Activity
Day 1
1. Display the explorations statements from last lesson’s
end (use Overhead 1).
2. Introducing Task 1: Students will research the time
period and address several factors defining the period
of the Great Depression. The student task is to explore
why it occurred in the United States (address foreign
policy and how that further aggravated our problems),
how it affected people and how the movement of people
within urban areas.. Using the exploration statements,
compile specific instructions for research as outlined
below. Write the following outline on the board while
the exploration statements are still on the overhead
Students must write the outline in their notes.
- Define
the Stock Market Crash of 1929.
i.Address
how it aggravated a world-wide depression FURTHER.
ii. Address how the crash affected businesses
and banks.
iii. Address how it changed the way people lived
and survived.
1. Find unemployment data
2. Define the new role of the unions
- Identify
how foreign policy during the Great Depression worked
to the US Disadvantage.
i. Address how the Depression in the U S affected
the rest of the world.
- Showcase
the two presidents of the time and their financial
philosophies.
- Address
how FDR’s New Deal Reform re-defined American
government.
i. Define the New Deal
ii. Explain how the New Deal introduced social
reform and the welfare state.
- Address
the role of overproduction and under-consumption
in agriculture.
- Define
the Dust Bowl
i. Address the role of the environment
ii. Identify where it occurred
iii. Address how it changed the life
of some farmers
3. Introducing Task 2: Students will
now further explore the New Deal.
They will
address how
the New Deal philosophy
of business and economics may have
helped or hurt the recovery from
the Great Depression. Display Overhead
2 (list of acts or agencies). Each
student is
assigned
three to
research.
4. Task 2 continued: Using their
textbooks students identify following
information
for each act or
agency for class presentation. Students
write the questions
in their notes.
- Why
was this act or agency necessary?
- How was it meant to benefit American people? (Which
Americans were to benefit?)
- Address whether it was successful or not. Explain.
- Give dates it was enacted and how long it lasted. Does
it still exist today?
Days 2-3
5. To effectively complete the two tasks,
students will visit library for 1-2 days
to do research.
Remind them
their textbooks
are also
excellent resources.
The following three websites also contain
information: http://mars.acnet.wnec.edu/~grempel/courses/wc2/lectures/depression.html
http://www.english.uiuc.edu/maps/depression/about.htm
http://www.english.uiuc.edu/maps/depression/overview.htm
Days 4 & 5
6. Have students exchange Task 1 work and
review their answers with the class. As students
answer
the questions,
have them
fill in missing
gaps
or information
on notes they are using. (It might be helpful
if they use a different color pen from original
color
used for
writing
the
notes).
7. Task 1 will be temporarily turned in to
ensure it was completed by both the student
note-taker
and the
reviewer.
8. Task 2 information will be presented by
students. Each student presents one of the
acts or agencies
explored. As
they present
to the rest fill
out Handout
1 for their own notes.
Closure
9. End by noting in the
next lesson they will
use all the knowledge
they compiled to write
a paper explaining life
during the Great Depression.
Homework
If applicable
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Embedded
Assessment
Task 1 and Handout 1 can be assessed. Presentations of
Task 2 data can be assessed.
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