Name: Jacob Wilkins Lesson Topic: The Great Depression

Content Area: US History II Grade Level(s): 7th Grade

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose)

This is a short mini-lesson, taught after a lesson on the effects of the Treaty of Versailles, and before a
lesson pertaining to the overall effects of the Great Depression in the US.

I will convey the content significance of this lesson to students by explaining that it will lead into our
discussion about the Great Depression. I will convey the relevance by asking them why it’s important to
be able to evaluate photos as sources and make judgments based on what we see. I’ll convey to them that
it’s an important skill because it allows them to think and inquire about things they see around them, and
it’ll help them when trying to evaluate things around them today.

This lesson is a See/Wonder/Think. I will use the historic photo of Migrant Mother by Dorothea Lange to
ask students what they see. They will write it down and we will discuss together. I will ask them then to
take a few moments to prepare some thoughts on what they see. When that time is up, I ask what they’re
wondering, give them time to think, and then write down those questions they ask. I will then prompt
them to think think about the questions asked and try to reach some kind of conclusion about what
they’re seeing. When that time is up, I will ask what thoughts they have and I will write them on the
board. We will discuss their thoughts and see what the whole class thinks. I will leave them there for
them to ponder as we move into notes, and I will use this as a framework of major questions & ideas to
answer and think about as I move into the content of the day.
Concept(s) Essential Question(s)
How do our economic choices affect others? (EQ1)
Adaptation
Goods and services

Relevant VSOLs/CCSSs
USII.6d
The student will apply social science skills to understand the social, economic, and technological changes
of the early twentieth century by
d) analyzing the causes of the Great Depression, its impact on Americans, and the major features of
Franklin D. Roosevelt’s New Deal.

Lesson Objectives (UKDs) – – Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…
Understand THAT: Know: Be able to (Do):
The Great Depression was caused Students will be able to list
The optimism of the 1920s by overspeculation on stocks, things they see in a photo. (D1)
concealed problems in the using borrowed money that they (KNOWLEDGE)
American economic system and could not repay when prices
attitudes about the role of crashed. (K1) Students will be able to inquire
government in controlling the about things that interest them in
economy. (U1)
The Great Depression and the
New Deal dramatically changed
the lives of most Americans and
began to change both their
understanding of the economic
system and the role of
government in American life.
(U2)
The Federal Reserve’s monetary
policy influenced the collapse of
the banking system. (K2)
a photo. (D2) (ANALYSIS)
Students will be able to form
judgments based on what they
see and wonder about a photo.
(D3) (EVALUATE)

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): –
- DocCam
- Photo of “Migrant Mother”
- See/Wonder/Think sheets
- Pencil/paper/pen – standard school materials, etc

Assessments: – Diagnostic, Formative, Summative

This lesson is essentially a diagnostic assessment. What do students know about analyzing photos? Can
they do it? What do they know about the Great Depression and poverty in America? I’ll be able to know
more about what they know about the Depression at home before we move into the content more.

Proactive Planning for Learning Differences: – What planned supports have you included to make the
content accessible for all learners (i.e., specific students and/ or groups of students) and to build upon
learners’ diversity?

I would include spare sheets for students with poor eyesight. It’s important for students to be able to see
what they’re assessing in a See/Wonder/Think.

Students that typically sit alone (two, in the classroom this was designed for) will be paired with groups.
The class already has differentiated seating (assigned seats are designed with putting students who
struggle in groups with those who do not) and thus these students who sit alone will have peer supports
no matter what group I seat them in.
Steps in Lesson:

READING GUIDE:
Instructions are italicized.
“Scripted commands/prompts to students are written in quotation marks”
Desired responses from students (that meet learning targets) are written as GOALs

STEP ONE: SEE

Using DocCam, show a picture of Migrant Mother.

Give a see/wonder/think sheet to each table (collection of four desks).
“Students, let’s look to this image. But before we get going, I want to ask: why do we analyze photos in
history class?”

GOAL:
- Evaluating sources in general is a good idea (fake news)
- We see photos all the time and using the see/wonder/think in our daily lives allows us to think
before we do research on a topic pertaining to a photo.
- We look at photos to visualize what happened and how it made people feel. Photos are similar in
that way today. You can see what people are feeling and doing because of an event or period of
time.

“Okay class, now that we’ve got that out of the way, let’s move on. You’re in groups for a reason. I have
given you a see/wonder/think sheet, and we’re going to use it as we assess this document. Usually this is
done between you and I – I show you the document, I ask you to write things down, and then you
individually respond to me. That’s not what we’re doing today. I want you all to do this: designate
someone in your group to be the writer. I’ll give you a minute to do that.”

Wait patiently, go around to groups and listen to them designate their writers.

“Okay, let’s bring it back in. So you have designated a writer who will write down your thoughts as we
look at this image. In your groups, discuss and write what you see.”

Give two minutes, occasionally mentioning, “List everything you see. Don’t leave any details without
mention.”

Bring them back in: “Okay, let’s bring it back in again. What are we seeing here? What is in this image?”

GOAL:
- A woman
- Woman looks sad
- Children
- Tattered clothing
- Black and white photo

Additionally, ask for explanations on the following comments that students will make

GOAL:
- The photo is old
- The photo is black and white

STEP TWO: WONDER

Move on. “Let’s move on. In your groups, come up with a list of questions pertaining to what you
wonder about this photo.”

Listen to group discussions, giving them 2 minutes to come up with their questions.

“Okay, give me five. (pause.) So what do we wonder? What lingering questions do you all have after you
noted what you saw?”

GOAL:
- Why does this woman have tattered clothing?
- Are they poor?
- Why is she sad?

STEP THREE: THINK

“Great questions, guys. Now consider these questions as you move into the think portion of the lesson.
What does this picture make you think?”

Listen to group discussions, giving them 2 minutes to write down what they think.

“So, what do we think? Based on what we’ve noticed and the things we wonder about this photo, what
kind of thoughts are we having?”

GOAL:
- The photo is old
- The woman and her children are poor
- She is sad because they are poor.

“Okay, everyone! We’ve really delved into analyzing this photo. I want you all to pat yourself on the
back because we did a great job!”

“So your thoughts are correct – this woman is most likely struggling financially and she looks weary
because of it. Let’s think about that bigger question though. Why is she sad? What is making her sad?
We’ve said that it is because she is lower-class and has financial struggles. But why are those things so?”

“This is a famous photo. It’s called Migrant Mother and it’s from the 1930s. Does anyone know anything
about the 1930s? No? Well then let’s get going! We’re going to learn a lot about living in America in the
1930s today, and you all are going to learn how this photo ties back to the 1930s and symbolizes the era
so well.”

END OF LESSON