NDNU Lesson Plan Form

Teacher: Rob Poulos / Dave Rathbun Subject: US History – Health Academy

Central Focus: The Great Depression and the Great Recession: Grade Level: 11th Grade
Exploring the affects that both have had our nation and its people.

State Adopted Academic Content Standard: (TPE 1) 11.6 Students analyze the
different explanations for the Great Depression and how the New Deal fundamentally
changed the role of the federal government. 11.6.1 Describe the weaknesses in key
sectors of the economy in the late 1920’s. 11.5.1 Discuss the polices of President Herbert
Hoover.

State Specific Goal(s) and Objective(s) for the Lesson:

• Students will analyze how diminished demand affects farmers and
businesses in the 1920’s
• Students will understand how falling incomes affect consumer behavior
• Students will understand how popular perceptions of prosperity and the
economy influence the election of 1928
• Students will be able to describe and relate their experience to what
happened on October 19, 1929.
• Students understand and reflect on how the stock market crash helped
cause the Great Depression.

ISTE Standards: 1.b engage in ongoing process to develop, implement, and

communicate technology infused strategic plans aligned with a shared vision. 2.a ensure
instructional innovation focused on continuous improvement of digital-age learning. 2.b
model and promote the frequent and effective use of technology for learning. 2.d ensure
effective practice in study of technology and its infusion across the curriculum. 4.a lead
purposeful change to maximize the achievement of learning goals through the appropriate
use of technology and media-rich resources 5.c promote and model responsible social
interactions related to the use of technology and information.

ISTE Specific Goal(s) and Objective(s) for the Lesson:

• Promote use of technology through use of computer, project and digital
tools (MS PowerPoint, RealPlayer video player, Internet searches for
visuals)
• Use technology to effectively engage students in learning of content.
• Model use of PowerPoint that can be highly visual and have video
embedded.
• Review Internet searching techniques for historical images and video.
• Demonstrate PowerPoint creation and how pictures and video can be
inserted.

1
Pre-Assessments connecting to prior knowledge/prior learning:
• Conduct a Word Imaging exercise on white board: What images does the
term “sick economy” bring to mind? Bell Ringer***
• Guiding Question: If the economy was very high during WWI, what
would you expect to happen after the war was over? Why? Why do you
think some industries slow down regardless of WWI? What do you think
is going on with our economy now?
• Is buying on credit that good or bad for the economy?
• Informal questioning regarding the wrap-up video of the “Roaring ‘20’s”
just viewed and also about the stock market game/simulation the class just
played. What would you do if you lose a lot of your wealth?

Identified Academic Language to be addressed:

Vocabulary
1. stock ID-Sigs
2. speculation 6. repatriation
3. margin 7. drudgery
4. depression 8. recession
5. foreclosure 9. wrath
10. shanty
1. Hawley-Smoot Tariff Act 6. Social Security
2. Bonus Army 7. TVA
3. Black Tuesday 8. fireside chats
4. New Deal 9. Hoovervilles
5. FDIC 10. SEC
Lesson Specific Terms
1. price support 6. economy
2. credit 7. money supply
3. Black Tuesday 8. Federal Reserve
4. Dow Jones Industrial Average 9. Bull Market
5. Supply and Demand 10. prosperity

Learner Characteristics: (TPE 7, 8)

a. Special need
• There Special Education students in this U.S. History class. No special
requests have come from the students or their Resource case workers. This
class is taught as a mainstream class and grade level proficiencies are
assumed. That said instruction is adjusted to help optimize the learning.
There is a focus on developing actual academic skills as well as teaching
content. Size and pacing of “Academy” classes are assumed to be
sufficient modifications for these learners.

b. English Language Learner:

• There are five English language learners in the class. 4 are “Early
Advanced” and all are assumed proficient for mainstream curriculum.

2
 Additionally, of the remaining 14 students in class 10 are considered
“redesigned fluent English”. This means the students are not native
English speakers. While English fluency and proficiency is assumed for
mainstream, there are large gaps in prior knowledge and academic
language.

c. Other
• This is an “Academy” program, its charter states 50% of the class must be
“at risk” students. Additionally, 16 of 19 students in the class are
designated “socio-disadvantaged” or below the low income indicator. This
shows to have a correlation to low performance in class and on CST
scores.

Lesson Delivery:

a. Introduction-connection of content to previous learning. (5 - 7 Minutes) (TPE

1, 4, 5, 6, 7, 8, 9, 10)
• Review vocabulary definitions that come up in the lecture and add
additional historical context.
• Draw back to booming carefree times of the Roaring 20’s.
• Why is buying on credit not such a good thing? Draw on personal
connections

b. Instruction (40 Minutes) (TPE 1, 4, 5, 6, 8, 9, 10)

• Word Imaging as a warm-up / bell ringer. With term “sick economy” on
the white board, ask students what images that brings to mind. Write these
down in your note book as Depression Images. Reflect on these images
and tell students to compare their images with what they will learn about
the Great Depression. Ask additional questions about WWI ending and
what students remember from the 20’s video (5-10 mins)
• PowerPoint Presentation of the causes of the Great Depression. Video lead
in Depression and Today (7 mins) Write about the images that you see in
your notebook in the Depression images assignment.
• PowerPoint Lecture causes of the Great Depression (15 mins).
• Conduct demonstration and quick overview of PowerPoint. Use Internet to
review searching techniques for visuals and video. Give quick review of
RealPlayer and video library. Demonstrate how visuals and video can be
inserted in to PowerPoint presentations.

c. Assessments (e.g. diagnostic/formative/summative, formal/informal) (TPE 2,

3)
• Class Participation points for answers and discussion
• Informal questions regarding new vocabulary and the past unit.
• Political cartoon analysis, written response.
• Vocabulary Quiz (Tuesday)
• Informal questions about digital tools and use of PowerPoint

3
d. Closure (3 -5 Minutes) (TPE 2, 3, 8, 9)
• Wrap up assignment in class and clearly explain due dates.
• Leave class with the thought what do you think is going to happen in
America? Do you know what happens in the 1930’s? What do you
remember about the shanty images? What do you think is going to happen
today.
• How many of you think you may want to a video assignment
• Vocabulary Quiz Tuesday, March 16th.