Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Luke Sturgis

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

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the introduction to our unit on the Great Depression.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Explain 3 causes of the Great Depression An, E
● Understand effects the Great Depression had on the average American R, U
● Personally connect with outcomes of the Great Depression Ap x
● Identify similarities between economy leading up to GD and now An, U, C x
● Participate in large and small group discussions E x
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 interpersonal skills to work with other students and interact with teachers to make exchanges.
knowledge and skills. knowledge of how interest rates work.

Pre-assessment (for learning):

Formative (for learning): Discussion following simulation will help identify factors and causes of the Great
Depression discovered throughout the simulation. Students will be asked what factors they noticed throughout the
Outline assessment activity.
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
Maybe allow to work on own or in
partners?
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
instructions given verbally but
also on handout.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies
Provide outline of simulation
including rules and timeline of how
the simulation will go, as well ask
explaining flow verbally.

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 Provide options for sustaining effort
and persistence- ​optimize challenge,
collaboration, mastery-oriented
feedback
allow space and time for
collaboration of students
throughout simulation.
Provide options for language,
mathematical expressions, and
symbols- ​clarify & connect
language
explain economic language used
in simulation.
Provide options for expression and
communication- ​increase medium
of expression
students will discuss outcomes
of simulation with each other

Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- ​choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
paper copy, on screen, verbal students may move around
give option to choose career, classroom before going back
salary, type of housing etc. “home” to desk.

- index cards
Materials-what materials
- pen/pencil
(books, handouts, etc) do
- currency?
you need for this lesson
- simulation handout
and are they ready to use?

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.
- Open with OYO (on your own) question - answer question on OYO sheet
Motivation
10mins about parties in the roaring 20’s
(opening/
(connecting to lesson from day before)
introduction/
- ask for students to share answers - share answers with class
engagement)

- hand out index cards to each student and - fill out information on cards accordingly
explain that they should write on each card
2mins their dream career or job, what their yearly
salary will be, how much they have in
savings, and whether they are buying or
renting a house
- explain that each turn represents one year
Development
and the goal is to earn as much money as
(the largest
possible before the game ends
5mins component or
- explain that on each turn students can
main body of
collect their salary and either place it in
the lesson)
savings, or invest it in stocks to earn
interest back at the end of the game (with
fluctuating interest rates based on year)
and the more money you put in the more
you get back.
- give a set number of turns that they will
have to get as much money as possible,
and the person with the most money wins
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2mins - run one example turn using self as
example of what to do on each turn
- ask for questions - students should invest money in stocks to
15mins - start simulation try and gain money quickly, thinking that
it is a safe bet
- move around room between stock market
table and bank table
- interact with other students talking about
strategies and what they think will happen
next
- plan actions based on how many turns are
left in the game
- interrupt between turns and explain that
5mins the stock market has crashed and that any
money invested on the market has been
lost.

- students should go back “home” to desks

- ask who all lost money in the crash, ask
2mins how much they lost, why they invested

- answer questions based on their actions

- ask who has the most money in savings in
2mins the bank

- notice who had the most money saved in

10mins - explain that the money they thought was the bank, as they are currently “winning”
safe in the bank was actually being loaned
out and invested in the stock market and
that it is all lost.
- allow one more turn and see what students
do with money
- explain that because of budget cuts, - take one last turn moving around the room
downsizing and lack of demand they are (likely not investing or putting money in
being laid off from their jobs the bank)
- explain that they all owe house payments
either on rent or on their mortgages and
demand they pay
- give rest of money to teacher for housing
payments
- allow another turn, with no income and
5mins then demand another house payment.
When no one pays explain that they’re
being evicted and can’t sit at their desks
anymore. They have to sit on the ground.

- Students move to sit on floor

10mins - group discussion, first in small groups then - talk in small groups with other students
Closure as a whole class looking at questions like about the questions on the screen
(conclusion, - what did you expect to happen - present answers to whole class in
culmination, when we started? discussion format
wrap-up) - what was unexpected?
- how did your goals shape your
actions?
- why invest? why did it feel safe?
- do you feel like it was your fault
you had no money?

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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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