Direct Instruction Lesson Plan Format

Date: 11/13/14

Grade Level: 11

Target Students: Entire Class

Theme/Topic:
Evaluate technological innovation along with the Stock Market Crash during the 1920s.
Rationale:
Essentially for students to understand the significance of technological developments
during this era, along with the effects from the 1929 stock market crash. Effectively,
acknowledging the enormous prosperity during this time period, inspired a craze as
American culture believed no limit to financial improvement during the 1920s. However
that theory, abruptly halted from the stock 1929 stock market crash, forcing the United
States into the Great Depression.
Common Core State and/or NC Essential Standards:
American History II
AH2.H.1 - Apply the four interconnected dimensions of historical thinking to the
American History Essential Standards in order to understand the creation and development
of the United States over time.
AH2.H.1.3- Identify issues and problems of the past.
Consider multiple perspectives of various peoples of the past.
AH2.H.1.4- Support interpretations with historical evidence.
AH2.H.4- Analyze how conflict and compromise have shaped politics, economics and
culture in the United States.
AH2.H.4.1- Analyze the political issues and conflicts that impacted the United
States since Reconstruction and the compromises that resulted (e.g.,
Populism, Progressivism, working conditions and labor unrest, New
Deal, Wilmington Race Riots, Eugenics, Civil Rights Movement,
Anti-War protests, Watergate, etc.)
AH2.H4.2- Analyze the economic issues and conflicts that impacted the United
States since Reconstruction and the compromises that resulted
(currency policy, industrialization, urbanization, laissez-faire, labor
unrest, New Deal, Great Society, supply-side economics, etc.)
AH2.H4.3- Analyze the social and religious conflicts, movements and reforms
that impacted the United States since Reconstruction in terms of
participants, strategies, opposition, and results ( e.g. , Prohibition,
Social Darwinism, Eugenics, Civil Rights, Anti-war Protests, etc.)
ISTE.NETS.S Standards:
2. b: Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
5. b: Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
6. b: Select and use applications effectively and productively
Lesson Objectives (Behavioral and/or Performance Objective):

Students will
able to:
What, How,
and to What
Extent?

Students will acknowledge cultural trends and technological

advancements during the 1920s. Additionally, students will learn about
the monumental innovations such as the Ford model T, Entertainment
developments, such as the radio and film industry along with public
corporations such as US Steel, Westinghouse Electric and other major
business. However, students will also learn about the significance from
the 1929 stock market crash, as Americans lost their life savings within a
brief window.
Student Friendly Objective:
Students will break into groups, simulating stockbroker, trading and buy stocks to earn
profit.
Essential Question:
How did American culture, particularly its heavy addiction towards product consumption,
ultimately effect the nation at the end of the decade?
Materials:
Smartboard
Internet
Ipad, tablet or laptop
Smartphones
Notes
Note taking material
Time:
Lesson Activities
Introduction to the Lesson:
(Hook/Review/Intro.)
10 min

Class agenda listed on wall. Instruct students anything not completed

on list will be assigned as homework.
Review of 1920 America
Video General Background Information on Innovation
Split into Groups/ Prepare for Stock Simulation
Stock Simulation
Recap and Discuss any Questions
Review Video
Exit Slips
Initiate instruction with review of key points from previous classes. Class
discussion, have students identify
Womens Suffrage, 19th Amendment
Temperance
Prohibition
Isolationism
Harlem

Teacher Input/Modeling:
Play video to provide insight towards the booming 1920 culture. Note
students should take notes on the video, marking down key terms and
points within clip.
20 min
Video: Roaring 20s culture
Guided Practice:

15 min

Break students into their assigned groups, consisting of 5 total groups, for
stock simulation, (which integrates some of the early finishing students with
some of the late finishing students, in order for all groups to finish roughly
around the same time). Once in groups, have students jigsaw and discuss
key concepts they found interesting within the video. Give students around
7 minutes to discuss within their group and collaborate on one key concept.
Following the 7 minutes, then have each group answer their key term,
through simple class discussion. Record key components, by writing them
on the board. No group can repeat a term already mentioned.
Key Terms
Electricity
Automobile
Emergence of consumer market
Womens rights
Scopes trial
KKK
Independent Practice:

35 min

Begin stock simulation, as students are already broken up into their

respected groups. Note before beginning the simulation that the group with
the highest profit will receive extra points on the next exam, to entice the
students to participate. (Effectively, this simulation, allows students to act
as stockbrokers during the 1920s, having them invest in publically traded
companies to create the highest profit. The groups will be permitted to
invest in 5 corporations
Ford Motors
General Electric
Westinghouse Electric
US Steel
American Telephone and Telegraph
Initially the students will be given $1,000 to invest in increments no smaller
than $100, within any corporation the group desires. Initially, the five
corporations will possess an original listing price, the groups will assign a
runner, who will deliver their groups investment portfolio to me. Once
each group has turned in their investment portfolio, a new slide will show,
showing change in stock prices, as some companies increase while others

decrease. Following the stock change, the groups will have a total of 5
minutes to evaluate their portfolio and change investments with whatever
money, they possess. (If the runner does not submit their groups portfolio
before the 5 minutes concludes then the groups previous portfolio will
remain in effect.) This process will occur for a total of 7 rounds, resulting in
35 minutes. Additionally, within each round you will, report to the class,
the group with the highest profit and most overall income. After the 7th
round you will, have your runners, bring up their last portfolio, (Do not tell
them this is their last portfolio) Once all the runners have turned in their
portfolio, the next slide, shows the market crash, with all corporations
loosing their value. The group with the greatest income following the crash,
will receive bonus points as mentioned before.
Closure of the Lesson:
10 min

Have the students break from their groups and return to their seats. Once
students are settled, discuss stock simulation, asking them their perspective
and reasoning for their investing methods. Have students take a scrap sheet
of paper and write down three significant components discussed earlier in
class. Answer any questions students may have pertaining to the material,
while they are completing their exit slip.
Evaluation/Assessment of Student Learning
(Evidence Included)

Formative:
Throughout the stock simulation I will walk around to each group and ask them their
reasoning for investing in certain stocks. Furthermore, question and answer bit at the end
along with the exit slip, will be a strong indicator of the students knowledge after the
lesson. Providing insight whether the topic needs to be addressed at the beginning of the
next instruction.
Summative:
The exit slip also provides a summative insight towards the lesson as students will not be
evaluated on the exit slip.
Extension of Lesson:
Students, who desire more information about the lesson can visit articles about the
instruction posted below.
Stock Market Crash
Stock Market Documentary
Plans for Individual Differences
Early Finishers:
Students who finish early will assist their group members who are late finishers to complete their

preparation for selecting which stocks to purchase

Late Finishers:
Students will receive assistance from group members during group stock session
Exceptionalities:
Students with IEPs or 504s will be addressed appropriately within their group. Students who may
have social issues interacting with others will have the option to work individually as opposed to
group work during the stock segment. Where as students who require communication will receive
such from myself as well as members within their group
English Language Learners:
I will ask the students while they are in their group, during stock simulation, who are English
language learners to express to the best of their ability, their reasoning for investing in certain
companies identifying key concepts. Also visual aspects of the instruction will allow them to
better understand the material, as opposed to a lecture.
21st Century Skills:
Essentially this lesson requires students to use modern technology to further their groups
progression within the stock simulation, through trending communication means. Additionally,
the videos from the internet enhance modern technological methods.
Discuss how you address at least two of these learning styles in your lesson: Visual (spatial),
Verbal (linguistic), Physical (kinesthetic/tactile), Aural (auditory-musical), Logical (mathematical), Social
(interpersonal), Solitary (intrapersonal):

Spatial: Visual learners will appreciate this lesson through the images and video clips throughout
the lesson.
-Solitary: Intrapersonal learners will appeal towards working individually, without being stressed
to work within a large group.
-Social: Interpersonal learners will value the group work portion of the lesson, being able to
communicate with other students.
Supervising Teacher Signature

Student Teacher Signature