Professional Documents
Culture Documents
State Standards:
PO 1. Describe causes and consequences of the Great Depression:
reasons for the Great Depression commencing and the same patterns
Examination Textbook
Copies of Politifact article
V. Assessment (Diagnostic/pre-test; formative; summative)
Students will be using a formative assessment in order to show
order to see if the points made are historically accurate and the
ticket before they leave the lesson to connect past to present. This will
be further examined for the next bell work assignment once the
front of the room so I can check in with them throughout the lesson and
during the completion of the bell work. I will also pass out the reading
to them first so that they have a little more time to look it over and
possibly use the reading as a guide for the bell work completion as it
will on that topic. The multi-flow map worksheet will also be passed out
to them instead of just having them write it in their notebooks. The map
will be a guide for their notes. All the points that I will be making
verbally will be written out on the white board in case further visual
multi-flow map can also use myself as a guide to complete the map.
VII. Bell work
The bell work on the first day of the lesson will be asking the students
about what they know from the Great Recession that happened in
2008. This can be just a personal account or from what they have read
in the news. What do you know about the Great Recession? Who did
believe it will keep students engaged and they will be able to get a
lesson.
IX. Instruction/Agenda/Delivery of Lesson:
The class will start with working on the bellwork for the first five
minutes of class. Once that time is over, I will give a brief introduction
to the topic for the day and explain why I had them write out their
the great recession will help them understand in a more current context
After that small lecture, I will play the crash course history video for my
students. They are encouraged to find at least five causes that led to
the great depression and give details as well. This information will be
written down in their notes. Once that is completed, I will pass out
packet, they will find further explanation for the causes of the great
map with at least five points for the causes of the great depression.
multi flow map. They are expected to turn in their own individual ones.
Their exit ticket will ask students to list three facts about The Great
Depression that they learned today and three questions they still have
information. Also with the exit ticket opportunity I can see what else
whether or not they agree with Obamas points whether or not The
Great Recession and The Great Depression are really all that alike.
They are expected to use at least one quote to support their claim.
XII. Reflection
Students are able to reflect on the learning that they had for the day
and also ask any additional questions that they still might have in
much more recent event that they may have personal experience with
or at least have family members or friends who had their own personal
experience with it. This will allow them to make those essential
relevancy connections and see that those issues are not fully resolved
https://www.youtube.com/watch?v=GCQfMWAikyU
Jacobson, L. (2013, September 19). Comparing the Great Recession and the
http://www.politifact.com/truth-o-meter/article/2013/sep/19/comparing-great-
recession-and-great-depression/
Newman, J. J., & Schmalbach, J. M. (2016). United States history: preparing for
Publications.