Lesson Plan Teacher Candidate: Jacob Artman Date of Lesson:

February 21, 2017

Lesson Title/Description: Black Tuesday and Trickle Down Economics

Lesson # 1 of Time Allotted for this Lesson: 90 Minutes

3
Standards: Central Focus: Learning Targets:
HS.1. Evaluate Evaluate the change in the SWBAT show how the
continuity and change economy after Black economy changed as
over the course of Tuesday and how the Great a result of black
world and United Depression changed the Tuesday by
States history. course of US history. explaining in our
individual conference
and accurately
answering questions.
Pre-Requisite Knowledge and/or Skills: Students will need to know about
the stock market and that the market crashed in the late 1920s.

How I know the students have this: We took two days in an earlier unit
during the previous week where they played the stock market game. One,
they did well and made lots of money in the stock market. The second, they
lost everything and ended up broke.

Academic language that will be used in lesson: Black Tuesday, Trickle Down
Economics, The Great Depression, Economy, GDP, Insufficient Funds.

Strategies and opportunities for supporting academic language: Class

discussion as well as notes from previous units. They will know economy
from past units. They will also create graphic organizers and a frayer model
(called 4 square) to understand Black Tuesday and Trickle Down Economics.
The Great Depression will be touched on today, though they will do more
with this word during lesson 2. GDP and Insufficient Funds will be gone over
in a group discussion before the lesson begins and then they will learn
about them throughout the lesson.

Connections to students Funds of Knowledge/assets, prior knowledge,

and or/interdisciplinary connections that will be made during the lesson:
They will make connection to the roaring 20s and the gilded age since those
are the main topics of the year. I want them to make the connection that
things were bad in the 1930s like in the gilded age. I also want them to
know that things were very different from the roaring 20s and know how
things changed. These are the main connection they will make.

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 How have you addressed the needs of diverse learners ? (Ex: IEPs, 504s,
linguistic & cultural diversity, students without prerequisite knowledge,
etc.)
IEP/504: Students will be able to work at their own pace if they choose and
away from their table groups. There is also an LRC aid in the class who is
there to help.
TAG: Students will be given an extra reading to complete if they so choose. I
will also ask them to do some independent research about trickle-down
economics and why they think it is still prevalent today.
ELLs: Students will be given a Frayer Model and a graphic organizer
(sheltered instruction strategies) to complete at the various stations. They
will also discuss in small groups if they do not feel comfortable to talking in
front of the class. This way they can still participate in group work.
Lack of prior knowledge: I am assuming none of my students have any idea
of what banking was like in the 1930s so we will go over it before the
rotations start. The rest of the holes in knowledge will be filled by the
rotations, IAs, or the discussion with me during the evaluation station.

Materials/Equipment/Supplies/Technology/Preparation: Chromebook (To

access Schoology and Google Docs), a notebook and pencil (If they choose
to take hard copy notes). A copy of the Frayer Model and a Graphic
Organizer is also needed (though they are on Google Docs)

Procedure: Teacher Does. Procedure: Students Do..

Time Motivation/Hook: I will start Motivation/Hook: Students will
10 of class with a discussion participate in group discussion as a
Minute about what GDP and what class and in small groups. They will
s banks were like in the 1920s make connection to what they
and how things changed in worked on last week with the stock
1929. I will make a market game. After the discussion,
connection to the stock the technology person in the group
market that we had played will go and get Chromebooks for
during the previous week by their entire group.
asking how they felt during
each game. I will then
introduce what GDP is and
how it fell during the Great
Depression and after Black
Tuesday. Following this, I will
tell them that after Black
Tuesday, everyone rushed to
the bank to withdraw their
savings, but since that
money had been invested, it
was gone.

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 72 Teaching/Group Teaching/Group
Minute Application/Independent Application/Independent
s Application: Application: Students will rotate
I will run the stations that every ten minutes to the next
my class does. There are six station in the rotation. They will
station that each student have two minutes to get to the next
will cycle through. station and start on their work. The
station are a lecture, a video, a
reading, a map, a vocabulary word,
and to meet with me to see what
they have learned. Each station is
short, taking no longer than ten
minutes to complete, and if they
dont finish it, they will finish it
while they are not meeting with me
in the evaluation station.
1-2 Teaching/Group Teaching/Group
Minute Application/Independent Application/Independent
s Application: Application:
(Takes I will call the students over Students will show me what they
time to my desk one by one to see have completed for the day and
out of what they have completed think in depth about what happened
the 72 for the day. They will be to the economy after Black Tuesday.
minute graded on a scale of 0, which I want them to make connection to
s from means they have nothing to how the economy changed after the
previo show, to 4, showing that roaring 20s and even to today. If
us they have completed they do all of this, they will earn a 4
area) everything and have been for the day.
able to talk about what they
have learned. Since today is
Black Tuesday and Trickle
Down Economics I will ask
them about what they have
learned about it and push
them to answer more
complex questions.
3 Teaching/Group Teaching/Group
Minute Application/Independent Application/Independent
s Application: Application:
I will instruct the tech The person designated as the tech
person to put away all person will put away all
Chromebooks. I will also ask Chromebooks and make sure that
everyone to return to their they are plugged in and charging.
original table groups and get Then all students will return to their
ready for a quick group table group and get ready for a
discussion. quick discussion.

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 5 Closure: Closure:
Minute I will bring up the summative Students will work in small groups
s assessment and ask them to to discuss the events of Black
discuss it in their small Tuesday. They can talk about Trick-
groups. I will then tell them I Down Economics, but I want them to
will call on each group to understand Black Tuesday the most.
answer it or ask a question if They will have a comment ready to
they still have one. (I hope talk about when I call on their
to get to all groups, but if I group.
dont that will be OK since I
would rather take more time
in the beginning of the class
to explain things
thoroughly.)
Theoretical, Pedagogical, and/or Lines of Research that Justify Your
Instructional Choices:
Variety in Education: Having students doing the same thing all period
doesnt work. So I have designed my stations to take about 10 minutes.
One Minute per year: Students will stay on a single task for no longer than
ten minutes. Since they are about 14, this is below the one minute a year
rule.
Behaviorist Theory: Students have been conditions to rotate and change
assignments every ten minutes.
Assessment
1. Evidence collected during/as a result of this lesson:
1. Students will talk to the me during the class in order for me to
gauge how they are learning and what they know about Black
Tuesday. They will talk to me for a minimum of two minutes so I can
see how they are progressing as well as if I need to go over
anything extra before the summative assessment.
2. Students will have a discussion as a whole and talk about any
questions they still have about the Black Tuesday and what they
still need to know. I will give them two minutes in their groups to
talk and each group will have to come up with at least one question
to ask. If they do not come up with one, I will come back to them
before I dismiss class.

2. Summative assessment is __6___ days after this lesson.

Reflection:
1. Did all the students meet the learning target? How do you know?
For the most part, yes. I feel like many of them still need a better
understanding of the economy of the 1930s though. I feel like after
lesson 2 though, they will have a better understanding of this. If they
still need help, I will go over it more during the review portion on
Monday.

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 Reflection:
2. Describe any changes you made as you were teaching the lesson.
The main change I made was to illustrate the banking aspect of the
Depression with fake money. I gave each group a piece of paper with
100 on it. They then had to give it to the bank, me. After that, I lent all
of it out to different group so that when they needed the money back,
they couldnt pull it out.
Reflection:
3. What would you change about this lesson plan before you teach it
again? Pay attention to situations where students either did not learn
or already knew.
I would re-due my PowerPoint. I feel like many of my students had
difficulty addressing what trickle-down economics was so I would like
to make sure they got that in the PowerPoint.

Reflection:
4. How did the results of this lesson influence the way that you will teach
in the future?
I dont want to just stand up there and talk much. I want to get out
there and have visuals and activities that my students will be engaged
in. I also want to take more time and talk about key concepts at
separate times. I feel like two in 10 minutes was too much and I plan
to change this for the foreseeable future.

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