Interdisciplinary Unit

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Interdisciplinary Unit

• The Great Depression
• By Lemuer and Brandi

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Purpose Goal

• Combining both American History with English to
  show how The Great Depression has affected
  peoples lives in the past and in the present.

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• Objective
• Students will
• Understand how the historical events studied in
  the The Great Depression shaped the modern United
  States.
• Use critical thinking skills to interpret the
  events that caused The Great Depression.
• Gather, analyze and reconcile historical
  information from primary and secondary sources to
  support their research.
• Evaluate current issues, events or themes and
  trace its evolution through The Great Depression.
• Writing as a Process (prewriting, drafting,
  revising, editing, post writing)
• Review and edit work for spelling, usage,
  clarity, and fluency.

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• Objectives (Continued)
• Use the computer and word-processing software to
  compose, revise, edit, and publish a piece.
• Use a scoring rubric to evaluate and improve own
  writing and the writing of others.
• Analyzing characteristics, structures, tone, and
  features of language of selected genres and apply
  this knowledge to own writing.
• Demonstrate effective delivery strategies (e.g.,
  eye contact, body language, volume, intonation,
  articulation) when speaking.
• Edit drafts of speeches independently and in peer
  discussions.
• Modify oral communications through sensing
  audience confusion, and make impromptu revisions
  in oral presentation (e.g., summarizing,
  restating, adding illustrations/details).

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• Activity
• Incorporate each task into a Power Point
  Presentation for The Great Depression using notes
  taken after jigsaw, homework, and research.
• Essential Questions
• 1. How do you think the outcomes of the The Great
  Depression have affected you and the world today?
• Now that you know the outcomes of The Great
  Depression, you are given the opportunity to go
  back in time to that era. If you could change
  anything about it, what would it be?
• Why?

 
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• Feedback
• What information stood out the most to you?
• Why do you think The Great Depression was a
  problem?
• Has it been solved successfully?
• If not, then what do you think should have been
  done differently to solve the issues during The
  Great Depression?

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Outline of Curriculum Unit Plan Students are
from P. High Schools 11th Grade American
History/English III class. Week 1 Intro. To
Great Depression. Students will learn the causes
of the The Great Crash and its affects, The New
Deal and its affects, FDR and his role. Have
them read from handouts and textbook answering
textbook questions. Do a jigsaw so that they can
summarize the chapter in groups explaining to one
another what they have learned.
New Deal
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• Week 2
• Quiz (Crossword) on readings and homework on
  Monday. Groups are selected randomly by number
  ( from 1-4 going through the rows).
• Tues-Thurs. (Possibly Fri.) Library or Lab for
  researching and acquiring resources for Tasks.
  Each member of each group has to choose within
  these topics
•    Poetry
• This group is required to research different
  poets and poems from the Great Depression and
  summarize their tones, moods, format, and other
  literary connotations. Then they are required to
  write a poem consisting of more than 15 lines
  consisting of all the elements they found in
  their researched poems depicting the life of a
  person in The Great Depression.
• Ø    
• Stories
• This group is required to research different
  novels and the characteristics they displayed of
  The Great Depression. Then, they are required to
  write a short story using the elements the
  stories researched about The Great Depression. A
  skit or short play is allowed.

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Ø     Technology          This group is
required to research of the technology presented
at the World Fairs and in theory of the book A
Brave New World. Comment on predictions and
create own future predictions. Ø    
Entertainment          This group is
required to research different styles of music,
movies, and entertainment during the Great
Depression. They have to listen to a certain
music and critique it, research movies and
critique them, and research other forms of
entertainment.      Social Culture     
This group is given a scenario to be a
person from The Great Depression. We assigned
them a profession. They must assume the role of a
person in that profession living in the Great
Depression. We gave them a few resources to Use
to explore their economic choices for their
family.

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• Students can create own topics if they choose to
  as long as they tell us their topic and justify
  why it is a good topic. Each Topic is going to
  be given questions to be answered when doing
  their summary tasks, essential questions to be
  answered as a whole, all the rubrics and peer
  evaluations. Research resources should be from
  internet, books, videos, or interviews if
  possible.
• Task Questions       
• Did you know anything about what you researched
  before doing the actual research?
• Summarize key points of what you learned.
• How has your exploration and research made you
  feel towards The Great Depression?
• On Fri., they students should be putting their
  research together and over the weekend have their
  tasks done to be handed in by Monday for
  revision.
• Provide hand out and demonstration of Power Point
  or other (Inspiration) and seek a technology
  instructor that can provide a demonstration for
  the Beginning of Week 2 of Power Point software.
•  

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• Tasks are done and revised after Monday and now
  groups will start to put research together for
  presentations.
• We are going to walk around the classroom and
  go to each group guiding their progress and work.
  We will be observing for contributions and
  participation on research among their groups and
  noting them as a check plus, check, or check
  minus in our grade books.
• Week 4 Presentations
•       1 every day, 30 min. for each presentation.
  Discussion is also in presentation.
•      Each group is going to hand in their 2
  rubrics which are going to be given in Week 2.
•      The Peer Evaluation is the 2nd rubric is the
  same as the instructors rubric to grade the
  groups. It will also be used by the students to
  grade their fellow group presentations.
•      (A day after they present, they must submit
  the group assessments written we will provide
  questions to be answered).

 

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• Assessment questions are
• How was the outcome of the overall presentation?
  
• Were there any problems within the group? If so
  what were they?
• Did everybody contribute equally and evenly?
• Any other comments?
• Closure
• Based on the information provided about The Great
  Depression, The New Deal, and The Great Crash
  share what you have learned. What conclusions
  can you draw?

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Core Curriculum Standards STANDARD 6.3 (United
States History) All Students Will Demonstrate
Knowledge Of The United States In Order To
Understand Life And Events In The Past And How
They Relate To The Present And The
Future. STANDARD 3.1 (READING) ALL STUDENTS WILL
BECOME INDEPENDENT AND FLUENT READERS, AND WILL
READ A VARIETY OF MATERIALS AND TEXTS WITH
FLUENCY AND COMPREHENSION TO DO A PROJECT ON THE
GREAT DEPRESSION.   STANDARD 3.3 (SPEAKING) ALL
STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED
LANGUAGE IN ORDER TO PRESENT THEIR GROUP PROJECTS
FOR THEIR ORAL PRESENTATION OF THE GREAT
DEPRESSION.   STANDARD 3.5 Students will view AND
MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW,
EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND
ELECTRONIC TEXTS AND RESOURCES.
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Resources

• www.bergen.org/AAST/Projects/depression/
• www.teachers.net/lessons/posts/2496..html
• www.amatecon.com/gd/gdtimeline.html
• www.teachers.net
• www.plainfield.k12.in.us/hschool/webq/webq1/webque
  st.htm

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