Living During the Great Depression

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[Teacher Page]

A WebQuest for High School U.S. History

Designed by

Theresa K. [email protected]

Based on a template from The WebQuest Page

Living During the Depression

Flikr: pingnews.com

Student Page

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Introduction

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[Teacher Page]

The roaring twenties are coming to a close and most people are living it up, as the prosperous times we live in seem endless. However, on October 1929 the stock market crashes leaving many jobless, homeless, and penniless.

What will happen to the different groups that the United States is composed of during this tumultuous time? How will life change, how will people react, how will the nation ever recover?

Introduction

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Introduction

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[Teacher Page]

The stock market crash of 1929 left the entire nation reeling. Few escaped the lasting economic effects that it caused. It is your job to become an expert of the Great Depression. You will conduct your research by:

Reading your textbook;Viewing pictures of the time period;Reading research done by experts;Understanding timelines of the period;Reading primary documents of people from various backgrounds;

Each person in the group my want to focus on a specific cultural group. Then discuss your findings with each other. Using all of your gathered information begin to think about how specific groups were effected by the Great Depression.

Once all of your information is compiled you will get the chance to act out and present the story of one specific cultural group. This will be done by creating, scripting, and filming a video that will show changes that your chosen group experienced during the period.

TitleThe Task

Student Page

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[Teacher Page]

Get ready to time warp! You will be acting out the lives of people who lived almost a century ago. First you will be split into groups by your teacher. You all will have to research but feel free to split up the work load so that everyone is researching something different.

You have the responsibility of finding out aboutvarious culture groups living in the U.S.during the Great Depression. You will also beresponsible for understanding how the GreatDepression started, how it ended, and legislationthat passed during this time. After discussing yourfindings, as a group you will decide on one groupwhose lives you want to recreate.

Come cultural groups include:African Americans, people of Asian background, farmers, Hispanics. There are many moregroups that you can chose from these are just a fewexamples, feel free to find one on your own.

The Process

The Process Continued

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Now that you have decided on a cultural groupto represent your assignment is thefollowing:

1. First create a story line which explains various aspects of the Great depression including:1. How it started;2. How it effected your group during different

times and due to various events;3. How your group adapted;4. What brought about the end.

2. Next, write a script. Make sure everyone has a part and include:1. Costume and prop ideas2. Stage directions

3. Decide if you want to film your play or present it LIVE to the rest of the class.

The Process Continued

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Pre-Production Evaluation

Production Evaluation

Teacher Name: Ms. Early

Student Name: ________________________________________

CATEGORY 4 3 2 1 ScoreTeamwork Students meet and

discuss regularly. All students contribute to the discussion and all

Students meet and discuss regularly. Most students contribute to the discussion and are

A couple of team meetings are held. Most students contribute to the discussion and are

Meetings are not held AND/OR some team members do not contribute a fair share of the work.

Concept Team has a clear picture of what they are trying to achieve. Each member can

Team has a fairly clear picture of what they are trying to achieve. Each member can

Team has brainstormed their concept, but no clear focus has emerged for the

Team has spent little effort on brainstorming and refining a concept. Team members are

Script Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as

Script is mostly complete. It is clear what each actor will say and do. Script is shows planning.

Script has a few major flaws. It is not always clear what the actors are to say and do. Script

There is no script. Actors are expected to invent what they say and do as they go along.

Date Created: May 30, 2008 01:56 pm (CDT)

Preproduction : Great Depression Project

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Production Evaluation


Student Name: ________________________________________

CATEGORY 4 3 2 1Interest and Purpose

Video has a clear and interesting purpose.

Video is interesting but purpose is somewhat unclear.

Video is not very interesting and purpose is somewhat unclear.

Video is not interesting and has no discernable purpose.

Length of Video Video was 12-15 minutes long.

Video was 11-12 minutes long.


Video was less than 8 or more than 15 minutes long.

Costume & Props All students wore costumes and the group used some props.

Some students wore costumes and the group used some props.

Students wore no costumes, but the group used some props.

No costumes and no props were used.

Group Chosen A specific group was chosen. The specific group was defined and easy for the audience to figure

Not totally clear on which group students are representing.

Unclear which group is being represended. Audience confused.

No single group was chosen. Audience was very confused.


Production : Great Depression Project-Presentation

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Your production is getting rave reviews!!!!

You have finished this project and now have a better understanding of The Great Depression. You should know how it started, how it effected the people of America during the period, legislation that passed during the period, and how the U.S. came out of it.

You and your fellow classmates now have seen how people during the period lived, worked, and survived. Although you and your cultural group have been through some trying times The Depression ended leaving all of you stronger.

Conclusion

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This WebQuest was created by Theresa Early a student at Colorado State University studying in the School of Education. It was completed during the summer semester of 2008 as a project for the class EDUC 331.

Links used include:http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/wwii

http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/wwii

http://www.allabouthistory.org/life-during-the-great-depression.htm

http://memory.loc.gov/learn/features/timeline/depwwii/race/race.html

http://www.gusmorino.com/pag3/greatdepression/

http://memory.loc.gov/learn/features/timeline/depwwii/depwar.html

http://www.hyperhistory.com/online_n2/connections_n2/great_depression.html

http://www.english.uiuc.edu/maps/depression/about.htm

http://flickr.com/search/?q=great+depression&l=cc&ct=0

http://tinyurl.com/6glzy6

http://www.livinghistoryfarm.org/farminginthe30s/life_30.html

http://www.museumca.org/picturethis/3_7.html

http://www.sparknotes.com/history/american/depression/summary.html

http://www.novelguide.com/a/discover/egd_01/egd_01_00051.html

http://www.stock-market-crash.net/1929.htm

Credits & References

More Credits & References

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Based on a template provided by EDUC 331

I would like to thank pingnews.com of Flickr for providing the picture on my main page.

I would also like to thank WebQuest and Slideshare.

More Credits & References

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Evaluation

Teacher Script

Conclusion

A WebQuest for High School U.S. History

Designed by

Theresa K. [email protected]


Living During the Depression

Flikr: pingnews.com

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

This lesson was designed to provide students with a greater understanding of the Great Depression. Each member of the group is included in the research and the final product of this lesson. The groups must all research the causes of, legislation during, and reason for the end of The Great Depression. They must also understand how different cultural groups within the United States were effected by changes that occurred during the period. The students then create a play/video complete with script that will be presented to the class.

When completing this WebQuest, students will use various sources to compile research including: the internet, textbooks, and primary documents.

GuidelinesThe teacher should be sure to provide ample amounts of time to work on this project if filming is included. Also, the teacher should be aware that presentations will also take a large amount of time to get through.

Evaluation

Teacher Script

Conclusion

Introduction (Teacher)

[Student Page]

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Teacher Page

This lesson is designed to cover content for 9-12 grade in the state of Colorado for the content area of history. The lesson is designed to develop research strategies. Students also will get experience in creative writing and performance arts.

Evaluation

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Conclusion

Learners (Teacher)

[Student Page]

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Introduction

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Teacher Page

This WebQuest was designed to relate to the Colorado Model Content Standards for History.

History

1.1 Students know the general chronological order of events andpeople in history. Students will have to understand the events that led up toand characterize the Great Depression.

2.2 Students know how to interpret and evaluate primary andsecondary sources of historical information. Students have to use both primary and secondary sources to develop the project.

4.2 Students understand how economic factors have influencedhistorical events. The basis for this project is to analyze the causes of the Great Depression which is the largest economic failures in United States History.

5.2 Students know how various systems of government havedeveloped and functioned throughout history. Students will have to research legislation that was passed during the Great Depression.

Evaluation

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Conclusion

Curriculum Standards (Teacher)

[Student Page]

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Evaluation

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Conclusion

This is the general process that students have to follow to complete this assignment. Please feel free to adapt it as needed.

Get ready to time warp! You will be acting out the lives of people who lived almost a century ago. First you will be split into groups by your teacher. You all will have to research but feel free to split up the work load so that everyone is researching something different.

You have the responsibility of finding out aboutvarious culture groups living in the U.S.during the Great Depression. You will also beresponsible for understanding how the GreatDepression started, how it ended, and legislationthat passed during this time. After discussing yourfindings, as a group you will decide on one groupwhose lives you want to recreate.

Come cultural groups include:African Americans, people of Asian background, farmers, Hispanics. There are many moregroups that you can chose from these are just a fewexamples, feel free to find one on your own.

The Process

The Process Continued II

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

Now that you have decided on a cultural group to represent your assignment is the

following:

1. First create a story line which explains various aspects of the Great depression including:1. How it started;2. How it effected your group during different

times and due to various events;3. How your group adapted;4. What brought about the end.

2. Next, write a script. Make sure everyone has a part and include:1. Costume and prop ideas2. Stage directions

3. Decide if you want to film your play or present it LIVE to the rest of the class.

The Process Continued II

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page















http://www.stock-market-crash.net/1929.htm

Library books on the subject and the course textbook should also be used.

Photo provided by Flickr: pingnews.com

Evaluation

Teacher Script

Conclusion

Resources (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

Evaluation (Teacher)


Student Name: ________________________________________

CATEGORY 4 3 2 1 ScoreTeamwork Students meet and

discuss regularly. All students contribute to the discussion and all

Students meet and discuss regularly. Most students contribute to the discussion and are

A couple of team meetings are held. Most students contribute to the discussion and are

Meetings are not held AND/OR some team members do not contribute a fair share of the work.

Concept Team has a clear picture of what they are trying to achieve. Each member can

Team has a fairly clear picture of what they are trying to achieve. Each member can

Team has brainstormed their concept, but no clear focus has emerged for the

Team has spent little effort on brainstorming and refining a concept. Team members are

Script Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as

Script is mostly complete. It is clear what each actor will say and do. Script is shows planning.

Script has a few major flaws. It is not always clear what the actors are to say and do. Script

There is no script. Actors are expected to invent what they say and do as they go along.


Preproduction : Great Depression Project

Evaluation II

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

Evaluation II (Teacher)


Student Name: ________________________________________

CATEGORY 4 3 2 1Interest and Purpose

Video has a clear and interesting purpose.

Video is interesting but purpose is somewhat unclear.

Video is not very interesting and purpose is somewhat unclear.

Video is not interesting and has no discernable purpose.

Length of Video Video was 12-15 minutes long.



Video was less than 8 or more than 15 minutes long.

Costume & Props All students wore costumes and the group used some props.

Some students wore costumes and the group used some props.

Students wore no costumes, but the group used some props.

No costumes and no props were used.

Group Chosen A specific group was chosen. The specific group was defined and easy for the audience to figure

Not totally clear on which group students are representing.

Unclear which group is being represended. Audience confused.

No single group was chosen. Audience was very confused.


Production : Great Depression Project-Presentation

[Student Page]

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Introduction

Learners

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Process

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Credits

Teacher Page

This WebQuest is designed for older students and therefore a script is not needed. Explanation and clarification should be given when necessary.

Evaluation

Teacher Script

Conclusion

Teacher Script (Teacher)

[Student Page]

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Teacher Page

This lesson is relevant for high school students because everyone was effected by the Great Depression no matter the race, creed, religion, or political affiliation. Students will gain a greater understanding for what actually happened during the Great Depression not just the names of important people and dates of events. They will have to understand when events happened and what caused them to happen in specific orders and how those events effected particular sections of the population not just broad generalizations.Evaluation

Teacher Script

Conclusion

Conclusion (Teacher)

[Student Page]

Title

Introduction

Learners

Standards

Process

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Teacher Page

Evaluation

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Credits & References (Teacher)

This WebQuest was created by Theresa Early a student at Colorado State University studying in the School of Education. It was completed during the summer semester of 2008 as a project for the class EDUC 331.















http://www.stock-market-crash.net/1929.htm To page 2 of C&R

[Student Page]

Title

Introduction

Learners

Standards

Process

Resources

Credits

Teacher Page

Evaluation

Teacher Script

Conclusion

Credits & References II (Teacher)

Based on a template provided by EDUC 331

I would like to thank pingnews.com of Flickrfor providing the picture on my main page.

I would also like to thank WebQuest and Slideshare.

Living During the Great Depression

Economy & Finance

Transcript of Living During the Great Depression