Lesson Plan Template

Teacher(s): Mr. Jacobson

Subject: Great Depression

Identify one common core standard and one content (if applicable) :
PO 2. Determine the impact of natural and manmade crises (e.g., unemployment,
food lines, the Dust Bowl and the western migration of Midwest farmers) of the
Great Depression
Classroom Scenario (small group, whole class, self-contained, resource, gen. ed.,
lab, etc):
Whole Class
General Education Classroom
___________________________________________________________________________________
_
Objective (Explicit):
a. Students will be able to state the definition of an economic depression.
b. Students will be able to state the unique characteristics of the Great Depression.
c. Students will be able to understand the economic aspects of the Great Depression.
d. Students will be able to understand the social impact of the Great Depression.
Evidence of Mastery (Measurable):
Exceeds: Completes all of the vocabulary matching and uses all vocab in
Depression era news article
Meets : Missing at most two vocabulary words in Depression era news article
and vocab matching
Approaching: Missing three or more vocabulary words in vocabulary matching
and Depression era news article
Students will be assessed with their One sheet (the sheet given to students
that include vocabulary word list, matching areas, and Hot topic sentence fillers as
well as short answer (in this case Depression era news article)
Sub-objectives, SWBAT (Students will be able to) Sequenced from basic to
complex.
SWBAT explain their prior knowledge of the Great Depression and what they think
caused it
SWBAT use Depression era vocabulary appropriately.
SWBAT discuss the concepts of economics.
SWBAT assess the current economic health of America as well as similarities and
differences to the 1930s
Key vocabulary:
Economic Depression
The Great Depression

Materials (graphic organizers,

specific books, SMARTBoard,
etc.,) :

Recession
Economy
Poverty
Prejudice
Homelessness
Hunger
Food Bank
Clothing Drive

Markers
Pens
Paper
Pencil
One Sheet
Internet Access
Projector for computer
Wall/ Projection Board
(One Sheet)
https://docs.google.com/document
/d/1wonqL0bpExRWcCSzVc81b73kBTVDS93XF1RNfDLO3k/
edit?usp=sharing

Opening (state objectives, connect to previous learning, and make relevant to real
life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student friendly way?
How will you communicate its importance and make the content relevant to
your students?
Instruc
tional
Input

Teacher Will:
Before the lesson begins teacher
will explain classroom expectations:
1. Students will raise
hand to respond or to ask a
questions and during whole
class discussion
2. Students will be
respectful of students during
open discussion.
3. Students will be
engaged and active listeners
4. No stealing peers work
or learning environment by
being disruptive
Start the lesson by asking students
what they know of The Great
Depression as well as Dust Bowl
and previous understanding on
economics.

Student Will:
Students will be actively listening
and engaged with responses to
teacher inquiry.
(some student responses could
range from not knowing anything
to explaining that everyone did
not have money but should end
in the theme of national citizen
hardship)

Group Discussion will keep

students engaged through the
beginning of this lesson.
Students will respond with
Thumbs up, Thumb to the side or
thumbs down for informal

assessment.
Class, who has heard of The Great
Depression or the Dust Bowl?
Thats right it refers to a time in
American history where a lot of
people lost homes and businesses,
unemployment was very high and
goods and services lost their value.
So we are going to take some time
today to learn some of the
vocabulary used to describe
Depression era America as well as
talk about what the time was like.

Explain that when people lose their

jobs, more businesses fail because no
one has money to spend.
Tell students that people who
lost their jobs during the
Depression were sometimes treated
badly just because they were poor.
Explain that when people treat
someone badly just based on
simple factors such as money, race,
or where they are from, it is called
prejudice.
THE CHAPTER OF THE TEXTBOOK
HAS ALL OF THE VOCABULARY THAT
IS LISTED IN THE LESSON PLAN SO
TEACHER WILL STOP AND DISCUSS
VOCABULARY ALONG THE READING
Economic Depression: In economics, a
depression is a sustained, long-term
downturn in economic activity in one or
more economies.
The Great Depression: was an economic
slump in North America, Europe, and
other industrialized areas of the world
that began in 1929 and lasted until about

1939.
Recession: A period of temporary
economic decline during which trade and
industrial activity are reduced, generally
identified by a fall in GDP in two
successive quarters.
Economy: Is an area of the production,
distribution, or trade, and consumption of
goods and services by different agents in
a given geographical location.
Poverty: Is a state of deprivation, or a
lack of the usual or socially acceptable
amount of money or material
possessions.
Prejudice: Preconceived opinion that is
not based on reason or actual
experience.
Homelessness: Is a temporary condition
that people fall into when they cannot
afford to pay for a place to live, or when
their current home is unsafe or unstable.
Hunger: A feeling of discomfort or
weakness caused by lack of food,
coupled with the desire to eat.
Food Bank: A place where stocks of
food, typically basic provisions and nonperishable items, are supplied free of
charge to people in need.
Clothing Drive: In charitable
organizations, a drive is a collection of
items for people who need them, such
as clothing
To check for understanding teacher
will ask students thumbs up for I

got it(meaning I understand)

thumbs side for eh I kind of get it
and thumbs down for I have no
idea what we are talking about
Differentiation Strategy:
Having some time set aside (5 mins) to go over economic topics
that may be higher level thinking. Some students may struggle with
this era because even a lot of adults struggle with the content that
makes up economics.
Guide
d
Practic
e

Teacher Will:
Show general depression era
imagery and have students try their
best to explain what is happening in
the photos.

Student Will:
For Pictures Discussion
(Answers may vary greatly
PREPARE YOURSELF talking about
finances can hit students
differently depending on their
economic experience)
Students will be able to relate
to the video as the focus is on
children, education, effects on
families and approaches the topic
of the Great Depression from this
point of view is relatable which
will keep students engaged.
Students will discuss with
partners.
I think life would be like
It would have been hardest to
deal with
My family would have done ____
differently
Find commonalities and
differences between groups.
Our group thought...
We decided some common
factors we found were...

Students will get to practice

using and identify the new
economic vocabulary in video as
well as with the pictures. More
practice will come when showing
the video to relate to students
Children of the Great Depression

https://www.youtube.com/watch?
v=WtUjpUW09qc
Before showing the video of
Children of the Great Depression
ask students to identify parts of the
clip that correspond with the new
depression vocabulary that was
learned.

Students will discuss with their

partners how they think life would
be if they were alive during the
Great Depression. They will make
note of three commonalities in their
views of what depression era life
would have been like.
Teacher will check for
understanding by collaborating with
the groups and finding similarities
and differences on what they think
life would be like. EVERY GROUP
SHOULD ADD TO DISCUSSION,
TEACHER CAN CALL ONE GROUP AT
A TIME.
Differentiation Strategy:
Students that struggle with the group work setting can have
leadership roles in the classroom and lead the discussion with the aid
of the teacher.
Indepe
ndent
Practic
e

Teacher Will:
Give students one sheet and
explain whatever is not completed
in class will be assigned as
homework.
During independent practice
time, the teacher can walk around
the room and check on student
work. Correcting off task behavior
with redirection.

Student Will:
Take the one sheet and work
on it independently. Ask
questions to the teacher for help
when needed.
The One Sheet is the formal
assessment for the students so
this should be taken seriously,
keeping students engaged.

Students can do the two Extra

Credit questions on the One
Sheet for work extension.
Differentiation Strategy:

Extra credit for the students who needs extra work. Original
worksheet didn't have a word bank but new One Sheet does in case
students need to see the Vocabulary words

Closing/Student Reflection/Real-life connections:

What did we learn about The Great Depression? Do we suffer from economic
hardship in the same fashion? Why is learning about this important? You guys will
be old enough to own property and stock as well as pay taxes which are all
components of what we are learning about. As we continue through the Unit
please remember it is our responsibility as responsible citizens to recognize
causes of trouble and the effect while learning about both sides of the story being
told. Make sure to keep an open mind and be respectful to your peers views. Did
we meet our lessons objectives today? Is there any we didnt or should change?
One Sheet

One Sheet
Matching (match definition and letter to vocabulary word)
_____Economic Depression _____The Great Depression _____Recession
_____Economy _____Poverty _____Prejudice _____Homelessness _____Hunger
_____Food Bank _____Clothing Drive
A. In economics, a depression is a sustained, long-term downturn in economic activity in one
or more economies.
B. The Great Depression was an economic slump in North America, Europe, and other
industrialized areas of the world that began in 1929 and lasted until about 1939.
C. A period of temporary economic decline during which trade and industrial activity are
reduced, generally identified by a fall in GDP in two successive quarters.
D. Is an area of the production, distribution, or trade, and consumption of goods and services
by different agents in a given geographical location.
E. Is a state of deprivation, or a lack of the usual or socially acceptable amount of money or
material possessions.
F. Preconceived opinion that is not based on reason or actual experience.
G. Is a temporary condition that people fall into when they cannot afford to pay for a place to
live, or when their current home is unsafe or unstable.
H. A feeling of discomfort or weakness caused by lack of food, coupled with the desire to eat.
I. A place where stocks of food, typically basic provisions and non-perishable items, are
supplied free of charge to people in need.
J. In charitable organizations, a drive is a collection of items for people who need them, such
as clothing
Sentences (Create a sentence for each of the vocabulary words of the day)
1.
2.
3.
4.
5.
6.

7.
8.
9.
10.

Answer the following questions on a separate piece of paper:

1. What was the effect of businesses failing?
2. What event on the chart was both a cause and an effect?
3. What might be another effect of people losing their jobs?
Use your knowledge of the Great Depression to write newspaper headlines that might
have appeared during the 1930s. Write 35 headlines on a separate sheet of paper.
Choose your favorite and write it below. Remember that a newspaper headline should
be as short and clear as possible.
Fill in the blanks of the paragraph:
We can do a lot for people who are less fortunate than we are. To help those who are
hungry, we can donate groceries to a __________________________. We can donate warm
coats to a _____________________. For those without a proper home, we can donate
supplies to a local _____________________. We must also treat people well and not be
____________________. It is good to remember that just because someone is poor, it does
not mean he or she should be treated __________________. Just as people cared about and
helped each other in the 1930s, we can help each other too!
Word Bank
Homeless Shelter

Badly

Food Bank

Prejudiced

Clothing Drive

Extra Credit

1. Find a depression era newspaper article and be prepared to discuss its

relevance in class tomorrow.
2. Make a news article to go along with your headline from above. (1
paragraph)
3. Answer: Is there prejudice based off of economic status today? If so what
are some examples of this?