L2+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: Justify**
 * Grade Level:** 10 **Topic:** Great depression as a Global Depression

__**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:** 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),
 * Student will be able to do:** **(**Perspective) Students will analyze and critique major historical events, eras, and turning points of the Great Depression.

__**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. **
 * E1 Social Studies-E. History: Knowledge,concepts, themes, and patterns.

__**Assessment**__
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. The jigsaw activity is where the students will be split into small groups (based on their predetermined fall partners), and each group will 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.
 * Formative (Assessment for Learning)**

Students will be asked to create a **Comic Life** (presentation) based on research gathered on 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. If too many students want to do the same country, I will pick countries out of a hat. Students will work in groups of two (predetermined summer partner) to complete this project, and will be graded according to a checklist (attached) and point-scale.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology-** Students will be using Comic Life to demonstrate their understanding of the Great Depression as a Global Depression. Another form of technology that will be used for this lesson, is youtube, for movie clip viewing.
 * English-** Students will be expected to use correct grammar, and complete sentences in the Comic Pages they are creating.
 * Geography-** Students will be using a variety of maps to identify the location of their country for the project, and figure out borders for trading partners, etc.
 * Art-** Students will have the chance to get really creative in Comic Life while working on their end-of-lesson project.

__Groupings__
(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. Students will have spent the previous night researching their assigned country, as well as using in class notes, to develop a short discussion which will take place in a fish bowl (students leading the discussion will form a circle for discussing their topic, while the rest of the class forms a larger circle around the presenters. Students observing will listen and make mental notes of the discussion, and will be given time at the end of the discussion to ask a few questions). Students will also be working in pairs to complete their Comic Life product. Partners will be determined via summer partners.

__**Differentiated Instruction**__
**Visual-** Students will watch a brief video on the depression in several countries.
 * Strategies**
 * 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.

( //**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 short comic book based on the Global aspects of Depression. Doing this project in Comic Life is a type II use of technology because it gives the students a chance to incorporate visual affects, formatting, and other editing devices. I could have had the students write out the answers to each question that will need to be answered, in paragraph form, but I wanted to make learning the information fun and interesting. It allows students a chance to be creative, and show me how they can express textual meanings, by including images, funky lettering, a variety of format templates, and more.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Pens/pencils Access to the school library Rubric for Comic Life Project Fact/Opinion graphic organizer Google Maps Youtube Videos-

__Source for Lesson Plan and Research__
Italy- [|Italy] Britain-** [|Britain-Unemployment,etc] [|Causes in Britain] Global Effects as a whole- [|Global Effects] WW1- [|WW1- contributed to the Depression in other countries] [|Effects of WW1]**
 * France- [|Effects on France from the Depression in America]
 * Germany- [|The Depression in Germany] [|Germany-Treaty of Versailles]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates the above Maine Standard requirement by providing students with a way to actively learn the impact of America's Great Depression as a Global Depression. Students have the chance to create a comic book based on a European country of their choosing (from my list, or their own, which would require approval). The Comic Life pages will be a response to the questions posed by me. Students will be collaborating with partners throughout this project, and will also participate in group work regarding the Global Depression. They will learn how one country's economy can trigger problems in other country's economy.
 * //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:** This lesson meets the requirements of the Maine Standards because students will be pre-assessed on their knowledge of the effects of America's Depression on the World (most specific to Europe). Students will understand the major causes and effects within several countries in Europe, and will acknowledge that the Depression existed in other countries. If, after the pre-assessment it is determined that the students can meet the objectives, or vice versa, than I will re-work this lesson to fit the needs of the students. Also, students are expected to participate in the jigsaw activity mentioned above. The jigsaw activity allows students a chance to work individually, and to bring information to the group in order to expand the group's knowledge. Working in small groups gives students that are afraid to speak in front of the entire class, the opportunity to share input, and hopefully, eventually, those students will feel more comfortable speaking in front of the whole class.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students will be participating in both large and small group discussion throughout the course of this lesson. Students will also be able to work with a partner to complete the Comic Life project that concludes this lesson. During this project, students are able to compare ideas with their peers to acquire valuable feedback, and information for their projects. At the very beginning of the lesson, students will watch a video (Hook) that explains the Great Depression as a Global Depression. Following the viewing of the brief video, students will partake in a discussion of the video which will be beneficial to the verbal learners. Students will also receive a Fact/Opinion graphic organizer to arrange their notes into two categories which we will discuss at the conclusion of the lesson. This part of the lesson is great logical/sequential learners as well as clipboard personalities. This lesson also entails thinking about how nature was effected during the depression. Students will be asked to think about how the Depression hindered agriculture, and animal farming, as well as other aspects of nature/the environment. Following this lesson, students will have time to self-evaluate their work, and reflect on their learning so far.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:** Students will receive several assessments during this lesson. Students will participate in a jigsaw activity that assesses their knowledge of Europe during the depression. Student evaluation forms will let me know what areas students' struggle with, and what areas they understand well. Students will also be expected to answer the "Question of the Day" on day two of learning, in order to make sure they understand what was discussed in class the day before, and from the previous lesson. Their responses will not be graded on correctness, but I will leave comments regarding the correct answer, and why it is the correct answer. This also helps me know what parts of the lessons need to be addressed in more depth. The Comic Life product students will be making at the conclusion of the lesson will be assessed using a rubric. Students are expected to use information they have learned to compile a short comic book that lets me know what they have learned.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__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.


 * Class will begin with me introducing a short video over Europe during the Great depression. (no more than 10 mins)
 * I will hand out a [|Fact/Opinion] Graphic organizer that students will take notes in throughout the course of the lesson.(1 min.)
 * Students will have a few minutes to answer the "Question of the Day" (5 mins.)
 * We will discuss the video clippings, and I will begin a discussion on specific countries (listed above) in Europe that were faced with a Depression of their own. Students are encouraged to add to the conversation with their knowledge of the impact America's Depression had on the rest of the World. I will ask questions about how one country can affect another, etc. (44 mins.)
 * The class will divide into small groups (2 summer partner groups to form 1 group) to discuss what we discussed in 1 large group. Then students will be made aware of their Comic Life Project. (10 mins.)
 * The final moments of class will be used to assign homework. The students will be asked to come to the next class with information on a specific European country. The information will be used in the jigsaw activity. (10 mins.)


 * Day 2**
 * At the beginning of the class, students will be asked to get into their Discussion groups, and will be asked to briefly discuss new information they have researched with the group.(5 mins.)
 * Students will participate in the Fish Bowl activity with their discussion group, based on the country they had to research. (each group [5 groups] will have 5 mins. to discuss their country, and justify it as a "participant" in the Global Depression, and then each group will have 3 mins. for clarifying questions from the audience) Total Time: 40 mins.
 * I will clarify any remaining questions that follow the fishbowl activity. (10 mins.)
 * Students will be able to discuss and continue work on their project with their pre-determined partner. I will assign the due date of the project to be 2 class periods from this class period, and will emphasize the importance of completing the group evaluation form. I will also assign the "Question of the Day" for homework that will be collected at the beginning of the next class period.(25 mins.)

(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. Students will think about how different countries were effected by the Great Depression at the same time. Students will watch brief clips of videos from several different countries around the world during the depression of the 1920's and 30's.
 * Where, Why,What, Hook, Tailors: Visual,Verbal,Naturalist

Students will know: President Hoover,FDR, Leaders of several other countries(to be decided later). Graphic organizers will be passed out to the class: [|Fact/Opinion] (different countries)(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. Students will think about how different countries were effected by the Great Depression at the same time. ****Equip, Explore,Rethink, Tailors: Logical, Interpersonal, Intrapersonal**

[|Fact/Opinion] (different countries) (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. Students will think about how different countries were effected by the Great Depression at the same time. Students will receive feedback from each group (country) directly after the class discussion, as well as learning from the information their peers have provided. 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. 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.
 * Explore,Experience,Rethink,Revise,Refine,Tailors: Interpersonal, Logical, Kinesthetic, Verbal

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. Evaluate, Tailors: Intrapersonal, Logical**

The Great Depression was the biggest crisis ever experienced by the world economy. It hit almost every country. The highly developed economies of Western Europe and the United States: the less developed ones like Canada and, Australia, Japan and Argentina: and the underdeveloped countries of Latin America, Asia and Africa, just as soon as they became involved in the world market. [|Global Depression]  ** The impact of the First World War on the European economy had led to several rocky years into the early 1920s. War-induced inflation was a particular problem in Germany, as prices soared daily and ordinary purchases required huge quantities of currency. Forceful government action finally resolved this crisis in 1923, but only by a massive devaluation of the mark, which did nothing to restore lost savings. More generally, a sharp, brief recession in 1920 and 1921 had reflected other postwar dislocations, though by 1923 production levels had regained or surpassed prewar levels. Great Britain, an industrial pioneer that was already victim of a loss of dynamism before the war, recovered more slowly, in part because of its unusually great dependence on an export market now open to wider competition.
 * Content Notes**
 * [|Global depression as a Whole]

Structural problems affected other areas of Europe besides Britain and lasted well beyond the predictable readjustments to peacetime. Farmers throughout much of the Western world including the United States faced almost chronic overproduction of food and resulting low prices. Food production had soared in response to wartime needs, and then during postwar inflation many farmers, both in western Europe and in North America, borrowed heavily to buy new equipment, overconfident that their good markets would be sustained. But rising European production combined with large imports from the Americas sent prices down, which made debts harder to repay. One response was continued flight from the countryside, as urbanization continued. Remaining farmers were hard-pressed and unable to sustain high demand for manufactured goods.

Thus, although economies in nations such as France and Germany seemed to have recovered by 1925, there were continued problems: the fears inflation had generated, which in turn limited the capacity of governments to respond to other problems, plus the weaknesses in the buying power of key groups. In this situation, part of the mid- decade prosperity rested on exceedingly fragile grounds. Loans from United States banks to various European enterprises helped sustain demand for goods, but on condition that additional loans pour in to help pay off the resultant debts.

Furthermore, most of the dependent areas in the world economy, colonies and noncolonies alike, were suffering badly. Pronounced tendencies toward overproduction developed in the smaller nations of eastern Europe, which sent agricultural goods to western Europe, as well as among tropical producers in Africa and Latin America. Here, continued efforts to win export revenue drove local estate owners to drive up output in such goods as coffee, sugar, and rubber. As European governments and businessmen organized their African colonies for more profitable exploitation, they set up large estates devoted to goods of this type. Again, production frequently exceeded demand, which drove prices and earnings down not only in Africa but also in Latin America. This meant in turn that many colonies and dependent economies were unable to buy many industrial exports, which weakened demand for Western products precisely when output tended to rise amid growing United States and Japanese competition. Governments of the leading industrial nations provided scant leadership during the emerging crisis of the 1920s. Knowledge of economics was often feeble amid a Western leadership group not noteworthy for its quality even in more conventional areas. Nationalistic selfishness predominated. Western nations were more concerned about insisting on repayment of any debts owed to them or about constructing tariff barriers to protect their own industries than in facilitating balanced world economic growth. Protectionism, in particular, as practiced even by traditionally free-trade Great Britain and by the many new nations in eastern Europe, simply reduced market opportunities and made a bad situation worse. By the later 1920s employment in key export industrial sectors in the West - coal (also beset by new competition from imported oil), iron, and textiles - began to decline, the foretaste of more general collapse. [|Causes of WW1] Describes the main cause of WW1, as well as other contributing factors. This link will be used with the intention of explaining how WW1 created problems for European countries which led to an economic collapse within those countries. [|Effects of WW1] Describes the chain of events, and end results of WW1 slighted the European economy, and created most of its problems. [|The Depression in Germany] The German economy was especially vulnerable since it was built out of foreign capital, mostly loans from America and was very dependent on foreign trade. When those loans suddenly came due and when the world market for German exports dried up, the well oiled German industrial machine quickly ground to a halt. As production levels fell, German workers were laid off. Along with this, banks failed throughout Germany. Savings accounts, the result of years of hard work, were instantly wiped out. Inflation soon followed making it hard for families to purchase expensive necessities with devalued money. Overnight, the middle class standard of living so many German families enjoyed was ruined by events outside of Germany, beyond their control. The Great Depression began and they were cast into poverty and deep misery and began looking for a solution, any solution. Adolf Hitler knew his opportunity had arrived. In the good times before the Great Depression the Nazi party experienced slow growth, barely reaching 100,000 members in a country of over sixty million. But the Nazi party, despite its tiny size, was a tightly controlled, highly disciplined organization of fanatics poised to spring into action. Since the failed Beer Hall Putsch in 1923, Hitler had changed tactics and was for the most part playing by the rules of democracy. Hitler had gambled in 1923, attempting to overthrow the young German democracy by force, and lost. Now he was determined to overthrow it legally by getting elected while at the same time building a Nazi shadow government that would one day replace the democracy. Hitler began his career in politics as a street brawling revolutionary appealing to disgruntled World War One veterans predisposed to violence. By 1930 he was quite different, or so it seemed. Hitler counted among his supporters a number of German industrialists, and upper middle class socialites, a far cry from the semi-literate toughs he started out with. He intentionally broadened his appeal because it was necessary. Now he needed to broaden his appeal to the great mass of voting Germans. His chief assets were his speech making ability and a keen sense of what the people wanted to hear. By mid-1930, amid the economic pressures of the Great Depression, the German democratic government was beginning to unravel. Gustav Stresemann, the outstanding German Foreign Minister, had died in October 1929, just before the Wall Street crash. He had spent years working to restore the German economy and stabilize the republic and died, having exhausted himself in the process.

[|Germany- treaty of Versailles]  The following land was taken away from Germany : Alsace-Lorraine (given to France) Eupen and Malmedy (given to Belgium) Northern Schleswig (given to Denmark) Hultschin (given to Czechoslovakia) West Prussia, Posen and Upper Silesia (given to Poland) The Saar, Danzig and Memel were put under the control of the League of Nations and the people of these regions would be allowed to vote to stay in Germany or not in a future referendum. The [|League of Nations] also took control of Germany's overseas colonies. Germany had to return to [|Russia] land taken in the [|Treaty of] [|Brest-Litovsk]. Some of this land was made into new states : Estonia, Lithuania and Latvia. An enlarged Poland also received some of this land. Military Germany’s army was reduced to 100,000 men; the army was not allowed tanks She was not allowed an airforce She was allowed only 6 capital naval ships and no submarines The west of the Rhineland and 50 kms east of the River Rhine was made into a demilitarised zone (DMZ). No German soldier or weapon was allowed into this zone. The Allies were to keep an army of occupation on the west bank of the Rhine for 15 years. Financial The loss of vital industrial territory would be a severe blow to any attempts by Germany to rebuild her economy. Coal from the Saar and Upper Silesia in particular was a vital economic loss. Combined with the financial penalties linked to reparations, it seemed clear to Germany that the Allies wanted nothing else but to bankrupt her. Germany was also forbidden to unite with Austria to form one superstate, in an attempt to keep her economic potential to a minimum. General There are three vital clauses here: 1. Germany had to admit full responsibility for starting the war. This was Clause 231 - the infamous "War Guilt Clause". 2. Germany, as she was responsible for starting the war as stated in clause 231, was, therefore responsible for all the war damage caused by the First World War. Therefore, she had to pay reparations, the bulk of which would go to France and Belgium to pay for the damage done to the infrastructure of both countries by the war. Quite literally, reparations would be used to pay for the damage to be repaired. Payment could be in kind or cash. The figure was not set at Versailles - it was to be determined later. The Germans were told to write a blank cheque which the Allies would cash when it suited them. The figure was eventually put at £6,600 million - a huge sum of money well beyond Germany’s ability to pay.  3. A [|League of Nations] was set up to keep world peace.

[|France During the Depression] Out of all of the four biggest industrial nations of the age (USA, Germany, UK and France), France was the last to feel the effects of the great depression. The main reason for this is the undervaluation of the French Franc. The effects of the Great Depression finally hit France around 1932. This began by a significant decrease in its exports led to an increase in its imports. The decrease in exports was largely due to the general downsizing of world trade at the time. Some say the problems facing France were worsened by the fact that it was still maintaining the gold standard, long after the other industrialized nations such as Great Britain had abandoned it for fleeting exchange rates. However there are two sides to the gold standard argument. One may say that with a gold standard France was unable to simple print the way out of trouble e.g. Borrowing money then printing, currency to pay off the debts. However others may argue that France was able to escape the great depression for three years longer that some other countries. Wall Street crashed in 1929 but France did not suffer from the great depression until 1932. The main difference between France and countries that began to suffer immediately is that France still had a gold standard. This gave them a currency with some actual value, not simply paper money. [|Italy] In the 1920s, Mussolini used massive public works projects, subsidies, and tariffs to attempt to stimulate the economy. The fascists sought a middle course between socialism and liberal laissez-faire capitalism, in a policy known as corporatism. Private ownership was preserved, but industries were organized into syndicates representing labor and management, both of which were supposed to maximize productivity for the sake of the nation rather than pursuing their own class interests. After 1930, industrial syndicates were replaced by bodies called corporations, which grouped industries by production area. Neither form of organization increased productivity, but they did foster bureaucracy and corruption. With Italy's 1935 invasion of Ethiopia, the economy was mobilized for war. Taxes rose, while wages and the standard of living declined. [|Britain's Unemployment] Unemployment in Britain rose to 2.5 million (25 per cent of the workforce) in 1933. Worst hit were the areas of heavy industry (eg coal, iron, steel, shipbuilding) in Northern Ireland, Scotland, Wales and the north of England. These industries were already struggling because they had not modernised after the war and had been badly affected by competition from other countries. The Depression meant that now these industries crumbled.
 * 1) Import duties - Import duties discouraged trade, which harmed the economy. The reduction in trade particularly hit the shipbuilding and railway industries if there was no trade, there was no need for transport.
 * 2) Savings - when there is unemployment and uncertainty, people cut back on spending and save 'for a rainy day'. This then makes businesses go bankrupt and causes the unemployment they feared.
 * 3) Unemployment - unemployed people have no wage and cannot buy things, which causes more businesses to go bankrupt and creates more unemployment.
 * 4) Outdated practices - British heavy industry was out of date and labour-intensive. When orders dried up, the only way they could cope was to lay off workers.
 * 5) Some Government actions made the depression worse: - The increase in unemployment meant the government was faced with a vastly increased expenditure on benefits. So in 1931, it raised income tax and cut unemployment pay by 10 per cent and introduced the means test. These measures reduced the amount of money people had to spend and made the Depression worse. - The Import Duties Act (1932) was designed to protect British industry, but this merely reduced trade and made the Depression worse.

Checklist/Point Scale For Comic Life Project-Attached [|Self/Group Evaluation Form] # 2-see Attached Questions for Comic Life Project- Attached [|Fact/Opinion Chart] Seasonal Partners- Attached
 * Handouts**