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Reaction to the Great Depression

Geri Kerber Normal Community High School

Summer 2008

Library of Congress, Prints & Photographs Division, FSA-OWI Collection, Reproduction number, LC-USF34-T01-016251-C DLC

In the spirit of the old adage “a picture is worth a thousand words”, students will use primary source photographs of the Great Depression to further their understanding of the time period. They will then try to put themselves into some of the circumstances that Americans faced at that time, and react to them using their own words.

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

Overview Back to Navigation Bar Objectives Students will:  explore the LOC site to find photographs depicting American life during the Great Depression and create an image table containing 5 pictures  use their knowledge of the Great Depression and the information about the picture to analyze what the people shown were living at the time of the picture was taken.  choose one of the pictures found and write an essay about it. The essay should contain evidence of an understanding of the historical context as well as a personal reaction to it. Recommended time frame 3-4 class periods Grade level 10th (American Literature & Composition) Curriculum fit English & U.S. History Materials  Computers  Internet Access  Creating an Image Table/Citing Primary Sources from the LOC Handout

Illinois State Learning Standards Back to Navigation Bar Teaching with Primary Sources Illinois State University Language Arts: GOAL 3: Write to communicate for a variety of purposes.  3.B. The learner will compose well-organized and coherent writing for specific purposes and audiences.  3.C. Communicate ideas in writing to accomplish a variety of purposes. GOAL 5: Use the language arts to acquire, assess and communicate information.  5.B. Analyze and evaluate information acquired from various sources.

Social Science: GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.  16.C. Understand the development of economic systems.  16.D. Understand Illinois, United States and world social history.

Procedures Back to Navigation Bar Day One:  Take class to computer lab in IMC. The media specialist will present a lesson on finding primary sources from the Library of Congress website. This must be prearranged with the media specialist, of course.  Media specialist will also distribute the handout giving directions on creating an image table for the pictures the students find.  Classroom teacher will emphasize the importance of citing the sources, as this is a crucial element on the rubric.  Students will begin to search for pictures depicting life during the Great Depression and will begin to create their image table. Day Two:  Class will meet in computer lab, and students will continue to find images and place them in their image table. They will need to have 5 different images saved to their table correctly.  Image table will be printed out and handed in at the end of the hour. Teaching with Primary Sources Illinois State University  Once image table is complete, students will begin writing essay. The essay should contain evidence of an understanding of the historical context as well as a personal reaction to it. Day Three:  Class will meet in computer lab, and students will continue to work on their essay. Day Four (if needed):  Class will meet in computer lab, and students will continue to work on their essay.

Evaluation Back to Navigation Bar  Both the image table and the essay will be graded using separate rubrics. Extension Back to Navigation Bar After all essays have been written and handed in, each student will create a PowerPoint slide with the picture he or she selected. Their job would be to write one sentence on the slide that sums up their reaction (which really should be the same as their essay but obviously much more condensed) to the picture. Then the slides could be combined into one presentation, which would convey the entire class’s thoughts and feelings about what individuals experienced during the Great Depression.

Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar

Image Description Citation URL Food line in flood Library of Congress, http://memory.loc.go refugee camp for Prints & Photographs v/cgi-bin/query/r? Negroes from the Division, FSA-OWI ammem/fsaall:@fiel bottom lands. Forrest Collection, d(NUMBER+@band City, Arkansas. Reproduction number, (fsa+8b30904)) LC-USF34-013156-D DLC Negro flood refugees Library of Congress, http://memory.loc.go lined up and waiting Prints & Photographs v/cgi-bin/query/r? for food in Forrest Division, FSA-OWI ammem/fsaall:@fiel City, Arkansas, camp Collection, d(NUMBER+@band Reproduction number, (fsa+8b30909)) LC-USF34-013172-D DLC Breadline at Library of Congress, http://memory.loc.go McCauley Water Prints & Photographs v/cgi-bin/query/r? Street Mission under Division, FSA-OWI ammem/fsaall:@fiel Brooklyn Bridge, Collection, d(NUMBER+@band New York. Reproduction number, (fsa+8e08017)) LC-USZ62-91536 DLC Children waiting in Library of Congress, http://memory.loc.go line for soup given Prints & Photographs v/cgi-bin/query/r? out each night by the Division, FSA-OWI ammem/fsaall:@fiel city mission, a Collection, d(NUMBER+@band community chest- Reproduction number, (fsa+8c17104)) financed organization. LC-USF34-060600-D Dubuque, Iowa. DLC

Line of flood refugees Library of Congress, http://memory.loc.go at mealtime in camp Prints & Photographs v/cgi-bin/query/r? for white flood Division, FSA-OWI ammem/fsaall:@fiel refugees at Forrest Collection, d(NUMBER+@band City, Arkansas. Reproduction number, (fsa+8a14671)) LC-USF33-004219- M1 DLC

Teaching with Primary Sources Illinois State University Family of four to be Library of Congress, http://memory.loc.go returned to Oklahoma Prints & Photographs v/cgi-bin/query/r? by the Relief Division, FSA-OWI ammem/fsaall:@fiel Administration. Collection, d(NUMBER+@band "They won't go until Reproduction number, (fsa+8b31751)) they get so hungry LC-USF34-T01- that there's nothing 016251-C DLC (b&w else for them to do. film dup. neg.) They won't go--not twenty-five percent will go" said a transient case worker in Imperial County. This family was hungry. They lost a two-year-old baby as the result of exposure during the winter. Holtville, California. Migratory Mexican Library of Congress, http://memory.loc.go field worker's home Prints & Photographs v/cgi-bin/query/r? on the edge of a Division, FSA-OWI ammem/fsaall:@fiel frozen pea field. Collection, d(NUMBER+@band Imperial Valley, Reproduction number, (cph+3c18228)) California. LC-USF34-T01- Lange, Dorothea, 016425-C DLC photographer. 1937 Migrant agricultural Library of Congress, http://memory.loc.go worker's family. Prints & Photographs v/cgi-bin/query/r? Seven hungry Division, FSA-OWI ammem/fsaall:@fiel children. Mother aged Collection, d(NUMBER+@band thirty-two. Father is Reproduction number, (cph+3b06165)) native Californian. LC-USZ62-58355 Nipomo, California. DLC Lange, Dorothea, photographer. 1936

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

Image Table Rubric

Student: 4 3 2 1 Images are from the Great Depression era There are at least 5 images saved and cited All information is included for each image URLs are included and all work properly Citation information is all correct

Total: ______/ 20

Essay Rubric

Student: 5 4 3 2 1 Shows that thought was taken when image was chosen Contains personal reaction and feelings about image Demonstrates an understanding of the era Shows evidence of empathetic thoughts and selflessness Written from a personal point of view Well organized, planned out, and written Meets requirements of length and format Spelling, grammar, and other conventions

Total: ______/ 40

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

Creating an Image Table

1. Open Microsoft Word

2. Click Table on the menu bar and choose Insert and slide over to Table

3. Use the up/down arrow keys to choose the number of columns and rows you want (4 columns—6 rows) and click Ok.

4. Label the columns: • First Column – Image • Second Column - Description • Third Column - Citation • Fourth Column – URL

5. You need to control the size of the cells in your table, so click on any one of the cells in your table and then: • Click Table on the menu bar and choose Table Properties (at the bottom of the list) • Choose Options (bottom right) • Click in the box in front of “Automatically resize to fit contents” to remove the checkmark and click Ok. • Click Ok again to return to the table.

Tips * To move from cell to cell, use the tab or arrow keys or click in the cell that you want * To add a new row, simply hit Tab when your cursor is in the last cell

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

The purpose of citing a primary source is to acknowledge the source of information and give as much detail as possible to find that primary source at a later date. The Library of Congress uses a variety of ways to cite primary source material. The following are steps you should take to cite the primary sources you are using.

First:  Find the bibliographic page that contains your primary source  Look under the Notes area  Look for the words Cite as:  Copy the credit line  Paste it into your document

If you don’t see that, then:  Find the bibliographic page that contains your primary source  Look at the line above the thumbnail of your primary source  Click on “Rights and Reproductions”  Scroll down to Credit Line:  Copy the credit line  Paste it into your document

If you don’t see that, then:  Find the bibliographic page that contains your primary source  Click on the Collection link at the top of the bibliographic page  Scroll to the bottom of the Collection page  Click on the Copyright and Other Restrictions link  Copy the credit line  Paste it into your document

If credit line is not available:  Follow the directions for citing sources using the MLA style  Go to: http://memory.loc.gov/learn/start/cite/index.html  Scroll to the type of primary source you are using  Identify the information needed (ex. Author, title, date, etc.)  Copy the example line into your document  Fill in the information from the bibliographic page