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11/18/14 Great Depression Lesson Plan (Digital Video Project)

Targeted Standards:
1. SS.6.G.3: Examine population data from the U.S. Census Bureau and infer the
reasons for changes and differences in various areas (e.g., difference between
rural and urban areas).
2. SS.6. H.CL2.1: Identify the economic conditions around the world that existed
following World War I.
3. SS.6-8.L.16: Conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
Tuesday, November 18: Researching Through Skype
Standards stated above
Game Plan:
1. Warm-up: How does todays unemployment rate differ from the rates of the
1930s?
2. Procedure: Skype Interview with people that were alive during the Great
Depression.
3. Practice: Reflect on the interviews from todays lesson. Students will be asked to
write a one-page well-structured thank you letter to their Interviewees.
Goals (Objectives):
1. Students will examine the United States Census Bureau that was created in 1929
and determine the changes amongst rural, suburban, and urban areas.
2. Students will identify the economic conditions during the Great Depression
through a Skype interview.
Procedure:
1. Greet students at the door
2. Give students time to settle in their seats/put things away
3. Students will begin their warm-up (4 minutes)
a. How does todays unemployment rate differ from the rates of the 1930s?
b. Students will answer in a complete sentence using correct grammar
4. Review the answer to the warm-up as a class (3 minutes)
a. Pick students one at a time
i.
Student reads he warm-up question
ii.
Student reads how they started their sentence
iii.
Student reads their answer
iv.
Student reads their entire complete sentence
5. U.S. Census Bureau
a. Students will search the web for evidence of when the Census Bureau was
created (1929)
b. Students will then examine how different changes occurred throughout rural,
suburban, and urban areas within the United States that they gathered from
the Census Bureau
6. Skype Interview
a. Students will connect to the classroom Skype account and reach out to
people that were apart of different social classes during the Great Depression
i.
One person that lived through the rural social class

ii.
One person that lived through the middle class
iii.
And one person that lived through the children class
b. Students will have already done their research on each social class that they
will be interviewing with. Students will be answering questions through a
worksheet while listening to the Interviewees. Students will have questions
ready to ask the Interviewees from previous research work.
7. Closure: Students will be asked to say thank you and good-bye to their
Interviewees and put computers away.
a. Students will put things away as they prepare for the bell to ring
b. Discussion of todays lesson will be discussed with raising of student hands
and what they found fun and interesting about what they heard from people
that lived during this time period.
Materials:
1. Folder for Warm-up
2. Computer for research/Skype Interview
3. Questions that the students came up with to ask during the Skype Interview
4. Worksheet to answer questions from the research on the Census Bureau and the
Skype Interview
Assessment:
1. Students have already had two lessons on the Great Depression. Students will be
able to identify what the Census Bureau was for and how it helped Americans
keep track of population throughout rural, suburban, and urban areas.
2. Students will be able to put information from the Skype Interview to prior
knowledge from their primary source readings that distinguished social groups
during the Great Depression.
3. Students will be able to create clear and efficient questions to ask during the
Interview with higher-order thinking
4. Students will be able to creatively answer the questions from the worksheet
with a creative mind of what these people actually went through during this time
period.

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