The Great Depression Essay
Teacher: Cathy Ann Dickerson
School: Platte County High School Grade: American History 11th Grade
Time Frame
The students learn about the events that led to the stock market crash,the concerns of the Depression, and the effects of the New Deal programs on the American people and the American economy. While reading and discussing these important issues in American History, the students choose an original Depression photograph [primary source] and create a story using historical facts. The project is one week in duration. A scoring guide and handout are utilized.
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
| Introduce project and expectations; read examples | Begin research using library and Internet | Continue Research | Continue work out of class | Work on project; Computer lab available |
| Day 6 | Day 7 | |||
| Continue work out of class |
Project is due; Students share work with oral Presentations |
Show Me Standards
Goal 1.2 Conduct research to answer questions and evaluate information and ideas.
Goal 1.4 Use technological tools and other resources to locate, select, and organize information.
Goal 2.1 Plan and make written, oral and visual presentations for a variety of purposes and audiences.
Unit Introduction
The students will receive a handout explaining the project. The teacher uses a transparency to further enhance the explanation. The student chooses an authentic Depression photograph and follows the specified criteria to include "bringing the photograph to life." Use of historical facts of the Depression and the New Deal is required.
Goals or Objectives
1. The student will conduct research using primary and secondary sources.
2. The student will write an essay using the provided format and criteria.
3. The student will present his/her work to class an an oral presentation.
Procedure
The students will study the chapters on the Great Depression and Roosevelt's New Deal using the school text American Odyssey. The class will read the text, complete guided readings, and study these issues while reading articles from Roosevelt's Presidency and readings from Highlights in American History. The Depression Essay Project will be introduced during this unit. The use of primary sources and the need to access various Internet sources will enhance the learning process. Each student will choose a photograph from sources to include the KC Public Librarv Special Collection. The students can chose a photograph from the collections of Margaret Bourke-White or Dorothea Lange. Government archives have numerous photographs from the Depression. Additional historical information will be found by accessing Yahoo, Searchopolis, and Information Please Almanac. The students will gain additional knowledge about FDR by using the Project WhistleStop Web Site.
After completing the research, the student will follow the format of the essay. The time frame will be distributed in order for the student to organize his/her time and information. A class period in the computer lab will be made available to the class. Each student will have the opportunity to share his/her insights in the form of an oral presentation.
Assessment
A scoring guide will be used to assess each student. The student will receive a copy of the scoring guide at the beginning of the project and a detailed explanation of the requirements of the project.
Resources and Technology
- http://www.infoplease com
- http://www.searchopolis.com
- [libraries and archives]
- http://www.trumanlibrary.org
- http://www.yahoo.com
- http://www.yahooligans.com
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Images in the Farm Security Administration-Office of War Information Collection (Library of Congress)
America at the Crossroads - Great Photographs From the Thirties, Edited by Jerome Prescott, Smithmark, New York, 1995.
American Odyssey, Gary Nash, Glencoe, New York, 1994.
Highlights in American History, Grace Kachaturoff, Schaffer Publications, Torrance, California, 1995.
Life During the Great Depression, Dennis Nishi, Lucent Books, San Diego, 1998.
MAKE YOUR PHOTOGRAPH COME ALIVE!
In this project students will describe the life of a person or persons who suffered hardship and desperation during the Great Depression. The students will choose an authentic photograph from the Great Depression, which can be found using various resources. Students will describe the picture and give an identity to the person(s) in the picture and explain how the depression affected their life/lives. If a photograph is chosen without people, the students will create a person or family who lives [had lived] at the site. [The teacher will show several examples.] In addition, the student will explain how FDR's New Deal helped restore, or did not restore, the lives of the individuals. A picture of the photograph must accompany the essay and its source documented.
It is required that the students use proper mechanics and a five-paragraph essay format to tell this story.
The format is as follows:
Paragraph 1 This is a general paragraph that is interesting and captures the reader's attention.
Paragraph 2 This is the time to introduce the person [sl in the photo. Who is this? Where do/did they live? What was their life[s] like before the Depression?
Paragraph 3 What was the Great Depression? Why did it occur? Explain how this person [s] was affected, and how the individual[s] came to be in the state as shown in the photograph.
Paragraph 4 Explain what the New Deal was and how specific programs helped the person[s] in your photo. If there were negative aspects discuss and be specific.
Paragraph 5 This is the conclusion of the essay. Describe what happened to the person[s] in the photograph. Describe lessons learned and/or how life[s] changed for this person[s].
THIS IS THE TIME TO SHOW YOUR CREATIVE REPORTING TALENTS!
DEPRESSION ESSAY SCORING GUIDE
| Expectations | Ready to work for ABC News | Promising Talent | Untapped Talent | Points; additional teacher comments |
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Followed directions and met deadline; typed, double-spaced,
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Met all requirements | Most requirements met | Ignored directions | ________ points |
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Essay well-written; followed five paragraph format; proper mechanics; 70 points
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Informative, create and interesting; brought photograph to life; checked grammar and spelling | Adequate approach to essay; did not fulfill all paragraph/mechanics requirements | Writing style confusing; did not attempt to fulfill paragraph/mechanics requirement | ________ points |
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Oral Presentation-
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Knew material, showed enthusiasm, met time requirements | Dependent on notes, still improving; short on time | Monotone, unsure of material; did not make an attempt | ________ points |
| TOTAL POINTS EARNED | ______/110 |
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