L5+Conway,+Amelia

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

Teacher’s Name:** Ms. Amelia Conway **Date of Lesson:** Interpretation
 * Grade Level:** 10 **Topic:** Critique the effectiveness of the GSA, FDR's New Deal (Alphabet Soup)

__**Objectives**__

 * Student will understand that:** (sequence of events) the Great Depression of 1929 was triggered by the Stock market Crash and the Smoot-Hawley Tariff. The Great Depression was a Global Depression. The recovery process began with the Gold Standard Act, monetary fixes, and FDR's "New Deal" (1&2).
 * Student will know:** FDR's "New Deal", Gold Standard Act, (Alphabet Soup)
 * Student will be able to do:** Interpretation- Critique the effectiveness of the Gold Standard Act, and FDR's New Deal (Alphabet Soup).

__**Maine Learning Results Alignment**__
Grades 9-Diploma: Depression and New deal era (1929-1941) Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and Critique historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.// Rationale: Students will understand how the Great Depression came to be, and why, as well as what was involved in it. **
 * Rationale:**
 * E //1 Social Studies-E. History: Knowledge,concepts, themes, and patterns.

__**Assessment**__
Students will use the three-step interview to ask clarifying questions to his/her partner about the lesson so far. Students will write down several questions from their 3-step interview, and will then answer those questions in several brief sentences a piece. The next class period, students will share their Q&A's with a different partner who will also share his/her Q&A's. If the students do not have the same questions as their partner, than they should swap Q&A's and discuss why they provided the answer they provided. The Q&A's will be collected for feedback.
 * Formative (Assessment for Learning)**

Students will use Globster to create a collage that uses only images to explain one of the following: New Deal, Monetary Policy, or the Gold Standard Act that we covered in class discussion and small group assignments. Students will then present their collage to the class by explaining why they chose to put certain pictures on their poster (in other words, explain the New deal/Monetary policy/Gold Standard Act with pictures).
 * Summative (Assessment of Learning)**

__**Integration**__
Technology- Globster- to create an image collage depicting one of three recovery programs. Art- Students are given a chance to express their creativity through designing a collage on the computer.

__Groupings__
(Co-Op Learning Groups) Students will use the three-step interview to ask clarifying questions to his/her partner about the lesson so far. Group discussion following the "hook" at the beginning of class as a whole, large group, and then in several smaller groups based on color cards.

__**Differentiated Instruction**__
**Logical-** [|Time-Order Charts] are provided to sequence the Recovery process.
 * Strategies**
 * Interpersonal-** Group discussion following the "hook" at the beginning of class, along with, partner discussion during the 3-step interview allow plenty of time for students to collaborate with peers.
 * Musical-** Musical learners may benefit from the variety of 20's music played while the slideshow of art is rolling.
 * Visual-** The "hook" at the beginning is filled with images that document the era in terms of the recovery process.
 * Verbal-** Class discussions are typically at the center of each lesson plan, which gives the students a chance to listen to the views of their peers and provide input on the matter at hand.
 * Intrapersonal-** Students will evaluate their learning using a checklist to determine what they do and do not understand.

( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * Modifications/Accommodations**

When students are absent, they will be expected to come to the classroom and pick up their materials. Worksheets/handouts will be made available for students via folders set up for each lesson and each individual class. Students can ask myself and/or peers for information regarding the class discussion, in order to catch up. Also, I will allow for 7 mins. at the beginning of the first class following the absent student/s return to school, to work in groups and discuss the graphic organizers.
 * Absent Students**

Students will be creating a digital collage of the recovery program of their choosing (from the list) that will be used to describe what they have learned about each program.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops 3-step-interview instructions Notebook Color Cards Globster Software Globster Tutorial or I will put together an informational session in class Time Order Charts

__Source for Lesson Plan and Research__
[|Overview of 2nd New Deal] [|Slideshow for 2nd New Deal] [|2nd New Deal wiki] [|FDR's Second Inaugural Address and Plans] [|Alphabet Soup]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The purpose of this lesson is to provide students with a new knowledge and understanding of the Relief,Recovery, Reform process of the Great Depression through analysis of "alphabet soup", and the point of FDR's 2nd New Deal. By comparing their knowledge of "alphabet soup" to other policies that were enacted to help the economy recover (monetary/fiscal policy and the GSA), students will be able to conclude the effectiveness of the recovery process. Doing so, will help each student grow intellectually in terms of being able to apply what they have learned about the recovery process at the time, to the policies/process in which we now use/follow to keep a stable economy. Clipboards will benefit greatly from this lesson because we are moving in a very specific order, and they will be made aware of the agenda at the beginning of class because the agenda will be on the board. Puppies will enjoy this lesson because there are several opportunities to take part in group excercises, and they should feel comfortable to speak up during class discussions because of the classroom rules on respect. Students that fall into the category of Microscope learners will get plenty of opportunities to ask questions to peers and teacher in large and small group activities and discussion. Beach Ball learners can also succeed during this lesson because they are constantly given variety through visual, verbal, logical, and kinesthetic activities, as well as group and individual work and reflection.
 * //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.//

Rationale:** Students will begin the new lesson with a short assessment to identify what they know about "alphabet soup" and the 2nd new deal. The assessment entails the three-step interview to ask clarifying questions to his/her partner about the lesson so far. Students will write down several questions from their 3-step interview, and will then answer those questions in several brief sentences a piece. The next class period, students will share their Q&A's with a different partner who will also share his/her Q&A's. If the students do not have the same questions as their partner, than they should swap Q&A's and discuss why they provided the answer they provided. The Q&A's will be collected for feedback. The 3-step-interview will be used later in the class to identify what students have learned so far. This lesson reflects Interpretation because students are asked to interpret several different forms of reform programs and make posters of those interpretations.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** **Logical-** Time-Order Charts are provided to sequence the Recovery process.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Interpersonal-** Group discussion following the "hook" at the beginning of class, along with, partner discussion during the 3-step interview allow plenty of time for students to collaborate with peers.
 * Musical-** Musical learners may benefit from the variety of 20's music played while the slideshow of art is rolling.
 * Visual-** The "hook" at the beginning is filled with images that document the era in terms of the recovery process.
 * Verbal-** Class discussions are typically at the center of each lesson plan, which gives the students a chance to listen to the views of their peers and provide input on the matter at hand.
 * Intrapersonal-** Students will evaluate their learning using a checklist to determine what they do and do not understand.

Rationale:** Students will be assessed in the following ways, as means of tracking intellectual growth in the subject matter. Students will use the three-step interview to ask clarifying questions to his/her partner about the lesson so far. Students will write down several questions from their 3-step interview, and will then answer those questions in several brief sentences a piece. The next class period, students will share their Q&A's with a different partner who will also share his/her Q&A's. If the students do not have the same questions as their partner, than they should swap Q&A's and discuss why they provided the answer they provided. The Q&A's will be collected for feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//
 * Formative (Assessment for Learning)**

Students will use Globster to create a collage that uses only images to explain one of the following: New Deal, Monetary Policy, or the Gold Standard Act that we covered in class discussion and small group assignments. Students will then present their collage to the class by explaining why they chose to put certain pictures on their poster (in other words, explain the New deal/Monetary policy/Gold Standard Act with pictures).
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The students will be arranged in a large circle, specific to group discussion. Students will be given color cards at the beginning of the class, and they will sit according to their color section within the circle for their mini discussion groups (graphic org.) Pairs will be formed out of those color groups later on when the timeline project is assigned.


 * Class will begin by watching a slideshow of artwork/songs/poetry from the Depression that models "Alphabet Soup". The Arts were very positively effected by FDR's New Deal, and many artists showed the New Deal workings in their art. As a class, we will discuss what it would be like to not have the arts, and how the New Deal prevented the arts from getting destroyed. After that, the floor will be open to students to speak about what types of reform measures were taken (as shown from the slideshow-artwork). (6 mins.)
 * [|Time Order Charts] will be passed out, and used to keep track of several recovery process items. Students will be able to chronologically organize the recovery process.( 3 mins. )-explanation
 * I will ask the students to tell me what they know so far about the New Deal and its programs (generate a discussion) (10 mins.)
 * As a group, we will read FDR's second Inaugural Address, and his plans for the 2nd part of the New Deal. I will ask the class how they feel the new programs will work (after discussing what they are), and what they collectively represent. (work). ( 50 mins)
 * I will assign the Globster Poster and color card groups, and explain what I would like the students to do. (11 mins)

Day 2 will be used to elaborate on each of the programs of the 2nd New Deal, and review the Monetary/Fiscal Policy, and the Gold Standard Act for the Globster Project. The Students will do the 3-minute-review with their partner, and I will allow time for the students to ask questions and work on their Globster Poster. The Posters will presented during the next class.
 * Day 2

(sequence of events) the Great Depression of 1929 was triggered by the Stock market Crash and the Smoot-Hawley Tariff. The Great Depression was a Global Depression. The recovery process began with the Gold Standard Act, monetary fixes, and FDR's "New Deal" (1&2). We are learning this because it relates to the economy and politics of today. For example, jobs in certain areas of government require knowledge of how the economy works, and how to keep it running smoothly. Also, it will be helpful to understand economic structure of America so you can keep up with what is being talked about on the news, tv shows, movies, and commercials that make reference to the economy. Students will understand major eras, enduring themes, and historical influences in the U.S. and World history, including roots of democratic philosophy, ideals, and institutions in the World. **Where, Why, What, Hook, Tailors: Visual, Verbal, Kinesthetic

**Equip, Explore, Rethink, Tailors: Inter/Intrapersonal, Logical, Visual
 * Students will understand major eras, enduring themes, and historical influences in the U.S. and World history, including roots of democratic philosophy, ideals, and institutions in the World. Time Order charts will be used to keep track of each event, and will help recap the unit.

(Graphic Organizer) [|Time Order Charts] will be used to keep track of several recovery process items. Students will be able to chronologically organize the recovery process.(Co-Op Learning Groups) Students will use the three-step interview to ask clarifying questions to his/her partner about the lesson so far. Students will write down several questions from their 3-step interview, and will then answer those questions in several brief sentences a piece. The next class period, students will share their Q&A's with a different partner who will also share his/her Q&A's. If the students do not have the same questions as their partner, than they should swap Q&A's and discuss why they provided the answer they provided. Explore, Experience, Rethink, Revise, Refine, Tailors: Visual, Logical, Inter/Intrapersonal

Formative (Assessment for Learning)
 * Students will use the three-step interview to ask clarifying questions to his/her partner about the lesson so far. Students will write down several questions from their 3-step interview, and will then answer those questions in several brief sentences a piece. The next class period, students will share their Q&A's with a different partner who will also share his/her Q&A's. If the students do not have the same questions as their partner, than they should swap Q&A's and discuss why they provided the answer they provided. The Q&A's will be collected for feedback. **

Summative (Assessment of Learning)
 * <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse;">Students will use Glogster to create a collage that uses only images to explain one of the following: New Deal, Monetary Policy, or the Gold Standard Act that we covered in class discussion and small group assignments. Students will then present their collage to the class by explaining why they chose to put certain pictures on their poster (in other words, explain the New deal/Monetary policy/Gold Standard Act with pictures).

Students will be evaluated using a Checklist to ensure completion of the assignment. Their peers will offer feedback on the Glogs, and will be expected to contribute to the discussion of the effectiveness of the project. **Evaluate, Tailors: Visual, Verbal, Interpersonal

[|Overview of 2nd New Deal] -Describes why the President edged to the left more and more as the course of the year went on. (Have students read for homework-only certain parts of it)
 * Content Notes**

[|Slideshow for 2nd New Deal] Click on Link to view slideshow of the New Deal/2nd New Deal

[|2nd New Deal wiki] After the 1934 Congressional elections, which gave Roosevelt large majorities in both houses, there was a fresh surge of New Deal legislation. These measures included the [|Works Progress Administration] (WPA) which set up a national relief agency that employed two million family heads. However, even at the height of WPA employment in 1938, unemployment was still 12.5% according to figures from Michael Darby.[|[58]] The [|Social Security Act], established[|Social Security] and promised economic security for the elderly, the poor and the sick. Senator [|Robert Wagner] wrote the [|Wagner Act], which officially became the [|National Labor Relations Act]. The act established the federal rights of workers to organize unions, to engage in [|collective bargaining], and to take part in strikes. While the First New Deal of 1933 had broad support from most sectors, the Second New Deal challenged the business community. Conservative Democrats, led by [|Al Smith], fought back with the [|American Liberty League], savagely attacking Roosevelt and equating him with [|Marx] and [|Lenin].[|[59]] But Smith overplayed his hand, and his boisterous rhetoric let Roosevelt isolate his opponents and identify them with the wealthy vested interests that opposed the New Deal, setting Roosevelt up for the 1936 landslide.[|[60]] By contrast, the labor unions, energized by the Wagner Act, signed up millions of new members and became a major backer of Roosevelt's reelections in 1936, 1940 and 1944.[|[61]]

[|FDR's Second Inaugural Address and Plans] Once the euphoria that had accompanied Roosevelt's first year in office had been tempered by continuing economic troubles in the nation, Roosevelt's programs began to come under attack from both ends of the political spectrum: “Thunder on the right” and ”Thunder on the left.” Although the focus of the opposition to Roosevelt's programs came from Republicans, who were heavily outnumbered in Congress, there were plenty of conservative Southern senators and congressmen who were unhappy with various aspects of the New Deal. Critics on both sides argued that Roosevelt, if not actually a Communist, was dragging the country in the direction of Socialism, or even worse, that he was actually flirting with Communism. While such charges could be written as to political attacks, FDR was nevertheless obliged to defend himself against such charges by declaring in his 1936 reelection campaign that people should “put that red herring to rest.” FDR's critics on the left argued that not only was he not moving in the direction of Communism, he was actually protecting capitalism by programs that did not go nearly far enough to curb what they saw as the excesses of big business. Most notable among FDR's critics on the left was the most colorful demagogue, populist <span class="strong1" style="color: #000000; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; font-variant: normal; line-height: normal; text-transform: none;">**Senator Huey Long**, the former governor of Louisiana, who was known as the “Kingfish” for his motto, “Every Man a King!” Rising from any impoverished background, Long was a self-made politician who quickly became a legend in his own time. Struggling against conservative Louisiana Democrats, Long was willing to invest heavily in programs for the state. He oversaw construction of thousands of miles of roads and provided free books for school children. He also helped convert Louisiana State University into a fine institution and added a medical school to its programs. He also strengthened the economic foundations of the city of New Orleans by providing for additional infrastructure. Although he had supported Governor Roosevelt's bid for the presidency in 1932, he became disenchanted when he felt that Roosevelt was not moving far enough to the left. He began to see FDR as a front man for capitalists and started attacking him. Long came up with a plan called “[|Share Our Wealth]”; in essence the idea was to tax estates and incomes in excess of $1 million up to a rate of 100% and to guarantee to every American a home, an automobile, and an education through college. Long might have given Roosevelt serious trouble in the election of 1936, though it's unlikely he could ever have won, but he was assassinated in 1935 by a disgruntled physician. <span class="vbody2" style="color: #000000; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; text-align: left; text-decoration: none; text-transform: none;">Huey Long was portrayed as the character Willie Stark in Robert Penn Warren's classic novel, <span class="vital" style="color: #000000; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; font-variant: normal; font-weight: normal; line-height: normal;">//All the King's Men// <span class="vbody2" style="color: #000000; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; text-align: left; text-decoration: none; text-transform: none;">. A film based on the novel won the Academy award for best picture in 1949, and a recent version (2006) stars Sean Penn as Long. Also on the left was the Communist Party led by Earl Browder, whose convention at Madison Square Garden in New York City in 1936 attracted a large crowd. Browder claimed that charges that Roosevelt's programs were Communist were ridiculous and merely a cover-up for capitalism. (The appeal of Communism was blunted by the fact that many who might have been sympathetic were disturbed by the belief that international Communism was controlled from Moscow, which was at least partly correct.) Father Charles A. Coughlin, a Catholic Priest, was one who initially supported Roosevelt but then turned violently against him. Father Coughlin's popular radio program attracted millions of listeners, and he soon began to attack the new deal as a Communist conspiracy. Only his extremism finally cost him public support. Another vigorous anti-Roosevelt activist was Dr. Frances Townsend, who created a plan calling for all persons over 60 years of age to get $200 per month if they promised not to work; they would have to spend it within 30 days. Financing would come from a 2% sales tax. The Townsend Clubs eventually reached a membership of 2 million Americans, and in 1936 his followers aligned themselves with the Union Party. Also on the right was an organization known as the Liberty League, of which the former new York Governor Al Smith, once a loyal Roosevelt supporter, became an outspoken leader. The Liberty League claimed that Roosevelt was leading the country towards communism; Smith argued that there was room in America for only one national anthem, the “Star-Spangled Banner,” not “The Internationale,” a Communist hymn. Yet another assault came from the United States Supreme Court, which ruled that several of Roosevelt's New Deal programs were unconstitutional. This most serious challenge to FDR's programs angered the president and led him into his greatest political blunder, which followed the election of 1936. [|See FDR and the Supreme Court.] In response to the various attacks by Long and others, Roosevelt launched what he called the Second New Deal in June, 1935. It included the following: The <span class="strong1" style="color: #000000; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; font-variant: normal; line-height: normal; text-transform: none;">**Social Security Act**, probably the high point of Roosevelt's New Deal, included a pension fund for people over the age of 65. Although the first payments ranged only from $10-$40 per month, they provided minimal relief for people on the edge of starvation. As Roosevelt stated at the time, old-age Social Security was never meant to be a retirement program of its own; it was designed merely to supplement income which people had from other sources. Social Security also established a federal and state unemployment program which was financed by payroll taxes on businesses. The act also provided additional relief for dependent children, the visually handicapped and other such dependent persons. A measure of the persistence of the New Deal’s legacy is the fact that Social Security is still central to the ongoing political debate in the country. Most Americans have come to see Social Security as an expectation, and fears that the funds available to provide Social Security payments will be insufficient have already generated modifications to the system, as the age when full payments begin has been gradually raised. Another important component of the second new deal was the <span class="strong1" style="color: #000000; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 12px; font-style: normal; font-variant: normal; line-height: normal; text-transform: none;">**Works Progress Administration,** the WPA, which over the course of its lifetime built hundreds of buildings bridges, roads, airports, schools and ohtter public buildings such as post offices. By the time it ended during the Second World War, over 9 million people had been employed by the WPA. Cornerstones of many buildings still in use bear the WPA imprint. Still the Depression lingered on, and the social dislocations resulting from extended periods of unemployment that kept thousands in abject poverty took a grave toll on substantial portions of the population, especially in areas such as Appalachia and in manufacturing regions where heavy industries had been brought almost to a standstill. Marriages were delayed, birthrates plummeted, and a federal bureau determined that approximately 20% of all American children were underfed. Armies of men, women and even children rode the rails in search of employment or any opportunity to improve their poverty-stricken lives. Despite the critics on the right, left, and even in the center of the political spectrum, Roosevelt won a second term by a huge landslide. His opponent, Governor Alf Landon of Kansas, won only two states and eight electoral votes; FDR had 523. As mentioned above, Huey Long, who might have caused problems for Roosevelt in that election year, was assassinated in the state Capitol in Baton Rouge in 1935. In the Congress elected in 1936 Democrats held 77 of 96 seats in the Senate, and had a majority of 328 to 107 in the House. The Depression and the New Deal continued into 1937. [|Roosevelt's Second Inaugural Address] [|The End of the New Deal] [|History 122 Part 3] | Updated October 12, 2006
 * The Second New Deal**
 * The Wagner National Labor Relations Act, which guaranteed that labor organizations could bargain collectively
 * The [|Social Security Act], which provided old age pensions and unemployment relief
 * The 1935 Banking Act, which strengthened the Federal Reserve System
 * The Revenue Act of 1935, known as the “soak the rich tax,” which placed very high tax rates (75%) on top incomes.
 * Presidential Election Results 1936 ||
 * **Candidate** || **Party** || **Popular Vote** || **%** || **Electoral Vote** ||
 * Franklin Roosevelt || Democrat || 27,751,597 || 60.8 || 523 ||
 * Alfred Landon || Republican || 16,679,583 || 36.6 || 8 ||
 * William Lemke || Union || 892,267 || 2 || 0 ||
 * Norman Thomas || Socialist || 187,833 || 0.4 || 0 ||
 * Earl Browder || Communist || 80,171 || 0.2 || 0 ||

[|Alphabet Soup] The New Deal was composed of countless programs, labeled an "alphabet soup" by its detractors. Among the New Deal acts were the following, most of them passed within the first 100 days of FDR's administration: ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
 * __[|United States bank holiday]__, __[|1933]__: closed all banks until they became certified by federal reviewers
 * Abandonment of gold standard, __[|1933]__: allowed more money to be put in circulation to create a mild inflation
 * __[|Civilian Conservation Corps]__ (CCC), __[|1933]__: employed young adults to perform unskilled work for the federal government
 * __[|Tennessee Valley Authority]__ (TVA), __[|1933]__: a government program that ran a series of dams built on the __[|Tennessee River]__
 * __[|Federal Emergency Relief Administration]__ (FERA), __[|1933]__: provided breadlines and other aid to the unemployed
 * __[|Agricultural Adjustment Act]__ (AAA), __[|1933]__: paid farmers to not grow crops
 * __[|National Recovery Act]__ (NRA), __[|1933]__: created fair standards in favor of __[|labor union]__s
 * __[|Civil Works Administration]__ (CWA), __[|1933]__: provided temporary jobs to millions of unemployed
 * __[|Public Works Administration]__ (PWA), __[|1933]__: employed middle-aged skilled workers to work on public projects, cost $4 billion
 * __[|Federal Deposit Insurance Corporation]__ (FDIC) / __[|Glass-Steagall Act]__: insures deposits in banks in order to restore public confidence in banks
 * __[|Securities Act of 1933]__, created the SEC, __[|1933]__: codified standards for sale and purchase of stock, required risk of investments to be accurately disclosed
 * __[|Indian Reorganization Act]__, __[|1934]__
 * __[|Social Security Act]__ (SSA), __[|1935]__: provided financial assistance to: elderly, handicapped, delinquent, unemployed; paid for by employee and employer payroll contributions
 * __[|Works Progress Administration]__ (WPA), __[|1935]__: a reiteration of the PWA, created useful work for skilled workers
 * __[|National Labor Relations Act]__ (NLRA) / Wagner Act, __[|1935]__: granted right of__[|labor union]__s to exist
 * __[|Judicial Reorganization Bill]__, __[|1937]__: FDR requested power to appoint a new Supreme Court judge for every judge 70 years or older; failed to pass
 * __[|Fair Labor Standards Act]__ (FLSA), __[|1938]__: established a maximum normal work week of 40 hours, and a minimum pay of 40 cents/hour

3-minute-interview steps Time Order Charts Checklist for Glog
 * Handouts**