L6+Quach,+Christina

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Miss Quach __Lesson #__: 6 __Facet__: Empathy **
 * __Grade Level __****: 9-12 ** **__Numbers of Days__: 5**
 * __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 **assume the roles of officials to understand their decisions of how to fix economic instability during the Depression


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


 * __<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Content Area: Social Studies

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard Label: E. History

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard: E1 Historical Knowledge, concepts, themes and patterns.

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941"

//<span style="color: green; 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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a, b, c


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">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 movie.


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


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

<span style="color: green; 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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">During class the students will use clickers at the desk to answer questions to show understanding.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will receive a checklist from the teacher to assess the work that they accomplished on their movie.


 * __<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Movie: Groups will create movies where they will take on the role of an official during the Depression and New Deal Era. Students will use a movie maker to record their understanding of informed decisions made by officials. In the movie they can be the actual official, or they can pull together video or media with voice overs to take on the role.


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


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> In their videos students will be recording and editing movies. They will also be using audio editing where they can split and trim audio.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Art: Students will create a short skit that will be included in their final movie product.

<span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Groupings__**

<span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section I - Graphic Organizer & Cooperative Learning used during instruction** Both individually and in pairs students will work on completing their Problem-Solution charts to list decisions made by officials and the consequences or achievements that cam out of them. Also the students will use this chart to list at least one current event that is similar to one of the problems that they already presented on the Depression and New Deal Era. Then the students will use the chart as a reference to make informed decisions on what consequences the current event they are studying might have or the gains of the decision. <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **Section II – Groups and Roles for Product** Students will create movies in groups with two to four members. The group members will not be assigned specific individual roles. The students are all required to take on the role of an official during the Depression and New Deal Era, work on the storyboard together, and edit the film. All students will observe each other to give beneficial feedback to each other during and at the end of the project. Each student will be required to keep a log of their own which describes the group meetings and the participation from other members.

<span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Differentiated Instruction__**


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


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will share ideas with classmates during a Think-Pair-Share session.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will compare current events to the Depression and New Deal initiatives to find overlaps and make their own informed decisions about the present and future.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will create a movie that shows their understanding of decisions made by officials during the Depression to fix economic instability.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be acting, filming, and editing their group movie project.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Before sharing ideas with classmates, students will have time to think on their own and form their own decisions.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will share ideas with classmates during a Think-Pair-Share session.


 * __<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**


 * //<span style="color: green; 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="color: green; 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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __**


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">In their videos students will be recording and editing movies. They will also be using audio editing where they can split and trim audio.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Students who would like to do more with the project can use transitions, add music, and add links to their videos.


 * __<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __*** <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Problem-Solution Chart
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">GarageBand
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Audacity
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">iMovie
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Windows Movie Maker
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Video Cameras
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Computers
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Tripods
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Recording Material
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Checklists
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Paper
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Pens
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Index Cards
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Poster
 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Clickers

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Source for Lesson Plan and Research__**

<span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson plan was created by Christina L Quach

<span style="color: #9bbb59; 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="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Problem-Solution chart where students can include current events and compare them. <span style="color: blue; 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: blue; 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: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> iMovie allows students to create and edit movies on a Mac. <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 12pt;">[]

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Windows Movie Maker allows students to create and edit movies on a PC. <span style="color: blue; 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="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;">[] <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;">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="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;">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="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;">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.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="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;">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="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;">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. <span style="background-color: #ffffff; display: block; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 14px; text-align: left;">Information on Herbert Hoover. 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)**

Students will sit in clusters every day of this lesson except for day two when the students will sit in two's to work in pairs during the Think-Pair-Share activity.

<span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1

<span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2 <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> Day 3 <span style="color: #008000; font-family: 'Times New Roman',serif;">Day 4 <span style="color: #008000; font-family: 'Times New Roman',serif;">Day 5
 * <span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will walk into the classroom and take an index card. There will be a picture of someone current that they are most likely to know, even just hearing their name. The teacher will ask the students to write on the card one decision that the famous person made. The teacher will take the index cards and glue them to the poster. The class will then look at what classmates wrote to decide if any of the index cards held information that if changed, could change that person's career. (25 minutes)
 * <span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will hand out what they will need during the discussions the next few days. At the same time the teacher will talk about how many people have at least one role model, and they often try to fill that same role. From studying people we admire, we often learn from their mistakes. By doing the same thing with public officials and decision makers of the past, we can learn from what did not to make informed decisions in the present and future. These informed decisions could be the change needed to fix problems in America or in the world. (5 minutes)
 * <span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">The students will refer to their syllabus while the teacher discusses what is expected of them for the final product which is a movie. The teacher will also allow students to choose the groups they want to be in to create their movies. The groups can be anywhere from two to four students. (10 minutes)
 * <span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will lecture on 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. During this time students will be listening for officials whose roles they might want to assume for the project. (35 minutes)
 * <span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will get together to talk with their group members about who they might want to be for the video. (5 minutes)
 * <span style="color: #9bbb59; font-family: 'Times New Roman',serif; font-size: 12pt;">For homework students can begin working on their storyboard.
 * <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 17px;">The students will enter the room and sit at assigned seats of two's. (0 minutes)
 * Students will start class by participating in the Think-Pair-Share activity. During this time students will begin filling out their Problem-Solution charts. During Think-Pair-Share students will first think on their own about officials they are interested in and the decisions they made during the Depression and New Deal Era. Then the students will then talk to their partners about their ideas to build up information, ideas, and opinions from each other to make informed decisions. Everyone will then share what they talked about with their partners. During all of this the students will begin filling out their Problem-Solution charts. They will work on the Problem part to list decisions made. If they are able to, they will also fill out the consequences or achievements in the Solution section that came out of the decisions that were made (this can be found in the Problem section of the chart). (30 minutes)
 * The teacher will have the students use clickers to check for their understanding after the activity to make sure the students understand the content and answer any questions to clarify what they are learning. (15 minutes)
 * Students will spend the rest of the class researching for their movie and working on their storyboards. The students can work individually or with their groups, whichever way is easier for them to concentrate and get their work done. They will also work on finding one current event, if they did not fill it out on their Problem-Solution chart earlier during the Think-Pair-Share activity. Students or groups that are ready can begin filming their movie. (35 minutes)
 * For homework students will have to complete their storyboards so that they come to class the next day prepared to begin filming.
 * <span style="color: #008000; font-family: 'Times New Roman',serif;">Students will self and peer assess their storyboards to make sure that they are on track for filming during class. (15 minutes)
 * <span style="color: #008000; font-family: 'Times New Roman',serif;">The students will spend the rest of the day filming their movie. First the teacher will meet with each group for a few minutes to check their storyboards and fill out a rubric for their storyboard to make sure they are on task and are hitting all the requirements for the movie. At this time the teacher will also be assisting the students with any technical issues or help them plan what they will be doing. (65 minutes)
 * <span style="color: #008000; font-family: 'Times New Roman',serif;">Students will finish their filming and spend class editing their movies. (about 60 minutes)
 * <span style="color: #008000; font-family: 'Times New Roman',serif;">Any groups that feel comfortable presenting their movies will play them for the class. Otherwise this time will be used to to finish filming and editing. (about 20 minutes)
 * <span style="color: #008000; font-family: 'Times New Roman',serif;">Groups will present their movies to the class. After each presentation the rest of the class will offer positive feedback for the groups. The teacher will be working on their checklists while the students give feedback. (70 minutes)
 * <span style="color: #008000; font-family: 'Times New Roman',serif;">The teacher will fill out a checklist to grade each group's final product. The teacher will hand the checklist back at the end of class. (10 minutes)

<span style="color: green; 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. How many people have looked up to someone and wanted to be like that person when you grew up? Not only do most people have at least one role model, they often try to fill their role. From studying people we admire, we often learn from their mistakes. By doing the same thing with public officials and decision makers of the past, we can learn from what worked and what did not to make informed decisions in the present and future. These informed decisions could be the change needed to fix problems in America or in the world. //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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will come into class and there will be a poster with a picture of someone current that they are most likely to know like Lady Gaga. There would be a rectangle on the poster big enough to tape on a note card. When walking in the students will be asked to write on the card one decision that Lady Gaga made. The class will then look at what classmates wrote to decide if any of the note cards held information that, if changed, could change her career.


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

<span style="color: green; 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. (See Content Notes)

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> This lesson includes teaching to six intelligences. Students will use a Problem-Solution chart to list decisions made and the consequences or achievements that came out of it. Also on the same chart students will list a current event that is similar to at least one of the problems they listed. Then they will try to make informed decisions on what consequences they will have or the gains from the decisions. Creating the group movies will allow the students to create a strong understanding of the content in a way that all students contribute in a group setting and individually.

<span style="color: green; 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 fact and what is their opinion. Also throughout the lesson other means of checking for understanding include clickers, a teacher rubric, and both a self and peer checklist.

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

<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">The Problem-Solution chart that students fill out will allow them to organize their thoughts and develop deeper understanding. The students will list decisions made during the Depression and New Deal Era and the consequences or achievements that came out of it. Also on the same chart students will list a current event that is similar to at least one of the problems they listed. They will then try to make informed decisions on what consequences they will have or the gains from the decisions. While students participate in Think-Pair-Share they will build up information, ideas, and opinions from their classmates to make their own decisions. This type of sharing provides a deeper understanding of a large number of decisions.

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to assume the roles of officials to understand their decisions of how to fix economic instability during the Depression. The students will learn the content by lecture, different activities, and also creating a movie with their group. These activities incorporate six of the intelligences and provide all the students with the opportunity to learn in a way that they enjoy and are comfortable with.

Students will create movies in groups with two to four members of their own choosing. The group members will not be assigned specific individual roles. The students are all required to take on the role of an official during the Depression and New Deal Era, work on the storyboard together, and edit the film. All students will observe each other to give beneficial feedback to each other during and at the end of the project. Each student will be required to keep a log of their own which describes the group meetings and the participation from other members.

<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">The Problem-Solution chart, homework, and the clickers with the right angle perspective will show evidence of learning.

<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;"> The clickers using the right angle perspective will allow students to determine what is fact and what are their opinions. The teacher will provide a rubric and the students will use the same checklist to peer and self assess themselves to see what they have accomplished and what needs to be done or worked on. This will give the students the opportunity to see how others may judge the work they have done so far.


 * <span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;"> Interpersonal, Intrapersonal, Verbal, and Visual.

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use a checklist to self assess themselves. The checklist will include procedures as well as information that needs to be covered.

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> The teacher will provide the students with a checklist once their group movie is completed. This feedback will be handed back to the students the next day of class so that students have time to make changes that are necessary to receive a higher grade.

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> The homework will allow students to continue learning after school. The peer and self checklist and the teacher rubric 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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Evaluate, Tailors: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Visual, Intrapersonal, and Interpersonal.

<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.

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. 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) 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) 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) 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) 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) 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) Civilian Conservation Corps- Over 250,000 unemployed and unmarried men received jobs and worked on land improvement projects. Socialism- A governing system in which the state owns and operates the largest and most important parts of the economy. (Roark et. al) 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. 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. 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. 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. 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;"> <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Handouts__**
 * <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Rubric
 * <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;">Self Assessment Checklist
 * <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;">Peer Assessment Checklist
 * <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Checklist for Product
 * <span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;">Problem-Solution Chart

<span style="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **__Maine Standards for Initial Teacher Certification and Rationale__**

<span style="color: #008000; 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="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **//__Learning Styles__//**


 * //<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: //**<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">The students will refer back to the class syllabus that they received on the first day of class when looking at the requirements for the movie that they will be creating. They will also receive checklists, rubrics, and a Problem-Solution chart to help organize the lessons. These handouts provide information that will not change and will be covered in the order that the teacher mentions.


 * //<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">During Think-Pair-Share the students will begin with their ideas and develop them further by pairing up and then sharing with the class. By taking on the role of officials during the Depression and New Deal, students will have to fully understand the roles that they are playing. This will give the students the opportunity to create a complete understanding of the official and the decisions they made. During class discussions, students will also be able to ask questions to round out their understanding.


 * //<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work alone and in groups. Groups will report on what happened during their group work and be encouraged to speak up if there are any problems within the group. Other groups will provide positive feedback after the groups present. While creating the group movie, students will have to work closely with each other and understand the connections and relationships between officials.


 * //<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //**<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work in groups and on their own. They will have the opportunity to choose the officials that they will be studying. The students can choose on their own what decisions they want to focus on and the setting.


 * //<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson plan provides students ways to learn in six of the intelligences. This allows students 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 and understand the importance of learning it. There are activities throughout the lesson that provides students multiple opportunities to understand the past and tie in their own content.

<span style="color: #00b050; 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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: //**//<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">(see content notes) //


 * //<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: //**

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Content Area: Social Studies

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard Label: E. History

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Standard: E1 Historical Knowledge, concepts, themes and patterns.

<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Grade Level Span: Grade 9 Diploma "The Depression and New Deal, 1929-1941"

//<span style="color: green; 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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Performance indicators: a, b, c


 * //<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: //**<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Empathy


 * //<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">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 movie.


 * //<span style="color: green; 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="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: //**


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will share ideas with classmates during a Think-Pair-Share session.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will compare current events to the Depression and New Deal initiatives to find overlaps and make their own informed decisions about the present and future.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will create a movie that shows their understanding of decisions made by officials during the Depression to fix economic instability.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be acting, filming, and editing their group movie project.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Before sharing ideas with classmates, students will have time to think on their own and form their own decisions.


 * <span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will share ideas with classmates during a Think-Pair-Share session.


 * //<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">In their videos students will be recording and editing movies. They will also be using audio editing where they can split and trim audio.


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

<span style="color: #008000; 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="color: #008000; font-family: 'Times New Roman',serif; font-size: 12pt;"> **//Formative://** The self and peer assessing checklists provide students the chance to see where they are and where they need to work more. The teacher will also provide a rubric to the group to make sure that they are completely every step necessary to produce the best product they can. This also shows the teacher where students need more help or that the students might need to be taught in a different teaching style. The clickers with the right angle perspective also helps show students what is fact and what is their opinions or where they might not be sure. At the end of the five day lesson, the teacher will provide the groups with a final grade on their movies. This will a group grade. 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.
 * //<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="color: green; font-family: 'Times New Roman',serif; font-size: 12pt;">Movie: Groups will create movies where they will take on the role of an official during the Depression and New Deal Era. Students will use a movie maker to record their understanding of informed decisions made by officials. In the movie they can be the actual official, or they can pull together video or media with voice overs to take on the role.
 * //<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="color: #00b050; font-family: 'Times New Roman',serif; font-size: 12pt;">Throughout this three days 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 in the form of a checklist for each group. All of these assessments are meant to help the students succeed and find where they may need more opportunities to learn and understand the content. || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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