Another CL lesson

Lesson Title: The Search for Solutions--Politics during the Great Depression

Focus Questions:

1. Which of the new political parties had the best idea(s)?
2. Which effects of the Great Depression still impact our lives today?

Cooperative Structure: Placemat (integrating a ranking ladder) and Gallery Walk

Group Size: 3

Prior Knowledge: Students are aware of Bennett's failed attempt at a New Deal and have examined his other initiatives (e.g. relief camps and the dole)

Procedure:

1. Set up teams and choose a number on each team to draw the placemat.
2. Each student sets up a chart in his or her notes with 3 columns or rows. Each column or row is entitled with the name of one of the new political parties that were created during the Depression (social credit, C.C.F., Union Nationale)
3. each students takes 15 minutes to read their section of text and gathers the following information: leader, when created, where popular, major ideas of the party
4. students record all of this info on the placemat
5. when the 15 minutes is up, students move around the room and examine other groups' placemats. They take their chart from their notebooks with them and record information about the party they read only. The goal here is to either confirm their thinking about the party's big ideas or add new ones that they may have missed.
6. students return to homegroups and fill in any new info they gathered about their party.
7. students take turns teaching each other about what they learned. the other 2 people in each group take notes on their chart.
8. the last phase here is for each student to copy the notes they made on the placemat into their chart sheet so they have a permanent note from which to study.
9. It's important to stress that the teacher must work the room to monitor group discussions and interaction.
10. the teacher takes up the information either on the board or on a chart paper note. I told the kids that I would randomly select them to provide key points and I could ask them about any of the parties, not just the one they were assigned.
11. the teacher highlights major changes to the welfare state, pointing to the C.C.F.'s ideas in particular. the teacher could also indicate the significance of the Union Nationale with regard to the rise of Quebec nationalism.
12. Finally, students draw a ranking ladder in the middle of the placemat and rank their choice for parties with best ideas and the worst or least significant. Discussion at this stage was very encouraging; students who often struggle were caught thinking critically.

This can all be accomplished in one period and worked with both 2d and 2p kids.