program began to create a rise of unions and focused on relations between employers and employees. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Fair Labor Standards Act: This program set up minimum wage and what was allowed for working hours.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Inverted Triangle Organizer
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Self Assessment Checklist
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Rubric for Product


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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: 12pt;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will already have the syllabus which the teacher will review on day one of the lesson. This will allow students to look back and be aware of what they are expected to get out of the lessons. The students will also be given graphic organizers to help organize their ideas. The handouts also provide everything the students will be learning so that they know what to look for during instruction and won't be questioning what they should be doing.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Three-Minute review activity gives students the opportunity to talk together about what they have learned from the lesson so far. This provides an opportunity for them to place together their ideas and strengthen them. Also when students do their Inverted Triangle activity they have to really think about the words that they are using to condense the principles.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work alone and with groups. Students are all required to participate in and share ideas with each other. During these group activities students are required to be respectful especially during sharing. There will also be feedbacking on the completed wikispaces to provide support for each other.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As long as the wikispaces shows their understanding of constitutional principles and includes multimedia, students may organize it in whatever way they would like or do it in any writing format. Students can use information that they get from group activities, but they also have time during classes to find new information if they want to do something different.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson plan provides students ways to learn in six of the intelligences. This allows most learning styles to learn and understand the content in a way that is comfortable to them. This lesson also ties into the present which will help students relate to the content. There are also activities throughout the lesson that provides students multiple opportunities to understand the past and tie it into their own interests.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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; font-size: 12pt;">Content Knowledge: (see content notes) //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical Knowledge, concepts, themes and patterns. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941" //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a, b, c //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpret //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to understand and recognize Constitutional principles. From studying the New Deal and its connections to the Constitution, students will be able to understand roots of democratic philosophy, ideals, and institutions.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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; font-size: 12pt;">MI Strategies: //**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students during the Three-Minute Review will each share something new that they learned, if they did, and any questions that they have on the content that has been covered.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will stand up and pretend they are members of the Judicial, Executive, or Legislative branch of government. The class will be assigned a law and the students will work in their branch group to try to pass the law. They can step in on each other's territories while other branch groups try to keep them in check with checks and balances.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will fill out an Inverted Triangle organizer on their own for each constitutional principle which will provide them with a visual in depth idea and also one that is narrowed down and easy to remember.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will stand up and pretend they are members of the Judicial, Executive, or Legislative branch of government. The class will be assigned a law and the students will work in their branch group to try to pass the law.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will create their own wikispaces.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will discuss what they have learned with group members during a Three-Minute Review.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have to include multimedia like video, audio, and pictures in their wikispace by either pasting the information in or using hyperlinks.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This will also get students used to the way that wikispaces work. This is important because they are being used more and more frequently within classes.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">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; font-size: 12pt;">Formative: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The self assessing checklist provides students with the chance to see where they are and where they need to work more in. This also shows the teacher where students need more help or try teaching in a different teaching style. The definitions are us with the right angle perspective also helps make sure the students are actually defining what they need to know rather than guessing. Their opinion can still show a clear understanding of the content. The day after the lesson the teacher will provide the students with a graded rubric and allow them to make any revisions to receive a higher grade. The wikispace is the only grade the students will receive for this lesson. Students will receive credit for showing understanding within the kinesthetic activity and Inverted Triangle organizer.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wikispace: Students will each create their own wikispace that demonstrates their recognition of constitutional principles. The wikispace will also pull in opinions from other students on what they recognize as constitutional principles. There can be arguments between the students of when they are discussing what is constitutional and what is not constitutional.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Throughout this three day lesson there are multiple forms of assessment. The students will assess where they are throughout the lesson and then assess their classmates after the final wikispaces are ready. The teacher will also provide timely feedback that is private to the student. All of these assessments are meant to help the student succeed and find where the student may need another opportunity to learn.

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