The document describes a multimedia kit created for a 5th grade social studies lesson on the Great Depression. The kit includes a concept map, teacher-created PowerPoint, websites, a book, music, and assessment tools. Students will use the resources to learn about the general Depression era and effects on children. They will then write letters and complete a Jeopardy game to demonstrate their understanding. The lesson utilizes both teacher-centered and student-centered instructional strategies.

1. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
Multimedia
“The project consists of two parts:
1. A concept map that illustrates how this multimedia kit can be effectively used in
teaching.
2. A document that describes the target learner(s), learning objectives, the components of
the kit. You need to describe in details what each component is, why these components
are used, and when and how to utilize them. Additionally what instructional strategies are
used and why these strategies are used.”
A multimedia kit is “a collection of teaching/learning materials involving more than one type
of medium and organized around a single topic” (Smaldino, Lowther, & Russell, 2012, p. 256).
Creating a multimedia kit allows a teacher to incorporate many different types of media into a
lesson seamlessly. By having a kit, or kits, prepared for your lessons, along with a concept map
or detailed plan of how to integrate each component, all of your resources are together in one
place making the task of using multimedia and reaching diverse learners simple and rewarding.
Making lesson preparation a priority will also make it possible for a substitute to provide a high
quality, multifaceted lesson with multimedia components should you be unable to attend class
for personal or professional reason. The kit I created is designed to be used with a classroom
lesson, however multimedia kits can be created for individual or small group work (Smaldino, et
al., 2012).
Part 1:
Below is the concept map I created using Inspiration 9 software. It shows all of the
components of my multimedia kit and how they are connected to the main lesson theme of „The
Great Depression.‟

2. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
Concept Map

3. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
The Inspiration 9 software automatically creates an outline based on the components of
your concept map. Following you will see the text-based outline of the concept map shown
above:
TOPIC: The Great Depression
I. Content: General Information
A. Resource:
http://newdeal.feri.org/eleanor/index.htm
B. Resource: http://www.usmint.gov/kids/timemachine/
C. Resource: CD, "The Great Depression: American Music in the '30s"
II. Content: Effects on Children
A. Resource: Nonfiction book, "Children of the Great Depression" by Russell
Freedman
B. Resources:
*Teacher made PowerPoint (includes images, text, and video)
* http://newdeal.feri.org/eleanor/index.htm (also used for ‘general
information’)
*http://www.digitalhistory.uh.edu/learning_history/children_depression/help
_president.cfm
1. Resource: Block Letter Format,
http://teacher.scholastic.com/lessonplans/format.pdf
2. Assessment tool: Teacher created rubric, "Letters to Lady Obama"
Assessment Tool: Teacher created PowerPoint Jeopardy (Assesses entire lesson)

4. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
Part 2:
Target This multimedia kit has been created for a fifth grade class of 22 students at a rural
Learners elementary school. There are 12 girls and 10 boys. A number of students (6) are
classified as “living in poverty” as can be seen by the free and reduced lunch rates.
The remainder of the class comes from working and middle class families. Three
students have identified learning disabilities. The school system practices inclusion,
so the special education teacher or aide comes in at least once a day to work with these
students and they also have the option of going to the special education room for
guidance on a project or test. No students have been officially identified as “gifted,”
although quite a few (eight) are reading well above grade level and excel on most all
assignments. Students show an appreciation for using technology in learning and
assessments and have benefited from listening to music during independent work
time.
Learning Given Microsoft Word software, the learner will compose a letter in block format and
Objectives score 13/15 or higher on the teacher created “Letters to Lady Obama” rubric.
The learner will demonstrate a general understanding of the Great Depression by
playing the teacher created PowerPoint version of “Jeopardy: Great Depression
Edition” scoring 5000/6000 or higher when completing the game individually.
Components This lesson covers the Great Depression, but more particularly very general
of the Kit information on the Great Depression and a more in depth look at the effects on
and How children living through the Great Depression. The choice of content is due to the age
They Are of students (5th grade, approx. 9-11 years old) and background knowledge in
Used economics. I know the specifics of the economic aspects will be covered in greater
detail in high school. Because breakdowns in communication can occur at the
decoding level due to “receiver‟s lack of skills in comprehending the idea” (Smaldino,
et al., 2012, p. 211), I have chosen to work mainly with the social aspects of the Great

5. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
Depression in order to work within my fifth graders‟ frame(s) of reference.
Learning Resources:
1. Teacher created PowerPoint (includes images, text, and video):
The first component of my multimedia kit is a teacher created PowerPoint
presentation previously turned in as my „visual principles assignment.‟ This
PowerPoint contains a YouTube video which serves as an introduction to the Great
Depression, a number of authentic images from the Great Depression era, and an
overview of what students will be expected to do with some of the other resources as
well as a detailed description of block format (necessary for completion of first
assessment). This PowerPoint will be used in the “Utilize Technology, Media, and
Materials” portion of the ASSURE lesson plan in order to “prepare the learners” for
the next stages of the lesson that “Requires learner participation” (Smaldino, et al.,
2012, p. 39).
2. http://newdeal.feri.org/eleanor/index.htm
3. http://www.usmint.gov/kids/timemachine/
4. http://www.digitalhistory.uh.edu/learning_history/children_depression/help
_president.cfm
5. Nonfiction book, "Children of the Great Depression" by Russell Freedman
Components 2-5 will all be utilized during the “provide the learning experience” part
of the “Utilize technology, media, and materials” portion of the ASSURE model
(Smaldino, et al., 2012). Students will be divided into pairs, making sure that all low
readers (three) are paired with exceptional readers. Each pair is given a list of the
three websites (above), a copy of Russell Freedman‟s “Children of the Great
Depression,” and access to a computer with Internet access. Students will browse
through all of the materials, taking notes of important facts, dates, or details. Students
will be encouraged to assign one student the task of reading aloud and the other the
task of recording (writing) the important information. Students will be given adequate
time to thoroughly explore all of the resources while I monitor to make sure everyone
remains on task and working cooperatively.

6. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
6. CD, "The Great Depression: American Music in the '30s":
The sixth component is a CD of Great Depression music that will be played quietly
during students‟ exploration time and later during the letter writing phase of
assessment. Students have expressed a dislike for silence while working, and music
has been found to lessen individual distractions.
7. http://teacher.scholastic.com/lessonplans/format.pdf:
This pdf will be copied for each individual student. The first component (PowerPoint)
contained a modified version of the same content. This hard copy will serve as
students‟ reminder of block format elements and format guidelines while composing
their letters. (See assessment tool number one below).
Assessment Tools:
1. Teacher created “Letters to Lady Obama” Rubric (shown below):
Following the cooperative “exploration” phase of the lesson, students will each move
to an individual computer. This will begin the “Require learner participation” portion
of the ASSURE model. Students will use their knowledge of block format (with
learning resource component 7 (above) to use as a resource), as well as the
information gleaned from the “explore” phase of the lesson to compose a letter to First
Lady Obama similar in content (only updated with 21st century needs) to those they
read that were written to Mrs. Eleanor Roosevelt during the Great Depression. As
students finish up, they will peer edit and revise their original partners‟ work using
Microsoft Word‟s “track changes” feature. Students should be familiar with this
feature as it is used regularly in class for peer revision of written work. Once
satisfied, work will be sent to the lab printer and turned in to be graded against the
“Letters to Lady Obama” rubric. To meet the lesson objective students must score at
least a 13 of a possible 15.
2. Teacher created PowerPoint Jeopardy (attached as .ppt document)
The last component of this lesson is a PowerPoint presentation of a jeopardy type
game to quiz students on Great Depression facts they should have learned (and written
down) during the “explore” phase of the lesson. Each student will open the Jeopardy

7. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
PowerPoint on their individual computer to complete independently. If all questions
are answered correctly, 6000 points are possible. Students will be instructed to write
down each question they got right or wrong, adding all of the ones they got right
together at the end. This sheet showing their math will be turned in as proof of
completion of the assignment. As with all self-check assignments, honesty can
sometimes be an issue. I have made sure that this assessment will take place when an
aide from the special education room is scheduled to be with us, as I hope that an extra
set of eyes will help to better ensure honest results. A score of 5000 out of a possible
6000 shows that students have satisfactorily met the lesson objective. I have chosen to
use a game format as opposed to a traditional test to curb the anxiety that sometimes
plagues students come test time.
Instructional This lesson has a lot of components and lends itself well to both teacher and student
Strategies centered strategies. I have chosen to use teacher centered strategies for only the very
and first component (PowerPoint intro/overview). At this point in the lesson, students do
Rationale not have the background knowledge to successfully work on their own, hence the
teacher centered strategy of “presentation” is chosen. This follows the suggestions of
Smaldino, et al. (2012) when they state that it is “during the Utilize step (of the
ASSURE lesson plan) that teacher-centered strategies are implemented” (p. 70).
“With student-centered strategies, teachers serve as facilitators who offer guidance as
students engage in interactive learning activities and experiences...” (Smaldino, et al.,
2012, p. 72). I think this quote describes the implementation of multimedia
components 2-5 into my lesson very well. Students are given the resources and
hardware/software necessary to fully utilize them, and allowed to explore on their own
(in pairs). They decide what is important and what they wish to carry over into the
letters they compose. The PowerPoint Jeopardy then assesses whether or not they
have discovered the key points from each resource.

8. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
Letters to Lady Obama Rubric
(Modified from: http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=true)
Category 5 3 1
Format Includes correct 1 or 2 errors in 3 or more errors in
margins, spacing, formatting. Includes all formatting and/or
(Block Format) indentations, font, and 5 elements of a letter in missing one or more of
alignment. Includes all 5 block format. the 5 elements of a letter
elements of a letter in in block format.
block format.
Mechanics and No errors in spelling, 1-3 errors in spelling, 4 or more errors in
punctuation, or punctuation, or spelling, punctuation, or
Spelling
grammar. grammar. grammar.
Content and Follows the class Missing at least one Missing two or more
example: introduce component from the components from the
Organization
yourself, express your class example: introduce class example: introduce
opinion/concern, and yourself, express your yourself, express your
address how the opinion/concern, and opinion/concern, and
recipient could possibly address how the address how the
remedy the concern. recipient could possibly recipient could possibly
remedy the concern. remedy the concern.

9. Lisa Quraish
CIMT 543
Spring 2012
Dr. Ziaeehezarjeribi
References
Digital History. (2011). Explorations: Children and the Great Depression. Retrieved from
http://www.digitalhistory.uh.edu/learning_history/children_depression/help_
president.cfm
Freedman, Russell. (2005). Children of the Great Depression. New York, NY: Clarion Books.
New Deal Network. (2003). Dear Mrs. Roosevelt. Retrieved from
http://newdeal.feri.org/eleanor/index.htm
Rcampus. (2012). iRubric: Business Letter Block Format rubric. Retrieved from
http://www.rcampus.com/rubricshowc.cfm?code=Q3XW87&sp=true
Scholastic. (n.d.) Business Letter Format. Retrieved from
http://teacher.scholastic.com/lessonplans/format.pdf
Smaldino, S.E., Lowther, D.L., & Russell, J.D. (2012). Instructional Technology and
Media for Learning. Boston, MA: Pearson Education, Inc.
The United States Mint. (1999). h.i.p. pocket change Time Machine. Retrieved from
http://www.usmint.gov/kids/timemachine/
Various. (1993). The Great Depression: American Music in the ‘30’s. [CD]. USA: Sony.