Great Depression Concept Map Lesson Plan
Name: Dustin White | Date: 2/10/2012 |
Lesson Title: Great Depression Concept Map | Grade/Level: 5th Grade |
Curriculum Standards | |
5.5.08 Understand society in America during the Great Depression. a. Explain the events that led to the Great Depression. b. Describe how the Great Depression affected American society as a whole. | |
Big Idea/Focus Question/Goal | |
What events led to the Great Depression in the United States? How did it affect the American people? Relate the Great Depression to today’s economy. Tell some similarities and differences of how the Great Depression and where we are today. (This goal will only be used for students who complete concept map early) | |
Instruction | |
We will begin the Great Depression Unit with a video of events that have led up to the Great Depression in our Social Studies text thus far. During the video I will encourage students to use TodaysMeet to make comments on the video, important people, and portions that they are confused or need clarification on. Once the video has finished, students will brainstorm key vocabulary words, terms, and important people during the 1920s on a Google Document (Presentation). I have chosen to use this because all students have an account already and they are familiar with the setup. They can collaborate with each group with this method. It allows for struggling students to feed off of the group if they are having difficulties without making it noticeable. We will continue to learn about the 1920s, events leading to, and effects of The Great Depression. Students will use their textbook, Brainpop, video clips, and websites to collect information regarding this time period. At the end of the instruction, we will use all material that has been created to make a final concept map which will be able to illustrate the reasons for the Great Depression and the affects it had on the United States Economy. This concept map created in Microsoft PowerPoint will be given to students for a study guide for the Unit Assessment. It is possible to use a version of the final concept map as a “Quick Check” for students to see if they retained certain information as well. | |
Concept Map Integration Plan | |
A final concept map will be created from the individual brainstorming sessions that the students complete on GoogleDocs. Students will add information to this document as a class while we cover the material. When completed, as a class, we will gather all information to complete a concept map that illustrates to the students the causes of the Great Depression and the way that it affected the American society during this time period. We will also add on the Concept Map ways the New Deal planned to address certain issues during the Great Depression. | |
TN State Computer Technology Learning Accomplishments | |
5.3.1. Students will use technology tools to enhance learning, increase productivity, and promote creativity. a. Use subject specific information gathered through technology
resources for a variety of curriculum subjects. b. Create presentations for various subject related assignments. 5.6.1. Students will use technology resources for solving problems and making informed decisions. e. Use a graphical organizer and/or outliner to categorize, make connections,
and visually display relationships (cause and effect, Venn Diagrams and hierarchical organization). | |
ISTE NETS-S Performance Indicators | |
Communication and Collaboration · 2a – interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Research and Information Fluency · 3b – locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Digital Citizenship · 5b – exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. | |
ISTE NETS-T Performance Indicators | |
Facilitate and Inspire Student Learning and Creativity · 1a – promote, support, and model creative and innovative thinking and inventiveness. Design and Develop Digital-Age Learning Experiences and Assessments · 2b – develop technology-enriched learning environments that enable all students to purse their individual curiosities and become active participants in setting their own education goals, managing their own learning, and assessing their own progress. Promote and Model Digital Citizenship and Responsibility · 4c – promote and model digital etiquette and responsibly social interactions related to the use of technology and information. | |
Adaptations to Meet Individual Needs | |
The majority of this lesson will be whole-class instruction with all students able to participate fully in discussions both on the discussion board and in class during readings. When the class is brainstorming ideas in the beginning and at particular spots, we will adjust time as needed. I will provide additional time when students break apart to use their personal Netbooks while working collaboratively using GoogleDocs and the websites that I have provided them. Some groups will need more assistance, while other groups will be able to complete the brainstorming and concept mapping on their own. They will then move to more analytical questions regarding the Great Depression and our society today. | |
What is the ‘relative advantage’ of technology integration in this lesson? | |
TodaysMeet will provide students with instant feedback and a forum to place ideas and have others build on them. During the presentation, students will have the opportunity to type questions on their Netbooks via TodaysMeet and have their classmates answer them. At the end of this presentation, the instruction can review the content from the transcript to see if any questions fell through the cracks. GoogleDocs (Presentation) will be used as the students work at their own pace to find information regarding their piece of The Great Depression. They will be in groups and will have access to the information that others have posted. This will allow for students to work together “virtually”. They will able to make contributions to the final product by their own strengths and at their own pace. They will be able to collect all information and turn it in to a finished concept Map via Microsoft PowerPoint. It will allow students to have creativity on a new media forum as opposed to a pencil and paper report. I will give the students the PowerPoint Template and I will only have a few things listed such as The Great Depression, Causes, and Effects. Students will create the rest of the Concept Map on their own. Concept Map Example:  | |
