Lesson Plan Template - DOC 1 by hvTMh48


									                                    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
      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
 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
      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

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)
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
(Picture 2:

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

 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)
(An idea base on http://curriculum.org/profiles/grade-10-public-canadian, for CHC2D- Causes of   Tool
the Great Depression on page 55)                                                                  Classroom
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
   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:
(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
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

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
                                         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
                                               Each nation that faced depression raised their
                                             trade barriers to protect its own industries and

 Government intervention                        Preferred to let the market solve problem on
                                             its own  prolonged the Depression
                                                Influence politics (who will be voted into the

 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:
next class)
 (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
                                                          Appendix 1
                                    Argumentative Paragraph/Essay
(Idea base on http://curriculum.org/profiles/grade-10-public-canadian, for CHC2D- Causes of the Great

            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
                                           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
                                           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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