Goals and Objectives
Students will demonstrate a sufficient understanding of the causes of the Great Depression through thinking critically of the emphatic questions presented. Using several engaging questions such as “how?” or “why?” students will think critically and effectively uncover the contributing factors prior to the beginning of the Great Depression.
California Content Standards
11.6.1 Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
11.6.2 Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
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. WHST 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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 11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS. ELA-Literacy. WHST 11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
11.6.2 Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
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. WHST 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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 11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS. ELA-Literacy. WHST 11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
Lesson Introduction
Refresher/Recap/Review
At the start of class the instructor will present several topics one by one, in which students will provide a brief synopsis of the topic in mention. This will allow for ideas and detail to “flow” through the minds of the student to “kick-start” the critical thinking process and set the attitude of the class.
At the start of class the instructor will present several topics one by one, in which students will provide a brief synopsis of the topic in mention. This will allow for ideas and detail to “flow” through the minds of the student to “kick-start” the critical thinking process and set the attitude of the class.
Vocabulary
*Much of the vocabulary will have been provided prior to this particular lesson, however with respect to vocabulary development and implementation, students will access these key vocabulary terms as they relate the content and understanding of the causes of the Great Depression (i.e. shantytowns as a result of declining production in major and underlying cities)
Content Delivery
The discussion will take place in group format across a range of social, political, and economic platforms in which each group member will be asked to participate. The teacher will then disperse a number of handouts to each group providing background information of the difference issues to be explored. From these readings, the students will develop their foundation, or basis of argument, citing specific references from the reading into their own argument. All arguments made will serve a purpose, and any criticisms be the instructor or peers will be done with the intent to provide an opportunity to further strengthen their argument.
Student Engagement
Some of the provided resources for which students will interact with include the stated handouts (see Readings Tab on DUP site) and the following engaging questions:
The Stock Market crash of 1929 is the most horrifying economic collapse our country has seen. If the 1920’s were an age of prosperity, how did the economic stature of the U.S. come to a sudden halt and falter with the crash? What policies were in place, or lacking thereof?
Did Prohibition hold any effect on the coming of the Great Depression?
The rich were getting richer, the poor poorer, how did this gap between both social classes add fuel to the fire?
How did the political platforms and policies as developed by President Calvin Coolidge and Warren Harding provide unsustainable securities to the country’s economic and social reforms? Did Hoover fix any errors made by his predecessors?
How did the implementation of the Fordney-McCumber Tariff of 1922 and the Smoot-Hawley Tariff Act of 1930 attempt to stimulate the economy leading up to and during the Great Depression? Did either of these acts have any “backfires”?
The Stock Market crash of 1929 is the most horrifying economic collapse our country has seen. If the 1920’s were an age of prosperity, how did the economic stature of the U.S. come to a sudden halt and falter with the crash? What policies were in place, or lacking thereof?
Did Prohibition hold any effect on the coming of the Great Depression?
The rich were getting richer, the poor poorer, how did this gap between both social classes add fuel to the fire?
How did the political platforms and policies as developed by President Calvin Coolidge and Warren Harding provide unsustainable securities to the country’s economic and social reforms? Did Hoover fix any errors made by his predecessors?
How did the implementation of the Fordney-McCumber Tariff of 1922 and the Smoot-Hawley Tariff Act of 1930 attempt to stimulate the economy leading up to and during the Great Depression? Did either of these acts have any “backfires”?
Demonstrated Learning
Formative: The instructor will stimulate and check for appropriate understanding while walking amongst the groups while discussing. By inquiring at frequent checkpoints the instructor will ensure that each students gets an opportunity to say his/her piece. By making constant checkpoints and question students for understanding of the content.
Summative: At discussions end, the instructor will give students an opportunity for collaborative understanding through the sharing of ideas and opinions, while respecting those of others. As an entire class this flowing of ideas will establish a more concrete sample for which students will be able to understand and comprehend the material.
Summative: At discussions end, the instructor will give students an opportunity for collaborative understanding through the sharing of ideas and opinions, while respecting those of others. As an entire class this flowing of ideas will establish a more concrete sample for which students will be able to understand and comprehend the material.
Lesson Closure
The instructor will ask the class if they have any questions in regards to the previous discussion. If any questions or concerns arise, the instructor will respond with the appropriate answer or response, and further reiterate what is said to the entire class for expansive comprehension. If no questions arise, the instructor will
Accommodations for English Learners, Striving Readers, and Special Needs Students
Accommodations will be available for English Learners, Striving Readers and those with Special Needs including pairing of groups, students will not be categorized in any many, and properly integrated amongst their peers as according to school policy, for those with speech impediments, it would be encouraged that their presentation of the discussion be done orally, however if the situation renders itself an alternative it will be seen to it. For Striving Readers, the written word proves to be a hardship, therefore he/she will benefit from the adaptation to an oral presentation of the information being presented.