L6+Conway,+Amelia

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

Teacher’s Name:** Amelia Conway **Date of Lesson:** Self-Knowledge
 * Grade Level:** 10 **Topic:** Relief, Recovery, Reform, and the end of the Depression/Beginning of a new era

__**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:** 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
 * Student will be able to do:** Self-Knowledge: Reflect on the recovery process of the Great Depression and assess to what extent it was an effective system.

__**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**__

 * Formative (Assessment for Learning)**
 * Inspiration**- Create a Graphic Organizer that explains the recovery process and explain to what extent it was an effective. The graphic organizer should contain information about monetary and fiscal policy and its role in the economy, as well as the 1st and 2nd New Deal, and FDR's process for fixing the economy. Students will be given the option of making a graphic organizer first or an outline first, but every student must turn in both, an outline, and a graphic organizer.

WebQuest Project- Students will continue the final stages of their WebQuest, and will follow the specific instructions mentioned at the WebQuest website.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology- Students will be using a program called inspiration which has the capacity to create graphic organizers, and outlines, and has many interesting educational features that can help students learn. English- As always, spelling/grammar must be correct, and if it is not, students will be asked to fix the errors before receiving grades.

__Groupings__
(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. Students will make note of the views of their peers, and o** nce 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. **** 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. **

__**Differentiated Instruction**__
**Kinesthetic - We will be doing a quiz bowl activity which will incorporate throwing a ball around. **
 * Strategies**
 * 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. **

( //**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 using Inspiration to create their own graphic organizers to arrange the recovery programs set up during the Roosevelt administration. They will have the chance to explore the program and learn how to make graphic organizers and how they are useful when trying to keep information in a specific sequence.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Inspiration Software Speakers Chalkboard Chalk Talk Paper Quiz Bowl Questions

__Source for Lesson Plan and Research__
[|New Deal (1&2) recap] This website includes a brief explanation of the first and second New Deal, and the types of programs included in each New Deal. [|More Bkgd. Info.] This website includes a very detailed explanation of the 1st and 2nd New Deal and each individual program enacted. [|End of the Great Depression] This shows how the start of WW11 was the major contributor to the emergence of the U.S. economy from the Depression. This website also includes a picture of how a New Deal program affected an African American woman. [|Death of FDR] This article is a detailed account of the end of FDR's life as the President of the United States, and all of his accomplishments. The article also discusses FDR's life outside of the White House (his family), and how he overcame his illness. [|Harry Truman] Truman takes office following the death of FDR, and tries to continue on with his plans, but was left out of most of them, so it was hard for Truman to do so. [|More about Truman] This article is about the life of Harry Truman, and his background in politics. It also talks about Truman's plans while in the White House after having to fill the shoes of FDR.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The purpose of this lesson is to teach students in depth, about the end of the great Depression. Students will walk away from this lesson with an idea of what events led to the conclusion of the Depression, be it New Deal programs, or the beginning of WW11. Through the use of chalktalk, students will be able to share their concluding thoughts and opinions of the New Deal programs and their effectiveness. Puppies: Have a chance to get involved in large and small group activities throughout the course of this lesson. The partners activity will be very beneficial to this type of learners because the small group climate makes them feel comfortable to speak up, and contribute to discussions. Microscopes: These students have the chance to ask many questions, and provide logical responses during the "hook" activity, along with the "lecture/discussion" period of class. Clipboard: These students will benefit from having a structured agenda posted on the board before the start of class. The flow charts used to organize the New Deal programs. Also, the chalktalk activity will also help these students because it is an organized way of contributing to class discussion (everyone gets a say in the matter, and doesn't have to shout over anyone else).
 * //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 begins with a brief pre-assessment using Inspiration, the graphic organizer (made by students). Students will be able to demonstrate what they already know about the effectiveness of the New Deal programs. Students will use the facet of learning" Self- Knowledge, because they will be able to reflect on the recovery process of the Great Depression and assess, to what extent it was an effective system.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** **Kinesthetic - We will be doing a quiz bowl activity which will incorporate throwing a ball around. ** Technology- Students will use Inspiration at the beginning of this lesson as means of assessing hat they already know about the effectiveness of the recovery process (New deal programs, and other small recover movements). Students will also be completing their WebQuest activity which requires them to use the Web, and a specific webpage to create a final product. The WebQuest requires students to use GarageBand to create their final product of the WebQuest. **
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * 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.

Rationale:** Students will meet this standard because they will be assed in two different ways, as shown below. Students will not be graded on the formative assessment, or on their graphic organizers. They will however be graded on their WebQuest Product and Presentation. In addition to the assessments, students will also be given feedback on their graphic organizers, and their input into group discussions. The feedback will be given to them following the large group discussion, and will highlight the points that they contributed to the discussion, as well as necessary clarification. (As seen below)
 * //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)**
 * Inspiration**- Create a Graphic Organizer that explains the recovery process and explain to what extent it was an effective. The graphic organizer should contain information about monetary and fiscal policy and its role in the economy, as well as the 1st and 2nd New Deal, and FDR's process for fixing the economy. Students will be given the option of making a graphic organizer first or an outline first, but every student must turn in both, an outline, and a graphic organizer.

Student feedback will also be given on their Think-Pair-Share activity.

WebQuest Project- Students will continue the final stages of their WebQuest, and will follow the specific instructions mentioned at the WebQuest website.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the classroom and find their seat, which will be arranged according to Continent groups. There will be name cards at each pair of desks in order to save on time, and shuffling around. Pairs will be pre-determined via seasonal partners.
 * Students will begin work on their pre-assessment (creation of a graphic organizer over the recovery process of the Depression).(60 mins.)
 * The final minutes of class are for students to begin working on their WebQuest Character sketch. (webquest activity discussed during lesson 5 as a heads up) (15 mins.)
 * Students will be asked to finish their Character sketch an continue to follow the steps given in the WebQuest. A due date for the project will be given. (5 mins)


 * Day 2:** Class will begin with the Hook activity ( art), and we will discuss the effectiveness of the New Deal Programs, as well as other ways the government tried to solve the economic crises. Following the discussion students will participate in a chalktalk activity, and will then be given workshop time to continue working on their WebQuest.
 * Day 3:** Students will begin class by meeting with their think-pair-share partners and 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. Students will make note of the views of their peers, and o** nce 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. **** 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. The final portion of class will be used to do the Quizbowl activity as a review of the unit. Students will be reminded to complete their WebQuest for the following class.

(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. Class 2 will begin with by having students view New Deal artwork, to get them thinking about what people living during the depression felt about the programs, and if they were effective programs. Students will use their thoughts to participate in a chalktalk activity. ****Where, Why, What, Hook, Tailors: Visual, Verbal, Kinesthetic**

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. (Graphic Organizer) 2 [|Tree charts]- will be used for organizing the recovery process and alphabet soup, and Students will be asked to make note of the views of their peers for later discussion/small group discussion.
 * Equip, Explore, Rethink, Tailors: Inter/Intrapersonal, Logical, Visual

(Graphic Organizer) 2 [|Tree charts]- will be used for organizing the recovery process and alphabet soup. Students will then do (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. Students will make note of the views of their peers. ** 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. 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.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Inter/Intrapersonal, Logical, Visual, Verbal, Verbal

****Formative (Assessment for Learning)** Inspiration- Create a Graphic Organizer that explains the recovery process and explain to what extent it was an effective. The graphic organizer should contain information about monetary and fiscal policy and its role in the economy, as well as the 1st and 2nd New Deal, and FDR's process for fixing the economy. Students will be given the option of making a graphic organizer first or an outline first, but every student must turn in both, an outline, and a graphic organizer.

WebQuest Project- Students will continue the final stages of their WebQuest, and will follow the specific instructions mentioned at the WebQuest website. Students will have the chance to experience life in the 1920's and 30's (the Depression Years) while on a special assignment from two factions of the U.S. Government. You will have the chance to journal about your life, and you will then turn your journal entries into a video podcast using garage Band. Your Presentation is worth 100 points and your Product is worth 100 points.
 * Summative (Assessment of Learning)**

Students will be evaluated for this lesson, via a Q&A Form with feedback from me on the students' responses. (Q&A form will be created based on the Pre-assessment activity) Also, we will be doing a quiz bowl activity which will incorporate throwing a ball around.
 * Evaluate, Tailors: Inter/Intrapersonal, Logical, Kinesthetic, Verbal, Visual, Naturalist, Technologically inclined.**

[|The New Deal (recap)] The First New Deal “The massive amount of legislation proposed by President Roosevelt enacted by Congress during the first hundred days of the new administration was unprecedented in U.S. History (McElvaine 41).” Roosevelt’s new deal completely altered Hoover’s ideas regarding the federal government’s role in he lives of Americans. Roosevelt disliked the idea of directly providing relief payments. Instead, Roosevelt strove to provide job opportunities. “Give a man a dole and you save his body and destroy his spirit. Give him a job and you save both his body and his spirit (McElvaine 56).” These words, spoken by Roosevelt’s relief administrator, Harry Hopkins, summarize the doctrine of Roosevelt’s New Deal. Roosevelt that giving work rather than handouts boosted the confidence and morale that had suffered so greatly during the Great Depression. Work relief also was a way to preserve the skills that had been out of practice for many. Roosevelt launched many programs to revitalize the economy. Among his own personal ideas was he Civilian Conservation Corps. This plan combined providing the unemployed jobs with conserving national forests and parks, restoring Civil War battlefields, building roads, and generally improving many of America’s natural resources. The Second New Deal Even though Roosevelt’s initial efforts were successful to most, the Great Depression was still not over. Millions were still unemployed. The New Deal came under attack. Many believed that the New Deal reduced the independence of American businesses through government regulation. Other criticism was more realistic. Roosevelt’s 1932 campaign lobbied to help “the forgotten man at the bottom of the economic pyramid.” Yet, the very poor remained very poor (__American Journey__ 827-28). Roosevelt felt pressured to reform the New Deal. The Second New Deal “shifted the relative weights accorded to the constant objectives, of recovery, relief, and reform (__American Journey__ 829).”
 * Content Notes**

[|More Bkgrnd. Info.]

The first phase (1933–34) attempted to provide recovery and relief from the [|Great Depression] through programs of agricultural and business regulation, inflation, price stabilization, and public works. Meeting (1933) in special session, Congress established numerous emergency organizations, notably the [|National Recovery Administration] (NRA), the [|Federal Deposit Insurance Corporation] (FDIC), the [|Agricultural Adjustment Administration] (AAA), the [|Civilian Conservation Corps], and the [|Public Works Administration]. Congress also instituted farm relief, tightened banking and finance regulations, and founded the [|Tennessee Valley Authority]. Later Democratic Congresses devoted themselves to expanding and modifying these laws. In 1934, Congress founded the [|Securities and Exchange Commission] and the [|Federal Communications Commission] and passed the Trade Agreements Act, the National Housing Act, and various currency acts. The second phase of the New Deal (1935–41), while continuing with relief and recovery measures, provided for social and economic legislation to benefit the mass of working people. The [|social security] system was established in 1935, the year the [|National Youth Administration] and [|Work Projects Administration] were set up. The [|Fair Labor Standards Act] was passed in 1938. The Revenue Acts of 1935, 1936, and 1937 provided measures to democratize the federal tax structure. A number of New Deal measures were invalidated by the Supreme Court, however; in 1935 the NRA was struck down and the following year the AAA was invalidated. The President unsuccessfully sought to reorganize the Supreme Court. Meanwhile, other laws were substituted for legislation that had been declared unconstitutional. The New Deal, which had received the endorsement of agrarian, liberal, and labor groups, met with increasing criticism. The speed of reform slackened after 1937, and there was growing Republican opposition to the huge public spending, high taxes, and centralization of power in the executive branch of government; within the Democratic party itself there was strong disapproval from the “old guard” and from disgruntled members of the [|Brain Trust]. As the prospect of war in Europe increased, the emphasis of government shifted to foreign affairs. There was little retreat from reform, however; at the end of World War II, most of the New Deal legislation was still intact, and it remains the foundation for American social policy.

[|End of the Great Depression] ( View Page-images/setup)

At 1 PM on April 12, Roosevelt sat in the living room of his cottage surrounded by friends and family. As he signed letters and documents, an artist stood painting his portrait at an easel nearby. The conversation was lively, the atmosphere congenial. The president turned to the artist and reminded her that they had only fifteen minutes left in the session. Suddenly, he grabbed his head complaining of a sharp pain. The president was suffering a massive cerebral hemorrhage that would end his life in minutes. America's longest serving president who had led the nation through the Great Depression and World War II was dead. ". . .There was little sleep that night and when I joined Mrs. Roosevelt and the Misses Suckley and Delano in the morning, it was obvious there had been little for them. But as before, Mrs. Roosevelt was strong and calm, her grief so contained that it helped to hold us all. A funeral cortege had been formed at the Little White House with the four of us riding in the car immediately following the hearse. Lines of marines were drawn up along the way from the cottage to Georgia Hall, the route which the President had always driven on his departure from Warm Springs. Before the Hall, as always, were the patients and attendants the friends who gathered each time to wave and smile their farewells to this man who shared with them the bond of personal affliction, a bond which had been more gay than morbid. On other occasions these farewells had been tinged with some sadness for it meant the ending of a holi­day for them as well as for the President of the United States. On this day the sadness was understandably deeper; the farewell was final, the loss permanent. The child patients were sobbing and there were tear-streaked faces. The adults sobbed too. As the cortege drew into the drive and halted, the sad strains of an accordion played 'Going Home.' It was Graham Jackson, a Negro, who had played many times for F.D.R. and the hundreds of others there. Bareheaded and with tears running down both sides of his face, he stood in front of the group and paid his last homage. And as the cars started again slowly, driving around the semicircular drive and on toward the station, Jackson swung into one of the President's favorite hymns, 'Nearer, My God, To Thee'." [|Harry Truman] Harry S. Truman During his few weeks as Vice President, Harry S Truman scarcely saw President Roosevelt, and received no briefing on the development of the atomic bomb or the unfolding difficulties with Soviet Russia. Suddenly these and a host of other wartime problems became Truman's to solve when, on April 12, 1945, he became President. He told reporters, "I felt like the moon, the stars, and all the planets had fallen on me." As President, Truman made some of the most crucial decisions in history. Soon after V-E Day, the war against Japan had reached its final stage. An urgent plea to Japan to surrender was rejected. Truman, after consultations with his advisers, ordered atomic bombs dropped on cities devoted to war work. Two were Hiroshima and Nagasaki. Japanese surrender quickly followed.In June 1945 Truman witnessed the signing of the charter of the United Nations, hopefully established to preserve peace. Thus far, he had followed his predecessor's policies, but he soon developed his own. He presented to Congress a 21-point program, proposing the expansion of Social Security, a full-employment program, a permanent Fair Employment Practices Act, and public housing and slum clearance. The program, Truman wrote, "symbolizes for me my assumption of the office of President in my own right." It became known as the Fair Deal. Dangers and crises marked the foreign scene as Truman campaigned successfully in 1948. In foreign affairs he was already providing his most effective leadership.
 * I**t was April 1945. The end of the war in Europe was in sight as the allied armies pressed their invasion into the German heartland. In Washington, President Roosevelt's health had noticeably deteriorated. His ashen-grey complexion and physical weakness raised concerns for his health among friends, family and associates. The president needed a rest, a chance to recuperate and regain his strength. Accordingly, the president once again traveled to the "Little White House" in Warm Springs, Georgia. With him went an entourage of friends and relatives. FDR had first visited this health spa, noted for its healing mineral waters, twenty-one years earlier in an effort to find relief for his paralyzed lower body. Roosevelt looked forward to two weeks of relaxation.
 * Farewell**

[|More about Truman] Harry Truman is unusual in that he did not originally achieve office through the normal electoral procedure. Rather, he inherited the position upon the death of his predecessor, Franklin D. Roosevelt. He had been Vice President for only twelve weeks when he was forced to take on this hugely powerful position, and had been ill prepared by his mentor. This would prove to be an enormous challenge, as he would be obliged to preside over a nation recovering from one war and about to enter another. History has thus far been unsure as to where he should be placed on the chart of presidential greatness. Originally unpopular, he has however, steadily risen in the polls since his time in office. The most high profile role of any president is that of foreign policy leader, or chief diplomat. Truman entered the world stage at an immensely difficult time. The Second World War was drawing to a close, and the Cold War was just beginning. In addition, Roosevelt had neglected to involve Truman in his own foreign policy, meaning that the new incumbent was unaware of many of the details. Truman is largely blamed for the dropping of the atom bombs on Japan; this was in fact a Roosevelt policy. Truman can, however, be credited with beginning the Cold War policy of containment. Two policies in particular stand out here: the Truman Doctrine and the Marshall Plan. The Truman Doctrine involved sending military and economic aid to Greece and Turkey, in order to prevent them from falling under communist control. The Marshall Plan was a program designed to assist European recovery, and is generally regarded as being the first step taken towards European integration. This has since been followed by the creation of the European Economic Community, which has now grown to become the European Union. Truman also struggled with the situation in Asia, most notably with the Korean War. He was unwilling to extend the conflict into China, thus turning a ‘police action’ into yet another war and antagonising the delicate relationship with the USSR. This caused major disagreements with General Douglas MacArthur and eventually led to the military leader’s dismissal. Domestically, Truman attempted to continue his predecessor’s policies, but his poor relationship with Congress and his lack of political vision held him back in this area. The Taft-Hartley Act, which placed extensive restrictions on trade unions, was vetoed by the President but his decision was subsequently overturned and the Act is still in use today. However his Fair Deal program focused on employment opportunities, particularly for minority groups, and can be considered fairly successful. During Truman’s time in office a conservative coalition arose in Congress. Nevertheless he managed to secure a Democrat majority in the 1948 elections Harry Truman took on an incredibly difficult task when he aceded to the presidential office. Ill-informed and under-prepared, he had also to follow in the footsteps of one of America’s most loved leaders. Furthermore, he lacked both the political vision and charismatic style of his predecessor. Nevertheless, he was reasonably successful in the achievement of his legislative goals, and whilst misunderstood during his time in office, is now appreciated for his efforts.

**Handouts** [|Inspiration instruction sheet] (students will receive a print version of the url, to find these instructions) Where to find the WebQuest ( Url) [|Tree Chart]