The Great Depression continues

Hello history lovers,

We are finding ourselves entrenched in despair as we wade our way through the Great Depression of the 1930's. We have seen the boom times of the Roaring Twenties collapse in October of 1929 and the effects were far reaching. One fourth of the country soon found itself unemployed. With no unemployment benefits, many are homeless and starving. Men left families and became hoboes riding the rails searching for work. A drought in the midwest combined with overfarming in the area ballooned into the Dust Bowl. Sending farmers west in search of work. We have studied the devastation and depression that settled over the country and the political result: a change in political leadership. This week we study FDR's "New Deal" program and its short and long term impacts on the US. Enjoy (as much as you can)!

Day 4 Agenda March 3

Agenda:
Objective: By the end of class, students will better understand the background, philosophy and policies of Franklin Delano Roosevelt in his attempt to bring the American economy out of the Great Depression with his “New Deal” programs.


Focus: Political cartoon interpretation
· Instruct; New Deal Power point
· Watch “The Presidents” video Franklin D. Roosevelt complete videoguide


Formative Assessment(s):
· Exit Slip: Describe FDR's New Deal philosophy of bringing the country out of the Great Depression.

Homework: 15.3-15.5 Due on next Tuesday

Day 5 Agenda: Thursday March 5

Objective: By the end of the block, students will become familiar with the various programs created within the “New Deal.” Students will also evaluate their effectiveness in solving problems contributing to the Great Depression


Focus: Using your book/notes, Draw a venn diagram and compare and contrast Hoover and FDR’s response to the Great Depression (there should be NO LESS than 6 items on the diagram)
Instruct: Review the Great Depression, Hoover, and FDR
· 12 stations TCI 4.3 New Deal Programs
· Assess
· Place on programs on spectrum
· New Deal Open Response Question


Formative Assessment(s):

Assess: Group Discussion discussing New Deal policies and the legacy of the New Deal
Exit Slip/ORQ Which one/two New Deal program(s) is/are the most important to Amercians today? Give evidence to defend your answer.

Have a great week!

Hello again, history lovers,
This has been a trying couple of weeks for us. With all of the technical problems of the past weeks, we finally finished Roaring Twenties presentations! Even though we were a day later than planned, I am so pleased with most of the products you presented! The skits were fantastic! I am so proud to see how seriously many of you treated your topic, and I think many of you truly enjoyed this project! Now our attention will to to a much more somber period in US History. The Great Depression is a time when Americans pay for many of the excesses of the Twenties in a manner in which they never dreamed. Due to speculation, buying on margin, and excessive credit being given to those who couldn't afford it, spending declines, jobs are lost, and at one point. 1/4 of our nation is unemployed! There are many parallels between this era and our current credit crisis in America and the world. Watch for similarities and differences as we wade the waters of recession and depression for the next two weeks.
See you Monday!

Agenda Day 1

Monday February 23

Outcome(s): By the end of class students will: summarize the problems threatening the economy in the late 1920’s and early 1930’s, the causes of the Great Depression

· Agenda: Focus Journal It is 1929. Your parents recently bought a profitable pizza place in downtown Lexington. In October of 1929, your world changed. A stock market crash sent shock waves through the nation. People are losing jobs and homes. Your family’s sales drop drastically as unemployment skyrockets. Your parents’ bills are the same but their profits are dwindling. What do you sacrifice to help your family’s business?
·
Instruct Lecture/Discussion 14.1 The Nation’s sick economy
Discuss concepts such as buying on margin/speculation, credit, recession, depression, depression “proof” jobs, Dow Jones, Black Tuesday, GNP

Formative Assessment(s):
· Assess Scarcity ORQ
· Exit Slip: Dirty 4 grading


Agenda Day 2 February 25

Outcome(s):
By the end of class students will understand problems facing the United States during the Great Depression and evaluate President Hoover’s early political responses to the economic situation

Agenda:
· Focus Journal Interpreting Political cartoons
“How did the stock market crash of 1929 affect this man? How does he represent the United States at this pivotal point in history?
· Instruct: Students read TCI Four Economic problems that influenced the Great Depression and choose the best of three options on how to solve the economic crisis

Formative Assessment(s):
· Assess: Students will discuss the ideas of conservative, liberal, and radical responses to the economy and will read about Hoover’s response
· Exit Slip: Explain where Hoover went wrong. Describe two response (or lack of response) that helped Americans sink into the “Great” Depression.

Agenda Day 3 February 27

Outcome(s):
By the end of class, students will become more familiar with the suffering of the average American during the Great Depression and better understand how the depression affected the US socially, politically, and economically.

Agenda:
· Focus: “Broke but not Broken” The Dust Bowl video
· Journal: 5 things I learned about the Dust Bowl
After watching video : Discuss how this weather event further exaggerated the United States’ economic problems during the Great Depression.
· Instruct: Discuss Dust Bowl/Suffering nationwide
· Assess: Students break into learning centers

Formative Assessment(s):

Debriefing of learning centers (discussion)
Collection and grading of the learning centers worksheet

· Debrief/ Exit Slip: Discuss one social, one political, and one economic way that life changed from the twenties to the thirties as a result of the Great Depression

Presentations first, but the Great Depression looms...

Hello history lovers,
I hope you had a great President's Day holiday! We begin the week with groups prepared to present their research projects on the Roaring Twenties. I look forward to some funny skits, songs, and poems as well as some informative PowerPoint presentations on flappers, gangsters, radio, movies, art, transportation, consumerism, and many other aspects that will enhance your fellow students understanding of the period. Here is the weekly agenda.

Day 6 February 17

* Final Preparations (15 minutes)

* Presentations Begin

* Student Note taking and Question and Answer Sessions

* Exit Slip/Debriefing
Homework: Roaring Twenties Review Puzzle

Day 1 February 19

Outcome(s): By the end of class students will: summarize the

problems threatening the economy in the late 1920’s and early

1930’s, the causes of the Great Depression.

· Focus Journal It is 1929. Your parents recently bought a

profitable pizza place in downtown Lexington. In October of

1929, your world changed. A stock market crash sent shock

waves through the nation. People are losing jobs and homes.

Your parents’ sales drop drastically as unemployment

skyrockets. Your parents’ bills are the same but their profits are

dwindling. What do you sacrifice to help your parents keep

their business and feed the family?

· Instruct Lecture/Discussion 14.1 The Nation’s sick economy

Discuss concepts such as buying on margin/speculation, credit,

recession, depression, depression “proof” jobs, Dow Jones,

Black Tuesday, GNP

Daily Assessment:

· Assess Answer Depression Card Sort questions-

graphing/evaluating exercise

· Homework Due in one week: 14.1-14.3 in Workbook

Hello history lovers,
This has definitely been a month for the history books (especially in the state of Kentucky). We elected our first African American President, and we had 4 accumulating snows in 8 days in the state of Kentucky! Over 750,000 people were without power at one point in this state, and many are just getting power back now! The ice storm really set us back in terms of getting the Twenties completed in a timely fashion. As a result, we are compressing the time it takes to cover this decade. I am really sorry that we won't be able to fully explore it, it is such a great era. laissez faire buisness practices, flappers, speakeasies, gangsters, Model T's, "Talkies", Louis Armstrong, Langston Hughes, Babe Ruth, the Scopes Trial, and much more were the news stories of the day. This week you get to research and present one aspect of the Roaring Twenties to your classmates. We are shooting for presenting on Friday/Monday, so make sure you are completely "ready to roll" by then. Have fun with this one, it is one of the more lighthearted eras we cover this semester!

Day 3 Monday February 9

Outcome(s):
Explain the policies and scandals involving Presidents Harding, Coolidge, and Hoover; Research major people, places, and events of the era.
- Review webquest and discuss standards found within
- Instruct: Watch Presidents video (approx. 30 minutes)
- Discuss video
- Introduce Research Project
- Begin research in groups

Day 4 Wednesday

February 11

- Identify women’s changing rights and attitudes, importance of sports and entertainment, clash of fundamentalism versus liberalism, the creation and impact of the automobile, Harlem Renaissance, consumerism etc.

Lesson Activities/ Resources:
- Reintroduce research assignment (question and answer period)
- Group research and powerpoint presentations (TCI project adapted)
- End of hour, groups provide preliminary research and slide outline for presentation

Day 5

February 13

- Identify women’s changing rights and attitudes, importance of sports and entertainment, clash of fundamentalism versus liberalism, the creation and impact of the automobile, Harlem Renaissance, consumerism etc.

Lesson Activities/ Resources:
- Finish group research project and present their powerpoint to the class (if time)
- Students must provide finished product to teacher before leaving

Daily Assessment:
- Powerpoint presentation