Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Website for before strategy - teacher presentation: Childhood Lost: An Overview of the Great Depression -https://www.youtube.com/watch?v=_58es-hvK1o Website for during the lesson The Great Depression Timeline Great Depression in Alabama http://encyclopediaofalabama.org/article/h-3608 Alabama wasn't a part of the Dust Bowl, but that doesn't mean the state didn't feel similar effects - http://blog.al.com/spotnews/2012/11/alabama_wasnt_a_part_of_the_du.html Websites for Students Acceleration Activities: The Great Depression Timeline Alabama wasn't a part of the Dust Bowl, but that doesn't mean the state didn't feel similar effects -http://blog.al.com/spotnews/2012/11/alabama_wasnt_a_part_of_the_du.html |
Technology Resources Needed: |
Teacher/Student Technology Resources Internet-capable technology devices (iPads, computers, Chromebooks, etc.) |
Background/Preparation: |
Student Background Information: Prior to the lesson, students should have some basic background knowledge of The Great Depression. If students do not possess this background knowledge, the teacher can show the following video clip as an engaging introduction to the topic: Childhood Lost: An Overview of the Great Depression - https://www.youtube.com/watch?v=_58es-hvK1o During this lesson, students will be required to read and understand the online information provided by the teacher. Students will be required to navigate websites using a technological device. Students will also be required to work in collaborative groups of six students. Teacher Background Information: The Great Depression had a significant impact on the lives of Alabamians. The events leading up to the Great Depression included the "Roaring 20s", the overproduction of supplies, and the Stock Market Crash of 1929. These events, which also included mass unemployment and poverty, had a negative effect on the social, political, and economical lives of Alabamians. This lesson can be followed by Five Paragraph Expository Essay: What was the Social, Political, and Economic Impact of the Great Depression on the Lives of Alabamians? |
Before Strategy/Engage: 30 minutes 1. Students should write their names at the top of their 3-column chart graphic organizer. List the following questions at the top of each column: "What is the social impact of the Great Depression on Alabama?", "What is the political impact of the Great Depression on Alabama?", and "What is the economical impact of the Great Depression on Alabama?". Each student should list, in bullet form, what they know about each aspect of the historical event. 2. Each student should give their paper to a partner (the teacher can explain how to do this). The students should read their partner's response to each question, then write at least one sentence expanding on one idea from their partner. The teacher should remind students that their answers should respond to and expand upon their partner's response, not be an exact copy. (For example, if your partner wrote, "It made people poor." You could expand on that by saying, "Loss of jobs caused families to lose money.") Once this is complete, the charts should go back to the original owner. Each student will need to keep their chart until the end of the lesson. During the Lesson: 60 minutes 1. Students need to copy the following questions on a piece of notebook paper. The Great Depression
2. Students will work with a partner to read and discuss the online article provided by the teacher. Students should carefully read the following article to gather needed information about the social, political, and economic impact of the Great Depression on the lives of Alabamians. Great Depression in Alabama http://encyclopediaofalabama.org/article/h-3608 3. After students read through the article, they need to record the answers to the above questions on notebook paper. 4. Students will need to use the following websites to answer any questions that weren't found in the online article. The Great Depression Timeline Alabama wasn't a part of the Dust Bowl, but that doesn't mean the state didn't feel similar effects -http://blog.al.com/spotnews/2012/11/alabama_wasnt_a_part_of_the_du.html 5. Students will use all of the information gathered in the online article and the websites to create a timeline. They can create their timeline on notebook paper, in Google Docs, or in Microsoft Word. After the Lesson: 60 minutes 1. Students will divide into their collaborative groups assigned by the teacher. Students will be allowed to explain the information that they gathered to one another and discuss the most important aspects of each category. 2. Groups will choose their final product from the list of possible presentation options. Group Presentation Options:
3. Presentations must include the answers to the following questions:
4. Students will collaborate and decide how they will use their graphic organizer, research, and timeline to create their group presentation. 5. Students will decide which member will be responsible for which part of the presentation. 6. Students will complete their portion of the presentation, and then present it to the group for review. 7. Once all group reviews have been made, the teacher will assign each group a day to share their presentation with the class. 8. Give the students a copy of the Great Depression Project Checklist so they will know the requirements expected of them. |
Assessment Strategies |
Formative Assessment: The teacher should informally assess students in the Before Strategy, as students work with their classmates to research each area of the Great Depression. The teacher should review each student's graphic organizer to ensure the student grasped the pertinent information. The students will be informally assessed as they work with their group members creating a timeline of the Great Depression including what led up to and what happened after the event. Summative Assessment: The teacher will assess the groups' presentations and ensure that each student achieved the stated objectives of the lesson. The teacher will determine if the students were able to answer the following 3 important questions of the lesson sufficiently in their presentations:
The teacher will use the attached Great Depression Project Checklist to determine the students' level of mastery. |
Acceleration: |
Students can expand upon their understanding of the ideas introduced in this lesson by researching famous people of the 1930s. This information can be added to their group presentations. The following presentation provides information on famous people of the 1930s: Famous/Important People of the 1930s - https://prezi.com/5xawiqdcxyis/famous-people-of-the-1930s/. |
Intervention: |
Students who require additional preparation before the lesson can view the following video clip, which shows the causes and effects of the Great Depression. This will give students who need extra support a visual tutorial to help guide their thinking. The GREAT DEPRESSION in 4 Minutes - https://www.youtube.com/watch?v=wAZ-RpAO1z4. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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