Hard Times: The Human Side of the Great Depression

Lauren La Coy (12pt Times New Roman) Central Catholic High School Summer 2009 Migrant agricultural worker's family . . .

Nipomo, California. Dorothea Lange. 1936 March. Prints and Photographs Division. LC-USF34-9095. Migrant agricultural worker's family. Seven children without food. Mother aged thirty-two. Father is a native Californian. Nipomo, California.

In this lesson students will research and analyze primary sources from the Great Depression to understand the human side of the Great Depression. Students will present a digital scrapbook to the class which delves into this human side of the Great Depression.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation Bar Objectives Students will:  Use historical thinking to analyze and determine historical context of a primary source  Research and analyze different types of primary sources  Identify the main ideas of the Great Depression through primary sources  Complete a digital scrapbook which emphasizes these main ideas through primary sources  Distinguish the differences between primary and secondary sources and the credibility of sources Recommended time frame 3-5 days Grade level 10th Grade Curriculum fit World Studies: Great Depression Materials  Rubric  Requirements  Media Lab (media specialist lesson on how to use LOC) Teaching with Primary Sources Illinois State University  Primary Sources Table  Analysis Guide  Internet Access  Flash drive  PowerPoint

Illinois State Learning Standards Back to Navigation Bar Social Science: GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.  16.A. Apply the skills of historical analysis and interpretation. o 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). o 16.B.5b (US) Analyze how United States political history has been influenced by the nation’s economic, social and environmental history.

GOAL 18: Understand social systems, with an emphasis on the United States.  18.A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. o 18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes. o 18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience.

Procedures Back to Navigation Bar Day One:  Students will have already completed informational lessons of the Great Depression for 2-3 days. Students will be introduced to their Great Teaching with Primary Sources Illinois State University Depression Digital Scrapbook Project.  Then, Students will go to the media lab where they will begin their primary source research.  The media specialist will walk the students through the Library of Congress website; focusing on the American Memory website. The media specialist and teacher will go through the process of finding sources and creating a source table.  Students will be required to create a source table which focuses on different types of primary sources of the Great Depression.

Day 2:  Students will go to the computer lab to complete their source tables.  Students will exchange source tables to check each other’s sources (must exchange with 2 students). This also will give students the opportunity to see different primary sources; students must add 3 sources to their source table from their peer review.  Students will then complete an Analysis Guide (using the TPS guides) for 4 different types of primary sources from their source table.

Day 3:  Students will complete their Analysis Guides in the media lab.  Students will begin their Digital Scrapbook following the guidelines and rubric.

Day 4:  Work day in media lab.

Day 5:  Present Digital Scrapbook to class.

Evaluation Back to Navigation Bar Students will be evaluated upon o Behavior in the Media Lab o Rubric o Requirements Extension Back to Navigation Bar All student work could be merged together to create a Teaching with Primary Sources Illinois State University massive digital scrapbook for other grades to experience or parents/families.

Families of students can be encouraged to include their own personal reflections, pictures, etc, to create an even more personal scrapbook.

Students could write a story of a fictional character from the Great Depression in which all of the primary sources reflected/represented in some fashion.

Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress

Teaching with Primary Sources Illinois State University Image Description Citation URL Spanish-American Library of Congress, http://memory.loc.gov/cgi woman weaving a rag rug Prints & Photographs -bin/query/r? at WPA (Works Progress Division, FSA-OWI ammem/fsaall:@field(NU Administration/Work Collection, LC-USF34- MBER+@band(fsa+8b22 Projects Administration) 034227-D DLC 849)) project. Costilla, New Mexico. Lunchtime for young Library of Congress, Prints http://memory.loc.gov/cgi- migrants at Shafter Camp, & Photographs Division, bin/query/r? California. The nursery FSA-OWI Collection, LC- ammem/fsaall:@field(NUM school for migrant USF34-018812-E DLC BER+@band(fsa+8b32881)) children is conducted in camp under nursery school teachers trained by WPA (Work Projects Administration), and assigned to work in the camp under WPA project. Wee Willie Winkie runs Library of Congress, http://memory.loc.gov/cgi- through the town ... to Prints and Photographs bin/query/r? count the many children Division, WPA Poster ammem/wpapos:@field(NU reading library books / Collection, LC-USZC2- MBER+@band(cph+3b4889 Cleo Sara. 991 DLC 1))

CCC (Civilian Library of Congress, http://memory.loc.gov/cgi- Conservation Corps) boys Prints & Photographs bin/query/r? working at Tygart Valley Division, FSA-OWI ammem/fsaall:@field(NUM Homesteads, West Collection, LC-USF33- BER+@band(fsa+8a04244)) Virginia. T01-001399-M1 DLC

Audio clip "New miners don't know Tending the Commons: http://memory.loc.gov what the older miners had Folklife and Landscape /cgi-bin/query/r? ammem/cmns:@field(DOC to go through." [Audio] in Southern West ID+@lit(cmns000212)) Virginia. American Folklife Center, Library of Congress. Manuscript “In Lieu of Something Library of Congress, http://memory.loc.gov Better” Manuscript Division, /cgi-bin/query/r? ammem/aaeo,aaodyssey, WPA Federal Writers' hh,mharendt,bbpix,mag Project Collection. bell,berl,lbcoll,cic, cwband,cwnyhs,mreynol dsbib,mtaft,consrvbib ,coolbib,coplandbib,m fdipbib,fine,fmuever, cmns,flwpabib,cowellb ib,toddbib,lomaxbib,a fcwwgbib,haybib,raelb ib,hurstonbib,mtj,mff ,wpa,scsmbib,mal,klpm ap,mjm,mcc,mymhiwebib Teaching with Primary,mmorse,fawbib,afcpea Sources rl,psbib,pin,relpet,a Illinois Statefc911bib,mesnbib,upbo University verbib,varstg,mgw,rbc millerbib:@field(DOCI D+@lit(wpa113050127)) Back to Navigation Bar

Teaching with Primary Sources Illinois State University Rubric Back to Navigation Bar

Multimedia Project : Great Depression Digital Scrapbook

Teacher Name: L LaCoy

Student Name: ______

CATEGORY 6-5 4-3 3-2 1-0 Presentation Well-rehearsed Rehearsed with Delivery not Delivery not with smooth fairly smooth smooth, but able smooth and delivery that delivery that to maintain audience attention holds audience holds audience interest of the often lost. attention. attention most of audience most of the time. the time. Sources Source Source Source Very little or no information information information source collected for all collected for all collected for information was graphics, facts graphics, facts graphics, facts collected. and quotes. All and quotes. Most and quotes, but documented in documented in not documented desired format. desired format. in desired format. Requirements All requirements All requirements One requirement More than one are met and are met. was not requirement was exceeded. completely met. not completely met.

Mechanics No misspellings Three or fewer Four misspellings More than 4 or grammatical misspellings and/or errors in spelling errors. and/or grammatical or grammar. mechanical errors. errors. Content Covers topic in- Includes essential Includes essential Content is depth with details knowledge about information about minimal OR there and examples. the topic. Subject the topic but are several factual Subject knowledge there are 1-2 errors. knowledge is appears to be factual errors. excellent. good.

Teaching with Primary Sources Illinois State University Originality Product shows a Product shows Uses other Uses other large amount of some original people's ideas people's ideas, but original thought. thought. Work (giving them does not give Ideas are creative shows new ideas credit), but there them credit. and inventive. and insights. is little evidence of original thinking. Primary Sources Completed Completed most Did not follow Did not follow Table & Analysis Primary Source of the Primary directions and did directions and did Guides Table and 4 Source Table and not complete not complete Analysis Guides 4 Analysis Source Table and Source Table and correctly and Guides correctly Analysis Guide Analysis Guide. with completed and with some fully. information. completed information. Oral Presentation Interesting, well- Relatively Delivery not Delivery not rehearsed with interesting, smooth, but able smooth and smooth delivery rehearsed with a to hold audience audience attention that holds fairly smooth attention most of lost. audience delivery that the time. attention. usually holds audience attention.

2pts: Behavior in Media lab

TOTAL: ______/50pts

Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar

Great Depression Primary Sources Table Directions: Now that you know how to use the Library of Congress: American Memory you will create a Primary Sources Table. You will use this to become more familiar with the sites, how to cite your sources, and begin your search for primary sources for your digital scrapbook. While you search for primary sources, document what you find below (you will refer back to these when you create your scrapbook), you must have 1 primary source for each category!

Primary Source Description Citation URL Spanish-American woman Library of Congress, http://memory.loc.gov/cgi- weaving a rag rug at WPA Prints & Photographs bin/query/r? (Works Progress Division, FSA-OWI ammem/fsaall:@field(NUM Administration/Work Collection, LC-USF34- BER+@band(fsa+8b22849) Projects Administration) 034227-D DLC ) project. Costilla, New Photo Mexico. Photo (insert description) (insert citation) (insert URL) (insert thumbnail) Phto (insert description) (insert citation) (insert URL) (insert thumbnail) Photo (insert description) (insert citation) (insert URL) (insert thumbnail) Manuscript (insert description) (insert citation) (insert URL) (insert thumbnail) Sound Recording (insert description) (insert citation) (insert URL) (insert thumbnail) Book (insert description) (insert citation) (insert URL) (insert thumbnail) Source of your choice (insert description) (insert citation) (insert URL) (insert thumbnail) Source of your choice (insert description) (insert citation) (insert URL) (insert thumbnail) Source of your choice (insert description) (insert citation) (insert URL) (insert thumbnail) Source of your choice (insert description) (insert citation) (insert URL) (insert thumbnail)

Teaching with Primary Sources Illinois State University Hard Times: The Human Side of the Great Depression Digital Scrapbook Overview: Looking through a family scrapbook, photo album, or even slideshow can sometimes be a trying task (especially as a teenager), yet these photographs and captions represent more than just Grandma La Coy’s 80th birthday party—they represent the historical setting, the culture, the family dynamics, and of course the love of that family. Whenever we study history there is always something more than what the textbook tells us—the stories of families, pictures, diary entries, etc and of course we know of these as primary sources. This project will require you to delve more into the human element of the Great Depression by researching primary sources from that era and creating a digital scrapbook (using PowerPoint) to record what you found. Your Task: To create a digital scrapbook!  We will spend 3 days in the media lab researching primary sources and putting together your digital scrapbook. To prepare for the scrapbook you will complete a Primary Sources Table and 4 Primary Sources Analysis Guides. This will be a project in which you create yourself, but I do encourage you to discuss with your peers different and unique sources. Requirements: o Complete Primary Sources Table

o Complete 4 Primary Sources Analysis Guides

o PowerPoint must include: at least 5 photographs,1 manuscript, 2 audio clips, 1 book, and 4 sources of your choice.

o Minimum of at least 10 PowerPoint slides

o BE CREATIVE! Make each slide look as if it is a page from a scrapbook! Include captions, words directly from those who experienced it, your own words on how it reflects the historical setting, etc (use your peers and teacher to help you here!)

o Your last slide(s) must cite all of your sources used using the format of the Primary Sources Table.

Teaching with Primary Sources Illinois State University