AliciaKilby

This website contains great video programming for all subjects of history. 
 * 5 URLS**

This website contains all things Americana. 

This website contains the history of the world! 

This website contains an HTML version of the United States Constitution. 

This is the state of Georgia's official government website. 


 * WEBSITE**
 * []

Website: www.brainpop.com
 * SOFTWARE**

Strengths: Homepage is very bright and colorful. Every subject is listed and easy to navigate. There is also a link for brainpop educators with research tools, lesson plans, video tutorials, calenders, classroom tools and the state standards. The narrators are very entertaining and put everything in plain easy to understand English or Spanish! Covers almost every topic you could think of.

Weaknesses: I really wish this program had a pre-assesment test and more games that correlate with the lesson. I wish the graphics would change with the selected grade level for age appropriateness. Videos could also be a little more in depth and a little bit longer. They could also be interactive.

Comments: I have personally seen this program used in a sixth grade classroom. The students responded very well and had almost no issues. I would definately recommend this program to all school systems It would be very useful during centers or a computer lab day.

** SSUSH17 - The student will analyze the causes and consequences ** Instructions: The stock market crash in October of 1929 devastated the United States economy. Not only did it destroy the economy, the stock market crash also caused millions of Americans to loose their jobs and homes. The farmers in the west were also suffering at this time. Farm lands suffered from over planting and extreme drought leading to dangerous dust storms. You are a student living in 1929. You can choose to live in New York City or in the prairie lands of Oklahoma. Where would you live? Describe your surroundings including the people around you. What would you eat? How would you help your parents provide for your family? Use specific examples for each and be sure to provide evidence from the websites listed below. Feel free to use photos in your evidence. Use the following websites to retrieve the necessary information. Attached is the rubric you should use as a guideline for successful completion. Internet Links Modern American Poetry [] Extra, Extra!! [] 20th Century History [] Stock Market Crash Affects New York [] Timeline of the Great Depression [] Oklahoma and the Dust Bowl [] Children and the Depression [] Growing up in the Depression [] Farming in the 1930’s []
 * WEBQUEST**
 * Of the Great Depression. **

Dirt and Depression []

|| 4 - Excellent ||
 * 1- Low || 2 - Good || 3 – Very
 * Assignment is not compete || Assignment has several concrete examples || Assignment is very thorough and well planned || Assignment is complete with great detail including photos and additional information. ||
 * Only one source is cited || At least 2 sources were cited || At least 3 sources were cited || Students found other creditable cites in addition to those provided ||
 * Lack of understanding assignment || Understanding of assignment is moderate || Understanding of assignment is high || Understanding of assignment is extremely high ||
 * Student lacked personal opinion on the subject matter || Student began to put the necessary thought and opinions together to form an educated overall opinion on the subject matter || Student has a firm grasp and put the necessary thought and opinions together to form an educated overall opinion on the subject matter || Student thoughts and opinions are developed and mature and form an educated overall opinion on the subject matter ||

LESSON PLAN **__ Lesson Plan: __** 1) Identify the rise of communism and socialism and the direct links to the red scare and immigrant restriction. 2) Identify Henry Ford, the concept of Mass Production, and the automobile. 3) Describe the impact of radio and film during this time period. 4) Describe the modern forms of cultural expression. **Video:** Henry Ford Segment from United Streaming website. [] **Introduction and Interest Building:** Open the discussion with brief instruction of the rise of communism and socialism presented during the previous class period. After the instruction, open the discussion to the students for clarification and/or comments. **Content Development:** The discussion for today will begin with the teacher giving a biography of Henry Ford. The discussion will continue with the explanation of the phrase “the first Ford automobile was hatched.” We will continue with the discussion with Ford’s concept of the automobile, followed by his creation of the assembly line. We will then move into the concept of mass production and how this idea changed the automobile industry. (Show Ford clip) Activity: The class will be divided into groups of four. Each student will be given a completely disassembled wooden car and the tools necessary to assemble it. However, some groups will be required to assemble their vehicles on their own, while the other groups will work together as an assembly line to assemble their vehicles. They will have a five minute time limit to completely and correctly assemble all vehicles. The teacher will briefly review the high points covered in the lesson and answer any questions that may arise. Students will be put into pairs to discuss the following: Who is Henry Ford? Why was the first ford “hatched?” What are the major of an assembly line? How are they relevant to mass production? How did the concept of mass production change the automobile industry? Students will complete a brief written summary of the class for the day to be turned in for a daily grade. Vocabulary for the next lesson will be assigned as homework.
 * __ Topic: __** Key Technological and Social Developments Post WWI
 * __ Grade: __** 10th Social Studies
 * __ Duration: __** 4- 50 minute class period.
 * __ Learner Characteristics: __** Most students are visual/auditory learners. They must be able to see and or hear lesson objectives in a variety of many ways. By incorporating different technological approaches, each individual learning need should be met.
 * __ Objectives: GA State Standard: SSUSH16 __**
 * __ Materials: __**
 * __ Activities: __**
 * __ Summary and Closure: __**
 * __ Evaluation: __**
 * __ Follow-Up: __**