Introduction
Students will explore and examine a minimum of 5 New Deal Agencies, that focused on employing people, on the internet. They will chart the agencies showing the employment of each, for 3 consecutive years, using Microsoft Excel and e-mail the chart to me. Students must also prepare a 3-5 paragraph essay that answers the question "How and why did the Government  employ an increased number of people during the Great Depression?" This must be copied to a 3.5 inch floppy for teacher grading. In addition, students are to interview a family member or friend who lived through the Great Depression. The student should ask questions (interview form) that would inform them about their recollection of the Great Depression. For instance, how were they employed -- did they work for a New Deal agency? What was their standard of living? Was there a  migration pattern -- did they move to find work? Interviewing tips here. This information will be presented to the class in a 3 minute oral report.

Subject : U.S History
Topic: The Great Depression
Grade Level: 11

11.6 Students analyze the different explanations for the Great Depression and how
the New Deal fundamentally changed the role of the federal government.

4. 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).
 

S.C.A.N.S. Addressed

Reading:

Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by
determining the main idea or essential message; identifies relevant details, facts, and specifications; infers or locates the meaning of unknown or technical vocabulary;
and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers. 

Writing:

Communicates thoughts, ideas, information, and messages in writing; records information completely and accurately; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow charts; uses language, style, organization, and format appropriate to the subject matter, purpose, and audience. Includes supporting documentation and attends to level of detail; checks, edits, and revises for correct information, appropriate emphasis, form, grammar, spelling, and punctuation. 

Listening:

Receives, attends to, interprets, and responds to verbal messages and other cues such as body language in ways that are appropriate to the purpose; for example, to
comprehend; to learn; to critically evaluate; to appreciate; or to support the speaker. 

Speaking:

Organizes ideas and communicates oral messages appropriate to listeners and situations; participates in conversation, discussion, and group presentations; selects an
appropriate medium for conveying a message; uses verbal languages and other cues such as body language appropriate in style, tone, and level of complexity to the
audience and the occasion; speaks clearly and communicates message; understands and responds to listener feed back; and asks questions when needed. 

Responsibility:

Exerts a high level of effort and perseverance towards goal attainment. Works hard to become excellent at doing tasks by setting high standards, paying attention to
details, working well, and displaying a high level concentration even when assigned an unpleasant task. Displays high standards of attendance, punctuality,
enthusiasm, vitality, and optimism in approaching and completing tasks. 
 

Willows High School Expected Outcomes Addressed

Effective communicators who will: 
accept and adjust to constructive feedback
express complex ideas through writing and speaking
read, write, speak, and listen reflectively, competently, and critically
exhibit effective leadership and collaborative skills to establish and accomplish goals
articulate ideas clearly, creatively, and effectively through oral, written, and artistic expression

Technologically literate individuals who will:
demonstrate working knowledge of career appropriate technology
demonstrate competence in use of a computer, using applications, and efficiently navigating the internet
use technology to acquire, evaluate, organize, manipulate, interpret, and communicate data
 

Problem solvers and critical/creative thinkers who will:
demonstrate application of learned skills in work samples and real life scenarios
identify, access, analyze, integrate, and utilize available resources and information
show initiative and solve problems independently, as well as with a group
identify problems, find solutions, and evaluate consequences
 

Socially responsible individuals who will:
demonstrate respect and interact positively with others
demonstrate habits of punctuality and reliability
demonstrate integrity and honesty
develop respect for the needs, ideas, opinions, and property of others
 

1.    Students will be able to navigate the internet.
2.    Students will be able to create a graph, using Microsoft Excel.
3.    Students will be able to copy information to a 3.5 in. floppy for storage.
4.    Students will be able to e-mail information. 
5.    Students will be able to create a 3 - 5 paragragh essay using correct grammar, spelling, and    punctuation.
6.    Students will be able to explain how and why the government employed an increased number of people during the depression.
7.    Students will be able to convey information gathered from interviewing a person, to the class.
8.    Students will be able to explain how some people lived, and what they did, during the Great Depression. 
9.    Students will be able to prepare and present an oral report to the class.
10.    Students will gain understanding of the New Deal Agencies, their function and role in society and the economy.

Student Activities
Students will draw upon their technology skills to navigate the internet, send e-mail, create a graph, and transfer files to a floppy disc. Students will prepare an essay, interview a person, and provide an oral report to the class.

Introductory Activity

Ellicit responses from students about what they know about the Great Depression.
Have students draw their idea of what the Great Depression was.
Take Pretest.

Enabling Activity(ies)
Internet research and reading.
Text book reading.
Interview.
Excel tutorial.

Culminating Activity
Students will meet all due dates. Student oral report is highlight of project.
Written report and graph should enforce the oral report.
Take test.

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Assessment
Click here to see assessment

Results

After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.
 
 
 

Introductory Activity

Enabling Activity

Culminating Activity

link to student page