UMUC – MAT Program

Annotated Unit Overview and Lesson Plan Format

Unit Overview
Course: ​United States History

Grade Level:​ 9​th​ Grade

Unit Title:​ The Great Depression

Unit Rationale/Context:
The Great Depression set the stage for the development of many modern
economic and political policies within the United States. By building on previous
lessons regarding the national effects of WWI on economic, social, and political
policy within the U.S., students garner an understanding of how controversial
economic policy and management lent themselves to the onset of a national
depression that not only resulted in new policy development but played a large role
in setting the stage for WWII.

Relevance to Students:
Students will garner a sense of relevancy by engaging with current events
and drawing parallels between modern policy and historic information. The events
of and subsequent responses to the Great Depression act as important lessons that
provide students with better insight into understanding the interconnectedness of
the national and global economies on everyday life.

Standards Addressed:
5.0 CONTENT STANDARD: HISTORY- 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
ISTE Standards:
1. Students leverage technology to take an active role in choosing, achieving
and demonstrating competency in their learning goals, informed by the
learning sciences.
1b. ​Students ​build networks​ and ​customize their learning environments​ in ways
that support the learning process.
2. Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and
model in ways that are safe, legal and ethical.
2b. Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.
2c. ​Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.
3. Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others.
3a. ​Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
3d. Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.
7. Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and
globally.
7c. Students contribute constructively to project teams, assuming various roles
and responsibilities to work effectively toward a common goal.

Unit Objective(s)/Big Idea(s)/Key Learning(s):

 ● Evaluate the hardships of the Great Depression on various groups in
American society, including families, farmers, African Americans, and
industrial workers.
● Describe the responses of the Hoover administration to the Great
Depression.
● Describe the responses of the Roosevelt administration to the Great
Depression.
● Analyze the effectiveness of New Deal programs, such as Social
Security Administration (SSA), Federal Deposit Insurance Corporation
(FDIC), Tennessee Valley Authority (TVA), Securities and Exchange
Commission.
● Describe the arguments of New Deal critics such as Huey Long, Father
Charles Coughlin, and Dr. Charles Townshend.
● Describe the influence of the arts, film, and the popularity of radio in
helping Americans deal with the trials of the Great Depression.
● Analyze the lasting legacy of the New Deal, including economic stability
and the increased involvement of the government in the lives of citizens.

Summative Assessment:
Students will analyze and annotate a series of provided documents in order
to plan and develop a formal document-based essay which covers the information
discussed regarding a period of U.S. History from 1929-1945.

Lesson Series (Lesson 1​)

Course Title:​ United States History

Unit Title:​ The Great Depression

Grade Level:​ 9​th​ Grade

Lesson Title:​ Causes and Effects of The Great Depression

Time Required:​ 1 class - 90 minutes in length

 ​ ontext for Learning:
C
This lesson will introduce students to the Great Depression, including its causes
and effects on the general public. Opening the unit by introducing the causes and
effects of the Great Depression on different demographics provides students with
the background knowledge necessary to understand not only the extent of the
national economic decline, but the extent to which measures were taken in order to
both overcome and avoid a similar tragedy in the future. Successful completion of
this lesson relies on students having a prior knowledge of the direct effects of
WWI, including the effects of the Treaty of Versailles, as well as the resulting
economic boom of the 1920s.

Standards Addressed:
5.0 CONTENT STANDARD: HISTORY- 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.

Expectation 5.3.1: Students will analyze and demonstrate understanding of the

consequences and government responses to the Great Depression (5.3.1)

Objectives:
● Students will describe the causes of the Great Depression including the
Crash of 1929 and the Bank Rush.
● Students will describe the immediate effects of the Great Depression on
the U.S. economy.
● Students will evaluate the hardships of the Great Depression on various
groups in American society, including families, farmers, African
Americans, and industrial workers.
● Students will create a political cartoon evaluating a cause or effect of the
Great Depression.

Materials:
Bellringer/Activator Worksheet
“Talk Moves” Graphic
4-sided Dice (One for each student in the class)
Two baskets, one labeled “Stock Broker” and another “Banker”
PowerPoint or other visual presentation tool including lecture slides and activity
instructions
Guided Notes Worksheet
Gallery Walk Worksheet
10-15 Printed Gallery Walk Documents
Political Cartoon Planning Worksheet
Cardstock (One for each student in the class)
Miniature Test Template
Answer Key Template
3, 2, 1 Exit Ticket

Proactive Behavior Management:

In order to avoid disruptions, first and foremost, the day’s procedures will be
prominently displayed on the board, along with their Warm-Up, as students enter
the room. This will ensure students understand not only the class’s scheduled
progression but the general time being allotted to each activity. As students
progress through the lesson, instructions for each activity will be posted on the
board and will be both read, discussed, and demonstrated to avoid confusion or
misunderstanding. All materials will be prepared and organized prior to students
entering the room. Gallery Walk photographs will be posted and the Powerpoint
presentation will be loaded and ready to play so as to ensure smooth transitions.
Moreover, as students work through assignments, frequent rotations around the
room will be utilized not only to monitor student progress but to create a presence
meant to dissuade disruptive behavior. In the event students get off-task, rotations
will focus around the area of disruption and will cease in order to address the issue
if students do not return to the task provided.

Provisions for Student Learning:

 Frequent accolades for hard work and attempting assignments despite
frustration or struggle will be utilized to help motivate students in the classroom.
Additionally, exceptional student work and effort will be awarded with a prize
from the class prize box or the reception of a homework pass.

Procedures:

● Introductory/Developmental Activities
○ Note: ​Both the Bellringer and Activator will be provided to
students on the same worksheet. This worksheet will need to be
prepared prior to the lesson and will be separated into two clearly
distinguishable parts so students can discern where the Warm Up
ends and the Activator begins. The Warm Up section should be
designed as follows:
■ Display the following instructions:
● Directions:
○ With you tables, brainstorm and create a brief
thought-web of all the terms or ideas you relate to
the following term.
■ Several lines below the instructions, display the term ​Great
Depression​ with enough space surrounding the word for
students to develop their thought web.
○ The Activator section should be designed as follows:
■ At the top of the section, provide the following instructions:
● Directions:
○ For each section, roll a die.
○ Circle the corresponding number on your paper.
These numbers represent your character’s job,
stock investments, life savings, and housing
situation.
○ Once you have finished assigning your character
traits, write your life savings on one notecard, your
stocks on a second, and your housing on a third.
 ■ Beneath the instructions, display the following table:

Career Stocks Life Savings Housing

1. Construction 1. $0 1. $500 1. Renter
2. Auto 2. $500 2. $1000 2. Homeowner
Manufacturing 3. $1000 3. $1500 3. Renter
3. Steel 4. $1500 4. $2000 4. Homeowner
Manufacturing
4. Textile
Manufacturing

● Warm Up/Opening (5 minutes):

Before class begins, prepare and display a visual which includes
class schedule, lesson objectives, lesson essential questions, and a series
of written instructions for the warm up on the board. The warm up
instructions should read as follows:
● Directions:
○ When you receive your warm up, please put your
name on your paper.
○ With your table, complete the activity under the
Warm Up subheading.
As students enter the classroom, greet them and provide them
with their warmup/activator worksheet. Give students approximately 5
minutes to brainstorm and create their web. Once students have had
time to work together, have the class engage in a brief, two minute
discussion regarding some of their ideas utilizing the “Talk Moves”
taped to their desks.
Note:​ The “Talk Moves” graphic will have been taped to their
desks since the beginning of the school year and students, at this
point, will be well versed in how to utilize them. If students are
unaware of what the “Talk Moves” are, explain that they are sentence
starters to be used during class or group discussion.
● Motivator/Bridge (15 minutes)​:
For the activator, students will engage in a brief Great Depression
simulation. This requires some preparation prior to the beginning of
class. Once students have completed the warm up activity, direct them to
the activator. Have students read through the directions on their paper
first. Once students have had a chance to read the directions, pass out a
baggie of dice and 3 note cards to each student. Display the instructions
on the board and instruct students on how to complete the activity
verbally, in addition to providing a physical demonstration. Give students
a minute or two to roll their dice, assign their character traits, and fill out
their notecards; then, begin the simulation.
In the front of the room, place two baskets, one labeled “Stock
Broker,” and one labeled “Banker.” Have students place their stock
investment cards into the “Stock Broker” basket and their life savings
card in the “Banker” basket. Announce to students that the stock market
has crashed and that everyone must sell their stocks for less than their
purchase price. Furthermore, inform students that the money earned from
the sale is now being used to pay off the loan that was taken out in order
to invest in the stock to begin with; thus, their money is all gone. Throw
away each of the stock cards, reading aloud to students how much money
each has lost.
Ask students how they feel about the money they have lost and
how they intend to survive moving forward. When students mention the
money they have saved in the bank, inform them that you have bad news.
Although they thought their money was safe in the bank, word has gotten
out that all of the money stored in the banks is gone. Ask students what
they believe happened. Some students may speculate that the banks were
using your money to file new loans despite the fact that not enough
money was coming back into the bank from previously existing loans to
compensate for that fact. If not, inform students of this fact and tell them
that the money they saved is gone as well. As you throw away the
savings cards, read aloud the money lost.
 Ask students to express how they feel at this point. With all of the
money they have now lost, what are they worried about? What will be
their plan of survival moving forward? Will they be buying much? Have
them predict how this will affect the economy.
Next, announce a series of layoffs within the textile, auto
manufacturing, steel manufacturing, and construction industries. As each
is announced, have students stand up.
Now have students examine their housing situation. If they are
unemployed and renting their home or apartment, have them remain
standing and ask others to sit. Inform the now standing students that they
are homeless due to being unable to pay their rent and must throw away
their “renter’s agreement” or notecard and move to the back of the room.
Next, have the students who are unemployed but own houses stand up.
Tell these students that it will take some time, but they too will end up
homeless as a result of being unable to pay their mortgage. Have them
throw away their “deed” or note card and join their classmates in the
back.
Have students analyze their situation and make predictions. With
so many unemployed, homeless, and without money, how will this affect
the American economy? How will this change the lives of everyday
citizens? What will the government do as a result?

● Instructional Strategies (20 minutes):

Following the activator, the class will engage in guided note taking while
being given a brief overview of the main causes of the Great Depression, including
the 1929 stock market crash and the bank rush, as well as several of the immediate
results, including price decline, bank closures, immediate layoffs of African
Americans, subsequent layoffs of other employees, rising homelessness, and
increasing poverty. These guided notes, structured as fill-in-the-blank statements,
will be prepared prior to the lesson in conjunction with a short powerpoint
presentation. Be sure to circulate the room and observe students while progressing
through the presentation. Give students plenty of time to take notes and process
information between points and slides. Following the lecture, review with students
the steps to analyzing a visual primary source including:
■ Circle and identify major characters, items, or phrases within
the image.
■ Determine the image setting including location and period.
■ Draw inferences about the meaning of the image.
■ Determine the author’s point of view.
Having reviewed the steps to analyze a visual source, work with the class to
analyze a series of 2 photographs together. Utilize open-ended and probing
questions to guide students in utilizing what they see to make deductions about the
effects of the Depression, specifically on the lives of average Americans. The
visuals will be primary source documents captured by Dorothea Lange during the
Depression and will consist one of a family and one of a group of unemployed
industrial workers.

● Guided Practice and Independent Tasks​ ​(40 minutes)

Guided Practice:​ Students will engage in a Gallery Walk activity
with their groups. Display the following instructions on the board and read
through them with students:
● Directions:
○ Utilizing the graphic organizer, your group will rotate
around the room, choosing six Depression Era
photographs to analyze out of 10 possible choices.
○ You will be analyzing the photos to see how multiple
demographics were affected, including farmers, families,
African Americans, and industrial employees.
○ Once you have filled out the organizer, return to your
seat and discuss your findings with your group, again
utilizing your “Talk Moves.”
Each photo will vary in its overall complexity and the extent of
analysis that will need to be taken in order to grasp the full message being
portrayed. Be sure to read through the organizer with students, stopping
frequently between each section of the organizer. Provide a visual aid during
the read-aloud by demonstrating the process for students. The organizer will
ask students to do the following for each document:
● Note background information provided and/or utilize clues
from the image to draw conclusions about the document’s time
and setting.
● List a minimum of three inferences that can be made from your
observations.
● Record a minimum of three questions that the document
inspires.
● Create a title for the image to help you remember its contents
and theme.
As students begin their work, circulate the room and observe their
progress. Provide accolades and praise to students who perform well and
stop to assist those who seem to struggle.
Once completed, bring the class together in order to engage in a
student led “Talk Moves” discussion about their findings. Have each group
assign a leader who will speak to the class about their group’s observations
and answer any questions other students may have.

Independent Tasks:​ Following the Gallery Walk activity, disperse

the Political Cartoon activity worksheet and attached cardstock. The
worksheets will need to be prepared prior to class and should include
directions and a space for students to plan their final cartoon. Display the
activity directions on the board and read through the following instructions
with students:

● Directions:
○ Utilizing what you know about the causes and
effects of the Great Depression, create a political
cartoon. Your cartoon can be funny or
thought-provoking but must address either a cause
or effect of the Depression.
 ○ Prior to beginning, answer the following questions
that will help you draft your cartoon design:
■ What specific cause or effect of the
Depression will your cartoon address?
■ Who will be the main characters in your
cartoon? Are they specific people or general
caricatures?
■ How will you symbolize the people or
groups in your cartoon to make them easily
recognizable by your audience?
■ What other symbols, words, or phrases will
you use to develop your message?
■ Will your perspective be a positive,
negative, or neutral viewpoint?
○ Plan out your cartoon by first drawing a rough
sketch in the space below. Then, when you are
ready, you may utilize either the attached
cardstock or a digital art program to draw your
final image.
○ Your cartoon does not need to have color;
however, it should be neat and well constructed.
Your viewer should be able to clearly discern your
message.
After reading the directions, stopping frequently between steps, allow
students time to ask any questions about their assignment before beginning.
Display a series of political cartoon examples on the board for students to
analyze for inspiration. As students begin their work, circulate the room and
observe their progress. Provide accolades to students who perform well and
stop to assist those who seem to struggle. If students have difficulty
developing their idea, ask them a series of guiding and probing questions to
help them further their thinking and develop a pool of ideas. This will also
help give an indication as to who may need further assistance in grasping the
lesson content.
● Summary/Closure (5 minutes)​:
Have students develop a miniature test and answer key for the lesson.
Pass out a miniature test template and answer key. These will need to be
prepared prior to the lesson. Be sure to clearly indicate on each template
which is the answer key and which is the miniature test. The templates
should be numbered 1-5 and provide students a space to both construct their
questions and record the answers. On the board, display the following
instructions. Be sure to read through the instructions with the students,
pausing between each step, and accompanying all verbal queues with a
visual aid utilizing the provided templates:
■ Directions:
● Using the templates provided, you will create a short 5
question miniature test for your classmates.
● The test must be made in the following format:
○ 1 Fill-in-the-Blank Statement
○ 1 Multiple Choice Question with 4 answer choices
○ 1 True or False Statement
○ 1 Matching Question with 3 pairs
○ 1 Short Response Question
● On your test template, be sure to write your questions
clearly so others in the class can read your writing.
● After constructing your test, using the Answer Key
Template numbered 1-5, write the corresponding
question and answer. ​You must write out the whole
question and answer on your key.
● Once you have finished developing your test, swap
answer keys with a group member and have them check
for correctness.
As students begin their work, circulate the room and observe their
progress. Provide accolades to students who perform well and stop to assist
those who seem to struggle. After students verify their tests’ validity, have
 students turn in their answer key and swap tests with the group on their right.
This will be their homework.

Adaptations:
Several of the above lesson activities have adaptations built into them
as a means of accommodating students with disabilities. By incorporating
these strategies into the framework of the activities themselves, students
with disabilities are more likely to feel as part of the group rather than an
exception.
In examining the Instructional Activity, rather than having students
take their own notes, I provide them with a fill-in-the-blank style of guided
notes. This alternative to regular or Cornell notes gives students a sense of
confidence that they are receiving all of the important information they need
without the fear of losing pace. Additionally, this strategy helps fulfill the
IEP and 504 requirements for students requiring both assisted note taking or
teacher provided notes.
Within my Guided Practice, students are given the option of
photographs to analyze. The images vary in their complexity and thus vary
in the amount of analysis and higher-order thinking necessary to discern
their overall meaning and importance. However, providing students the
option to choose six photos of the ten gives them the option to find photos
more suitable to their learning and capabilities without completely removing
the challenge of analysis. In this sense both my students who enjoy a
challenge and those who need a more forthright assignment are considered
and catered to in the activity design.
Throughout each activity, I ensure that every set of directions is
broken down into simple, easy to follow steps so students can more readily
follow along and understand what they are supposed to do. Moreover, rather
than having students read through the activities’ directions on their own,
each set of instructions is accompanied by a verbal explanation, marked by
frequent pauses between steps to allow time for students to process the
information, and a physical demonstration to ensure students are fully aware
of how to successfully complete the activity.
 Each activity should also be prepared using a font such as Comic
Sans, Arial, or Calibri which are more easily read by students with Dyslexia
or other similar disabilities. Information should also not crowd the slides or
worksheets so as not to cause sensory overload.

Assessment:
To end the class, students will engage in a 3, 2, 1 exit slip activity in which
they are provided a premade exit slip divided into three sections. The first section,
labeled Three, challenges students to write down three things they learned that day.
The second section, labeled Two, asks students to write two things from the lesson
they would like to know more about. Finally, the third section, labeled One, asks
students to write one question they still have about the lesson. This activity will not
only allow for a gauge of student learning and comprehension, but an opportunity
to incorporate the elements of sections Two and One into the next lesson. Doing so
not only gives students the opportunity to learn further about something they found
interesting but to revisit their questions and receive reinforcement.

Extension Activities:
This lesson could be further extended for advanced students in two ways.
First, rather than having the Gallery Walk consist of only photographs, five written
primary sources could be added. More advanced students could then be challenged
to break their six choices up between the two formats. For example, rather than
focusing solely on photographs, those students who need a challenge could be
asked to analyze three visual and three written sources. Then, rather than having
those students participate exclusively in discussion, the more advanced members of
the class could have to write a brief one paragraph response analyzing the effects
of the Great Depression on various demographics. Within their responses, students
would not only have to provide a descriptive thesis, but they would have to
synthesize information from the written sources with their visual observations to
provide direct, citable evidence for their argument. Students could then share this
written evaluation with the class during the overall discussion at the culmination of
the activity. Doing so would not only challenge the advanced learners but provide
struggling learners with more background and information they may have missed.
 The lesson could also be further developed by having the advanced learners
exchange political cartoons at the end of the Individual Activity. Students could
then take these cartoons and write an analysis of what they see and how they
believe the author’s portrayal relates to the events of the Depression. In completing
their analysis, students would have to also examine the opinion or point they
believe the author is attempting to make about the Great Depression and its causes
and effects. This analysis could be done during class or given as homework in
conjunction with the miniature test review.

Review/Reinforcement (Homework):
Homework for this lesson would be having students complete the miniature
test they received from their classmates during the Summarizing Activity. If
desired, students could critique the effectiveness of the test in gauging their
knowledge and understanding of the unit in addition to simply answering the
questions. Additionally, if extended, more advanced students could be tasked with
analyzing a classmate’s political cartoon for homework as well.

Lesson Series (Lesson 2​)

Course Title:​ United States History

Unit Title:​ The Great Depression

Grade Level:​ 9​th​ Grade

Lesson Title:​ Hoover and Roosevelt: The Government Responds to the Great
Depression

Time Required:​ 1 class - 90 minutes in length

​Context for Learning:

This lesson will introduce students to the various government responses
made as a result of the Great Depression. In analyzing the actions introduced
during both the Hoover and Roosevelt administrations, students will build upon
their knowledge of the Depression’s causes and effects in order to evaluate the
effectiveness of government programs and initiatives made in response to the
national crisis. By making period analyses, students are better prepared to address
the topic of lesson three, which is the legacy of these programs and their position in
modern politics. Successful completion of this lesson relies on students having a
prior knowledge of the causes and effects of the Depression, including the market
crash of 1929, the bank rush and subsequent economic decline, and the effects of a
plummeting economy on various demographics throughout the country.

Standards Addressed:
5.0 CONTENT STANDARD: HISTORY- 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.

Expectation 5.3.1: Students will analyze and demonstrate understanding of the

consequences and government responses to the Great Depression (5.3.1)

ISTE Standards:
1. Students leverage technology to take an active role in choosing, achieving
and demonstrating competency in their learning goals, informed by the
learning sciences.
1b. ​Students ​build networks​ and ​customize their learning environments​ in ways
that support the learning process.
2. Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and
model in ways that are safe, legal and ethical.
2b. Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.

Objectives:
● Students will compare and contrast the responses of the Hoover
administration and the Roosevelt administration to the Great Depression.
 ● Students will describe the popularity of radio, particularly in connecting the
American people with their president, and how this helped Americans deal
with the trials of the Great Depression.
● Students will analyze the effectiveness of New Deal programs, such as
Social Security Administration (SSA), Federal Deposit Insurance
Corporation (FDIC), Tennessee Valley Authority (TVA), Securities and
Exchange Commission.
● Students will describe the arguments of New Deal critics such as Huey
Long, Father Charles Coughlin, and Dr. Charles Townshend.

Materials:
Warm-Up Worksheet
Talk Moves Graphic
PowerPoint or other visual presentation tool including lecture slides and activity
instructions
Hoover and the Great Depression Documentary Clip
Hoover’s Great Depression Responses Primary Source Analysis Worksheet
Computer or Smartphone Access (If you do not have laptop carts in the classroom,
you will need to schedule time in the Computer Lab for this lesson)
Fireside Chats and Alphabet Soup Half-Sheet
New Deal Agencies Graphic Organizer
New Deal Critics Primary Source Analysis Worksheet and Chart
Big Question Half-Sheet
White Boards and Markers (One for each student)
“Who am I?” Tally Cards
Quizlet Homework Assignment

Extension Materials:
Responsible Internet Practices Worksheet or Graphic
Reliable Research Worksheet or Graphic
Fireside Chat Transcript

Proactive Behavior Management:

 In order to avoid disruptions, first and foremost, the day’s procedures will be
prominently displayed on the board, along with their Warm-Up, as students enter
the room. This will ensure students understand not only the class’s scheduled
progression but the general time being allotted to each activity. As students
progress through the lesson, instructions for each activity will be posted on the
board and will be both read, discussed, and demonstrated to avoid confusion or
misunderstanding. All materials will be prepared and organized prior to students
entering the room. Computers will be updated, turned on, and ready for use and all
instructional slides will be loaded and ready to play so as to ensure smooth
transitions between activities. Moreover, as students work through assignments,
frequent rotations around the room will be utilized not only to monitor student
progress but to create a presence meant to dissuade disruptive behavior. In the
event students get off-task, rotations will focus around the area of disruption and
will cease in order to address the issue if students do not return to the task
provided.

Provisions for Student Learning:

Frequent accolades for hard work and attempting assignments despite
frustration or struggle will be utilized to help motivate students in the classroom.
Additionally, exceptional student work and effort will be awarded with a prize
from the class prize box or the reception of a homework pass.

Procedures:
○ Note: ​The Bellringer will be provided to students as they enter
class and will be structured in the form of a worksheet. This
worksheet will need to be prepared prior to the lesson and should
be designed as follows:
■ Display the following instructions: Looking at the table
below, place a ✔next to each statement if you agree and an
X if you disagree.
■ Several lines below the instructions, display the following
table:
 Statement ✔/X

1. The government should help

take care of the elderly.
2. The government should
provide food for those who
cannot afford to buy food.
3. The government should make
laws protecting people’s
money.
4. The government should help
when the economy fails.
5. The government should help
provide jobs to unemployed
individuals.
6. The government should help
provide affordable housing.
7. The government should make
laws to regulate banks and
what they can do with
people’s money.

● Warm Up/Opening (5 minutes):

Before class begins, prepare and display a visual which includes the
class schedule, lesson objectives, lesson essential questions, and a series of
written instructions for the warm up on the board. The warm up instructions
should read as follows:
● Directions:
○ When you receive your warm up, please put your
name on your paper.
 ○ With your table, read through the instructions at
the top of the paper. Ask any questions you may
have to your tablemates or the teacher.
○ Complete the table on your own.
As students enter the classroom, greet them and provide them with
their Warm-Up worksheet. Give students approximately 5 minutes to read
the instructions and complete the table.

● Motivator/Bridge (10 minutes)​:

The Motivator for this lesson will begin with a
Heads-Down-Thumbs-Up activity. Display the following directions on the
board. Have students read the instructions themselves and then verbally
review them with the class. Be sure to go slowly and pause between steps so
students have time to process information:
■ Directions:
● Place your head down on your desk with one hand out,
similar to the Heads-Up-Seven-Up position. (Model this
for students as you instruct them.)
● As I read each statement aloud, raise your thumb if you
agree. If you disagree, keep your thumb down.
● Do not raise your head until I say “Heads Up.”
Write the number of each statement from the above worksheet on the
board, creating a T-chart underneath with one side being for “Agrees” and
the other for “Disagrees.” While reading through each statement, tally the
number of “Agrees” and “Disagrees” on the board. Once finished, tell
students “Heads Up” and give them a moment to review the tallies.
At this time, direct students to the “Talk Moves” taped to their desks.
Have each table engage in a discussion about the class findings,
brainstorming the following:
● For each statement, which side received the most votes? Why
do students think their classmates feel this way?
● What do they think drove other students to vote differently?
 ● Should the government be limited in when or how they do these
things? Why?
● Why would the government want to do these things?
Be sure to emphasize to students that in participating, they must
utilize their “Talk Moves” so as to facilitate healthy conversation. As
students begin their work, circulate the room and observe their progress.
After groups have had a chance to brainstorm ideas, bring the class back
together and hold a class discussion about each group’s thoughts. Again, be
sure students utilize their “Talk Moves” in driving this conversation.

● Instructional Strategies (25 minutes):

Following the activator, students will be informed that the day’s
lesson will discuss two very distinct attempts to respond to the Depression.
Students will first be introduced to the policies of Herbert Hoover via a brief
documentary clip ​(Champagne, 2017)​. Following the video, the class will
engage in a short question and answer session about what they just watched,
culminating in a summary of the film’s major points. Students will then
receive a primary source analysis worksheet consisting of several excerpts
from two of Hoover’s speeches during the Depression. The instructions,
which should also be displayed on the board, will appear as follows:
● ​Directions:
○ Read each excerpt from one of Hoover’s Depression
speeches.
○ Paraphrase each statement in their own words.
○ After completing the document analysis, write a one
paragraph (no less than 7 sentences) analysis of Hoover’s
response program utilizing evidence from the reading to
support their answer.
Be sure to read through the directions with students and demonstrate
the process of paraphrasing with them for at least two of the examples. After
walking through two excerpts with them, allow students time, approximately
10-15 minutes, to complete the remaining excerpts with their groups. As
students work, be sure to circulate around the room, observing student
progress. Stop and assist struggling students either in a one-on-one capacity
or encourage their teammates to help them by probing the group as a whole
for their understanding.
Once students finish their analysis, take approximately 3-5 minutes to
debrief and go over their paraphrasing, making sure that everyone
understands the fundamental beliefs Hoover held about how to end the
Depression and how those beliefs influenced his policy decisions.

● Guided Practice and Independent Tasks​ ​(40 minutes)

○ Guided Practice:​ Following their analysis of the Hoover
Administration’s responses, students will look at the alternate
approach taken by his successor, Franklin D. Roosevelt. To do so,
students will begin by watching a short clip about Roosevelt’s
Fireside Chats and their effect on the American people. Following
the short clip, draw a Venn Diagram on the board. As a class,
discuss the similarities and differences between Hoover’s radio
presence and Roosevelt’s. Leave the diagram on the board as
students will return to it at the end of their Guided Practice
activity. For Guided Practice, have students engage in a WebQuest
activity. They will be provided a graphic organizer and instructions
similar to the example below:
● Directions:
○ Today, we will learn about FDR and The New
Deal using a WebQuest.
○ Choose one source each from the reading, video,
and interactive columns below.
○ Fill in the New Deal Agencies organizer using
information you learn from the sources you view.
Lastly, draw a logo for each New Deal Agency to
help you remember their function and purpose.
Reading Video Interactive

1. https://www.khanac 1. https://www.youtu 1.​https://livingnewdeal.org/wha

ademy.org/humanit be.com/watch?v=g t-was-the-new-deal/programs/
ies/us-history/rise-t 704XrSx2FM
o-world-power/grea 2.​https://www.fdrlibrary.org/do
t-depression/a/the-n 2. https://www.youtu cuments/356632/390886/period
ew-deal be.com/watch?v=6 ictablenewdeal.pdf/e1da2435-0
bMq9Ek6jnA&t=3 af2-4ccb-b9eb-8da7a4fc5bb3
2. https://www.brights 12s
tarschools.org/view
/1445.pdf

New Deal Agency Function and Relief, Recovery, or Draw a Logo

Purpose Reform
Emergency Banking
Relief Act
Agricultural
Adjustment Act
The Social Security
Act
Tennessee Valley
Authority
Federal Deposit
Insurance Corp
Securities and
Exchange
Commission
United States
Housing Authority
National Recovery
Administration
Works Progress
Administration
Federal Housing
Authority
Civilian Conservation
Corps
Federal
Communications
Commission
Federal Emergency
Relief Agency
United States
Employment Service

Display the activity instructions on the board. Allow students time to

review the directions on their own. Then, orally review the instructions
while providing a brief demonstration. Be sure to leave time between each
step in the directions to allot students time to process the information. As
students work, circulate the room, monitoring for on-task behaviors as well
as any signs of struggle or confusion. Stop to assist those students who show
signs of needing assistance. Ask guiding questions and work through an
element of the assignment together in order to reaffirm confidence and
understanding.
Once students have completed the WebQuest, pass out the Fireside
Chats and Alphabet Soup half-sheet. Display the following instructions on
the board:
● Directions:
● Write a paragraph, no less than seven sentences, about how
Roosevelt’s strategy to engage the American people via the
Fireside chats reflects on his overall government policy?
 When students finish, review the assignment with the class, having them
correct their charts as the review progresses, and then briefly discuss their short
responses.
.
○ Independent Tasks:​ Following the WebQuest activity, disperse
the New Deal Critics Primary Source Analysis worksheets and
chart. Students will read a short biography and primary source by
critics of FDR’s New Deal Program, selecting one of either Huey
Long, Father Charles Coughlin, Upton Sinclair, or Dr. Charles
Townshend. The directions, which should be displayed on the
board, are as follows:
● Directions:
○ Read the following biography and primary source
excerpt.
○ In the margin, paraphrase what this critic’s
opinions about the New Deal program are.
○ After reading, fill in the critics’ arguments in the
corresponding row of the capture chart.

The chart for this assignment is as follows:

Critic Arguments
Huey Long
Charles Townshend
Father Charles Coughlin
Upton Sinclair

Prior to beginning the activity, allow students a moment to read

through the directions. Aftwards, review the directions with the class,
stopping frequently between steps and allowing students time to ask any
questions about their assignment before beginning. As students begin their
work, circulate the room and observe their progress. Provide accolades to
students who perform well and stop to assist those who seem to struggle. If
students have difficulty developing their idea, ask them a series of guiding
and probing questions to help them further their thinking. This will also help
give an indication as to who may need further assistance in grasping the
lesson content.
When students finish their reading and analysis, they will enter into a
table discussion wherein each student will talk about the fundamental views
of their critic and why the believe that person held those beliefs. While
students discuss, they will be responsible for filling in the corresponding
rows of their activity chart.
○ Note:​ Each table mate should receive a different critic to read
about; however, if the groups are larger than four in a class, the
activity can easily be expanded by adding another famous critic.

● Summary/Closure (5 minutes)​:
○ After completing the Independent Activity, have students engage in a
brief essay response or Big Question activity. Pass out the Big
Question half sheet to students and display the activity instructions on
the board. Allow students a moment to read through the following
instructions:
■ Directions:
● Answer the following question in no less than ten
sentences or two paragraphs: How effective were
government responses to the Great Depression?
● In your response, be sure to include at least six of the
following terms:
○ Herbert Hoover
○ Voluntarism or Volunteer Work
○ Hooverville
○ Bonus March
○ Franklin D. Roosevelt
○ New Deal
 ○ Relief, Reform, and Recovery
○ Social Security Administration
○ Federal Deposit Insurance Corp
○ Works Progress Administration
○ Huey Long
○ Doctor Charles Townshend
● Be sure to cite specific evidence from your notes or other
assignments in support of your argument.
After students have read through the instructions, verbally go over
them with the entire class, pausing between steps, and allowing for questions
afterwards. As students begin to work, circulate the room, observing for
on-task behaviors and signs of mastery or difficulty.

Adaptations:
Several of the above lesson activities have adaptations built into them as a
means of accommodating students with disabilities. By incorporating these
strategies into the framework of the activities themselves, students with disabilities
are more likely to feel as part of the group rather than an exception.
In examining the Guided Activity, students are provided a choice in which
resources they utilize to fulfill the assignment requirements. This provides students
with learning difficulties the option to choose an assignment more suited to their
level of understanding. At the same time, by incorporating a visual and hands-on
interactive tool with the reading, students’ knowledge is reaffirmed. This
multi-sensory approach specifically caters to students that struggle with
conceptualizing written information. Additionally, this format also benefits more
advanced learners by providing a challenging option within each category in
addition to the more direct presentations. Advanced learners thus have the option
of focusing entirely on the advanced material or synthesizing their learning with an
amalgamation of straight-forward and in-depth mediums. Thus, with this
assignment, both my students who enjoy a challenge and those who need a more
forthright assignment are considered and catered to in the activity design.
Throughout each activity, I ensure that every set of directions is broken
down into simple, easy to follow steps so students can more readily follow along
and understand what they are to do. Moreover, rather than having students read
through the activities’ directions on their own, each set of instructions is
accompanied by a verbal explanation, marked by frequent pauses between steps to
allow time for students to process the information, and a physical demonstration to
ensure students are fully aware of how to successfully complete the activity.
Additionally, each activity worksheet and accompanying instruction visual is
prepared using a font such as Comic Sans, Arial, or Calibri which are more easily
read by students with Dyslexia or other similar disabilities. Furthermore,
information is presented in a manner that does not crowd the slides or worksheets
so as not to cause sensory overload.

Assessment (5 minutes):
To end the class, students will engage in a “Who am I?” game. Each student
will be given a white board, marker, and tally sheet. A series of ten clues will
appear on the board. After each clue is read aloud, students will have 15 seconds to
determine the name of the person or organization the clue refers to and write their
answer on their white boards. When time is up, students will show their boards and
the correct answer will be revealed. All students with the correct answer will award
themselves a tally mark. At the end of the activity, on the bottom of the tally sheet,
have students write one question they still have about the lesson. Collect the tally
sheets from students as they leave class. This activity is not only a great way to
gauge which students understand the content from the class, but also what
questions could be incorporated into the following lesson plan.

Extension Activities:
This lesson could be further extended for advanced students in two ways.
First, during the guided activity, have students engage in a research based
WebQuest rather than a “Learning Menu” inspired Quest. In order to do this,
students will need to be instructed in safe internet practices. Give students a brief
lesson or graphic that helps explain what are responsible ways to utilize technology
in a school setting and have them paraphrase that information in their own words.
Then, instruct students on how to perform reliable research. This means explaining
the differences between .com, .org, .net, and .edu websites in determining reliable
sources for information. Again, providing a graphic and having students paraphrase
these differences in their own words could help students cement their
understanding. Direct students to then fill out their graphic organizer utilizing
research they acquire from reliable sources and cite those sources in a typed
bibliography that can be printed and submitted along with their graphic organizer.
Students can build their bibliography either by hand, utilizing Purdue Owl as a
reference, or using one of many digital bibliography creators available to educators
and students alike at no cost. This extension not only challenges students to
conduct research and to be responsible in doing so but builds healthy online and
sourcing habits that are applicable across multiple mediums.
The second way the lesson could be expanded would be in the Individual
Activity. Rather than simply having students analyze FDR’s critics and their
arguments, students could be given a copy of one of FDR’s Fireside Chats which
they would have to rebuke utilizing the arguments made by their critic. ​For
example, if a student had to analyze Huey Long, they would read through one of
the Fireside Chats and, as they come across each of Roosevelt's major points,
would write in the margins, a brief rebuttal applying what they know about their
critic's point of view.​ This extension would have students synthesize information
across multiple sources as well as take an alternative perspective than perhaps their
own.

Review/Reinforcement (Homework):
Homework for this lesson is to have students create a set of flashcards for
the lesson on Quizlet that can be used by all students in the class to view and study.
At the end of class, students would be handed a list of key terms from the lesson
that should be included in their flashcard set. These terms include:

● Herbert Hoover
● Trickle Down Theory
● Hoovervilles
● The Bonus March
● Franklin D. Roosevelt
● New Deal
 ● Relief
● Reform
● Recovery
● Fireside Chats
● Emergency Banking Relief Act
● Agricultural Adjustment Act
● The Social Security Act
● Tennessee Valley Authority
● Federal Deposit Insurance Corp
● Securities and Exchange Commission
● United States Housing Authority
● National Recovery Administration
● Works Progress Administration
● Federal Housing Authority
● Civilian Conservation Corps
● Federal Communications Commission
● Federal Emergency Relief Agency
● United States Employment Service
● Huey Long
● Father Charles Coughlin
● Dr. Charles Townshend

Lesson Series (Lesson 3​)

Course Title:​ United States History

Unit Title:​ The Great Depression

Grade Level:​ 9​th​ Grade

Lesson Title:​ The New Deal: A Legacy

Time Required:​ 2 classes - 90 minutes in length each

(1 class period to work through drafting their proposal and 1 class period to write
and orally present their ideas.)

​Context for Learning:

This lesson will allow students to analyze the legacy and effectiveness of the
New Deal program from its inception in the 1930s to the modern era. Students will
develop and utilize research strategies to investigate existing New Deal programs,
how they have changed, and how they have remained the same. Furthermore, by
engaging with current event topics, students will analyze the current and future
effectiveness of New Deal programs in accomplishing their goals of avoiding
another economic crisis. By utilizing historical skills and analysis practices to
investigate these agencies, students learn how history and modern politics intersect,
thereby making them more aware and readily able to develop thoughtful opinions
about their world. Successful completion of this lesson relies on students having a
prior knowledge of Hoover’s failed attempts to alleviate the Depression as well as
Roosevelt’s economic and political ideologies that founded the New Deal program
and the many agencies therein. Students are also required to have a working
knowledge of the function and purpose of each major New Deal agency as well as
the role it played in Roosevelt’s strategy of relief, recovery, and reform.

Standards Addressed:
5.0 CONTENT STANDARD: HISTORY- 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.

Expectation 5.3.1: Students will analyze and demonstrate understanding of the

consequences and government responses to the Great Depression (5.3.1)

ISTE Standards:
2. Students recognize the rights, responsibilities and opportunities of living,
learning and working in an interconnected digital world, and they act and model in
ways that are safe, legal and ethical.
 2b. Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.
2c. ​Students demonstrate an understanding of and respect for the rights and
obligations of using and sharing intellectual property.
3. Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful
learning experiences for themselves and others.
3a. ​Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits.
3b. Students evaluate the accuracy, perspective, credibility and relevance of
information, media, data or other resources.
3d. Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.
7. Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and
globally.
7c. Students contribute constructively to project teams, assuming various roles
and responsibilities to work effectively toward a common goal.

Materials:
PowerPoint or other visual presentation tool including lecture slides and activity
instructions.
Interactive Notebooks
Computer or Smartphone Access (If you do not have laptop carts in the classroom,
you will need to schedule time in the Computer Lab for this lesson)
Agency Research Organizer
Reflection Half-Sheet

Objectives:
● Students will be able to analyze the lasting legacy of the New Deal,
including economic stability and the increased involvement of the
government in the lives of citizens.
 ● Students will utilize the information gathered from reliable sources to
evaluate the effectiveness of an existing New Deal program.
● Students will develop a proposal aimed at improving a current New Deal
agency for the future.

Proactive Behavior Management:

In order to avoid disruptions, first and foremost, the day’s procedures will be
prominently displayed on the board, along with their Warm-Up, as students enter
the room. This will ensure students understand not only the class’s scheduled
progression but the general time being allotted to each activity. As students
progress through the lesson, instructions for each activity will be posted on the
board and will be both read, discussed, and demonstrated to avoid confusion or
misunderstanding. All materials will be prepared and organized prior to students
entering the room. Video links will be pulled up prior to the beginning of class and
the Powerpoint presentation as well as instructional slides will be loaded and ready
to play so as to ensure smooth transitions. Moreover, as students work through
assignments, frequent rotations around the room will be utilized not only to
monitor student progress but to create a presence meant to dissuade disruptive
behavior. In the event students get off-task, rotations will focus around the area of
disruption and will cease in order to address the issue if students do not return to
the task provided.

Provisions for Student Learning:

Frequent accolades for hard work and attempting assignments despite
frustration or struggle will be utilized to help motivate students in the classroom.
Additionally, exceptional student work and effort will be awarded with a prize
from the class prize box or the reception of a homework pass.

Procedures:
○ Warm Up/Opening (10 minutes):
Before class begins, prepare and display a visual which includes the
class schedule, lesson objectives, lesson essential questions, and a series of
written instructions for the warm up on the board. The warm up instructions
should read as follows:
● Directions:
○ Take out a blank piece of paper that you do not
mind destroying.
○ On the piece of paper, write down one New Deal
Agency that we have learned about thus far.
○ Do not write your name on the paper. When you
finish, turn the paper over so that the blank side is
facing up.
As students enter the classroom, greet them and direct them to the
Warm-Up instructions. Once class has begun, place a basket on the floor in
the front of the room and check that all students have written an agency on
their paper. After performing a check, display the following set of
instructions on the board and inform students to read through the instructions
and wait for further direction before acting:
● Directions:
○ Crumple up your piece of paper into a ball.
○ As a class, form a wide circle in the front of the
class.
○ On my signal, you will try to shoot your paper ball
into the basket.
○ After all students have made an attempt, everyone
will retrieve a random ball and return to their place
in the circle.
○ Once again, on my signal, you will attempt to
shoot again.
○ This time, recover a random paper ball and return
to your seat.
○ Open your paper ball carefully.
Review the instructions with students verbally before dismissing
them to create a circle. Have students engage in the activity and then return
to their seat. Once seated, have students go around the room and read out
their agency. After reading their agency name, have students define the
agency’s purpose, function, and whether or not the program is part of the
Relief, Recovery, or Reform elements of the New Deal program. If students
struggle to define their term, offer them a “phone a friend” option so they
can seek help from a friend.

○ Motivator/Bridge (10 minutes)​:

Students will view two news clips from April 2019 about the state of
Social Security in the United States ​(CNBC Television, 2019; MSNBC,
2019)​. Both videos engage in the concerns regarding each agency as well as
a discussion of how these concerns can be addressed moving forward.

● Instructional Strategies (30 minutes):

Following the video clips, inform students that, during class, they will
be evaluating the legacy and future of one of Roosevelt’s New Deal
Programs. In doing so, they will be tasked with performing research on the
impact of the program since the 1930s, any major changes or developments
that have been made, the program’s current state and any concerns about its
future. However, prior to beginning their research, students will need to
engage in a digital citizenship and research practices review.
Students will utilize an interactive notebook to practice proper search
methods, citation practices, and evaluation techniques on paper prior to
working with the internet. Instruction will be teacher-guided from the board
utilizing a Powerpoint presentation that corresponds to students’ notebooks.
As the class progresses through the presentation, students will work in their
groups to complete their notebook activities. Directions for each activity
within the notebook will be displayed on the board, read aloud, and
demonstrated as students come upon them. As students work, circulate the
room and observe their progress. Provide accolades to students who perform
well and stop to assist those who seem to struggle. If students have difficulty
developing their idea, ask them a series of guiding and probing questions to
help them further their thinking.
 After completing their notebook, students will be tasked to write a
brief, one paragraph response at the end of their notebook to the following
question: What does the statement, ​“Good citizenship in person needs to
flow over into good citizenship online. It has a lot of the same principles:
respect, being kind and meeting expectations” mean to you? How does this
relate to the process of conducting historical research? Students will not
submit these notebooks until they have completed their class assignment so
that they have them as a reference source.

● Guided Practice and Independent Tasks​ ​(40 minutes)

○ Guided Practice:
Following the instructional period, each group will be assigned one of
four New Deal programs: the Social Security Administration, the Federal
National Mortgage Association, the National Labor Relations Board, and the
Tennessee Valley Authority. After assigning topics, pass out their research
organizer and display the following instructions on the board:
● Directions:
○ Each member of your group will be assigned one of the
following aspects to research about their agency: the impact of
the program since the 1930s, major changes or developments
that have been made since its inception, the program’s current
state, and any concerns about its future.
○ Fill in a graphic organizer using information, including quotes
and factual data, you collect from a variety of reliable sources.
If you need help determining reliable sources, refer to your
notebook.
○ Provide a citation, using the APA format reviewed in your
notebook, for each source used.
○ Once your group has finished, discuss your findings and fill in
the corresponding charts on your organizer.
Allow students time to read the instructions to themselves; then, verbally
review the directions with the whole class. Be sure to pause frequently between
instructions to allow students time to process the information. Assign sections of
 the organizer to each group member and direct students to begin their research. As
students begin their work, circulate the room and observe their progress. Provide
accolades to students who perform well and stop to assist those who seem to
struggle. If students have difficulty developing their idea, ask them a series of
guiding and probing questions to help them further their thinking. An example of
the organizer table is as follows:

Agency:
Notes Evidence (Facts
or Quotes) Citation
Impact since
the 1930s
Major Changes
or
Developments
Current State
Concerns about
the Future and
Potential
Solutions
.
○ Independent Tasks:
Having completed the research activity with their groups, direct
students to the Proposal instructions, prompt, and outline space on the back
of their organizer. Display the following instructions on the board:
● Directions:
○ Using your research, write a proposal to Congress
regarding how they can best protect and improve
upon your New Deal Agency in the future.
○ Be sure to include the following in your proposal:
 ■ A history of your agency including its
purpose, the impact of the agency since the
1930s, and how the agency has changed or
developed further since its creation.
■ An analysis of the agency’s current state and
concerns for its future.
■ An evaluation of proposed solutions to
future concerns.
■ A proposal, using document-based evidence,
for how you believe Congress can further
protect and improve your agency in the
future.
○ Your proposal must be well thought out, logically
organized, and free of grammatical errors.
○ You must also include a bibliography for all
citations used in the creation of your document. All
citations must be done in the correct APA format.
○ Before beginning, draft your proposal using the
space provided then, begin writing. Your proposal
should be no less than 2-3 pages.
Allow students time to read through the instructions on their own,
then review them together. Give students time to ask questions before beginning
their draft. As students begin their work, circulate the room and observe their
progress. Provide accolades to students who perform well and stop to assist those
who seem to struggle. If students have difficulty developing their idea, ask them a
series of guiding and probing questions to help them further their thinking.
Students should take one class to finish the lesson and create their draft, and
another class to write and present their proposals. In the second lesson, 60 minutes
should be allotted to the writing and revising process along with 30 minutes
allotted to the presentations and assessment activities.

● Summary/Closure (20 minutes)​:

 Upon finishing their writing, students will engage in an oral
presentation of approximately four minutes in length. The presentations will
cover the content of their proposal with approximately two minutes being
spent on the organization’s history and present state, and the final two
minutes being allotted to the agency’s future as well as the ideas proposed
by the student. Following the presentations, students will have a minute to
ask the presenter questions about the agency discussed and their proposal.
After presentations conclude, students will engage in a brief
discussion about major takeaways from the assignment, things they learned,
and what they can do as informed citizens to see the changes they seek
actualized.

Adaptations:
Several of the above lesson activities have adaptations built into them as a
means of accommodating students with disabilities. By incorporating these
strategies into the framework of the activities themselves, students with disabilities
are more likely to feel as part of the group rather than an exception.
In examining the Instructional Activity, students are provided a
multi-sensory approach to the topic of digital citizenship. Not only does the
activity include the use of verbal lecture, but it reinforces this information with
short film clips and interactive notebooks that provide hands-on engagement with
content. The Guided Practice activity also utilizes a graphic organizer to help
students structure their knowledge in preparation for the larger, individual
assignment of proposal writing. Moreover, the utilization of groups throughout the
lessons creates a support system for students with learning needs so as to provide
them both with peers who learn as they do and access to advanced students capable
of providing peer support.
Throughout each lesson activity, I ensure that every set of directions is
broken down into simple, easy to follow steps so students can more readily follow
along and understand what they are to do. Additionally, rather than having students
read through the activities’ directions on their own, each set of instructions is
accompanied by a verbal explanation, marked by frequent pauses between steps to
allow time for students to process the information, and a physical demonstration to
ensure students are fully aware of how to successfully complete the activity.
Additionally, each activity worksheet and accompanying instruction visual is
prepared using a font such as Comic Sans, Arial, or Calibri which are more easily
read by students with Dyslexia or other similar disabilities. Furthermore,
Information is presented in a manner that does not crowd the slides or worksheets
so as not to cause sensory overload.

Assessment (5 minutes):
To end the lesson, pass out the reflection half-sheet and display the
following instructions on the board:
● Directions:
○ Write a paragraph about your takeaways from the lesson.
○ You may discuss what you learned about conducting
research, your process for engaging in research, how you
outlined your proposal, your critiques or evaluations of
their classmate’s proposed ideas, or how the lesson
relates to your role as a rising citizen.
○ Be detailed and specific in your response.
This activity not only indicates who understood the larger themes of the
lesson, but also provides students an opportunity to reflect on how the day’s lesson
related to them both as an academic and an individual.

Extension Activities:
One way this lesson could be adapted would be to have students invent their
own New Deal agency rather than having them research a pre-existing one. To do
this, students could engage in the same Instructional activity as a means of
establishing norms and understandings for technology use throughout the
assignment process. However, during the Guided practice, rather than having
students research an agency, they could research a topic in politics that they are
particularly interested in that could benefit from having an agency similar to one of
those created by the New Deal. This means that, rather than looking at the history
of an agency, students would evaluate the history of an issue they are interested in.
They would have to analyze changes or developments in the issue’s or movement’s
history and then analyze the current state of the issue today. Finally, their concerns
and possible solutions research would help guide their proposal of what type of
agency could be created, how it would be structured, and what the goals or purpose
of the agency would be. The general format for the proposal would stay the same
except it would utilize the information collected in the new Guided Practice
activity to guide its development and content.
This extension would be especially adept at challenging more advanced
students by having them engage with a major topic of social, political, or economic
contention, the literature of which can often be rife with bias. As such, the activity
will challenge students further to determine reliability in source material and
creating a separation between what may be their opinion and the opinion of the
source’s author. Moreover, having to create their own agency, taking into
consideration the structure, purpose, and goals of the organization, pushes students
to engage in a level of higher order thinking they may be unfamiliar with.

Review/Reinforcement (Homework):
For homework, students should be tasked with reviewing the flashcard sets
they created during lesson two. Furthermore, after reviewing, have students take
the quiz for another classmate’s set and print the results. Have them submit the
results for a small homework grade. Due to the nature of the homework for this
lesson, students should be informed both verbally as well as presented the
information on a slide at the end of class. Review the homework assignment with
students and answer any questions they may have.
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