L5+Quach,+Christina

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Miss Quach __Lesson #__: 5 __Facet__: Perspective **
 * __Grade Level __****: 9-12 ** **__Numbers of Days__: 4**
 * __Topic __****: The Depression and New Deal Era **

 **__PART I:__**

 **__Objectives__**

 **Student will understand that** the decisions of officials led to consequences that they would have to attempt to fix.

 **Student will know** terminology such as the Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, and collective bargaining. They will also know important people like Franklin D. Roosevelt, Eleanor Roosevelt, Bonus Marchers/Bonus Army, Herbert Hoover, and John Maynard Keynes.

 **Student will be able to** critique the Constitutional principles in question during New Deal initiatives.

 **Product:** Podcast

 **__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment__**

Maine Learning Results

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;"> **Rationale:** Students will understand major enduring themes and historical influences in the United States, including the roots of democratic philosophy and ideas by gathering information for, and creating, a podcast.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Pre-Assessment: (Lesson 1 only)__**

<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;">The teacher will use fill in your thoughts to check 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;">Everyone will receive a self, peer, and teacher assessed checklist to evaluate their work so far.

<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;">Podcast: Students will interview other students and teachers to create resources of criticisms of decisions during the Depression and New Deal. The students can record their interviews and make it into a podcast or they can write down the interview with quotes from the person they interviewed and use that to create a podcast. If students want they can create a podcast that is set in the current period, or they could create their podcast and pretend that they are in the Depression Era.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Technology:** Students will use software like Audacity or Garage Band to create a podcast. In groups of three, students will use these programs to edit their audio recordings, add music files, and incorporate video or pictures from the time period.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Content Areas:** English: The podcast that the students create must have great grammar and mechanics from either the current time period or during the Depression and New Deal Era. There are noticeable differences in the way people used to talk and the way they do now. If students decided to do a podcast set in the current time period the teacher would expect grammar and mechanics that they were used to when creating projects and papers. If the students decided to set it in the Depression and New Deal Era the teacher would expect the students to use appropriate grammar and mechanics for that time.

<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;">Individually students will fill out a Cluster/Word Web that will be combined with all the other students to create a large poster students can look back to during the entire lesson for ideas and understanding.

<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;">Students will work in twos to create a podcast. The students can either be a radio host and an interviewer or two radio hosts on a show. They are both expected to contribute information and interviews to the project. They are both required to work on editing the recordings so that they get used to using the software.

<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:** During RedRobin Brainstorming, every student will contribute their criticisms and listen to others.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical:** Students will work together as a class to put in order each others criticisms to see if one led to another.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual:** Students can refer back to the large form of the Cluster/Word Web 1 that will be hanging in the classroom when they need to visualize the criticisms of others.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily:** Copies of the students Cluster/Word Web 1 will be copied onto a large web that will hang in the classroom during this lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will create their own podcasts that include their criticisms of the decisions of officials during the Depression and New Deal.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will interview other classmates and teachers criticisms to include in their individual podcasts.

<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)//** //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;"> **Plan for accommodating absent students:** If the student is absent the 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 the student's 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;"> **Type II technology:** Students will use software like Audacity or Garage Band to create a podcast. In groups of three, students will use these programs to edit their audio recordings, add music files, and incorporate video or pictures from the time period.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Gifted Students:** Students who would like to do a little more with their project could get interviews from people and include them in their podcast. These interviews could come from people who have experiences from the Depression and New Deal Era, like a son/daughter of someone who lived during that time period. Students can overlay their audio on top of a slideshow. They could also video record their podcast and include pieces of that in their product.

<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;">GarageBand, Audacity, or any audio recording and editing software
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cluster/Word Web 1
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Checklist
 * <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;">Peer Assessment Checklist
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Checklist for product
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Poster
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Glue
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Inspiration
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Terminology List
 * <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;">Computers

<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;">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 []

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will watch this podcast as a hook on day 1 of the lesson. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Inspiration is a program where students can organize their thoughts and ideas in a web form or outline form. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This Cluster/Word Web 1 graphic organizer allows students to list their criticisms of officials. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">GarageBand is a program where students can edit and record audio. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Audacity is a program where students can edit and record audio. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This site provided the definition for the Great Depression which will give students a clear understanding of what it was. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book provided terminology for trickle-down economics, New Deal, welfare state, Communist Party, socialism, collective bargaining, and Keynesian-theory. It is a textbook with easy to understand definitions. Roark, James L., Johnson, Michael P., Cline Cohen, Patricia, Stage, Sarah, Lawson, Alan, and Susan M. Hartmann. //The American Promise: A History of the United States Fourth Edition.// Bedford/ St. Martin's. Boston 2009. Glossary. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Civilian Conservation Corps. This book provided a list and overview of some of the more popular New Deal initiatives of FDR. Matuz Roger, and Bill Harris. //The Presidents Fact Book.//Black Dog and Leventhal Publishers, Inc. 2009. 507-532.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This book provided information on John Maynard Keynes. It is a textbook with information on influential people. Roark, James L., Johnson, Michael P., Cline Cohen, Patricia, Stage, Sarah, Lawson, Alan, and Susan M. Hartmann. //The American Promise: A History of the United States Fourth Edition.// Bedford/ St. Martin's. Boston 2009. 784-785. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book provided information on the Bonus Army/Bonus Marchers. It is a textbook with information on influential people. Roark, James L., Johnson, Michael P., Cline Cohen, Patricia, Stage, Sarah, Lawson, Alan, and Susan M. Hartmann. //The American Promise: A History of the United States Fourth Edition.// Bedford/ St. Martin's. Boston 2009. 753-755. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Information on Eleanor Roosevelt. This website is a resource for lesson plans. This specific one was on the different roles of Eleanor Roosevelt. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Information on Franklin D. Roosevelt. This book provides information on all the presidents that the United States of America has had. Matuz Roger, and Bill Harris. //The Presidents Fact Book.//Black Dog and Leventhal Publishers, Inc. 2009. 507-518.Information on Herbert Hoover. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This book provides information on all the presidents that the United States of America has had. Matuz Roger, and Bill Harris. //The Presidents Fact Book.// Black Dog and Leventhal Publishers, Inc. 2009. 491-506.

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

<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;">The students will sit in Two's most of the time so that they are close to their podcast partners. During interviews for the podcasts, students will sit at centers and collect interviews from each other to include in their project.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When the students enter class and sit down, the teacher will play a podcast on Richard Nixon, on PBS Newshour, meeting with anti-war activists. This podcast includes criticisms about Nixon's decision. The students will be asked to pay attention to the criticisms while watching the video. Then the teacher and students will have a discussion on how the criticisms were helpful or unhelpful. (20 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will then discuss what is important about the information they will be learning over the next few days. The teacher will mention that criticism may seem hurtful at some points, but it can be very beneficial if used right. Being able to criticize the past can help people better understand the decisions that were made and pull in ideas that may have changed the fate of America. With more people criticizing decisions of the past, we can take the opportunity to be more a more efficient country. (5 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will discuss with the students their podcast project and allow them to choose a partner. After the students choose a partner, the teacher will go over the expectations for the podcast referring back to the syllabus while also handing out the Cluster/Word Web 1 organizer. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will lecture on important people such as Franklin D. Roosevelt, Eleanor Roosevelt, Bonus Marchers/Bonus Army, Herbert Hoover, and John Maynard Keynes. During this time they will be taking notes on their Cluster/Word Web 1 organizer. The teacher will collect the graphic organizers after the lecture. (40 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will assign groups other groups to interview for their podcasts. (5 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will work on putting together everyone's Cluster/Word Web 1s into a large poster that the students can refer back to during the rest of the lessons. The teacher will fill out a checklist for each student for the graphic organizer activity to hand to students tomorrow.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will hand out peer assessment, self assessment, and the filled out teacher assessment checklists. Students will peer and self assess themselves on the usefulness of the criticisms created for the Cluster/Word Web 1 organizer. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will lecture about terminology such as the Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, and collective bargaining while students work on their terminology list. Any terminology they have already learned before they will need to add new information to. During this lecture the teacher will use the fill in your thoughts method of checking for understanding to make sure all the students are following along and understanding the content. (40 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will RedRobin brainstorm about their criticisms about New Deal initiatives and decisions made by the Depression. (15 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will work with the students discussing if any of these criticisms led to another or led to a new decision that produced bad criticism. (15 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have the day to work on their podcasts. They will start by sitting in clusters to get interviews from each other to use in their podcasts. The teacher will walk around the classroom assisting students when they have questions on the technology or product. The students will ask any clarifying questions, and the teacher will talk students through finding ways to meet the requirements of the checklist that they are missing. (80 minutes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 4
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will help students with any technical problems they are having with their podcast at the beginning of class. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The groups will present their podcasts to the class and each take a few minutes to answer any questions that their classmates have. (50 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The class will have a discussion on the effectiveness of using criticism in the podcasts to make better decisions. (20 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will fill out a checklist to assess the final product of each group and hand it to them the next class day.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that the decisions of officials led to consequences that they would have to attempt to fix. Criticism may seem hurtful at some points, but it can be very beneficial if used right. Being able to criticize the past can help people better understand the decisions that were made and pull in ideas that may have changed the fate of America. With more people criticizing decisions of the past, we can take the opportunity to be more a more efficient country. //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;">Students will listen to a podcast on Richard President Nixon, on PBS Newshour, meeting with anti-war activists and the criticisms from the reporters. This will give students an idea of what they might or might not include in their project and also give them an idea of how to criticize decisions of officials. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Where, Why, What, Hook Tailors:** Verbal, Visual, Bodily, Interpersonal, Intrapersonal, and Logical.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will know terminology such as the Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, and collective bargaining. They will also know important people like Franklin D. Roosevelt, Eleanor Roosevelt, Bonus Marchers/Bonus Army, Herbert Hoover, and John Maynard Keynes. (See Content Notes)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson includes teaching to six intelligences. Students will use a Cluster/Word Web 1 graphic organizer to develop, expand, and understand their criticisms. Creating the podcasts in groups will create a strong understanding of the content in a way that all students contribute in a group setting and individually.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">During instruction the teacher will check for understanding by using a right angle perspective to distinguish between what is fact and what is their opinion. Also throughout the four days, other means of checking for understanding include a fill in your thoughts, and self, peer, and teacher checklist.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Equip, Explore, Rethink, Revise, Tailors:** Interpersonal, Intrapersonal, Verbal, and Visual.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Cluster/Word Web 1 that students fill out will allow them to develop, expand, and understand their criticisms. It will organize the criticisms so that they have them all grouped together and can expand on them. The RedRobin Brainstorming will allow students to share their criticisms out loud. This gives the student who is sharing and also the other classmates the opportunity to find new ideas to add to their final product. This type of sharing provides a deeper understanding of a large number of events while at the same time not becoming discouraged that their ideas might not be appropriate.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to critique the Constitutional principles in question during New Deal initiatives. The students will learn this content by lecture, different activities, and creating a podcast in groups. These activities incorporate six intelligences and provide all the students with the opportunity to learn in a way that they enjoy and are comfortable with.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will group students in pairs for most of the work. These pairs they will be able to choose on their own to create their podcast product. The other groups they will get in will be clusters to interview each other for their podcasts. These interview groups will be chosen by the teacher. The students can either be a radio host and an interviewer or two radio hosts on a show. They are both expected to contribute information and interviews to the project. They are both required to work on editing the recordings so that they get used to using the software. If there are students that are not contributing or students that are contributing more than others, roles will be assigned.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Cluster/Word Web 1, homework, and fill in your thoughts with the right angle perspective will show evidence of learning.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The fill in your thoughts using the right angle perspective will allow students to determine what is fact and what are their opinions. The peer, teacher, and self assessment checklists will allow students to look back to see what they have accomplished and what needs to be done or worked on. This will give students the opportunity to see where their classmates think they are and allows the teacher to help them stay on track to getting the most out of the lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Explore, Experience, Revise, Refine, Tailors:** Visual, Verbal, Intrapersonal, and Interpersonal.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use a self assessment checklist. This will include procedures that they need to follow and also let them know what else they need to cover in order to get the most out of the product.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will provide the students with a checklist for the final product. It will be the same one that they received for formative feedback. This way the students are completely aware of what the teacher is grading so that they can make sure they do all of the assignment. This feedback will be handed back to the students the next class 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 to continue learning after school. The peer, self, and teacher checklists will provide students with information they need to succeed in class and on their projects. They can use this assessment to begin to understand expectations for projects. This all connects to the future lessons and assessments because the content ties into the rest of the unit by providing new information each time that connects to each other.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Evaluate, Tailors:** Interpersonal, Intrapersonal, Visual, and Verbal.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know terminology such as the Depression, New Deal, welfare state, trickle-down economics, Civilian Conservation Corps, socialism, Communist Party, Keynesian-theory, and collective bargaining. They will also know important people like Franklin D. Roosevelt, Eleanor Roosevelt, Bonus Marchers/Bonus Army, Herbert Hoover, and John Maynard Keynes.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Great Depression- Economic collapse after the crash of the stock market in 1929 when unemployment remained high for a long period of time and many banks and businesses failed.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">New Deal- The group of social and economic programs that President Franklin Roosevelt developed to provide relief for the needy, speed economic recovery, and bring the United States out of the Great Depression and ensure its future prosperity. (Roark et. al)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Welfare State- A nation or state in which the government assumes responsibility for some or all of the individual and social welfare of its citizens. Welfare states commonly provide education, health care, food programs for the poor, unemployment compensation, and other social benefits. (Roark et. al)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Trickle-Down Economics- The theory that financial benefits and incentives given to big businesses in the top tier of the economy will flow down to smaller businesses and individuals and thus benefit the entire nation. (Roark et. al)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Keynesian-theory- A theory developed by economist John Maynard Keynes that guided U.S. economic policy from the New Deal to the 1970s. According to Keynesians, the federal government has a duty to stimulate and manage the economy by spending money on public works projects and by making general tax cuts in order to put more money into the hands of ordinary people, thus creating demand. (Roark et. al)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Communist Party- Peaking in the 1930s, the Communist Party of the United States worked closely with labor unions and insisted that only the overthrow of the capitalist system by its workers could save the victims of the Great Depression. Members believed that the appropriate system of government and political organization focused on a single authoritarian party that controlled the economy through state ownership of production, as a means toward reaching the final stage of Marxist theory in which the state dissolves and economic goods are distributed evenly for the common good. (Roark et. al)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Collective bargaining- Negotiation by a group of workers (usually through a union) and their employer concerning rates of pay and working conditions. (Roark et. al)

<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;">Socialism- A governing system in which the state owns and operates the largest and most important parts of the economy. (Roark et. al)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">John Maynard Keynes- Keynes was in favor of the New Deal and supported it. He believed that the government's involvement was necessary to stimulate the economy. Keynesian theory came out of this. At first President Roosevelt did not pay attention to this, but then realized that he needed to get the government involved in fixing the economic instability.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bonus Army/Bonus Marchers- These people were veterans of World War I. They were looking to get the bonus from Congress that they had been promised in 1924. With the depressed state of the economy, these veterans needed their bonus to care for their families. They camped out in front of the White House eager to get their bonus. President Hoover was not going to allow them to have a bonus that the government could not afford to pay. After Roosevelt's election he and his wife, Eleanor, at different times spoke to the veterans. The government still could not afford to give them the bonus, but the president and his wife did take the time to sympathize with the Bonus Marchers and even house them in abandoned military barracks and given food paid for by the government.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Franklin D. Roosevelt- The democratic 32nd president, FDR, served the most terms of any president in history. He served from 1933 until his death in 1945. He pushed for a "New Deal" while campaigning, and after being elected, he spent the next 100 days pushing for reform and new programs to help stimulate the economy and create jobs for the people of the United States. At times when it seemed like the New Deal was working, there were still many people not receiving the extra help from the government. His second term he still pushed for New Deals while some people had become discouraged by the idea. He continued to push involvement from the government in the economy throughout his presidency. He also tried to create more foreign trade and became more involved than some previous presidents on creating diplomatic relations between countries. His wife, Eleanor, also helped with this.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Eleanor Roosevelt- The 32nd president's wife, Eleanor Roosevelt worked beside her husband and on her own to push New Deal initiatives and social reform in America. She promoted jobs for women in the White House administration. She was a humanitarian and a leader. When Eleanor and her husband entered the White House, she went down to the Bonus Army to talk to them and sympathize with them. There were times when she worked with her husband to promote changes for the better of America, but she also worked on her own to support women, blacks, youth, and the poor.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Herbert Hoover- The 31st president served from 1929-1933. Although America had soaked up the glory of the Roaring Twenties, America had begun digging itself into debt. During Hoover's first year, the stock market crashed. He tried dealing with the loss by promoting public works projects to create more jobs. People became very upset with their president while he struggled to find ways to stimulate the economy. President Hoover vetoed a bill that would allow veterans of World War I to redeem the bonus that they had been promised. This created the Bonus Army, which FDR would have to deal with during his first time in the White House.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Handouts__**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cluster/Word Web 1
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Checklist
 * <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;">Peer Assessment Checklist
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Checklist for Product
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Terminology List

<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://** The teacher references the final product back to the syllabus so that students have a piece of paper to look back to. They will be given checklists for assessment and terminology lists to know what is expected of them to learn throughout the lesson. These handouts provide information that will not change and will be covered in the order the teacher mentions.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Microscope://** Students are in charge of creating criticisms and developing them. This gives students the opportunity to challenge their own ideas and build off of them. There are also discussions throughout the lesson where students have the opportunity to learn from one another to provide themselves with a deeper understanding and opportunities to ask questions to round out their understandings.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Puppy://** Students will work alone and with groups. Groups will report on what happened during their group work and will be encouraged to speak up if there are any problems within the groups. The students also provide each other with positive feedback throughout the lesson to encourage and support each other's work.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Beach Ball://** Students will work in groups and on their own. They will have the opportunity on their own to explore ideas and come up with their own criticisms to contribute to the final product.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** This lesson plan provides students ways to learn six of the intelligences. This allows all learning styles to learn and understand the content in a way that is comfortable for 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 in 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;"> **//MLR or CCSS://**

<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://** Perspective

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** Students will understand major enduring themes and historical influences in the United States, including the roots of democratic philosophy and ideas by gathering information for, and creating, a podcast.

<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:** During RedRobin Brainstorming, every student will contribute their criticisms and listen to others.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical:** Students will work together as a class to put in order each others criticisms to see if one led to another.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Visual:** Students can refer back to the large form of the Cluster/Word Web 1 that will be hanging in the classroom when they need to visualize the criticisms of others.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Bodily:** Copies of the students Cluster/Word Web 1 will be copied onto a large web that will hang in the classroom during this lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will create their own podcasts that include their criticisms of the decisions of officials during the Depression and New Deal.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will interview other classmates and teachers criticisms to include in their individual podcasts.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Type II Technology://** Students will use software like Audacity or Garage Band to create a podcast. In groups of three, students will use these programs to edit their audio recordings, add music files, and incorporate video or pictures from the time period.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** This lesson on the Depression and New Deal includes teaching to six of the intelligences so that students have the opportunity to learn in a variety of ways that they are comfortable with. Using technology to create a podcast allows students to learn and organize the content in a Type II way.

<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://** The self, peer, and teacher assessing checklists provide students 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 that the teacher needs to try teaching in a different teaching style. The fill in your thoughts with the right angle perspective also helps show students what is fact and what is their opinion and where they might not be sure. At the end of the 4 day lesson, the teacher will provide the students with a final graded checklist on their podcasts. This is a group grade for the podcast. Students will receive credit for participating and filling out their feedback checklists. This will be a cumulative grade of their podcasts and the credit they receive throughout the lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Summative://** Podcast: Students will interview other students and teachers to create resources of criticisms of decisions during the Depression and New Deal. The students can record their interviews and make it into a podcast or they can write down the interview with quotes from the person they interviewed and use that to create a podcast. If students want they can create a podcast that is set in the current period, or they could create their podcast and pretend that they are in the Depression Era.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Rationale://** Throughout this 4 day lesson there are multiple forms of assessment. The students will assess where they are throughout the lesson and also assess their classmates. 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. || ||   || 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]. Portions not contributed by visitors are Copyright 2011 Tangient LLC.
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