Unit Title
Phase 1: The Big Picture
Big Ideas
What Big Ideas (stated as understandings) drive this unit?
The Great Depression paved the way for a better life.
In history, something bad has to happen for something good to occur.
The Great Depression proves that history repeats itself.
Instructional Goals
What are the instructional goals for this unit and beyond?
Identify the main causes of the Great Depression and note the trends in the
economy. (Standard 11.6 #2)
List and describe components of the New Deal and explain which government
programs still exist in our current society. Analyze the expanded role of government
in society and the economy. (Standard 11.6 #4)
Compare and contrast events from the Great Depression to our current recession.
Understand how photography, art, and music shaped American perceptions during
the Great Depression.
Creative: Students should be able to assume the role of a teenage hobo and
gain empathy for losing one’s job, home, and ways of living.
Practical: Students should be able to understand how the stock market
works and apply their comprehension in the business section of the
newspaper
Analytical: Students should be able to critically evaluate the principal causes
of the Great Depression.
Evidence
What Evidence will show that the big ideas and instructional goals have been reached?
Compose a photo essay with visual images of the Great Depression detailing how the
past relates to modern life.
Create a Venn diagram comparing and contrasting events from the Great
Depression to the roaring 20’s.
Write an essay explaining the causes of the Great Depression which discusses the
human toll and trends in the economy.
Create a political song warning the government about the Great Depression.
Lead and participate in classroom debates concerning the Great Depression.
Design a social economic policy or program to help rejuvenate the economy in the
current rescission.
Attachment 1: Classroom Context
Write a context of your class, including physical, intellectual, academic, language,
family and community factors. The specific prompts are:
Prompt 1: What are the physical factors of the school and classroom?
This is an 11th grade U.S. History class at a public High School. Determined by the school
district, all general education courses are college prep and the classes are scheduled according
to a block schedule. Since the materials are predetermined based on the school budget, our
class is equipped with a LED projector, two sets of textbooks so the students can have one book
at home and the other in class, the teacher is provided with a desktop computer at their
workstation, and the teacher has a personal laptop to utilize. In reference to district and school
mandates for curriculum requirements, all test dates are predetermined amongst the Social
Studies department. They have department wide universal tests for units and meet once a week
to discuss and compare student’s progress. Therefore, in order to meet the structured test dates
for units and STAR testing, the department uses a backwards mapping method to design lesson
plans. Also, the school is relatively new and has a few technological upgrades like a CPS clicker
that allows the students to punch in their ID for attendance purposes, and serves as an
assessment tool to gauge student’s responses to questions and surveys.
In order to provide students constant coaching and to keep them on track, the class is
structured in manner so that the teacher can physically reach all of the students. For example,
there will be a walkway around the perimeter and through the aisles, so no desks will be
positioned right up against the walls. Since the class works more efficiently by collaborating with
classmates, the desks will be in rows of pairs. To maximize the visibility for all students, the
projector will be positioned in the center of the class and the students won’t be seated directly
behind the equipment. Lastly, the teacher has the workstation desk in the front of the class off
to the side to make eye contact with the students and to visibly see the student’s behavior.
The local environment can be described as being an urban setting with a diverse ethnic
population and is represented in the class. Due to economical constraints, there is some
proactive parent involvement, but several students lack parental guidance. Some students lack
parental guidance because they are raised by a single parent, or both parent s works to make
ends meet. Conversely, some students have parents that are actively involved in school
functions and their child’s academics.
Prompt 2: What are the triarchic and academic development levels of this class?
This eleventh grade U.S. History class is made up of an even number of boys and
girls whose levels range from high performing to low performing. There are only a few
special needs students in this classroom who have ADHD and thus have a difficult time
staying on task and paying attention. A variety of techniques will be implemented to
maximize the ADHD students time in the classroom like following a structured routine
with a variety of assignments in a given lesson. For example, they can be seated next to
a friend who is a high performing student, or away from a classmate who also has
ADHD. This classroom also has two EL students. These students will be sat next to
bilingual students who speak the same language, or next to high performing students.
Instruction will be given to the class in both oral and written form, and be repeated for
clarity. When grouping students for activities, low performing and EL students will be
paired with at least one student who is excelling in the class.
Robert Sternberg’s three dimensions of intelligence will be taken into
consideration when adapting to the triarchic and academic development levels of the
classroom. The environment of the classroom will consist of many different learning
tools to fit the student’s needs. Different environments will be created in the classroom
to meet the needs of students as well. For example, certain times can be considered
“quiet time” in the classroom while other times can be open for group discussion. The
atmosphere of the classroom can also be adapted to the lesson and the needs of the
students. This includes, dim lighting and music, class participation and seating changes,
as well as outdoor instruction.
Prompt 3: What are the language development characteristics of this class?
Our school is very diverse and there are many English language learners. In our
classroom there are 5 (3 intermediate Spanish-speaking students and 2 beginning Hmong
speaking students). These EL students do well communicating amongst each other but are
reluctant on verbally interacting with their counterparts. Creating opportunities for interaction
and group work for both the mainstream students and EL learners is key (no groups larger than
5).
The mainstream students are a mix of Mexican, Black, and White. The Black students
often use slang during casual conversation but also tend to use academic language sparingly. It's
important for these students to practice the academic language (especially in their writing).
Create opportunities for them to practice using words that are often misunderstood/misused
during classroom discussions. These students are more productive in groups. It is vital that we
give them more opportunities to use their collaborative intelligence with the EL students
because it gives them a more confidence when approaching the material.
There are several Mexican Chicano/students in our class and they express healthy
academic diction in their writing but their verbal language lacks that luster. Partnering them up
with the more verbally advanced students could help them by being exposed to it more in class.
The White students are quite advanced in their verbal and written language. Grouping and using
their expertise with other students can assist other student's development by providing
constructive peer edited writing and verbal interaction.
Prompt 4: What are the social dynamics of this class?
Within this social context students are juniors in High School. They are rich in diversity
but the demographic of the high school tends to be predominately African American descent. By
and large the students do not appear to have very much trouble in expressing themselves.
Insofar as when they do express themselves I’d say they could benefit from focused instruction
that they could relate to because not everything they say is constructive and focused on
classroom discussion a good deal they tend to bring things up that happens in their own life that
doesn’t always have a discernible connection with the content being discussed. In terms of their
abilities to solve problems they are intelligent problem solvers only they are not quite motivated
to exhibit those skills in small groups because the group work is necessarily all that intrinsically
motivating to them. There are a few students that exhibit excellent leadership skills during
group work appearing to be talking most of the time and directing the other members of the
group while some appear to be more engaged and few seem to be just waiting for the activity to
be over because they aren’t comfortable. The student’s creativity manifest most strongly when
they report back to the class and other students respond to what their peers have said in direct
dialogue or when they answer hypothetical questions or do photo essays. The analytical work of
the students appears when they argue and discuss with one another what sort of findings they
should report back to class and why. The practical abilities I’ve noticed when other student work
together with the aim of finishing the work rather then doing in all themselves, unfortunately
some students piggy back on other higher achievers within their groups while not necessarily
fully reaping the benefits from a given exercise. The social environment does not permit
students to accentuate their strengths all the time because every student has different learning
styles but differentiated instruction provides more opportunities overall for all students to work
to their strengths. The challenges we face would to find a way to make the instruction and class
work intrinsically motivating to the student and so they can connect it to their lives.
Prompt 5: What family and community contexts characterize this class?
This school is located in a suburban city and the diversity is high. The school’s student
population is African American (33%), Asian (24%), Hispanic (23%), White (9%), Filipino (7%) and
the rest is Pacific Islander or other. As a result of the schools population, our class of 30
represents this diversity. In addition, out of 2,200 students about 50% are students of poverty,
there are 22 languages spoken, and 13% are English learners.
Since half of the students live in poverty, technology resources are scarce. Thus, in order
to provide each student a fair and equal access to education, the teacher will provide materials
and supplies to complete assignments. Rather than asking students to locate and research data
from the internet, it would be feasible to provide the data or reserve the technology resource
room. Also, students can seek help academically by utilizing on campus computer resources
through the After School Safety and Enrichment program for teens, Design and Technology
Academy, or library. With the wide range of resources, we will continually stress their
availability and importance.
As mentioned before, a majority of the families live in poverty and lack resources, so it
is important to use other means of communication besides the computer based program called
school loop which connects parents with instructors, and traditional email. For instance, sending
a monthly letter entailing progress and upcoming assignments, and projects would be helpful.
Furthermore, many families work fulltime and several students come from single family homes.
Since some parents are actively involved in their student’s education, while others are
restrained due to circumstances, the teacher will make every attempt to provide support like
tutoring, and guidance. As a result, the teacher might have to come before school and stay late
to provide much needed help. Also, teacher will be aware of assignments being economically
and independently applicable.
Lastly, to honor the student’s diversity the teacher will highlight and celebrate cultural
traditions throughout the year and during lesson plans. For instance, since a large percentage of
the student population is African American, the teacher can highlight influential historical
figures and events in February; Black History Month, and celebrate Chinese New Year to
recognize a portion of the Asian population. Noting their diversity in lesson plans throughout the
year can increase student’s awareness of different cultures and traditions.
Instructional Blueprint
Lesson #1
Content Standards- 11.6.1
Essential Question- Can your wealth disappear overnight?
Learning ObjectiveStudents will be able to compare and contrast economical living conditions in the roaring
20’s to the 1930’s.
Students will be able to list and describe 3 problems with the stock market, banks, and
government monetary policy which contributed to the Great Depression.
Students will be able to list the causes and effects of losing their job.
Instructional Strategy- Classroom discourse
To engage students, teacher will pose the essential question which will allow students to
explore concepts of wealth and money during a classroom discourse. To illustrate the economical
differences from the 1920’s to 1930, the teacher will show a movie clip from the roaring 20’s,
followed by a movie clip from the Great Depression. Lastly, the teacher will end with a classroom
discourse to help students explain and make sense of their observations.
AssessmentsWorking individually, students will complete a Venn diagram highlighting the
similarities and differences as homework.
Students will accurately complete a guided questionnaire for each movie with 100%
accuracy. This guide supports students in completing the Venn diagram.
Teacher will informally asses student’s knowledge of economical principles
(unemployment, banking) of the Great Depression during the classroom discussion.
Lesson #2
Content Standards- 11.6.1 and Language Arts 1.1 & 1.6
Essential Question - Does a chart or graph explain what the economical conditions are? Can a
graph say 1000 words?
Learning Objective –
Students will be able to define key economic terms associated with the stock market and
economy.
Develop research skills by locating facts and data on the internet.
Interpret and analyze charts based on economic data.
Have a broad understanding to describe how stock markets work and the interdependency
between employment and spending.
Instructional Strategy- Problem Based Learning
To explore and investigate the ripple effects of the stock market crash on employment
and spending, teacher will pose the essential question. To explain the functions of graphs, teacher
will provide examples to focus their attention and engage them. Then in cooperative learning
groups of 2 to 3, students will extend their knowledge by researching and gathering data of
certain key definitions associated with banking and the stock market. To apply this knowledge,
students will write down their definitions, plot the data, and provide a written description of what
the visual representation says about the economical conditions in the 1930s. To evaluate their
grasp of interpreting graphs and subject matter, teacher will observe their remarks and discourse
during the reciprocal teaching of classmates.
AssessmentsStudents will provide clear and accurate definitions in writing and verbally during the
classroom presentations.
They will complete a graphic organizer of all the key definitions with 90% accuracy
Students will have logical explanations in writing of what their graphs indicate about the
economy’s condition and how it relates to the stock market crash. Graphs will be neat and
colorful.
Teacher will use informal observations during discussions to gauge student’s
comprehension of the subject matter and severity of the worst economic catastrophe in
United States history.
Lesson plan #3
Content Standards- 11.6.1
Essential Question- Where did all the money go?
Learning ObjectiveStudents will be able to explain how the stock market operated during the Great
Depression (risky investments)
They will be able to identify some of the dangers of investing and some of the
possible benefits.
Students will differentiate how the stock market cash affected various individuals.
Instructional Strategy- Concept Teaching
To expand upon their knowledge, the teacher will set up a mock economy in the
classroom. Students will take on the role of a farmers, bank, auto industry worker, stock investor,
Germany, or small business owner etc. Given fictitious money and precise directions on how to
use the money, students will be able to analyze and experience firsthand why the stock market,
banks, and businesses collapsed. Extending upon this information, students will pretend to invest
in the current stock market and trace their profits or losses over the entire unit. At the end, the
teacher will make apparent wise and unwise banking practices.
AssessmentsTeacher will use a performance based assessments by evaluating the student’s stock
market log with a description of what the data means.
Completion of a short answer quiz entailing questions about the market operations in the
1930’s and the impact on industries and peoples lives. Should be completed with a 90%
accuracy.
Lesson plan #4
Content Standards- 11.6.2
Essential Question- Who confronted the Great Depression more effectively, FDR or Herbert
Hoover?
Learning ObjectiveStudents will be able to identify key aspects of the New Deal.
Students will be able to explain how FDR and Hoover’s approaches to combating the
Great Depression were different.
Instructional Strategy- Concept Teaching
Class will be conducted in such a way that students will acquire concept
attainment of the important characteristics of the New Deal. The students will attain the
concepts by having engaged and explored the various elements of New Deal. Extending
understanding of the New Deal concepts will be further re-enforced by comparison
between FDR and Hoover so as to bring out student’s further conceptual understanding
by making more apparent the critical and non-critical characteristics of each in relation to
one another. Student’s comparisons will bring about new explanations and consequently
provide the teacher a means tool for evaluation.
Assessments-
Students will be quizzed using a multiple choice and true false format on
identifying key parts of the New Deal
Students will be asked to offer comparison of FDR’s policies relative to
Hoover’s by filling out a worksheet.
Students will use academic language in a debate.
Lesson plan #5
Content Standards- 11.6.2
Essential Question- What caused the Great Depression?
Learning Objective-
Students will be able to identify the principal causes of the Great Depression.
Students will be able to critically evaluate the principal causes of the Great
Depression assessment.
Instructional Strategy- Classroom Discourse
Class will be conducted in a discussion where recitation, guided discussion and
open-ended discourse take place throughout. Classroom discourse will engage students to
think about the causes of the Great Depression by having them offer what they think
caused it. The class will then explore as more information is given in lecture, invites
more explanations and simultaneously extend students understanding. In so doing the
students exhibit a means for the instructor to evaluate and assess their evolving
understanding and conceptualizations through the course of the learning segment.
Assessments-
Students will be asked to explain orally in class how the principal causes led
to the Great Depression
Based on their opinion, students will write about what principal cause was the
most influential in causing the Great Depression. Students must provide
rationale for it and use academic language.
Lesson plan #6
Content Standards- 11.6.3 and Music 3.2 &1.4
Essential Question- What it was like during the Dust Bowl and life and times of Woody Guthrie?
Learning Objective-
Students will analyze the works of Woody Guthrie to identify the political and
economic climate of the 1930’s.
Instructional Strategy- Classroom Discourse
Students will be engaged by playing a current rap song with a political meaning
and then leading to a song of Woody Guthrie. They will then explore Guthrie’s lyrics
through a handout. Through classroom discourse students will explain why political
songs were so popular in that time. To extend the lesson that the class will be shows
images of the dust bowl that coincides with the lyrics. The class will then evaluate and
examine get into groups and talk about the lyrics and answer the questions on the
handout.
Assessments-
After the students listen to and analyze the political and economic aspects of
Guthrie’s lyrics, the class will have an open discussion prompted by questions
on a handout.
Students will compose a song in the style of Guthrie that addresses the
political and economic issues of the 1930’s.
Lesson plan #7
Content Standards- 11.6.3 and Language Arts 1.2
Essential Question- What it was like to be a teenage hobo during the Great Depression?
Learning Objective-
Students can identify and list 3 economic reasons that family structures
changed during the Great Depression forcing some teenagers from their
homes.
Instructional Strategy- Concept Teaching
Students will be engaged by watching a documentary on teenage hobos during
the Great Depression. To extend the lesson, students will use primary sources such as
letters written by teenage hobos to explore and evaluate what life as a teenager was like
during the Great Depression. Students must include fundamental characteristics and noncharacteristics of the life and times of a teenage hobo.
AssessmentsStudents will write a diary entry or letter from the point of view of a teenager during the
1930s who has run away to ride the rails which explains why they have chosen the hobo
life.
Lesson plan #8
Content Standards- 11.6.4
Essential Question- When is government necessary? Part 1
Learning Objective-
Critique the purpose of the New Deal’s programs and their impact on people’s
lives.
Argue the effectiveness or ineffectiveness of at least 2 of the New Deal’s
Programs.
Design a social/economic program (i.e. social security, works progress
administration, etc...) that would help rejuvenate the current recession.
Instructional Strategy- Classroom Discourse
Teacher will start the discussion with open-ended questions. Students will do
more talking than the teacher. The teacher should scaffold the student’s discussion to
direct students to explore the intent of the New Deals Programs. Students will be
assigned in several groups and will collaborate to brain storm and design a
social/economic program that will help the current social/economic ills of the current
recession. They will design a poster illustrating their proposal.
Assessments-
Students understand the purpose and impact of the New Deal by completing the
New Deal worksheet.
Students will be informally assessed during their verbal participation in the group
discussion.
Each group will design a poster proposal that will include its purpose, desired
outcomes, possible long-term effects and source of funding.
Lesson plan #9
Content Standards- 11.6.4
Essential Question- When is government necessary? Part 2
Learning Objective-
Students will verbally explain their social/economic program proposal to the
class.
Students (audience) will modify at least one aspect of each group’s proposal in writing.
Instructional Strategy- Classroom Presentation
Students will share their poster and proposals to the class as a group.
Assessments-
Students’ knowledge of the role of government will be assessed on the relevancy
of their proposal.
Students’ application abilities will be assessed on the constructiveness of their proposed
modifications
GRASPS For Performance Assessment Task
GOAL: What is the GOAL in the
scenario? What is the task –
overall? [develop a presentation,
create a product, illustrate a
process, perform a complex act]
Acquiring awareness of reoccurring patterns of social/economic
historical phenomena is an important tool for understanding why
unfortunate historical events occurred so that we can make wise
decisions to prevent them from repeating. Also, gaining an
understanding of the human experience during challenging times
helps us understand expressions in music and art. Develop a (A)
PowerPoint presentation or (B) booklet that demonstrates your
understanding of these 7 key themes from the Great Depression:
Business Failure, New Deal Programs, Migration, Dust Bowl,
Homelessness, Music or Art, Social Experience.
R
ROLE: What is the ROLE you are
to take? [expert, instructor,
student, apprentice, worker,
member of the public]
A
AUDIENCE: Who is your
AUDIENCE? Who will evaluate
your performance or product?
[instructor, self, peers, experts,
public]
Students will take on the role of a news reporter like Dorothy
Lange given that charge by the WPA to find pictures and a
story to report back to the bureau. In this project your
classmates and peers will be the bureau. They will give a
PowerPoint to class displaying and presenting their findings.
Accommodations will be for students who don’t have access
to PowerPoint. They can make a booklet and provide
handouts to the rest of the class.
The presentation will be given to your 11th grade classmates
as if they were influential bureaucrats gathering information
to report back to the President. So funding considerations can
be deliberated on. Afterwards all materials will be put on the
wall in a class booklet for all to see like a newspaper.
Furthermore, PPT presenters should have each of their slides
printed and stapled on the day of the presentation so they can
also tack it on the wall with those who made the booklets.
G
S
SITUATION: What is your
SITUATION? What is the context
in which you will perform or
produce? What is the need; the
place; the requirement; where is
it to happen; what are the
environmental conditions, etc.?
It is very important to understand historical social/economic
phenomena’s such as the Great Depression. In the past decade,
there are events that unfolded which are similar to some of the
events that took place during the Great Depression. Awareness of
reoccurring patterns of social/economic phenomena is a wise
attribute of a mindful citizen and a helpful tool for making critical
decisions that affect peoples’ lives. You will observe for the 7
themes in your community (parental or guardian permission is
advised if you are to explore your community unsupervised) or the
internet or library sources.
P
PERFORMANCE/PRODUCT/PROCE Part I: The Power Presentation/Booklet should include all of the
SS: What is the PERFORMANCE following themes: Business Failure, New Deal Programs, Migration,
CHALLENGE? What are you to do Dust Bowl, Homelessness, Music or Art, Social Experience. There
or create that will be judged as
should be one photograph per theme and should be directly
evidence of successful completion
related to that theme.
of the intended outcome? [a
class presentation, a model, a
Part II: The written component should be 4 sentences in length
poster, a term paper, a lab
and should include (a) context of the photo (b) how the scene
demonstration, troubleshooting
relates to the theme. The written component should be in
& repair]
complete sentences with proper uses of spelling and grammar.
S
STANDARDS of PERFORMANCE: See Rubric.
By what CRITERIA / STANDARDS / http://rubric.taskstream.com/rubric/view.asp?rid=kjzff0hjz8e7elhl
INDICATORS OF SUCCESS will the &uid=kqcqhlzxcrcdzmhk
performance/product/process be
judged? What expectations must
it meet? What will be the
indicators of success? [rubric,
exemplars, key, checklist, rating
scale, etc.]
Modifications:
The one gifted student will be given the option to draw their pictures because
they are gifted in the visual arts.
The three intermediate English Language Learners will be permitted to read off
cards or tape record their presentations to play to class. This will allow them to express
themselves and not allow their reluctance to publicly speak take away their opportunity to
learn from the activity. The remaining two beginner ELs will be provided with a high
caliber in class interpreter who will serve to scaffold and transition them to standard
academic English. In addition, they will be provided the same accommodation that the
three intermediate ELs were.
As for the two IEPs who have ADHD they will seated in a quiet area so as to
minimize their potential for distraction, a phone call will be made to their parents so they
encourage better organization, peer assistance will be provided so they have added
support in completing the assignment.
Expanded Lesson Plan
Name of Lesson- The stock market crash of 1929
Teacher: Annelise Kinney
Date: May 7th, 2010
th
Class/Grade: 11 grade U.S. History class on a block schedule
Purpose- Why are you teaching this lesson? How does it fit into the grander scheme of the
unit plan?)
-
The purpose of this lesson is to demonstrate why the stock market crashed and how
it affected the lives of so many people. Since this lesson will be taught after
students gather data and definitions of key concepts in banking and the stock
market, their active participation in a simulation of bank failures will extend their
understandings of bank operations and the mentality of people living in the late
1920’s
Essential Question(s) that drives this lesson: If all of your friends were investing in the
stock market, and you lived pay check to pay check, would you borrow money from a friend
to invest in the stock market if you were 60% sure you would make a profit? How about 70%
or 80%?
Measurable/Observable Student Objectives
Assessments that match objectives &
instruction
•
•
•
Students will be able to explain both
verbally and written how the stock market
operated during the Great Depression using
key economic terms.
They will be able to identify some of the
dangers of investing in the stock market
and some of the benefits.
Students will differentiate how the stock
market crash affected various individuals.
•
•
•
Teacher will use an authentic
performance based assessment by
requiring students to invest in 3
stocks, track their progress in a
market log, and write a description of
what the data means.
The analysis of the data must include
academic language by incorporating
specific words, clear organization of
language, and correct punctuation.
Completion of a short answer quiz
entailing questions about market
operations in the 1920’s and the
impact on industries and individuals.
Should be completed with 90%
accuracy.
Procedures
a. Introduction- To prepare the class for the lesson plan and pique student’s
interest, the teacher will engage the class by posing the essential question as a
warm-up activity on the overhead projector. After students take 4 minutes to
write in their journal, the students will be asked to share their ideas and
thoughts amongst their classmates sitting immediately in front, back and next
to them. Once the teacher and students reconvene, the teacher will call on
students to have a classroom discourse. To promote fairness, the teacher will
call on students based on names on an index card. Once the students are called
on, their index card will be placed at the end of the pile. This portion of the
lesson will focus on the Classroom Discourse Model.
b. Developing- To explore the market crash of 1929, the teacher will use a
Concept Teaching Model. Since students were engaged in the big idea first, the
teacher will guide students through conceptual understandings of how the
crashed touched the lives of so many people. The first approach that serves as a
stepping stone to a more in-depth inquiry of the phenomena will be to break
students into groups of 3 to 4. After, each group is assigned to take on the role
of a farmer, bank, auto industry worker, auto supply company, teacher,
government, or foreign country like Germany. Once the groups are formed,
students will be given a packet to read about their particular fictitious role.
Each packet will contain a guided prompt sheet and budget worksheet of income
and expenses before and after the Great Depression. Once the students
complete their packet, they will explain how the crash affected their living
conditions. In order for students to recognize the severity of the crash the
students will participate in reciprocal teaching by presenting their case to the
class. Each group will give examples and non examples of how the crash changed
their life. To create a more accurate conceptualization, and to replace
misconceptions of how the crash occurred, students will extend upon this
information by participating in a mock economy. Given fictitious money and
precise directions on how to use the money, students will experience firsthand
why the stock market, banks, and businesses collapsed. To evaluate their
knowledge of the crash on the lives of people in the 1920’s, students will give a
ticket out the door explaining how and why their fictitious role was affected. To
acknowledge any misconceptions or questions, students can place remarks or
concerns in the classroom drop box. All questions will be answered the following
day. In addition, the stock market log with analysis will serve as evidence of how
stock market investments can be dangerous and/or beneficial. Lastly, the
classroom discourse will be an informal check to evaluate the students
understanding of the differentiated roles in society of the 1930’s.
c. Concluding- Since this is one of three lesson plans which deal with the
relationship between monetary issues and banking problems and its impact on
society, it prepares students to investigate the government’s response and
changes in family structures. All of which will be explained in future lesson plans.
In order to ensure students are prepared to expand their knowledge and explore
new ideas, the teacher will verify that concepts and academic language have
been realized through various assessments.
Materials/Set-Up- Calculators to configure budget scenario, reading prompts with guided
questions for each group, graphic organizers for each student to track stock markets over
the course of the unit, newspapers, one quiz per students, Monopoly money, sheets of chart
paper for each group to jot down how the life of their fictitious person changed, and cut
out prompts to tell people how to spend their money.
Special Management Considerations- As noted in the context statement, students are
grouped in rows of two’s during the warm up activity. All groups for the budget scenario and
mock economy simulation will be predetermined with at least one strong math student to
assist with the computations. The rest of the groups will be composed of students with
varying abilities. All groups will be given a section of the room to work at the teacher’s
discretion to avoid students from wasting time and disrupting the class. Since some
students are reluctant to share out, the teacher will randomly call on students to increase
the classroom participation level. Even though the students work well in groups, the teacher
must circulate the room to redirect their attention and answer their questions.
Accommodations/Differentiation for special needs, advanced and English language
learners- Since the class has varying levels of English Learners, they will be spread out
evenly amongst the groups. By pairing according to the Interactionist theory, students will
get verbal discourse with native language speakers to facilitate their acquisition of English.
If possible, a bilingual student will be paired with the lowest English proficient student.
More importantly, the teacher will incorporate concepts of Stephen Krashen by offering El
students input that is comprehensible. Finally, since I speak Spanish, I can offer a few
translations. In reference to students with learning disabilities they can do an oral short
answer quiz rather than a written one, instead of doing 4 market logs a week they can
compete 2 logs and their seating arrangement will be selected away from distractions. To
accommodate the students with ADHD, they will be permitted to take small breaks and will
be given small tasks to stay busy. Additionally, the teacher will consult with the Special
Education Specialist for helpful strategies and recommendations to make this plan
accessible.
Lesson Reflections- The teacher will take mental observations to see if the students were
engaged by the essential questions. Also, if the banking simulation based on role playing
helped students uncover why the crash occurred and how it impacted people’s lives. Lastly,
the teacher will monitor group participation to possibly modify future student pairing
arrangements.
Planning Commentary:
1. What is the central focus of the learning segment? Why is the content of the learning
segment important for your particular students to learn?
The primary focus of the unit plan can be summarized in two of our big ideas that history
repeats itself, and although an event like the Great Depression can drastically damage people’s
lives, the government can implement changes to improve the standards of living. With our current
recession being the worst economic downturn since the Great Depression our lesson plan will
make references between the two events to demonstrate that history can repeat and to make the
past relevant to the present. More importantly, the content and activities gives students the
theoretical framework and analytical skills to examine how and why economic, political, and
social occurrences can alter people’s lives. As the global stock market fall, mortgage crisis’s
rises, more jobs are lost, and businesses close, it’s critical for students to recognize the
governments role in controlling the economy and why policies are implemented to prevent
starvation and homelessness like in the 1930’s. Overall, the essence of the unit plan is to foster
inquiry based learning by getting students to think about the future and why living in the present
can be unhealthy. By learning from the mistakes of the past, students can develop an appreciation
for social policies to curtail economic downturns, and how to critique decisions.
2. Discuss the theoretical framework and/or research that inform your instructional
design for developing your students’ knowledge and abilities in both your unit content
and academic language during the learning segment. Include theories related to
learning, cognition and motivation?
While there are several valuable instructional designs, the unit plan draws upon the
theoretical framework of Howard Gardner’s Seven Multiple Intelligences. Since there are
different kinds of minds therefore various ways to learn, remember, perform, and understand
information our lesson plans incorporate different models of instruction from several angles
to accommodate a wide spectrum of learners. For example, the lesson plan entitled Life and
Times of Woody Guthrie, students will explore the cultural mood and changes in society of
the 1930’s by listening to songs. This lesson is tailored to include children with a musical
intelligence. For the bodily and kinesthetic learners, the lesson labeled; Where did all the
money go? allows students to demonstrate their intelligence in a role playing activity. In
addition, a debate of FDR’s and Hoover’s social policies can stimulate students learning
experiences as their linguistic ability promotes a unique way of analyzing and synthesizing
information. These differentiated modes of instruction will stimulate the learning
environment as more students find the opportunity to express their special skills, interests,
and talents.
Secondly, to enhance the cognitive development of the students, the unit plan
includes the theories of Vygotsky. Since social interaction plays a fundamental role in the
development of cognition, lesson plan number 3, 7 and 8 include cooperative group work and
reciprocal teaching experiences. By fostering the Sociocultural Theory in the classroom, low
performing students can imitate and model the learning strategies and problem solving skills
of the high achieving students. More importantly, since English Learners like all students,
have mirror neurons that mimic observed behaviors and language, they need more exposure
to academic language and vocabulary which will come about in cooperative learning groups
and the teachers own modeling (Sylwester, 2010). The final theoretical framework which
influences the unit is Jerome Bruner’s Spiral Curriculum. Since the spiral curriculum
incorporates Vtgotsky’s methods of scaffolding and brings students closer to the zone of
proximity by helping students internalize complex cognitive processes, lesson number 3
utilizes this method. For example, previous lessons explain the subject matter of monetary
policy, leading up to a demonstration of bank failures in a mock economy, and ending with
an assessment where students practice and apply their newly discovered knowledge by
investing in the stock market. With the help of the teacher, the class will be able to recognize
how unwise banking, personal, and government decisions can lead to the downfall of the
economy. By providing a real life scenario rather than verbal explanations, the class can
revisit their original hypothesis as to what caused the Great Depression.
Lastly, according to Omrod, students are more likely to pay attention when teachers
can pique student’s interest in the topic by building on students existing interests and
concerns. To employ this method, lesson 6 piques student’s interests by starting with a
current political rap song for students to analyze and interpret. Once they master how to
analyze a current song, the teacher will have them repeat the process but with a song from
1930’s. As the students find interest in the topic, they get motivated which in turn increases
their retention rate as data moves from the short term memory to working memory. Also, to
build of their prior knowledge, the teacher can find out how much information students know
about the current recession and make comparisons between the two events. If the information
is relevant to the student’s personal real life experiences, they will engage in the classroom
activities therefore retain the details. Finally, by showing grotesque images of the Great
Depression in lesson 1, it will create a hot cognition causing emotional arousing phenomenon
which drives attention and motivation to explore the content more in-depth.
3.How do key learning tasks in your plans build on each other to support students’
understanding of big ideas and to develop related academic language? Describe specific
strategies that you will use to build student learning across the learning segment.
Besides from linking the lessons directly to the mandated content standards, I used a
backwards design to connect instructional goals with objectives. By beginning at the end, we
connected the big ideas and instructional objectives with desired results first, designated
assessments that serve as evidence of student’s attainment of knowledge, and then created
appropriate learning activities to allow students to explore the subject content. In addition,
the objectives use Bloom’s Taxonomy action verbs to clearly define expected outcomes and
end of instruction behavior. More importantly, the lessons follow a logical sequence so
students can identify the causes and effects of events in history. Clearly we didn’t want to
teach a lesson on FDR’s approaches to combating the Great Depression without explaining
how and why the depression occurred. Therefore lesson 1 compares the roaring 20’s to the
1930’s, moves on to stock market practices and the crash on Black Tuesday, leads up to
lesson 4 where students debate two presidents tactics to ending the problem, and concludes
with students analyzing the aftermath of the depression on family structures. Since events in
social science cause a ripple effect, it’s important to structure lesson plans based on a
timeline so students can identify why and how society responds. If there is a break in the
chain of events, students might fail to recognize the logical sequence. As a result, the lessons
were created using a pyramid design with a strong foundation of the subject content.
Furthermore, each lesson involves an essential question to capture the student’s
attention, and draws upon the inquiry based model of instruction of the 5 E’s. For example,
lesson 8 has an essential question to engage students. After, they explore the intent of social
programs, followed by the students making sense of the essential question by explaining their
thoughts in a classroom discourse, and ending with the students extending their
understanding by creating a poster proposal to combat our current recession. This poster
project is intended for students to relate the subject matter to a real life situation. Again, the
lesson plan draws upon students artistic, linguistic, and interpersonal skills. Lastly, the
academic language will be developed by applying learned vocabulary terms into the daily
activities through the teachers own modeling and requiring students to use a certain amount
of terms in assessment activities like the debate (lesson #4), written explanations (lesson #5)
and during classroom discussions (lesson #8). To evaluate their development of the academic
language, frequent assessments both formal and informal will serve as evidence.
4. Given the description of students that you provided in your context statement, how
do your choices of instructional strategies, materials, technology, and the sequence
of learning tasks reflect your students’ backgrounds, interests, and needs?
Given the fact that 50% of the students live in poverty and have limited technological
resources, it was imperative to allow students to gather research data and materials during
class (lesson #2), provide art supplies for the poster proposal (lesson #8) and to offer
multiple formats for the performance assessment as they might not have access to a
printer or computer. Also, to reflect the urban diversity and interest in hip-hop culture,
lesson #6 uses contemporary music as an instructional tool to analyze music from the
past. Since the class has a wide spectrum of learning abilities, the instructional strategies
includes Sternberg’s Triarchic Intelligences. For example, creative students can generate
a political song, analytical students can draw logical explanations of what graphs indicate
in lesson #2, and practical students can make a feasible informed social policy
recommending ailments to our current recession. To honor these individual talents,
varying learning abilities, and language differences, groups will be structured so that each
team has strong native English speakers, fully bilingual students and high performing
students mixed with English Learners, low achieving students, and students who become
easily distracted and disruptive during challenging tasks.
Another concern which influences the unit is a block schedule. Since a few students
have ADHD and autism, thus have a difficult time paying attention, lessons incorporate
various activities, clear transition cues, and a balance between triarchic activities. Also, as
several students become bored easily and some sleep because they work at night, the
lessons trigger emotions to stimulate the brain through artwork, music, and primary
sources. Lastly, to meet the needs of the English Learners, the teacher uses visual media
with text, verbal and written directions, language that is comprehensible, cooperative
learning groups, and modified requirements for assignments.
5. Explain how the collection of assessments from your plan allows you to evaluate your
students’ learning of specific student standards/objectives and provide feedback to
students on their learning. Include a discussion of the evaluative criteria/rubric and
rationale with a focus on evidence of understandings, errors, and/or misunderstandings
to analyze student learning in relation to standards and learning objectives.
As noted in Omrod, assessments serve as indicators of what students have learned,
can highlight misconceptions, should be used to build off previous lessons, and should
include the triarchic dynamics of learners. To incorporate these elements into the lesson plan,
the primary rationale of assessments is to include balance. For instance, in lesson #1, the
Venn diagram facilitates students obtainment of the interrelationship among concepts is an
authentic assessment, whereas the short answer guided questionnaire serves as formal
evidence for the teacher to evaluate if students have mastered the instructional objectives
before moving on. The third informal assessment of a verbal discourse with open-ended
questions will allow the teacher to monitor misconceptions, student interests, and observe
verbal and non-verbal behaviors. By combining formal, informal, and an authentic
assessment in one lesson, the teacher has a wide array of information to evaluate students
understanding or lack of to readjust the instructional strategies. More importantly, the
informal and formal assessments let the verbal and non-verbal students express their
comprehension of the subject matter. Also, a question box will be placed in the class to
provide frequent feedback for the students, and for the teacher to address misconceptions and
to track the student’s progress. Additionally, analytical, creative, and practical assessments
are spread evenly throughout the unit. For example, a multiple choice and true false formal
assessment covers the practical portion of learners, lesson #7 lets creative learners compose
diary entries from the perspective of a hobo, and lesson #5 draws upon the analytical skills of
learners to provide a written rationale for principle causes of the Great Depression in an
authentic assessment. By adding multiple measures to evaluate the class, no test will be
weighted heavily therefore reducing test anxiety.
Regarding the summative performance assessment task of the photo essay, it enables
creative, practical, and analytical learners to demonstrate their understanding of key concepts
of the Great Depression. By requiring the students to make one page per theme, the
assessment integrates information across all of the lessons into a final product. The rubric
with clearly defined criteria of academic language and standards will be handed out at the
beginning of the unit so students can focus their attention, and set their expectations thereby
reducing their anxiety. Lastly, the performance assessment task is designed with four
qualities in mind; RSVP. The task is reliable as the rubric results in consistency, it’s
standardized as the students are held to the same criteria, has validity as the finished product
is a representative sample of the content domain, and is practical due to the modifications for
students with limited resources and abilities. Overall, the collection of formative,
informative, summative and performance assessments serve as a diagnostic tool for teachers
to ascertain if students learned the instructional objectives, and to reflectively respond if a
majority of the class struggles with a test, quiz, or classroom discussion as these are
indicators that the material wasn’t covered thoroughly. These assessments also provide a
means for students to self regulate their understandings and to develop more cognitive
processes.
6. Explain how specific features of the learning and assessment tasks in your plan,
support students in learning to understand and use these words, phrases and academic
language.
Since some students lack role models who speak Standard Academic English, the
teacher will develop student’s academic language by using SAE in both written and oral
explanations. To bridge the gap between other dialects and Standard Academic Language the
teacher will use contrastive analysis between languages and emphasize strong literacy skills
by incorporating more tasks that involve reading. More importantly, to build on newly
learned vocabulary, various activities will provide scaffolding experiences where students are
required to apply academic language. For instance, in lesson #3 when students learn the
academic language associated with money, banking, and stock markets, the performance
based assessment requires students to analyze the data with using certain vocabulary and
grammar in their written explanation. Also, oral discourse, and cooperative learning group
activities in lesson 1, 2, and 5 provide students with the opportunity to construct meaning of
words and to generate more ideas.
In order to address the needs of the English Learners, the teacher has to employ
methods that turn abstract ideas to concrete meanings. To facilitate their language
development, the teacher will use pictures, graphs, flowcharts, and gestures to convey
meaning. Also, to teach students the oral language to discuss, analyze, synthesize, and
summarize information the teacher will use sheltered strategies like comprehensible input,
hands on experiments to promote inquiry, and oral presentations so they can practice their
verbal skills.
7. Describe any teaching strategies you have planned for your students who have special
educational needs (i.e., English learners, GATE students, students with IEPs). Explain
how these features of your learning and assessment tasks will provide students access to
the curriculum and allow them to demonstrate their learning.
For GATE students with creative artistic abilities, they will be allowed to draw images
for the summative performance assessment rather than pulling pictures from the internet or using
a digital camera. In general, the GATE students will participate in the same activities, but be
offered a more challenging component. The key isn’t more work, but a different caliber and
quality of work. For example, in lesson 6 they can create a music video or beat to accompany
their song.
On the other hand, English Learners might need a reduction in problems, a shorter length
requirement for written assignments, and more time to complete tests and quizzes. More
importantly, the teacher must avoid synonyms, similes, and metaphors when posing questions as
they can confuse English Learners. Lastly, peer interaction is a principle cognitive development
strategy as English Learners informally asses their classmates speech patterns, and the English
Learners can practice their pronunciation and construction of sentences in a comfortable non
hostile environment.
For the students with ADHD, learning disabilities, and autism, a one size fits all lesson
plan doesn’t work. To make the curriculum accessible and promote fairness in the class the
teacher must make several accommodations and modifications. For example, during tests and
quizzes the teacher will provide the students with a quiet environment away from distractions,
give oral examinations instead or written tests, and promote the use of assistive technology like a
calculator. Additionally, I am using transition cues and structured routines for students with
autism as shifting from one activity to another can be difficult. Finally, when the teacher doesn’t
know how to make an assignment accessible, the IEP, Special Education Specialist, and student’s
parents will be utilized to provide clarity and suggestions.