Family Life Lesson Plan - EASTCONNtah.eastconn.org/tah/0910MB2_FamilyLifeGreatDepression.pdffamily...

TEACHINGAMERICANHISTORYPROJECT–2009­2012

LessonTitle:U.S.History–FamilyLifeDuringtheGreatDepressionfromMarisaBirdsell

Grade:8‐10thLengthofClassPeriod:50–60Minutes Inquiry:(Whatessentialquestionarestudentsanswering,whatproblemaretheysolving,orwhatdecisionaretheymaking?)

• WhatwaslifelikefortheaverageAmericanfamilyduringtheGreatDepression?Objectives:(Whatcontentandskillsdoyouexpectstudentstolearnfromthislesson?)

• StudentswillbeabletodescribetheconditionsfacedbyAmericansintheGreatDepression.

• StudentswillbeabletoempathizewithvictimsoftheGreatDepressionbyusingphotographsoftheera.

Materials:(Whatprimarysourcesorlocalresourcesarethebasisforthislesson?)–(Attached)

• CardboardBoxes–1ForEachGroup• MusicCirca1930‐BrotherCanYouSpareaDime,GeorgiaOnMyMind,JohnHardywasaDesperate

LittleMan,MommaDon’tAllowIt,LifeisJustaBowlofCherries,IAin’tGonnaWorkTomorrow,StovePipeStomp(Optional)NotAttached

• Photographs–4foreachgroup• Pens/Pencils/Paper

Activities:(Whatwillyouandyourstudentsdoduringthelessontopromotelearning?)1. Introduction‐Reviewclassobjectivesandagenda

‐ Studentswillentertheclassroomandbegroupedintooneofthreefamilies.Eachfamilywillbeimmediatelyevictedfromtheirdesk(theirhome)andforcedtomoveintotheirnewhome,acardboardbox.

‐ Theteacherwillaskstudentshowtheyfeel,whattheyarethinkingabout,andanypredictionstheymighthavefortheclassperiod.

2. Initiation‐ Theteacherwillmodelhistoricalphotoanalysis,thestudentactivityofthedayandreview

thevocabulary/conceptsthatstudentsareaskedtoincludeinawrittensummary.i. Hunger,Banks,Bankrupt,Unemployment,Drought,DustBowl,Migration,Moving,Homeless,Crash,Stockmarket,Broke,Governmentaid

3. GroupWork/Practice

‐ Eachfamilywillbegivenasetofphotographs,whichwasextractedfromtheirfamilyalbum.Thefamilywillwriteafictitiousdiaryentryoftheirexperienceduringthegreatdepression,basedonwhattheyseeandinterpretfromthephotographs.Eachfamilymemberisexpectedtocontributetothestoryandeachfamilymemberisexpectedtowritedownaportionofthestory.Thegroupshouldreferencethevocabulary/conceptsreviewed

‐ Theteachermaychoosetoplaysuggestedmusicfromthe1932era,inordertoincreasetheempathylevelinclass.

4. GroupPresentations‐ Studentswillhavetheopportunitytopresenttheirstoryandphotoswiththeclass

5. Review‐ WhatwaslifelikefortheaverageAmericanduringtheGreatDepression?Howdoesit

comparetooureconomiccrisistoday?Whichdoyouthinkwasworse?6. Closure.Studentswillwriteonethingtheylearnedtoday,andonethingtheyareconfused

aboutorarewonderingHowwillyouassesswhatstudentlearnedduringthislesson?InformalFormativeAssessment• StudentOralResponses‐Answerstoteacherquestions,andoptionalpresentationofstoryandphotos

• StudentWrittenResponses–FictitiousGroupStoryandExitSlip,turnedinattheendofclass

ConnecticutGradeLevelExpectations:Connecticut Standard 2 – History/Social Studies Literacy: Competence in literacy, inquiry and research skills is necessary to analyze evaluate and present history and social studies information.

• 2.1: Find relevant and accurate information from a variety of sources to answer a history/social studies question.

• 2.3: Draw and write in journals to reflect on one’s own histories.

AndersonFamily

FieldsFamily

ThompsonFamily