Lesson Plan Format

Unit Title: The Great Depression and New Deal

Grade and Subject: Eighth Grade Social Studies

Classroom Teacher: Debra Krawetz

Unit Introduction

In this unit, students will develop an understanding of the effects of economic hardships on Americans during the Great Depression. The students will examine the programs set forth in the New Deal, and debate the question of whether government has a the responsibility or authority to intervene to establish social/economic programs to improve the quality of life for citizens. The students will also discuss how the use of mass media (the radio and Fireside Chats) helped to communicate the plans of the New Deal, secure public confidence it, and calm people’s fears.

1.  Standards and Benchmarks

The student will understand basic principles of economic decision-making.

The student will understand business organizations, market structures, and financial institutions that operate within our economy. The student will understand the economic activities of government.

The student will understand the concepts that measure the national economy.

The student will acquire skills of chronological thinking.

The student will understand and analyze the economic, social, and political transition of the United States before, during, and after World War II.

The student will recognize the importance of individual action and character in shaping civic life.

2.  Enduring Understanding:

The students will understand the economic causes and the social effects and hardships of the Great Depression.

The students will understand how the role of government changed through the New Deal.

3.  Essential Questions

What caused the Great Depression and how did it affect people’s daily lives?

How did the New Deal change the role of government and impact American lives?

How did “mass media” help to communicate information to the public and quell people’s fears?

4.  Summative Assessment

Note: This will be introduced in Lesson One, and re-introduced and assigned in Lesson Ten.

Option #1: The New Deal Debate: Did the New Deal “Solve” the Great Depression?

Option #2: Does the federal government have the authority and responsibility to establish social and economic programs to improve the quality of life for its citizens who need help?

·  Students will research and debate a position posed in one of the Summative Assessment options, choosing from Option #1 or Option #2

·  Time will be provided in class to research their positions

·  Students will write a five-paragraph essay stating their position

·  Students will present their positions to class

5. Formative Instruction and Formative Assessments –See unit outline and daily lesson plan

6. Differentiation –See daily lesson plans for accommodations for specific students.

7.  Vocabulary/Academic Language

List 1

List 2

8. Skills /Concept

Concepts:

·  End of prosperity

·  Buy now, pay later

·  The common good

·  Individual Responsibility

·  Federal Responsibility

·  Natural Disaster Vs. Human Generated Disaster

Skills:

·  Evaluating primary source material and texts

·  Comparing and contrasting primary sources

·  Working Collaboratively

·  Writing: Creative, essays, current events review, etc.

·  Reading: Literal, interpretive, evaluative

·  Creating a thesis and supporting it.

·  Speaking, listening and participating in class discussions.

9. Resources

Call to Freedom textbook, Chapter 24 or History Alive Chapter, Chapter 28. Handouts and web based materials included in this packet; see Daily lesson plans for specific materials

THE UNIT WHY

A. Why Care about the Depression?

1.  The Great Depression was a period of worldwide economic disaster. In the United States, the crash of 1929 left many people destitute. Most Americans have family stories from this period that are shared with younger family members.

2.  In a democratic nation, we have responsibilities to help those in need as exemplified in the programs of the New Deal.

3.  Understanding the factors that can lead to a major financial downturn will provide students with a better understanding of how economics plays a role in our daily lives.

B. What skills will students learn?

1.  Analyzing the causes and the impact of the Great Depression and the of the New Deal

2.  Empathizing with the experiences of others

3.  Comparing and contrasting the different experiences of those who lived through this period

4.  Drawing conclusions and forming possible new inferences

5.  Understanding the sequence of events leading up to a situation or event.

C. Why are those skills important?

It is important to understand the role that the government can play in providing for the well being of all Americans. The New Deal established the principle of “federal responsibility” for maintaining a stable economy and providing for the health and welfare of citizens, and initiated the concept of government spending to help the poor.

Unit Title: The Great Depression and New Deal

Lesson Number: One

Lesson Title: Introduction Lesson

Unit Title: The Great Depression and New Deal

Grade/Subject: Eighth Grade U.S. History from 1880

Teacher: Debra Krawetz

This lesson will introduce the students to the Unit, The Great Depression and New Deal. This lesson provides students with many introductory and background materials to the unit, and it may take more than one day to teach.

1. Expectation: Students will be introduced to the new unit, take notes from an overhead, and answer questions relating to the idea of the government taking responsibility for the well being of citizens.

2. Engagement

·  Display the overhead titled, “Overview of the Great Depression.” Read through the text while students takes notes on the main points on the transparency. OPTIONAL: Make a PowerPoint Show of pictures such as Hoover, Roosevelt, Wall Street, Migrant Mother, and hard times, news clippings, etc. and show it as you introduce the unit.

·  Read the questions on the transparency, and have students discuss the questions with a partner/group and then write answers the (3) questions in their S.S. notebook.

·  Share responses with the entire class.

·  Present the transparency (handout #2) that asks students what they KNOW about the Great Depression, and what they’d like to LEARN. Allow them to work in small groups and then discus their responses as a class. Record their answers on a large sheet of paper.

·  Present “The Unit Why” with the class. –Handout #3

·  Distribute the Vocabulary list to the class and go over words. –Handout #4.

·  Introduce the Summative Assessment and ask students what they will need to learn to answer the questions posed in the Summative Assessment.

3. Exploration

·  Working with a partner/group, students will discuss questions presented and explore possible answers.

·  Students will examine what they already know about this period, and consider new areas of study that they would like to explore.

·  Students will offer answers to the questions posed in the Summative Assessment.

4. Explanation

The students will take notes, and then discuss and write answers to questions posed to them about “the responsibility of government” to its citizens.

5. Evaluation: These will be ungraded, but the teacher should walk around to check off that each student completed the assignment. Students will share their answers aloud.

6. Differentiation: For note taking, students who have difficulty writing will be required to record less information in their notebooks. Students’ answers will reflect their own prior knowledge and experiences. Enlarged copies of handouts and transparencies will be made for students who have visual difficulties.

7. Handouts and Materials

·  Unit Overview

·  The Unit Why?

·  Know/Learn about the Great Depression

·  Vocabulary Sheet.

·  Summative Assessment -See Lesson One: Handout #5

Lesson One: Handout #1

Overview: The Great Depression

The 1920s seemed a time when the United States was unbeatable, but then it all changed on October 29, 1929 when the stock market crashed. Billions and of dollars of stocks were lost, and the effects were felt throughout the country. By 1932 banks were closing daily, the lines at soup kitchens were becoming longer and longer, and more Americans than ever were out of work. After the prosperous 1920’s, few people expected this and it sent the country into a tailspin. By 1933, nearly 25% of the work force was unemployed and many families split up to find jobs.

In 1932, Franklin D. Roosevelt (FDR) was elected president, defeating Hubert Hoover. In his first 100 days, he created the “New Deal,” a program aimed at helping Americans survive the economic crisis. The New Deal created many agencies to help the poor, and to put people back to work.

Discuss these questions with a partner, and answer each question in 3-4 sentences in your S.S. notebook:

1.  Is the government is responsible for our economic and social well-being? (Explain your reasons why or why not.)

2.  How should we help the poor out of poverty?

As individual citizens? b. As a government

3.  Today, what citizens in our country need more support?

4. Give examples of the “types” of support they need.

Lesson One: Handout #2

What do you currently KNOW about the

Great Depression?

What would you like to LEARN about the Great Depression?

Lesson One: Handout #3

The Unit Why?

A. Why Care about the Depression?

The Great Depression was a period of worldwide economic disaster. In the United States, the crash of 1929 left many people destitute. Most Americans have family stories from this period that are shared with younger family members.

In a democratic nation, we have responsibilities to help those in need as exemplified in the programs of the New Deal.

Understanding the factors that can lead to a major financial downturn will provide students with a better understanding of how economics plays a role in our daily lives.

B. What skills will I learn?

1.  Analyzing the causes and the impact of the Great Depression and the of the New Deal

2.  Empathizing with the experiences of others

3.  Comparing and contrasting the different experiences of those who lived through this period

4.  Drawing conclusions and forming possible new inferences

5.  Understanding the sequence of events leading up to a situation or event

C. Why are those skills important?

It is important to understand the role that the government can play in providing for the well being of all Americans. The New Deal established the principle of “federal responsibility” for maintaining a stable economy and providing for the health and welfare of citizens, and initiated the concept of government spending to help the poor. Before this time period, federal programs like this did not exist.

Lesson One: Handout #4

Vocabulary List #1: The Stock Market Crash of 1929

1.  Crash of 1929

The period from Sept. to Nov. 1929 when the stock market dropped violently

3.  Black Thursday

October 24, the day frightened investors tried to sell off all their stocks before prices fell lower/

4.  Black Tuesday

October 29, 1929. This is the date of the most famous stock market crash in history.

6.  Depression

7.  Economic Hysteria

8.  Foreclosure

The legal process by which an owner's right to a property is terminated, usually due to default.

9.  Margin account

10. Mortgage

A loan to finance the purchase of a home or farm, usually with payment periods and interest rates

11. Recession

A period of reduced or declining economic activity lasting for about a year.

12. Recovery

an improvement in the economy marking the end of a recession or decline.

13. Stock

A share of ownership in a company held by an individual investor.

14. Speculation

A financial transaction that involves potential risks with the hope of making a profit.

15. Stock Market

General term for the organized trading of stocks through exchanges and over-the-counter.

16.  Wall Street

Financial district in lower Manhattan; street where the NYSE, banks and brokerage houses are located.

Lesson One: Handout #5

Summative Assessment Lesson

What will a great product look like for this assignment? –Show rubric

·  Students will research and debate a position posed in one of the Summative Assessment options, choosing from Option #1 or Option #2

·  Time will be provided in class to research their positions

·  Students will write a five-paragraph essay stating their position

·  Students will present their positions to class

Option 1: The New Deal Debate: Did the New Deal “Solve” the Great Depression?

Position #1: Defend the New Deal

The New Deal helped to solve the economic hardships that Americans experienced during the Great Depression, alleviating much of the economic stress that people faced in their daily lives and allowing the country to recover and get back to work. The New Deal prevented the economic and political collapse of the United States and created agencies to help prevent future depressions.