Lesson Name The Great Depression
1 Day
Learning Target Objective(s)
 Students will be able to understand the cause and effect of the Great
Depression.
Lesson Essential Question
Insert question here [copied over from Unit Plan]
 What cause the Great Depression?
 How did the U.S. get out of the Great Depression?
 How did the citizen survive?
Plan of Instruction
Activity
Pre-Lesson
(Prior Knowledge &
Content)
Acquisition / Teacher
Input
(Establish objectives,
set learning
parameters)
Extending & Refining
(Guided Practice)
Adjusting/ReCentering
(Assessing student
progress, adjustments)
Extending & Refining
II
(Independent practice)
Description of Activities/Setting
 The lesson before this activity are different
world events that happened when the Great
Depression happened. The lesson that
follows this day is the European Great
Depression.
 I will start this lesson by showing pictures
from the Great Depression.
 I will start a discussion with the class to
talk about the economic hardship.
 This lesson will cleary reflect the
economic hardship that families
experienced during the Great Depression.
 The activity needs my partcipation and the
students focus in order for the lesson to
work. As I am giving the rules through
each stage of the Great Depression
simulation I will walk around and make
sure the students are following directions.
 After I give the rules of each round I will
walk around and offer suggests to students
on what they should spend their money on.
 Students will sit down after the activity
and write about if they survied or not
during the Depression. They will have to
Instructor’s Name
Jesse DeStacy
Course Name
World History
Instructional Materials &
Resources
 Cardboard
 Handouts for the Great
Depression Simulation
 Pictures
Purpose (Rationale)
The lesson will be more of a
discussion based to see how
much the students know
about the Great Depression.
To come up with ideas on
how to survive before we get
started on the activity.
The historical concepts the
students are facing will be
the lack of money at home
and the husband trying to
find work.
This activity allows the
students to gain perspective
of how tough it was trying to
survive during the Great
Depression.
I will consider a full journal
entry on the Great
Depression and what it was
like during the class period.
The students will know by
the end of the lesson if they
have budgeted correctly and
survived or perish.
The students have full
responsibility when it comes
to the outcome of this
Closure
(Student-driven,
teacher directed close
to lesson)
include what they spent their money on
and why and what they could have gone
without.
 I will end the lesson to talk to the class
about how they felt about the Depression
and what went wrong (if anything did)
during their experience. We will end the
classby discussioning the Gret Depression
and if they have a better understanding of
the lifestyle.
lesson. It is their decision
from the beginning.
Ending the lesson with a
discussion is important to
make sure every student
understood the concepts and
comprehended the lesson
properly. I will handout a
worksheet to the class that to
go over the New Deal that
will be coming up two more
lessons from now. It is a
chart with a scenario and the
students have to fill out
which program of the new
deal it is.
Assessments
Formative Assessments
 The handout and journal entries

Summative assessment
 There is a summative long response answer on
the final exam that will ask the students
characteristics of the Great Depression.
Key People – Events – Groups - Terms
 Herbert Hoover
 Charles Dawes
 Warren Harding

 Franklin D. Roosevelt

Concepts & Themes
 Hoovervilles
 Stock market crash
 Black Thursday
 Black Tuesday
Lesson Vocabulary
 Civilian Conservation Corps (CCC)
 Twenty-first Amendment
 Federal Deposit Insurance
Corporation (FDIC)



 New Deal
 “Bonus Army”
 Second New Deal



 Federal Emergency Relief
Administration (FERA)
 Federal Deposit Insurance
Corporation (FDIC)
 Nineteenth Amendment
 Public Works Administration
(PWA)
 Social Security Act
 Tennessee Valley
Authority (TVA)

Correlations: State
NC Essential Standards
 (List primary standards here – full text version)
 (List secondary standards here – full text version)
Research Notes & Sources (Citations)
http://cdn.history.com/sites/2/2013/12/fdr_fdr.jpg
Correlations: National
Common Core & C3 Framework
 D2.Civ.8.9-12. Evaluate social and political
systems
in different contexts, times, and places, that
promote civic virtues and enact democratic
principles
 D2.Eco.10.9-12. Use current data to explain the
influence of changes in spending, production,
and the money supply on various economic
conditions.
 D2.His.14.9-12. Analyze multiple and complex
causes and effects of events in the past.
http://kmgreatdepression.weebly.com/uploads/1/4/5/0/14509252/4607742_orig.jpg?0