Goals and Objectives
Students will gather a sense of understanding and clarity of life during one of the more horrific eras of United States history, the Great Depression. Students will explore the various hardships and struggles as faced through several different facets of life, through a number of sources as well as personal theory, using prior knowledge to assess information.
California Content Standards
11.6.3 Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
11.6.4 Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
CCSS. ELA-Literacy. RL 11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS. ELA-Literacy. RL 11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS. ELA-Literacy. RL 11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS. ELA-Literacy. RL 11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS. ELA-Literacy. RL 11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS. ELA-Literacy. WHST 11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS. ELA-Literacy. WHST 11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS. ELA-Literacy. WHST 11-12.7 Conduct short as well as more sustained research
projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS. ELA-Literacy. WHST 11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
11.6.4 Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
CCSS. ELA-Literacy. RL 11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS. ELA-Literacy. RL 11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS. ELA-Literacy. RL 11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS. ELA-Literacy. RL 11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS. ELA-Literacy. RL 11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS. ELA-Literacy. WHST 11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS. ELA-Literacy. WHST 11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS. ELA-Literacy. WHST 11-12.7 Conduct short as well as more sustained research
projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS. ELA-Literacy. WHST 11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
Lesson Introduction
Class will open with a blank timeline featured on the white board, in which student’s will discuss and collaborate to fill in the timeline accordingly. This activity will allow students to review and reinforce the information presented to them in previous lesson, more notably of the event’s occurrence and significance.
Vocabulary
All major vocabulary terms will have been covered in previous lessons, however when conducting personal research for interview project, complications and uncertainty with vocabulary may arise. As a review the following words will be explained and reviewed for understanding:
Equity
Dust Bowl
Dorthea Lange
Okie’s
Migration
Bank Holiday
New Deal
AAA
CCC
WPA
Hooverville
Buying on Margin
FDIC
Shantytown
Social Security Act
Equity
Dust Bowl
Dorthea Lange
Okie’s
Migration
Bank Holiday
New Deal
AAA
CCC
WPA
Hooverville
Buying on Margin
FDIC
Shantytown
Social Security Act
Content Delivery
Project introduction will involve a brief explanation and reading of the directions, ensuring that students understand the importance and clarification of what is expected of them. Any questions or uncertainty of what is being requested is to be resolved in a timely manner, far enough in advance of the posted due date.
Student Engagement
Assessment
To better assess student understanding, the instructor will also inquire on questions of interest throughout the presentation. Students not in the particular interview will be advised to take notes on the information presented throughout. At the conclusion of all presentations, students will be presented with a quiz covering the major points of mention and other information presented to them throughout all presentations.
Lesson Closure
The lesson will close with a brief recap of the presentations from that particular class session, covering the “bigger” picture of the information mentioned to the students. At the end of all presentations, students will be presented with a quiz in an attempt to not only monitor attentiveness, but check for understanding of the content.
Accommodations for English Learners, Striving Readers and Special Needs Students
Accommodations for English Learners, Striving Readers, and those with Special Needs will be provided with an alternate assignment if necessary. For the English Learners, the use of props and visual assistance will provide reinforcement through visual aide, for striving readers, the ability to not only use visual references but also the potential to “freestyle” the script allows students to express their findings without a particular script. Those with Special Needs will be awarded the opportunity to complete an alternative assignment, such as a “search and find” activity if necessary. These adaptations are designed to ensure that the optioned student’s receive the same information as others.