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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.