Download Lesson Plan - EDU221Fall07Class

UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Renee Scott
Grade Level: 9 - Diploma
Lesson: 3
Topic: Explain 1920’s Economy
Objectives
Student will understand that patterns of human interaction repeat over time.
Student will know credit, consumerism, Black Thursday, Black Tuesday.
Student will be able to prove understanding of economic downfall in the 1920’s.
Maine Learning Results Alignment
Maine Learning Results: Social Studies – E. History
E1. Historical Knowledge, Concepts, Themes, and Patterns
Grades 9-Diploma
The 1920’s
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.
a. Explain that history includes the study of past human experience based on available
evidence from a variety of sources and can help one better understand and make informed
decisions about the present and future.
Rationale: Understanding the most devastating economic crisis in American history shows students how
fiscal responsibility should have been used then, and should be used now.
Assessment
Formative (Assessment for Learning): Formative assessment will be class discussion of the content
from the learning centers.
Summative (Assessment of Learning): Summative assessment will be a quiz about the major events and
concepts of the nineteen twenties economic decline, and a blog entry where students will express their
opinions and thoughts on the topic.
Integration:
English – Through discussion and analysis of abstracts.
Economics – Discussion of the stock market, consumerism, trade, and banking.
Slam Dunk – Digital Imagery
Technology – Use of Laptop for Music
Groupings: Students will work independently or in free choice groups of three.
Differentiated Instruction
Strategies: Verbal learners will be tailored to through class discussion.
Logical learners will be adhered to through analyzing text.
Intrapersonal learners will be incorporated through working independently.
Interpersonal learners will be tailored to with class discussion and group work.
Musical learners will be incorporated with the use of background music
Naturalistic learners will be adhered to with the use of naturalistic music.
Modifications/Accommodations: I will review student’s IEP, 504 Plan, or ELLIDEP and make
appropriate modifications and accommodations. If a student is absent they will be required to find
out what they missed from the class wikispace, the teacher blog, or the syllabus. Whatever they
missed will be due by the second class following the absence.
Extensions: Students will show understanding of this lesson by making a blog entry about how
the stock market crash of 1929 happened. What events led up to it, what caused it. They will take
the Trading Game and compare it to the market crash, what similarities were there, differences?
Materials, Resources and Technology:
For this lesson I will need:
-Laptop
-Whiteboard -Projector
Source for Lesson Plan and Research
Lesson Plan: www.blogger.com; the class wikispace.
Class content: digital imagery, content notes.
All abstracts from:
Gusmorino, Paul A., III. "Main Causes of the Great Depression." Gusmorino World (May 13, 1996).
Online. Internet: http://www.gusmorino.com/pag3/great_depression/index.html. 12/1/2007.
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 standard is met through the use of six of the eight intelligences. The numerous
intelligences in the classroom helps create an environment for many diverse learners to be intellectually,
physically, emotionally, and socially engaged. Tailors in the classroom will be generated for verbal
learners through the use of class discussion. Logical learners will be adhered to through analyzing the
situation during discussion. Intrapersonal learners will be incorporated with the option of working alone.
Interpersonal learners will be tailored to with class discussion. Musical learners will be incorporated
with the use of the music in the classroom. Naturalistic learners will be adhered to with the use of
naturalistic music.
•
Standard 4 - Plans instruction based upon knowledge of subject matter, students,
curriculum goals, and learning and development theory.
Rationale: Using pre-assessment student knowledge of the subject matter will be tracked from the
beginning of the unit to the end. Subject matter will be easily tiered with the outcome of the preassessment. Students will be able to work at their own pace, regardless of their knowledge of the subject
matter. The curriculum goal is based off of the Maine Learning result for Social Science: History:
Maine Learning Results: Social Studies – E. History
E1. Historical Knowledge, Concepts, Themes, and Patterns
Grades 9-Diploma
The 1920’s
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.
a. Explain that history includes the study of past human experience based on available
evidence from a variety of sources and can help one better understand and make informed
decisions about the present and future.
Students will be asked to utilize the learning and development facet of explain. Students will prove
understanding of the nineteen twenties economy crash. They will explain what it is and how it happened
through their summative assessments of a quiz and a blog entry.
•
Standard 5 - Understands and uses a variety of instructional strategies and appropriate
technology to meet students’ needs.
Rationale: Students will work independently and then in groups of three of their choice. Having the
freedom to work alone and with whom they chose gives students a comfortable environment in which
they will be more apt to challenge themselves. These different instructional strategies provide students
with a variety of opportunities to learn. Technology used will be laptops to assist students with their blog
entires.
•
Standard 8 - Understands and uses a variety of formal and informal assessment
strategies to evaluate and support the development of the learner.
Rationale To track student development pre-assessment, formative assessment and summative
assessment will be done. Pre-assessment will be a KWL chart at the beginning of the unit. Formative
assessment will be an in class analysis of the economy collapse, what happened and why? Summative
assessment will be a blog entry of a synthesis of the activity in class and their opinion about why
American economy collapsed in the nineteen twenties.
Teaching and Learning Sequence: The Game Plan!
Housekeeping: 20 Minutes
The classroom will be set up with the desks in four groups of six with a different learning center
on each group of desks. On the whiteboard will be the day’s agenda:
1. Economic Downfall
2. Priceless Picture
3. What Happened?
4. Group Discussion
5. Blog 3 & Quiz
6. Explain
Students will understand major eras, enduring themes, and historic influences in United States and World
history, including the roots of democratic philosophy, ideals and institutions in the world. Students should
know what caused the largest economic collapse in American history so they can take action and be more
careful in the fiscal society in which they live. Students will know that patterns of human interaction
repeat over time. After reviewing the previous class students will be shown the hook – a political cartoon
about the market crash. After curiosity is piqued the class will divide into groups of three and start
working with the learning centers.
(Where; Why; What; Hook; Tailor – Visual, Verbal, Intrapersonal, Logical)
Learning Stations: 30 Minutes
Each group will go around the room to each center and read the abstract. They will answer the questions
at that station. The many aspects of the cause of economic downfall in the nineteen twenties will be
discussed. Students will be asked of their opinions and input, and encouraged to ask questions and dig
deeper into these concepts. Once a group is finished they will start discussing how all four factors
combined caused economic collapse in the nineteen twenties. Once every group is done they will report
out their findings, and we will discuss the topic as a class.
(Equip; Tailor – Verbal, Visual, Intrapersonal, Interpersonal, Logical)
Class Discussion: 20 Minutes
Students will report out on their opinion as a group, or as an individual. What do they think of the
situation? Students will prove understanding by explaining not only what happened, but their opinion
about the economy collapse of 1929 and the facts leading to their opinion. Any loose ends in the
conversation will be talked about in the next lesson.
(Explore, Experience, Rethink, Refine, Tailor – Interpersonal, Intrapersonal, Logical, Verbal)
Wrap-Up: 10 Minutes
Students will be informed of their blog entry that is due and their quiz that will be taken the next class.
Their blog entry should be a synthesis of their opinion of the economic crisis. They will be graded on
their blogs weekly. I will give an overview for the next day’s agenda.
Attachments:
Hook: http://www.cartoonstock.com/directory/w/wall_street_crash.asp
Content Notes:
There are many factors in the economic downfall of the 1920’s.
Wealth distribution in the 1920’s was very one sided. Because of the success of the new manufacturing
industry consumerism was at an all time high, with the financial aid of the new credit system, so large
businesses were retaining all of the wealth in America at the expense of the lower class who were buying
up products and gaining more and more debt.
Consumerism was everything in the nineteen twenties. New products and commodities were being
produced daily, and in assembly-line fashion.
Credit created this new American wealth. Buying new products on loan created a sense of confidence in
American citizens.
The stock market was at an all time high with this new found consumer driven industry. Banks in
particular were purchasing stocks at an all time high with all of the savings money they were receiving
from their wealthy clients.
International economy was highly unstable at the end of the Great War and many nations were in debt to
America. By the end of the nineteen twenties America placed high tariffs on foreign goods not only to
promote buying domestic goods, but to try and compensate for losing revenue to other nations.
Learning Centers:
All abstracts from:
Gusmorino, Paul A., III. "Main Causes of the Great Depression." Gusmorino World (May 13, 1996).
Online. Internet: http://www.gusmorino.com/pag3/great_depression/index.html. 12/1/2007.
In your groups of three go to each of the four stations and read the abstracts. Answer the questions
based on the readings. When you have completed all four stations discuss the “Big Picture” of economy
in the nineteen twenties. How did these four things create economic collapse in America? When everyone
has finished we will discuss the “Big Picture” as a class.
Un-equal Wealth:
“The roaring twenties was an era when our country prospered tremendously. But the rewards were not
shared evenly among all Americans. In 1929 the top 0.1% of Americans controlled 34% of all savings,
while 80% of Americans had no savings at all. Automotive industry mogul Henry Ford is one example of
the unequal distribution of wealth between the rich and the middle-class. Henry Ford reported a personal
income of $14 million in the same year that the average person’s income was $750. By present day
standards Mr. Ford would be earning over $345 million a year! This lack of distribution of income
between the rich and the middle class grew throughout the 1920's. A major reason for this large and
growing gap between the rich and the working-class people was the increased manufacturing output
throughout the 1920’s. The large and growing difference of wealth between the well-to-do and the
middle-income citizens made the U.S. economy unstable.” (Gusmorino)
Credit & Consumerism:
“For an economy to function properly, total demand must equal total supply. In the 1920's there was an
oversupply of goods. It was not that the surplus products were not wanted, but rather that those who
needed the products could not afford more, while the wealthy were satisfied by spending only a small
portion of their income. Three quarters of the U.S. population would spend essentially all of their yearly
incomes to purchase goods such as food, clothes, radios, and cars. Through the imbalance the U.S. came
to rely upon two things in order for the economy to remain on an even level: credit sales, or investment
from the rich. One obvious solution to the problem of the vast majority of the population not having
enough money to satisfy all their needs was to let those who wanted goods buy products on credit. The
concept of buying now and paying later caught on quickly. By the end of the 1920's 60% of cars and 80%
of radios were bought on installment credit. Between 1925 and 1929 the total amount of outstanding
installment credit more than doubled. This strategy created a non realistic demand for products which
people could not usually afford. People could no longer use their regular wages to purchase whatever
items they didn't have yet, because so much of the wages went to paying back past purchases. The U.S.
economy was also reliant upon luxury spending and investment from the rich to stay afloat during the
1920's. The largest problem with this reliance was that luxury spending and investment were based on the
wealthy's confidence in the U.S. economy. If conditions were to take a downturn (as they did when the
market crashed in the fall of 1929), this spending and investment would slow to a halt.” (Gusmorino)
Stock Market:
“From early 1928 to September 1929 the Dow Jones Industrial Average rose greatly. This sort of profit
was tempting to investors. Company earnings became of little interest; as long as stock prices continued
to rise huge profits could be made. Through the miracle of buying stocks on margin, one could buy stocks
without the money to purchase them. Buying stocks on margin worked the same way as buying a car on
credit. Investors' craze over the plan of profits like this drove the market to extremely high levels. The
exploratory boom in the stock market was based upon confidence. In the same way, the huge market
crashes of 1929 were based on fear. Prices had been drifting downward since early September, but
generally people were optimistic. Speculators continued to flock to the market. Then, on Monday October
21 prices started to fall quickly. Investors became fearful. Knowing that prices were falling, but not by
how much, they started selling quickly. This caused the collapse to happen faster. Prices stabilized a little
on Tuesday and Wednesday, but then on Black Thursday, October 24, everything fell apart again. By this
time most major investors had lost confidence in the market. Once enough investors had decided the
boom was over, it was over. Partial recovery was achieved on Friday and Saturday when a group of
leading bankers stepped in to try to stop the crash. But then on Monday the 28th prices started dropping
again. By the end of the day the market had fallen 13%. The next day, Black Tuesday an unprecedented
16.4 million shares changed hands. This stock market crashes acted as a trigger to the already unstable
U.S. economy.” (Gusmorino)
International Economy:
“A major instability of the American economy had to do with international wealth distribution problems.
While America was prospering in the 1920's, European nations were rebuilding themselves after the
damage of war. During World War I the U.S. government lent its European allies very large amounts of
money. Much of this money was used by the European allies to purchase U.S. goods. The nations the U.S.
had lent money to (Britain, Italy, France, Belgium, Russia, Yugoslavia, Estonia, Poland, and others) were
in no position to pay off the debts. The majority of their gold had been sent into the U.S. during and
immediately after the war; they couldn't send more gold without completely ruining their currencies.
Because of America’s isolationistic state in the 1920’s they did not export from foreign countries. If the
United States would not buy from our European countries, then there was no way for them to buy from
the Americans, or even to pay interest on U.S. loans. The weakness of the international economy certainly
contributed to the Great Depression. Europe was dependent upon U.S. loans to buy U.S. goods, and the
U.S. needed Europe to buy these goods to do well.” (Gusmorino)
Homework:
Blog
Post your blog by the end of the week describing what we discussed in class today. Explain how
economic collapse happened in America by 1929. What factors contributed to this historical catastrophe?
Was there anything that could have been done to prevent it? Answer these questions and add any thoughts
of your own. Your blog is your space to debrief about content but also express you opinion about history
in general.
Quiz
You will have a quiz next class about the economic collapse of America in 1929. This will be an
open-ended, short-answer quiz. Not multiple choice or True/False questions. You need to tell me what
happened with all four causes of the economic downfall in your own words.