Interdisciplinary Presentation

Relationships and Identities

Hannah, Andrew, Aldo

Introduction

Throughout American history there have been no shortage of moments that have shaken our

society to its core. One such period of time is The Great Depression, as it was the most severe economic

downturn the United States has faced and virtually everybody felt its effects. This leaves this segment of

our history as one worth dissecting, and in doing so some interesting information can be found. Our

Inter/Transdisciplinary Project examines The Great Depression in both a historical and literary light, as we

view how it not only unfolded in reality, but how it was represented in the texts To Kill a Mockingbird and

Of Mice and Men. In unpacking this event through these different lenses, relationships that span our

content areas have been formed and show the interconnectedness of something as monumental as The

Great Depression.
Standards
English - Hannah
1. Use narrative techniques, such as
dialogue, pacing, description,
reflection, and multiple plot lines, to
develop experiences, events, and/or
characters. (CCSS W.11-12.3b)
2. Use a variety of techniques to
sequence events so that they build on
one another to create a coherent
whole and build toward a particular
tone and outcome (for example, a
sense of mystery, suspense, growth,
or resolution). (CCSS W.11-12.3c)
3. Use precise words and phrases, telling
details, and sensory language to
convey a vivid picture of the
experiences, events, setting, and/or
characters. (CCSS W.11-12.3d)
English - Aldo
1. Analyze the influence of
literary and/or historical
context on a text and
evaluate the contribution to
society made by works of
literature that deal with
similar topics and themes.
(CCSS: RL.9-10.9)
2. Determine two or more
themes or central ideas of a
text and analyze their
development over the
course of the text, including
how they interact and build
on one another to produce a
complex account; provide an
objective summary of the
text. (CCSS: RL.11-12.2)
History - Andrew
1. SS09-GR.8-S.1-GLE.1:
Formulate appropriate
hypotheses about United States
history based on a variety of
historical sources and
perspectives.
2. SS09-GR.8-S.1-GLE.2: The
historical eras, individuals,
groups, ideas, and themes from
the origins of the American
Revolution through
Reconstruction and their
relationships with one another.
Process
English - Hannah
Guiding concepts and
questions:
● How does viewing racism
through the eyes of a child
benefit or detract from our
understanding of the events
that unfold in the story?
● Examine relationships
between traditional regional
Southern attitudes and
“other”
English - Aldo
Guiding Concepts and
Questions:
●How can readers use an
analytical lens and historical
context when looking at a text to
gain a better understanding of
the author’s intention?
●How were different classes and
groups of people impacted by
the Great Depression?
History - Andrew
Guiding Concepts and
Questions:
● Was the New Deal beneficial
to every American? Who was
left out?
● In what ways were the
overproduction of crops and
livestock directly responsible
to a nationwide food
shortage?
● What were the individual
policies of the New Deal and
how did they impact the
country as a whole?
Curricular Content
English - Hannah
Reading To Kill a Mockingbird
in order to examine racial
tensions between black and
white communities post Civil
War. The unit will give special
focus to how the perspective
the story is told from affects
our collective understanding
of the events depicted and
the general historical context
that it is set in.
English - Aldo
Reading Of Mice and Men
with the context of the Great
Depression in order to gain a
greater understanding of what
the text really wants to say.
This would be coupled with
instruction that explains how
to look at the texts we read on
a deeper level than a first
pass reading in order to
uncover the representations
and messages within it.
History - Andrew
This unit reflects all aspects of
American society, consumerism and
culture and how they interact
together. As we reach the 100-year
point since the beginning of the
roaring 20’s, students should be able
to reflect on the lifestyles and
political climates and compare and
contrast the different economic and
political characteristics of the time
periods.
Product - Formative Assessments
English - Hannah
Letter Assignment:
Letter from Jem OR Scout to Tom
Robinson or Calpurnia, taking into
consideration the age, race,
gender, upbringing, and social
status of sender and recipient.
Students should take into account
the coming-of-age process,
Southern vernacular and its
implications, and the power
dynamic a white child might have
with a black adult in 1930’s rural
South.
Concept map: how might viewing
the trial from a child’s point of view
affect the audience’s understanding
of the town’s social dynamics?
English - Aldo
Character Analysis:
The varied cast of people in Of Mice
and Men provide a lot of insight as to
how the Great Depression affected
society. Following reading the book
and lessons detailing how to analyze a
text, students will select any major
character from within Of Mice and Men
and write a brief reflective paper where
they unpack what they represent in
society given the context of what was
happening in the United States at the
time.
Character relation map where students
will identify the main characters in the
story and what dynamics they have
between one another as an exit ticket
History - Andrew
Photo Analysis
Each group of 3-4, will be assigned an image.
The group will answer individually answer
three questions:
1. What does this photograph tell you
about these individuals and their lives?
2. What words come to mind when you
look at this picture?
3. What title would you give the
photograph?
Fold a piece of paper in half then half again.
Unfold and draw lines along the creases.
Label each box 1-6 and in the box with the
corresponding number to your image, write
your answer.
Students will participate in a Stock Market
Simulation and turn in a response paragraph
(exit ticket) about their spending experience
and what “buying on margin” means relating
to the simulation
Summative Assessment - 1930’s Fireside Chat Broadcast
Introduction:
The 1930’s in America brought with it the Great Depression and great turmoil. However, a glimmer of hope stood out in the gloom. President Franklin Delano Roosevelt
stood for the American people. One major influence that contributed to the masses looking to him for guidance came from his weekly Fireside Chats. Families would
huddle around a radio and listen to their great leader’s voice comforting them and presenting the weekly news.

Big Ideas:
1. Many perspectives have influenced and impacted how history has played out
2. Causes and effects of the Great Depression
3. The different responses and solutions to the Great Depression

Inquiry Questions:
4. In what ways did culture shift during the Great Depression?
5. What were the lasting effects of the Great Depression?
6. How did different solutions to the domestic economic crisis affect the nation's recovery?
7. What role did industrialization play in the recovery process for the United States?

Assignment Overview:
In groups of 4-5, create a 5–10-minute radio broadcast representing different ideals, values, struggles, new technology, household issues, etc. that a rooted in the 1930’s.
In-class research time will be given for you and your group to collectively find information to include in your recording. Based off of your group and individual research,
you should include at LEAST 3-5 sources and connections to those resources.

In addition to the radio broadcast, you will complete a 2-page, double spaced research paper highlighting and summarizing the resources and information that you
included in your project. Include (after the 2-page paper) a bibliography in APA/MLA format of all sources used in the creation of the project.

All students must participate in the creation of the project. Students may use any form of audio recording device or software. Projects should be submitted by the due date
as we will be listening to them live in class. This project is very open-ended so use your imagination and get creative. The sky's the limit!