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TEACHING AMERICAN HISTORY PROJECT – 2009-2012 Lesson Title: U.S. History – Family Life During the Great Depression from Marisa Birdsell Grade: 8‐10 th Length of Class Period: 50 – 60 Minutes Inquiry: (What essential question are students answering, what problem are they solving, or what decision are they making?) What was life like for the average American family during the Great Depression? Objectives: (What content and skills do you expect students to learn from this lesson?) Students will be able to describe the conditions faced by Americans in the Great Depression. Students will be able to empathize with victims of the Great Depression by using photographs of the era. Materials: (What primary sources or local resources are the basis for this lesson?) – (Attached) Cardboard Boxes – 1 For Each Group Music Circa 1930 ‐ Brother Can You Spare a Dime, Georgia On My Mind, John Hardy was a Desperate Little Man, Momma Don’t Allow It, Life is Just a Bowl of Cherries, I Ain’t Gonna Work Tomorrow, Stove Pipe Stomp (Optional) Not Attached Photographs – 4 for each group Pens/Pencils/ Paper Activities: (What will you and your students do during the lesson to promote learning?) 1. Introduction‐ Review class objectives and agenda Students will enter the classroom and be grouped into one of three families. Each family will be immediately evicted from their desk (their home) and forced to move into their new home, a cardboard box. The teacher will ask students how they feel, what they are thinking about, and any predictions they might have for the class period. 2. Initiation The teacher will model historical photo analysis, the student activity of the day and review the vocabulary/concepts that students are asked to include in a written summary. i. Hunger, Banks, Bankrupt, Unemployment, Drought, Dust Bowl, Migration, Moving, Homeless, Crash, Stock market, Broke, Government aid 3. Group Work/Practice

Family Life Lesson Plan - EASTCONNtah.eastconn.org/tah/0910MB2_FamilyLifeGreatDepression.pdffamily will be given a set of photographs, which was extracted from their family album

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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.

AndersonFamily

FieldsFamily

ThompsonFamily