Lessonplanformat 463 2

LESSON TITLE:
Name(s): Sophia Lara & Jeremy Kuettle Grade: 11 Date: 05/01/23
Subject Area: US Time Duration:

History
I. Overview (1 minute): Purpose is to guide instruction toward a coherent objective. Should be

a significant and measurable statement of what students will know and be able to do as a result of
the lesson.
1 What are the CA Content Standard(s) AND Common Core Standards addressed?
- To ensure the students understand the explanations of the main causes of the Great
Depression and how crucial it is to understand how the nation went from the “Roaring
20s” to the “bust” that caused the economic crisis
- We will discuss the human toll of the Depression connecting it to how it shaped the
Federal Government’s role within American society, which subsequently change the role
of the Federal Government shaping modern America
2. What is/are the Essential Question(s) for the day?
- How did a ‘Great Depression’ occur in America during a time of what was seen as great
prosperity?
3. What is the day’s agenda? That is, how will the lesson fit together?
- To ensure students understand the causes of the Great Depression through a power point
lesson.
- To maintain student interaction with the use of pictures and information
4. What materials (e.g...handouts, readings, primary sources, graphic organizer, video,

PowerPoint, etc...) will be used? (Need to bring all materials on day of lesson)
- Power Point
- Primary Sources: Pictures and Political cartoons
II. Anticipatory Set/aka Opener (About 4 minutes): Purpose is to access prior knowledge,
connect prior knowledge to new knowledge, cue attention toward day’s topic, and/or create
interest. The opener introduces the lesson, but should not overwhelm it. A good set seamlessly
flows into instruction.
Summary of Opener: The opener is to get students to engage with two separate images. One is
an image depicting the roaring 20s and the other is an image of a food line in Detroit
III. Direct Instruction (About 15 minutes): This is an instructional approach to learning
driven by the teacher. The purpose is to get information, usually new material, to students
relatively quickly. While this can take various forms, lecture is the most widely recognized. You
will deliver a PowerPoint lecture in this portion of your lesson.
Summary of Lecture:
- We will discuss the key moments leading into the Great Depression. We use various
pictures and pieces of information to ensure students understand how it happened and
what the effects were.
1. How are you checking for understanding during lecture? Here you want to ensure that
students comprehend the information and are ready to use it.
Summary of strategy/technique:
- We will be sure to ask students if they have questions throughout the lesson. The lesson
itself will be broken down in simple terms for students to understand.
IV. Guided Practice (The Bulk of Time in a Real Class – However, you will explain in
about 5 to 10 minutes): Purpose is to provide students the space to develop a deeper
understanding of the content and to hone critical thinking skills. The teacher provides the
instructions and the resources for an activity and then allows students to work through (often
collaboratively) the content and concepts to make their own. Teacher serves as a facilitator,
providing support when necessary. This should be a student-centered approach to learning. For
your lesson, the activity should be rooted in primary source analysis. (When you deliver your
lesson, you should display the instructions, primary source documents and give specific
examples of what students will be doing).
Summary of Guided Practice:
- We will use a political cartoon and a famous picture of citizens effected by the migrations
from farms. Here students will be separated into two groups to analyze the photo they are
given. After we will share their thoughts on each image and relate it back to the era.
V. Closure (About 3 minutes): Purpose is to highlight new learning for students. Students
should take an active role in this summary. It reinforces the big takeaways for the day and
answers questions like, “So what? Why did we do this? What is this good for?” This is also a
good time to circle back to the essential question(s) for the day.
Summary of strategy/technique for Closure:
- We will go over summary questions and relate it back to the lesson along with a look into
what comes next. This will bring it together from a modern perspective.
VI. Independent Practice (About 2 minutes): Purpose is to reinforce content knowledge and
continue to hone skills focused on in day’s lesson. This is done independently. Teacher will
check at the completion of the assignment to assess students’ skill level and understanding.
Sometimes occurs during class if time permits. For your lesson, this will be a homework
assignment.
Summary of Independent Practice:
- The homework assignment is to get students to engage with the lesson in a creative way.
Students will be able to conceptualize a specific topic in the Great Depression and
creatively portray it on paper.
VII. Summative Assessment (Less than 30 seconds): Purpose is to evaluate student

performance of the objectives. Usually performed by students individually with teacher
monitoring integrity.
- Pick a subject, draw a picture of it, ask a question, and answer the question.
1. How will the content and the skills be tested at the end of the unit? For this lesson, no need
to create actual assessment, just explain.
- We think something simply such as a short answer quiz would ensure students are retaining the
information.
VIII. Identify 5 Sources Used to Design Lesson: This can be sources that assisted you in
content mastery and/or lesson plan development. (Use Turabian/Chicago Manual of Style)
Colclough, Joanna. “Lost and (Almost) Found: An Orphan Political Cartoon: Headlines and
Heroes.” The Library of Congress, December 15, 2022.
https://blogs.loc.gov/headlinesandheroes/2022/12/orphan-political-cartoon/.
“Dorothea Lange and the Making of ‘Migrant Mother’ - Jstor Daily.” Accessed May 1, 2023.
https://daily.jstor.org/dorothea-lange-and-the-making-of-migrant-mother/.
Foner, Eric. Give Me Liberty! An American History. Ed. 6. Vol. 2. New York: W. W. Norton &
Company, 2019.
“Hoovervilles of the Great Depression.” YouTube. YouTube, June 24, 2020.

https://www.youtube.com/watch?v=EXgrmXeKjOU.
“Libguides: Minnesota during the Great Depression: Images & Artifacts.” Images & Artifacts -
Minnesota During the Great Depression - LibGuides at Minnesota Historical Society
Library. Accessed May 1, 2023. https://libguides.mnhs.org/greatdepression/images.
Robinson, John L. “Great Depression.” In The New Encyclopedia of Southern Culture: Volume
3: History, edited by CHARLES REAGAN WILSON, 110–15. University of North
Carolina Press, 2006. http://www.jstor.org/stable/10.5149/9781469616551_wilson.20.
Important Note: Depending on your topic, you will either be teaching 8th grade OR 11th
grade history. Be sure your lesson is tailored for the appropriate grade level.

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LESSON TITLE:

Name(s): Sophia Lara & Jeremy Kuettle Grade: 11 Date: 05/01/23

Subject Area: US Time Duration:

I. Overview (1 minute): Purpose is to guide instruction toward a coherent objective. Should be

4. What materials (e.g...handouts, readings, primary sources, graphic organizer, video,

VII. Summative Assessment (Less than 30 seconds): Purpose is to evaluate student

“Hoovervilles of the Great Depression.” YouTube. YouTube, June 24, 2020.

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