Objectives (5 - 7 minutes)

1. Understand the context and causes of the Great Depression: Students should be able to explain the economic and social circumstances leading up to the Great Depression, including the stock market crash of 1929, overproduction, and unequal distribution of wealth.
2. Identify the key features and effects of the Great Depression: Students should be able to describe the widespread unemployment, poverty, and homelessness that characterized the period, as well as the impact on industries, farming, and international trade.
3. Analyze the government response to the Great Depression: Students should be able to discuss the policies and programs implemented by the U.S. government, such as the New Deal, and evaluate their effectiveness in addressing the economic crisis.
4. Develop critical thinking and problem-solving skills: Through hands-on activities, students should enhance their ability to think critically, analyze historical events, and draw connections between the past and present economic situations.

Secondary Objectives:

• Improve collaborative skills: Students will work in groups during the hands-on activities, fostering teamwork and collaboration.
• Enhance communication skills: Students will have the opportunity to present their findings and discuss their thoughts, improving their verbal communication skills.

Introduction (10 - 15 minutes)

1. Recap of Relevant Concepts: The teacher begins by reminding students of the key economic concepts they have learned so far, such as the stock market, economic depression, and government intervention. This will help to provide a solid foundation for understanding the Great Depression.

2. Problem Situations: The teacher presents two hypothetical scenarios related to the Great Depression:

   • The students are asked to imagine they are a factory worker in the 1930s who has just lost their job due to the economic downturn. They are then asked to consider how they would cope with unemployment and what impact this would have on their family and community.
   • The students are asked to imagine they are a business owner in the 1930s who has seen their profits plummet. They are then asked to consider what strategies they might employ to stay afloat and what impact this would have on their employees.

3. Real-World Applications: The teacher explains that understanding the causes and effects of the Great Depression can help us make sense of current economic events. For example, the teacher might point out that the 2008 financial crisis had some similar causes and effects to the Great Depression, and that many of the same economic principles apply.

4. Topic Introduction: The teacher then introduces the Great Depression, explaining that it was the worst economic crisis in U.S. history, leading to widespread unemployment, poverty, and homelessness. The teacher also mentions that the Great Depression had a profound impact on American society and culture, and that it fundamentally changed the role of the government in people's lives.

5. Engaging Curiosities: To pique the students' interest, the teacher shares two intriguing stories or facts about the Great Depression, such as:

   • The story of the Hoovervilles, makeshift communities of homeless people that sprang up across the country during the 1930s. The teacher could show a picture of a Hooverville and ask the students to imagine what life would have been like for the people living there.
   • The fact that the Great Depression led to the rise of many of the social safety net programs we have today, such as Social Security and unemployment insurance. The teacher could ask the students to consider how different their lives would be without these programs.

By the end of the introduction, students should have a basic understanding of the Great Depression and be eager to learn more about this important period in U.S. history.

Development (20 - 25 minutes)

1. Activity 1: Stock Market Simulation (10 - 12 minutes)

   • The teacher divides the class into groups of five. Each group is given a set of cards representing different stocks from the 1920s. The stocks are labeled with the company name, type of business, and the price per share.
   • The teacher explains that the objective of the game is to make as much money as possible by buying and selling stocks. The game will simulate the period leading up to the stock market crash of 1929.
   • The students are given a few minutes to familiarize themselves with their stocks and devise a strategy. Then, the trading session begins, with each group taking turns to buy, sell, or hold their stocks.
   • After a few rounds of trading, the teacher announces that the stock market has crashed. Each group must now quickly sell their stocks before they become worthless.
   • The teacher tallies up each group's final profits (or losses) and leads a discussion about how this activity relates to the causes of the Great Depression, such as over-speculation and the subsequent crash of the stock market.

2. Activity 2: Life during the Great Depression Diorama (8 - 10 minutes)

   • Each group is given a shoebox, colored paper, glue, scissors, and a set of pictures depicting different aspects of life during the Great Depression (e.g., Hoovervilles, soup kitchens, breadlines, Dust Bowl, etc.).
   • The students are tasked with creating a diorama that depicts a scene from the Great Depression. They should use the pictures and their knowledge of the period to accurately recreate the conditions and lifestyle of the time.
   • The teacher emphasizes that the dioramas should not be viewed as simple crafts, but as visual representations of the students' understanding of the hardships faced by Americans during the Great Depression.
   • Once all the groups have finished, they present their dioramas to the class, explaining the scene they have depicted and what they have learned about life during the Great Depression.
   • The teacher leads a discussion about the students' observations and what they can infer about the impact of the Great Depression on American society.

3. Activity 3: Analyzing New Deal Programs (2 - 3 minutes per program)

   • The students are presented with a summary of different New Deal programs, such as the Civilian Conservation Corps, Works Progress Administration, and Social Security.
   • In their groups, the students are tasked with analyzing one of these programs: what it was, why it was created, and what its impact was. The groups are given a few minutes to read and discuss their program.
   • Each group then presents their findings to the class, with the teacher facilitating a discussion about the students' thoughts on the effectiveness of these programs in addressing the economic crisis.

By the end of the development phase, students should have a hands-on, engaging understanding of the causes, effects, and government response to the Great Depression. They'll understand the gravity of the period and the lasting impacts felt in American society today.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher facilitates a group discussion where each group gets to share their conclusions and findings from the activities. This includes the connections they made between the hands-on activities and the historical events of the Great Depression, as well as their thoughts on the government's response through the New Deal programs. The teacher encourages all students to participate, ask questions, and provide constructive feedback.

2. Assessment of Learning (3 - 4 minutes): The teacher then assesses what the students have learned from the group activities. This can be done through a quick quiz or a verbal assessment. The teacher asks questions such as:

   • What were some of the key causes of the Great Depression?
   • How did the Great Depression impact different sectors of the economy and society?
   • What were some of the major New Deal programs and how did they attempt to address the economic crisis?

3. Reflection (2 - 3 minutes): The teacher concludes the session by asking the students to reflect on what they've learned. They can do this individually or as a whole class. The teacher prompts these reflections by asking questions such as:

   • What was the most important concept you learned today?
   • What questions do you still have about the Great Depression?
   • How do you think the Great Depression has influenced our society today?

By the end of the feedback phase, students should have a clear understanding of the Great Depression and its significance in U.S. history. They should also have a deeper appreciation for the economic and social challenges faced during this time and the government's role in addressing these issues.

Conclusion (5 - 7 minutes)

1. Summarize and Recap (2 - 3 minutes): The teacher begins by summarizing the key points learned during the lesson. This includes a recap of the causes of the Great Depression (stock market crash, overproduction, and unequal distribution of wealth), the effects on American society (widespread unemployment, poverty, and homelessness), and the government's response through the New Deal programs. The teacher also reminds students of the engaging activities they participated in, such as the stock market simulation, diorama creation, and analysis of New Deal programs.

2. Connecting Theory, Practice, and Applications (1 - 2 minutes): The teacher then explains how the lesson connected theory (historical facts and concepts about the Great Depression), practice (hands-on activities), and applications (real-world implications and connections to current economic events). The teacher emphasizes that the hands-on activities weren't just fun games, but were designed to help students understand the complex economic and social dynamics of the Great Depression in a practical and engaging way.

3. Suggested Additional Materials (1 - 2 minutes): To further deepen the students' understanding of the Great Depression, the teacher suggests a few additional materials. These could include:

   • Books such as "The Great Depression: A Diary" by Benjamin Roth, "The Worst Hard Time: The Untold Story of Those Who Survived the Great American Dust Bowl" by Timothy Egan, or "The Grapes of Wrath" by John Steinbeck (fictional but provides a vivid depiction of the era).
   • Documentaries like "The Great Depression" by PBS, "The Dust Bowl" by Ken Burns, or "Surviving the Dust Bowl" by the American Experience.
   • Online resources such as the website of the U.S. National Archives, which provides a comprehensive collection of primary sources from the Great Depression.

4. Relevance to Everyday Life (1 minute): The teacher concludes the lesson by explaining the importance of understanding the Great Depression in our everyday lives. The teacher points out that the economic and social policies that emerged from the Great Depression, such as Social Security and unemployment insurance, continue to shape our society today. Moreover, the lessons learned from the government's response to the economic crisis of the 1930s can provide insights into how governments might respond to future crises. Finally, the teacher emphasizes that understanding the history of economic crises can help us make sense of current events, such as the 2008 financial crisis and the ongoing COVID-19 pandemic.

By the end of the conclusion, students should have a solid understanding of the Great Depression and its significance, as well as a curiosity to learn more about this important period in U.S. history.