Name of Preservice Teacher Candidate(s)

• John Fisher

• Lindsey Purcell

• Alysha Scott

• Jenna Sieverts

Content Area

          American History

Grade Level

          Eleventh Grade

Title of Lesson

          The Great Depression and its Effect on the American People

Core Learning Goal (http://mdk12.org/assessments/high_school/what_will/socialstudies/vsc_ushistory.pdf)

          Students will demonstrate understanding of the cultural, economic, political, social and technological developments from 1929-1945.

Maryland Voluntary State Curriculum/ Content Standards and Performance Indicators/ Specific Objectives (http://mdk12.org/mspp/vsc/index.html)

• Content Standard:  Students will examine significant ideas, beliefs and themes; organize patterns and events; analyze how individuals and societies have changed over time in Maryland and the United States.

• Objective: Evaluate the hardships of the Great Depression on various groups in American society, including families, farmers, African Americans, and industrial workers

Maryland Teacher Technology Standards and Performance Indicator(http://www.mttsonline.org/standards/)

 Standard I: Technology Information Access, Evaluation, Processing and Application
          Access, evaluate, and process information efficiently and effectively

Standard II: Communication
          Use technology effectively and appropriately to interact electronically.
          Use technology to communicate information in a variety of formats.

Standard III: Legal, Social and Ethical Issues
          Demonstrate an understanding of the legal, social, and ethical issues related to technology use.

Standard V: Integrating Technology into the Curriculum and Instruction
          Design, implement and assess learning experiences that incorporate use of technology in the curriculum-related instructional activity to support understanding, inquiry, problem-solving, communication or collaboration.

INTASC Principles (http://www.ccsso.org/content/pdfs/corestrd.pdf)

• The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

• The teacher understands how children learn and develop,and can provide learning opportunities that support their intellectual, social and personal development.

• The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

• The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

• The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

• The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

• The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

• The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

• The teacher is a reflective practitioner who continually
  evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Teacher Preparation/ Equipment & Materials

          Access to internet
          Photostory/Windows media planner
          Online Webpage
          Inspiration graphic software

Technology Integration (Specific description of how hardware, software and online resources will be used.)

Instructional Procedures

Objective: Students will evaluate the hardships of the Great Depression on various groups in American society, including families, farmers, African Americans, and industrial workers

Expectations: Students will work collaboratively within their teams to answer the assigned questions about the various groups effected by the Great Depression.  The teams will be expected to present the information they collect at the end of class.

Instructional Procedures:

Motivator: Before the lesson begins students will view a Photostory to brainstorming about the Great Depression.

Brainstorming: As a class brainstorm what students already know about the Great Depression.

Lesson Begins: 

1.  Working in teams students will be assigned one group that faced hardships during the Great Depression

• Group One-  Families

• Group Two- Farmers

• Group Three- African Americans

• Group Four- Industrial Workers

2.  Open Microsoft Word and minimize

3.  Have students open the internet and go to: http://tiger.towson.edu/~jsieve1/portfolio/

4.  Under the tool bar enter into "The Great Depression and Effects on American People"

5.  Teams will follow links to the specific group they are researching.  They are to be working collaboratively within their group to answer the questions assigned.  Write answers in a Microsoft Word document. Students will be will be presenting to the class the information they found.

• Note: Teacher will be circuiting the room to make sure students are on task and answering any questions

6.  Students will be given 5-8 minutes to answer questions and nominate a speaker that will be in charge of presenting the answers.

7.  The class will re group and as a whole, the teacher will use Inspiration graphic to present and organize what the groups have found.

• Note: if students have difficulty explaining answers or need clarity teacher will be ready with answers to questions

8.  Attach answers from the Word document to an email on Blackboard to Jenna Sieverts

Formative Assessment/ Plans for Differentiation

Students will be writing answers in a Word document to be sent through Blackboard at the end of the class session.  Groups need to only send one document with all students in groups names at the top of the paper.  The answers should be sent to Jenna Sieverts.

Students with visual impairment:

• will have access to computer enabling them to see screen better

• if needed teammates can read questions aloud

• move closer to front of class

If students require any further assistance let the teacher know.

Discussion Prompts for Critical and Creative Thinking

          What were the effects of the Great Depression on the American people?

Summary and Lesson Closure

          Students learned the hardships of the Great Depression on various groups in American society, including families, farmers, African Americans, and industrial workers.  And how the American people of the era were able to cope with the Great Depression.

Assessment Plan

Scoring Rubric

3 – Excellent
The student
- actively participated in the class discussion
- actively participated in the group discussion and activity
- submitted the completed assessment on time

2 – Satisfactory
The Student
- minimally participated in the discussion
- offered minimal input into the group discussion and activity
- submitted the assessment but not completed or not on time

1 – Poor
The Student
- did not participate in class or group discussions
- did not submit the assessment