Primary Sources
edited
pictures
Video clips
http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=related
http://www…
pictures
Video clips http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=related
http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=related
http://www.library.csi.cuny.edu/dept/history/lavender/cherries.html http://www.youtube.com/watch?v=46mO7jx3JEwSongs
http://www.voicesacrosstime.org/come-all-ye/ti/2006/Song%20Activities/http://www.youtube.com/watch?v=46mO7jx3JEwhttp://www.youtube.com/watch?v=46mO7jx3JEw
Songs
http://www.voicesacrosstime.org/come-all-ye/ti/2006/Song%20Activities/
Music
Letters To Eleanor
Primary Sources
edited
pictures
Video clips
http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=relatedhttp:www.yout…
pictures
Video clips http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=relatedhttp:www.youtube.com/watch?v=CVE72Ae82Tw&feature=relatedhttp://www.youtube.com/watch?v=CVE72Ae82Tw&feature=related
http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=related
http://www.library.csi.cuny.edu/dept/history/lavender/cherries.html Songs
http://www.voicesacrosstime.org/come-all-ye/ti/2006/Song%20Activities/http:www.youtube.com/watch?v=46mO7jx3JEwhttp://www.youtube.com/watch?v=46mO7jx3JEwSongs
http://www.voicesacrosstime.org/come-all-ye/ti/2006/Song%20Activities/http://www.youtube.com/watch?v=46mO7jx3JEw
Music
Letters To Eleanor
Primary Sources
edited
pictures
Video clips
http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=relatedhttp://www.yo…
pictures
Video clips http://www.youtube.com/watch?v=CVE72Ae82Tw&feature=relatedhttp://www.youtube.com/watch?v=CVE72Ae82Tw&feature=relatedhttp://www.youtube.com/watch?v=CVE72Ae82Tw&feature=relatedhttp:www.youtube.com/watch?v=CVE72Ae82Tw&feature=related
http://www.library.csi.cuny.edu/dept/history/lavender/cherries.html
Songs http://www.voicesacrosstime.org/come-all-ye/ti/2006/Song%20Activities/07LLLGreatDepression.htmlhttp://www.voicesacrosstime.org/come-all-ye/ti/2006/Song%20Activities/http:www.youtube.com/watch?v=46mO7jx3JEw
Music
Letters To Eleanor
Lesson Plan Examples
edited
... (Adapted from Skowron, J. (2006). Powerful Lesson Planning, 2nd ed. Thousand Oaks, CA: Corwin …
...
(Adapted from Skowron, J. (2006). Powerful Lesson Planning, 2nd ed. Thousand Oaks, CA: Corwin Press, 2006)
Lesson #1
Topic/Big Question __** How did
Duration is 1 week. First lesson will take 45 minutes, all other lessons will take about 15 minutes each.
Learning Standards (skill, concepts, strategies, processes)
...
Explain that an event called the Stock Market crash caused the changes that they saw in the images from the 1920-1930’s.
Explain that the students will be learning about the Stock Market Crash through their text book readings, research on the internet, and other books available in the classroom.
...
class session. TheThey will buy
...
on the hallwayshallway’s bulletin board.
Whole group
Whole group
...
This will be a daily activity lasting only about 15 minutes per day for 1 week total. Because it is such a short time period, struggling and ELL will be paired to work with another student if needed and the teacher will be available to assist all students in the stock exchange process. Written directions and guidelines will be posted on the wall.
Students who finish their exchanges early can work on a dime project. They will make a big cut-out of a dime. On the back, they will divide the dime into halves. On one half they will write what a dime could have bought in the 1930’s. They can draw or cut out pictures as well if they desire. On the other half they will make a list of what they can buy today for a dime. They can also include drawings or pictures to represent these items. These will be hung for display upon completion.
Pre-requisite skills/knowledge: Students need to be able to understand written and oral directions. Students should be able to participate in oral response activities. Students should be able to use and record written data. Students need to be able to add and subtract single and double-digit numbers.
Lesson-specific logistics: Each student will have his or her own manila file folder with written directions and ledger handouts to record the buying and selling of their quaggles. These folders will be located in each table groups’ basket. Captains will be responsible for getting these materials each morning during the first 15 minutes of our social studies lesson. Each student has their own pencils, scissors, crayons and markers located inside their individual desks. Captains will be responsible for collecting all materials at the end of the lessons and returning them to their groups’ basket.
Assessment:
The students will turn in their Stock Market portfolio at the end of the week for review that all materials were completed. (Use a manila file folder for these that have been cut into briefcases. Let the students decorate these individually. )
...
I will need to sign up for a time for the class to use the computer lab to create their scrapblogs.
Groups will be assigned with varying ability levels to ensure that all students’ needs are met. The teacher will meet with each group to discuss the research questions and to guide the students in their research efforts.
...
their scrapblogs.
Pre-requisite skills/knowledge: Students should be able to work in small groups to formulate research questions. They should also be able to find information using multiple sources including but not limited to textbooks, library books, encyclopedias, and the internet. Students should be able to follow written and oral directions to create a scrapblog in small groups. They should be able to use a checklist that is provided to them. Students should also be able to respond orally to questions that are asked of them and participate in group conversations.
Assessment:
Students will be given a checklist to ensure that all requirements are met in their research and for their scrapblog. They will receive a pass or fail grade.
...
Make a chart listing some of the words and phrases that the students wrote down to describe their findings from listening to the songs.
Tell the class that they are going to be divided into groups to create their own song describing the Great Depression. Sing to them the example that I have made using a modern day melody but writing my own lyrics, which describe events and life during the Great Depression.
...
will be groupsgrouped together, all
...
will be groupsgrouped together and
Have the groups sitting in different parts of the room so that they may work together and write their song.
Whole group
...
Small group
Small group
...
this activity.
A basket of instruments will also be available for use if desired by the students.
Groups will be randomly chosen based on the type of coin that they chose. The teacher may exchange coins with students that need to be placed in another group.
ELL, ADHD, and struggling learners will be moved as needed into appropriate groups that consist of varying leveled students.
...
they sing.
Prerequisite skills: Students need to have some background knowledge of the Great Depression. They will need to be able to listen to music, write, and work in small groups. They need to be able to present their project in song form. Students do not need to have any musical ability as they will not be graded on these elements, only on the content of the project.
Lesson-specific logistics: A music file will be set up on the teacher’s computer and on the class computer for students to access to get ideas for their group song. Lyric sheets will be preprinted for viewing. A blank lyric sheet will also be available for students to use to write their song. I will have a basket of instruments for the students to use if desired.
Assessment:
Song guidelines will explain that they must contain at least 5 facts from history about the Great Depression and life during this time.
...
Lesson #4
Topic/Big Question What was the New Deal and what programs were created because of it?__
Duration is 2 class periods of 45 minutes each.
Learning Standards (skill, concepts, strategies, processes)
Teaching Strategies/Student Activities
...
• Define the New Deal.
• Describe the types of programs created because of the New Deal and how they affected Americans during this time. • Outline the events leading up to WWII and beginning with the Stock Market Crash
explain how the Great Depression and New Deal affected the lives of millions of Americans (GPS) (5SS_G2008-50)
organize items chronologically (GPS) (5SS_B2008-14) ELL:
ADHD:
MID:
EBD:Language Arts
respond to comments and questions appropriately and with appropriate information (GPS) (5LA_A2009-4) volunteer contributions and respond when directly solicited by teacher or discussion leader (GPS) (5LA_A2009-5) give reasons in support of opinions expressed (GPS) (5LA_A2009-6)
evaluate the media's impact in peoples' lives (e.g., focusing attention, forming opinion, and as sources of entertainment and
information) (GPS) (5LA_A2009-9) shape information to achieve a particular purpose and to appeal to the interests and background knowledge of audience
members (GPS) (5LA_A2009-10)
Day 1: Begin by talking about the word propaganda and how it was used to support FDR’s New Deal agencies. Have the word propaganda written on the board and write the definition beside it. Tell the students that they are going to view some posters created during the Great Depression, which used propaganda to support agencies created under the New Deal. While viewing these posters, have them write down evidence of how propaganda was used. After the slideshow, discuss what they have written down.
Explain to the class that there were many different agencies in which FDR helped establish during the New Deal to help bring the United States out of the Depression that it was in. Tell them that they are going to be divided into 11 different groups, and that each group will be creating posters to explain one of the agencies created during the New Deal and a poster to advertise this agency to the public similar to the posters that they just finished viewing.
Divide the students into their assigned groups. Tell the groups that each one has a file folder with the information they need and materials that they need to create a poster describing the elements of their assigned agency. This assignment is called The Alphabet Soup of New Deal Agencies. Show them the example that I have made. State that each poster must contain the abbreviation of the agency, the full name of the agency, and a brief description of what the agency was. This information will be in their group’s file folder. They can use their textbook to elaborate their description if desired. Tell the students that they will be presenting these posters to the class at the beginning of the lesson tomorrow.
Day 2: Divide the class into their groups. Call each group up to explain the agency that they have been assigned to. Post these on the wall for the entire class to view once they have been presented.
After the presentations, tell the students that they will need to get their file folders again and this time create an advertisement poster, like the ones viewed in yesterday’s lesson, that will use propaganda to “sell” the elements of their program. Review the word propaganda. Show the students the advertisement poster that I have created for my program. Go over the rubric for their posters so that they are aware of all the elements needed. Tell them that a rubric is included in their folders so that they can do their best work.
Along with the materials that they can use, a rubric will be provided, which describes all of the elements that the students need to include on their propaganda poster.
Their poster should:
-reflect the purpose of the agency/program
- it must contain an image
- it must have a slogan
- it should reflect one of the traditional methods of propaganda
- students should include a short written paragraph describing the poster and its symbols.
Whole group
Whole group
Pairs/partner that have been assigned
Whole group for sharing
Partners/pairs
http://www.google.com/images?client=safari&rls=en&q=posters+of+the+new+deal&oe=UTF-8&um=1&ie=UTF-8&source=univ&sa=X&ei=Tmt_TajuL-aZ0QHwwaWOCQ&ved=0CGIQsAQ&biw=1271&bih=832 (this is the link for finding posters of the New Deal. These will be turned into a powerpoint slideshow for easier viewing).
Various materials to create posters including, but not limited to, construction paper, poster board, scissors, glue, old magazines, the internet for images, markers, stencils for lettering if desired, newspapers, etc…
ELL/ADHD/MID/EBD/
Struggling:
Other:Students will be assigned with partners preselected by the teacher. Each group will provide the support needed to assist in each student’s needs and abilities. The teacher will be available to assist and redirect as needed or to offer additional support.
Other: For students who finish early, they will be given an assignment to create a 5 question interview that they would want to conduct to someone who lived during this era related to the agency that they have been assigned to. They can also create a simple timeline of any changes that have been implemented to their agency over time and how it has affected the American people. The internet will be used as a resource for this assignment. Students will be directed to several different websites that may be useful in their research according to their chosen agency.
Pre-requisite skills:
Students should have some background knowledge of the Great Depression and the New Deal. (This information has been covered in previous lessons leading up to this lesson) Students should be able to work and share in small group projects. Students should be able to follow written and verbal instructions.
Lesson specific logistics:
All of the materials needed will be in individual file folders. The arts and craft materials will be in colored baskets for each group to use. All of these materials will be prepared in advance. The powerpoint slide show will also need to be prepared in advanced.
Assessment:
The following rubric will be used in grading this assignment:
For the Alphabet Soup of New Deal Agencies, 3 elements must be present- 1. The abbreviation of the agency, 2. The full name of the agency, 3. A brief description of what the agency was.
1 point will be given for each element included for a total of 3 point.
For the Propaganda poster, the following rubric will be used:
5 points for a poster that uses a propaganda method, has an image, has a slogan, and outlines a description of a New Deal agency. It must also have a short written description of the poster’s symbols.
4 points for having an image and slogan that uses a propaganda method but lacks paragraph and link to New Deal.
3 points for having an image that relates to the purpose of an agency alone and that has a slogan. Paragraph must be included.
2 points for simple unrelated image with no slogan. No paragraph is included.
1 point for slogan or text only.
0 points for did not attempt.
Closing/Connections/Reflections:
Students will share their propaganda posters and explain how they represent their assigned agency. These posters will be hung by the first posters that they created on their agency.
Whole group
Integrated Instruction Plan
(Adapted from Skowron, J. (2006). Powerful Lesson Planning, 2nd ed. Thousand Oaks, CA: Corwin Press, 2006)
Lesson #5
...
Roosevelt and how did she influencewhat was her connection to children during the Civil Rights movement?__ Great Depression?
This lesson will take 3-4 days depending upon students progress.__
Learning Standards (skill, concepts, strategies, processes)
Teaching Strategies/Student Activities
...
Materials and Resources
Adaptations/Modifications/Extensions/Interests/Learning Styles
...
her influence on the Civil Rights movement and onimportance to children during the American people.Great Depression
• Examine letters to Eleanor • Describe life for Union Workers and describe why they went on strike during this time.
• Describe what life was like for minorities during this time and the challenges that they had to overcome.
compare similarities and differences (GPS) (5SS_B2008-13)
...
determine adequacy and/or relevancy of information (GPS) (5SS_B2008-27)
check for consistency of information (GPS) (5SS_B2008-28) ELL:
ADHD:
MID:
EBD:
Struggling:
Other:Day 1: I will begin the lesson by reading a few of the letters from the book, Dear Mrs. Roosevelt: letters from Children of the Great Depression, by Professor Robert Cohen.
I will ask the students inferences that they have made from the letters regarding life during the Great Depression.
As a class, we will create a Venn Diagram on the board, which will categorize things that were important to the children during the Great Depression Era and things that are important to children today, with the middle section being similarities between the two.
I will also use this time to discuss wants and needs, which is a concept that has been discussed from grade 1 up until now.
Days 1 & 2: Tell the children that they are going to break into pairs and read more letters written by children to Mrs. Eleanor. Give them their assignment paper, which explains that after some research, they will be writing a letter to Mrs. Obama discussing their concerns of today.
Days 2-4: Students will write a rough draft and go through the editing process with their teacher or another group of peers. Once editing has been completed, children will be taken to the wireless computer lab to type their letters to Mrs. Obama. During this lesson we will also discuss the elements of writing a letter and the correct format and grammar/vocabulary that should be used. Once the letters have been typed and checked for correctness, students will be given envelopes and stamps to address and send their letters to Mrs. Obama.
We will share some of these letters as a class and discuss concerns children have today compared to concerns children had from the Great Depression Era. We will also discuss the importance of making our voices heard and the types of impacts that it can have.
Whole group
Partners of students
Partners of students
Whole group
http://newdeal.feri.org/eleanor/er3a.htm
http://newdeal.feri.org/eleanor/index.htm
The websites above will be used for students to research and view letters to Mrs. Roosevelt.
See also, Professor Robert Cohen's book **Dear Mrs. Roosevelt: Letters from Children of the Great Depression**
The teacher will partner students together to help with any modifications that are needed for ELL, ADD, or other students with special needs.
Students who finish early will create an interview to Mrs. Roosevelt based upon their findings of who she was and her impact on American children during the Great Depression. These interviews will include information that the students would like to know more about. They can then research these questions further with use of the internet, encyclopedias, and books that have been obtained from the library.
Pre-requisite skills:
Students should be able to work in partners. They should be able to read and understand print. They should be able to write in a letter format using appropriate vocabulary and grammar. They should be familiar with computers and be able to type. Students should be able to listen and follow written and verbal instructions.
Lesson specific logistics:
I will need to sign up for time in the computer lab and wireless computer lab in order for students to do research and to type their letters. Some printed examples will be available for student use as well. Vocabulary, grammar rules, and letter format will need to be posted for students to use during the rough draft and editing process. I will need to have envelopes and stamps available for the students to use upon completion of their letters to Mrs. Obama.
Assessment:
Students’ letters will be checked for correct format and content that is relevant to the lesson. Students will either be given a Pass or Fail grade depending upon how well they followed directions. They will be assessed throughout the lesson to ensure that directions are being followed correctly and that all of their questions and concerns are being addressed.
Closing/Connections/Reflections:
Through this lesson, students will be able to compare and contrast the lives of children during the Great Depression and children today. Their letters to Mrs. Obama will be a reflection of how well they understand the concepts being taught and how well they are able to reflect upon what is important to them.
**
