Multimedia: Audio or Video Lesson Idea

Lesson Idea Name: Great Depression Podcast

Grade Level/Content Area: 5th Grade Social Studies

Content Standard Addressed:
SS5H3a: Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the
Dust Bowl, and soup kitchens.

ISTE Technology Standard What would you like students to know and
Addressed: be able to do by the end of this lesson:
Empowered Learner – 1.1.a. Students
Students will be able to explain the Stock
articulate and set personal learning goals,
Market Crash of 1929 (Great Depression),
develop strategies leveraging technology to
and how Herbert Hoover, Franklin
achieve them and reflect on the learning
Roosevelt, the Dust Bowl, and soup
process itself to improve learning outcomes.
kitchens contributed to an/or were
1.1.b. Students build networks and
affected by the Great Depression.
customize their learning environments in
ways that support the learning process

Knowledge Constructor- 1.3.a. Students plan

and employ effective research strategies to
locate information and other resources for
their intellectual or creative pursuits.

What is the student learning goal for this lesson idea?

I can explain the Stock Market Crash of 1929, also known as the Great Depression.
I can explain the role of Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup
kitchens.
Selected Instructional Software Tool: Spotify for Podcasters

Description of Software: Spotify for Podcasters is a platform too support the creation
and publishing of podcasts. It offers recording, editing, reorganizing, and the option to
add music to the podcast.

URL(s) to support the lesson (if applicable): https://podcasters.spotify.com/pod/login?

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TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

Bloom’s Taxonomy Level(s): (Which level(s) will this lesson meet using this technology
tool?) Please put an X in the box or next to the level(s). Do not highlight or bold the
response.

☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating X

Creating

How do you plan to implement this lesson and integrate the technology? Check all that
apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided
by the teacher's direction and expectations. Learning activities are assigned to the
student and mostly practice based.

☐ Student-Led: Students are given voice and choice in the activities. They may select the
topic of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

X Problem-based and/or Publishable: Students are solving problems and completing

projects to demonstrate their learning. Additionally, the projects can be shared outside
of the classroom. (Note: This objective could be reached by displaying the project on
the school’s morning newscast, posting the project to the classroom blog, presenting it
to another class, or publishing it via an outside source.)
Lesson idea implementation:

Students will be put in assigned groups of 3 to create a podcast discussing one of the topics
(either Herbert Hoover, Franklin Roosevelt, the Dust Bowl, or soup kitchens) and how they
contributed to or served to alleviate the Great depression. The students will decide in
groups each of their roles. One will be the editor, the writer, and the voice actor. In these
groups, students will read the section of the chapter in their textbooks regarding that
topic. They will also be given the freedom to conduct their own research using online
texts, videos, and other resources that would build their knowledge of the topic. They are
to write a script to dictate what they will say in the podcast. As the students complete the
podcast, the teacher will walk around answering questions and offering feedback. The
students will turn in the script first to ensure everyone stays on track. They will then send
the podcast to the teacher upon completion. The teacher will then post them to the class
website. The students will then listen to each podcast and fill out a KWL chart to keep
track of what they learn from each podcast. The teacher will conclude the lesson by
summarizing the most important aspects of the lesson. The teacher can also collect the
KWL charts to use as a formative assessment of their understanding and/or a grade to
ensure their engagement.

TFrazier, 2022
 Multimedia: Audio or Video Lesson Idea

Managing student learning:

The students will be given the freedom to conduct their own research and create their
own podcast in groups. This may cause for some students to get off track. To prevent this,
students will be given time limits in class to work on each activity. They will have to write
a script prior to completing the podcast and turning it in. The Ask 3 Then Me rule will
apply. The teacher will also be walking around throughout the creation of the podcasts
answering questions, providing feedback, and offering ideas/insights.
Universal Design for Learning (UDL) Reflection: Be sure to mention one specific UDL
principle you are focused on in this lesson – Multiple Means of Engagement, Multiple
Means of Representation, or Multiple Means of Action & Expression.

This lesson focuses on representation. The project being student made an a podcast will
give students the freedom to create their project as well as offer another media platform
to students to learn from. The script will be displayed as the podcast is played so students
can follow along.
Reflection:
I think that the students will enjoy the freedoms in creation given to them for this lesson. I
look forward to implementing the creation of student podcasts to see their creative ideas
displayed and see what all they learn from the project.

TFrazier, 2022