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 third lesson in our unit on the Great Depression, following our Great Depression simulation.

cognitive- physical socio-emo

Learners will be able to: R U Ap An E C* development tional
● Answer question “What are different ideological responses to economic downturn?” An
● Understand pros/cons of conservative/liberal responses to economic crisis U x
● Apply these topics to discussion/debate Ap x
● Create plan for debate, outlining arguments and potential counter arguments 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 - Public Speaking
knowledge and skills. - Economic terminology
- Time management
Pre-assessment (for learning):

Formative (for learning): ​Debate outline sheet: pull information about ideologies from textbook/websites and
consolidate into graded sheet.
Outline assessment
activities
Formative (as learning): ​Debate itself: my mentor and myself are taking note of the arguments being made to
(applicable to this lesson) get a better understanding of what economic concepts they’ve grasped thus far and what they’re still struggling
with.
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 contribute by working
alone on sheet, talking with a
partner, discussing with a group or
presenting arguments formally
during debate.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Summarizing information from
textbook, or doing research
online, or discussing topics with
other students.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- ​coordinate short &
long-term goals, monitor progress,
and modify strategies
Short term goal: complete
worksheet
Long term goal: debate ideologies
Sheet helps monitor their progress
and see how well they’re grasping
the concepts.

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 Provide options for sustaining effort Provide options for language, Provide options for expression and
and persistence- ​optimize challenge, mathematical expressions, and communication- ​increase medium
collaboration, mastery-oriented symbols- ​clarify & connect of expression
feedback language

I think this counts, but giving

them several options in how
they can express what they’re
talking about, either through
speech, or writing it down,
especially since it’s a shared
google doc it’s much more
collaborative. They can even
present things during the debate
that they didn’t come up with,
but they can represent someone
else's thoughts. So there’s lots
of options there.

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
Talk through assignment Students given freedom to move
verbally, hand out assignment around the room as they would
sheet, ask for questions from the like to encourage active
whole class, check in collaboration and accomodate to
individually once worktime those who need more
starts. movement.
- Assignment sheet
Materials-what materials
- Rubric
(books, handouts, etc) do
- OYO question on ppt.
you need for this lesson
- Shared Google doc prep sheet
and are they ready to use?

- the classroom can stay set up in the usual desk arrangement during their work time, in groups
of 4-6 across the classroom.
- For the actual debate I would arrange it in 2 rows facing one direction and 2 facing the other
across from each other, with an aisle in the middle so the two sides can face each other
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 simulation from day before
(opening/
- Ask students to share answers to question
introduction/
- share out answers with whole class
engagement)

- Introduce debate, handing out debate

Development explanation sheet
(the largest
component or

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 main body of - Describe the the economic crisis that we
the lesson) have in the classroom and how we need to
decide what we will do in response to it
5mins - Explain that they will be split into two
groups who will defend their ideological - Read sheet out loud
response to the economic crisis.
- Have students read instruction sheet out - Look over assignment and rubric, ask any
loud questions
- Ask for questions
- Number students off into two groups
- Have them all open up their computers and
go to google classroom to find the team
prep document
5mins - Technological element:​​ Google
doc allows collaborative
document between team that I
can follow along with as well.
Also websites have been given to
do more research.
40mins - Explain that each team member should
contribute to the doc and that we can see - Split into groups and move to sit with
who edits and who doesn’t groups
- Explain different sections - Read pull arguments from textbook/online
- opening statement resources
- predicting opponents arguments - Fill out debate prep sheet
- counter arguments - Collaborate with team to organize debate
- closing statement
- have them split off into their teams and
begin prep.

- Check in with teams

- Check google docs to see team progress
7mins

- Close by having each team practice

presenting their arguments as a team for
the last 10 mins

45mins End Day 1

- Have students arrange desks for debate

- Split into teams
- Give 5 mins to get ready with team before
debate

- Start debate
- 4 min opening statement (each)
- 6 min work period
- 4 min rebuttal
- 8 min work period
- 3 min response
- 5 min work period
- 3 min closing statement

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3mins Closure - have students write down one thing their - talk with partner about questions
(conclusion, team did well and one thing they could - discuss with whole class answers to
culmination, have done better questions
1 min wrap-up) - Teachers decide which team won the
debate
- Have students share out what they did well
2 mins and what they could improve on
- Announce winner
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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