Activity
Day 1
1. In the previous lesson, we ended with how the Depression
was a time of change in politics, economy, and society. In
addition, it was a time of environmental awareness. This activity
will serve as a review of information gathered. The goal is
to see what the students comprehended and how well they make
associations between ideas.
2. Pose the following question to students:
How could the Great Depression have been avoided?
3. Students must write down a minimum of two responses, each
on a separate card or scrap of paper.
4. When done, individually students will read one of their
cards and determine what the dominant concept is and invite
class opinion. When sure of their dominant concept the card
goes into an envelope and the concept is written on the envelope.
Since, multiple students will provide cards with the same concepts
place a tick mark on the outside of the envelope to keep track
of how many students contributed the same content.
5. Simultaneously, on an overhead, begin creating a web-like
diagram outlining the concepts that should resemble the following
example.
6. Example of the first web-like diagram, showing the first
tier of ideas or ‘Concepts’:
7. The next student repeats the process. If a new concept
is developed, a new envelope is brought out and the
concept written
on the outside. If the concept is the same as the previous
one it goes into the first envelope.
8. Proceed with each student doing the same thing, creating
new envelopes if new concepts are introduced but try to address
if they go into the existing ones.
9. This is done when students finish reading their first
card and cards placed in an envelope. The goal is to have
about
10 envelopes maximum.
10. Repeat the process with the second set of cards. At this
point depending on time, the teacher may ask for volunteer
comments that have not been introduced yet or call on students
they feel need to participate more.
11. When done, the finished web-like diagram on the overhead
should be copied by students into their notes.
Day 2
12. Students will now be grouped to further categorize the
sheets or note cards in the envelopes. Groups of 2-4 will
be formed, dependant on how many cards are in an envelope.
If
the quantity is very large, more than one group for that
concept can be created with the contents divided among the
groups.
13. Each group will categorize the contents of their concept
(envelope) into concise and clear statements. When done they
will create a 2nd tier web (on note paper) outlining their
concept with the defined statements. (15-20 minutes)
14. Below is an example of what the group result should look
like: the concept statement with the 2nd tier statements
(or examples) defining concept.
15. Each group will share their work with the class
using an overhead or board to create a large web map
addressing
the
initial question:
How could the Great Depression have been avoided?
The class as a whole will expand their initial First Tier
web notes (Step 6) by adding the new statements onto those
notes.
16. Final student notes should resemble the following format:
Closure
When the final web is created, end with a discussion addressing
how many of their concepts are economic, social, or political.
Remind them in the end, all of these factors influenced
the Great Depression occurrence. Bring in environmental
factors and how they aggravated the problem. End by noting
land use and preservation continue to be of concern in
the political arena and we are still trying to resolve
how to manage land without having similar devastating effects
on people and their livelihood.
Homework
If applicable
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Embedded
Assessment
Assessment can be conducted with the following:
-
Student’s group webs
- Presentation of their concept webs
- Participation in class discussion
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