Title: The Great Depression / New Deal

Subject: Social Studies, Georgia Studies

Grade Level (s): 8th

Duration: 50 minutes

Type of Lesson: Task Rotation

Standards and Elements:

SS8H8 Analyze Georgia’s participation in important events that occurred from World War I
through the Great Depression.

e. Examine the effects of the New Deal in terms of the impact of the Civilian Conservation
Corps, Agricultural Adjustment Act, Rural Electrification Administration, and Social Security
Administration.

Tag Standards:

Advanced Communication Skills

1. The student uses written, spoken, and technological media to convey new learning or
challenge existing ideas.

10. The student supports and defends his/her own opinions while respecting the opinions of
others.

Creative Thinking & Creative Problem-Solving Skills

5. The student develops original ideas, presentations, or products through synthesis and
evaluation.

7. The student uses analogies, metaphors, and/or models to explain complex concepts.

Higher Order Critical Thinking Skills (HO/CTS)

2. The student responds to questions with supporting information that reflects in-depth
knowledge of a topic.

11. The student draws conclusions based upon relevant information while discarding irrelevant
information

Summary: Students will complete four different tasks designed to address different learning
styles. Students will begin with the task that best matches their learning style. After the
completion of the task related to their learning style, students will complete the remaining three
tasks in the order they choose.

Enduring Understanding(s): Students will be able to examine the effects of the New Deal on
Georgia.

Essential Question(s):

How effective were New Deal Programs in helping Georgia recover from the Great Depression?

Evidence of Learning:

What student should KNOW: Students should know key New Deal programs and how they
relate to Georgia.

What student should BE ABLE TO DO: Student should be able to examine the effect of the New
Deal on Georgia.

Suggested Vocabulary:

Agricultural Adjustment Act (AAA)

Civilian Conservation Corp (CCC)

New Deal

Rural Electrification Act (REA)

Social Security Act (SSA)

Procedure: The teacher will divide the classroom into four sections. Each section will contain a
task related to one of four learning styles (mastery, understanding, self-expressive, and
interpersonal). The mastery task will ask students to describe the roles of the AAA, CCC, REA,
and SSA. The understanding task will ask students to explain the intent of the New Deal. The
self-expressive task will ask students to create their own New Deal program to benefit
Georgian’s. The interpersonal task will ask students to imagine they are a farmer and how they
would feel about the implementation of the AAA and the CCC. Students will select the task they
feel best fits their learning style and complete that task first. After completing the task the
student feels best fits their learning style, the student will rotate through the remaining tasks in
the order they choose.

Each Step of the Strategy: Students will have completed a Nearpod presentation on the Great
Depression and the New Deal before coming to class.

Hook: As students enter the classroom, they will see a picture projected on the board of people
struggling during the Great Depression. The teacher will ask the students to think about the
current situation the people are living in. The teacher will then ask the students to think about
how they would help them if they were asked to.

After the completion of the hook activity, the teacher will introduce the task rotation to the
students. This will include an explanation of the four learning styles associated with the tasks.

Students will then move to the section of the room associated with what they believe their
learning style is. After students complete the task associated with their learning styles, students
will rotate around the room completing the remaining tasks.

Assessment: Students will be assessed informally by the teacher while discussion is taking
place. Students will be assessed informally based on the quality of responses to questions in the
task rotation activity. Upon completion, students will trade papers with a peer and provide
feedback and suggestions based on the responses of their peer.

Differentiation:

Students will be provided multiple ways to demonstrate mastery.

Linguistic learners will have the opportunity to demonstrate understanding of concepts orally.

Intrapersonal learners will have the opportunity to complete the assignment independently.

Interpersonal learners will have the opportunity to express empathy in their answer.

Mastery learners will have the opportunity to describe concepts for understanding.

Self-expressive learners will have the opportunity create a product.

Students will be grouped by ability and interest.

Resource(s)/Material(s):

Teacher created Nearpod presentation based on SSUSH8e

Projector

Paper

Microsoft Surface
 Mastery Task
Describe the goals of the Agricultural
Adjustment Act (AAA), Civilian
Conservation Corp (CCC), Rural
Electrification Act (REA), Social Security
Act (SSA)
Understanding Task
Explain how the New Deal was intended
to assist in recovery from the Great
Depression.
Interpersonal Task
Imagine that you are a farmer during the
Great Depression. How would you feel about
the implementation of programs like the AAA
and the CCC?
Self –Expressive Task
Create your own New Deal program
addressing an issue facing Georgian’s during
the Great Depression.