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    Final Lesson Plan 2

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    api-436522677
    This lesson plan outlines a sophomore US history lesson on the causes of the Great Depression that follows a simulation activity. Students will analyze primary documents from the Depression in small groups to identify economic causes and be able to write paragraphs explaining causes, citing evidence from the documents. The teacher will have students rotate around the classroom in groups to read different documents and take notes before writing individual paragraphs to be graded.

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    © All Rights Reserved
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    Final Lesson Plan 2

    Uploaded by

    api-436522677
    28 views3 pages
    This lesson plan outlines a sophomore US history lesson on the causes of the Great Depression that follows a simulation activity. Students will analyze primary documents from the Depression in small groups to identify economic causes and be able to write paragraphs explaining causes, citing evidence from the documents. The teacher will have students rotate around the classroom in groups to read different documents and take notes before writing individual paragraphs to be graded.

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    final lesson plan 2

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    This lesson plan outlines a sophomore US history lesson on the causes of the Great Depression that follows a simulation activity. Students will analyze primary documents from the Depression in small groups to identify economic causes and be able to write paragraphs explaining causes, citing evidence from the documents. The teacher will have students rotate around the classroom in groups to read different documents and take notes before writing individual paragraphs to be graded.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    28 views3 pages

    Final Lesson Plan 2

    Uploaded by

    api-436522677
    This lesson plan outlines a sophomore US history lesson on the causes of the Great Depression that follows a simulation activity. Students will analyze primary documents from the Depression in small groups to identify economic causes and be able to write paragraphs explaining causes, citing evidence from the documents. The teacher will have students rotate around the classroom in groups to read different documents and take notes before writing individual paragraphs to be graded.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    Lesson Planning Form for Accessible Instruction — Calvin College Education Program

    Teacher: Luke Sturgis

    Date: 11/2/2018 Subject/Topic/Theme: The Great Depression Grade: Sophomore US History

    I. Objectives
    How does this lesson connect to the unit plan?
    This is the second lesson in our unit on the Great Depression, following our Great Depression simulation.

    cognitive- physical socio-emo


    Learners will be able to: R U Ap An E C* development tional
    ● Answer question “What caused the Great Depression?” E, U
    ● Understand economic terminology used to explain the Great Depression U, R
    ● Write cohesive paragraphs connecting own thoughts to causes of Great Depression C, Ap x
    ● Analyze historical documents An, U, E
    ● Manage time to finish assignment in time x
    Common Core standards (or GLCEs if not available in Common Core) addressed:
    - 7.2.2 ​Causes and Consequences of the Great Depression – Explain and evaluate the multiple causes and consequences of the
    Great Depression by analyzing
    ● the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction,
    under consumption, and speculation, the 1929 crash, and the Dust Bowl (National Geography Standards 14 and 15; p. 212
    and 214)
    ● the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected
    farmers, industrial workers and families (National Geography Standard 15, p. 214)
    ● Hoover’s policies and their impact (e.g., Reconstruction Finance Corporation)

    (Note​:​ Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
    the name(s) of the learner(s) to whom it applies.)
    *remember, understand, apply, analyze, evaluate, create

    II. Before you start


    Identify prerequisite - communicating ideas through writing
    knowledge and skills. - collecting information through reading
    - time management
    Pre-assessment (for learning):

    Formative (for learning):


    Outline assessment
    activities
    Formative (as learning):
    (applicable to this lesson)
    Summative (of learning​): ​written paragraphs that will be collected and graded based off of the documents
    studied in class.

    Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
    Engagement Representation and Expression
    Provide options for self-regulation- Provide options for comprehension- Provide options for executive
    expectations, personal skills and activate, apply & highlight functions- ​coordinate short &
    What barriers might this strategies, self-assessment & long-term goals, monitor progress,
    lesson present? reflection and modify strategies

    allow time to edit and proofread explain how documents fit into
    What will it take – draft of paragraphs before turning timeline of GD talked about during
    neurodevelopmentally, in for grading simulation
    experientially, emotionally, Provide options for sustaining effort Provide options for language, Provide options for expression and
    and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
    etc., for your students to do collaboration, mastery-oriented symbols- ​clarify & connect of expression
    this lesson? feedback language
    allow students to work in
    ask students which terms are partners and talk through
    still unclear, be checking in
    1-19-13
    while they work through answers before writing them
    documents. individually.
    Provide options for recruiting Provide options for perception- Provide options for physical action-
    interest- ​choice, relevance, value, making information perceptible increase options for interaction
    authenticity, minimize threats
    allow students to read out loud students move around room to
    students may choose which with group or read to self. each document group, rather
    documents to write paragraphs than stay in one place the whole
    on after reading all of them. time.
    - Assignment sheet
    Materials-what materials
    - Rubric
    (books, handouts, etc) do
    - Primary Documents
    you need for this lesson
    - OYO question on ppt.
    and are they ready to use?
    - Conclusion questions on ppt.

    - the classroom can stay set up in the usual desk arrangement, in groups of 4-6 across the
    classroom.
    How will your classroom
    be set up for this lesson?

    III. The Plan


    Describe​​ teacher​ activities AND ​student​ activities
    Time Components for each component of the lesson. Include important higher order thinking questions and/or
    prompts.
    - Start class with OYO (on your own) - write answer to question on sheet
    Motivation
    10mins question about simulation from day before
    (opening/
    - Ask students to share answers to question
    introduction/
    - share out answers with whole class
    engagement)

    5mins - place each document on different group of


    desks
    - Hand out assignment sheet and rubric
    - Have different students read sections of
    sheet out loud - Read sheet out loud
    - Explain that students should rotate around
    the room analyzing each document and
    taking notes on how each answers the
    question “what caused the great
    depression?”
    Development
    - Explain that they will have to write three
    (the largest
    paragraphs explaining 1 cause of the GD
    component or
    per paragraph, citing specific documents
    main body of
    as evidence
    25mins the lesson)
    - number off groups to send to each - Look over assignment and rubric, ask any
    document questions
    - Split into groups and move to desks
    - Read/analyze documents
    - Take notes on each document
    - once students have rotated through all - Rotate
    document groups, direct to take seats back - Begin writing paragraphs explaining
    15mins at desk and begin writing paragraph causes

    1-19-13
    - wrap up with discussion about causes - talk with partner about questions
    Closure asking questions like... - discuss with whole class answers to
    (conclusion, - which documents were most questions
    5mins culmination, helpful?
    wrap-up) - which causes were most obvious
    and easy to write about?
    - which causes are you still unsure
    about?
    - what’s one term or concept you
    still don’t fully understand?
    Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
    for next time. ​(Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
    process of preparing the lesson.)

    1-19-13

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