S3+Conway,+Amelia

=Stage 3 - Plan Learning Experiences and Instruction= =Part 1= 2. **Hook**-Students will view a [|cartoon image] of Wall Street (NYSE). As a class, we will discuss what we think the image is showing. For example, what is the building in the picture? who are the people? what is going on? what do the words mean? What does this cartoon have to do with the G.D.? Following this discussion, we will listen to "Puttin' on the Ritz", and we will do a brief analysis of the lyrics. 3. **Equip**.- Students will know: Sequence of events (timeline activity), Black Tuesday/Thursday, Stock Market Crash, Smoot-Hawley Tariff, Hoover's Presidency, FDR's Presidency, New Deal (1&2), 4. **Rethink**- Students will think about why the main points -highlighted in the use of 4 graphic organizers- are the main points when talking about the Great Depression, as far as the BIG PICTURE is concerned. (everything else is information that can fit into those categories, or can connect directly to the main ideas of the four organizers). Students will receive **feedback** on the pre-assessment, and the graphic organizers that were added to after group meetings.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. **Students 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).**(Where)** 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.**(Why)** 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.**(What)**
 * Explore**- [|5 W's chart] (4 graphic organizers)
 * Experience**- [|Numbered Heads together:] Each group of three students (groups determined by color cards that will be passed out at the beginning of class) will get 1-2 BIG events/people/terms following a sequence of events. Each group will report out to the rest of the class (going in correct order) discussing their events regarding the G.D. to re-iterate what we have been talking about, and to give students another example of the order and a brief description of each of the most major events.


 * Revise**- (Feedback from peers) Students will break into groups and will be asked to discuss the event/idea/person/theme in the graphic organizer and then compare the opinion section of the organizer to see other peers' viewpoints. Students can make note of ideas that belong to their peers if the ideas give them a deeper understanding (this will be done for each organizer, and a time limit of 10 minutes/organizer will be set). The teacher (I) will then collect the organizers to review and see where each student is at in terms of their thinking/understanding/opinion of each of the main topics. I will leave feedback on each organizer to clear up any misunderstandings, and to let students know that I can tell they "get it".


 * Refine**- With the feedback given, students will be able to make changes to their graphic organizers, and turn them in for a second evaluation in order to receive feedback.

5. **Evaluation-** Formative Assessment-Students will do a pre-assessment which entails filling out a [|KWL] form in order to determine what they know, what they want to know, and what they have learned so far. The students will fill out the same form half-way through the lesson to track growth in the subject area. Doing so will give me a chance to evaluate both the students, and myself/my lesson plan, and determine what is working/what is not working, and so on. 6. **Tailor: Verbal**-Students will listen to the song, "Puttin on the Ritz" while reading along with the lyrics and taking notes on the lyric sheet as to what the song means. Afterwards, the whole class will discuss possible meanings of the [|song], and what certain parts of the song mean.(This is a song that was written during the Depression.) Students will also lead a discussion following a brief [|documentary] on the Great Depression. 7.**Organize-** (Perspective) Students will analyze and critique major historical events, eras, and turning points of the Great Depression. =Part 2=
 * Rehearse**- Students will rehearse the information highlighted in their graphic organizers via a game. The game involves students gathering in a big circle, a squishy ball, and questions. Game- Students will be asked to gently toss the ball to different peers. Once the student has the ball, I will ask them a question regarding one of the topics in their graphic organizer. When the student answers the [|question] they may pass the ball to a different peer who will also be asked a [|question,] etc, etc. Students who are stumped by a question will be able to ask a peer for assistance, but will also be expected to make note of the Q&A on a sheet of notebook paper.
 * Visua**l- Students will have a chance to analyze a cartoon on Wall Street (NYSE). Students will also have a chance to watch a brief documentary on the Great Depression which will be followed by a discussion. Students will also do an analysis on a set of images taken during the Great Depression, in which they will be expected to use the information that they already know, and have learned about the Great depression. The analysis will be used for constructive feedback. Also, the end of unit assessment will ask students to use Timeline Maker to make a sequence of events including at least 6 pictures in it.
 * Kinesthetic**- Students will be involved in a game that involves standing in a circle and passing a ball around to their peers while answering questions regarding their graphic organizers.
 * Naturalistic-**
 * Musical-** Students will analyze the song, "Puttin on the Ritz". Students will also be able to enjoy a documentary on the Great Depression, which features a musical selection based on the 20's and 30's.
 * Logical-** Students will be asked to use graphic organizers to arrange facts and opinions of the 4 main ideas with regards to the Great Depression. The timeline assessment that will be produced following the completion of the final day of the lesson, will be especially appealing for logical thinkers who like to organize information into sections.
 * Interpersonal-** Students will have a chance to share information and ideas with a group using the "Numbered Heads Together" strategy. Students will also be asked to partake in both small and large group discussions throughout the course of the lesson. The Timeline Maker assessment piece will be completed in teams of two, with each member evaluating theirs and their peers contribution to the project.
 * Intrapersonal-** The first set of graphic organizers will be completed individually by each student. An image analysis acitvity will also give students a chance to work alone to come up with ideas and opinions in order to express what THEY see in the picture. Eventually, the individual work will be brought to group discussions.
 * Product:** **Timeline Maker- Create a sequence of BIG events from the stock market crash to the New Deal, and everything in between. Provide a brief explanation of every event on the timeline. **Time of completion: **4 days** ||

9. **Hook-** Students will watch brief clips of videos from several different countries around the world during the depression of the 1920's and 30's. 10.**Equip.-** Students will know: President Hoover,FDR, Leaders of several other countries(to be decided later) 11. **Rethink-** Students will think about how different countries were effected by the Great Depression at the same time. 12. **Evaluate-** Students will self-evaluate their own role in their group during the Jigsaw activity. They will answer a series of questions about the information they contributed to the group, and will be able to ask questions/leave comments at the bottom of the evaluation form. 13. **Tailor-** 14. **Explanation-** Students will analyze and critique major historical events, eras, and turning points of the Great Depression. =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. **Students 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).**(Where)** 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.**(Why)** 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.**(What)**
 * Explore-** (graphic organizer) [|Fact/Opinion] (different countries)
 * Experience-** (Co-op. learning groups) Students will participate in a Jigsaw activity where they each represent a country during the Great Depression, and will need to specify the causes of the depression within each country, the leader at the time, and how the economy was at the time.
 * Revise-** Students will receive feedback from each group (country) directly after the class discussion, as well as learning from the information their peers have provided.
 * Refine-** Students are able to take notes on the feedback provided by their peers in order to learn from what everyone else knows and can bring to the table.
 * Visual-** Students will watch a brief video on the depression in several countries.
 * Verbal-** Students will discuss the main points of the video in a class discussion. Everyone should be able to share one thing they noticed about one of the countries during its depression, or compare it to the depression in the United States.
 * Interpersonal-** Class discussions following films/audio clips shown in class.
 * Logical-** Students are putting each country's depression in sequential order depending on when the depression started in America, and each of the several other countries involved in the lesson.
 * Naturalist-** Students will learn about the Depressions' effects on nature.(Crops/gardening, landscape)
 * Intra-personal-** Students will be self-evaluating their role in their team's country.
 * Organize-**
 * Product-** **Comic Life**- Research a country in Europe to find out how the depression in America had an impact on that country. Or find out if the European country of your choosing was in a depression all of their own.
 * Completion Time:** 2 Days ||

16. **Hook-** Students will be asked to think about what we have discussed so far in the previous 2 lessons, and compose a list on the board depicting how the economy changed throughout the course of the Great Depression. On the other half of the board, students will compose a list identifying examples of how the economy has changed over the past 8-10 years. We will then as a class go over the lists and compare and contrast the economy then and now. (We should spend approx. 8 min. composing the 2 lists, and 10 mins. discussing the lists) 17. **Equip.- Students will know:** 20th Amendment, Fiscal and Monetary Policy, Brain Trust, Frances Perkins, Indian Reorganization Act, Buying on Margin, Bonus March, Dust Bowl. 18. **Rethink-** Each group will report out to the rest of the class about something they have learned from today's class. Each group will be expected to give a different example. Depending on the size of the class, we may go around the room several times. 19. **Evaluate-** Students will fill out and pass in a [|KWL] chart regarding the information from lesson 3. I will leave feedback on the chart. 20. **Tailor- Interpersonal-** Students will participate in several group activities and class discussion. The group activity in this lesson is the 3-minute review. Visual-** Visual learners will benefit from the task we will be completing in the first 18 mins. of class (the hook). The board will be divided into two sections: America's Economy Now, and America's Economy Then, which will be helpful because we will be comparing and contrasting the two sides in a neutral section of the board. Video of changes in America over the past ten years. 21. **Organize-** Students will consider the economy during the Great Depression, and how it changed as the Depression progressed. =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. **Students 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). **(Where)** 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.**(Why)** 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.**(What)**
 * Explore-** Students will use a [|flow chart] to organize the changes that occurred in the economic structure and order of America from 1918 to 1932.
 * Experience-** (co-op learning groups)Three-minute review- I will stop teaching part-way through the lesson, and students will break up into qroups and review what we have talked about so far during the class period. This will occur each day that we are working on lesson three.
 * Revise-** I will provide clarifying information to the students following the discussion.
 * Refine-** Students will have a second chance to ask the teacher questions about the information she clarified.
 * Intrapersonal-** Students have a chance to fill out KWL charts on their own, in order to reflect on their knowledge and understanding of the content so far.
 * Naturalist-** Students will be discussing how the Dust Bowl, which occurred during the Great Depression, was problematic in terms of crops/agricultural**.
 * Verbal-** Students will have a chance to listen to and contribute ideas to class discussion, and group conversation (3-min. review)
 * Logical-** The flow chart provided for students to organize the changes in the economy during the Great Depression gives logical thinkers a chance to understand through the organization of events/occurrences.
 * Product: Second-Life and mini-WebQuest:** With a partner, students will use the simulation program to experience life during the GD. ||
 * **Time of Completion: 2 Day** ||

23. **Hook-** Students will watch a slideshow of newspaper headlines from the day the Stock Market crashed, along with headlines that came out when the Recovery Process began. This slideshow is accompanied by a musical score from the era as well. 24. **Equip.-** Students will know: The New Deal, Bank Holiday, Alphabet Soup, The process of Relief,Reform, Recovery, Monetary and Fiscal Policy. 25. **Rethink-** Students will have a few moments to work in groups to compare Flow Charts, and leave feedback for their peers. 26. **Evaluate- Formative-** Peer Feedback and revision. 27. **Tailor: Kinesthetic-** Students will have the opportunity to work in groups and move around the classroom and use the board, or any other materials to teach the entire class the topic they were assigned. (Partners Activity) - Students will also listen to a short video featuring headlines and music from the decade of the Depression. 28. **Organize-** Students will use their knowledge of the causes of the Great Depression to explain the steps taken by the American Government to solve the economic crises, and protect people if a similar situation was to occur now. **Product- PowerPoint presentation: Students will create a slideshow that demonstrates their knowledge and understanding of the causes of the GD. and what precautions do we as a country now take to prevent another GD. Time for Completion: 3 days ** || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. **Students 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). **(Where)** 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.**(Why)** 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.**(What)**
 * Explore-** (Graphic Organizer) Flow Charts will be used to document the recovery process. (What came first, and how did it lead to the next step in the recovery process)
 * Experience-** (Co-Op learning) Students will participate in a **Partners** activity, in which, "The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process" (http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities)
 * Revise-** Students will pass in their flow chart with the peer feedback noted in a different color pen, and I will leave comments.
 * Refine-** Students will be given class time to make changes on their flow charts.
 * Verbal-** Students get the chance to add to, and listen to class discussions/small group discussions.
 * Visual-** The "hook" video includes many images for visual learners to enjoy.
 * Logical-** The Flow Chart students will use throughout the class makes it so students can easily navigate the American economy in the 1920's and 30's.
 * Musical-** The "hook" at the beginning of class incorporates music and images into an effective video presentation.
 * Interpersonal-** Groups are assigned to discuss and compare flow charts, and to evaluate the work of their group members work.

30. **Hook-** We will be 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). 31. **Equip.-** Students will know: Alphabet Soup (part 2), The Second "New Deal", and will review terms from previous lessons. 32. **Rethink-** Students will write down several questions from their 3-step interview, and will then answer those questions in several brief sentences a piece. 33. **Evaluation-** Students will complete a checklist of their understandings, and will be allowed space and time to leave questions and comments at the bottom of the page. 34.**Tailor: Logical-** Time-Order Charts are provided to sequence the Recovery process. 35.**Interpretation- Organization-** Students will critique the effectiveness of the Gold Standard Act, the New Deal Programs, and fiscal vs. monetary policies. **Product- Globster-** Students will create a collage that uses only images to explain one of the following: New Deal, Monetary Policy, or the Gold Standard Act. 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). **Time for Completion: 2 Days** || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. **Students 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). **(Where)** 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.**(Why)** 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.**(What)**
 * Explore-** (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.
 * Experience-** (Co-Op Learning Groups) Students will use the three-step interview to ask clarifying questions to his/her partner about the lesson so far.
 * Revise-** The next class period, students will share their Q&A's with a different partner who will also share his/her Q&A's.
 * Refine-** 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.
 * 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.

37. **Hook-** 38. **Equip.-** Students will know: New Deal (1&2), Alphabet soup, FDR, Relief, Reform, Recovery, The approximate time of the end of the Depression, The death of FDR and presidency of Harry Truman 39. **Rethink-** Students will make note of the views of their peers, **Refine- **As a class, we will discuss each groups' discussions, and we will form a few general statements that summarize the opinions of each group concerning the effectiveness of the recovery process.** 40. **Evaluation-** Q&A Form with feedback from me on the students' responses. Also, we will be doing a quiz bowl activity which will incorporate throwing a ball around. 41.**Tailor: Kinesthetic- We will be doing a quiz bowl activity which will incorporate throwing a ball around. **Logical- **Students will be able to use tree charts to map out the big ideas and some details of the recovery process, including Alphabet Soup.** Interpersonal- **The students will participate in the think-pair-share activity that includes individual thought, pair reflection, and group comparison.** Intrapersonal- **Students will have a chance to reflect on their thoughts of the effectiveness of FDR's recovery process, before sharing their thoughts with the class.** Verbal- **Students will participate in group discussion throughout the class. They will also play an active role in the "hook" activity.** Naturalist- 42. **Self-Knowledge- Students will:** Reflect on the recovery process of the Great Depression and assess, to what extent it was an effective system. **Product:** Inspiration-Create a Graphic Organizer that explains the recovery process and explain to what extent it was an effective. **Time of Completion: 1 Day** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. **Students 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).**(Where)** 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.**(Why)** 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.**(What)**
 * Explore-** (Graphic Organizer) 2 [|Tree charts] - will be used for organizing the recovery process and alphabet soup.
 * Experience-** (Co-Op Learning) [|Think-pair-share] - I will ask students to consider the recovery process, and determine the effectiveness of it, in repairing the U.S. during the Depression. Then the students will pair off and discuss their thoughts and opinions on the question. Lastly, students will share their thoughts with another pair.
 * Revise- Once the students have a chance to think about the differing views, they will re-convene with their group discuss briefly, why they may have had different or similar responses.

2004 ASCD and Grant Wiggins and Jay McTighe