I.

State Standards:
PO 1. Describe causes and consequences of the Great Depression:

economic causes of the Depression (e.g., economic policies of 1920s,

investment patterns and stock market crash)

II. Student Friendly Objectives:
Students will use a multi-flow map to show cause and effect of multiple

events that led to the Great Depression in order to understand the

various reasons as to why the crash happened.

III. The Why:
Students will be connecting past to present while looking at the main

reasons for the Great Depression commencing and the same patterns

that followed during the Great Recession in 2008.

IV. Materials Needed
Notebook paper
Pencils
Whiteboard
Whiteboard Markers
Projector
Multi-flow map outline
United States History: Preparing for the Advanced Placement

Examination Textbook
Copies of Politifact article
V. Assessment (Diagnostic/pre-test; formative; summative)
Students will be using a formative assessment in order to show

understanding. The Multi-flow map will be used to assess student

understanding. This will be collected and graded by the teacher in

order to see if the points made are historically accurate and the

timeline is aligned. The students are also expected to complete an exit

ticket before they leave the lesson to connect past to present. This will

be further examined for the next bell work assignment once the

students move on to the dust bowl lesson.

VI. Differentiation:
 I will have my students who need more assistance sit closer to the

front of the room so I can check in with them throughout the lesson and

during the completion of the bell work. I will also pass out the reading

to them first so that they have a little more time to look it over and

possibly use the reading as a guide for the bell work completion as it

will on that topic. The multi-flow map worksheet will also be passed out

to them instead of just having them write it in their notebooks. The map

will be a guide for their notes. All the points that I will be making

verbally will be written out on the white board in case further visual

guidance is needed. Students who need extra assistance with this

multi-flow map can also use myself as a guide to complete the map.
VII. Bell work
The bell work on the first day of the lesson will be asking the students

about what they know from the Great Recession that happened in

2008. This can be just a personal account or from what they have read

in the news. What do you know about the Great Recession? Who did

it affect? Do you know why it happened? Explain.

VIII. Anticipatory Set/Grabber:
After bell work is completed, where students are forced to use personal

accounts to draw connections, I will present to my students a crash

course history lesson video on YouTube about the Great Depression.

This video is high energy with a well-known young adult author so I

believe it will keep students engaged and they will be able to get a

quick overview of what we will be examining further throughout our

lesson.
IX. Instruction/Agenda/Delivery of Lesson:
The class will start with working on the bellwork for the first five

minutes of class. Once that time is over, I will give a brief introduction

to the topic for the day and explain why I had them write out their

bellwork answers. The connections between the great depression and

the great recession will help them understand in a more current context

the implications of the actions that the federal government makes in

regards to economics. While the federal government can be of great

assistance in dire times, sometimes good intentions can turn south.

After that small lecture, I will play the crash course history video for my

students. They are encouraged to find at least five causes that led to

the great depression and give details as well. This information will be

written down in their notes. Once that is completed, I will pass out

packets for my students to read about the great depression. In this

packet, they will find further explanation for the causes of the great

depression. They will work in small groups to complete a multi flow

map with at least five points for the causes of the great depression.

When we have about 20 minutes left of class, we will write some

examples on the board with student participation and create a class

multi flow map. They are expected to turn in their own individual ones.

Their exit ticket will ask students to list three facts about The Great

Depression that they learned today and three questions they still have

about the lesson. Their homework will be an article giving further

 opportunity to make connections between The Great Recession and

the Great Depression.

X. Closure
Students will have turned in their multi-flow map as their assessment

so from there as an instructor I can see where there is still missing

information. Also with the exit ticket opportunity I can see what else

needs to be addressed and resolve those questions when prompted.

XI. Independent practice/Homework
Students will be given an article to read for their homework. With this

article they are to give a minimum five sentence paragraph about

whether or not they agree with Obamas points whether or not The

Great Recession and The Great Depression are really all that alike.

They are expected to use at least one quote to support their claim.
XII. Reflection
Students are able to reflect on the learning that they had for the day

and also ask any additional questions that they still might have in

regards to the Great Depression which will be addressed to the class.

With the homework, students are also able to draw connections to a

much more recent event that they may have personal experience with

or at least have family members or friends who had their own personal

experience with it. This will allow them to make those essential

relevancy connections and see that those issues are not fully resolved

or just a thing from the past.

 Resources

Green, J. (2013, October 10). Retrieved February 20, 2017, from

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

Jacobson, L. (2013, September 19). Comparing the Great Recession and the

Great Depression. Retrieved February 20, 2017, from

http://www.politifact.com/truth-o-meter/article/2013/sep/19/comparing-great-

recession-and-great-depression/

Newman, J. J., & Schmalbach, J. M. (2016). United States history: preparing for

the advanced placement examination. New York, N.Y: Amsco School

Publications.