Great Depression Unit Plan
Student Teacher: Seely N. Leyenberger
I.
Date: February 16, 2010
Grade Level: 10A
Subject Area: Social Studies - American Culture
Unit Title: The Great Depression
II.
Student Population: 30 students; 1 language minority student (Spanish Speaking); 2
students are identified for learning support.
General strategies for differentiating instruction for ELL students:
http://www.centeroninstruction.org/resources.cfm?category=ell&subcategory=&grad
e_start=&grade_end=
General strategies for differentiating instruction for Specific Learning Disabled
students:
http://www.nichcy.org/disabilities/specific/pages/ld.aspx
http://www.ldapa.org/
General strategies for differentiating instruction for ADHD students:
http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
III.
Estimated Length of Unit: This unit will take place over the course of three weeks.
Thirteen lessons will be presented over the course of approximately fifteen days.
Stage 1 – Desired Results
IV. Standards:
8.1.12. A. Evaluate chronological thinking.
 Sequential order of historical narrative
 Continuity and change
 Context for events
8.1.12. B. Synthesize and evaluate historical sources.
 Literal meaning of historical passages
 Different historical perspectives
8.1.12. C. Evaluate historical interpretation of events.
 Issues and problems in the past
 Connections between causes and results
8.1.12. D. Synthesize historical research.
 Historical event
 Historical questions
 Primary Sources
 Secondary Sources
8.3.12. A. Identify and evaluate the political and cultural contributions of individuals and groups
to United States history from 1890 to Present.
 Political leaders
 Cultural and Commercial leaders
 Innovators and Reformers
8.3.12. B. Identify and evaluate primary documents, material artifacts and historic sites
important in United States history from 1890 to Present.
 20th Century Writings and Communications
8.3.12. C. Analyze how continuity and change has influenced United States history from 1890 to
Present.
 Commerce and Industry
 Innovations
 Politics
 Settlement patterns
 Social Organization
 Transportation and Trade
 Women’s Movement
8.3.12. D. Identify and evaluate conflict and cooperation among social groups and organizations
in United States history from 1890 to present.
 Domestic Instability
 Labor Relations
V. Understanding(s):
General Understanding:
Students will identify and assess the precursors of the Great Depression, the impact of this
financial crisis, and the reform efforts designed to alleviate impoverished Americans.
Specific Understandings:
1. The mistakes of the Harding, Coolidge and Hoover administrations fostered the collapse
of the American economy.
 Warren G. Harding (1921 – 1923) (p. 419 - 421)
Harding urged a "return to normalcy." The policies of his administration included
higher tariffs on foreign imports and a governmental hands-off approach to
domestic affairs. Harding's administration was also marked by corruption and
scandal. Harding died while in office, leaving the presidency to his Vice
President, Calvin Coolidge.
o Key terms: Return to Normalcy, Fordney-McCumber Tariff, Dawes Plan,
Ohio Gang, Teapot Dome Scandal, Summer of 1923
 Calvin Coolidge (1923 – 1929) (p. 422 – 426)
Coolidge acted quickly to repair the damage of the Harding administrations
scandals and to secure the 1924 presidential nomination. Coolidge's policies,
which included a general pro-business outlook, federal tax cuts, and high tariffs,
were very popular during his tenure as president, but lost favor during the Great
Depression.
o “The chief business of the American people…is business” p. 422
o Key terms: Pro-business spirit, laissez-faire capitalism, technological
advances – automobile/airplane, urban sprawl, credit/installment plans,
Hawley-Smoot Tariff
 Herbert Hoover (1923 – 1929) (p. 466, 478 - 483)
Hoover served as secretary of commerce under Harding and Coolidge and was
elected to the presidency in 1928 largely because of the boom of the 1920s.
Hoover had been in office just a few months when the Great Depression began.
Hoover struggled to deal with the catastrophe and his conservative and ineffective
actions lost him the 1932 election to Democrat FDR.
o “Any lack of confidence in the economic future…is foolish” p. 478
o Key terms: Opposed welfare, role of government in crisis was to mediate
cooperation not control it, Cooperatives (Boulder Dam), Federal Home
Loan Bank Act, Reconstruction Finance Corporation, Bonus Army,
buying on margin, speculation
2. The causes and effects of the Great Depression (p. 462-463, 471 – 517)
Causes
Immediate:
 The Stock Market Crash on October 29, 1929
Underlying:
 Tariffs and war debt policies that cut down the foreign market for American
goods
 A crisis in the farm sector (Dust Bowl)
 Over-production in business, industrial, and farming sectors and
underconsumption of products by consumers
 An unequal distribution of wealth
 The availability of easy credit and bank loans leading to widespread consumer
debt
 Reckless and irresponsible investment and speculation in the stock market
(buying on margin/superficial prosperity)
 Sick industries
Effects:
 People out of work
 Rise of shantytowns (“Hoovervilles”), soup kitchens, and breadlines
 Banks fail and schools close
 The world economy suffers
 Hoover employs more active governmental role (too little too late)
 Election of FDR (Democrat) and his New Deal recovery program
3. The recovery response of President Roosevelt’s New Deal program (p. 488 – 494, 506 507)
 Key terms: The first 100 days, Glass-Steagall Act (1933), Federal Securities Act,
Agricultural Adjustment Act, Civilian Conservation Corps, National Industrial
Recovery Act, deficit spending, Packing the Court, Works Progress
Administration, National Youth Administration, Wagner Act, Social Security
Act, New Deal Coalition, Congress of Industrial Organizations, Keynesian
economics
4. The impact of the Great Depression on everyday Americans (p. 504-519)
 Key terms: Route 66, the Dust Bowl, the impact of the Great Depression on
women, minority groups, labor groups, socialism, criticisms of the New Deal
VI. Essential Question(s):
1. What presidential policies/actions predicated or caused the Great Depression?
2. How did individuals, institutions, and the government contribute to the Great
Depression?
3. What governmental action was necessary to pull American out of the recession?
4. What impact did the Great Depression have on everyday Americans?
5. How does the Great Depression relate to current economic conditions in America?
VII. Attitude(s) and Value(s):
1. Students will gain sympathize for Americans experiencing the Great Depression.
2. Students will gain an appreciation for the efforts taken to bring America out of the Great
Depression
3. Students will comprehend the parallels evident between the Great Depression and today’s
economic crisis and recovery efforts.
VIII. Skill(s):
Students will:
 Evaluate chronological thinking.
 Synthesize and evaluate historical sources.
 Evaluate historical interpretation of events.
 Synthesize historical research.
 Identify and evaluate the political and cultural contributions of individuals and
groups to United States history.
 Identify and evaluate primary documents, material artifacts and historic sites
important in United States history.
 Analyze how continuity and change has influenced United States history from
1890 to Present.
 Identify and evaluate conflict and cooperation among social groups and
organizations in United States history from 1890 to present.
 Work collaboratively in cooperative learning groups.
 Write a narrative and persuasive/expository essay.
Technological Skills
 Students will develop internet researching skills during the President Obama
New Deal Poster Assignment (Attachment #15).
Interpersonal Skills
 Students will develop collaborative skills through cooperative learning
activities.
 Students will develop their critical listening skills through cooperative
learning activities that require them to acquire knowledge from peers.
Stage 2 – Assessment Evidence
IX. Performance Task(s):
Other Evidence:
 Lesson 4 and 5 – Students will
complete a letter to President
 Student teacher will assess homework
Hoover regarding his actions and
assignments on a daily basis.
possible solutions to the Great
 Lesson 7 - Students will compose an
Depression (Attachment #5).
acrostic poem relating to a slideshow of
Great Depression images as a Please Do
 Lesson 5 – Students will create a
Great Depression story
Now (Attachment #8).
(Attachment #6).
 Lesson 6 – Students will take a quiz
on the causes of the Great
Depression and President Hoover’s
programs/actions (Attachment #7).
 Lesson 8 – Students read a
biographical article on FDR and
complete an associated performance
task (Attachment #9).
 Lesson 10 – Students will create a
President Obama New Deal Poster
Assignment (Attachment #15).
 Lesson 12 – Students will read an
opinion article regarding socialism
and complete an associated
performance task (Attachment
#16).
 Lesson 13 – Students will complete
a DBQ essay on the Great
Depression and the New Deal
(Attachment #17, #18, and #19).
Stage 3 – Learning Plan
X. Learning Activities:
Lesson #1: The Boom of the 1920s
(See Attached Lesson Plan)
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Through a review of the text and completing an associated outline,
students will identify the aspects of the 1920s boom that led to an economic depression.
Instructional Objectives:
 Students will complete the 1920s Boom outline (Attachment #1).
 Students will report out to the class regarding their assigned topic on the 1920s Boom
outline and complete the outline using the information provided by their classmates
(Attachment #1).
 Student teacher will assign the President Harding and Coolidge outline for homework
(Attachment #2).
Procedural Description:
Students will identify the developments of the 1920s:
 Student teacher will divide the class into 5 groups and ask each group to review a set of
pages from the text and list major economic development identified on those pages.
o American Industries Flourish: government help, new technology, advertising,
changes in production (p. 422 - 427, 430)
o Changes in Lifestyle (p. 434 – 436)
o Women’s roles: employment, lifestyle (p. 441 – 443)
o Education, mass media, entertainment (p. 447 – 449)
o Income distribution, Investment (p. 466 – 467)
 Each group will subsequently report on their section to the rest of the class.
 As groups report, students will supplement their outlines with the information provided
by their peers (Attachment #1).
 Student teacher will assign the President Harding and Coolidge outline for homework
(Attachment #2).
Homework Assignment:
 Students will read complete the President Harding and Coolidge outline
Chapter 12, Section 2, p. 419 – 421, and Section 3, p. 422 – 427 (Attachment #2).
Background Information:
 http://www.history.com/classroom/admin/study_guide/archives/thc_guide.0042.html
 http://us.history.wisc.edu/hist102/lectures/lecture15.html
Lesson #2: The Mistakes of Presidents Harding and Coolidge
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Students will analyze the key mistakes of the Harding and Coolidge
administrations that contributed to the Great Depression.
Instructional Objectives:
 Students will discuss the key points of the Harding and Coolidge Administrations outline
(Attachment #2).

Students will summarize their outline and create a prediction for the American economy
based on this information (Attachment #2).
Procedural Description:
 Students will review the Harding and Coolidge administrations outline and discuss key
points as a group (Attachment #2).
 Teacher will explain the instructions for completing the summary (Attachment #2):
o Students will identify and rank five major economic developments of the Harding
and/or Coolidge administration.
o Students will list three danger signals for the American economy.
o Students will make a prediction based on this information.
 Students will complete the summary as a final overview of the Harding and Coolidge
mistakes.
Homework Assignment:
 The students will complete a summary of the Harding and Coolidge administrations
outline (Attachment #2).
Background Information:
 http://www.calvin-coolidge.org/html/the_harding_coolidge_prosperit.html
Lesson #3: Causes of the Great Depression Part I
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Students will identify the contributions of individuals, institutions,
and the government to the Great Depression.
Instructional Objectives:
 Students will begin the causes of the Great Depression cooperative learning activity by
determining how individuals, institutions, and the government contributed to the Great
Depression (Attachment #3).
 Student teacher will assign the Hoover Programs/Actions notes for homework
(Attachment #4).
Procedural Description:
 Students will be divided into five groups to complete the causes of the Great Depression
cooperative learning (Attachment #3).
 Students will write examples of how individuals, institutions, and/or the government
contributed to the five causes of the Great Depression (Attachment #3).
 Students will create a causes of the Great Depression graphic organizer on the board by
writing their examples on the chalkboard under the appropriate categories (Indicated by
labeled strips of colored paper).
 Student teacher will assign the Hoover Programs/Actions notes for homework
(Attachment #4).
Homework Assignment:
 Students will complete the Hoover Programs/Actions notes for homework (Attachment
#4).
Background Information:
 http://www.whitehouse.gov/about/presidents/herberthoover
 http://en.wikipedia.org/wiki/Herbert_Hoover
 http://en.wikipedia.org/wiki/Causes_of_the_Great_Depression
Lesson #4: Causes of the Great Depression Part II and President Hoover
(See Attached Lesson Plan)
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Through the cooperative learning activity regarding the causes of the
Great Depression and discussing the programs and actions of President Hoover, students will
complete their understanding of the causes of the Great Depression.
Instructional Objectives:
 Students will complete the causes of the Great Depression cooperative learning activity
by determining how individuals, institutions, and the government contributed to the Great
Depression (Attachment #3).
 Student teacher will review the President Hoover Programs/Actions notes. Students will
be asked to determine which causation of the Great Depression each Hoover
program/action was intended to address (Attachment #4).
 Student teacher will assign letter to President Hoover as homework (Attachment #5).
Procedural Description:
 Using the causes of the Great Depression Organizer, students will complete causes of the
Great Depression cooperative learning activity by writing examples of how individuals,
institutions, and the government contributed to the five causes of the Great Depression
(Attachment #3).
 Students will write their examples on the chalkboard under the appropriate categories
(Indicated by labeled strips of colored paper).
 Student teacher will review Hoover programs/actions notes (Attachment #4).
 Student teacher will review instructions for the letter to President Hoover (Attachment
#5). The letter will include the strengths, weaknesses, and student recommendations for
the programs and actions introduced by President Hoover.
 Student teacher will assign letter to President Hoover as homework (Attachment #5).
Homework Assignment:
 Students will complete a letter to President Hoover (Attachment #5).
Background Information:
 http://www.whitehouse.gov/about/presidents/herberthoover
 http://en.wikipedia.org/wiki/Herbert_Hoover
 http://en.wikipedia.org/wiki/Causes_of_the_Great_Depression
Lesson #5: Letter to President Hoover
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Through an analytical letter writing exercise, students will identify the
weaknesses of the Hoover Administration that initiated the Great Depression.
Instructional Objectives:
 Students will share their letters to President Hoover (Attachment #5).
 Student teacher will assign a quiz on the causes of the Great Depression and President
Hoover’s programs/actions.
 Students will review for the quiz.
 Student teacher will introduce the Great Depression story assignment (Attachment #6).
Procedural Description:

Students will review their letter to President Hoover in pairs and then report out to the
large group concerning the strengths, weaknesses, and recommendations referenced in
their letters (Attachment #5).
 Student teacher will assign a quiz on the causes of the Great Depression and President
Hoover’s programs/actions for lesson #6.
 Students will review for quiz
o Causes of the Great Depression organizer (Attachment #3)
o Notes on Hoover’s programs/actions (Attachment #4)
 Student teacher will introduce the Great Depression story assignment (Attachment #6).
o Students are assigned a character and need to develop a story that reflects Great
Depression era related problems (and solutions) faced by this individual.
Homework Assignment:
 Students will study for Lesson #6 quiz (Attachment #3 and #4).
 Students will work on their work on Great Depression story (Attachment #6).
Background Information:
 http://www.u-s-history.com/pages/h1580.html
 http://www.whitehouse.gov/about/presidents/herberthoover
Lesson #6: Route 66
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Students will demonstrate their mastery of lessons 1-5 on the quiz and
understand the importance of Route 66.
Instructional Objectives:
 Students will complete the quiz on the causes of the Great Depression and President
Hoover’s programs/actions (Attachment #7).
 Student teacher will discuss Route 66 (p. 423 and the classroom map).
 Students will work on their Great Depression story (Attachment #6).
 Student teacher will remind students to work on their Great Depression story
(Attachment #6).
Procedural Description:
 Students will complete the quiz on the causes of the Great Depression and President
Hoover’s programs/actions (Attachment #7).
 Student teacher will introduce Route 66 (p. 423 and the classroom map).
 Students will have the opportunity to work with laptops to complete their Great
Depression story (Attachment #6).
 Student teacher will remind students to work on their Great Depression story (Attachment
#6).
Homework Assignment:
 Students will work on their Great Depression story (Attachment #6).
Background Information:
http://www.nationalroute66.org/66hstry.html
Lesson #7: The Dust Bowl
(See Attached Lesson Plan)
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Through an exploration of key effects of the Great Depression,
students will identify and analyze the personal impact of this momentous economic decline.
Instructional Objectives:
 Student teacher will review the causes of the Great Depression and Herbert Hoover’s
programs/actions quiz (Attachment #7).
 Students will read and discuss the Dust Bowl (p. 474) and the survivors of the Dust Bowl
(p. 474 – 477, 497– 498).
 Students will view a slideshow of Great Depression photographs and respond by creating
an acrostic poem (Attachment #8).
 Students will continue to develop their Great Depression story (Attachment #6).
Procedural Description:
 Student teacher will review the causes of the Great Depression and President Hoover’s
programs/actions quiz (Attachment #7).
 Students will read about the Dust Bowl in the text (p.474 and classroom map).
 Student teacher will explain the farming techniques associated with the Dust Bowl.
 Students will view a supplementary PBS documentary segment on the Dust Bowl and
discuss the following questions:
o Why do you think these farmers practiced these irresponsible techniques?
o If you had been part of one of these farm families during the ’30s, do you think
you would have wanted to stay on your farm or leave? Why or why not? What
would you lose by leaving? What would you gain?
o Do profits impact environmental concerns today?
 Students will discuss the Dust Bowl survivors and Photojournalists Ben Shahn (p. 477),
and Dorothea Lange (p. 497-498).
 Students will view a slideshow of Great Depression photographs.
o In response, students will compose an acrostic poem focusing on the personal
impact of the Great Depression (Attachment #8).
 Student teacher will review the instructions for the Great Depression story and allow
students some time to continue to develop their assignment (Attachment #6).
Homework Assignment:
 Students will complete their acrostic poem (Attachment #8).
 Students will work on their Great Depression story (Attachment #6).
Background Information:
http://www.english.illinois.edu/Maps/depression/dustbowl.htm
http://en.wikipedia.org/wiki/Dust_Bowl
Lesson #8: President Roosevelt
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Students will demonstrate their understanding of President Roosevelt
and his New Deal programs through the completion of a performance task.
Instructional Objectives:
 Student teacher will introduce FDR and the New Deal.
 Students will complete the performance task (Attachment #9).
 Students will listen to and read an excerpt from FDR’s first inaugural speech
(Attachments #10 and #11).

Student teacher will ask the students to analyze the meaning of the President Roosevelt’s
speech (Attachment # 12).
Procedural Description:
 Student teacher will introduce President Roosevelt.
 Students will read the biographical article and complete the associated performance task
(Attachment #9).
 Students will listen to and read an excerpt from FDR’s first inaugural address while
reading an excerpt of the text and the accompanying vocabulary sheet (Attachments #10
and #11).
 Student teacher will ask the students to analyze the meaning of the President Roosevelt’s
speech (Attachment #12).
Homework Assignment:
 Students will analyze the meaning of the FDR’s speech (Attachment #12).
Background Information:
 http://www.history.com/encyclopedia.do?vendorId=FWNE.fw..ne035000.a#FWNE.fw..n
e035000.a
 http://www.whitehouse.gov/about/presidents/franklindroosevelt
 http://historymatters.gmu.edu/d/5057/
Lesson #9: The First New Deal
(See Attached Lesson Plan)
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Students will identify President Roosevelt’s reform efforts through an
exploration of his First New Deal programs.
Instructional Objectives:
 Students will identify the programs of the First New Deal (Attachment #13).
 Student teacher will assign the First New Deal portion of the chart (Attachment #13).
Procedural Description:
 Student teacher will introduce the New Deal.
 Student teacher will distribute the New Deal programs chart for classwork and homework
(Attachment #13).
 Students will use the text (p. 488 – 494) to identify President Roosevelt’s First New Deal
Programs (Attachment #13).
 Student teacher will assign the First New Deal portion of the chart (Attachment #13).
Homework Assignment:
 Students will complete the First New Deal portion of the chart (Attachment #13).
Background Information:
 http://www.infoplease.com/ce6/history/A0835397.html
 http://en.wikipedia.org/wiki/New_Deal
Lesson #10: The Second Phase of the New Deal
(See Attached Lesson Plan)
Time Estimation: One 45 Minute Class Period
Goal for Understanding: Students will identify President Roosevelt’s approach reform efforts
through an exploration of his Second New Deal programs.
Instructional Objectives:
 Students will identify the Second New Deal programs (Attachment #13).
 Student teacher will assign New Deal analysis questions (Attachment #14).
 Student teacher will introduce the President Obama New Deal Poster Assignment
(Attachment #15).
Procedural Description:
 Students will use the text (p. 495-501) to complete the Second New Deal portion of the
chart (Attachment#13).
 Student Teacher will assign the New Deal analysis questions for homework (Attachment
#14).
 Student teacher will introduce the President Obama New Deal poster assignment
(Attachment #15).
o Students will design an illustrative poster to promote one of President Obama’s
current reform efforts in the style of advertisement popularized during the New
Deal era.
Homework Assignment:
 Students will complete the Second New Deal portion of the chart (Attachment #13).
 Students will complete the New Deal analysis questions (Attachment #14).
 Students will work on their President Obama New Deal Poster assignment (Attachment
#15).
Background Information
 http://www.infoplease.com/ce6/history/A0835397.html
 http://en.wikipedia.org/wiki/New_Deal
Lesson #11 The Personal Impact of the Great Depression
(See Attached Lesson Plan)
Goal for Understanding: Through a review of the New Deal Programs chart and a discussion of
their stories, students will empathize with the individuals who suffered through the Great
Depression.
Instructional Objectives:
 Students will review the New Deal Programs chart (Attachment #13).
 Students will share their Great Depression stories in groups (Attachment #6).
 Student teacher will remind students to work on their President Obama New Deal poster
assignment (Attachment #15).
Procedural Description:
 Students will review the New Deal Programs chart (Attachment #13).
o Students will review the New Deals program chart using the graphic organizer on
the board (Attachment #13).
o Students will be assigned one program and will be responsible for placing the
program under the appropriate category and explaining the program to the class.
 Students will share their Great Depression stories in categorized groups (characters who
were women, men, children) (Attachment #6).
o Students will listen to each other’s stories and complete the response sheet.
o Students will report out to the larger group regarding their group’s problems and
solutions in relation to the Great Depression.

Student teacher will remind students to work on their President Obama New Deal poster
assignment (Attachment #15).
Homework Assignment:
 Students will work on their President Obama New Deal poster assignment (Attachment
#15).
Background Information:
N/A
Lesson #12 Criticisms of the New Deal
Goal for Understanding: Through a discussion of the critiques of FDR’s New Deal programs
and President Obama’s reform efforts, students will recognize parallels between these presidents.
Instructional Objectives:
 Students will review the New Deal analysis questions (Attachment #14).
 Students will analyze the criticisms of the New Deal and relate them to the criticisms of
President Obama.
 Students will complete the socialism performance task to assess their understanding of
socialism and the criticisms of President Obama (Attachment #16).
 Student teacher will remind students to work on their President Obama New Deal poster
assignment (Attachment #15).
Procedural Description:
 Students will review the New Deal Analysis Questions (Attachment #14).
o Students will define Keynesian Economics (p. 492).
o Students will define socialism and capitalism.
o Students will analyze New Deal criticisms (p. 516) and relate them to the
contemporary criticisms of President Obama’s reforms.
 Students will complete the socialism performance task to assess their understanding of
socialism and the criticisms of President Obama (Attachment #16).
 Student teacher will remind students to work on their President Obama New Deal poster
assignment (Attachment #15).
Homework Assignment:
 Students will work on their President Obama New Deal poster assignment (Attachment
#15).
Background Knowledge:
http://www.econlib.org/library/Enc/KeynesianEconomics.html
http://en.wikipedia.org/wiki/Socialism
http://www.fundamentalfinance.com/blogs/socialism-vs-capitalism.php
http://www.americanthinker.com/2008/10/why_obamas_socialism_matters_1.html
Lesson #13 Great Depression Document Based Essay
(See Attached Lesson Plan – Part I only)
Time Estimation: Three 45 Minute Class Periods
Goal for Understanding: Students will demonstrate their understanding of the Great Depression
and FDR’s New Deal programs through the completion of a summative document-based essay
(Attachments #17, #18, and #19).
Instructional Objectives:






Student teacher will introduce the DBQ essay assignment (Attachment #17).
Student teacher will review the DBQ organizer and rubric (Attachment #18).
Students will complete the DBQ essay organizer (Attachment #17).
Students will draft a DBQ introduction, including a thesis (Attachment #17).
Students will interpret the documents using the organizer (Attachment #19).
Students will draft DBQ body paragraphs regarding the weaknesses and strengths of
American society and institutions (Attachment #17).
 Students will draft a DBQ conclusion (Attachment #17).
Procedural Description:
Part I
 Student teacher will introduce the DBQ essay assignment (Attachment #17).
 Student teacher will review the DBQ organizer and rubric (Attachment #18).
 Students will complete the causes of the Great Depression portion of the DBQ essay
organizer (Attachment #17).
Homework Assignment:
 Students will draft their DBQ introduction, specifically focusing on a thesis.
Part II
 Student teacher will review the DBQ organizer and thesis statement drafts (Attachment
#17).
 Students will interpret the documents using the associated essay outline (Attachment
#19).
Homework Assignment:
 Students will draft DBQ body paragraphs regarding the weaknesses and strengths of
American society (Attachment #17).
Part III
 Students will draft DBQ body paragraphs regarding the weaknesses of American
institutions and the strengths of the American political system (Attachment #17).
 Students will draft a conclusion (Attachment #17).
Homework Assignment:
 Students will complete the DBQ essay assignment (Attachment #17, #18, and #19).
Background Information:
http://www.upstatehistory.org/services/DHP/DBQ.html
XI. References:
Classroom Text:
Danzer, G.A., Klor de Alva, J.J., Krieger, L.S., Wilson, L.E. & Woloch, N. (2005). The
Americans: Reconstruction to the 21st century. Evanston, IL: McDougal Littell, a division
of Houghton Mifflin Company.
Internet Resources:
Franklin Delano Roosevelt. (2004). American the Beautiful. Retrieved from
http://ap/grolier.com/article?assetid=atb034b12&templatename=/article/article.html
Gazit, C., and Steward, D. (Producers). (1998). American experience: Surviving the Dust Bowl.
Retrieved March 7, 2010, from http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
Roosevelt, F. D. (1933). First Inaugural Address. Retrieved March 10, 2010, from
http://www.historyplace.com/speeches/fdr-first-inaug.htm
XII. Reflection:
Originally, this unit was conceived as a two week exploration of the Great Depression.
However, the content required us to stretch the unit over a three week period. Instead of cutting
the unit short or rushing through the material, Mrs. Fine and I decided to continue the unit into a
third week. As a result, I learned to be flexible and the importance of providing quality education
rather than simply presenting a large quantity of information.
Additionally, Mrs. Fine and I spent a great deal of class time on the summative Great
Depression DBQ essay assignment. We agreed that the students needed more structure to
successfully complete this essay. Therefore, we modeled certain parts of the essay and
introduced detailed organizers and rubrics to assist the students through the process. Writing
effectively is an essential skill, especially for those students planning to continue their education
after high school. Therefore, this essay was important not only as an assessment, but also in
terms of developing skills that students may generalize beyond Mrs. Fine’s class.
Moreover, the students lacked background knowledge. In response, the students informed the
teachers that they had trouble relating to this period in history. Going forward, I was careful to
introduce foundational information prior to introducing new topics. Additionally, I frequently
connected the Great Depression of the 1930s to the current economic recession. Exposing
students to these connections were helpful because they were able to relate the information on
the Great Depression to their existing schema on the current economic downturn.
Lastly, this unit was extremely beneficial in terms of my student teaching experience. I was
able to follow the progress of this unit from its infancy to its conclusion. I have designed units in
my various masters level courses, however, I have never implemented any of them. Additionally,
experiencing this complex process from beginning to end was extremely valuable.