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Economic Cycles and the Great Depression
Joe Jelinek, Pat Lawler, Matt Schweinberg Normal Community High Fall 2011 School
Library of Congress, Prints & Photographs Division , FSA-OWI Collection, [LC-DIG-ppmsca-03054 DLC]
The ups and downs of the economy affect everybody especially in the past few years. In this lesson students will learn and understand the cyclical nature of our economy and how this impacted the Great Depression. Students will take notes, explore a variety of primary sources and create a presentation to demonstrate their understanding of the content. Through this lesson students will have a better perspective on the economy today and gain a historical perspective on the worst economic crisis in our history. Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation Bar Objectives Students will: Students will be able to identify the various stages of the economic cycle Students will understand the changes in American society during the Great Depression Students will learn proper PowerPoint design techniques along with effective presentation skills Students will be able to find and utilize primary sources. Recommended time frame 5 - 50 minute class periods Grade level 9th -10th Curriculum fit Economic Cycles/Standards of living during the Great
Teaching with Primary Sources Illinois State University Depression and into World War II Materials LCD projector Computer Lab PowerPoint 2010 Internet Access PowerPoint design principles handout Guided notes on economic cycles (Student copy) Economic cycle notes (Teacher copy) Primary source analysis form for photos and prints Primary source blank Analyzing Primary Sources - The Great Depression & The Business Cycle Presentation guidelines Presentation rubric Illinois State Learning Standards Back to Navigation Bar Social Studies: 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. 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.C.5a (W) Explain how industrial capitalism became the dominant economic model in the world. GOAL 15: Understand economic systems, with an emphasis on the United States. 15.A. Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. 15.A.4d Explain the effects of unemployment on the economy. 15.E. Understand the impact of government policies and decisions on production and consumption in the economy. 15.E.4b Describe social and environmental benefits and consequences of production and consumption. Language Arts: GOAL 5: Use the language arts to acquire, assess and communicate information. 5.B. Analyze and evaluate information acquired from various sources. Teaching with Primary Sources Illinois State University 5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes. 5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience. 5.C. Apply acquired information, concepts and ideas to communicate in a variety of formats. 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats. Procedures Back to Navigation Bar Day One: Students will take notes with the provided guided note handout The teacher will present/discuss the notes with the provided teacher notes The class will discuss the various stages of the economic cycle and the associated standards of living. Day Two: The teacher will describe primary sources and their functions in classroom and education The teacher will demonstrate how to navigate to the American Memory section of the Library of Congress website. Within the American Memory the teacher will highlight the Documenting America from the Great Depression to World War II section. Day Three: Students are given the PowerPoint design principles handout and briefly discuss the necessity of proper design Student are split into groups and given the Analyzing Primary Sources - The Great Depression & The Business Cycle Presentation guidelines Student begin their research Day Four: Students spend the entire class period researching and creating their PowerPoint presentations Day Five: Students present their PowerPoint presentations to
Teaching with Primary Sources Illinois State University the class.
Evaluation Back to Navigation Bar Evaluation will be conducted during various stages of the lesson. The teacher will evaluate student comprehension during the discussion of the notes. Student PowerPoint presentation will be evaluated according to the PowerPoint Rubric. Student oral presentations will be evaluated according to the Oral presentation rubric.
Extension Back to Navigation Bar Students will search the LOC website for audio recordings of individuals and politicians from the depression era. Students will use the recordings to produce a 1-2 paragraph reflection on how the quality of life diminishes during a period of economic decline.
Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar
Teaching with Primary Sources Illinois State University Image Description Citation URL Migrant agricultural Library of Congress, http://memory.loc.gov worker's family. Prints & Photographs /cgi-bin/query/r? Seven hungry Division , FSA-OWI ammem/fsaall:@filreq children. Mother aged Collection, [LC-DIG- (@field(NUMBER+ thirty-two. Father is ppmsca-03054 DLC] @band(ppmsca+0305 native Californian. 4)) Nipomo, California. +@field(COLLID+fsa )) Washington, D.C. Library of Congress, http://memory.loc.gov Blair House. Prints & Photographs /cgi-bin/query/r? Division, FSA-OWI ammem/fsaall:@filreq Collection, [ LC- (@field(NUMBER+ USF35-1326] @band(fsa+8b00165) ) +@field(COLLID+fsa )) Children's Library of Congress, http://memory.loc.gov playground. Saint Prints & Photographs /cgi-bin/query/r? Louis, Missouri. Division, FSA-OWI ammem/fsaall:@filreq Collection, [LC-DIG- (@field(NUMBER+ fsa-8b27095 DLC] @band(fsa+8b27095) ) +@field(COLLID+fsa )) New Bedford, Library of Congress, http://memory.loc.gov Massachusetts. Prints & Photographs /cgi-bin/query/r? Family of Portuguese Division, FSA-OWI ammem/fsaall:@filreq house painter who Collection, [LC- (@field(NUMBER+ live in low income USW38-001431-C @band(fsa+8e04944)) government housing DLC] +@field(COLLID+fsa project. )) Breadline at Library of Congress, http://memory.loc.gov McCauley Water Prints & Photographs /cgi-bin/query/r? Street Mission under Division, FSA-OWI ammem/fsaall:@filreq Brooklyn Bridge, Collection, [LC- (@field(NUMBER+ New York. USZ62-91536 DLC ] @band(fsa+8e08017)) +@field(COLLID+fsa )) House at Greenhills, Library of Congress, http://memory.loc.gov Ohio. Prints & Photographs /cgi-bin/query/r? Division, FSA-OWI ammem/fsaall:@filreq Collection, [LC- (@field(NUMBER+ USF34-015694-C @band(fsa+8b31499) DLC] ) +@field(COLLID+fsa )) Hooverville. Portland, Library of Congress, http://memory.loc.gov Oregon. Prints & Photographs /cgi-bin/query/r? Division, FSA-OWI ammem/fsaall:@filreq Collection, [LC- (@field(NUMBER+ USF34-004825-ETeaching with Primary@band(fsa+8b27933) Sources DLC] Illinois State) University +@field(COLLID+fsa )) Sunset Trailer Camp, Library of Congress, http://memory.loc.gov San Diego, California. Prints & Photographs /cgi-bin/query/r? Rubrics Back to Navigation Bar
Oral Presentation Rubric Category 4 3 2 1
Embellishment Shows a full Shows an Little understanding No understanding of understanding of the understanding of the of the topic and only topic and little to none topic and elaborates topic and elaborates elaborates a few elaboration of points. on all information on some information points. presented. presented.
Time-Limit Presentation is 4-5 Presentation is 3-4 Presentation is 2-3 Presentation is less minutes long. minutes long. minutes long. than 2 minutes.
Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or distinctly all the time, distinctly all the time, distinctly most of the cannot be understood and mispronounces but mispronounces 5 time. Mispronounces OR mispronounces no words. or less words. 5-10 words or uses more than 10 words slang. and uses slang.
Volume Volume is loud Volume is loud Volume is loud Volume often too soft enough to be heard enough to be heard enough to be heard to be heard by all by all audience by all audience by all audience audience members. members throughout members at least members at least the presentation. 90% of the time. 80% of the time.
Posture and Eye Stands up straight, Stands up straight Sometimes stands up Slouches and/or does Contact looks relaxed and and establishes eye straight and not look at people confident. Establishescontact with everyone establishes eye during the eye contact with in the room during thecontact. presentation. everyone in the room presentation. during the presentation.
TOTAL POINTS FOR ORAL PRESENTATION: ______/ 20
Teaching with Primary Sources Illinois State University PowerPoint Presentation Rubric
CATEGORY 4 3 2 1 Text - Font Choice Font formats (e.g., Font formats have Font formatting has Font formatting & Formatting color, bold, italic) been carefully been carefully makes it very difficult have been carefully planned to enhance planned to to read the material. planned to enhance readability. complement the readability and content. It may be a content. little hard to read. Sequencing of Information is Most information is Some information is There is no clear plan Information organized in a clear, organized in a clear, logically sequenced. for the organization of logical way. It is easy logical way. One slide An occasional slide orinformation. to anticipate the type or item of information item of information of material that might seems out of place. seems out of place. be on the next slide. Use of Primary All graphics are A few graphics are All graphics are Several graphics are Source Images attractive (size and not attractive but all attractive but a few dounattractive AND colors) and support support the not seem to support detract from the the theme/content of theme/content of the the theme/content of content of the the presentation. presentation. the presentation. presentation.
Cooperation Partners delegate Partners delegate Partners delegate Partners are often not tasks and shares tasks and shares tasks and shares effective in delegating responsibility responsibility responsibility tasks and/or sharing effectively all of the effectively most of the effectively some of responsibility. time. time. the time. Effectiveness Project includes all Project includes most Project is missing Project is lacking material needed to material needed to more than two key several key elements gain a comfortable gain a comfortable elements. It would and has inaccuracies understanding of the understanding of the make an incomplete that make it a poor topic. It is a highly material but is lacking PowerPoint. PowerPoint. effective PowerPoint. one or two key elements. It is an adequate PowerPoint. Spelling and Presentation has no Presentation has 1-2 Presentation has 3-4 Presentation has 5 or Grammar misspellings or misspellings, and/or misspellings, and/or more misspellings grammatical errors. 1-2 grammatical 3-4 grammatical and/or grammatical errors. errors. errors. Required Slides PowerPoint has 5-10 PowerPoint has 3-4 PowerPoint has 2-3 PowerPoint has 2 or content slides. content slides. content slides. less content slides.
Printing You must print in handout view with 3 slides per page.
TOTAL POINTS FOR POWERPOINT: ______/ 30
Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar Analyzing Primary Sources The Great Depression & The Business Cycle
You have been divided into 8 groups. Each group will analyze a different primary source from the Depression era (1930s). You can reference the chart below to identify which source you will need to analyze. Group Primary Source Number 1 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(ppmsca+03054))+@field(COLLID+fsa)) 2 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8b00165))+@field(COLLID+fsa)) 3 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8b27095))+@field(COLLID+fsa)) 4 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8e04944))+@field(COLLID+fsa)) 5 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8e08017))+@field(COLLID+fsa)) 6 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8b31499))+@field(COLLID+fsa)) 7 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8b27933))+@field(COLLID+fsa)) 8 http://memory.loc.gov/cgi-bin/query/r? ammem/fsaall:@filreq(@field(NUMBER+@band(fsa+8c00272))+@field(COLLID+fsa))
You will need to complete the following tasks within your group: 1- Fill out a Primary source Analysis Sheet for Photographs. Guide for filling out the Analysis Sheet: http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.pdf Link to a blank Analysis Sheet: (Fill out & Print when completed) http://www.loc.gov/teachers/usingprimarysources/resources/Primary_Source_Analysis_Tool.pdf
2- Determine which phase of the business cycle is illustrated by your photograph.
3- Find an additional picture from the Great Depression on the LOC website
Go to the collection: America from the Great Depression to WWII: http://memory.loc.gov/ammem/fsowhome.html Compare & Contrast the picture that you were assigned to the picture that you found in the collection.
4- Create a 5-10 slide PowerPoint presentation in which you present your responses from 1,2, & 3.
5- Prepare your group to present your Presentation to the class. (Sharing the information from 1 & 2) with the class. Economic Cycle: Student Notes
1. Expansion (Growth) –
A. Standard of Living:
B. Inflation:
C. Unemployment:
2. Peak (Prosperity) –
A. Standard of Living:
B. Inflation:
C. Unemployment
3. Contraction (Recession) –
A. Standard of Living:
B. Inflation:
C. Unemployment
4. Trough ( Depression) –
A. Standard of Living:
B. Inflation:
C. Unemployment Back to Navigation Bar
Economic Cycle: Teacher Notes
Back to Navigation Bar
TOP TEN PowerPoint Design Principles 1. 1. Keep It Simple – Be Consistent This is the over-riding theme of any PowerPoint presentation. Don’t try to overdo your presentation by adding hundred of cliparts, annoying animation, too many fonts, too many colors, etc. Pick colors, animation, fonts, etc that will be sharp and consistent throughout your presentation.
2. 2. A good color scheme is imperative (necessary) The general rule of PowerPoint is that you should have a dark background with light text. You can stray from this rule if you want something brighter, but make sure that if you use a light background, you use dark text. CONTRAST is very important.
3. 3. PowerPoint presentations should not have sentences! A PowerPoint slideshow is simply a tool to help you present material. If you have all of your information on your slides, there is no reason to present – you can simply run your PowerPoint slideshow. The Rule of 36. Never have more than 6 Lines per slides and 6 words per Line.
4. 4. Use a slide design that fits your topic! Don’t just use a slide design that you feel looks “cool” but doesn’t fit the topic at hand. One of the strongest elements of your presentation is your slide background because it is the same throughout your slideshow. If you don’t find one in the choices that PowerPoint gives you, find one online (ask your teacher for help).
5. 5. Fonts are very important! Although many students don’t understand the importance of fonts, it can be very important in a PowerPoint presentation. You don’t want your font to be too boring, but you also want it to be readable. The general rule is that you should not use all capitals, italics, or display fonts (a display font is a fancy font like Script). You can use bold for emphasis, but don’t overuse it. Also, make sure your font is large enough to read!
6. 6. Use consistent slide transitions A slide transition represents an important way to keep an audiences attention from slide to slide. Choose a transition that you like and stick with it. A different transition for each slide can get annoying in a hurry.
7. 7. Use consistent custom animation It is a bad idea to have all of your text come in at the same time. If it does, your audience members will simply read the slide and not listen to you. Choose a custom animation that you like and stick with it. Make sure it isn’t too slow, and make sure that you NEVER HAVE TEXT FLYING OVER AN OBJECT. Another good idea is to use the Dim feature, which allows you to change the text color of line of text when the next item comes in. This allows the focus to shift to the new text.
8. 8. Use consistent clipart The general rule for PowerPoint is to use clipart/pictures that have a consistent tone. For example, don’t use a serious clipart for one slide, and then switch to a funny clipart on the next slide. You can use a mixture of clipart and pictures, but if you can avoid it try to. Remember, consistency is very important!
9. 9. Don’t overdo or underdo clipart Five clipart pictures on one slide is too much! One clipart picture every five slides isn’t enough. You need to try to find a happy medium with clipart, understanding that clipart brings attention to a slide, but having an excess brings too much attention to a slide.
10. 10. Placement of clipart and text is important The general rule is that your clipart should easily be seen but not the most dominant part of the page. Also, text should be centered in relation to the clipart, either vertically or horizontally.