The Dirty Thirties - Opening Lesson - Economic Vocabulary and Song
1. Quiz - We started a class on Tuesday with some study time and then we wrote a quiz.
2. Unit Handout. Begin by putting word “DEPRESSION” on board. See if students know what it means. You could get them to all discuss with a partner some words that relate to it, or anything they’ve heard about it before and get all students to come up to the board and write a key term. Or you could say that it is a protracted period of unemployment and economic stagnation. Lots of folks are poor.
3. We put up 5 songs from the 1920s and 5 songs from the 1930s and see if students can determine any differences.
2. Unit Handout. Begin by putting word “DEPRESSION” on board. See if students know what it means. You could get them to all discuss with a partner some words that relate to it, or anything they’ve heard about it before and get all students to come up to the board and write a key term. Or you could say that it is a protracted period of unemployment and economic stagnation. Lots of folks are poor.
3. We put up 5 songs from the 1920s and 5 songs from the 1930s and see if students can determine any differences.
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4. Distribute the Unit Overview Handout. Have students read the first two paragraphs as a class. This will help to introduce the era.
1930s_overview_and_vocabulary.doc | |
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5. Economic Vocabulary Handout: Distribute the handout on economic vocabulary. As you go over each term, students must doodle a picture in the margins beside each word as a way to remember what each one means. You may want to write them on the board and get students to ask you what you would put down as a picture. Feel free to doodle too.
Revenue Expenditures Budget Balanced Budget Deficit Currency Market economy Supply & Demand.
-Illustrate supply and demand with an example: -Ask class if a good year for farmers is a year where they all produce a great amount of apples. -this is untrue. As a farmer, you want to produce a lot of apples, but want no one else to produce apples, then you will get higher return, because you apples will be in demand. -As a demonstration, I usually bring in Soda Crackers and have a pile. Students have a contest who can eat the most, the fastest. Then they have to whistle…. It is impossible. -Now explain, when there are lots of crackers, he doesn’t care how many there are. -But if he was hungry and there was only one cracker, how would be feel? It would be worth more to him. Put a glass of water - a single one in front of them. Now, what is more valuable, the water or crackers.
6. Economic Cycle: Flip sheet over and discuss the economic cycle. It is on reverse of economic definitions sheet. On the great depression handout you will show students there is another example of the economic cycle, which I like better. I show both to students because different students like different visuals.
-Discuss possible exam questions.
-Can ask what item comes next in the cycle; can give some qualities (i.e.: profits falling, unemployment rising...) and ask which part of the cycle it represents, can provide a date and ask what part of the cycle best describes that date (i.e.: 1925, would be prosperity).
7. have students examine the round version and read it. In class, we had 5 mins to read silently. Mr. Fitton then quizzed us on the material contained therein. Explain how the economic cycle is broken up into “Prosperity, Recession, depression, Recovery.” Ask the following questions.
Why isn’t Prosperity at the top? Why is it a wheel on an angle? – there is no start of finish…it is like the earth in space, there is no up or down. What is Canada in right now?
What stage is the states in right now? -Some states – depression, most recession, some recovery
What will happen to Canada? (Mouse & Elephant) -Could fall harder w/out USA importing goods, could worse.
Revenue Expenditures Budget Balanced Budget Deficit Currency Market economy Supply & Demand.
-Illustrate supply and demand with an example: -Ask class if a good year for farmers is a year where they all produce a great amount of apples. -this is untrue. As a farmer, you want to produce a lot of apples, but want no one else to produce apples, then you will get higher return, because you apples will be in demand. -As a demonstration, I usually bring in Soda Crackers and have a pile. Students have a contest who can eat the most, the fastest. Then they have to whistle…. It is impossible. -Now explain, when there are lots of crackers, he doesn’t care how many there are. -But if he was hungry and there was only one cracker, how would be feel? It would be worth more to him. Put a glass of water - a single one in front of them. Now, what is more valuable, the water or crackers.
6. Economic Cycle: Flip sheet over and discuss the economic cycle. It is on reverse of economic definitions sheet. On the great depression handout you will show students there is another example of the economic cycle, which I like better. I show both to students because different students like different visuals.
-Discuss possible exam questions.
-Can ask what item comes next in the cycle; can give some qualities (i.e.: profits falling, unemployment rising...) and ask which part of the cycle it represents, can provide a date and ask what part of the cycle best describes that date (i.e.: 1925, would be prosperity).
7. have students examine the round version and read it. In class, we had 5 mins to read silently. Mr. Fitton then quizzed us on the material contained therein. Explain how the economic cycle is broken up into “Prosperity, Recession, depression, Recovery.” Ask the following questions.
Why isn’t Prosperity at the top? Why is it a wheel on an angle? – there is no start of finish…it is like the earth in space, there is no up or down. What is Canada in right now?
What stage is the states in right now? -Some states – depression, most recession, some recovery
What will happen to Canada? (Mouse & Elephant) -Could fall harder w/out USA importing goods, could worse.
economic_definiton_and_economic_cycle_handout.doc | |
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8. Mr. Fitton then showed students a song that he created: Now sing the “Economic Cycle Song” by Mr. Fitton. See to the side for last years sample.
-Tune of Frere Jaques; I sing it as “Mr. Rogers” and should wear a cardigan on this day. We also do actions to the song. When I say Up (students jump up) when I say down (students squat down) When I say Recession and depression (they put their knuckles to their eyes like they are crying) and recovery, prosperity (they do a little happy dance – pointer fingers in air). Economics, Economics Up and down, Up and Down Recession then depression Recession then depression Recovery, Prosperity Recovery, Prosperity |
9. Causes of Depression notes Scavenger Hunt: Students are to take notes on the sheet called “The Great Depression" while searching for clues around the school.
great_depression_student_note_handout.doc | |
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great_depression_causes_sheet.doc | |
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depression_scavenger_hunt.docx | |
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10. Students created their own songs. Criteria was that they must take 6 terms from the economic terms handout and make a song that proves they know the terms. Must parody a song. Think about using a nursery rhyme or catchy top 40 song. Must prove that you know the definition of the term as well.
11.Next day we plan to finish going over the Scavenger hunt notes and make a comic book of it.
11.Next day we plan to finish going over the Scavenger hunt notes and make a comic book of it.
Lesson 2 - Review of Economics + Causes of the Depression
1. Today students reviewed the parts of the economic cycle.
2. Mr. Fitton reviewed the top 5 songs of the 1920s and 1930s. Students had to determine the thematic difference between them. As a class, students determined that songs in the 1920s were decidedly more optimistic than those in the 1930s, which had a sombre tone. Indeed, this would reflect the values of the decade.
3. Students examined the causes of the great depression from their notes (and what made the depression worse). As a class, students divided into groups and each got a topic below. They had to create a "tableaux" to represent the information provided in the notes. This picture will be then turned into a class comic to help them study. They get one chance to make a creative picture. Students will "become" the notes through the use of "Comic Life" a computer program that enables students to make live-action comics using themselves.
A. Overexpansion of Agriculture
B. Surplus Production in Industry
C. Technological Displacement
D. Over-speculation in the Stock Market
E. Trigger: Black Tuesday
F. Banking
G. Drought
H. Unemployment
I. Protectionism
4. Students Can work on their chapter questions. 1-12.
2. Mr. Fitton reviewed the top 5 songs of the 1920s and 1930s. Students had to determine the thematic difference between them. As a class, students determined that songs in the 1920s were decidedly more optimistic than those in the 1930s, which had a sombre tone. Indeed, this would reflect the values of the decade.
3. Students examined the causes of the great depression from their notes (and what made the depression worse). As a class, students divided into groups and each got a topic below. They had to create a "tableaux" to represent the information provided in the notes. This picture will be then turned into a class comic to help them study. They get one chance to make a creative picture. Students will "become" the notes through the use of "Comic Life" a computer program that enables students to make live-action comics using themselves.
A. Overexpansion of Agriculture
B. Surplus Production in Industry
C. Technological Displacement
D. Over-speculation in the Stock Market
E. Trigger: Black Tuesday
F. Banking
G. Drought
H. Unemployment
I. Protectionism
4. Students Can work on their chapter questions. 1-12.
1930s_chapter_questions.doc | |
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socials_11_-_class_comic_great_depression.pdf | |
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Lesson 3 - Descent into Chaos; Chapter Overview/Questions
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1. Today students reviewed the parts of the economic cycle by singing the Economic Song.
2. Students read the sections of the unit overview that we have learned about to give them a flavour of the era and to recall what we learned last day. Vocab is on the back of the sheet. Overview is available for download above under lesson 1. 3. Students worked on Unit Vocabulary on the rear of the 1930s sheet. AND/OR Chapter Questions. 4. Watched video of Canada A People's History "Descent into Chaos" https://youtu.be/nqiToEVazTs |
Lesson 4 - Reviewing Political Responses to the Depression + Protest Parties
1. Today students reviewed material learned in last classes chapter questions.
2. Students completed a T-Chart. They did one on how Mackenzie King reacted to the depression and the strategies he used. On the other side, they had to list how Prime Minister Bennett dealt with the depression. Students looked at information on pages 101, 102, 104, 110, 112 and 113. There will be an essay question on the exam that deals with how Canadians (including the government) tried to deal with the depression. To review this material. Students will reconfigure the class to look like a mock house of Commons. Two students will volunteer to be MacKenzie King and Bennett. They will announce one plan to deal with the Depression from the notes. Then their caucus (Liberal or Conservative) will provide other suggestions. OR - We do "Headlines" - Students need to create three headlines for each prime minister that show what they did to help end the depression. OR - Students design an Epic Rap Battle of History 3. Students watched part of "A Peoples History" - the section called "Blown Away" can be viewed in the youtube video below. 35:04-39:15) |
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Lesson 5: Keynesian Economics, Distractions from Despair.
1. Students watched a small video on John Maynard Keynes (an economic/political solution to the depression) via a "Rap" video. Watch the two videos below to explain Keynes philosophy. Only watch 3.5 minutes of the Keynes rap as the rest is about another economist.
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2. Students watched a slideshow on distractions from despair and the great depression. It helped answer questions 11/12 on the chapter questions.
We also watched 4 small video clips on the Dionne Quintuplets and Grey Owl to give students a visual of the information we discussed.
We also watched 4 small video clips on the Dionne Quintuplets and Grey Owl to give students a visual of the information we discussed.
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3. Students worked on a 1930s Scrapbook Scavenger hunt assignment. The handouts to work on it are only available in class. If you miss class, you may with to try your textbook and the internet. First group done won a prize.
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Students then watched "Dear Mr. Prime Minister" and the "On-To-Ottawa Trek" portion of "A People's History."
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4. We looked at our Scavenger Hunt notes on how new political parties said they would deal with the depression. The existence of these parties reveals that some Canadians were upset with how the established order/parties were trying to solve the depression. We looked at:
THE SOCIAL CREDIT PARTY
THE UNIONE NATIONALE
THE CCF (Cooperative Commonwealth Federation)
Then, students had a learning task - they had to come up with a mnemonic device to remember what the CCF, Union Nationale, Social Credit Party, Liberal Party and Conservative Party stood for (ie. BLAME for depression: Both Left wing commies And Minority of English for the Depression, is a good acronym/mnenomic for remembering the Union Nationale's policy.)
OR:
Use the notes to write a 8 line poem about how they responded, interview, rap battle, drawing, 6 newspaper headlines, puppet show, trading card. Present to the class.
OR :
Mr. Fitton created a handout with a picture of each leader on it, as well as the name of the party. Students were then given stickey notes (4-6 of them) in groups of 3 (students.) Students had to create on the sticker notes, things the party stood for, parts of their platform or famous quotes. From the textbook. Mr. Fitton gathered them in and jumbled them up. He then re-distributed them to groups who had to go and stick them onto picture of the three party leaders who were stuck around the room.
THE SOCIAL CREDIT PARTY
THE UNIONE NATIONALE
THE CCF (Cooperative Commonwealth Federation)
Then, students had a learning task - they had to come up with a mnemonic device to remember what the CCF, Union Nationale, Social Credit Party, Liberal Party and Conservative Party stood for (ie. BLAME for depression: Both Left wing commies And Minority of English for the Depression, is a good acronym/mnenomic for remembering the Union Nationale's policy.)
OR:
Use the notes to write a 8 line poem about how they responded, interview, rap battle, drawing, 6 newspaper headlines, puppet show, trading card. Present to the class.
OR :
Mr. Fitton created a handout with a picture of each leader on it, as well as the name of the party. Students were then given stickey notes (4-6 of them) in groups of 3 (students.) Students had to create on the sticker notes, things the party stood for, parts of their platform or famous quotes. From the textbook. Mr. Fitton gathered them in and jumbled them up. He then re-distributed them to groups who had to go and stick them onto picture of the three party leaders who were stuck around the room.
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3. Now that we know how the Political Parties Dealt with the Depression, we will learn about how the Canadian Population dealt with the depression. Today we will learn about Farmers. Remind students of the "Blown Away" clip from the last class. (About the Dustbowl). 35:04-39:15)
4. Discuss Tree Screens, Stubble Farming and Trash Farming. Record Drawings off the board. Students may wish to copy.
5. Finish Chapter questions, due in two days.
6. We Continued to work on our chapter questions and unit vocab.
Lesson 6: Reviewing Responses to the Depression and the Road to War
1. Students drew pictures of Trash Farming, Stubble Farming and "Tree Screens" and learned that this was a way that farmers dealt with the depressions and the drought that occurred. Also, to minimize dust from blowing away.
2. Mr. Fitton reviewed Keynesian Economics.
3. Students watched a video entitled "Hobo Matters." - It was a humorous satire of "Riding the Rods" and the hobo situation created by the Great Depression.
http://www.youtube.com/watch?v=t1JIa5r5nkE
5. Lecture with handout on "The Road to War" + youtube clips of dictators reviewed in the Slideshow. See slideshow and handouts below.
6. Videos of Dictators for your perusal (ALSO Viewable below):
Stalin Clip: http://www.youtube.com/watch?v=wXGh_sbPUk0 (no one wants to stop clapping)
Stalin Speaks: http://www.youtube.com/watch?v=VtxG_qoMFTM&feature=related
Hitler: http://www.youtube.com/watch?v=_Q-6H4xOUrs
Satire of the same Speech: http://www.youtube.com/watch?v=BDvDClAL-2s&feature=related
Mussolini: http://www.youtube.com/watch?v=NGiQ2-oIRpw&feature=related (Play from 47 seconds in
http://www.youtube.com/watch?v=YFSsRTDACCo (Fox Newsreel when he was executed)
2. Mr. Fitton reviewed Keynesian Economics.
3. Students watched a video entitled "Hobo Matters." - It was a humorous satire of "Riding the Rods" and the hobo situation created by the Great Depression.
http://www.youtube.com/watch?v=t1JIa5r5nkE
5. Lecture with handout on "The Road to War" + youtube clips of dictators reviewed in the Slideshow. See slideshow and handouts below.
6. Videos of Dictators for your perusal (ALSO Viewable below):
Stalin Clip: http://www.youtube.com/watch?v=wXGh_sbPUk0 (no one wants to stop clapping)
Stalin Speaks: http://www.youtube.com/watch?v=VtxG_qoMFTM&feature=related
Hitler: http://www.youtube.com/watch?v=_Q-6H4xOUrs
Satire of the same Speech: http://www.youtube.com/watch?v=BDvDClAL-2s&feature=related
Mussolini: http://www.youtube.com/watch?v=NGiQ2-oIRpw&feature=related (Play from 47 seconds in
http://www.youtube.com/watch?v=YFSsRTDACCo (Fox Newsreel when he was executed)
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Lesson: Reviewing For the Unit Test
1. Review Bingo. The class played a version of Review Bingo in order to help study factoids for the upcoming unit test.
2. Fill out Essay outline and ASR for test.
3. Get Styrophome cup and fill out. Each student was given a styrofoam cup and they could bring it into the test. They can write whatever they want on the cup.
4. Below are two videos that can be viewed to help students get a further and deeper understanding of the time period. They are not something we have time to view in class.
5. Review questions: There are many ways to ask the same Question:
(Remember, we learned the economic cycle song to help you understand the concept - now you have to apply it:
1. Recession --> Depression --> ___________________ --> Prosperity (what comes in the blank)
2. Name the order of the Economic Cycle in Canada starting in 1925
A. Recovery, Prosperity, Recession, Depression
B. Recession, Depression, Recovery, Prosperity
C. Depression, Recovery, Prosperity, Recession,
D. Prosperity, Recession, Depression, Recovery
3. Name the order of the Economic Cycle in Canada starting in 1936
A. Recovery, Prosperity, Recession, Depression
B. Recession, Depression, Recovery, Prosperity
C. Depression, Recovery, Prosperity, Recession,
D. Prosperity, Recession, Depression, Recovery
4. "Sales are high, Unemployment low, many strikes" - What part of the economic cycle?
"Sales Declining, Unemployment rising, production of goods declining" - What part of the economic cycle?
5. "Men Forced to ride the rails looking for work" - Newspaper, 1934
Use the information above to answer the question: what part of the economic cycle in Canada does the newspaper allude to?
2. Fill out Essay outline and ASR for test.
3. Get Styrophome cup and fill out. Each student was given a styrofoam cup and they could bring it into the test. They can write whatever they want on the cup.
4. Below are two videos that can be viewed to help students get a further and deeper understanding of the time period. They are not something we have time to view in class.
5. Review questions: There are many ways to ask the same Question:
(Remember, we learned the economic cycle song to help you understand the concept - now you have to apply it:
1. Recession --> Depression --> ___________________ --> Prosperity (what comes in the blank)
2. Name the order of the Economic Cycle in Canada starting in 1925
A. Recovery, Prosperity, Recession, Depression
B. Recession, Depression, Recovery, Prosperity
C. Depression, Recovery, Prosperity, Recession,
D. Prosperity, Recession, Depression, Recovery
3. Name the order of the Economic Cycle in Canada starting in 1936
A. Recovery, Prosperity, Recession, Depression
B. Recession, Depression, Recovery, Prosperity
C. Depression, Recovery, Prosperity, Recession,
D. Prosperity, Recession, Depression, Recovery
4. "Sales are high, Unemployment low, many strikes" - What part of the economic cycle?
"Sales Declining, Unemployment rising, production of goods declining" - What part of the economic cycle?
5. "Men Forced to ride the rails looking for work" - Newspaper, 1934
Use the information above to answer the question: what part of the economic cycle in Canada does the newspaper allude to?
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Test Day
1. Students completed their unit test for the Interwar Period.