I.
Benchmark/Standard: USHG 7.1.2 Causes and Consequences of the Great
Depression- Explain and evaluate the multiple causes and consequences of the Great
Depression by analyzing the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction, under consumption, and speculation, the 1929 crash, and the Dust Bowl.
II.
Behavioral/Objective:
A.
Today I will be guiding my students outline the causes, effects, and possible solutions of the Great Depression.
B.
Student will be able to define and identify causes and effects of the Great
Depression by analyzing the Stock Market Crash and the Dust Bowl. Specifically, for today students will summarize each event by completing guided notes
C.
I will assess my students by checking for understanding throughout the lesson. I will ask questions, I will check their answers when going over the questions posted on the smart board. Furthermore, I will have the students complete Free
Write at the end of class.
III.
Anticipatory Set:
A.
I will begin asking the class “What is the importance of the Great Depression.
Afterwards, the class will have a brief discussion concerning the question.
IV.
Objective/Purpose: Today I am going to be giving you the opportunity to summarize the important features of the 1929 crash and the Dust Bowl by giving guided notes for the Stock Market Simulation and the notes of Dust Bowl. Then you will have the chance to compare the effects of the two events and the Great
Depression as a whole. The purpose of the lesson is to give you the chance to explore why people were devastated by these events and how the impact of two events can increase the travesty of the Great Depression. Throughout the lesson I encourage you to think about “in what ways is this lesson relevant to my life?”
V.
Input:
A.
Task Analysis:
1.
The learner will know the important features of the 1929 crash and Dust
Bowl.
2.
I will begin the class by greeting my students.
 CNN Student News (10 minutes)
 Anticipatory Set/Objective (5 minutes)


Then students will complete their stock market simulation. I will give new students the worksheet and have them review the chart and have them graph the data.
 I will have a graph of all the stock market data for the first six days and students will compare the three stocks each class chose.

Class discussion: On the board there will be a variety of questions and students will discuss and write his or her answer on the board.
 Closure: I will have the students write what they think the similarities and differences are between the 1929 crash and the Dust Bowl.
B.
Thinking Levels:
1.
Knowledge- Students will be able to define and identify 1929 crash and the
Dust Bowl.
2.
Comprehension- Students will understand what the important features of these events are by describing the effects of the Great Depression.
3.
Analyze- Students will begin explore how the Great Depression should be solved.
C.
Learning Styles and/or Accommodations:
1.
I have students will 504 plans and IEPs. However, I broke up the lesson so I will be able to see what each student has as an answer but afterwards as a class we will discuss the correct answer and why it is correct which will help all learners. Furthermore, the writing and reading materials are simple but relevant which will help all learns.
D.
Method/Materials:
1.
Lecture, Discussion
2.
Pencils/Pens, paper, smart board, worksheets
VI.
Modeling
A.
I will guide the students through the worksheets and discussions.
B.
I will first read through the directions with the class. Then we go through the procedures.
VII.
Checking for Understanding:
A.
Questions to be asked: Why are the events important? How can you define the events? Did people react the same to the events? Who was affected by the events? How can this relate to your life?
B.
I will address any concerns or questions. I will check his or her responses on the worksheet and discussion for understanding.
C.
During the lecture I will ask questions throughout to check for understanding. I will ask throughout whether or not the students have questions, comments, or

concerns. Furthermore, I will have students define these concepts at the end of class.
VIII.
Guided Practice:
A.
I will guide them through the worksheets and the discussions.
IX.
Independent Practice:
A.
Students will be completely the worksheets individually.
X.
Closure:
A.
I will ask a student to recap/summarize the lesson.
B.
The students will do a free write on what they have learned about the Great
Depression.
C.
I will the reiterate the lesson.