L4+Quach,+Christina

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Miss Quach __Lesson #__: 4 __Facet__: Self-Knowledge **
 * __Grade Level __****: 9-12 ** **__Numbers of Days__: 3**
 * __Topic __****: The Depression and New Deal Era **


 * __PART I: __**


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

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


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will check for understanding throughout the lesson by using the thumbs up method. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A rubric provided by the teacher will be used to feedback the products made by the students. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Googledocs Survey: Students will create a googledocs survey that shows their understanding of constitutional principles. The surveys will then be taken by classmates so that everyone can benefit from each other's work. The surveys can be multiple choice, short answer, true or false, or anything else that demonstrates the students understanding.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pre-Assessment __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Right Angle Perspective where students use a thinking diagram and distinguish between facts and opinions.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The googledocs surveys are interactive and provide a source where students can watch answers being accumulated.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Areas: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">English: Students are formulated well worded questions to include in their surveys.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will individually fill out a KWL Chart where they can list the constitutional principles, what was in question, and then was was the outcome. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be work in groups of three or four of their choice to create their product. Each student must contribute by doing researching and sharing ideas. While the students are in groups they can all record information on a Google document.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **


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


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will get into groups and brainstorm about what might be unconstitutional about New Deal Initiatives.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will play a game that the teacher has made. The students will have to figure out who their official is by following their ideas of what is constitutional and what is not.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be able to witness answers from classmates being recorded in front of the class on the googledocs survey to get a feel as to what the other groups think is constitutional and what some consider unconstitutional.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will play a game that the teacher has made. The students will have to figure out who their official is by following their ideas of what is constitutional and what is not.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will create their own list of questions that can be used in their groups googledocs survey about the New Deal initiatives.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will get into groups and brainstorm about what might be unconstitutional about New Deal Initiatives.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">If students are absent their make up work from class will be located in their file which they can take when they get back. Also notes from classmates and an overview of the content from the day will be recorded and left in their 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: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The googledocs surveys are interactive and provide a source where students can watch answers being accumulated.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students could try using a different technology medium to get results like using cellphones or trying clickers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lesson plan was created by Christina L Quach <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I used the backwards design model to create this lesson on the Depression and New Deal. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Right Angle Perspective http://www.stemresources.com/index.php?id=51&Itemid=69&option=com_content&view=article <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">KWL Chart. This chart will allow students to organize constitutional principles. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubistar. This site allows people to create rubrics for free. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Information on Franklin D. Roosevelt and the election of 1933. This book has detailed information about the presidents of the United States and provides great background information that is helpful for teaching more developed and deep content. Matuz Roger, and Bill Harris. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Presidents Fact Book. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Black Dog and Leventhal Publishers, Inc. New York 2009. 507-532. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A list of New Deal initiatives. This book provided a list and overview of some of the more popular New Deal initiatives of FDR. Matuz Roger, and Bill Harris. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Presidents Fact Book. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Black Dog and Leventhal Publishers, Inc. 2009. 507-532. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This website provided information about FDR expanding his presidential powers. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">KWL Chart
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List of what the students will learn
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clickers
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Cellphones
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher Rubric for Product
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Peer Assessment Checklist
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Constitutionality of Officials Game
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubistar
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Googledocs
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will at centers in groups chosen by the teacher. When working on their product they will work in clusters.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">(3-5 pages) //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3 <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that Constitutional principles were questioned and their boundaries tested. Ever since judicial review was established during Marbury v Madison in 1803,Constitutional principles have been questioned. Some believed that some of FDR's New Deal initiatives were unconstitutional. As more and more situations arise where the constitutionality of laws and initiatives are questioned, understanding and recognizing Constitutional principles can help our society further value the meaning of the Constitution of the United States of America. //Students understand major eras, major enduring themes and historic influences in the United States and World History, including the roots of democratic philosophy ideals and institutions in the world.//
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will have on the board something current that the government is trying to pass into law written on the board with the word "Constitutional?" underneath it. Students will learn how this proposed bill could be constitutional or unconstitutional. When the students come in, the room will be silent for a few minutes while they think about what is on the board and then take a few minutes to talk about it among each other. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will then explain to students that ever since judicial review was established during Marbury v Madison in 1803, constitutional principles have been questioned. Some believed that some of FDR's New Deal initiatives were unconstitutional. As more and more situations arise where the constitutionality of laws and initiatives are questioned, understanding and recognizing constitutional principles can help our society further value the meaning of the Constitution of the United States of America. (5 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will hand out the list of what the students will be learning and the KWL chart. Then the students and teacher will look at the syllabus so that they recognize the product throughout the lessons. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will then lecture about officials, New Deal initiatives, and opinions of unconstitutionality. (40 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will get into groups and use RoundRobin Brainstorming to throw out ideas of what might be unconstitutional about New Deal initiatives. (18 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will then use the Thumbs-Up method to check for understanding. (2 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For homework students will fill out their KWL chart.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will look over each other's KWL charts and peer assess each other's work while the teacher sets up the activity for the day. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will play a game that the teacher has made. The students will have to figure out who their official is by following their ideas of what is constitutional and what is not. This would be more current bills that passed or are in the process of passing so that the students can connect ideas from the past to the present and future. (40 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have time to work on their group projects in class. At this time they will individually create their own list of questions that can be use in their groups survey. (30 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will have time at the beginning of the class to get together with their group to make sure everything is running well with their project. (10 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will present their googledocs surveys. Classmates will witness answers being recorded in front of the classroom on the survey to get a feel as to what the other groups think is constitutional and what some consider unconstitutional. (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students and the teacher will discuss with each other why they might not agree with whether the bills really are constitutional or unconstitutional. (30 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can then bring up anything more current that relates to the topic that they feel like discussing. (20 minutes)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The next class the teacher will provide the groups with a graded rubric.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">There will be something current, like at this time the Patient Protection and Affordable Care Act, written on the word with the word "Constitutional?" underneath it. Students will learn about whether this current bill is really constitutional or not.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where, Why, What, Hook Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Interpersonal, Intrapersonal, Bodily, Visual, Verbal, and Logical.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know the sequence and timeline of Franklin D. Roosevelt being elected and New Deal initiatives beginning. They will know important people like Franklin D. Roosevelt. (See Content Notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson includes teaching to six intelligences. Students with use a KWL Chart to list what they know, what they want to know, and what they learned. This helps students organize their ideas so that they can get the most out of the lesson. They have the chance to use this to think about what they want to know more about in reference to the lesson. Creating the googledocs surveys within groups will create a strong understanding of the content in a way that all students contribute their knowledge. <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. Throughout the four days other means of checking for understanding include the thumbs-up method, peer assessment checklist, and a teacher rubric for the product.

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students with use a KWL Chart to list what they know, what they want to know, and what they learned. This helps students organize their ideas so that they can get the most out of the lesson. They have the chance to use this to think about what they want to know more about in reference to the lesson. Creating the googledocs surveys within groups will create a strong understanding of the content in a way that all students contribute their knowledge. The Three-Minute Review allows students to get together to review what the have learned throughout the lesson. This also gives them the opportunity to question ideas so that they can ask the teacher early to help them understand the content. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to recognize constitutional principles. The students will learn the content by lecture, different activities, group work, and creating the googledocs survey. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will allow students to chose their groups for RoundRobin Brainstorming and googledocs survey. All students will be recorders for the group projects. They will do their recording together on a Google document. All students will be required to report on the group process to ensure that students are all contributing. The Google document can help the teacher make sure everyone is contributing. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The KWL Chart, homework, and thumbs-up with the right angle perspective will show evidence of learning. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The thumbs-up using the right angle perspective will allow students to determine what is fact and what are their opinions. The peer assessment checklist will allow students to look back 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 that has been done so far.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Visual, Verbal, Intrapersonal, and Interpersonal.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self assess during the thumbs-up checking for understanding. They will also use checklists to peer assess each other. The checklist will include procedures as well as information that needs to be covered. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The teacher will provide the students with a rubric once their googledocs surveys are complete. The feedback will be handed back to the students the class after presentations so that they can make the necessary changes to their product 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 checklist 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: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Verbal, Visual, Interpersonal, and Intrapersonal.

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

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


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


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


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


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> At the beginning of the first class the teacher and students will go over the syllabus in reference to what is expected of them. They will also have checklists, graphic organizers, and a list of what they will be learning to keep them organized and on task.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students research ideas and bills that are interesting to them. This gives them the opportunity to use class time to further research and understand topics of their interest and use them for their projects. The board game also allows students to think logically about what is going on so that they can figure out who the official is.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The best activity throughout this lesson for a puppy styled person is on day three. This day is devoted to sharing and understanding each other.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students have many choices within this lesson so they have the opportunity to do something original. Their KWL charts can also provide new ideas that can be used in the classroom rather than having a list of bills the students can choose from.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson plan provides students ways to learn in different learning styles. This provides a comfortable classroom environment where they can learn in an enjoyable and easy way. 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 and current affairs.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


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

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


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: //**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will get into groups and brainstorm about what might be unconstitutional about New Deal Initiatives.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Students will play a game that the teacher has made. The students will have to figure out who their official is by following their ideas of what is constitutional and what is not.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will be able to witness answers from classmates being recorded in front of the class on the googledocs survey to get a feel as to what the other groups think is constitutional and what some consider unconstitutional.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Bodily: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will play a game that the teacher has made. The students will have to figure out who their official is by following their ideas of what is constitutional and what is not.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will create their own list of questions that can be used in their groups googledocs survey about the New Deal initiatives.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will get into groups and brainstorm about what might be unconstitutional about New Deal Initiatives.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The googledocs surveys are interactive and provide a source where students can watch answers being accumulated.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson on constitutionality of New Deal initiatives includes six intelligences so that students have the opportunity to learn in a variety of ways that help them be comfortable in the learning process. Using this technology to create a product 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. //**

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 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The peer 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 thumbs up with the right angle perspective also helps show students what is fact and what is their opinions and where they might not be sure. After the three day lesson, the teacher will provide the groups with a final grade on their googledocs survey. Students will receive credit for completing their homework assignment on time. This will be a cumulative grade of the group survey and credit for the homework.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Googledocs Survey: Students will create a googledocs survey that shows their understanding of constitutional principles. The surveys will then be taken by classmates so that everyone can benefit from each other's work. The surveys can be multiple choice, short answer, true or false, or anything else that demonstrates the students understanding.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Throughout this three day lesson there are multiple forms of assessment. The students will assess each other to determent where they are throughout the lesson. The teacher will also provide timely feedback to the groups and check for understanding throughout the lesson. All these assessments are meant to help the student succeed and find where the student may need another opportunity to learn.
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