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26 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 6, The Great Depression and the New Deal
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Dear Mrs. Roosevelt

http://newdeal.feri.org/classrm/classdmr.htm

Description: Learn about what the Great Depression meant to children by reading their letters to Mrs. Roosevelt asking for help for their families and themselves. Standards 4.4.5 and 11.6.3

Author: Rachael Yarnell Thompson, George Washington University

Lesson ID: 286

Documenting the Migrant Experience in the 1930's

http://www.oah.org/pubs/teachingunits/depression/lesson2.pdf

Description: In 1936 John Steinbeck was hired by the San Francisco News to write seven articles about the experiences of the migrant workers who had been flooding into California from the draught stricken Midwest. This became the research that Steinbeck used in writing "The Grapes of Wrath." Four of the articles are used in this Organization of American Historians document-based lesson. Students analyze these documents and then play the role of social workers, Central Valley farmers, big and small businessmen, union organizers, unemployed city laborers, and migrant workers as they write letters to the editor about farm worker issues and hold a public hearing to develop policy. This lesson is in PDF format which requries the user to have "Acrobat Reader" in order to download the material. This would be an especialy useful lesson for honors and Advanced Placement classes. Standard 11.6.3

Author: Robert Garrick, Barbara Markham, and James Curtis, Organization of American Historians

Lesson ID: 323

Every Picture Tells A Story: Documentary Photography and the Great Depression

http://chnm.gmu.edu/fsa/

Description: From 1935 to 1943, photographers working for the federal government produced the most enduring images of the Great Depression. These publicly displayed pictures had a profound impact on contemporary viewers, and more than fify years later the FSA photographs continue to shape Americans' views about the 1930s. Like other forms of historical evidence, these images conveyed the views of their creators as well as the audiences they were made for. As interpretations, photographs remain valuable historical resources, but they need to be studied critically. This interactive exercise allows viewers to examine how some of the photos. Standards 11.6.3 and 12.8.3 Analysis Skill Historical Research, Evidence and Point of View See also Images of the Depression Era http://newdeal.feri.org/classrm/partrid.htm

Author: Digital Blackboard, History Matters

Lesson ID: 367

Film Study of "The Grapes of Wrath"

http://newdeal.feri.org/nchs/lesson03.htm

Description: Analyze the effects of the Dust Bowl on tenant farmers by using a visual document. Then view and analyze the film "The Grapes of Wrath" as a "cultural document" of its time using a film guide. Standard 11.6.3

Author: Robert Gabrick White Bear Lake Schools, White Bear Lake, Minnesota, Barbara N. Markham, Padua Academy, Wilmington Delaware

Lesson ID: 405

Great Depression: Primary Sources Lesson

http://sunsite.berkeley.edu/CalHeritage/#intro

Description: Using primary source photos from collections at the Bancroft Library, students reconstruct what life was life for the "Okies and Arkies" who migrated to California in the 1930's. Learn primary source analysis techniques in the process. The teacher will need to help fourth students with this lesson but the pictures make the content accessible to them. Standards 4.4.5, 4.4.9, and 11.6.3

Author: C. Chin, Bancroft Library

Lesson ID: 472

Hard Times, Soft Sell

http://www.thirteen.org/edonline/lessons/hardtimes/hardtimesov.html

Description: Students will explore the social, political, and artistic climate of the Great Depression. They will conduct surveys and interviews, and create and publish a variety of media about the Depression. Standards 11.6.3 and 11.6.4

Author: Sarah Feldman, Thirteen Ed Online

Lesson ID: 485

Herbert Hoover: Iowa Farm Boy and Humanitarian

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/34hoover/34hoover.htm

Description: Herbert Hoover's handling of the public relief following the economic collapse in 1929 was challenged by his critics. However, his skill and compassion in helping to feed the starving children in Europe during World War I earned him the honorary title "Great Humanitarian." When America entered the war, he returned home to make sure that both civilians and soldiers in the U.S. had enough to eat. Why were those experiences so different?

Author: Pat Wheeler, Herbert Hoover National Historical Site

Lesson ID: 494

How History Affects Supreme Court Decisions and Supreme Court Decisions Affect History: A Look at the Fourteenth Amendment

http://www.pbs.org/wnet/supremecourt/educators/lp2.html

Description: Why were the promises made by the post-Civil War amendments so important? Students will analyze and compare important Supreme Court decisions involving the Fourteenth Amendment and civil rights. Students will also study how the Court applied the Fourteenth Amendment to questions involving the liberty of contract and protections for working people. Through a series of interactive and reflective activities, students will trace the evolution of the Fourteenth Amendment from the late 1800s through the New Deal. Standards 11.6.5, 11.10.3, and 12.5.1

Author: Judy Zimmer, Street Law

Lesson ID: 1516

Huey Long - "Every Man a King"

http://www.pbs.org/kenburns/hueylong/educators/

Description: Huey Long is best known as the populist governor of Louisiana from 1928-1933. Introducing major education reforms, including free textbooks and free night courses for adult learning, Long also launched a program to build schools and improve the state?s infrastructure by paving 3000 miles of roads using money from a tax on gas. He supported the building of 111 bridges, a new airport in New Orleans, and a medical school at Louisiana State University (LSU). During his time in office, Long increased the taxes of large business in the state, especially the oil companies. Despite impressive reforms, Long?s critics accused him of being a dictator, noting that he overcame virtually all opposition to his program of economic and social reform through intimidation and patronage. Standard 11.6.3

Author: Rachel Thompson, Public Broadcasting System

Lesson ID: 492

Immigration/Migration: Today and During the Great Depression

http://memory.loc.gov/ammem/ndlpedu/lessons/98/migrate/intro.html

Description: Is there a novel in every person? Are there stories that have never been told because they seemed unimportant? What is the value of the lives of people who will never be famous or have their biographies written? Students address these questions through activities using oral history methods and investigating life in the 1930s. They compare the immigration/migration experiences of their families to those of people living through the Great Depression using interviews with parents, and photographs, films, and documents from the Library of Congress and other sources. Standard 11.6.3

Author: Evelyn Bender and Byron Stoloff, Library of Congress

Lesson ID: 1434

26 lessons found; showing 10 per page, sorted by Title...
Showing Grade 11, Unit 6, The Great Depression and the New Deal
<-- Previous | Next -->

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