Direct Instruction Lesson Plan Format

Date: 11/13/14 Grade Level: 11 Target Students: Entire Class

Theme/Topic:Evaluate technological innovation along with the Stock Market Crash during the 1920s.

Rationale:Essentially for students to understand the significance of technological developments during this era, along with the effects from the 1929 stock market crash. Effectively, acknowledging the enormous prosperity during this time period, inspired a craze as American culture believed no limit to financial improvement during the 1920s. However that theory, abruptly halted from the stock 1929 stock market crash, forcing the United States into the Great Depression.Common Core State and/or NC Essential Standards:American History II AH2.H.1 - Apply the four interconnected dimensions of historical thinking to the American History Essential Standards in order to understand the creation and development of the United States over time. AH2.H.1.3- Identify issues and problems of the past. Consider multiple perspectives of various peoples of the past.

AH2.H.1.4- Support interpretations with historical evidence.AH2.H.4- Analyze how conflict and compromise have shaped politics, economics and culture in the United States. AH2.H.4.1- Analyze the political issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted (e.g., Populism, Progressivism, working conditions and labor unrest, New Deal, Wilmington Race Riots, Eugenics, Civil Rights Movement, Anti-War protests, Watergate, etc.) AH2.H4.2- Analyze the economic issues and conflicts that impacted the United States since Reconstruction and the compromises that resulted (currency policy, industrialization, urbanization, laissez-faire, labor unrest, New Deal, Great Society, supply-side economics, etc.) AH2.H4.3- Analyze the social and religious conflicts, movements and reforms that impacted the United States since Reconstruction in terms of participants, strategies, opposition, and results ( e.g. , Prohibition, Social Darwinism, Eugenics, Civil Rights, Anti-war Protests, etc.)

ISTE.NETS.S Standards: 2. b: Communicate information and ideas effectively to multiple audiences using a variety of media and formats5. b: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity6. b: Select and use applications effectively and productivelyLesson Objectives (Behavioral and/or Performance Objective):

Students will able to: What, How, and to What Extent?

Students will acknowledge cultural trends and technological advancements during the 1920s. Additionally, students will learn about the monumental innovations such as the Ford model T, Entertainment developments, such as the radio and film industry along with public corporations such as US Steel, Westinghouse Electric and other major business. However, students will also learn about the significance from the 1929 stock market crash, as Americans lost their life savings within a brief window.

Student Friendly Objective:Students will break into groups, simulating stockbroker, trading and buy stocks to earn profit.

Essential Question:How did American culture, particularly its heavy addiction towards product consumption, ultimately effect the nation at the end of the decade?

Materials:SmartboardInternetIpad, tablet or laptopSmartphonesNotesNote taking materialTime:

10 min

Lesson ActivitiesIntroduction to the Lesson:(Hook/Review/Intro.)

Class agenda listed on wall. Instruct students anything not completed on list will be assigned as homework.

Review of 1920 AmericaVideo General Background Information on Innovation Split into Groups/ Prepare for Stock SimulationStock SimulationRecap and Discuss any QuestionsReview VideoExit Slips

Initiate instruction with review of key points from previous classes. Class discussion, have students identify

Women’s Suffrage, 19th Amendment TemperanceProhibitionIsolationism Harlem

20 min

15 min

35 min

Teacher Input/Modeling:

Play video to provide insight towards the booming 1920 culture. Note student’s should take notes on the video, marking down key terms and points within clip.

Video: Roaring 20s cultureGuided Practice:

Break students into their assigned groups, consisting of 5 total groups, for stock simulation, (which integrates some of the early finishing students with some of the late finishing students, in order for all groups to finish roughly around the same time). Once in groups, have students jigsaw and discuss key concepts they found interesting within the video. Give students around 7 minutes to discuss within their group and collaborate on one key concept. Following the 7 minutes, then have each group answer their key term, through simple class discussion. Record key components, by writing them on the board. No group can repeat a term already mentioned.

Key TermsElectricityAutomobileEmergence of consumer marketWomen’s rightsScope’s trialKKKIndependent Practice:

Begin stock simulation, as students are already broken up into their respected groups. Note before beginning the simulation that the group with the highest profit will receive extra points on the next exam, to entice the students to participate. (Effectively, this simulation, allows students to act as stockbrokers during the 1920s, having them invest in publically traded companies to create the highest profit. The groups will be permitted to invest in 5 corporations Ford MotorsGeneral ElectricWestinghouse ElectricUS SteelAmerican Telephone and TelegraphInitially the students will be given $1,000 to invest in increments no smaller than $100, within any corporation the group desires. Initially, the five corporations will possess an original listing price, the groups will assign a runner, who will deliver their group’s investment portfolio to me. Once each group has turned in their investment portfolio, a new slide will show, showing change in stock prices, as some companies increase while others

10 min

decrease. Following the stock change, the groups will have a total of 5 minutes to evaluate their portfolio and change investments with whatever money, they possess. (If the runner does not submit their group’s portfolio before the 5 minutes concludes then the group’s previous portfolio will remain in effect.) This process will occur for a total of 7 rounds, resulting in 35 minutes. Additionally, within each round you will, report to the class, the group with the highest profit and most overall income. After the 7th round you will, have your runners, bring up their last portfolio, (Do not tell them this is their last portfolio) Once all the runners have turned in their portfolio, the next slide, shows the market crash, with all corporations loosing their value. The group with the greatest income following the crash, will receive bonus points as mentioned before. Closure of the Lesson:

Have the students break from their groups and return to their seats. Once students are settled, discuss stock simulation, asking them their perspective and reasoning for their investing methods. Have students take a scrap sheet of paper and write down three significant components discussed earlier in class. Answer any questions students may have pertaining to the material, while they are completing their exit slip.

Evaluation/Assessment of Student Learning(Evidence Included)

Formative:

Throughout the stock simulation I will walk around to each group and ask them their reasoning for investing in certain stocks. Furthermore, question and answer bit at the end along with the exit slip, will be a strong indicator of the student’s knowledge after the lesson. Providing insight whether the topic needs to be addressed at the beginning of the next instruction.

Summative:The exit slip also provides a summative insight towards the lesson as student’s will not be evaluated on the exit slip.Extension of Lesson:

Students, who desire more information about the lesson can visit articles about the instruction posted below.

Stock Market CrashStock Market Documentary

Plans for Individual Differences

Early Finishers:

Students who finish early will assist their group members who are late finishers to complete their

preparation for selecting which stocks to purchase

Late Finishers:

Students will receive assistance from group members during group stock session

Exceptionalities:

Students with IEPs or 504s will be addressed appropriately within their group. Students who may have social issues interacting with others will have the option to work individually as opposed to group work during the stock segment. Where as students who require communication will receive such from myself as well as members within their group

English Language Learners:

I will ask the students while they are in their group, during stock simulation, who are English language learners to express to the best of their ability, their reasoning for investing in certain companies identifying key concepts. Also visual aspects of the instruction will allow them to better understand the material, as opposed to a lecture.

21st Century Skills:

Essentially this lesson requires students to use modern technology to further their group’s progression within the stock simulation, through trending communication means. Additionally, the videos from the internet enhance modern technological methods.

Discuss how you address at least two of these learning styles in your lesson: Visual (spatial), Verbal (linguistic), Physical (kinesthetic/tactile), Aural (auditory-musical), Logical (mathematical), Social (interpersonal), Solitary (intrapersonal):

Spatial: Visual learners will appreciate this lesson through the images and video clips throughout the lesson.

-Solitary: Intrapersonal learners will appeal towards working individually, without being stressed to work within a large group.

-Social: Interpersonal learners will value the group work portion of the lesson, being able to communicate with other students.

Supervising Teacher Signature Student Teacher Signature