Lesson Plan Template - Formatted
SUBJECT/Grade:
History Grade 10
COURSE/Type/Code:
Academic – CHC2D
Suggested Time:
75 minutes
LESSON TITLE: How responsible is the Government for the welfare of its people in the middle of
an economic crisis?
LESSON Description: Using three different primary sources students will begin to examine the Great
Depression and the effects that it had on Canada. The lesson will also incorporate a power point
presentation on the 1929 stock market crash and the causes of the Great Depression. The Culminating
task for this unit is 4 diary entries from a character, whether it is a teenager living in the prairies during
the depression or a nurse during WWII. By examining the primary source documents and completing a
reflection journal, the students will be practicing the skills needed to complete the culminating activity
at the end of the unit.
Planning Information:
Enduring Understanding/Learning Goal:
Students will continue to examine causes to an event by studying the 1929 stock market crash
(immediate causes) and the causes of the Great Depression (immediate and long term, multiple
causes)
Students will also continue to consider and understand biases and perspectives in history using
primary source documents.
Students will also continue to practice and consider effective writing strategies and perspectives
in preparation for the unit culminating task to write a series of diary entries from the perspective
of a character during this time period and the independent study unit which consists of an
argumentative essay.
Expectations: [2 Overall expectations plus 2to 4 Specific Expectations]
Social, Economic and Political Structures: (page 51) (Bloom’s taxonomy – Analysis and Synthesis)
SPV.01 - analyse how changing economic and social conditions have affected Canadians since
1914;
SPV.02 - analyse the changing responses of the federal and provincial governments to social and
economic pressures since 1914
Economic and Social Conditions:
SP1.01 - compare economic conditions of the 1920s and 1930s, and describe the impact of those
conditions on Canadians, individually and collectively
Changing Role of the Government:
SP2.01 - analyse how different levels of government in Canada reacted to the economic
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conditions of the Depression of the 1930s
SP2.03 - explain how and why social welfare programs (e.g., old age pensions,
unemployment/employment insurance, family allowance, medi-care) were designed, and assess
their effectiveness in meeting the needs of various segments of society
Methods of Historical Inquiry and Communication: (page 52-53) (Bloom’s taxonomy – Evaluation)
MHV.02 - interpret and analyse information gathered through research, employing concepts and
approaches appropriate to historical inquiry;
MHV.03 - communicate the results of historical inquiries, using appropriate terms and concepts
and a variety of forms of communication.
Interpretation and Analysis:
MH2.04 - draw conclusions and make reasoned generalizations or appropriate predictions on the
basis of relevant and sufficient supporting evidence;
complete research projects that reflect or contain the elements of a historical inquiry process:
preparation, research, thesis, supporting evidence, conclusion based on evidence.
Communication:
MH3.01 - express ideas, arguments, and conclusions, as appropriate for the audience and
purpose, using a variety of styles and forms (e.g., reports, essays, debates, role playing, group
presentations)
Prior Knowledge Required:
In the previous unit, the economic growth of the 1920’s was discussed; students will need to
draw on this to understand how quickly the economy changed as of the Stock Market crash. In
order to ensure that all students remember the teacher will give a brief overview of the 1920
economy.
Also students will employ their group work and note taking skills that the class as a whole
have been working on throughout the year.
The analysing of Primary sources is another skill that the class is working on and it will be
needed throughout the lesson to examine the three different types of sources that will be
presented to the students.
Resources (for items in appendix, indicate with asterisk)
1. Student Handout * - Appendix A
2. Teacher Copy* - Appendix B
3. Chart Paper and Markers
4. Youtube video – The Great Depression –
(http://www.youtube.com/watch?v=IWrX6kC9Nhs)
5. Youtube video – Bushvilles: The New
Hoovervilles –
(http://www.youtube.com/watch?v=yz8LXq1q6iI)
6. Power point presentation handout* Appendix C
Agenda (to be listed on blackboard, in student
language)
1.
2.
3.
Pair / Share Activity with Photos
Video Clips – Past and Present
Lesson on the 1929 Stock Market Crash
and the causes of the Great Depression
4. Letters to Prime Minister Bennett
5. Class Discussion
6. 1 page Reflection Journal Entry, finish
for homework if necessary
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7. Student Handout “Letters to Bennett”* Appendix D
Teaching-Learning Sequence & Strategies/Minds On
- 15 to 20 minutes
See APPENDIX for Teacher O/Hs & Learner H/O’s
Stage 1 - MENTAL SET / SHARING EXPECTATIONS
This activity is being used to introduce the topic of the Great Depression to the class, the class might have
some idea about it from what they have learned outside of class, but most of them will not know any indepth details about it.
Teacher will inform the class that they will work in groups of 4 to answer the questions. The
teacher will explain that the first three questions are to be answered for all pictures while the
last two questions are about all of the pictures. The class will be given 5 – 10 minutes to
complete the activity and then as a class they will discuss each question and the pictures.
Also the teacher will explain that there is no right or wrong answer, the students are merely to
answer the questions as best as they can based on the pictures and what they think is going on
in them. However, the students are to look closely at the photos for clues and to use their critical
thinking skills when examining the pictures. The teacher will divide them into groups. The
students will also be reminded of the guidelines for being a good group member that were
established earlier in the school year. The groups will write their answers on chart paper.
See Appendix A for the Student handout and Appendix B for Teacher copy.
Questions from the Handout:
 When do you think this picture was taken? (What time period)(Bloom’s taxonomy:
Knowledge)

Where is the picture taken? (Knowledge)

State in your own words what is happening in the picture. (Comprehension)

What relationship exists (if any) between any of these pictures even though they might be
taken in different time periods? (Analysis)

Draw conclusions on how you might feel if you were one of the people in these
photographs. (Evaluation)
After the groups have had time to discuss the photos, the groups will put up their chart paper
with their answers on them. Each group will then elect a speaker to read their answers. Once
each group has gone, the class as a whole will discuss the differences and similarities in the
answers that were given.
During the discussion the teacher will tell the students where each photo is from and will
introduce the topic of the Great Depression.
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Stages 2 to 5 - INPUT / MODELLING / CHECK for UNDERSTANDING / PRACTICE/Action
Optional:
10 mins
To continue to introduce the topic of the Great Depression:
The teacher will show two videos, the first one is from Youtube – entitle “The Great
Depression” and the second is also from Youtube “Bushvilles: The New
Hoovervilles”. The teacher will preface each video, explaining that in the first one, it
is from the Britannica archives and depicts what was happening during the
depression, while the second one demonstrates the tie to current events. Students can
connect the Great Depression to the economic down turn in the United States that is
taking place right now.
25 mins
After the Video clips, the teacher will then begin a lesson on the 1929 Stock Market crash
and the Causes of the Great Depression. To make sure that the students understand the
events behind the 1929 crash, the teacher will review what the economic situation was
like in the 1920’s. From there the lesson will move into the Stock Market crash of 1929,
the causes of the Great Depression, a brief synopsis of the Dirty 30’s and the Political
responses. The lesson the following day will go into more detail about what life was like
in various parts of Canada, and the struggles that people went through.
The teacher will present the students with a Power Point presentation, for an example of
the lesson and slides see Appendix C. Also during the lesson the students will practice
their note taking skills, as a class they will decide what the important points of the slide
are and copy those into their notes.
\
10 mins
After covering the part of the discussion on the political responses, the teacher will give
the students a handout consisting of letters that Canadians wrote to Prime Minister
Bennett during the Depression. As a class the teacher and students will take turns
reading the letters out loud. The letters will lead into a class discussion about the
primary sources that were looked at during class and what it would be like to live
during the Depression.
For the handout about the Letters to Bennett see Appendix D
10 mins
To get the students thinking about their homework assignment of writing a reflection
journal and to sum up the lesson the class will have a discussion. Also this is an
opportunity to examine the primary sources further, and to check for the students
understanding. The discussion allows for the students to ask any questions about
anything they might be sure of, while also giving the teacher to elaborate further if
needed.
Some of the questions to get the discussion started:
 How do you think people felt after reading the letters to the Prime Minister?
(Comprehension)
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

Using the three different primary sources (the pictures, the videos and the
letters), illustrate what life must have been like for Canadians? (Application)
Compare what happened during the Great Depression to what is happening in
the United States during the economic down turn of the last few years.
(Evaluation)
Lesson Wrap-up: Consolidation and Connection
Stage 6 - CLOSURE
For the consolidation activity the students will write a one page reflection journal about what
they think it would be like to live during the Depression. They can look at it from any aspect
they would like, a teenager, a wife, a politician, etc. The whole journal does not have to be
written from this characters point of view, but it should be considered in at least one section of
the journal.
This gives the student an opportunity to practice writing from another person’s point of view
which is what they will be doing for their culminating activity in their diary entries. It will also
give them a change to practice their critical thinking skills, as well as analysing primary sources.
As well it also provides them with a chance to practice persuasive writing techniques.
– PREP/Homework:
Complete the one page reflection journal for homework.
Planning Considerations:
Accommodations/Special Needs:
Lesson Assessment: (include formative)
For any students with Special Needs,
especially if they have difficulty taking notes,
a hand-out of the Power Point presentation
will be given to the students so that they can
highlight the important parts, or write notes
beside the slides. The hand-out would be the
same as Appendix C that is included.
Students will be assessed on their group work
skills and on their participation during class.
Both assessments are formative in nature.
Also for any students with special needs the
length of the reflection journal would only be
½ a page instead of a full page.
Teacher Reflection on Lesson: Written after the Micro-Teaching
Aspects that worked:
Changes for next time:
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The Hook worked to grasp the attention of
the class.
Also the various primary sources and power
point presentation appeal to multiple
intelligences and differentiated instruction.
Depending on the time, the class discussion
might have to be left until the next time. Might
want to break the lesson into two parts in
order to allow for class discussion or a longer
class discussion.
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