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The Great Depression

10th

Grade U.S. History

Troy Reedy

Table of Contents

Unit Introduction 3

Learning Goals 4

Assessment 5

Lessons and Materials 6

Lesson Evaluations 37

Introduction

This unit is designed to allow students to explore the Great Depression era in a number of

ways. Through a variety of methods, students will develop an understanding of what caused the

Great Depression, how people’s lives were impacted, and what the government tried to do to fix

the U.S. economy. Students will be continuously assessed throughout the unit to ensure they are

meeting the learning goals which align with state standards. Ultimately, students will gain a deep

understanding of one of the most important and devastating periods in U.S. history.

Learning Goals

1. Students will analyze the causes of the stock market crash.

2. Students will analyze the causes of the Great Depression.

3. Students will evaluate the criticism of Herbert Hoover for his part in causing the Great

Depression.

4. Students will create visual representations which depict aspects of the Great Depression.

State Standards:

Michigan HSCE 7.1.2: Causes and Consequences of the Great Depression: Explain and

evaluate the multiple causes and consequences of the Great Depression by analyzing:

The political, economic, environmental, and social causes of the Great Depression

including fiscal policy, overproduction, under consumption, and speculation, the 1929

crash, and the Dust Bowl.

The economic and social toll of the Great Depression, including unemployment and

environmental conditions that affected farmers, industrial workers, and families.

Hoover’s policies and their impact.

Assessment

Diagnostic:

A pretest was given at the beginning of the year which covered the entire first semester. Results

showed that students knew very little about the Great Depression.

Formative:

There will be a variety of assignments and activities which will be graded and used to gauge

students’ mastery of the learning objectives and goals. Methods include:

Discussions

Group work

Worksheets

Exit passes

Quick writes

Summative:

Students will create memes which depict an aspect of the Great Depression. Each meme will be

accompanied by a 2-3 sentence explanation of what it represents and its significance.

Life in the Depression (1)

Course: 10th

Grade U.S. History

Class Length: 55 minutes

Learning Objective: I can compare and contrast what life was like during the Great Depression

and in the modern day inner cities.

State Standards:

HSCE 7.1.2 Causes and consequences of the Great Depression—Explain and evaluate the

multiple causes and consequences of the Great Depression.

Anticipatory Set:

(Bell Ringer) Using Poll Everywhere website, have students choose one of the following options

for best ways to fix a struggling economy: Print more money, create more government jobs, give

money to large corporations, lower taxes for the middle class.

Activities and Procedures:

Explain how to use Poll Everywhere. Be sure to cover:

1. Use your cell phone to text the necessary code that corresponds

with your answer

2. You can only vote once

Give students time to respond using their cell phones. Question students

about why they chose the response they did.

10 minutes

Using PowerPoint slides of each picture, analyze photos from poor areas

today and from the Great Depression as a class. Question students:

1. What do you see in the picture?

2. How did things get this bad?

3. What does the picture suggest about the lives of the people in it?

Ask questions about the specifics of each picture.

20 minutes

On a notecard, have students write 2-3 sentences comparing and

contrasting the Great Depression with modern day poverty.

5 minutes

Explain the purpose of using a frame to guide students’ reading. Be sure

to cover:

1. Top box is a one sentence summary

2. It is a different way to take notes

3. Don’t write long quotes or full sentences

4. Only include important information

5. Read each sub-section then go back and do the frame

6. So what? box is where you explain in one sentence why what you

read was important to know

5 minutes

Give students time to complete Chapter 13 Section 1 frame. 15 minutes

Assessment:

Informal, formative: Class discussion will demonstrate how well students make connections

between the Great Depression and modern day poverty.

Formal, formative: Chapter 13 section 1 frame will show how well students understood the

informational text.

Higher Level Thinking: Analysis: Students will compare and contrast the lives of people during

the Great Depression and today.

Relevance: Students need to understand the connections history has to their lives in order for it

to seem important to them. This lesson ensures that connection as students will analyze photos so

they can see the links directly.

Homework:

Finish chapter 13 section 1 frame.

Market Crash (2)

Course: 10th

Grade U.S. History


Learning Objective: I can explain the causes of the stock market crash.

State Standards:



Anticipatory Set:

(Bell Ringer) Write a few sentences using the following sentence starter for your first sentence. I

made my first million dollars by…


1. Bell ringer: Write a few sentences using the following sentence starter for

your first sentence. I made my first million dollars by…

2. Allow students to share their responses.

10 minutes

Causes of the Stock Market Crash PowerPoint 25 minutes

(Explanation attached) Give students time to work on vocabulary LINCS.

Terms are:

1. Speculation

2. Margin

3. Depression

4. Foreclosure

5. Unemployment

6. Overproduction

7. Under Consumption

10 minutes

Exit Pass: Which cause of the market crash do you feel was most important?

Defend your answer in a five sentence paragraph.

10 minutes

Assessment:

Informal, formative: Exit pass will demonstrate how well students understood the causes of the

market crash.

Formal, formative: Vocabulary LINCS will show how well students understand the key terms for

the unit.

Higher Level Thinking:

Evaluation: Students will determine which cause of the market crash was most important and

defend their answer.

Relevance:

The stock market is a term many students have heard, but very few understand. To fully

understand the crash and subsequent depression, students needs to understand what the stock

market is and why it crashed so horribly in 1929. This lesson will give students background on

the stock market and what American citizens were doing that caused the crash. In addition,

students will understand how the market crash affected citizens who were not invested in stocks.

Finally, preteaching vocabulary is important as it allows students to understand future readings

and concepts.

Homework:

Finish vocabulary LINCS.

Vocab LINCS Directions

Follow these instructions to complete the Vocabulary LINCS sheet. Vocabulary LINCS are

proven to help you remember vocabulary terms.

1. Write the word in the box labeled “term.”

2. Write a definition that is in your own words in the box on the right labeled “definition.”

3. Write a reminding word in the box on the left labeled “reminding word.” Your reminding

word must be a real word that sounds like the term or contains part of the term in it.

4. Write a short story to help you remember the term and its definition. Your story must

include the reminding word and parts of the definition. It could also use humor or people

you know to help you remember. Your story should be written in the box labeled

“LINCing Story.”

5. Draw a picture to help you remember the word and its definition.

Exploring the Great Depression (3)

Course: 10th

Grade U.S. History


Learning Objective:

I can develop a plan to help fix the U.S. economy during the Great Depression.

State Standards:



Anticipatory Set:

(Bell Ringer) Explain how the stock market crash affected people who did not own any stocks.


1. Give students time to work on bell ringer.

2. Explain the answer to the bell ringer.

5 minutes

Causes and Consequences of the Great Depression PowerPoint. 20 minutes

How to fix the U.S. economy activity.

1. Distribute activity sheet with instructions and questions.

2. Explain activity. Be sure to cover:

One sheet will be turned in per group

All questions must be answered

Groups can create an organization, a committee, a law, a plan, etc.

Must explain how the idea will help the economy

Due at the end of the hour

3. Split into groups of three

30 minutes

Collect activity sheets as exit ticket

Assessment: Formal, formative: Activity sheet will demonstrate student understanding of the problems during

the Great Depression and how those issues can be resolved or at least aided.

High Level Thinking:

Synthesis: Students will create a plan to help fix the economic issues the U.S. faced during the

Great Depression.

Relevance: To fully comprehend the Great Depression, students need to understand what caused it and what

the outcomes were. The PowerPoint will help the students understand the Great Depression as a

whole. Creating a plan for solving the country’s problems is a great way for students to explore

the options President Hoover and the rest of the government had at their disposal. Students will

be able to analyze the best options in their minds and then compare that to what actually was

done to remedy the problems caused by the Great Depression.

Names: _______________________________________________________________________

____________________________________________________________ Hour: ___________

Cheering Up the Great Depression

Directions: When a country is experiencing economic hardship, there are many ways to try to solve the problem. In your group, your task will be to develop a way to help solve some of the issues the U.S. was experiencing during the Great Depression. Start by thinking about the problems the U.S. was having, which you just took notes on. Next, choose one of the problems to solve. You can develop a law, a plan, a committee, an organization, or anything else you think would help get the U.S. out of the Depression. Be creative and have fun with it. Tomorrow we will vote on whose plan is the best. Below are questions that will guide your thinking and planning. Each question must be filled out. This sheet is due at the end of the hour. 1. Which Great Depression issue are you attempting to solve? 2. Which of the following do you plan to create? Circle one. Law Organization Committee Plan Other If other, explain: ______________________________________________________________________ 3. What level of government will you be targeting? Circle one. National State Local (this would include cities/towns) 4. What is the name of your law/organization/committee/etc.?

5. This is where you will present your idea. You may write, draw, create a poster, or represent your idea in some other way, as long as your idea for fixing the U.S. economy is clear.

6. Write 2-3 sentences explaining how your idea will help the economy. Consider what it will affect (citizens, businesses, government, all of those) and how it will lead to positive growth for the economy. Use this space for any notes or brainstorming you would like to jot down.

American Response to the Great Depression (4)

Course: 10th

Grade U.S. History


Learning Objective:

I can explain what President Hoover did in an effort to fix the economy during the Great

Depression and why his plans did not work.

State Standards:



Anticipatory Set:

Condense students’ plans for fixing the economy from yesterday into the top four options. Create

a Poll Everywhere survey which includes the options. Students will vote for the best option using

their cell phones.


Anticipatory Set:

1. Explain how to use Poll Everywhere.

2. Give students time to respond.

3. Have students explain why they voted for the option they selected.

15 minutes

Hoover’s response to the Great Depression PowerPoint 25 minutes

Give students time to work on questions from chapter 13 section 2. 10 minutes

Exit Pass: On a notecard construct a Tweet from Herbert Hoover about one of

his failed Great Depression reforms.

5 minutes

Assessment:

Formal, formative: Chapter 13 section 2 questions will show how well students understood the

main ideas from the text.

Informal, formative: Exit pass will demonstrate how well students understood Hoover’s efforts

to fix the U.S. economy.


Evaluation: Students will verbally defend their choice for the best plan for fixing the U.S.

economy during the Great Depression.

Relevance:

Often times history focuses on what caused events to happen and what the solution was in the

end. The ideas that do not work in history are frequently forgotten. This lesson shows that it took

the government time and a lot of mistakes to figure out how to fix the economy.

Homework:

Finish chapter 13 section 2 questions.

Name: ___________________________________________________________ Hour: ______

American Dream on Hold (Chapter 13 Section 2)

Directions: The following questions are from your text book. Use your prior knowledge and

book to respond to each question.

1. Who were the Okies?

2. Where did the Okies go to find jobs? What was the job market like when they arrived?

3. What is a tenant farmer?

4. Describe the treatment of Mexican American farmers during the Great Depression.

5. Describe each of the following problems in the cities during the Great Depression (433-435):

Unemployment:

Homelessness:

Effects on the wealthy:

6. What is a Hooverville?

7. Why did people use the name Hooverville?

8. Explain how the Great Depression affected men and women differently.

Analyzing the American Dream (5)

Course: 10th

Grade U.S. History


Learning Objective:

In writing, I can analyze what the American dream means to U.S. citizens.

State Standards:



Anticipatory Set:

(Bell Ringer) Write a paragraph explaining what your American dream is.


Anticipatory Set:

(Bell Ringer) Write a paragraph explaining what your American dream is.

Consider the following aspects:

1. Family

2. Money

3. Job

4. Material possessions

10 minutes

Large group discussion on what the American Dream means to people

today.

10 minutes

Show movie scenes and trailers that represent the American dream. Discuss

how each clip or trailer portrays part of the American dream. Movie clips

include:

The Other Guys https://www.youtube.com/watch?v=KhGyFkMirUg

The Wolf of Wall Street

https://www.youtube.com/watch?v=gVoDD6PIgd8

Rudy https://www.youtube.com/watch?v=27D4k3dCXPg

The Pursuit of Happyness

https://www.youtube.com/watch?v=UZb2NOHPA2A

The Blind Side https://www.youtube.com/watch?v=xVbSQpoFDb0

Coach Carter https://www.youtube.com/watch?v=2FKPDOpKzDo

Discuss how the American dream was halted during the Great Depression.

20 minutes

Give students time to write a letter to a family member in another country

explaining how their American dream has not come true because of the

Great Depression. Remind students:

1. You are in the midst of the Great Depression, not modern day.

2. Include aspects of the Depression that have prevented you from achieving

your dream.

3. It is a letter, so address, date, and sign it.

15 minutes

Assessment:

https://www.youtube.com/watch?v=KhGyFkMirUg


https://www.youtube.com/watch?v=27D4k3dCXPg


https://www.youtube.com/watch?v=xVbSQpoFDb0

https://www.youtube.com/watch?v=2FKPDOpKzDo

Informal, formative: Anticipatory set and discussion will show if students understand what the

American dream is.

Formal, formative: Letter to family member will demonstrate student understanding of the Great

Depression and how citizen’s goals in life were destroyed or put on hold.

High Level Thinking: Students will analyze the American dream and what it meant to 1930s American citizens as well

as themselves.

Relevance:

Everybody has goals, aspirations, and dreams. Many people have goals that fit in to the ideal of

the traditional American dream. People during the Depression had similar ideas, but could not

achieve them for a number of reasons. This lesson will get students to realize that the Great

Depression affected people’s entire lives.

Homework:

None

The Great Depression in Memes (6)

Course: 10th

Grade U.S. History


Learning Objective:

In pairs, students will create memes which represent specific aspects of the Great Depression.

State Standards:



Anticipatory Set:

(Bell Ringer) Of the topics we have discussed so far, which topic or aspect of the Great

Depression do you find most interesting?


Bell Ringer: Of the topics we have discussed so far, which topic or aspect of the

Great Depression do you find most interesting?

Discuss student responses.

5 minutes

1. In Media Center, explain activity. Be sure to cover:

Partner activity

Due at the end of the hour

Must be on a Word document and printed out

2-3 sentence explanation is a significant part of the grade

Be creative, have fun, and show we what you have learned

2. Show and explain examples.

10 minutes

Give students time to work on memes. 35 minutes

Begin collecting memes from groups. 5 minutes

Assessment:

Formal, formative: Memes will demonstrate student understanding of the Great Depression and

allow them to express their learning in a creative way.


Students will create a visual representation of an aspect of the Great Depression.

Relevance:

Students sometimes do not see the value in history because it happened so long ago. One way to

combat the lack of motivation is to have students create something modern based on a historical

event. Memes can express so many ideas and an aspect of the Great Depression is one of them.

Homework:

None

Names: ___________________________________________________________

__________________________________________________ Hour: __________

Memes of the Great Depression

Directions: Now that we have learned about the Great Depression, it is time for you to create

something that represents your learning. Memes have become one of the most popular methods

for communicating jokes, ideas, and societal norms. In pairs, your task today is to create memes

that represent an aspect of the Great Depression. You will need to generate 4 memes using

https://imgflip.com/memegenerator as your tool. Each meme must be accompanied by a 2-3

sentence explanation. The combination of your meme and explanation should make it clear to me

which aspect of the Great Depression you are representing and why it is important. I will show

you some examples to help make this idea more concrete. Your final product will be a Word

document with the memes and explanations included. Below are the steps you should follow to

complete this assignment properly:

1. Open a Word document and write your names and hour at the top

2. Go to https://imgflip.com/memegenerator

3. Create your meme

4. Click the “Generate Meme” button

5. Copy and paste the meme into your Word document

6. Write your 2-3 sentence explanation for the meme

7. Enlarge the meme so that the meme and explanation take up one page

8. When you have all your memes done, print your Word document, staple the pages with

this sheet in the back, and give it to me (Due at the end of the hour)

Once you have 4 memes and explanations done, you may create a 5th

one for extra credit. It

should also be included in your Word document. This activity is designed to let you show me

what you have learned in a unique way. Be creative and have fun!

Rubric

4 total memes: _____/8

Each meme represents an aspect of the Great Depression _____/16

Written explanations describe a connection between the meme and the Depression _____/16

Total ____/40

https://imgflip.com/memegenerator

https://imgflip.com/memegenerator

Examples

President Hoover tried a number of strategies to fix the economy during the Great

Depression. One such plan was the RFC which was developed to give money to

large businesses in hopes they would increase production and need more

employees. Unfortunately, Americans needed money ASAP and couldn’t wait for

the effects of the RFC; therefore, it was another flop for Hoover.

Many wealthy Americans were negatively affected by the stock market crash and

the subsequent Great Depression. Some people were forced to move to shanty

towns. These towns of homeless Americans became known as Hoovervilles. Even

though President Herbert Hoover didn’t cause the Great Depression he was largely

the individual U.S. citizens blamed.

Lesson Evaluation

Summary of Lesson:

One thing I liked about the lesson was…

One thing I would change for next time is…

Did the students achieve the learning objective? What documents your conclusion?

Were the students engaged throughout the lesson? Provide evidence to support your

conclusion.

Overall, was this an effective lesson? Explain.

Bibliography

Nash, Gary B. American Odyssey: The 20th

Century and Beyond. New York, Glencoe, 2004.

Print.













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