Social Studies SIOP Lesson Plan

Teacher: María L. Balaguer

Site: Mansfeld Middle School

Time Required: 2-3 class periods

Grade: 8

Unit/Theme/Title The Great Depression
This lesson will take 2-3 class periods
Standards
Concept 8: Great Depression and World War II – 1929-1945
Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens.
• Great Depression and World War II. (SS08-S1C8)
(Note: The Great Depression was taught in Grade 7.)
PO 1. Review the impact of the Great Depression on the United States
.
Content Objective(s)
PO 1. I can 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
PO 2. I can determine the impact of natural and manmade crises (e.g., unemployment, food lines, the Dust Bowl and the western migration of Midwest farmers) of the Great Depression.

Language Objective(s)

This lesson will introduce students to the Great Depression through pictures. It can be used with all levels of English Language Learners. Beginners can write, copy or illustrate a one-word reply in the table of inference (TOI). Intermediate students can compose a sentence and advanced several sentences. For specific Language Objective POs, see: http://www.ade.state.az.us/asd/lep/

I will express orally my own thinking and ideas.

I will listen actively to the ideas of others in order to acquire new knowledge.

I will identify, describe, and apply conventions of Standard English in my communications

Key Vocabulary
Affluence Poverty
Dust bowl Bread/soup lines
Employment Unemployment
Migration Immigration
Evidence Inference / Materials
--Black and white overheads of Great Depression scenes
-Table of inference for each group
-Digital projector
-Stickies
-Photos of anything for modeling
Technology Integration
Projector
Overhead Projector
Preparation
Using the stickies on your table, write down 5 things (emphasize things NOT people) that you absolutely need to get through your day. This can be anything, but remember, they must be necessities that you cannot live without. Place them on the tag board located on the north board. After class has had the opportunity to write down these things ask:
n  Why did you choose these items?
What would you do if one day you found out you had to give these back or sell them, what would you do?
Lesson Sequence (be specific)
1.  Explain to students that today they will be looking at some photos, which might be a little uncomfortable. We are going back to a period of time called the Great Depression.
2.  To begin the lesson, choose a generic photo. I chose one of myself in a cotton field taken in the last 5 years. I projected it on the screen so that all students could see it.
3.  Ask student to analyze the photo (use the questions on the table of inference) you want students to use their visual clues as to the time, setting, and emotion in the picture. (That is why I used a picture of myself, it gives them a time setting and they are able to see the clothing I was wearing and my hairstyle as a clue.)
Some Questions you might ask:
How do you know what time period the picture was taken?
What are the surroundings in the picture telling you?
What do you know about the seasons?
4.  Once students have had the opportunity to discuss the picture with you and you feel that they can move on, explain that each group will now receive a picture that they will analyze with their group members (keep the groups to no more than 4 but make sure that you have at least one strong English writer/speaker)
5.  Hand a picture out to each group, but do not give them the Table of Inference yet.
6.  Explain that each group must analyze the picture verbally with one another.
7.  Give students about 10 minutes while you circulate the room listening in on their conversations.
8.  If you find that they are stuck, ask what they see going on? Why do they think this? What evidence do they have?
9.  Once students have had the opportunity to discuss the picture, explain that you will now give them the Table of Inference. They practiced answering these questions with the photo on the screen, and now they will fill in the table in their group.
10. They are to choose a scribe and take turns inputting information in each box. ELL students, depending on their level, may only be able to put one word or draw.
11. Each group will get one Table of Inference to go with their photo. Walk around the room to make sure that they know what they are doing. Prompt struggling students with questions.
12. Collect photos and tables of inference and explain that they will be looking at the photos on the screen the following lesson and that their tables of inference will be used when discussing it with their classmates.
13. The following day you will project the images and have each group share their observations before opening it up to the rest of the class.
Application/Practice
n  In their groups students will examine the photograph given to their group.
n  They will view the photo in silence at first (to get into the photo)
n  Students may only speak after everyone at the table has viewed the photograph
n  After everyone has shared, the scribe will write the interpretations in the boxes of the table.
n  They will choose a speaker and share your photo and interpretation with the rest of the class.
Review/Assessment
Table of inference will be shared with the group and turned in.
Reflections
This lesson captivated the students with the idea that they were actually primary documents that we were looking at. They wanted to share their pictures with one another and point out details in the photos to each other. On the last day of the lesson when I asked the students to tell me what they absolutely needed to make it through the day, they all said food, water, clothing, shelter etc. None mentioned an IPOD one mentioned a cell phone because he said he needed to know where his family was to which the other students responded that he would have no money to pay for the service.

Confederate and Union States

during the Civil War 1861-1865

http://ushistory.tusd.us/participants.htm