Federal Reserve Chairman - 12th Grade Economics

Lesson Summary
The students working in groups and as an individual will document the functions of the Federal Reserve System and develop a plan to avert a banking crisis using the functions of the Federal Reserve System.

California Academic Standard(s)

• 12.3 - Students analyze the influence of the federal government on the American economy.

Time Frame
Class Time: Two (50) minute classes
Total Time: Four days

Goal
The students will acquire critical thinking, social and writing skills while understanding the functions of the Federal Reserve System and its role during a time of bank crisis.

Learning Styles

• Linguistic
• Auditory
• Social
• Intrapersonal
• Logical

Lesson Summary
Anticipatory Set (10 min)
The instructor will write a question on the board that states "If you were on a trip alone and ran out of money, what are some things you might do?"  The instructor will allow the students two minutes to think about the question.  The instructor will then call on random students to answer the question and write the answers on the board.

Direct Instruction (15 min)
The instructor will briefly explain the role of the Federal Reserve during the the 2008 banking crisis.  The instructor will write the following on the board or on a computer with an overhead:

Working with a partner, please describe the main functions of the Federal Reserve System.  Write the functions as bullet points using complete sentences.  Be prepared to explain the functions to the class.

Modeling (5 min)
Using the board or computer and overhead, the instructor will write one function of the Federal Reserve System.

Guided Practice (20 min)
The instructor will place the students in groups of two.  The students, using their textbooks, smart phones or computer will write down the main functions of the Federal Reserve System.

Checks for Understanding (10 min)
The instructor will call on random groups to provide the functions of the Federal Reserve System.  The instructor will write the answers on the board.

Direct Instruction (10 min)
The instructor will provide the students the following handout:

The Federal Reserve Chairman
You are the Federal Reserve Chairman.  The bank stocks have been plummeting for the last few months.  Two major banks failed and filed for bankruptcy.  There is a fear that bank depositors may withdraw their money worried that the banking system may fail.

As the Federal Reserve Chairman, using the power authorized by the Federal Reserve System, explain what you would do to calm the crisis in the short and long term.  Please explain how you will employ each function.  Be prepared to defend your plan to the class.

Modeling (5 min)
The instructor will write on the board one possible Federal Reserve Function used to calm a banking crisis and explain how the function would be employed.

Independent Study (40 min)
The students will complete their plan to avert the banking crisis.

Checks for Understanding
The students will submit their plan to the instructor.

Direct Instruction (20 min)
The instructor will lead the class in a discussion regarding their bank crisis plans.

Direct Instruction (50 min)
The instructor will show the class a PBS Frontline video titled "Inside the Meltdown"

Reconstructing Reconstruction - 8th Grade U.S. History

Lesson Summary
The students working in groups and independently will identify and understand key movements, laws and people from the viewpoint of either a Radical Republican, former Confederate or free slave.

California Academic Standard(s) 

• 8.11 - Students analyze the character and lasting consequences of Reconstruction.

Time Frame
Class Time:  One and a half (50) minute classes
Total Time: Three to Four Days

Goal
The students will develop critical thinking, social and writing skills while identifying and understanding key movements, laws and people during the period of Reconstruction.

Learning Styles

• Linguistic
• Auditory
• Social
• Intrapersonal
• Logical

Lesson Plan
Anticipatory Set (15 min)
The instructor will write (School, Friends, Fun) across on the top of the board.  On the side of the board down the instructor will write (You, Your Parents or Guardians).  The instructor will ask the students to provide the point of view of both you and your parent/guardian regarding school, friends and fun.  The instructor will allow the students two minutes to think about the question.  The instructor will call on random students to answer the question and write the answers on the board in the appropriate location.

Direct Instruction (15 min)
The instructor will briefly discuss the period of Reconstruction and how it affected the different regions of the country.  The instructor will write the following headings on the board: Radical Republican, Former Confederate and Free Slave.  The instructor will tell the students that they will develop at least three attributes for each heading on the board.

Modeling (5 min)
The instructor will write one attribute for each heading on the board (Radical Republican, Former Confederate, Free Slave).

Guided Practice (15 min)
The instructor will place the students in groups of two.  Each group, using the textbook or other resource material, will develop at least three attributes for the Radical Republican, Former Confederate and Free Slave.

Checks for Understanding (10 min)
The instructor will call on random groups to provide their attributes for each heading.  The instructor will write the answers on the board under the appropriate heading.  The students will write the answers in their notebook.

Direct Instruction (5 min)
The instructor will provide the following handout

A Reconstruction Viewpoint
Working independently, you will pretend to be either a Radical Republican, former Confederate of free slave.  As one of these individuals, you will provide a detailed explanation and opinion of the following:

• 13th Amendment
• 14th Amendment
• 15th Amendment
• Wade Davis Bill
• Black Codes
• KKK
• Carpetbaggers
• Scalawags

For each of these you must first provide a detailed explanation of what they are and then provide your opinion of them based on the individual you are pretending to be for the assignment.

Remember:  This is not your personal opinion.  

Modeling (5 min)
Using the computer and overhead, choose one of the Reconstruction individuals and provide a detailed explanation and opinion for one of the items listed (13th Amendment etc...)

Independent Study
The students will complete the Reconstruction Viewpoint assignment.

Checks for Understanding
The students will submit the assignment to the instructor.

Direct Instruction (20 min)
The instructor will engage the students in a discussion regarding each item on the list (law, movement, people) and the potential opinion of each individual type (Radical Republican, former Confederate, Free Slave) during the Reconstruction era.

Communications Revolution - 11th Grade U.S. History

Lesson Summary
Working in groups and independently, the students will analyze the changes communications technology brought to the nation and describe how one of the major communications mediums can be incorporated to help a business or organization become more successful.

California Academic Standard(s)

• 11.5.6 - Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture
• 11.8.7 - Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communications; advances in medicine and improvements in agricultural technology

Time Frame
 Two (50) minute classes (Great for Block)

Goal
The students will develop critical thinking, writing and social skills while understanding the revolutionary influences of 20th century communications technologies.

Learning Styles

• Linguistic
• Auditory
• Social
• Intrapersonal
• Logical

Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states "If the internet did not exist tomorrow, what are some elements of your life that would change?"  The instructor will allow the students two minutes to think about the question.  The instructor will call on random students to answer the question and write the answers on the board.

Direct Instruction (15 min)
The instructor will provide a brief lecture on how radio, television and the internet changed the culture of the country.  The instructor will write on the board or overhead:

How did each communications technology (Radio, Television, Internet) change the following:

• Work life
• Home life
• Education
• Military
• Politics
• Art/Music

Provide at least two reasons for each.

Modeling (10 min)
Using the computer and overhead, the instructor will provide examples of how each communications technology of the 20th century affected some elements of society (work, politics etc...)

Guided Practice (15 min)
The instructor will place the students in groups of two.  The students will write at least two reasons on how the radio, television and the internet changed work life, home life, education, military, politics, art and music.

Checks for Understanding (10 min)
The instructor will call on random groups to provide answers about the different communications mediums and their influences on society.  The instructor will write the answers on the board.  The students will then submit their answers to the instructor.

Direct Instruction (10 min)
The instructor will provide the following handout to the students:

Communications Revolution
Pick one communications medium: radio, television, internet.  

You are a business owner (you may pick any legal business you want).  The communications medium you picked is just becoming popular.  To remain competitive, it is important that you incorporate the new communications technology into your business.

Please describe how you would use the new communications technology to help your business become more successful. Be specific and detailed.


Modeling (10 min)
Using the computer and overhead, the instructor will use a business example and demonstrate how one of the 20th century communications technologies was used to enhance a business.

Independent Study (30 min)
The students will choose a business.  The students will then complete a paper about how to employ a communications medium to make a business more successful. 

Checks for Understanding
The students will submit the papers to the instructor

Direct Instruction (10 min)
The instructor will engage the students in a discussion regarding the communications technologies and how each student decided on how to use them to enhance a business.

The Presidential Candidate - 12th Grade Government

Lesson Summary
The Students working in groups will establish and develop a presidential campaign.  The campaign will include the promotion of a nominee for either the Democrat or Republican Party.  Each candidate will be voted on by the class in a mock primary election.

California Academic Standard(s)

• 12.6.1 - Analyze the origin, development and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties.
• 12.6.2 - Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.
• 12.6.3 - Evaluate the roles of polls, campaign advertising and the controversies over campaign funding.

Time Frame
 Four (50) minute classes

Goal
The students will develop critical thinking, writing and presentation skills while gaining a deep understanding of political campaigns and the election process.

Learning Styles

• Linguistic
• Auditory
• Social
• Logical
• Physical

Lesson Plan
Anticipatory Set (15 min)
The instructor will write a question on the board that states "What are examples of campaign promises a Democrat or Republican candidate might say?"  The instructor will allow the students two minutes to think about the question.  The instructor will write "Democrat" and "Republican" on the board and ask random students to provide answers for each political party and write the answers under the appropriate heading.

Direct Instruction (15 min)
The instructor will briefly discuss how potential presidential candidates portray themselves.  The instructor will provide the following handout to the students:

The Presidential Candidate
Working in groups, you will establish a campaign for either a Democrat or Republican nominee for President.  Each group will establish the following roles:

• Presidential Candidate - This individual will help establish the beliefs and campaign promises.  This individual will be responsible for presenting the campaign to the class.
• Speech Writers - These individuals will be responsible for taking the campaign promises and writing a speech for the Presidential candidate to give to the class.
• Advertising Manager - This individual is responsible for taking the campaign promises and developing an advertising campaign.  The advertising campaign will include a motto, a list of communications mediums to advertise and a campaign poster.

Each group will be assigned either the Democrat or Republican Party.  Depending on the Party assigned, the group will create a campaign the corresponds to the values promoted by the Party in modern America.

The campaign speech needs to be between five and seven minutes.

Deliverable:

1. Completed Speech - Typed and double spaced (50%)
2. Advertising Campaign - A motto, a list of communications mediums to advertise and a campaign poster (25%)
3. Speech Presentation - Five to seven minutes long (25%)

After each political party candidate provides their speech, the students with candidates from the other political party will vote for the best candidate.  The vote will be done by secret ballot.  The winning groups for each political party will receive 10% extra credit on the assignment.

Have fun and don't be afraid to think outside the box!!

Modeling (15 min)
Using the computer and overhead, the instructor will show examples of political speeches and campaign posters used by candidates throughout history.

Guided Practice (80 min)
The instructor will place the students in groups of four.  Each group will assign the roles for the participants.  The students will complete each deliverable for the Presidential candidate assignment.

Checks for Understanding (40 min)
The students will present their campaign speeches to the class along with their campaign poster.  The speeches will be presented based on the political parties.  For example: first the Republican candidates will present and then the Democrat candidates will present.  The students from the opposite political party will then vote for the best candidate by secret ballot.

Direct Instruction (20 min)
The instructor will provide a brief lecture on the process of electing a President and the role of advertising and campaign funding.

The Hip Hop 20s - 11th Grade U.S. History

Lesson Summary

The students working in groups and as an individual will write a hip hop song to explain major political, social, economic, technological, and cultural developments of the 1920s.  For extra credit, the students may perform the song for the class.

California Academic Standard(s)

11.5 – Students analyze the major political, social, economic, technological and cultural developments of the 1920s.

Time Frame

Two to Three (50) minute classes

Total Time: One Week

Goal

The students will achieve critical thinking and writing skills while analyzing the major political, social, economic, technological and cultural developments of the 1920s.

Learning Styles

• Linguistic
• Auditory
• Logical
• Musical
• Social
• Intrapersonal

Lesson Plan

Anticipatory Set (15 min)

The instructor will provide the students a handout with the lyrics of a hip hop song that has social meaning.  The instructor will then play the song for the students.  (911 is a Joke by Public Enemy is a good example.  It has clean lyrics and is an example of a hip song with social meaning).  The instructor will ask the students to think about the meaning of the song lyrics.  The instructor will call on random students to provide the meaning of the song.  The instructor will write the responses on the board.

Direct Instruction (10 min)

The instructor will inform the students that they will write a hip hop song about key historic terms from the 1920s.  The instructor will tell the student that prior to writing the song, the students will work in a group to write a one verse song about prohibition.

Modeling (5 min)

Using the computer and overhead, the instructor will show the students hip hop song lyrics from a historical topic of the 1920s.  For example:

Everywhere I go and everywhere I be

The New York Yankees are celebrating with me

Babe is hitting them out

With high propensity

Baseball fever, baseball fever

Come to the park and see

Guided Practice (15 min)

The students working in groups of two will write one verse of a hip hop song about prohibition.

Checks for Understanding (10 min)

The instructor will call on random groups to read their hip hop song about prohibition.

Direct Instruction (10 min)

The instructor will provide the following handout and discuss with the class:

The Hip Hop 20s

Working independently, you will write a hip hop song that describes a major political, social, economic, technological and cultural development of the 1920s.  There is no determined length for the song but the song must describe at least one major political, social, economic, technological and cultural development of the 1920s.

The most important element of the song lyrics is that the reader will understand the development being described.

The song lyrics need to typed.

Extra Credit: For extra credit, you can perform the song in front of the class with music or a-capella. 

Modeling (5 min)

The instructor will provide examples of subjects or developments that could be considered to write a hip hop song.

Independent Study

The students working independently will write a hip hop song for the 1920s major developments.

Checks for Understanding (Depends on how many perform song)

The students will submit their songs to the instructor.

Extra Credit: The students may perform the song in front of the class.

Direct Instruction (15 min)

The instructor will summarize the major developments of the 1920s

The Roman Times - 6th Grade World History

Lesson Summary

The students working independently will design and create a newspaper that includes articles, advertisements and map illustrations regarding geographic, political, religious and social structures during the development of Rome. (NOTE: To supplement this lesson, it is imperative to include additional active lessons regarding mythical and historic figures of Rome, the rise of the Roman Empire, government structures of Rome, the rise of Christianity and art and science achievements of Rome)

California Academic Standard(s)

6.7 – Students analyze the geographic, political, economic, religious and social structures during the development of Rome.

Time Frame

Three Weeks

Goal

The students will develop critical thinking, research and writing skills while analyzing the geographic, political, economic, religious and social structures during the development of Rome.

Learning Styles

• Linguistic
• Auditory
• Intrapersonal
• Logical
• Physical

Lesson Plan

Anticipatory Set

The instructor will pass out various newspapers to the students.  The instructor will write a question on the board that states “What do you notice about the design of the newspaper?”  The instructor will call on random students to answer and provide the responses on the board.

Direct Instruction

The instructor will briefly introduce the students to the development of the Rome.  The instructor will provide the students with the following handout:

The Roman Times

You will pretend to start a newspaper in Rome.  The newspaper is called “The Roman Times.”  You will be responsible for designing the newspaper, writing the articles and producing the completed paper. 

The newspaper must include the following:

• A brief biography of Cincinnatus, Julius Caesar, or Cicero
• An article describing the government of the Roman Republic
• A visual map showing the locations of the Roman Empire in 271 AD
• An article describing the spread of Christianity in Roman territories and Europe
• Two advertisements for a piece of literature, art or technology of ancient Rome

Each article will need to be typed and single spaced.  You may type the articles in column form. (We will discuss in class).

The newspaper will be on a poster board (22 X 28)

You will design the newspaper’s Masthead.  The Masthead is the title of the newspaper. 

You will organize the articles, map and advertisements on the newspaper so it fits well and is easy to read.

Be creative and have fun!

Modeling

Using the computer and overhead, the instructor will show examples of the key items every newspaper includes in its design.

Independent Study

The students will design, write and produce a newspaper about the development of Rome.

Direct Instruction

The instructor will engage the students in a discussion regarding each section of the newspaper to summarize the knowledge obtained during the project.

The New Imperialist - 10th Grade World History

Lesson Summary

Working in groups, the students will discuss the locations of the colonial rule of the 19^th and early 20^th century.  Then, the students working independently will choose one colonial power and analyze why each imperialist country selected the colony for their empire.

California Academic Standard(s)

• 10.4.2 – Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States
• 10.4.3 – Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long term responses by the people of the colonial rule

Time Frame

Class Time: Two (50) minute classes (Great for block!)

Total Time: One week

Goal

The students will develop critical thinking and collaborative skills while discussing and analyzing the different colonial powers and the reasons why each colony was added to the imperialist country.

Learning Styles

• Auditory
• Linguistic
• Social
• Intrapersonal
• Logical

Lesson Plan

Anticipatory Set (10 min)

The instructor will write a question on the board that states, “If you ruled an empire and you were going to add a colony, what factors would be important to you before making the decision?"  The instructor will allow the students to think about the question for two minutes.  The instructor will then call on random students to answer the question and write the responses on the board.

Direct Instruction (10 min)

The instructor will briefly discuss the New Imperialist Era and how countries utilized colonies to enhance their power.  The instructor will then provide the following in a handout or write it on the board or overhead.

The New Imperialist Nations

Working in groups, you will complete questions for the following 19^th and early 20^th century colonial powers:

• England
• France
• Germany
• Italy
• Japan
• The Netherlands
• Russia
• Spain

Complete the following for each colonial power:

• List the colonies
• Briefly explain why you believe each colonial power chose the colonies they conquered.  Be prepared to defend your answer to the class with historical facts.

Modeling (10 min)

Using the computer and overhead, the instructor will complete the assignment for the United States in the 19^th and early 20^th century.

Guided Practice (30 min)

The instructor will place the students in groups of three.  The students will assign three colonial powers to each member.  The students will complete the questions.  The students will then discuss their answers in the group to assure the answers are correct so they can defend their reasons why the colonial powers chose their colonies.

Checks for Understanding (15 min)

The instructor will call on random students to provide responses to the questions. The instructor will write the answers on the board.

Direct Instruction (5 min)

The instructor will provide the students the following handout:

The New Imperialist

Working independently, you will choose one of the following colonial powers of the 19^th and early 20^th century:

• England
• France
• Germany
• Italy
• Japan
• The Netherlands
• Russia
• Spain

For the nation you picked, you will complete the following:

• List the colonies.
• For each colony, provide the key natural resources and the geographic, military and economic value.
• Provide a brief analysis of the data you collected to determine why the colonial power decided to add each colony to their empire.
• Discuss which colony was the most and least successful for the colonial power.  Explain your answer using historical data.

Modeling (10 min)

Using the computer and overhead, the instructor will complete the assignment for the United States in the late 19^th and early 20^th Century.

Independent Study

The students working independently will complete the research and analysis assignment for the New Imperialism.

Checks for Understanding (20 min)

The instructor will ask random students to provide their analysis about the colonial power they chose.

Direct Instruction (10 min)

The instructor will summarize the era of New Imperialism from the colonial power perspective.