Jennifer Baniewicz
Lesson Plan 1
Hoover Reacts to the Great Depression
Essential Question:
Did President Hoover properly react to the initial problems of the Great Depression?
Objectives:
1. Discuss Hoover’s plans to combat the Depression
2. Discuss how average Americans were fairing under Hoover’s administration
Subject/Grade Level:
The Great Depression/ High School – juniors
Common Core Standards;
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary
sources.
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
Background information student will have before the lesson:
Students will have already had a lesson on the causes of the Depression. Their homework for the
previous night will have been to read the section on the government’s response to the economic
crisis. This would include Hoover’s plans.
Summary of Steps:
1. Students will be given a photo as they walk into class. There will be about 4-5 different
photos. Each page with have a photo on the top and a “postcard” graphic organizer on the
bottom. I will explain the assignment to students towards the end of class. I will just explain to
the students that the photos are of people during the first years of the Depression.
2. Students will hear the song and see the lyrics on the LCD project of “Brother Can you Spare a
Dime”. The Song will be playing as they walk into the classroom. I will ask students about the
song and its lyrics. Do they think this would have been a popular song and why?
3. I will show a picture of a Hooverville privy and ask the students what they think it is and why
people would have to use it. This will get us talking about Hoovervilles and the plight of so
many Americans during the first years of the Depression.
4. I will give a brief lecture on the material the students read the previous night about Hoover’s
reaction to the Depression. I will focus on rugged individualism and Hoover’s attitude about
government intervention and his plans.
5. Student will then analyze the political cartoon “Hoover’s Prosperity” using the questions
provided.
2 6. I will explain the homework/assessment assignment. Student will write a postcard to President
Hoover asking him for more help. They should incorporate one or more of his programs and
explain how the program was not enough to help them in their situation. I.E. Hoover Dam
project is too far away, no way to get there. The need to write from the perspective of the person
in their photo. This will be due the next day.
7. If there is time students will watch an ABC News clip about current modern Hoovervilles in
New Jersey. http://abcnews.go.com/US/jersey-tent-city-houses-70-homeless-peopledraw/story?id=14272847
Grading Rubric:
The postcard is worth 20 points.
Point break down:
5 points for spelling and grammar
10 points for correct use of history (using specific Hoover programs)
5 points for writing from the perspective of the person in the photo
Privy floating in the Willamette River, Portland Oregon
http://lcweb2.loc.gov/service/pnp/fsa/8b27000/8b27900/8b27996r.jpg
3 http://paw.princeton.edu/issues/2008/09/24/pages/2698/PoliticalCartoon8.jpg
1. What is the current event or issue that inspired the cartoon? 2. Are there any real people in the cartoon? Who? 3. Are there symbols in the cartoon? What are they and what do they represent? 4. What is the cartoonist’s opinion about the topic in the cartoon? 5. Do you agree or disagree with the cartoonist’s opinion? Why? 6. What is the title of this cartoon? Or what title would you give it? 4 5 http://lcweb2.loc.gov/service/pnp/fsa/8b27000/8b27900/8b27928r.jpg
Mr. President Hoover
1600 W. Pennsylvania Ave.
Washington D.C.
6 http://lcweb2.loc.gov/service/pnp/fsa/8a18000/8a18400/8a18453r.jpg
Mr. President Hoover
1600 W. Pennsylvania Ave.
Washington D.C.
7 http://memory.loc.gov/service/pnp/fsa/8a18000/8a18400/8a18471r.jpg
Mr. President Hoover
1600 W. Pennsylvania Ave.
Washington D.C.
8 http://www.loc.gov/exhibits/treasures/images/at0058f2bs.jpg
Mr. President Hoover
1600 W. Pennsylvania Ave.
Washington D.C.
9 http://www.topsecretwriters.com/wp-content/uploads/2011/01/bonusmarch3.jpg
Mr. President Hoover
1600 W. Pennsylvania Ave.
Washington D.C.
10 Jennifer Baniewicz
Lesson Plan 2
The Dust Bowl
The Essential Question:
1. What role does the environment play in history?
Objectives:
1. Understand the causes of the Dust Bowl.
2. Understand how the environment can shape people’s lives.
Subject/Grade Level:
The Great Depression/ High School – juniors
Common Core Standards:
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier
events caused later ones or simply preceded them.
RH.9-10.5. Analyze how a text uses structure to emphasize key points or advance an explanation
or analysis
RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or
similar topics, including which details they include and emphasize in their respective accounts.
Background information student will have before the lesson:
Students will have already covered the causes of the Depression and what President Hoover was
doing about the economic crisis. Students will have also covered the first one hundred days of
FDR’s New Deal. This lesson will be one of a two part lesson on how the Depression is
impacting Americans.
For this particular lesson, students will have read chapter 32. 4 in their text book (TCI) and
completed a graphic organizer for their notes.
Summary of Steps:
1. Students will get their homework out and I will go around and check it in. While I am
doing that, students will be reading a letter from a women who is writing to her family
back east about living in the Dust Bowl. As they read they will circle words they do not
know and highlight information that will answer this question: How does she describe the
environment around her?
2. After checking in the homework, I will show them a brief power point on the Dust Bowl. This
power point will include maps of the region and photos showing the damage as well as photos of
Soil Conservation Service.
3. After the power point we will discuss the letter from the Dust Bowl survivor.
11 4. Students will have about 10-15 minutes to silently read and annotate the internet article about
Hurricane Katrina. They will also complete the same chart on the article as they did for their
homework
5. I will have a picture of the devastation left by Hurricane Katrina on the LCD as we discuss the
article. The discussion will revolve around what happened and what similarities they can find
between both natural disasters.
6. Their homework will be to complete a Venn Diagram about Hurricane Katrina and the Dust
Bowl. They will look at two photos and read two poems that were written about both events. We
will discuss their findings tomorrow.
12 Updated: Aug. 25, 2010 - http://topics.nytimes.com/top/reference/timestopics/subjects/h/hurricane_katrina/index.html
Hurricane Katrina struck the Gulf Coast with devastating force at daybreak
on Aug. 29, 2005, pummeling a region that included the fabled city of New
Orleans and heaping damage on neighboring Mississippi. In all, more than
1,700 people were killed and hundreds of thousands of others displaced.
Packing 145-mile-an-hour winds as it made landfall, the category 3 storm
left more than a million people in three states without power and
submerged highways even hundreds of miles from its center. The
hurricane's storm surge — a 29-foot wall of water pushed ashore when the
hurricane struck the Gulf Coast — was the highest ever measured in the
United States. Levees failed in New Orleans, resulting in political and social
upheavals that continued a half decade later.
Katrina ranks as one of the most punishing hurricanes ever to hit the
United States. Damage, costing billions of dollars, has made it one of the
costliest storms on record. In New Orleans, floodwaters from the breached
levee rose to rooftops in the poorest neighborhood, and in many areas
residents were rescued from roofs of homes that became uninhabitable. The
hurricane's howling winds stripped 15-foot sections off the roof of the
Superdome, where as many as 10,000 evacuees had taken shelter. An
exodus of hundreds of thousands left the city, many becoming refugees,
finding shelter with nearby relatives or restarting their lives in states as far
away as Massachusetts and Utah.
Experts who studied the disaster say the hurricane was more like four
storms — at least — that battered the area in different ways. They say the
flood protection system in New Orleans was flawed from the start because
the model storm it was designed to stop was simplistic, and led to an
inadequate network of levees, flood walls, storm gates and pumps. And
experts say that understanding the failings is essential in planning the next
generation of flood protection for a rebuilt New Orleans, and for systems
nationwide.
The head of the Federal Emergency Management Agency, Michael D.
Brown, was stripped of his post amid fears within the Bush administration
that its delayed response to the disaster could do lasting damage to both
President George W. Bush's power and his legacy. But more important to
some members of the administration, it dented the administration's aura of
13 competence. In the end, the federal government's response was seen as too
little and too late.
In the wake of the storm, the region's grinding poverty, longstanding
corruption and political ineptitude — particularly in the Big Easy — were
exposed along with the inadequacies of federal, state and local agencies.
Gradually, the region stabilized as aid was meted out and its residents
returned.
In November 2009, a federal judge found that poor maintenance of a major
navigation channel by the Army Corps of Engineers led to some of the worst
flooding after the hurricane. The ruling was a major victory for
homeowners who suffered damage in the aftermath of the storm. It was the
first time that the government has been held liable for any of the flooding
that inundated the New Orleans area after Aug. 29, 2005, vindicating the
long-held contention of many in the region that the flooding was far more
than an act of God.
But in April 2010, a new disaster — this one entirely manmade —
descended on the Gulf when an oil rig exploded in the Gulf of Mexico,
killing 11 men, spilling millions of barrels of crude, destroying wildlife and
crippling businesses that depend on the waters. It is unclear what the
extent of the damage is, but it has already been called the biggest oil spill in
history.
Hurricane Katrina
What happened
and when?
How did it
happen?
How did it shape people’s
lives?
Government’s reaction?
14 Barber Shop located in Ninth Ward, New Orleans, Louisiana, damaged by Hurricane Katrina in
2005
Digital ID: (original digital file) highsm 04024; http://hdl.loc.gov/loc.pnp/highsm.04024
Reproduction Number: LC-DIG-highsm-04024 (original digital file)
Found at: http://www.loc.gov/pictures/item/2010630024/
Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/pp.print
15 Waffle House Restaurant torn apart by Hurricane Katrina on the Biloxi, Mississippi coast
Found at: http://www.loc.gov/pictures/item/2010630838/
Digital ID: (original digital file) highsm 04857 http://hdl.loc.gov/loc.pnp/highsm.04857
Reproduction Number: LC-DIG-highsm-04857 (original digital file)
Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/pp.print
16 Mrs. Baniewicz
U.S. History
Complete this chart as you read chapter 34.4. This is worth 10 points
Natural disasters intensify the suffering
The Dust Bowl
What happened
and when?
How did it
happen?
How did it shape people’s
lives?
Government’s reaction?
Great Flood of 1936
What happened
How did it
and when?
happen?
How did it shape people’s
lives?
Government’s reaction?
17 http://www.environment.fhwa.dot.gov/ecosystems/greenerroadsides/gr_winspr06p4.asp http://memory.loc.gov/cgi-­‐bin/query/D?fsaall:44:./temp/~ammem_z0ce:: The Library of Congress Lyrical Legacy Sunny California
I left Texas one beautiful day
I made up my mind that I would not stay
No longer in Texas the place that I love
Though it was like giving up Heaven above.
My old dad was growing old
His body was bent from hard work and toll.
My mother was sleeping in a gay little town
Where friends and her loved ones had seen her laid down.
My sisters and brothers they hated so bad
To see me go West like someone gone mad
To leave all my loved ones and kiss them goodbye
Just hoping I’d meet them in the sweet by-and-by.
I thought at first that I would not go
No further West than New Mexico
But the work it was scarce and the weather was bad
I felt like I’d left all the friends that I had.
We landed at Peori’ one sad, lonely day
No place for a shelter but a rag house to stay
I felt like Arizona was too much for me
I cried ‘til my heart ached and I scarcely could see.
Our next stop was California where the sun always shines
I know that is a saying [but?] I’ll tell you my [mind?]
In the little town of Colton hemmed up on a knoll
And the black water splashing ‘til the hearts had grown cold.
Now I know you all heard of this awful fate
So many were drownded in this awful state
The state of California where the sun always shines
How I did wish for Texas that old state of mine.
18 19 The black water rolled and the homeless were brought
To this little knoll at Colton for shelter they sought
The radios broadcastin’ begging people to stay
Off of the streets and off the highways.
The rain finally ceased and the sun shined out bright
How I prayed to Heaven and thanked God that night.
For our lives had been spared and all was made right
But I did wish for Texas and the old folks that night.
Further on in California over mountains and plains.
To the San Joaquin Valley we drew up our reins
For four years today we’ve lived it just fine
In the state of California where the sun always shines.
Now in the state of California I guess you all know
The President built homes for people to go
Who were homeless and broke and just travelin’ around
Tryin’ to find work and a place to settle down.
Now this little camp it stands here today
The little rag homes for people to stay
From there they find work and it really isn’t bad
Although it is different from the lives they have had.
Found at: http://www.loc.gov/teachers/lyrical/songs/docs/california_trans.pdf
HURRICANE KATRINA
Winds are howling; trees are blowing.
Children are scared; lights aren’t glowing.
The next day, the levees broke.
I was sad; some were mad.
Gutters were hanging; swings were clanging.
We had to move and get into a new groove.
We changed to a new school and that was cool.
I couldn’t find my rubber duck; it was in the gross muck.
We had to start new and had a lot of shopping to do.
There’s a lot of traffic;
The pictures on the TV were very graphic.
I have new friends and new shoes.
They helped take away my blues!
Pets are dying; we’re all crying.
Old friends scatter; new friends really do matter!
They make my day and help me find my way!
I have no home or the Superdome.
I got a new jacket and a tennis racquet.
I am a Hurricane Katrina victim/survivor.
I know things will be better.
Katrina is gone, but I’m here living a life.
Rachel Bressler Age: 11
http://katrina.jwa.org/object/2500 20 Jennifer Baniewicz
21 Lesson 3
Images of the Great Depression – History and Art
Essential Question:
1.
Can a photo capture important historical events and the elements of art?
Objectives;
1.
Read photos taken during the Great Depression of different groups of people and discuss
what their lives were like during this time period.
2.
Look at photos as art and critical commentary on society and learn to analyze the photo
using the elements of art.
Subject/Grade Level:
The Great Depression/ High School – sophomores/juniors
Common Core Standards:
RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary that makes clear the relationships among the key details and ideas.
Background information students will have before the lesson:
This will be one of the last lessons in this unit. Student will have read the entire chapter on the
Great Depression and have also read other primary source information from a survivor’s
perspective. Students will already have been exposed to the elements of art by viewing other
pieces of art in different units prior to this discussion.
Summary of Steps:
1.
Students will begin class by silently reading a letter written by a teen to Mrs.
Roosevelt, asking her for help. After reading the letters the class will discuss the
letters and what their lives must have been like for these young people to write the
First Lady. Letters can be found at : http://newdeal.feri.org/eleanor/index.htm
2.
Students will look at a series of photos, taken during the Depression, focusing on these
groups: women (white and African-American); men (white, African-American, Mexican) and
children (white and African-American). These will be displayed on an LCD projector. Students
will complete the historical photo analysis sheet as we discuss each photo. There are seven
photos, all photos do not need to be used, but they do offer a variety of perspectives.
3.
After looking at all the photos, I will show the photos again, but this time stress that the
students should look at the photos with a more critical eye. I will explain the elements of art and
how students can use these elements to critique the photos. If you are limited with time you do
not have to show all the pictures again – pick two or three of your favorites.
a.
The Elements of Art are:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
b.
22 focal point – where does your eye go
medium – what material is used
is the piece abstract or realistic
use of light and dark – does it create a mood
texture
lines, shapers and space
purpose of objects in the art
symbols and themes found in the art
Students will use the art critique handout as we discuss each piece
4.
After the second analysis, the class can determine which two photos were their favorites
and use those photos to complete the Photo as Social Commentary analysis.
Assessment:
Students will be given an assignment to find a photo from a recent historic event and analyze that
photo from a historical perspective, an art perspective and as social commentary. This will be
worth 15 points. Five points for each completed worksheet. Each analysis needs to show that the
student understands the various perspectives and the student must demonstrate critical inquiry in
their answers. If time allows you can show them a picture of a current or more recent event and
have them practice the art critique as a group.
23 Photo as Historical Document
Where does your eye go first? Why?
What do you see that helps you
determine what is going on in this
photo?
What feelings and thoughts does the
photo trigger in you?
What can you learn about the
historical time period this photo is
taking place in?
What questions do you have about
this photo?
24 Photo as Social Commentary
What is the mood or tone in this
photo?
What kind of emotions does this
photo make you feel?
Does the photographer show any bias
in this photo? How?
What does the photographer want you
to know about the subject?
What is the photographer saying
about the current state of society?
25 PHOTOGRAPH CRITIQUE FORM
1)
Description of photograph: (i.e. man wearing a hat standing by stairway, etc.)
2)
What is the focal point in this photograph and what makes it stand out?
3)
Circle the Element of Art that is most obvious in the photograph:
LINE
SHAPE
FORM
SPACE
VALUE
TEXTURE
COLOR
4)
Where is this Element of Art found in the picture and how does it add interest to the
photograph?
5) What is the story behind this photo? (Read into the visual clues or provide your own
interpretation.)
26 Sources for women http://lcweb2.loc.gov/service/pnp/fsa/8b29000/8b29500/8b29516r.jpg 27 Children http://memory.loc.gov/service/pnp/fsa/8a17000/8a17000/8a17065r.jpg 28 Mexican Men http://memory.loc.gov/pnp/fsa/8b38000/8b38600/8b38632r.jpg 29 children http://memory.loc.gov/pnp/fsa/8a19000/8a19000/8a19092r.jpg 30 Black women http://memory.loc.gov/pnp/fsa/8b14000/8b14800/8b14849r.jpg 31 Men http://memory.loc.gov/pnp/ppmsc/00200/00244r.jpg 32 Black man http://memory.loc.gov/service/pnp/fsa/8b14000/8b14600/8b14646r.jpg 33 http://memory.loc.gov/service/pnp/fsa/8a28000/8a28700/8a28781r.jpg