Lesson #2

Name: Date:
Curriculum/Course: U.S. History A Grade level: Sophomore
Materials: Desks, Great Depression PowerPoint,
Time/Period: 50 min
Phone, Mini-Speaker
Standards: List the state or national standards that you are using in this unit/lesson. This section also includes technology
standards.
7.1.2 Causes and Consequences of the Great Depression – Explain and evaluate the multiple causes and consequences
of the Great Depression by analyzing
• the political, economic, environmental, and social causes of the Great Depression including fiscal policy,
overproduction, under consumption, and speculation, the 1929 crash, and the Dust Bowl (National Geography
Standards 14 and 15; p. 212 and 214)
• the economic and social toll of the Great Depression, including unemployment and environmental conditions that
affected farmers, industrial workers and families (National Geography Standard 15, p. 214)
Objectives (I can statements):
Students should be able to list at least 3 different reasons why people in the 1930’s thought repatriation was a sound
strategy for combating the Great Depression and be able to provide evidence as to why they may have thought this.

Assessment (Formative, Summative): (ie. thumbs up/down, exit ticket, quiz, chapter test, rubric (attach if appropriate), etc.)
Class discussion will be a major tool for measuring whether or not the students are understanding the
material.
The propaganda posters will serve as an exit ticket. This will show whether or not the students understood
what repatriation was, and the reasons for it.
Introduction/Hook/Anticipatory Set/Activating Prior Knowledge: (Warm-up, review of previous day’s lesson, check for
understanding of previous knowledge, questions you will ask)
Students will be pitted against each other in a game of musical chairs where the chairs represent jobs. Initially there
will be more chairs than there will be students playing. After a round or two more students will be brought in to fill the
vacant posts. After another round or two announce that the economy has taken a downward turn and remove some of
the jobs (chairs). Due this for a couple of rounds. select any fixed, uncontrollable attribute of the students to determine
who gets to keep their job. Send the students who are no longer working to a designated area in the room.
Steps in the lesson:
1. Do the introduction activity with the students
2. Have the students retake their seats and as a class discuss the activity. Ask such questions as: How did it feel when
you lost your job, what did you think about people being fired over characteristics out of their control, and imagine
that this wasn’t a game.
3. As a class read the days learning targets/objectives.
4. Go through slides 10-15 with the students. Watch any videos associated with the slides. Talk about the idea of
charity, and how for many it was hard to except. Give personal examples from yourself and great-grandparents. During
the section on hobos ask students to imagine what they would do if there were no jobs to be found in the areas that
they lived in.
5. Place students into groups of 2-3 and play the Woody Guthrie song “This Land is Your Land” for the class. After the
song is over go to https://www.woodyguthrie.org/Lyrics/This_Land.htm and display the lyrics of the song for the
class to see. In their groups have the students analyze the song and answer the following questions on a piece of lined
paper. What people, places and events are mentioned in the song? What message do you think Guthrie was trying to
convey? What does the song tell you about life and peoples experiences during this time period?
Closure/Wrap up: This may be in the form of independent practice, a chance to share, or explicit restatement of the goals of the lesson.

Have students share their answers to the questions posed about Woody Guthrie’s song “This Land is Your Land”.

Extension Activities:
Recommend to the students that they read the book The Grapes of Wrath if they would like to learn more about this
time period.
Accommodation /Modification:
Specific Student/Group: Students will be given verbal reminders to pay attention as necessary. Also, if needs be, they
may leave the classroom and take a couple laps around the hall to blow off some energy if they are too
distracted/worked up.
John Doe (a student with Down Syndrome) will be given a copy of the PowerPoint slides so that he may go through it at
his own pace and copy down the vocabulary terms for his notes.
Differentiation:

What will I differentiate? Content Process Product Environment

Explain:
The objectives of the lesson will be hit upon in multiple formats including lecture, artistic creation, and class discussion.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Explain:
The information is being delivered in multiple formats to each of the students. The two main learning profiles being
addressed would be audio and visual.

Diversity: Some of the students are shy and don’t like to speak during class discussions. Try to draw them out with
questions that they might be able to relate to, but don’t push them so far that they shut down. Also, in terms of artistic
skills the students will undoubtably cover a wide range of talent. Make it clear that you are not expecting a master
piece. The poster just has to be creative and demonstrate their knowledge of the subject
Reflection/Teacher Notes:

Technology:

The use of a computer and projector will be required for this lesson. Also, students may use their phones to look up
answers if they so choose.
https://www.youtube.com/watch?v=k53rXMAbq3I
https://www.youtube.com/watch?v=n-rBhbkvtm0
https://vimeo.com/25163159
https://www.woodyguthrie.org/Lyrics/This_Land.htm
PowerPoint