The New Deal

The New Deal

Author(s):
Julie Krouse & Tony McClung Section 19782

Grade Level:
11 United States History

Timeframe:
3 Blocks (90 min) class periods

Lesson Description or Explanation
Students will be finishing up the unit over the New Deal and will formulate a power point slide to show the impact the New Deal had on the economy during 1929-1941. The students will have to research and draw from what they know about the New Deal; and give a brief description about what the New Deal was and the main goal or objective of the New Deal was. The students will then have to find charts on the United States economy to see if the New Deal had a positive or negative impact and defend whether they believe the New Deal was beneficial or harmful to the American economy.

Indiana Curricular Standards
USH 4.6: Describe New Deal legislation and its effect on government expansion and compare and contrast their views of New Deal proponents and opponents. (Government, Economics)

ISTE Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.

Assessments Formative/Summative
Formative assessments:
Students will work in groups and assess each other’s progress and input into the group work.
Students will be assessed on their time managements skills by their productivity with class time for project
Students will collaborate within their group to discuss and evaluate research and power point slides.
Summative Assessments:
Students will be assessed by their final power point project on an individual and group level.

Prior Knowledge
Curricular Knowledge or Skills: The students will have to draw back on their prior knowledge of the Great Depression and reflect on the impact the depression had on the economy during that time period. The students will also have to reflect and use their prior knowledge of the New Deal to help them research more information on the New Deal and come to a conclusion of whether the New Deal had a positive or negative impact on the American economy. The students will have just taken an exam over the Great Depression and New Deal, so that exam will be used for me to find out what they learned and how much they retained.
Technology Knowledge: The students will be given a pre-test/questionnaire that will not be graded, but used to find out how comfortable the students are with the internet and with Microsoft Power Point. Groups will be divided up using all the prior knowledge assessments.

Technology
Internet Resources:
http://home.earthlink.net/~gfeldmeth/chart.newdeal.html, http://www.loc.gov/rr/program/bib/newdeal/
http://www.google.com/language_tools?hl=en
http://www.microsoft.com/enable/at

Hardware: Computers with internet access,

Software: Microsoft Power Point & Microsoft Office

Procedure
Day 1
Step One: Students will be given a questionnaire to find out their prior level of technology knowledge. Students will then be placed in groups based off of their prior knowledge about technology and the exams they took over the Great Depression and New Deal. (There will be approximately 5 students in each group) (10 min)

Step Two: Once students are in their groups there will be a short review session aboout the New Deal and directions for the project will be given. Students can then ask any questions. (20 min)

Step Three: For the remained of class, each group will have to work collaboratively and research information on the New Deal and the impact the New Deal had on the economy. The students will be given plenty of time to research in class on the internet. (60 min)

Day 2
Step One: The students will immediately break up into their groups. As a whole class there will be a brief time for questions and answers (10 min)

Step Two: The groups will be given more time research on the internet, but today the students should begin to work on their power point presentations. The Power Points should include informative information about the New Deal and the main goal and objective of the New Deal, along with a conclusion of whether they believe the New Deal was a success or not. The groups must defend their statements in detail with a short paper, but the power point should inform the audience of what stance they are taking. (50min)

Step Three: For the remainder of the time the class will have a short discussion of where each group is at on their project, and each group will be given time to discuss with the class what they have found and explain if they think the New Deal had a positive or negative impact in the United States economy and morale. This discussion is a formative assessment and will be an informal discussion. (20 min)

Day 3
Step One: The group projects are due today so the entire class period will be given to finish the power point project and also finish the group paper defending their stance on the New Deal. The paper only had to be one page min. and a min. of 2 sources used. (90 min) The power point presentations will be handed in at the end of class.

Differentiated Instruction

ESL
ESL students will have the opportunity to utilize Google Translate if needed. The teacher will also work closely with the school’s ESL teacher/assistant throughout the lesson to make any necessary adjustments for the ESL student(s).

Challenge/Extend
Those students that are in need of an additional challenge will be required to write an additional short essay that show a more in-depth knowledge of the New Deal. The essay will only be 2 pages, but will need to showcase additional knowledge that the student learned from his/her own personal research on the New Deal.

Special Needs
Students with special needs will have proper accommodations based on his/her IEP. Furthermore, because there will be groups of five, students with special needs will be placed within a group that will be able to assist that student.