Direct instruction

Teacher(s): Scott, Matt, Gaston Subject: Social Studies

Standard(s):

SS07-S01-C08-01- Identify economic policies and factors (e.g., unequal distribution of income, weaknesses
in the farm sector, buying on margin, stock market crash) that led to the Great Depression.
68.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
68.WHST.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
ISTE-S1c- Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
Objectives (Explicit):

Students will show knowledge of what the stock market is by identifying and explaining how the stock
market crash helped usher in the Great Depression.
Evidence of Mastery (Measurable):

A five-question quiz will serve as the product the students will need to present to show what understanding of the material
took place. The quiz will be graded by a test key displaying the correct and incorrect answers (see attached test key).

Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will write notes, and highlight key words in order to help comprehend the material.

Key vocabulary: Great Depression, stock market, buying on Materials/Technology Resources to be Used:
margin, Black Tuesday.
Index cards (provided by the teacher), paper, or
notebook for note taking, and a writing utensil.

Opening (state objectives, connect to previous learning, and make RELEVENT to real life)

With the recent housing bubble, and subsequent economic depression in 2008, it becomes imperative that future
entrepreneurs and world leaders know how the planet is connected economically and that a recession in one country creates
a domino effect. Learning about the stock market crash in 1929 will serve as a lesson on what economic securities we did
not have in place at the time, how quickly invisible wealth can disappear, and what could be done to help lessen the risk of a
future economic downturn.

Teacher Will: Student Will:

Present a game to the students to show what people went Participate in the game presented by the teacher, and
through around the time of the stock market crash. This play the roles they will be assigned.
Instructional Input

serves as a precursor to the lecture portion of the lesson.

(see attached game rules) See what is happening to them, and people around
them as the game goes on.

Co-Teaching Strategy/Differentiation

Accommodations will be made per a students individual 504, or IEP plans. ELL students will have
access to google translate, but will be monitored for academic integrity. ESS students will have a
modified quiz that eliminates two out of the four answers per question. If notes are a problem for students
 then hard copies for the slides will be available upon request. In general, the teacher will be available for
questions that may need clarifying during the quiz, and throughout the entire lesson.

Teacher Will: Student Will:

Proceed with pre-designed PowerPoint. Take notes from the PowerPoint.

What is the stock market? Read from the PowerPoint when called on to do so.
What was going on with the 1920s stock
Be ready to answer check for knowledge questions
market?
asked by the teacher.
How did the stock market help lead to the Great
Depression?
Have students read sections of the PowerPoint to help
Guided Practice

keep student engagement.

Checks for understanding must be made at regular

intervals, with questions related to the material.

Co-Teaching Strategy/Differentiation/Check for Understanding.

Accommodations will be made per a students 504, or IEP plans. ELL students will have access to google
translate, but will be monitored for academic integrity. ESS students will have a modified quiz that eliminates two
out of the four answers per question. If notes are a problem for students then hard copies for the slides will be
available upon request. In general, the teacher will be available for questions that may need clarifying during the
quiz, and throughout the entire lesson.

Teacher Will: Student Will:

Hand out small, five-question quiz on the topic just
discussed.
Tell students about the ticket out the door question, and
Independent Practice
Take quiz, and answer all five questions to the best of
their knowledge. Then, write their personal answer to
the ticket out the door question. What would you do if
all your money, or your parents money, disappeared

that it is to be written on the back of the quiz. What overnight?

would you do if all your money, or your parents money,
disappeared overnight?

Co-Teaching Strategy/Differentiation

Accommodations will be made per a students 504, or IEP plans. ELL students will have access to google
translate, but will be monitored for academic integrity. ESS students will have a modified quiz that
eliminates two out of the four answers per question. If notes are a problem for students then hard copies
for the slides will be available upon request. In general, the teacher will be available for questions that
may need clarifying during the quiz, and throughout the entire lesson.

Closing/Student Reflection/Real-life connections:

On the back of the quiz, students will be asked to answer a ticket out the door question. What would you do if all
your money, or your parents money, disappeared overnight? This question gets the students thinking about
their life, and what would happen if their own life were turned upside down.