Goals and Objectives
Students will participate in a variety of collaborative discussions, reviewing essential unit content and building on others' ideas. Students will deliberate and evaluate key themes of the Great Depression unit and engage in a discussion about the explanations for how the Great Depression ended.
History-Social Science CA Content Standards
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
- Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
- Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
- Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.
CA Common Core State Standards
CCSS_SL Grade 9-10
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
4. Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear
pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
1c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
4. Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear
pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument, narrative, informative, response to literature presentations), audience, and task.
Lesson Introduction
Students will be given the guided notes handout and the vocabulary word bank handout at the very beginning of the class period. Students will be divided up into pairs, in which they will begin discussing and deliberating the first set of questions.
Vocabulary
Key vocabulary for this unit will be intertwined into the discussion. In regard to the student's vocabulary development and acquisition, students be given a vocabulary word bank with definitions to use as a reference for their discussion. Students will then be able to relate the essential vocabulary to their understanding and discussion of the Great Depression.
Content Delivery
Students will be engaged in a "snowball" discussion lesson format. Pairs will discuss the question prompt and brainstorm some initial ideas. The pairs will then double up to groups of four. The groups of four will compare and contrast their ideas from the pair discussions, and then proceed to answer the next set of questions. The group of four will then group up and form a group of eight; the groups of eight will compare and contrast their ideas thus far and continue to the final set of questions. Finally, the whole class is drawn together and spokespersons for
each group of eight feedback ideas.
Student Engagement
Students will be engaged in pair, small groups, large group and whole class discussion. See the guided notes handout below.
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Lesson Closure
The whole class will bring it all together and top the lesson off with group leaders sharing their groups' ideas and thoughts. The teacher will ask essential questions that will provoke deeper level thinking and debate.
Assessments
Formative: The teacher will circulate the room and check for student understanding. It is very important that the teacher ensures that each student gets an opportunity to speak and express their thoughts/ideas.
Summative: The whole class discussion will give students an opportunity for collaborative understanding and the students' completed handouts will provide the teacher to assess the students' understanding and mastery of the content.
Summative: The whole class discussion will give students an opportunity for collaborative understanding and the students' completed handouts will provide the teacher to assess the students' understanding and mastery of the content.
Accommodations for Students with Special Needs and English Learners
EL students will be given English and Spanish versions of the handouts. SSN students will paired with gifted students during the discussion activities.