Lesson Plan Template SUBJECT/Grade: History/Grade 10 Suggested Time: 75 minutes COURSE/Type/Code: Canadian History in the Twentieth Century/Gr.10 Academic/CHC2D LESSON TITLE : Evaluate/assess causes of the Great Depression (written as critical challenge) LESSON Description: Students will begin the lesson with a brief review session of the roaring twenties by giving examples and evidences of the living conditions at the time. They will also examine conditions that contribute to the economic instability in 1930s. Through the simulation activity (the stock market crash in 1929), students will use critical thinking skills and analytical skills to investigate and evaluate multiple causations to the Great Depression. Connection to CULMINATING ACTIVITY: Students will of going back to the minds-on activity in the next class and write/draw the causations of the stock market crash in 1929 (fill in picture 2, 3 and 4 again), or they can include monopoly money or the fake stock into the time capsule to represent the crash. Planning Information: Curriculum Connections Overall Expectation(s): CGV.01- Explain how local, national, and global influences have helped shape Canadian identity CGV.02 - Analyse the impact of external forces and events on Canada and its policies since 1914 CHV.01 - Analyse the contributions of various social and political movements in Canada since 1914 SPV.01 - Analyse how changing economic and social conditions have affected Canadians since 1914 SPV.02 - Analyse the changing responses of the federal and provincial governments to social and economic pressures since 1914 MHV.01 - Formulate questions on topics and issues in the history of Canada since 1914, and use appropriate methods of historical research to locate, gather, evaluate, and organize relevant information from a variety of sources MHV.02 - Interpret and analyse information gathered through research, employing concepts and approaches appropriate to historical inquiry MHV.03 - Communicate the results of historical inquiries, using appropriate terms and concepts and a variety of forms of communication. Specific Expectation(s): SP1.01 - compare economic conditions of the 1920s and 1930s, and describe the impact of those conditions on Canadians, individually and collectively CP1.03 - compare the advantages and disadvantages of American participation in the Canadian economy MH1.01 - formulate different types of questions MH1.06 - formulate and use a thesis statement when researching a historical topic or issue MH2.01 - analyse information, employing concepts and theories appropriate to historical inquiry MH2.03 - identify different viewpoints and explicit biases when interpreting information for research or when participating in a discussion MH2.04 - draw conclusions and make reasoned generalizations or appropriate predictions on the basis of relevant and sufficient supporting evidence MH3.01 - express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms MH3.02 - use appropriate terminology to communicate results of inquiries into historical topics and issues Learning Goal(s) or Enduring Understandings: Students will obtain skills (i.e. critical thinking skills and analytical skills) needed to complete the culminating activity and be able to evaluate and assess information to make judgment and decision. Students will be able to communicate their thoughts and argument in writing. Students will understand that there are multiple factors/causations that contribute to historical events Essential Questions (Bloom’s Taxonomy level): Outline/Indicate the economic factors that lead to the Great Depression (Knowledge) Describe how each economic factors is a potential problem to the Canadian society (Comprehension) Debrief/discuss the process of the simulation activity. (Application) Assess which economic factor had the most and least impact on the Canadian society during the Great Depress. (Evaluation) Prior Knowledge Required (the knowledge/concepts and skills students must possess to be successful in this lesson) An understanding of the economic condition in 1920s Differentiated Instruction Details How will you differentiate your lesson? Provide details Knowledge of Students Differentiation based on student: Readiness Interests Learner Profile: Styles Intelligences Other (e.g., environment, gender, culture) Need to Know Students’ prior knowledge of the roaring 20s How to accommodate with students who have IEP How to Find Out Through the mind-on activity, students will require to use their knowledge on the roaring 20s to complete one section of the activity. Follow the IEPs to accommodate and modified the lesson or expectation that will help students with disabilities to succeed in the lesson. Differentiated Instruction Response Learning materials (content) Ways of learning (process) Ways of demonstrating learning (product) Learning environment Resources (for items in appendix, indicate with asterisk) Agenda (to be listed on blackboard, in student language) Handout: An Exercise on Causation (If the consolidation and connection part of (Appendix 2) the lesson is completed) Homework: Rank the Economic Factors Leading to Depression economic factors that contribute to the Great (T- Chart) Depression, write paragraphs that support Pencil, paper, calculator your argument. Markers (If the consolidation and connection part of Chart papers the lesson is incomplete) Homework: read Textbook references through the section in the textbook on the Paper money potential problems in 1920s economy. Fake stocks Rubric for homework assignment (Appendix 1) Causes of the Great Depression (http://www.thegreatdepressioncauses.com/) Minds On (Hook) Connections Establishing a positive learning environment L: Literacy Connecting to prior learning and/or experiences AfL, AoL: Assessment Setting the context for learning for/of Learning Individual and Groups of 4 or 5 An Exercise on Causation (15 Minutes) AfL: Description Strategy/Assessment (An idea base on the handout of “An Exercise on Causation” given in class) Tool (Picture 1: Group discussion and class https://sites.google.com/site/mklonergan/8th-grade-us-history/unit-9-the-roaring- discussion twenties) (Picture 2: http://blogs.wsj.com/marketbeat/2009/10/28/financial-historian-on-29-great-crash- or-break-in-the-market/) See Appendix 2 The teacher provides a handout (An Exercise on Causation) with a picture that represents the beginning (picture 1) of an event and the end result (picture) of the event. Students can draw or write in sentences/point form to fill in the middle/the causations to the end result (picture 2, 3 and 4). Through this activity, students should understand there are multiple causations that can contribute to a result. Next, students will work in groups of four or five. At the left hand side of picture 1, students should list down things they see in the picture that suggest it was taken during the roaring twentieth. (Possible Answers: fashion of the person, “Model T”, not a lot of buildings at the background …etc) The teacher takes up the activity with the class and asks two to three students to share their stories briefly. Action Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) In groups of 3 or 4 Stock Market Simulation (25-30 Minutes) AfL: Description Strategy/Assessment (An idea base on http://curriculum.org/profiles/grade-10-public-canadian, for CHC2D- Causes of Tool the Great Depression on page 55) Classroom discussion The teacher prepares stock certificates for several companies and industries (automobile production, real estate, gold mining, banking, wheat, and radio manufacturing) each to be sold at $100 each. Students are issued paper money in denominations of $500 for a total of $2000. Ask one student from each group to volunteer to be brokers. During the activity, brokers should observe and jot down people’s reaction (i.e. number of people sell/buy stocks). A practice run first to make sure all students understand the procedure. Round 1: Students may buy as many stocks as they wish, and can afford, from the market Round 2: Stocks increase in value in different proportions: auto x2, real estate x3, gold x4, banking x2, wheat x2, and radio x3. Score is kept on the board as to how much each stock is now worth. Round 3: Students are allowed to buy more stocks, sell them back to the broker, or trade with each other. Round 4: Stocks continue to rise in price, according to the same formula as above. Round 5: Students can buy, sell or trade again. Round 6: Real estate, gold and wheat drop in value by dividing their current value by 5. The other stocks stay constant. Round 7: Trading, buying and selling again occur. Round 8: All stocks drop by dividing their value by 3. (Optional) Round 9: If the teacher wishes to add a further edge of realism, students may wish to buy on margin (10% down payment). If they do so, their stocks will be marked to indicate that they owe 10 times the value of the stock. At the end of the game, students count up their winnings or losses. In a debriefing, teacher leads the students to discuss: 1. What happened to the stock market?(particularly looking at round 4 to 8) 2. What happened to them in the simulation? (particularly looking at round 4 to 8) 3. (Students who bought on margin should especially be asked how successful they were and how they felt about it.) 4. Why they invested as they did? 5. How they felt during the process? (particularly looking at round 4 to 8) 6. What they would do differently next time? Consolidation and Connection Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection Individual and whole class Readings/group and classroom discussion/T- Chart (30-35Minutes) AfL or AoL: Strategy/Assessm (Idea base on http://curriculum.org/profiles/grade-10-public-canadian, for CHC2D- Causes of ent Tool the Great Depression on page 55 and Twentieth Century Viewpoints: An Interpretive History for Classroom the 21st Century. 2nd Edition by Don Quinlan, Graham Draper, Pamela Perry-Globa and Victor discussion Zelinsk) Description Students read the section in their textbook on purpose of stock market (Why do people invest in stock?) briefly and the stock market crash in 1929 (the processes) in more detail. Write a “Boom or Bust” diagram that illustrates the interaction of factors such as: lack of capital (savings/cash…etc), shrinking market (do not have the money to consume luxuries), and increasing unemployment. Boom or Bust Diagram Businesses Went Profit Shrank Bankrupt Cannot afford any goods Unemployment Help students understand the relationship between the stock market crash and the depression. Tie the concept back to the hook up activity. Students should understand that stock market crash is not the only causation to the Great Depression. In groups of 4 or 5 (one recorder, one reporter, one time keeper, one encourager), students review Canada’s economic condition during 1920s and complete the Economic Factors Leading to Depression T-Chart on a chart paper (with markers provided by the teacher) by skimming through the textbook. After students finish the T-Chart, each group shares answers (1-2 factors and the corresponding potential problems). Students should feel free to write down and add more answers to their handout if other groups have answers they do not have to enrich the list. Students should understand the importance of these factors/causations to the depression. Economic Factors Leading to Depression: T-Chart (Answer Keys) Factors Potential Problems Unequal distribution of wealth 5 % of American owned nearly 33% of the nation’s wealth 70% of the population was below the level of a decent living wage Over production of goods and Few people could purchases goods from the services factories Failure to find ways to distribute growing industrial production to the consumer Believed rapid growth would last forever Businesses expanded quickly without restraint Debt fuelled the growth of business Individuals took out loans to purchase goods Stock market boom was made “on margin” or with loans High level of credit “busted” companies and individuals when the economy slowed down Drought and grasshoppers North American’s western regions (agricultural economy was destroyed) Farmers lost their farms and went to the cities to find work but unemployment was soaring in the cities as well. International tariffs High tariffs between nations create barriers to trade Each nation that faced depression raised their trade barriers to protect its own industries and workers Government intervention Preferred to let the market solve problem on its own prolonged the Depression Influence politics (who will be voted into the office) The United States as the major Canada’s economic depends on the US trading partner Extension/PREP/Hwk (activities completed outside of class to reinforce/extend learning or prepare for AfL or AoL: Strategy/Assessment next class) Tool (If the consolidation and connection part of the lesson is completed) Appendix 1 Homework: Evaluate/assess the impact of each economic factor has on Canadian society in 1920s. Rank the factors from the most significant cause to the least significant cause that contribute to the Great Depression. Write a paragraph to explain the rankings. In addition, please provide evidences that will support your argument. (If the consolidation and connection part of the lesson is incomplete) Homework: read through the section in the textbook on the potential problems in 1920s economy in order to finish the T-chart in the next class. Accommodations/Special Needs: (this may have been identified above in DI section) How will you accommodate for students with IEPs, ELLs etc.? IEP Students: modify expectations, provide accommodations according to the IEP that will assist students successfully complete the assignment. Use visual organizers, such as T-chart and “Boom and Bust” diagram to support student reasoning about cause and effect in history. Make alternations in length of format for students with writing difficulties. (Ex., write out the reasons/arguments only for the most important and least important factors) A writing lesson may be necessary for some students to complete the homework. Encourage ESL students to use their first language to plan strategy in the stock market simulation. ESL students may write in first language and then translate into paragraphs. Make teacher/peer tutor assistance in explaining instructions, reading and note-taking available. Teacher Reflection on Lesson: (to be completed after teaching, you do not need to fill this out for this assignment, just an FYI for reflective practice) Aspects that worked: Changes for next time: Students actively participated in the lesson. The process of the activity was more or less They were able to reflect on what happen in the chaotic. Instead of having only 2-3 brokers for the stock market crash and how people would feel at whole class, it is better to divide students into the time it happened. They understood the groups of 3 or 4 and have one broker “dealing” importance of the crash in relations to the Great with the group. It will be less chaotic and the Depression. waiting time for students to buy/sell stocks will lessen. Debriefing section after the stock activity should be more organized (ask critical thinking questions) Appendix 1 Argumentative Paragraph/Essay (Idea base on http://curriculum.org/profiles/grade-10-public-canadian, for CHC2D- Causes of the Great Depression) Criteria weighting Level 1 Level 2 Level 3 Level 4 (50-59) (60-69) (70-79) (80-100) Structure - limited - main points - main points - main points - introduces main identification of unclear introduced with clearly points main points - main point moderate clarity introduced - summarizes main -limited summarized but - main points - main points summarizing of unclear summarized but clearly points main points unclear summarized Supporting - arguments are - arguments are - arguments are - arguments are Reasons or unrelated unclear and not usually clear and quite clear and Arguments logically related logically related to logically related - arguments are to the main idea the main idea to the main idea related to the main idea logically Evidence and - limited support of - some points - most points have - each point has Examples points, evidence have been been supported with been supported - relevant mostly irrelevant supported, some relevant evidence with relevant supporting - limited or evidence not - sufficient use of evidence unrelated facts relevant facts - substantial facts evidence-sufficient used - insufficient or used quantity of facts missing some used facts Mechanics of - grammar and - grammar and - grammar and - correct Writing spelling used with spelling used spelling used with grammar and - correct grammar limited accuracy with some considerable spelling used and spelling used and effectiveness accuracy and accuracy and with accuracy - citation method effectiveness effectiveness and effectiveness - use of correct not followed or - citation method - minor errors in almost all of the citation method absent used but with citation method time significant errors - precise use of citation method Comments and Suggestions for Improvement Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
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