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This lesson provided by:
Author: Sandra Thomason
System:Covington County
School:Straughn Elementary School
Lesson Plan ID: 16785
Title:

Hardships During the Great Depression

Overview/Annotation:

Students will be divided into groups of 2 or more. Each group will be given a choice of jobs that were available during the 1930s. Students will learn to manage their cost of living and household expenses.

Content Standard(s):
TC2(6-8) 9. Practice responsible and legal use of technology systems and digital content.
TC2(6-8) 11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.
MA2013(6) 25. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. [6-SP1]
MA2013(6) 28. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. [6-SP4]
SS2010(6) United States Studies: The Industrial Revolution to the Present2. Describe reform movements and changing social conditions during the Progressive Era in the United States.
SS2010(6) United States Studies: The Industrial Revolution to the Present4. Identify cultural and economic developments in the United States from 1900 through the 1930s.
SS2010(6) United States Studies: The Industrial Revolution to the Present5. Explain causes and effects of the Great Depression on the people of the United States.
Local/National Standards:  
Primary Learning Objective(s):

Students will be able to compare the past living expenses to the present living expenses. Students will be able to understand hardships that the Great Depression caused their ancestors. Students will be able to browse the Internet for information concerning the hardships of the Great Depression. Students will be able to calculate the cost of living during the 1930s.

Additional Learning Objective(s):  
Approximate Duration of the Lesson: Greater than 120 Minutes
Materials and Equipment:

history book, paper, pencils, poster boards

Technology Resources Needed:

computers, Internet

Background/Preparation:

Students must have an understanding of the causes and hardships of the Great Depression prior to this assignment.

Procedures/Activities:
1.)Students will be divided into groups of 2 or more and each group will be given a rubic. Each group will be given a cost of living expense and a choice of jobs. The project will last for two weeks. The groups will search the Internet for living expenses during the 1930s. They will find information on wages, utilities, insurance, housing, food, transportation, and medical expenses. Students will compare the cost of living then to the present. The students will compose a graph that shows these differences.
(Then and Now: Prices)

2.)Another website students may want to use:
(Then and Now: Prices)

3.)Students will go to the computer lab and begin research on their project. Students will gather and download various information that will help them put their project together.
(American History: 1930s)

4.)Students must explain how they purchased groceries, housing, transportation, utilities, medical and expenses. Each item must be itemized. Students will also explain what they could not afford to have and if there where any other options.

5.)Once students have gathered information, each group will calculate the cost of living for their household, put together their graph, and provide pictures of items purchased. The group will then show the teacher their completed work. The teacher will approve the project for presentation. The students will then share with the class their living expense for their household.

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Assessment Strategies:

The most appropriate assessment of this lesson would be a rubic developed by the teacher which evaluates the students' success in meeting all the requirements.

Extension:
 
Remediation:
 
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
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