SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: _____Katie Messinger______________________________________________

Thematic Unit Theme/Title/Grade Level:___Deep In the Depression: Fourth Grade _______________
Wiki space address: ______________________________________________________________________
Daily Lesson Plan Day/Title: ________________ A Walk Around the Twenties ____________
LearningGoals/Objectives LearningGoal:
Whatwillstudentsaccomplishbeable StudentswillunderstandthecausesandeffectsoftheGreatDepressionon
todoattheendofthislesson?Besure Florida.
tosetsignificant(relatedto
SSS/CCSS),challengingand
appropriatelearninggoals!

NCSSThemes
CommonCoreState
Standards(CCSS)
NextGeneration
SunshineStateStandards
(NGSSS)Listeachstandard.
Cuttingandpastingfromthe
websiteisallowed.
http://flstandards.org.

Assessment
Howwillstudentlearningbe
assessed?Authentic/Alternative
assessments?
Doesyourassessmentalignwith
yourobjectives,standardsand
procedures?
Informalassessment(multiple
modes):participationrubrics,journal
entries,collaborative
planning/presentationnotes,etc.

LearningObjectives:

1. StudentswillunderstandthecausesandeffectsoftheRoaringTwenties
andtheGreatDepression.
SS.4.A.7.1 Describe the causes and effects of the 1920's Florida land
boom and bust.
SS.4.A.7.2 Summarize challenges Floridians faced during the Great
Depression.
SS.4.FL.3.3 Identify ways that people can choose to save money in
many placesfor example, at home in a piggy bank or at a commercial
bank, credit union, or savings and loan.
SS.4.FL.3.3 Identify ways that people can choose to save money in
many placesfor example, at home in a piggy bank or at a commercial
bank, credit union, or savings and loan.
MAFS.4.NBT.2.4 Fluently add and subtract multi-digit whole numbers
using the standard algorithm.
LAFS.4.W.1.3 Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details, and clear event
sequences.
LAFS.4.RI.2.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in a text or part of a text.
UnitPre/PostAssessment: 10 question quiz
Ongoingdaily(progressmonitoring)Assessment:
1 IdontunderstandthecausesandeffectsoftheGreatDepressiononFlorida.
2 IamawareoffewofthecausesandeffectsoftheGreatDepressiononFlorida.
3 WithassistanceIamabletoidentifythecausesandeffectsoftheGreat
DepressiononFlorida.
4 IamfullyawareofthecausesandeffectsoftheGreatDepressiononFloridaand
couldexplainthemtosomeoneelse.

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Design for Instruction

Student Activities & Procedures

Whatbestpracticestrategieswillbe
implemented?
Howwillyoucommunicatestudent
expectations?
Whatproductswillbedevelopedand
createdbystudents?
ConsiderContextualFactors(learning
differences/learning
environment/learningstyles)thatmaybe
inplaceinyourfutureclassroom.
Exceptionalities
What accommodations or modifications do
you make for ESOL, Gifted/Talented
students, Learning/Reading disabilities
(SLD), etc.

Opening of lesson (4 Minutes)

The class will start off with the playing of the song Hit the Road Jack by Ray
Charles
I will have the class get up and move to the Music
They will do the Charleston, like they had learned the previous week, and the Shorty
George
Before students start they will be given a set number of play money
Students will have already learned about the Roaring 20s so this lesson will act as a
review of what students had learned the previous week as well as incorporate the
beginning of the Great Depression in Florida
Center 1 The Flappers (12 Minutes)
This center will focus on the culture of the Flappers
There will be an IPad and three QR codes
The first QR code will take students to a video
The video is about a women who was a Flapper in the 1920s
She talks about the culture and what her life was like
The second QR code takes students to a short passage with pictures
Students will first be asked if the video was a primary or secondary resource
They will click on the answer and it will indicate if they are right or wrong and why
Then it will talk about how the Flappers liked to wear dresses, feathers, hats, and listen
to records on record players, and all the other possessions they had
The third QR code tells students that in order to be a Flapper and be part of that era
they had to look the part
There will be a chart with lists of things to buy and their cost
Students will be instructed to put the amount of money they spend in a box
If students dont have enough they will be asked to take a loan from the bank
It is important to let them know that taking a loan is no big deal just like it was in the
1920s
There will be a box that says loans on it. Students will have to write the amount of
money they are borrowing on the loan slips
Center 2 The talkies (12 minutes)
This center will talk about the Talkies (first talking films)
There will be an IPad at this center as well
There will be three QR codes
The first QR code will pop up with a short little write up for students to read
It will discuss the Talkies and what they were. It will mention how the Jazz Singer was
the first talkie ever made
The next QR code will show them a scene from that movie
Once they are done watching that clip students will access the third QR
It will tell them that people loved going to these movies and when they did that they
bought movie tickets
They will be instructed to put a certain amount into the money box and grab the
artifake tickets
If they dont have the money they will be instructed to take out a loan just like the first
center
Students are then to take a piece of paper and pencil and write a short review from the
perspective of a person who had just seen the first talkie ever
They have to talk about what it must have been like for them/put themselves in the
persons shoes
Center 3 The Automobiles (12 minutes)
This center will talk about the first cars that were invented and what they were like
There will be an IPad and two QR codes
The first QR code will take them to a video from History Chanel that talks briefly
about Henry Ford and the Model T
The next QR code will take them to a question on whether the video was a primary or
secondary resource

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

They will then select an answer and it will tell them why they are right or wrong
Then they will read a short passage that talks about the Model T and how a lot of
people started buying them in order to get around
Students will then be instructed to pay a certain amount for a Model T car
If they dont have the money the will be asked to take a loan just like the previous
centers
Once they have their blank Model Ts they will be instructed to color there Model Ts
however they would like with the art supplies provided
Center 4 The Land Boom (12 minutes)
This center will review the Land Boom and Talk about the Land Bust
Students will see a sign that instructs them to take the IPad and open up the Timeline
website
They will go through the timeline and read what happened during that time
Once they are done with the Timeline students will be instructed by the next sign to
buy land and then a house for that land
The sign will also have a list of prices on it for both the land and the house
If students dont have enough money they will be instructed to take out a loan just like
the previous centers
Once they have done this the next sign they read will have them take a postcard and
pencil and write a message to a friend in another state about traveling to Florida and
what it is like there as well as how they feel
(Whether that be excited or sad)
Entire class back together (8 minutes)
Once time is up the teacher will direct all students to her attention
The teacher will ask students What they thought of the Culture of the 1920s?

Students will share there answers

Then the teacher will ask the students how many of them still have cash?
No hands will be raised
The teacher will then ask how many students have loans?
All hands will be raised
The teacher will then ask the students how they plan on paying back their loans if they
dont have any money?
Students will answer
The teacher will then say that a lot of people who didnt have the money borrowed
loans from the bank and werent able to pay them back
What ended up happening is that the bank would acquire all of their possessions
because they couldnt afford them
The teacher will then ask all of the students to give back everything that they had
bought during the lesson and put it in the bin in front of the teacher
Once this is done the teacher will ask students what they have leftover
They will answer by saying they have nothing
The teacher will say thats what ended up happening to a lot of people in Florida
towards the end of the 1920s
The couldnt afford anything, lost everything, and they couldnt take out anymore
loans because the banks had no more money left to lend
The teacher will then say, Class welcome to the Great Depression. A time were
people lost all of their possessions and had nothing. The economy in Florida struggled,
families struggled, and a lot of other things went wrong. And we will be learning a lot
more about all that occurred in Florida during the Great Depression this week in
class.
The teacher will then ask the students to come back up and collect the things that they
had to give back to the bank. The teacher will then instruct students to take a piece of
paper and glue all of there artifakes to it to add to their accordion timeline

Resources/Materials

TheRoaringTwenties.HistoryandFacts.Thiswebsiteallowsstudentstogo
andexploreallthatwastheRoaring

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

twenties.http://www.kidinfo.com/american_history/roaring_twenties.html
The Jazz singer Video
http://www.schooltube.com/video/1ca81c3645d2110daba6/The-Jazz-SingerOpening-Scene
Model T Video http://www.history.com/topics/henry-ford/videos/henry-fordand-the-model-t#
Florida Land Boom Timeline
https://www.floridamemory.com/exhibits/timeline/
FloridaLandBoomTimeline
https://www.floridamemory.com/exhibits/timeline/
QRReader
DrawingDesk
Timeline3D

DiscussionNotes:Makecommentshererelatedtoideasforassessmentmeasures,parentinvolvement,fieldtrips,orextensionto
theunitplanideas.