L2+Libby,+John

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic:** Analyzing decisions and events.

 * =**Objectives**:= ||
 * Student will understand that the Great Depression had a large effect on the entire world. ||
 * Student will know the important facts and people related to the great depression and it's effect on Europe. ||
 * Student will be able to consider how the Great Depression effected Germany. ||

E1 Historical Knowledge, concepts, themes and patterns Grade 9-Diploma**// "The World in the Contemporary Era" //**Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.**// b. Analyze and critique major 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.
 * =**Maine Learning Results Alignment**= ||
 * //**Maine Learning Results:**// **Social Studies** //**- E. History


 * Rational:** This lesson will show how to analyze the Great Depression and look at the repercussions of it occurring. ||


 * =Assessment= ||
 * **Formative** (Assessment for Learning): The rough draft of the students' money flow chart and its revisions is a good formative assessment. Students will be asked to in the rubric do a self evaluation and and explanation on the information they are changing for the digital flow chart they are making. These comments will show what the students are changing and what the students have learned from doing this assignment. Rough drafts will be graded based on if the student has completed in their flow chart worksheet. Information from this assignment will help the students in analyzing historical events like the Great Depression. In addition students will be able to write about this event within their blog of how WWII could have been prevented. ||
 * **Summative** (Assessment of Learning): The final drafts of the students' digital flow chart using inspiration is a good summative assessment. The digital flow chart will represent how the students are analyzing the Great Depression and its effects on Europe. This information will be used in the future to show where more covering of materials is needed. These drafts will be formally graded using a points based system from the rubic. (See flow chart rubric) If a student fully competes the assignment they will be given a certain amount of points for the finished assignment (See Syllabus ) that will contribute to the students final grade. If a student does not fully complete this assignment and wants to edit it they will be granted the opportunity to do so as long as the edited assignment comes in within a week of its original due date. ||

= = Technology is being integrated into this lesson because the students are using the Inspiration program. Math is being integrated into this lesson because the students are calculating the flow of money during this time period. ||
 * =**Integration**= ||
 * English is being integrated into this lesson because the students are writing information about certain countries within their flowchart.


 * =**Groupings**= ||
 * Groups will be chosen within class as primary "country groups." The teacher will assign groups based on socializing the students do within class and who they feel would make a good group. The groups will consist of four students and each student will be asked to contribute in presentations and responses. Each group will be assigned a country (ether England, France, Russia, Germany and the United States) that their team represents and will do most of their research on that country. (Please note that the United States group is an Extension for advanced students) Groups will be asked to participate in making the flowchart. In each response in order to prove that the student participate they will be asked to find a different event or aspect of their country was effected by the Great Depression then their partners. These individual findings will be included in the inspiration flow chart. If students do not do this they will not get participation credit for this assignment. ||

Linguistic: Students will use their linguistic intelligence on the flow chart. Spatial: Students will use their spatial intelligence when making the flow chart. Logical: Students will use their logical intelligence to organizing information about money flow. Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group. Intrapersonal: Student will use their intrapersonal intelligence when they look for events on their own. Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on computer use. Musical: Students will use their musical intelligence when listening to the video that has music. || The teacher will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * =Differentiated Instruction= ||
 * **Strategies:**
 * **Modifications/Accommodations**:

Absent students will have the opportunity to make up work they missed during their absence. It is the students responsibility to get information covered in class period that they missed. Missed work is due by three class periods from when the absent student returns to class. Missed work can be handed in for full credit, however students will lose points in participation for the days that they are missing. After three class periods the student will lose ten points for every additional day that the assignment is not handed in. If the student has an extenuating circumstance, like a college visit or an emergency, the student can make up their participation points with the teacher at some point after class. || For an extension of the flowchart students will be granted the opportunity to represent the United States. The United States group will be tasked during the presentation period of this lesson of briefly explaining how the Great Depression happened. This is different then other groups who will be discussing how the Great Depression effected their country. ||
 * Absent students:**
 * **Extensions**:

Resources for Inspiration http://www.inspiration.com/download/pdf/insp_quick_start.pdf Flow Chart Digital Flow Chart Rubric Labtops (With wireless internet) Digital Projector Pencils/pens ||
 * =Materials, Resources and Technology= ||
 * Great Depression Video http://www.youtube.com/watch?v=TCNKq0-9p3w

Resources for Inspiration http://www.inspiration.com/download/pdf/insp_quick_start.pdf ||
 * =Source for Lesson Plan and Research= ||
 * Great Depression Video http://www.youtube.com/watch?v=TCNKq0-9p3w


 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __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 addresses the Maine Standards for Initial Teacher Certification by helping students make connections between historical events and the events preceding them in the following ways: by analyzing the events of the Great Depression while eluding to its eventually outcome; using a hook that shows Europe at that time period; having students use their understanding of English to make responses on a flow chart; having students use their understanding of Math to make a flow chart ; and having the use of technology (inspiration) which students are comfortable using. Flow chart handouts and their self assessment notes will be used as a formative assessment of the students. ||
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using student self assessment (Rubric) to gauge the students intelligence in this area and show what they have learned. Their remarks on their flow chart handouts will be used as a formative assessment to design lesson plans to meet learners' needs. In addition, MI theory will be used help many of the students learn using different intelligences. Students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. ||
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of instructional strategies and technologies in the following ways: using the program inspiration to allow students to use a type two technology to present their understanding about the great depression; using an online search engine to look up a variety of videos about the Great Depression to gain multiple viewpoints; having the students use self evaluation; having the students work alone and within a small groups. ||
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of formal and informal assessment strategies in the following ways; informally grading the flow chart handouts to find out what the students know and if they are participating; formally grading the digital to assess the understanding of the students; and finally by using the formative and summative assessment to design a better lesson plan for the future. ||

Introduction/Video Prompt Digital flow chart activity Presentations ||
 * =Teaching and Learning Sequence:= ||
 * Agenda:
 * In today's lesson students will analyze historical events and the repercussions of other events that follow. The class will be specifically focused on the Great Depression and its aftermath. For this lesson the class will be doing an activity using the program inspiration to make a digital flow chart of how money was traded during this time period. The Great Depression is said to be one of many factors after World War I that would caused World War II to occur. This lesson will show how economic decline can have devastating effects. As a hook the teacher will show a video about the great depression from a European perspective ([|http://www.youtube.com/watch?v=TCNKq0-9p3w).] (10 Minutes)
 * What, Where, Why, Hook, Tailor: Verbal, Spatial, Musical, Intrapersonal, and Logical.**

Students need to be given some basic background information about the Great Depression in order for them to understand the activity. This information which will be given through lecture to the class. The teacher will describe how the United States was loaning Germany vast sums of money after the treaty of Versailles so Germany could pay off its' debts to England and France. The teacher will briefly go into how that money was effecting Europe and how the Great depression began. (10 Minutes)
 * Equip, Tailor: Verbal, Spatial, Logical, Interpersonal and Intrapersonal**.

Students will then begin their digital flowchart activity by splitting into their country groups and getting labtops. These groups then fill out the flow chart to include information taught in the prompt. Once the flow charts are filled out students will then look up ways their assigned country was effected by the great depression using online search engines. Students will be asked to describe a different event in their response then their partners for participation points. Students will then use Inspiration to make a digital flow chart of how money was traded and borrowed before the Great Depression. Once they have completed that each student will tag the four different ways their country was effected by the Great Depression on their digital flowchart. Students will rehearse for their presentations. (40 Minutes)
 * Explore, Experience, Rethink, Revise,** **Rehearse**, **Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.**

Students will begin presenting by self evaluating their digital flow charts on the rubric listed on the class wiki. Groups will then take turns presenting infromation about how their country was affected by the Great Depression. Each student will be asked to present their individual findings and briefly explain them. While presentations go on students will be linking these events within their flow chart in Inspiration. After all the presentations are done and fully linked within the flowcharts students will save them to the class wiki. The teacher will grade them later and fill out the rubric on the wiki. (20 Minutes)
 * Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.** ||

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