UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

Stage1–DesiredResults

EstablishedGoals

StandardVUS.10:Thestudentwilldemonstrateknowledgeofkeydomesticeventsofthe1920sand1930sby:b)assessingthecausesandconsequencesofthestockmarketcrashof1929.c)explainingthecausesoftheGreatDepressionanditsimpactontheAmericanpeople.d)describinghowFranklinD.Roosevelt’sNewDealrelief,recovery,andreformmeasuresaddressedtheGreatDepressionandexpandedthegovernment’sroleintheeconomy.CCSS.ELA-Literacy.RH.11-12.9:Integrateinformationfromdiversesources,bothprimaryandsecondary,intoacoherentunderstandingofanideaorevent,notingdiscrepanciesamongsources.

Name:AmberGearyContentArea:SocialStudies(U.S.History)

UnitTopic:StockMarketCrash&GreatDepressionGradeLevel:11th

Meaning

UNDERSTANDINGS ESSENTIALQUESTIONSStudentswillUnderstandTHAT...

U1:Asingleeventhastheabilitytoimpactindividualpeopleindrasticallydifferentways.U2:Aneconomicdownturncanimpactsocial,economic,andpoliticalstability.

Studentswillkeepconsidering…EQ1:Whatmakesaneventpowerfulenoughtochangetheworld?EQ2:Howcanthestudyofhistoryaffectthewaywemakedecisionstoday?(Individuallyandasanation)

AcquisitionKNOWLEDGE SKILLS

Studentswillknow…K1:SWKimportanttermsincludingthefollowing:Hawley-SmootAct,StockMarket,PoliticalUnrest,BlackTuesday,Hooverville,BonusArmy,FiresideChats,TheNewDeal.K2:SWKthecircumstancesthatallowedforthestockmarketcrashof1929.K3:SWKthattheStockMarketCrashcontributedtotheGreatDepressionwithintheUnitedStates.K4:Studentswillknowthe(a)Social,(b)Political,and(c)EconomiceffectsoftheGreatDepression.K5:SWKspecificprogramsoftheNewDeal,includingSocialSecurity,WPA,AAA,andFDIC.K6:SWKthepoliticaldifferencesbetweenPresidentsHooverandRooseveltintheirresponsetotheStockMarketCrashandGreatDepression.

Studentswillbeableto...(includeBloom’sLabel)D1:SWBATcontrasttheeffectofthecrashondifferentgroupsofpeoplewithintheUnitedStates.(Analyze)D2:SWBATdistinguishbetweenthecausesandconsequencesofanevent.(Evaluate)D3:SWBATdefendanopinion/supportaclaimwiththeuseofevidencefromreputableprimaryand/orsecondarysources.(Evaluate)D4:SWBATevaluateasource’scredibilityandciteitproperlyinlinewiththeTurabiancitationstyle.(Evaluate/Apply)

UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

PerformanceAssessment:

Stage2–EVIDENCE(PERFORMANCEASSESSMENT)

RubricCriteria(Categories)

OverallRequiredElements

IndividualStoryRequiredElements

Conclusion

AppropriateCitation

Formatting

GOAL:TodifferentiatebetweenthewaysdifferentpartsofsocietywereaffectedbytheStockMarketCrash,theGreatDepression,andtheNewDeal.ROLE:WriterforTimeMagazineAUDIENCE:TheTimeeditor(myself)andsociety(anyonethatreadsTimemagazine).SITUATION:The90thAnniversaryoftheStockMarketCrashof1929isapproachingandTimewouldliketodoafrontpagestorylookingbackathowdifferentpeoplewereaffectedbythecrash,theresultingdepression,andtheNewDealthathelpedthecountryrecover.Theideaistolookatspecificstoriesofindividualsfromdifferentclassesandstoriesfromsinglepeopleandfamilies.Thepurposeistoshowhowpeoplehadverydifferentexperiencesduringsuchahistoricallysignificanttimeperiod.PERFORMANCE/PRODUCT:Acoverphotoforthemagazinewillbeusedfromthetimeperiodthatrepresentstheangleofthestory.Anarticlewillthenbewrittenthatlooksatdifferentpartsofsocietyanddifferentstoriesandhowindividualswereimpactedbythethreemajoreventslistedabove.Thephotomustbeproperlycited,aswellasanyinformationfromsourcesthatisusedinthearticle.Thestoriescanbeeitherrealstoriesorcreatedstoriesbasedonresearchofspecificclassesandhowtheywereaffected.Thearticleshouldbewritteninaprofessionalmannerandshouldbe‘publishable’inareputablemagazine.Theremustbeaconclusionthattiestogetherallthestoriesandbreaksdownunderstandingoftheoverallimpactofthecrash,depression,andNewDeal.STANDARDSFORSUCCESS

- ProfessionallywrittenarticledemonstratingunderstandingofthedifferentimpactsoftheStockMarketCrash,GreatDepression,andNewDeal.

- Propercitationofphotosandinformationincludedinthearticle.- Inclusionofallrequiredcomponentswithineachindividualstory.

TheStockMarketCrashof1929andtheGreatDepression

RequiredComponents:(asindicatedbyTime’sEditor-in-Chief)

ü AphotographthatwillbedisplayedonthefrontcoverofTime.o Thephotoshouldbefromthetimeperiod.o Itshouldberepresentativeofthestoryyouaretelling.o Youshouldbrieflyexplainwhythatphotowaschosentorepresentyour

article.o Youshouldproperlyciteitattheendofthearticle.

ü Anarticlewrittenbyyou:o Thearticleshouldincludebetweenthreeandfivedifferent

individuals/families.o YouwillwriteabouthowthepeopleyouchosewereaffectedbytheStock

MarketcrashandGreatDepression.o Theindividualsyoureferencedonothavetoactuallyhaveexisted.

§ Twooptions:1. Youcanresearchstoriesofpeoplethatlivedit,or2. Youcancreatestoriesofpeoplebasedonyourownresearch

ofthepartsofsocietyyouwanttolookat.

VoicesFromThePast;

90YearsLaterThe90-yearanniversaryoftheStockMarketCrashof1929isclosingin.Inrecognitionoftheimpactthecrashandtheresultingdepressionhadonsociety,youhavebeengiventheopportunitytointerviewdifferentpeoplethatlivedit!Withtheinformationyoucollect,yougettotelltheworldtheirstories.

*Rememberthatthisisagreathonortoreportonthistopic.Asawriter,youhavebeenwaitingforanopportunitylikethisforyears!Don’twasteit!!

TheStockMarketCrashof1929andtheGreatDepression

o Youwillreferencethe‘people’inyourwritingasiftheyweretellingtheiractualstories.

o Youmustcitethesourcesyougetyourinformationfrom(whichshouldincludebothprimaryandsecondarysources),whetherbasedonrealstoriesornot.

o Eachstoryshouldinclude:§ Name(s)§ Dateofbirth§ Occupationbeforethedepression§ Occupationduringthedepression§ Homelife§ Savings§ Feelingsaboutthecrashanddepression,§ HowtheywereaffectedbyaNewDealprogram§ Andanythingelseyoubelieveisrelevant!

ü Thereshouldbereferenceto:o Atleasttwosocio-economicclasseso Atleastonefamilyandonesinglepersono AtleasttwodifferentNewDealprograms

ü Attheconclusionofyourarticleyouwilltietogetheralltheinformationtoshowanunderstandingaboutthewaydifferentpeoplewereimpacted.

*Ifyouareconcernedaboutthewritingaspectofthisassignment,youhavetheoptiontopresenttheinformationtoyourclassmatesinstead.Ifyouwouldliketochoosethisoption,pleasecomeseemeforclarification/planning.Bothoptions

willadheretoallofthelistedcriteria.

StepOne:ProposalSubmission

-ByMarch10thyouwillturninaproposaltoTime’sEditor-in-

Chief(Me!)

-Thisproposalshouldincludewhichgroupsyouplantofocusyourfinalreportonandthepictureyouhavechosentorepresentyourcoverstory.

StepTwo:SubmittoEditors

-OnMarch20thyouwillbringinyourworkingarticleforTimeeditorstolookoverandhelpyourefine.

(Editors=classmates!)

-Thisisachanceforyoutogetfeedbackfromothers,somakesureyouareveryneartoafinalproduct.

StepThree:FinalSubmission

-OnMarch31styouwillsubmityourfinalworktothe

editorforprinting.

-Atthistime,yourstorywillbe‘printed’inTimeMagazineandyouwillbeonyourwayto

betteringyourcareer!!J

TheStockMarketCrashof1929andtheGreatDepressionRUBRIC:

Expert Developing NeedsImprovement

OverallRequiredElements(25)

*Aphototakenduringthe1920s/1930sisincludedwithabriefexplanationofwhy/howitrepresentsfocusofstories(5Points)*Yourchoicesaboutwhoto‘interview’meetsalloftherequiredelements(20points):

- Atleasttwosocioeconomicclasses

- Atleastoneindividualandonefamily

- AtleasttwoNewDealprograms

*Avalidphotoisincluded*Alloftherequiredelementsareatleastreferenced,buttheremaybeoneortwospecificpointsthatweremissed.

*Anappropriatephotomaynothavebeenchosen*Thereareseveralcomponentsmissing,whichlimitstheabilitytomakethenecessarycomparisonsofdifferentpartsofsociety.

IndividualStoryRequiredElements(25)

*Atleastthreestoriesareincluded,andeachmeetalltherequiredelements(25points)-Name(s)-Dateofbirth-Occupationbefore-Occupationduring-Homelife-Savings-Feelings-NewDealimpact

*Theremayeitherbeastorymissingorrequiredelementsfromonestorywerenotincluded.

*Therewasonlyonestoryorthestoriesprovidedlackedthemajorityoftherequiredcomponents.

Conclusion(25)

*YouconnectthestoriesandprovideanoverarchingconclusionaboutthedifferentwayssocietywasimpactedbytheCrashandDepression.(25Points)

*Aconnectioncanbefound,buttheoverallideasmaynotrepresentthedifferencesamongsociety.

*Thereislittleattemptataconnectionand/oracomparisonofdifferentpartsofsociety.

AppropriateCitation(15)

*Boththephotosused,aswellasallreferencematerialsused,arebasedoffreputablesourcesandareproperlycitedattheendofthearticle.(15Points)

*Somecitationsmaybeincompleteorincorrectintheirstyle/information.

*Citationsareincorrectlywrittenormissingentirely.

Formatting(10)

*Articleflowsandconnectsideasthroughout*Nogrammaticalorspellingerrors

*Theremaybeadisjointedfeelingthroughthereading*Thereareafewgrammaticaland/orspellingerrors.

*Thereisnoevidenceofproofreading.*Therearemanyspellingandgrammaticalerrors.

UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

STAGE3: THELEARNING/FORMATIVEASSESSMENTPLAN(USEASMANYROWSASNECESSARY)

Lesson# &Topic/Focus

UKDs(Youcan inc lude#s fromAG)

Concrete GROUPFormative Assessments (Thoroughly Descr ibeand/or Attach)

Concrete INDIVIDUALFormative Assessments (Thoroughly Descr ibeand/or Attach)

Lesson1: Stock Market Crashof 1929

U2( i ) K2(g)( i ) K3(g)( i ) D2(g)

Fol lowingthepresentat ionof informationonthecauses andconsequences of thestockmarket crash, students wi l l work in smal l groupsto complete a L ist -Group-Label . Students wi l l be g ivenanenvelopewith severa l str ips of paper that have informationonthem.Thegroupswi l l haveto sort out thes l ips into twocategor ies; Before thestock market crashandAfter thestock market crash. Theywi l l be askedto doth is without their notes but mayd iscuss as a group. I wi l l walk aroundtheroomas theyare sort ing andhelp where i t i s needed. I wi l l a lso checkto seetheir f ina l groupings. Whena groupf in ishes, onememberwi l l tapeoneof thes l ips of paperunder thecorrect category ontheboardwith a onesentenceexplanat ionas to why i t belongs there. As groupsf in ish, morewi l l be completedontheboard(without repeats) . Th is way, a groupthat is struggl ing cantakea lookat howtheir c lassmates are decid ing. I f there is anydebateabout whereonegoes, i t wi l l be d iscussedas a c lass . Th is act iv i ty wi l l a l lowstudents to pract ice their understandingof causes vs . consequences andwi l l showme i f s tudents understandhowto te l l thed i f ference. *Different iat ion : Somegroupswi l l haveto f igureout thecategor ies ontheir own, whi le other groupswi l l havethecategor ies boldedfor themalready)

Attheendof theper iod in whichtheStock Market Crash is f i rst introduced, students wi l l complete a Frayer Model as anEx it Card. This wi l l ask themgeneral facts about theStock Market Crash, andwi l l ask for themto makesomepredict ions andconclus ions about what is to come. I wi l l use the informationfromtheseFrayer Models to f i l l in anyknowledgegapsthefo l lowingday. I wi l l a lso usethemto groupstudents dur ingthenext c lass per iodto work onenr ichmentand/or remediat ionact iv i t ies to ensurea l l s tudents are achiev ingthesamesuccess with their understandingof themater ia l .

UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

Lesson2: TheGreat Depress ion; Soc ia l Impact

U1(g) ( i ) U2(g)( i )

K4a,c (g) ( i ) D1(g) ( i )

After a l l information in th is lessonhas beenpresented, students wi l l takepart in a Carousel Bra instormingAct iv i ty . In th is act iv i ty , students wi l l be broken into four groupsandwi l l be sent to oneof four posters that are aroundtheroom.At eachposter there wi l l be e ither a pr imary sourcep icture fromtheGreat Depress ionor a quest ionfor themto consider . Groupswi l l readwhat is askedof themontheir poster , takeabout 2 minutes to d iscuss howtheyshould respondto theprompt, andthenhaveonegroupmemberwrite their conclus ions ontheposter . Th is should only beabout a 3 minuteprocess . After thosethreeminutes, I wi l l ind icate that theywi l l nowmoveto theposter to their r ight andgroupswi l l sh i f t to thenext poster . Theprocess wi l l repeat unt i l a l l groupshaverespondedoneachof theposters (a l thoughanextra minutewi l l be g ivenstart ing in thesecondroundso students canreadwhat other groupshavewritten) . Rules: (1) thesamestudent in a groupcannot write onmorethanoneposter (so morepeople havea chanceto write) . (2) Groupscannot repeat th ings a lreadywrittenby other groups. Instead, theycanput a checkmarknext to somethingtheyagreewith or anX next to somethingtheydon’t agreewith. A l l groupsmust contr ibuteactual words to eachposter , however. (Eachgroupwi l l havea d i f ferent co lor to ensuretheya l l commented.) At theconclus ion, students wi l l takea seat andwewi l l go throughtheresponses as a c lass , focus ingonanythingthat people d isagreedonand/or anythingthat a lot of people agreedon. Anymisconcept ions or d i f f icu lty with analyz ing thep ictures wi l l be d iscussedas a c lass .

After wehavecoveredthemater ia l onhowdif ferent people wereaffectedbytheStock Market CrashandGreat Depress ion, students wi l l eachbeg ivena Mystery Envelopeandaskedto fo l lowthed irect ions ins ide. This wi l l ask students to create a person, andthendeterminehowthat personwould havebeenaffectedbythecrashanddepress ionbasedonwhat wascovered in c lass . Th is wi l l a l lowfor students to becreat ive, but wi l l a lso showme i f theyunderstandthed i f ferent ways people wereaffectedbytheevents and i f theyare capable of expla in ing i t throughthewrittenword. Theywi l l turn these in to me, I wi l l rev iewthem,andanymisconcept ions wi l l be addressedthefo l lowingc lass per iod. I wi l l a lso present someof thepeople that werecreatedbythestudents andask thec lass as a whole to d iscuss howthat personwould beaffected(ask inggeneral ly that whoever createdthat personnot g ive awaytheendresults) . Th is way, i f anystudents d id not ‘get i t , ’ theywi l l be able to hear theexplanat ions as thec lass d iscusses andwi l l be able to pract ice in a low-stress environment.

UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

Lesson3: Pol i t ics of theDepress ion

U2(g) ( i ) K1(g)

K4b(g)( i ) K5(g)( i ) K6(g)( i )

Pr ior to delv ing into the lessononpol i t ics of theDepress ionera, students wi l l complete a Matr ix GroupAct iv i ty . Th is act iv i ty wi l l ask groupsto research(with books in thec lassroomand/or theinternet) informationonbothPres ident Hoover andPres ident Roosevelt . Thequest ions theyare askedto answerget progress ive ly mored i f f icu lt to complete with nopr ior knowledge. As groupsare working, I wi l l walk aroundandtakenoteof anythingstudents appear to bestruggl ing with. I f groups f in ish ear ly theywi l l be askedto write onthebackof their sheets a paragraphexpla in ingwhat theybel ieveto bethegreatest d i f ferencebetweenthetwoPres idents ( th is part done indiv idual ly) . After suff ic ient t imehas beeng ivenfor groupsto research, I wi l l ask that theyturn in what theyhave. I t i s okay i f theywerenot able to f in ish. Theear l ier quest ions wi l l providebas ic background informationthat wecanturn into connect ions with other ideas andanunderstandingas wed iscuss as a c lass . (For example, ‘what cantheyear e lectedte l l us about publ ic opin ionbasedonwhat wea lreadyknowof thestock market crashandgreat depress ion?’) Thequest ions further downwi l l g ive mean ideaof howwel l s tudents understandtheconcepts of unemploymentandpubl ic opin ion. This wi l l he lp guidemethroughwhat theyneedthemost focus on in instruct ional t ime. For thosethat hadt imeto complete a paragraphontheback, I wi l l be able to see i f thosestudents are able to compi le information into anopin ionand i f theyare able to defendthat opin ion. I f theyare able , th is wi l l leadmeto sp l i t s tudents into d i f ferent level groups for further act iv i t ies ; i f theyare not able thena whole-c lass act iv i ty wi l l be usedto showhowstudents cancompi le facts into connect ions andunderstandings.

The indiv idual Formative Assessment for th is lessonwi l l be sp l i t into twodays. Onthef i rst day, after students have learnedabout thepol i t ics surroundingPres ident Hoover andtheGreat Depress ion, theywi l l complete a Write About onh im. This Write About wi l l ask for keywords and leg is lat ionthat wasd iscussed in c lass . Students wi l l thenbeaskedto write a paragraphus inga l l of theterms/legis lat ion. I f I be l ievethec lass wi l l s truggle withcomingupwith words/ leg is lat ion I cane ither (a) providethe l is t for themto use, as I d id ontheexample, or (b) g ive themawordbankanda l lowthemto choosetheones theybel ieveare most important . For students that are h igher- level with writ ing, I mayask themto comeupwith their own l is t of words and leg is lat ion. I wi l l co l lect th is Write About at theendof thec lass per iodand i t wi l l he lp meseeboth i f s tudents understandwhat the leg is lat ionmeansandwhat publ ic opin ionwas, as wel l as i f s tudents are improvingwith their ab i l i ty to combineseparated ideas andphrases into a paragraphthat makesconnect ions andf lows. Onthesecondday, I wi l l havestudents complete a s imi lar ly constructedWrite About after learningabout Pres ident Roosevelt . I canusetheresponses to separate students by whether theyunderstandtheterms, whether theyare struggl ing to put separated ideas together into a composite idea, and i f s tudents needanact iv i ty to pushthemfurther with their wr it ing andunderstandingof concepts .

UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

(For thosestudents that d id not get a chanceto write ontheback, I wi l l ask that theycomplete i t as an ex it card for theday, so that I canhavesomethingfromeveryone.)

Lesson4: TheNewDeal

U1( i ) U2(g) K4(g)( i ) K5( i ) D3(g)

After learningabout thebas ics of theNewDeal , but before learningabout theways i t impactedpeople over t ime(becausereporters at thet imed idn’t knowwhat thefuture would hold) , s tudents wi l l complete a Headl ineNews! Summary in smal l groups. This wi l l require students to comeupwith a headl inethat would attract people’s attent ionwhi le g iv ing anoverv iewof what their opin ion is ontheGreat Depress ion. Groupswi l l thenhaveto g ive a short summarythat answers speci f ic quest ions l i s ted. This wi l l a l lowstudents t imeto becreat ive andcol laborate onhowto summarize information. At thesamet ime, i t wi l l showmethe level at whichstudents are able to summarize informationand i f theyget the ‘b ig idea’ of the importanceof theNewDeal .

Oncestudents havebeen introducedto speci f ic programsof theNewDeal andthe impact theyhadonpeople, I wi l l ask themto complete a Col lage. This co l lagewi l l inc ludethefourNewDeal programsthat theyare requiredto knowfor theSOL’s . With in theboxes under each, students wi l l f i l l in what theybel ieve is themost important informationabout each. Theywi l l a lso drawa representat ionfor eachthat wi l l he lp themrememberwhat eachprogramwas intendedto accompl ish and/or who i t was intendedto help. Theywi l l turn these in to meso that I cansee i f there are anymisconcept ions about theprograms. I wi l l thenreturnthemto thestudents thefo l lowingdayso that theycanusethemfor rev iew.

Lesson5: Pr imary Sourcevs Secondary Source

U1(g)( i ) K4(g) K4a/c( i ) K6(g) D1(g)( i ) D2( i ) D3(g)( i ) D4(g)( i )

I t i s extremely important , especia l ly with in thecontent areaof soc ia l s tudies , for students to get pract ice with pr imary andsecondary sources, speci f ica l ly with howto interpret them,determinetheir re l iab i l i ty , andcombine informationfromdif ferent sources to formanopin ion/conclus ionona topic . TheGreat Depress ion is a wonderfu l topic to pract ice th is with, as there are a lot of pr imary sourcestor ies , p ictures, andsecondary sourceinformationregardingtheera. Thereare a lso a lot of opin ions without anybeingtoocontrovers ia l . To pract ice with secondary sources, anda l lowstudents thechanceto gather informationanddeterminere l iab i l i ty , groupswi l l work ona Great Depress ion I -Chart . Th is chart wi l l ask groupsto f indthree

Toa l lowstudents theopportunity to work with pr imary sources fromtheper iod, andd irect ly re late themto what thestudents should a lreadybedoing in their GRASPact iv i t ies , I wi l l havestudents indiv idual ly complete a QARChart ona story froma youngg ir l that l ivedthroughtheGreat Depress ion. Thechart wi l l ask students to answerquest ions that are d irect ly f romthetext , andothers that require themto th ink morecr i t ica l ly about the information in thetext . Th is sameact iv i ty could berepeatedwith severa l d i f ferent pr imary sources, inc ludingp ictures, v ideos, andwrittenreports . Dependingonhowstudents dowith thef i rst act iv i ty , theywi l l be groupedandwi l l havethe

UNDERSTANDING BY DESIGN UNIT PLAN

Understanding by Design 2.0 - Wiggins and McTighe, 2011

dif ferent sources that d iscuss theGreat Depress ion. Oncetheyf indeachsource, theywi l l use i t to answerinformationontheGreat Depress ionquest ions onthechart . Th is wi l l not only g ive themtheopportunity to seehow informationmaynot a lways say thesameth ing in d i f ferent p laces, but i t wi l l a lso help themreview informationtheya lready learnedabout thedepress ion. Groupswi l l turn in their I -Charts whentheyare done, and I wi l l use themto see i f s tudents got theexper ienceof seeinghowsources canbere l iab le or not anddeterminingwhat makesa sourcere l iab le . I f s tudents chosetoos imi lar sources to seeth is , or i f theymissedthemark in understandinghowto determinere l iab i l i ty , I wi l l thenchoosethreesources ( fromdif ferent groups, attemptingto showdif ferent information/re l iab i l i ty) andwewi l l go throughas a c lass andd iscuss i f thesource is re l iab le andwhyor whynot.

chanceto pract ice with d i f ferent examples. (as theycomplete thechart , I wi l l quick ly lookat their responses anddeterminewhat grouptheywould workbest in) H igher-achiev inggroupswi l l work with moreabstract sources, whi le lower-achiev inggroupswi l l cont inueto workwith morebas ic , yet st i l l important , pr imary sources.

List-Group-LabelGroupFormativeAssessment(LessonOne)

AftertheStockMarketCrashof1929

Peoplerushedtocollecttheirmoneyfromthebanks

Thebanksbegantocollectonloanstakenoutbythepeople

Thestockmarketbecamehighlypopularized

Demandforgoodsdecreased

Banksbegantofail

Banksinvestedpeople’smoneyinthestockmarket

Peopletookoutloanstoinvestinthestockmarket

Peoplerealizedtheirmoneywasnotguaranteedtobesafe

BeforetheStockMarketCrashof1929

FrayerModelIndividualFormativeAssessment(LessonOne)

The Stock Market Crash Whatwasit?

Whenwasit?

Drawarepresentationofit: Nameasignificantresultofit(somethingmorespecificthan‘TheGreatDepression’)Explainwhythatresultwas/issignificant?

CarouselBrainstormingGroupFormativeAssessment(LessonTwo)Whatcanyouhypothesizeaboutthisphoto?(Who,What,When,Where,Why,How)

NameagroupofpeoplethatwasdirectlyimpactedbytheStockMarketCrash&Great

Depression.Listhowbadlytheywereaffectedandwhyyoubelievetheywereaffectedinthatway.

Whatcanyouhypothesizeaboutthisphoto?(Who,What,When,Where,Why,How)

DescribehowyoumighthavebeenaffectedbytheGreatDepression.(Whatmightyouhavetogiveup?Wouldyouhavetomove?)Thentellwhyyouthinkyouwouldbeaffectedinthatway.

MysteryEnvelopeIndividualFormativeAssessment(LessonTwo)

MYSTERYENVELOPE

PartOneofToday’sMysteryEnvelope:Create

First,youmustcreateaperson.Thispersonneedsaname,gender,age,occupation,salary,location(state),hobbies,andweneedtoknowiftheyhaveafamilyoriftheyaresingle.Becreative,butrealistic!

Onceyouhavecreatedthisperson,youmustthentakeoutPartTwo.

PartTwoofToday’sMysteryEnvelope:Predict/Justify

YourpersonhasjustbeenplacedintothestateyouspecifiedduringtheGreatDepression.BasedonthedecisionsyoumadeinPartOne:

- Howwouldtheybeaffectedbythedepression?- Howdoyouknow?- Howaccuratecanyoupredictthis?

*Citespecificknowledgediscussedinclass.

MatrixGroupFormativeAssessment(LessonThree)

Names:_____________________ ______________________

_____________________ ______________________

Topic:Politics&TheGreatDepression

PresidentHoover PresidentRooseveltYearElected

TermsinOffice

PoliticalParty

Legislation(nameone

specific/explain)

UnemploymentRates

(highest&lowest%s)

PublicOpinion

Why?

WriteAboutIndividualFormativeAssessment(LessonThree)

PresidentHoover

ListKeyWords/Legislation

Smoot-HawleyTariffActAgriculturalMarketingActLimitedroleofgovernment

Republicanunpopular

Paragraph:SummarizewhatyouknowabouthispoliticalresponsetotheGreatDepression.Useallofthewords/legislationlistedabove.(Donotsimplydefinethelegislation.Instead,useitinaparagraphmeantto

teachsomeoneaboutPresidentHooverandhisimpact.)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PresidentRoosevelt

ListKeyWords/Legislation

TheNewDealProvidejobs

CommunicationDemocraticunpopular

RestartEconomy

Paragraph:SummarizewhatyouknowabouthispoliticalresponsetotheGreatDepression.Useallofthewords/legislationlistedabove.(Donotsimplydefinethelegislation.Instead,useitinaparagraphmeantto

teachsomeoneaboutPresidentRooseveltandhisimpact.)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HeadlineSummaryGroupFormativeAssessment(LessonFour)

HeadlineNews!Summary

Name(s):________________________ Date:____________

_________________________

Subject:____TheNewDeal____(Fromtheperspectiveofreportersinthe1930s)Headline:

Considerthesequestions:

- Whatisit?- What’sthesignificance?- Whoisaffectedbyit?- Wheremightthislead?

Summary:

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

CollageIndividualFormativeAssessment(LessonFour)

Instructions:Inthefollowingboxes,listoutimportantinformationabouteachofthefourNewDealprograms.Intheprovidedboxunderneath,drawapicturethatrepresentstheprogramthatwillhelpyourememberitspurpose.Becreative!

SocialSecurity WorksProgressAdministration

AgriculturalAdjustmentAgency

FederalDepositInsuranceCorp.

TheNewDeal

I-ChartGroupFormativeAssessment(LessonFive)

Names:____________________ ______________________ ____________________ _______________________

GreatDepressionI-Chart

Topic Whatweknow

Source1 Source2 Source3 ReliabilityofSources?Why?

TheGreatDepression

Source1Namehere

Source2Namehere

Source3Namehere

WhydidtheGreat

Depressionoccur?

WhatgroupsweremostaffectedbytheGreat

Depression?

WhatdidPresidentHooverattempt?

WhatdidPresidentRooseveltattempt?

WhatwastheworstpartoftheDepression?

QARChartIndividualFormativeAssessment(LessonFive)

QAR(Question-AnswerRelationship)Chart

Name:________________ Topic:__TheGreatDepression__

Inthetext…RIGHTTHERENametwoofthethingsthatJudith’sfamilylost.

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Inthetext…THINKANDSEARCHHowwereJudith’sparentsaffectedbythechanges?

Inyourhead…AUTHORANDYOUWhydidJudith’slifechangesodrastically?WhatsocialclasswasherfamilyinbeforetheDepression?

Inyourhead…ONYOUROWNImagineyouwereinJudith’sshoes.Doyouthinkthesacrificesmadewouldbedifficult?Whyorwhynot?Whatwouldyoumissthemostifyouhadtoleaveyourhome?

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http://content.time.com/time/specials/packages/article/0,28804,1851306_1851283_1849886,00.html

Stories from the Great Depression, looking back:

Judith Crist, 86 New York City

I had a very affluent childhood right up until I was about nine. We lived in several gracious homes, I went

to private school, we had a live-in servant and so on. My father had a bulletproof Cadillac he had bought

from a bootlegger.

I was born in New York City because my parents were American citizens and they wanted their children

born there. As I always say, my mother came home to foal. My father was a fur trader, though, so I spent

most of my childhood in Canada.

And then suddenly, our most gracious home was gone. The servants left. I was so dumb that when we

were losing the last of our grand houses, I told my classmates that "Gee, bailiffs are coming to our house."

I didn't know what a bailiff was or what that meant. I was too damn young. After we lost the last of our

homes, we moved to New York to get some kind of assistance from my mother's family. Well, from both of

my parents' families. We lived in a small, one-bedroom apartment while my father went out on the road,

recouping things. He was a traveling salesman, he always had a new invention. He sold a dry cleaning

machine, and a machine for printing things on bags and signs. As I entered my teens, I really felt the blow

of the depression.

When I came to New York, I was astounded that not everybody wore fur coats. I was astounded that not

every apartment had a dining room. I wore my hair in a kind of Alice in Wonderland style, and one of my

teachers told me to tell my mother to braid my hair — so I didn't "pick up things." Lice were not unknown

among impoverished families at the time.

I do remember once — my father never quite excused me for saying this — I said to him, "Why don't you

become a milk man? Like so-and-so's father, at least he earns $28 a week!" I must have been about 12 or

13 when I said that brilliant thing to my father.

Judith Crist worked for over 30 years as a reporter and film critic at the New York Herald Tribune, TV

Guide andNew York Magazine. She still teaches at the Columbia University Graduate School of

Journalism.