Overview

5.1 Students will investigate how individual and institutional decisions made during the 1920s, such as over-production, buying on credit,
poor banking policies, and stock market speculation helped lead to the boom of the 1920s and then the Great Depression.
5.2 Students will use evidence to investigate the effectiveness of the New Deal as a response to economic crises.
5.3 Students will explain how economic and environmental conditions, including the Dust Bowl, affected daily life and demographic trends
during the Great Depression.
5.4 Students will craft an argument regarding the role of government in responding to economic conditions after learning about capitalism
and other economic systems, historic cycles of boom and bust, and the New Deal.
Essential Questions: Understanding: SWBAT:
1. How would you 1. The role and 1. Identify key banking and tax policies that influenced the boom and
want your importance of later bust.
government to Government is 2. Understand the favor and opposition of government intervention
respond during an different for during economic crises.
economic crisis? everyone. 3. Explain how economic and environmental conditions effected daily life
2. How would you 2. Sunny-siders during the 1930s.
respond in times of made up their 4. Students will be able to connect the post-World War I economic
crises? minds to be conditions and policies that led to the economic boom of the 1920s
sunny. 5. How and why are segments of a population affected differently by
periods of economic boom and bust.
6. Identify the impact of New Deal policies on the Great Depression.
7. Understand and explain how the Great Depression affected families.
8. How the role the Great Depression and the Dust Bowl play in the
extensive internal migration of this era.

UNIT VOCAB: Direct Relief New Deal

Black Tuesday Fireside Chats Social Security
Credit Tennessee Valley Authority Deficit Spending
Stock Market Emergency Banking Bill Dust Bowl
Keynesian Economics Agricultural Adjustment Act Franklin Delano Roosevelt, FDR
Great Depression Civilian Coalition Corps Herbert Hoover
Home Loan National Recovery Administration Works Progress Administration
Bank Runs Trickle-down economics National Industrial Recovery Act
Wealth disparity 100 Days
Gross National Product Federal Reserve
Consumption Hawley Smoot
Isolationism Hoovervilles
Bonus Army

Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
Assessments
(formative and/or summative)
Learning Activities:
(Include detailed description and time
frame for each activity)
Accommodations made for struggling
and accelerated learners
(grouping patterns, content literacy
strategies, etc.)
Resources
Daily Lesson Plan/Learning Guide for Day 1
5.1 Students will investigate how individual and institutional decisions made during the
1920s, such as over-production, buying on credit, poor banking policies, and stock market
speculation helped lead to the boom of the 1920s and then the Great Depression.
Objective: SWBAT Identify key banking and tax policies that influenced the boom and later
bust.
How would you want your government to respond during an economic crisis?
This should be building on the previous unit pretty seamlessly, we will have just finished WWI and
the Roaring 20’s. This unit will begin with the repercussions of all that lewd debauchery and
indulgence. I’m trying to integrate at least one very brief video into everyday to get connected to
the audiovisual learners. Today will be fairly dull I’m afraid.
Form: Exit tickets, They will also need to have a stamp* in their notes for the bell ringer video.
They will need to have the guided notes completely filled out, I will float around the class when
they are doing their vocab review and check to see that they are getting everything filled in.
*I’ve got a little thumbs up stamp that I will have students stamp in each others journals. It’s really a for credit thing. I just
want to use it to get them started in class, not really looking for deep thoughts, just want to get them thinking about the
unit from time they get into class.
Bell ringer (10 mins) and exit ticket:
Watch video (https://www.youtube.com/watch?v=Sv7IP2qL0gg&disable_polymer=true) and write
something surprising they learned in their notes. Students will get stamped when completed and
have to show this to leave.
Today will be pretty lecture heavy, I’m afraid.
I expect the Bell ringer to take about 10-15 minutes. The ppt and lecture will take an hour+ with
the think pair share breaks.
The rest of the class will be spent in review of the lecture. We will play human flash cards. Where
they will be given the term or the definition of the term and then they will need to find their
match. After they find their match we will go around and explain their term and definition. Then
shuffle and repeat. This should take us to the bell.
Acc: Blank Cornell sheet with key terms written on the board. They will be responsible for filling
out everything themselves.
Struggling: I’ll focus on the seating chart here, paying attention to having them sit with the more
accelerated learners. I’m going to give the students who are less adept at taking notes a pre-filled
sheet with the key terms on them without the definitions.
I will always post PPTs on canvas so that notes will be able to be accessed later.
I’m not sure where else I would post this so I am just putting it here: I intend to use a decaying
grade average where the assignments will be worth more as the unit goes on. I’m still developing
how I want to do this, so I’m not sure how to describe this but will keep you privy to it.
Great Depression Causes PPT, Cornell pre-filled out, regular Cornell sheet. Key terms Human flash
cards.
https://www.youtube.com/watch?v=Sv7IP2qL0gg

Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
(academic, interests, learning
styles, motivation, Funds of
Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include detailed description and
time frame for each activity)
Accommodations made for
struggling and accelerated learners
(grouping patterns, content
literacy strategies, etc.)
Resources
Daily Lesson Plan/Learning Guide for Day 2
5.3 Students will explain how economic and environmental conditions,
including the Dust Bowl, affected daily life and demographic trends during
the Great Depression.
Objective SWBATs: Explain how economic and environmental conditions
effected farmers (1/4 of the pop) during the 1930s. How and why are
segments of a population affected differently by periods of economic boom
and bust.
How would you respond in times of crises?
Sunny Siders Made their mind up to be Sunny.
Will address the students hard times in life. We will highlight essentially that
things were pretty bad, but those that made their minds made the most of
things. Life giving them lemons.
Bellringer: NPR, Remembering The Great Depression's Sunny Side. Listen and
write about what you think your reaction would be if your circumstances were
worsened a great deal.
They will also need to turn in their stations work sheet as an exit ticket.
Station activity: In this activity, students will be broken into 6 groups of about
5.833333 people per group and rotate around 6 stations that will help to
illustrate what daily life and demographic trends were like during the Great
Depression. Each station should take 12 minutes. 10 minutes for the activity at
the station, and a 2 minute reflection of the station. Some will be shorter activity
and more reflection and vice versa. This leaves about 20 minutes for instruction
and movement between stations.
Grouping will be key here. I will have to strategically group students of varying
ability to ensure a successful day. I think, however, I will consider not just
sticking my 1’s with my 5’s but keeping 1-3’s and 3-5’s together and give the mid
level performers an opportunity to be the high performers of their group.
Bellringer
https://www.npr.org/2009/10/23/113844245/remembering-the-great-
depressions-sunny-side
Linked* websites and images for the stations activity below.
*I will have these resources available and on display in the classroom, but for the
sake of submitting them here, I am just including the link.

Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
Assessments
(formative and/or summative)
Learning Activities:
(Include detailed description and
time frame for each activity)
Accommodations made for
struggling and accelerated learners
(grouping patterns, content
literacy strategies, etc.)
Resources
Daily Lesson Plan/Learning Guide for Day 3
5.2 Students will use evidence to investigate the New Deal and its
effectiveness as a response to economic crises.
Objective SWBAT: Understand the favor and opposition of
government involvement during economic crises. (Identify the
changes the New Deal brought to the Gov.)
How would you want your government to respond during an
economic crisis?
Bell ringer, checking their stamp.
Some may finish the New Deal Programs assignment, and they can
turn it in but it will be due the following period.
Bellringer video:
https://www.pbs.org/video/dust-bowl-dust-bowl-new-deal-
programs/
Students will be given their graphic organizer to start the period.
They will be given 45 minutes to fill this out on their own using the
textbook and google. We will start this way to help them stay on
task from the onset. It will introduce the PPT and help them in
taking notes, filling in what they have missed as we go through the
slides
PPT will be put on canvas for review.
Differentiated notes, Pre filled out/blank
Graphic organizer, I have tried to make as appealing as I can by
using images for each of the respective programs.
FDR and New Deal PPT, Textbook (Pearson online), google (chrome
books).
https://www.pbs.org/video/dust-bowl-dust-bowl-new-deal-
programs/
 Daily Lesson Plan/Learning Guide for Day 4
Utah State Core Standard and Objective
How do activities, materials etc. connect
to students’ prior knowledge?
(academic, interests, learning styles,
motivation, Funds of Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include detailed description and time
frame for each activity)
Accommodations made for struggling and
accelerated learners
(grouping patterns, content literacy
strategies, etc.)
Resources
5.4 Students will craft an argument regarding the role of
government in responding to economic conditions after learning
about capitalism and other economic systems, historic cycles of
boom and bust, and the New Deal.
This activity should be fairly summative. It will draw on much of
the units activities and require them to bring to the discussion
table many of the elements which we have covered throughout
the unit.
Bellringer stamp, SHEG worksheet.
Bellringer: https://www.loc.gov/item/afcwip000042
Listen to and theorize what you would do if you had to work in
the same conditions? Would you strike? What would your
demands be? Also write anything that stands out to you or
seemed meaningful.
Bellringer will be 10 mins, then we will have a brief review of key
terms and vocab for the unit up to this point in the form of a
taboo-type phrase game.
Students will be introduced to the important aspect of the
format of a Socratic seminar from here by way of the SHEG SAC
activity.
Very pointed partnerships. I will assign students to groups that
will hopefully have at least one student performing above level
and one student performing below and the rest filled with
schmoes who do perform on par.
SHEG work sheet.
https://sheg.stanford.edu/sites/default/files/download-
pdf/New%20Deal%20SAC.pdf
Bellringer: https://www.loc.gov/item/afcwip000042

Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc.
connect to students’ prior
knowledge?
(academic, interests, learning
styles, motivation, Funds of
Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include detailed description and
time frame for each activity)
Accommodations made for
struggling and accelerated learners
(grouping patterns, content
literacy strategies, etc.)
Resources
Daily Lesson Plan/Learning Guide for Day 5
5.5 Students will use evidence to investigate the effectiveness of
the New Deal as a response to economic crises.
How would you respond to economic crises
This is a bit of a mid unit summative assignment, students will have
the opportunity to reflect on what we have covered in the unit so
far and bring that to the table for the assignment.
This is a very product based assignment, they will submit their pitch
in whatever medium they choose.
We will spent probably 15-20 doing a project introduction and
instruction of how to do research for accurate information about an
industry. Then from there the class will be largely student directed
and driven. I will break the project into 4 chunks and set timers for
where they should be in relation to the clock. They will present
their plans during the next class period.
I am hoping that my seating chart will be the difference maker
here. I will intentionally have good differentiation with their seating
chart and I hope that this will yield a good product.
Groups of 2-4 will work together for this project. Also, if there is a
lone wolf, I will do my best to allow them the opportunity to work
alone.
Students who do not want to present their project will be allowed
to present to me 1 on 1.
The internet. I will instruct them how to conduct research through
libraries and journals, however as this is an 11th grade class I want
them to be able to conduct the research on their own. I will be on
hand for students who need more guided and specific direction.