resource unit: the great depression powerpoint by: zachary hyden

Resource Unit:Resource Unit:The Great DepressionThe Great Depression

PowerPoint by:PowerPoint by:

Zachary Hyden Zachary Hyden

IntroductionIntroduction

General Theme – The Great DepressionGeneral Theme – The Great DepressionSubject – 10th grade American history Subject – 10th grade American history Participants – Approximately 120, 10th grade Participants – Approximately 120, 10th grade American history studentsAmerican history studentsWhen – 2nd, 4th, 6th, and 7th periods between When – 2nd, 4th, 6th, and 7th periods between Thanksgiving and the Christmas breaks.Thanksgiving and the Christmas breaks.Location – Fairborn High School – Fairborn, Location – Fairborn High School – Fairborn, OhioOhioDuration – This is a ten day unit that will span Duration – This is a ten day unit that will span the entire 46 minute class period for each of the entire 46 minute class period for each of those ten days.those ten days.

Unit ObjectivesUnit Objectives

Students will know:Students will know:– The causes of The DepressionThe causes of The Depression– How everyday life was affected by The How everyday life was affected by The

DepressionDepression– The New Deal and pulling America out of the The New Deal and pulling America out of the

DepressionDepression– Impact of the New DealImpact of the New Deal– The beginning of World War IIThe beginning of World War II

NCSS StandardsNCSS Standards

I. CultureI. CultureII. Time, Continuity, and ChangeII. Time, Continuity, and ChangeIII. People, Places, and EnvironmentsIII. People, Places, and EnvironmentsIV. Individual Development and IdentityIV. Individual Development and IdentityV. Individuals, Groups, and InstitutionsV. Individuals, Groups, and InstitutionsVI. Power, Authority, and GovernanceVI. Power, Authority, and GovernanceVII. Production, Distribution, and ConsumptionVII. Production, Distribution, and ConsumptionVIII. Science Technology and SocietyVIII. Science Technology and SocietyIX. Global ConnectionsIX. Global ConnectionsX. Civic Ideals and Practices X. Civic Ideals and Practices

Content – Industrial Causes of The Content – Industrial Causes of The Great DepressionGreat Depression

Industries in TroubleIndustries in Trouble– RailroadsRailroads– TextilesTextiles– SteelSteel– CoalCoal

These once ultra-profitable industries were These once ultra-profitable industries were now facing hardships. Many of them now facing hardships. Many of them barely made profits toward the end of the barely made profits toward the end of the 1920’s1920’s

Content – Industrial Causes of The Content – Industrial Causes of The Great DepressionGreat Depression

Farmers may have taken the worst hit of Farmers may have taken the worst hit of all.all.After World War I, demand fell but After World War I, demand fell but production didn’t.production didn’t.Farmers tried to produce more to re-gain Farmers tried to produce more to re-gain their losses, but this only drove the prices their losses, but this only drove the prices farther down.farther down.As farmers defaulted on their loans, local As farmers defaulted on their loans, local banks failed banks failed

Economic Reasons for the Great Economic Reasons for the Great DepressionDepression

People have less moneyPeople have less money

Buying on CreditBuying on Credit

Uneven Distribution of IncomeUneven Distribution of Income

Stock Market Crashes Stock Market Crashes


People Have Less MoneyPeople Have Less Money

Rising Prices v. dormant wagesRising Prices v. dormant wages

The rich are getting richer and the poor The rich are getting richer and the poor are getting poorerare getting poorer

Over-reliance on credit Over-reliance on credit

Economic Reasons for the Great Economic Reasons for the Great DepressionDepression Buying on CreditBuying on Credit

Buy now pay later mentalityBuy now pay later mentalityCredit easily availableCredit easily available– People went into massive debtPeople went into massive debt

Businesses encouraged credit so they could sell Businesses encouraged credit so they could sell more goods and make more profit.more goods and make more profit.– These were not “real profits” though since no money These were not “real profits” though since no money

had actually changed hands had actually changed hands

People then stopped spending as much money People then stopped spending as much money when they realized that they were in so deep of when they realized that they were in so deep of debt.debt.


Distribution of MoneyDistribution of Money

The rich got richer and the poor got poorerThe rich got richer and the poor got poorer

A family needed $2,500 to live comfortably A family needed $2,500 to live comfortably in the 1920’s.in the 1920’s.– Less than 30% of people made $2,500Less than 30% of people made $2,500

Money became centralized at the top Money became centralized at the top echelon of societyechelon of society


Stock Market CrashesStock Market Crashes

In early September, the market peaked.In early September, the market peaked.

Black Thursday – The market dropped Black Thursday – The market dropped dramatically dramatically

Black Tuesday – 16.4 million shares were Black Tuesday – 16.4 million shares were dumped off by investors trying to save dumped off by investors trying to save what little money they could. what little money they could.


Reasons for the CrashReasons for the CrashSpeculation – High risk, High reward Speculation – High risk, High reward investinginvestingBuying on Margin – Buying a small Buying on Margin – Buying a small percentage of a stock and putting the rest percentage of a stock and putting the rest on crediton credit– People hoped to hit it big on the marketPeople hoped to hit it big on the market– People had no way to pay back the money for People had no way to pay back the money for

the stocks that they bought on credit.the stocks that they bought on credit.


Ramifications of the CrashRamifications of the CrashGeneral PanicGeneral PanicPeople lost trust in the banks – pulled all People lost trust in the banks – pulled all their money.their money.– Not everyone could get their money backNot everyone could get their money back

Banks had invested in the marketBanks had invested in the marketBanks were not insured by the federal governmentBanks were not insured by the federal government

The crash did not cause the depression, The crash did not cause the depression, just sped the process up.just sped the process up.

The World Wide DepressionThe World Wide Depression

The depression did The depression did not just hit the United not just hit the United States, but affected States, but affected the World as a wholethe World as a whole

Causes ReviewedCauses Reviewed

VocabularyVocabulary

CreditCredit

SpeculationSpeculation

Buying on MarginBuying on Margin

Black TuesdayBlack Tuesday

Black ThursdayBlack Thursday

Great DepressionGreat Depression

Life During the DepressionLife During the Depression

Life in the CitiesLife in the Cities

Life in the Country Life in the Country

Family LifeFamily Life


Life in the CitiesLife in the Cities

ShantytownsShantytowns– People built shacks for shelter when they lost their People built shacks for shelter when they lost their

homeshomes– Also known as HoovervillesAlso known as Hoovervilles

Many people placed direct blame on President Hoover for Many people placed direct blame on President Hoover for the economic hardships that they were facing.the economic hardships that they were facing.

Soup Kitchens & Bread LinesSoup Kitchens & Bread Lines– Free or low cost foodsFree or low cost foods– Came from charitable organizationsCame from charitable organizations


Life in the CountryLife in the Country

Banks foreclosedBanks foreclosed– If the farmer could not make the payment, If the farmer could not make the payment,

banks would take the farmers land and all the banks would take the farmers land and all the equity that the farmer had built.equity that the farmer had built.


Country ContinuedCountry ContinuedTenant FarmingTenant Farming– ““an agricultural system in which landowners an agricultural system in which landowners

contribute their land and a measure of contribute their land and a measure of operating capital and management while operating capital and management while tenants contribute their labour with various tenants contribute their labour with various amounts of capital and management, the amounts of capital and management, the returns being shared in a variety of ways.”returns being shared in a variety of ways.”

http://www.britannica.com/eb/article-9071664/tenahttp://www.britannica.com/eb/article-9071664/tenant-farmingnt-farming


Country ContinuedCountry Continued

Dust BowlDust Bowl– ““The most visible evidence of how dry the 1930s The most visible evidence of how dry the 1930s

became was the dust storm. Tons of topsoil were became was the dust storm. Tons of topsoil were blown off barren fields and carried in storm clouds for blown off barren fields and carried in storm clouds for hundreds of miles. Technically, the driest region of the hundreds of miles. Technically, the driest region of the Plains – southeastern Colorado, southwest Kansas Plains – southeastern Colorado, southwest Kansas and the panhandles of Oklahoma and Texas – and the panhandles of Oklahoma and Texas – became knownbecame known as the Dust Bowl, and many dust as the Dust Bowl, and many dust storms started there. But the entire region, and storms started there. But the entire region, and eventually the entire country, was affected.”eventually the entire country, was affected.” http://livinghistoryfarm.org/farminginthe30s/water_02.http://livinghistoryfarm.org/farminginthe30s/water_02.htmlhtml

– Dustbowl VideoDustbowl Video



MenMen– Were used to going to work and supporting a Were used to going to work and supporting a

familyfamily– Many left home to find workMany left home to find work– Term “hobo” originated during this time, Term “hobo” originated during this time,

describing men that would roam from town to describing men that would roam from town to town looking for worktown looking for work



WomenWomen– Women kept the family togetherWomen kept the family together– Faced resentment for working outside of the homeFaced resentment for working outside of the home

ChildrenChildren– Poor diets, lack of medical attention, disease.Poor diets, lack of medical attention, disease.– Schools closedSchools closed– Young children left home to find work and to take the Young children left home to find work and to take the

burden off of their familyburden off of their family


Shantytown/ HoovervilleShantytown/ Hooverville

Soup KitchenSoup Kitchen

Bread LinesBread Lines

ForeclosedForeclosed

Tenant FarmingTenant Farming

Dust BowlDust Bowl

HoboHobo

The New DealThe New Deal

Franklin Delano Roosevelt Franklin Delano Roosevelt – The New DealThe New Deal– Alphabet SoupAlphabet Soup

Fireside ChatsFireside Chats

Problems with the New DealProblems with the New Deal– Deficit SpendingDeficit Spending


F.D.R.F.D.R.– Elected President in 1932Elected President in 1932– Began working on his “New Deal” before he Began working on his “New Deal” before he

took office in 1933took office in 1933

100 Days100 Days– Refers to the time period between March 9Refers to the time period between March 9 thth

and June 16and June 16thth

– Congress passed 15 pieces of new legislation Congress passed 15 pieces of new legislation


Alphabet SoupAlphabet SoupThis term was given to F.D.R.’s programs due to their acronyms.This term was given to F.D.R.’s programs due to their acronyms.FDIC – Federal Deposit Insurance CorporationFDIC – Federal Deposit Insurance CorporationSEC – Securities and Exchange CommissionSEC – Securities and Exchange CommissionAAA – Agricultural Adjustment ActAAA – Agricultural Adjustment ActTVA – Tennessee Valley AuthorityTVA – Tennessee Valley AuthorityCCC – Civilian Conservation CorpsCCC – Civilian Conservation CorpsPWA – Public Works AdministrationPWA – Public Works AdministrationNIRA – National Industrial Recovery ActNIRA – National Industrial Recovery ActCWA – Civil Works AdministrationCWA – Civil Works AdministrationNRA – National Recovery AdministrationNRA – National Recovery AdministrationHOLC –Home Owners Loan CoporartionHOLC –Home Owners Loan CoporartionFHA – Federal Housing ActFHA – Federal Housing Act


Fireside ChatsFireside Chats

F.D.R. would give speeches that were F.D.R. would give speeches that were broadcasted over the radio and were known as broadcasted over the radio and were known as Fireside ChatsFireside Chats

These chats were aimed to ease the mind of the These chats were aimed to ease the mind of the American Public and to let them know the American Public and to let them know the progress that has been made and the future progress that has been made and the future plans that would be implementedplans that would be implemented

Fireside Chat with F.D.R.Fireside Chat with F.D.R.


Problems with the New DealProblems with the New DealDeficit SpendingDeficit Spending– The national government was spending more The national government was spending more

money than they were makingmoney than they were making

CriticsCritics– Said that the new deal gave too much Said that the new deal gave too much

authority to the national governmentauthority to the national government– Took away individual rightsTook away individual rights– Impeded Capitalism Impeded Capitalism


F.D.R.F.D.R.

100 Days100 Days

New DealNew Deal

Alphabet SoupAlphabet Soup

Deficit SpendingDeficit Spending

Impact of the New DealImpact of the New Deal

““The New Deal created jobs that provided the The New Deal created jobs that provided the necessary encouragement, hope, value and self-necessary encouragement, hope, value and self-esteem to assist the American people to esteem to assist the American people to recapture their economic values. It was the recapture their economic values. It was the solution to the problems everyone was facing: solution to the problems everyone was facing: widespread unemployment, homelessness, and widespread unemployment, homelessness, and farmers losing their land and livestock.” farmers losing their land and livestock.” http://www.nps.gov/fdrm/generation/newdeal.hthttp://www.nps.gov/fdrm/generation/newdeal.htmm

World War IIWorld War II

The United States enters the WarThe United States enters the War

December 7December 7thth, 1941, 1941– A date which will live in infamy A date which will live in infamy

F.D.R'sF.D.R's Pearl Harbor Speech Pearl Harbor Speech


New DealNew Deal

December 7, 1941December 7, 1941

Pearl Harbor SpeechPearl Harbor Speech

Lesson 1 and 2Lesson 1 and 2

A pre-activity: “Quiz Run”A pre-activity: “Quiz Run”– Students will be given a pre-test the day before the unit starts Students will be given a pre-test the day before the unit starts

over the Great Depression over the Great Depression – The grades for these tests will not be recorded because they are The grades for these tests will not be recorded because they are

a tool for the next days simulationa tool for the next days simulation– The next day I will re-distribute the “graded” tests and inform the The next day I will re-distribute the “graded” tests and inform the

students that I have lost over half the tests that were taken.students that I have lost over half the tests that were taken.– I will tell the students that they can not re-take the test since they I will tell the students that they can not re-take the test since they

already know the answers and those tests which I lost will go in already know the answers and those tests which I lost will go in the grade book as a zero.the grade book as a zero.

– Hopefully this will get an emotional reaction out of the students.Hopefully this will get an emotional reaction out of the students.– From there I will describe the concepts of “bank-runs” during the From there I will describe the concepts of “bank-runs” during the

Great DepressionGreat DepressionFrom here, the students should realize the concept that is being From here, the students should realize the concept that is being described. described.

NCSS Standards – I, V, VI, VIINCSS Standards – I, V, VI, VII

Activity 3Activity 3

Web QuestWeb Quest

Students will be taken to the media center Students will be taken to the media center and given two days to finish the Web and given two days to finish the Web Quest that is provided with this linkQuest that is provided with this link

Depression Web QuestDepression Web Quest

NCSS Standards – I, II, III, V, VI, VII, VIII, NCSS Standards – I, II, III, V, VI, VII, VIII, IX, XIX, X

Lesson 4Lesson 4

Buy Me On CreditBuy Me On Credit– I will make up 30 credit cards and distribute them to I will make up 30 credit cards and distribute them to

the classthe class– I will give the students $300 Monopoly MoneyI will give the students $300 Monopoly Money– I will give the students a list of goods that they can I will give the students a list of goods that they can

purchase with their credit cards which they will pay purchase with their credit cards which they will pay me for at a later date. me for at a later date.

– I will have the students write down all the goods they I will have the students write down all the goods they want and have them turn them in to mewant and have them turn them in to me

– These goods will range from a $25 toaster to a $400 These goods will range from a $25 toaster to a $400 new Model T-Ford.new Model T-Ford.

Lesson 4 continuedLesson 4 continued

– As the class progresses, I will slowly call in small As the class progresses, I will slowly call in small amounts of money to simulate paying off the credit amounts of money to simulate paying off the credit card on a monthly payment.card on a monthly payment.

– All at once, I will call in all the debt that the class has All at once, I will call in all the debt that the class has accumulated. accumulated.

– This should simulate the beginning of the economic This should simulate the beginning of the economic crisiscrisis

– This will also work in describing how buying on This will also work in describing how buying on margin facilitated to crash of the stock market.margin facilitated to crash of the stock market.

NCSS Standards – I, II, IV, V, VIIINCSS Standards – I, II, IV, V, VIII

Lesson 5Lesson 5

The students will analyze this picture The students will analyze this picture through the classroom smart board and through the classroom smart board and write emotions that it evokes.write emotions that it evokes.

NCSS Standards – I, III, IV, VIINCSS Standards – I, III, IV, VII

Lesson 6Lesson 6

My familyMy family– The students will break off into “families” of three.The students will break off into “families” of three.– Each student will be designated a role with-in the Each student will be designated a role with-in the

family (Father, Mother, Child)family (Father, Mother, Child)– They will collaborate as a group and talk about the They will collaborate as a group and talk about the

hardships that they face as individuals hardships that they face as individuals – From this collaboration, each member will write a one From this collaboration, each member will write a one

page paper describing his/her hardships and how the page paper describing his/her hardships and how the rest of the family is dealing with these hardships as a rest of the family is dealing with these hardships as a whole.whole.

– A rubric will be provided for this assignmentA rubric will be provided for this assignmentNCSS Standards – I, II, III, IV, V, VIINCSS Standards – I, II, III, IV, V, VII

Lesson 7Lesson 7

Listen To Me CloselyListen To Me Closely– Students will listen to a fireside chat orated by F.D.R. two timesStudents will listen to a fireside chat orated by F.D.R. two times

The first time just to hear his messageThe first time just to hear his messageThe second time to analyze his messageThe second time to analyze his message

– They will take this fireside chat and will write down what they They will take this fireside chat and will write down what they believe he was trying to convey in his speech.believe he was trying to convey in his speech.

– The students will also describe how this would have made them The students will also describe how this would have made them feel if they would have been alive during this time period. feel if they would have been alive during this time period.

– The students will take their written responses and use them as a The students will take their written responses and use them as a guided facilitator in a classroom discussion.guided facilitator in a classroom discussion.

NCSS Standards – I, II, III, VI, VIIINCSS Standards – I, II, III, VI, VIII

Lesson 8Lesson 8

Soups On!!!Soups On!!!– Students will be asked to make a poster with as many Students will be asked to make a poster with as many

acronyms as they can find from the New Deal.acronyms as they can find from the New Deal.– The poster should contain between 8 and 10 The poster should contain between 8 and 10

acronyms from the New Dealacronyms from the New DealThey should write the entire name of the group next to the They should write the entire name of the group next to the corresponding letterscorresponding lettersStudents should find pictures of the organization or Students should find pictures of the organization or something that they accomplishedsomething that they accomplishedStudents will present their posters and they will be displayed Students will present their posters and they will be displayed around the classroomaround the classroom

NCSS Standards – I, II, IV, V, VII, VIII, XNCSS Standards – I, II, IV, V, VII, VIII, X

Lesson 9Lesson 9

Poetry/Music from the timePoetry/Music from the time– Primary literature… Students will choose two Primary literature… Students will choose two

of the three poems/songs below to read and of the three poems/songs below to read and analyze. They will be expected to use the analyze. They will be expected to use the S.O.A.P. model to dissect the poems and will S.O.A.P. model to dissect the poems and will turn their diagrams in for a grade. turn their diagrams in for a grade.

NCSS Standards – I, II, III, IV, VIIINCSS Standards – I, II, III, IV, VIII

Brother can you Spare a Dime?Brother can you Spare a Dime?Brother, Can You Spare a Dime," lyrics Brother, Can You Spare a Dime," lyrics by Yip Harburg, music by Jay Gorney by Yip Harburg, music by Jay Gorney (1931)(1931)

They used to tell me I was building a dream, They used to tell me I was building a dream, and so I followed the mob, and so I followed the mob,

– When there was earth to plow, or guns When there was earth to plow, or guns to bear, I was always there right on the to bear, I was always there right on the job. job.

– They used to tell me I was building a They used to tell me I was building a dream, with peace and glory ahead, dream, with peace and glory ahead,

– Why should I be standing in line, just Why should I be standing in line, just waiting for bread? waiting for bread?

– Once I built a railroad, I made it run, Once I built a railroad, I made it run, made it race against time. made it race against time.

– Once I built a railroad; now it's done. Once I built a railroad; now it's done. Brother, can you spare a dime? Brother, can you spare a dime?

– Once I built a tower, up to the sun, Once I built a tower, up to the sun, brick, and rivet, and lime; brick, and rivet, and lime;

– Once I built a tower, now it's done. Once I built a tower, now it's done. Brother, can you spare a dime? Brother, can you spare a dime?

Once in khaki suits, gee we looked Once in khaki suits, gee we looked swell, swell, Full of that Yankee Doodly Dum, Full of that Yankee Doodly Dum, Half a million boots went slogging Half a million boots went slogging through Hell, through Hell, And I was the kid with the drum!And I was the kid with the drum!

– Say, don't you remember, they called me Al; it Say, don't you remember, they called me Al; it was Al all the time. was Al all the time.

– Why don't you remember, I'm your pal? Why don't you remember, I'm your pal? Buddy, can you spare a dime? Buddy, can you spare a dime?

Once in khaki suits, gee we looked Once in khaki suits, gee we looked swell, swell, Full of that Yankee Doodly Dum, Full of that Yankee Doodly Dum, Half a million boots went slogging Half a million boots went slogging through Hell, through Hell, And I was the kid with the drum!And I was the kid with the drum!

– Say, don't you remember, they called me Al; it Say, don't you remember, they called me Al; it was Al all the time. was Al all the time.

– Say, don't you remember, I'm your pal? Say, don't you remember, I'm your pal? Buddy, can you spare a dime? Buddy, can you spare a dime?

Bowl of CherriesBowl of Cherries"Life is Just a Bowl of Cherries," "Life is Just a Bowl of Cherries," lyrics by Lew Brown, music by Ray lyrics by Lew Brown, music by Ray Henderson (1931)Henderson (1931)

– People are queer, they're always People are queer, they're always crowing, scrambling and rushing about; crowing, scrambling and rushing about;

– Why don't they stop someday, address Why don't they stop someday, address themselves this way? themselves this way?

– Why are we here? Where are we Why are we here? Where are we going? It's time that we found out. going? It's time that we found out.

– We're not here to stay; we're on a short We're not here to stay; we're on a short holiday. holiday.

– Life is just a bowl of cherries. Life is just a bowl of cherries. – Don't take it serious; it's too Don't take it serious; it's too

mysterious. mysterious. – You work, you save, you worry so, You work, you save, you worry so, – But you can't take your dough when But you can't take your dough when

you go, go, go. you go, go, go.

– So keep repeating it's the berries, So keep repeating it's the berries, – The strongest oak must fall, The strongest oak must fall,

The sweet things in life, to you were just The sweet things in life, to you were just loaned loaned So how can you lose what you've never So how can you lose what you've never owned?owned?

– Life is just a bowl of cherries, Life is just a bowl of cherries, – So live and laugh at it all. So live and laugh at it all.

Life is just a bowl of cherries. Life is just a bowl of cherries. – Don't take it serious; it's too mysterious. Don't take it serious; it's too mysterious. – At eight each morning I have got a date, At eight each morning I have got a date, – To take my plunge 'round the Empire To take my plunge 'round the Empire

State. State. – You'll admit it's not the berries, You'll admit it's not the berries, – In a building that's so tall; In a building that's so tall;

There's a guy in the show, the girls love There's a guy in the show, the girls love to kiss; to kiss; Get thousands a week just for crooning Get thousands a week just for crooning like this:like this:

– Life is just a bowl of . . . aw, nuts! Life is just a bowl of . . . aw, nuts! – So live and laugh at it all!So live and laugh at it all!

We’re in the MoneyWe’re in the MoneyWe're in the Money," lyrics by Al Dubin, music We're in the Money," lyrics by Al Dubin, music by Harry Warren (from the film by Harry Warren (from the film Gold Diggers of 1933Gold Diggers of 1933, 1933), 1933)

– We're in the money, we're in the money; We're in the money, we're in the money; – We've got a lot of what it takes to get along! We've got a lot of what it takes to get along! – We're in the money, that sky is sunny, We're in the money, that sky is sunny, – Old Man Depression you are through, you Old Man Depression you are through, you

done us wrong. done us wrong. We never see a headline about We never see a headline about breadlines today. breadlines today. And when we see the landlord we can And when we see the landlord we can look that guy right in the eyelook that guy right in the eye

– We're in the money, come on, my honey, We're in the money, come on, my honey, – Let's lend it, spend it, send it rolling along! Let's lend it, spend it, send it rolling along!

– Oh, yes we're in the money, you bet we're in Oh, yes we're in the money, you bet we're in the money, the money,

– We've got a lot of what it takes to get along! We've got a lot of what it takes to get along! – Let's go we're in the money, Look up the Let's go we're in the money, Look up the

skies are sunny, skies are sunny, – Old Man Depression you are through, you Old Man Depression you are through, you

done us wrong. done us wrong.

We never see a headline about We never see a headline about breadlines today. breadlines today. And when we see the landlord we can And when we see the landlord we can look that guy right in the eyelook that guy right in the eye

– We're in the money, come on, my honey, We're in the money, come on, my honey, – Let's lend it, spend it, send it rolling along!Let's lend it, spend it, send it rolling along!– Oh, yes we're in the money, you bet we're in Oh, yes we're in the money, you bet we're in

the money, the money, – We've got a lot of what it takes to get along! We've got a lot of what it takes to get along! – Let's go we're in the money, Look up the Let's go we're in the money, Look up the

skies are sunny, skies are sunny, – Old Man Depression you are through, you Old Man Depression you are through, you

done us wrong. done us wrong. We never see a headline about We never see a headline about breadlines today. breadlines today. And when we see the landlord we can And when we see the landlord we can look that guy right in the eyelook that guy right in the eye

– We're in the money, come on, my honey, We're in the money, come on, my honey, – Let's lend it, spend it, send it rolling along!Let's lend it, spend it, send it rolling along!

Lesson 10 Lesson 10

Grapes of WrathGrapes of Wrath– The students will watch the Grapes of WrathThe students will watch the Grapes of Wrath

““Oklahoma in the Thirties is a dustbowl and Oklahoma in the Thirties is a dustbowl and dispossessed farmers migrate westward to dispossessed farmers migrate westward to California. After terrible trials en route they California. After terrible trials en route they become little more than slave labor. Among the become little more than slave labor. Among the throng are the Joads who refuse to knuckle throng are the Joads who refuse to knuckle under.” under.” http://imdb.com/title/tt0032551/plotsummaryhttp://imdb.com/title/tt0032551/plotsummaryWritten by Written by Ed Stephan {Ed Stephan {[email protected]@cc.wwu.edu}}

Grapes continuedGrapes continued

– After watching the movie, students need to After watching the movie, students need to draw a picture, with color, depicting a scene in draw a picture, with color, depicting a scene in the movie they feel accurately represents this the movie they feel accurately represents this period in time. Supplies will be provided for period in time. Supplies will be provided for the studentsthe students

NCSS Standards – I, II, III, V, VI, VIINCSS Standards – I, II, III, V, VI, VII

Lesson 11Lesson 11

Opponents to RooseveltOpponents to Roosevelt– Many people felt that F.D.R. was trying to circumvent Many people felt that F.D.R. was trying to circumvent

the power of the Supreme Courtthe power of the Supreme Court– This political cartoon depicts some of the feeling This political cartoon depicts some of the feeling

towards Roosevelt at this timetowards Roosevelt at this time– Students will be instructed to analyze this cartoon, Students will be instructed to analyze this cartoon,

which will be shown on the class room smart board which will be shown on the class room smart board and write bulleted responses about it.and write bulleted responses about it.

After they have turned in their responses, they After they have turned in their responses, they will be instructed to create their own political will be instructed to create their own political cartoon in opposition to the New Deal/F.D.R.cartoon in opposition to the New Deal/F.D.R.

NCSS Standards – I, V, VINCSS Standards – I, V, VI

Lesson 11 continuedLesson 11 continued

Lesson 12Lesson 12

Video ClipsVideo Clips– Students will watch a variety of video clips from the Students will watch a variety of video clips from the

internet that will be provided for them through the internet that will be provided for them through the teachers projector monitor. The students will watch teachers projector monitor. The students will watch the clips and write a brief summary of what they saw, the clips and write a brief summary of what they saw, heard, and felt and how those emotions translate to heard, and felt and how those emotions translate to the Great Depressionthe Great Depression

Depression 1Depression 1Depression 2Depression 2F.D.R.'sF.D.R.'s recovery plan recovery plan

NCSS Standards – I, II, III, IV, VNCSS Standards – I, II, III, IV, V

Instructional ResourcesInstructional Resources

Teacher ReferencesTeacher ReferencesClass Notes. American history 10. Rob Banks. Fairborn High Class Notes. American history 10. Rob Banks. Fairborn High School, Fall 2007.School, Fall 2007.Class Notes. History 212. Dr. Jacob Dorn. Wright State University, Class Notes. History 212. Dr. Jacob Dorn. Wright State University, Winter 2005. Winter 2005. Danzer, G., Klor de Alve, J., Krieger, L., Wilson, L., Woloch, N. Danzer, G., Klor de Alve, J., Krieger, L., Wilson, L., Woloch, N. (2007). (2007). The Americans: Reconstruction to the 21The Americans: Reconstruction to the 21stst century. century. Evanston, IL: McDougal Littell. Evanston, IL: McDougal Littell. Cassutto's, G. (2007). Cassutto's, G. (2007). The alphabet soup of new deal agencies. The alphabet soup of new deal agencies. Retrieved November 3, 2007 from Retrieved November 3, 2007 from http://www.cyberlearning-world.com/lessons/ushistory/newdealagenhttp://www.cyberlearning-world.com/lessons/ushistory/newdealagencies.htmcies.htmPojer, S. (2007). Pojer, S. (2007). The Great Depression begins: (1929 – 1933).The Great Depression begins: (1929 – 1933). Retrieved November 7, 2007 from Retrieved November 7, 2007 from http://historyteacher.net/AmericanHistoryAndGovernment/Topics/Chhttp://historyteacher.net/AmericanHistoryAndGovernment/Topics/Chapter22-TheGreatDepressionBegins.htmapter22-TheGreatDepressionBegins.htm


Class Notes. American history 10. Rob Class Notes. American history 10. Rob Banks. Fairborn High School, Fall 2007.Banks. Fairborn High School, Fall 2007.– These are notes that my cooperating teacher These are notes that my cooperating teacher

at Fairborn High School has provided me with. at Fairborn High School has provided me with. These resources included worksheets, These resources included worksheets, PowerPoint presentations, chapter overviews, PowerPoint presentations, chapter overviews, and assessment tools.and assessment tools.


Class Notes. History 212. Dr. Jacob Dorn. Class Notes. History 212. Dr. Jacob Dorn. Wright State University, Winter 2005. Wright State University, Winter 2005. – This class gave a thematic survey of events, This class gave a thematic survey of events,

forces, groups, and individuals that forces, groups, and individuals that contributed to and helped to shape an contributed to and helped to shape an American civilization on the North American American civilization on the North American continent. It spanned the time period of 1877 continent. It spanned the time period of 1877 to the present. These notes gave good to the present. These notes gave good background and in depth knowledge on the background and in depth knowledge on the Great Depression. Great Depression.


Danzer, G., Klor de Alve, J., Krieger, L., Wilson, L., Danzer, G., Klor de Alve, J., Krieger, L., Wilson, L., Woloch, N. (2007). Woloch, N. (2007). The Americans: Reconstruction to The Americans: Reconstruction to the 21the 21stst century. century. Evanston, IL: McDougal Littell. Evanston, IL: McDougal Littell. – This is the text book that is used for this particular history class. This is the text book that is used for this particular history class.

It covers American history from the end of the American Civil It covers American history from the end of the American Civil War through the beginning of the 21War through the beginning of the 21stst century. The book is century. The book is broken down into seven units and consists of twenty six broken down into seven units and consists of twenty six chapters. The chapters used for this resource unit included the chapters. The chapters used for this resource unit included the end of chapter 13 (The Roaring Life of the 1920’s) most of end of chapter 13 (The Roaring Life of the 1920’s) most of chapter 14 (The Great Depression Begins), most of chapter 15 chapter 14 (The Great Depression Begins), most of chapter 15 (The New Deal), and the beginning of chapter 16 (World War (The New Deal), and the beginning of chapter 16 (World War Looms). This tool provided very good background and activity Looms). This tool provided very good background and activity ideas. It also gave ideas for assessment opportunities.ideas. It also gave ideas for assessment opportunities.


Cassutto's, G. (2007). Cassutto's, G. (2007). The alphabet soup of New Deal The alphabet soup of New Deal agencies. agencies. Retrieved November 3, 2007 from Retrieved November 3, 2007 from http://www.cyberlearning-world.com/lessons/ushistory/nehttp://www.cyberlearning-world.com/lessons/ushistory/newdealagencies.htmwdealagencies.htm– This resource was pulled from the web and gave the idea for the This resource was pulled from the web and gave the idea for the

“Alphabet Soup of the New Deal” game. The project listed in this “Alphabet Soup of the New Deal” game. The project listed in this resource unit is an adaptation that uses a more student centered resource unit is an adaptation that uses a more student centered style of learning. style of learning.

– Students will make a poster board depicting between 8 and 10 Students will make a poster board depicting between 8 and 10 acronyms from the New Deal era. The students will tell what the acronyms from the New Deal era. The students will tell what the acronym stands for, give a brief synopsis of what the group acronym stands for, give a brief synopsis of what the group accomplished, and a draw/copy a picture of the group or an accomplished, and a draw/copy a picture of the group or an accurate representation of the group. accurate representation of the group.


Pojer, S. (2007). Pojer, S. (2007). The Great Depression begins: (1929 – The Great Depression begins: (1929 – 1933).1933). Retrieved November 7, 2007 from Retrieved November 7, 2007 from http://historyteacher.net/AmericanHistoryAndGovernmenhttp://historyteacher.net/AmericanHistoryAndGovernment/Topics/Chapter22-TheGreatDepressionBegins.htmt/Topics/Chapter22-TheGreatDepressionBegins.htm– This website was rich with information, assessment ideas, and This website was rich with information, assessment ideas, and

teaching tools. The website had a wide spectrum of history teaching tools. The website had a wide spectrum of history knowledge that spanned from American History, to European knowledge that spanned from American History, to European History, to Global Studies, to Advanced Placement European History, to Global Studies, to Advanced Placement European History. Each sub-category had syllabi, assignments, quizzes, History. Each sub-category had syllabi, assignments, quizzes, web links, and review questions.web links, and review questions.

– The link that I used was located under American History & The link that I used was located under American History & Government – Main Page – Chapter 22 (The Great Depression Government – Main Page – Chapter 22 (The Great Depression Begins, [1929-1933]) Begins, [1929-1933])

– This site gave sources, questions, terms, and quiz questionsThis site gave sources, questions, terms, and quiz questions


Delong, J. (1997). Delong, J. (1997). Slouching towards utopia?: Slouching towards utopia?: The economic history of the twentieth century-The economic history of the twentieth century-XIV. The great crash and the great slump. XIV. The great crash and the great slump. Retrieved October 28, 2007 from Retrieved October 28, 2007 from http://econ161.berkeley.edu/TCEH/Slouch_Crashttp://econ161.berkeley.edu/TCEH/Slouch_Crash14.htmlh14.html– This site gives an immense amount of information and This site gives an immense amount of information and

resources. It provides graphs as well as world resources. It provides graphs as well as world background to the Great Depression. This site was background to the Great Depression. This site was developed by a professor at the University of developed by a professor at the University of California, Berkeley and has many different chapters California, Berkeley and has many different chapters at a persons disposal, not just material on the Great at a persons disposal, not just material on the Great Depression. Depression.


Student ReferencesStudent ReferencesDanzer, G., Klor de Alve, J., Krieger, L., Wilson, L., Danzer, G., Klor de Alve, J., Krieger, L., Wilson, L., Woloch, N. (2007). Woloch, N. (2007). The Americans: Reconstruction to The Americans: Reconstruction to the 21the 21stst century. century. Evanston, IL: McDougal Littell. Evanston, IL: McDougal Littell. – This is the text book that is used for this particular history class. This is the text book that is used for this particular history class.

It covers American history from the end of the American Civil It covers American history from the end of the American Civil War through the beginning of the 21War through the beginning of the 21stst century. The book is century. The book is broken down into seven units and consists of twenty six broken down into seven units and consists of twenty six chapters. The chapters used for this resource unit included the chapters. The chapters used for this resource unit included the end of chapter 13 (The Roaring Life of the 1920’s) most of end of chapter 13 (The Roaring Life of the 1920’s) most of chapter 14 (The Great Depression Begins), most of chapter 15 chapter 14 (The Great Depression Begins), most of chapter 15 (The New Deal), and the beginning of chapter 16 (World War (The New Deal), and the beginning of chapter 16 (World War Looms). This tool provided very good background and activity Looms). This tool provided very good background and activity ideas. It also gave ideas for assessment opportunities.ideas. It also gave ideas for assessment opportunities.


Kirk, K. (2005). Kirk, K. (2005). The Great Depression treasure The Great Depression treasure hunt. hunt. Retrieved November 7, 2007 from Retrieved November 7, 2007 from http://web.dps.k12.va.us/gibson/7th%20Grade%http://web.dps.k12.va.us/gibson/7th%20Grade%20Webpage%20by%20Kirk/Depression_Thunt.h20Webpage%20by%20Kirk/Depression_Thunt.htmtm– This activity will get the students involved with the This activity will get the students involved with the

Great Depression through technology. The web quest Great Depression through technology. The web quest has many links and educational tools that the has many links and educational tools that the students will benefit from. There are interactive students will benefit from. There are interactive questions as well as a work sheet that the students questions as well as a work sheet that the students will use to guide their endeavors during the activity.will use to guide their endeavors during the activity.


Gibson, K. Gibson, K. Causes of the Great Depression.Causes of the Great Depression. Retrieved November 7, 2007 from Retrieved November 7, 2007 from http://web.dps.k12.va.us/gibson/7th%20Gradehttp://web.dps.k12.va.us/gibson/7th%20Grade%20Webpage%20by%20Kirk/Causes%20of%20Webpage%20by%20Kirk/Causes%20of%20the%20Great%20Depression_GO.gif%20the%20Great%20Depression_GO.gif– This is a very simple diagram that uses main ideas to This is a very simple diagram that uses main ideas to

help break down the causes of the Great Depression help break down the causes of the Great Depression in a visual manner. Students could use this as a in a visual manner. Students could use this as a starting point and as time went on they could fill in starting point and as time went on they could fill in details under each category. Students learn in many details under each category. Students learn in many different ways, and the more diverse learning different ways, and the more diverse learning techniques that are implemented in the classroom the techniques that are implemented in the classroom the more students will benefit. more students will benefit.


Delong, J. (1997). Delong, J. (1997). Slouching towards utopia?: Slouching towards utopia?: The economic history of the twentieth century-The economic history of the twentieth century-XIV. The great crash and the great slump. XIV. The great crash and the great slump. Retrieved October 28, 2007 from Retrieved October 28, 2007 from http://econ161.berkeley.edu/TCEH/Slouch_Crashttp://econ161.berkeley.edu/TCEH/Slouch_Crash14.htmlh14.html– This site gave a very informative graph that the This site gave a very informative graph that the

students will use and analyze to show the effects of students will use and analyze to show the effects of the Great Depression, not only in America but on a the Great Depression, not only in America but on a World Wide scale. Although this unit is geared toward World Wide scale. Although this unit is geared toward an American history course, world wide context is an American history course, world wide context is always pertinent information.always pertinent information.


Encyclopedia Britannica. (2007).Encyclopedia Britannica. (2007). Tenant Tenant farming.farming. Retrieved November 3, 2007 from Encyclopedia Britannica Online: http://www.britannica.com/eb/article-9071664http://www.britannica.com/eb/article-9071664 – This gives students definitions that are more complete This gives students definitions that are more complete

and easy to understand in a real world context and easy to understand in a real world context compared to text-book definitions. This particular compared to text-book definitions. This particular definition gave students insight into tenant farming definition gave students insight into tenant farming and its impact in the 1930’s.and its impact in the 1930’s.


Ganzel, B. Ganzel, B. Farming in the 1930’s:The dust Farming in the 1930’s:The dust bowl.bowl. Retrieved November 2, 2007 from Retrieved November 2, 2007 from http://livinghistoryfarm.org/farminginthe30shttp://livinghistoryfarm.org/farminginthe30s/water_02.html/water_02.html– This website gives definitions and first hand This website gives definitions and first hand

video account of people who lived through the video account of people who lived through the dust bowl and the experiences that they took dust bowl and the experiences that they took from this time period. from this time period.


Ibis Communications. (2007). Ibis Communications. (2007). History in History in motion: The dust bowl 1936. Retrieved motion: The dust bowl 1936. Retrieved November 8, 2007 from November 8, 2007 from http://www.eyewitnesstohistory.com/himduhttp://www.eyewitnesstohistory.com/himdustbowl.htmstbowl.htm– This website gives first hand historical This website gives first hand historical

accounts. This particular video gives a good accounts. This particular video gives a good representation of what someone living representation of what someone living through the dust bowl would have seen during through the dust bowl would have seen during one of the storms. one of the storms.


F.D.R. Memorial. (2004). F.D.R. Memorial. (2004). A new dealA new deal. . Retrieved November 8, 2007 from Retrieved November 8, 2007 from http://www.nps.gov/fdrm/generation/newdehttp://www.nps.gov/fdrm/generation/newdeal.htmal.htm– This website gives a very good overview of This website gives a very good overview of

what the new deal was trying to accomplish what the new deal was trying to accomplish and the goals that F.D.R. set out to and the goals that F.D.R. set out to accomplish. It is short but very concise. accomplish. It is short but very concise. Students can read this and use it as a cheat Students can read this and use it as a cheat sheet for quick reference. sheet for quick reference.


Peters, G. (1999). Peters, G. (1999). Franklin D. Roosevelt: First fireside chat (banking). Retrieved November 5, 2007 from http://www.presidency.ucsb.edu/mediaplay.php?id=14540&admin=32– This is a clip of F.D.R.’s first fireside chat where he

addressed the nation about banking. This resources allows the students not only to hear the words of F.D.R. but allows them to see the person as well. It is a first hand account and is a very good educational tool.


Eidenmuller, M. (2001). Eidenmuller, M. (2001). Franklin Delano Franklin Delano Roosevelt:Roosevelt: Pearl Harbor address to the nation. Retrieved October 30, 2007 from http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm– This website gives a first hand account of

F.D.R.’s speech to the nation. In addition to giving the audio, this website has a transcript of his speech so students can read along as F.D.R. is speaking.


Lavender, C. Lavender, C. Songs of the Great Depression. Retrieved November 8, 2007 from http://www.library.csi.cuny.edu/dept/history/lavender/cherries.html– This website gives three examples of songs/poems

that were written at this time. Although there is no audio streaming from this website, it would not be very difficult to find a copy of one of the songs for the students to listen to. Music often reflects the culture of a time period and I feel that these are three good reflections of the Great Depression.


Ford, J. (1940). Ford, J. (1940). The grapes of wrath (movie). (movie). Retrieved November 2, 2007 from Retrieved November 2, 2007 from http://imdb.com/title/tt0032551/http://imdb.com/title/tt0032551/– Oklahoma in the Thirties is a dustbowl and Oklahoma in the Thirties is a dustbowl and

dispossessed farmers migrate westward to California. dispossessed farmers migrate westward to California. After terrible trials en route they become little more After terrible trials en route they become little more than slave labor. Among the throng are the Joads than slave labor. Among the throng are the Joads who refuse to knuckle under. ~ plot summarywho refuse to knuckle under. ~ plot summary

– This movie will give students a different form of This movie will give students a different form of exposure to the hardships that people faced in the exposure to the hardships that people faced in the 1930’s1930’s


Cassutto's, G. (2007). Cassutto's, G. (2007). The alphabet soup of New Deal The alphabet soup of New Deal agencies. agencies. Retrieved November 3, 2007 from Retrieved November 3, 2007 from http://www.cyberlearning-world.com/lessons/ushistory/nehttp://www.cyberlearning-world.com/lessons/ushistory/newdealagencies.htmwdealagencies.htm– This resource was pulled from the web and gave the idea for the This resource was pulled from the web and gave the idea for the

“Alphabet Soup of the New Deal” game. The project listed in this “Alphabet Soup of the New Deal” game. The project listed in this resource unit is an adaptation that uses a more student centered resource unit is an adaptation that uses a more student centered style of learning. style of learning.

– Students will make a poster board depicting between 8 and 10 Students will make a poster board depicting between 8 and 10 acronyms from the New Deal era. The students will tell what the acronyms from the New Deal era. The students will tell what the acronym stands for, give a brief synopsis of what the group acronym stands for, give a brief synopsis of what the group accomplished, and a draw/copy a picture of the group or an accomplished, and a draw/copy a picture of the group or an accurate representation of the group. accurate representation of the group.


What the president wants. This is a political cartoon that was pulled from the internet on November 4, 2007 from http://www.nisk.k12.ny.us/fdr/1937/37_scgifs/small/37021601.gif– This cartoon depicts Roosevelt trying to squash the

Supreme Court with his New Deal. This cartoon shows the opposite side of what many students are taught about F.D.R. For most students F.D.R is portrayed as a knight in shining armor that rescued America from the Great Depression. This cartoon, and the activity that goes along with it, gives perspective to other points of view.


Library of Congress. (2007). Library of Congress. (2007). Scenes from the Great Depression: 1935-1945. Retrieved November 5, 2007 from Retrieved November 5, 2007 from http://youtube.com/watch?http://youtube.com/watch?v=pgR2Buke5MQv=pgR2Buke5MQ– This gives a great picture show and has music This gives a great picture show and has music

from the time period in the background. This from the time period in the background. This should get an emotional response from should get an emotional response from students.students.


(2007).The Great Depression: (Britannica.com). Retrieved November 5, 2007 from http://youtube.com/watch?v=TCNKq0-9p3w– This video shows the panic of the Stock This video shows the panic of the Stock

Market crash in 1929. It gives first hand video Market crash in 1929. It gives first hand video of the panic in the streets as well as the of the panic in the streets as well as the ramifications felt worldwide. ramifications felt worldwide.


(2007). (2007). U.S. thrilled as FDR outlines U.S. thrilled as FDR outlines recovery,1933/10/23 (1933). recovery,1933/10/23 (1933). Retrieved Retrieved November 5, 2007 from November 5, 2007 from http://youtube.com/watch?v=PXY7TkrPPzIhttp://youtube.com/watch?v=PXY7TkrPPzI– This is the actual video of a F.D.R. speech to This is the actual video of a F.D.R. speech to

the nation. He speaks about farm recovery, the nation. He speaks about farm recovery, money security, and home foreclosure. money security, and home foreclosure.

AssessmentsAssessments

““Web Quest”-20 pointsWeb Quest”-20 pointsParagraph from picture-Paragraph from picture-10 points10 points““My Family” Assignment-My Family” Assignment-20 points20 points““Fireside Chat” Notes and Fireside Chat” Notes and Class Discussion -15 Class Discussion -15 pointspoints “ “Alphabet Soup” Poster-Alphabet Soup” Poster-20points20points

Poetry/Music – S.O.A.P. Poetry/Music – S.O.A.P. – 15 points– 15 points““Grapes of Wrath” Poster- Grapes of Wrath” Poster- 20 points20 points F.D.R. Political Cartoon F.D.R. Political Cartoon – 10 points for analysis – – 10 points for analysis – 10 points for creating a 10 points for creating a new picturenew pictureResponse to Video Clips Response to Video Clips – 5 points for each video – 5 points for each video clip response (15 points clip response (15 points total)total)Unit Test – 50 pointsUnit Test – 50 points

Unit Test QuestionsUnit Test Questions

Multiple Choice QuestionsMultiple Choice Questions1.1. The strongest opposition to F.D.R.’s New Deal came The strongest opposition to F.D.R.’s New Deal came

from?from?1.1. Migrant WorkersMigrant Workers2.2. Business LeadersBusiness Leaders3.3. Factory WorkersFactory Workers4.4. Recent immigrantsRecent immigrants

2.2. In the 1930’s, which geographic change most In the 1930’s, which geographic change most influenced the westward migration of thousands of influenced the westward migration of thousands of people from the Southern Great Plains?people from the Southern Great Plains?

1.1. Extended drought in farming areasExtended drought in farming areas2.2. Excessive flooding of the MississippiExcessive flooding of the Mississippi3.3. Earthquakes in Pacific coastal regionsEarthquakes in Pacific coastal regions4.4. Destructive hurricanes in the Gulf of MexicoDestructive hurricanes in the Gulf of Mexico


Multiple Choice QuestionsMultiple Choice Questions3. What event most closely associates with the end of the 3. What event most closely associates with the end of the

Great Depression?Great Depression? Passage of the Social Security ActPassage of the Social Security Act Beginning of WWIIBeginning of WWII Re-election of F.D.R. in 1940Re-election of F.D.R. in 1940 Announcement of the Marshall PlanAnnouncement of the Marshall Plan

4. The Dust Bowl experiences of the Oklahoma farmers 4. The Dust Bowl experiences of the Oklahoma farmers during the Great Depression demonstrated?during the Great Depression demonstrated?

The effect of geography on peoples’ livesThe effect of geography on peoples’ lives The success of government farm subsidiesThe success of government farm subsidies The limitation of civil liberties during times of crisisThe limitation of civil liberties during times of crisis The result of the Indian Removal ActThe result of the Indian Removal Act


Short AnswerShort Answer

1.1. Give 3 examples of Alphabet Soup Give 3 examples of Alphabet Soup agencies. Give the acronym, the actual agencies. Give the acronym, the actual name, and something that the agency name, and something that the agency accomplishedaccomplished

2.2. How did the Dust Bowl impact farmers in How did the Dust Bowl impact farmers in Oklahoma?Oklahoma?


Extended ResponseExtended Response

1.1. In four to six sentences, explain how the In four to six sentences, explain how the prosperity of the 1920’s facilitated the prosperity of the 1920’s facilitated the economic collapse of the 1930’s. economic collapse of the 1930’s.

Intervention and Adaptation Intervention and Adaptation

Any student that needs interventions or Any student that needs interventions or adaptations will be accommodated. The student adaptations will be accommodated. The student can sit closer to the front of the room to see the can sit closer to the front of the room to see the PowerPoint presentation more clearly. The PowerPoint presentation more clearly. The student can be provided with audio equipment to student can be provided with audio equipment to hear lectures/audio clips more efficiently. Extra hear lectures/audio clips more efficiently. Extra time will be granted for tests if need be. When time will be granted for tests if need be. When needed, an intervention specialist will be needed, an intervention specialist will be provided. Extra time, or alternate assignments, provided. Extra time, or alternate assignments, will also be provided for reading and writing will also be provided for reading and writing assignments for students who need it. assignments for students who need it.

ReflectionReflection

Since I have been unable to implement Since I have been unable to implement this resource unit, I have no reflection at this resource unit, I have no reflection at this time. In the future I hope to use this as this time. In the future I hope to use this as an educational tool that facilitates learning an educational tool that facilitates learning in my classroom.in my classroom.

resource unit: the great depression powerpoint by: zachary hyden

Documents

great depression reasons

great depression people

credit slide

great depression farmers

money people

great depression industries

great depression subject

great depression powerpoint