Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Luke Sturgis

Date: 11/2/2018 Subject/Topic/Theme: The Great Depression Grade: Sophomore US History

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson in our unit on the Great Depression, following our a day of lecturing from Mrs. Irwin. Students filled out a fill-in-the-blank note sheet during
the lecture the day before.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Summarize the timing of causes and effects of the Great Depression U
● List several causes of the Great Depression An
● Understand relevance of issues leading up to market crash U x
● Create visual representation of causes and effects C
● Manage time to finish assignment in time R
Common Core standards (or GLCEs if not available in Common Core) addressed:
- 7.2.2 ​Causes and Consequences of the Great Depression – Explain and evaluate the multiple causes and consequences of the
Great Depression by analyzing
● the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction,
under consumption, and speculation, the 1929 crash, and the Dust Bowl (National Geography Standards 14 and 15; p. 212
and 214)
● the economic and social toll of the Great Depression, including unemployment and environmental conditions that affected
farmers, industrial workers and families (National Geography Standard 15, p. 214)
● Hoover’s policies and their impact (e.g., Reconstruction Finance Corporation)

(Note​:​ Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite - Understanding of Causes/Effects of Great Depression
knowledge and skills. - Economic terminology
- Time management
Pre-assessment (for learning): ​Discussion of timeline of causes of Great Depression

Formative (for learning): ​Visual Organizer of Great Depression/Crash: what are the causes and effects of the
Outline assessment
Great Depression and how can you represent that through drawings, pictures and writings?
activities
(applicable to this lesson) Formative (as learning):
Summative (of learning​):

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
Students can decide how they
would like to represent this
assignment, with one of the only
requirements being that they have
to use a single sheet of paper.
Students can also self-assess their
understanding of notes they’ve
already taken by summarizing
information already in their notes.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Students can pull information
from previous notes, textbook,
powerpoint.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies
Students are coordinating short
term goal (completing note sheet)
with long term goal (understanding
causes and effects)

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 Provide options for sustaining effort
and persistence- ​optimize challenge,
collaboration, mastery-oriented
feedback
Encourage active classroom for
collaborative groups. Students
may talk with each other for
ideas and motivation. Sharing
work motivates work.
Provide options for recruiting
interest- ​choice, relevance, value,
authenticity, minimize threats
Materials-what materials
- OYO question on ppt.
(books, handouts, etc) do
- Paper
you need for this lesson
- Pencils/colors
and are they ready to use?
Provide options for language,
mathematical expressions, and
symbols- ​clarify & connect
language
Students can represent through
written language or
symbols/expressions.
Provide options for perception-
making information perceptible
This assignment adds
perception to information.
Re-represents information they
already have access to
Provide options for expression and
communication- ​increase medium
of expression
Students can express the
assignment in pictures,
drawings, phrases, writing,
timelines etc.
Provide options for physical action-
increase options for interaction
Students given freedom to move
around the room as they would
like to encourage active
collaboration and accomodate to
those who need more
movement.

- the classroom can stay set up in the usual desk arrangement in groups of 4-6 across the
classroom.
-
How will your classroom
be set up for this lesson?

III. The Plan

Describe​​ teacher​ activities AND ​student​ activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Start class with OYO (on your own) - write answer to question on sheet
Motivation
10mins question about causes of Great Depression
(opening/
from day before notes
introduction/
- Emphasize: shaky credit market, - share out answers with whole class
engagement)
banks loaning out money, bull
market, market crash
- Ask students to share answers to question
- Introduce one pager: visual representation
of what you’ve learned so far in unit
- Explain that they may represent in
whatever way they like using a blank sheet
of paper
Development - Pull out markers/pencils/colors/scissors
(the largest etc.
component or - Have students pull information from notes,
5mins
main body of book, powerpoints, google classroom etc.
the lesson) - Encourage students to work together and
help each other with ideas and questions - ask questions
- Ask for questions
- Allow time to work

- work on visuals, summarize notes/text etc.

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 - Collaborate with classmates

5mins

- walk around room checking in with

individuals students and asking to explain
their ideas (assess understanding and depth
of knowledge of unit)
40mins - Have students present their visual
representations in small groups (3-5)
- Group should ask questions: what
did you emphasize in your
visual?
- How did you represent - Present in groups and ask questions of
time/timing in your visual? each others visuals
- Why did you choose to represent
it the way you did?
- Have each group pick one to present in
front of whole class

3mins Closure
(conclusion, - Have students write down one question
culmination, they still have about causes of Great - write question
1 min wrap-up) Depression
- Collect questions
-

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. ​(Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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