Lesson Plans

Lesson 1: Worldwide Depression
Lesson Title:
Grade Level:
Curricular Areas:
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S.O.L.:
Lesson 1: Interwar Period – Worldwide Depression
World History II: 10th grade
Social Studies
Examview/Blackboard
ActivInspire
Promethean Tablet
Unit 14: Interwar Period Pretest (Appendix 1)
Prezi Presentation Unit 14: Interwar Period slides 1-36 (Appendix 2)
Unit 14: Interwar Period Slot Notes (Appendix 3)
German Hyperinflation Personal Accounts (Appendix 5)
Projector
Promethean
Laptops – classroom set
Promethean Tablet
WHII.1 The student will improve skills in historical research and
geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary
sources to make generalizations about events and life in world
history since 1500 A.D. (C.E.);
b) using maps, globes, artifacts, and pictures to analyze the
physical and cultural landscapes of the world and to interpret
the past since 1500 A.D. (C.E.);
c) identifying geographic features important to the study of
world history since 1500 A.D. (C.E.);
d) identifying and comparing political boundaries with the
locations of civilizations, empires, and kingdoms from
1500 A.D. (C.E.) to the present;
e) analyzing trends in human migration and cultural interaction
from 1500 A.D. (C.E.) to the present;
f) analyzing the impact of economic forces, including taxation,
government spending, trade, resources, and monetary systems,
on events since 1500 A.D. (C.E.).
WHII. 11 The student will demonstrate knowledge of political,
economic, social, and cultural developments during the Interwar
Period by
a.) Describing the League of Nations and the mandate system;
b.) Citing causes and assessing the impact of worldwide
depression in the 1930s;
c.) Examining events related to the rise, aggression, and human
costs of dictatorial regimes in the Soviet Union, Germany,
Italy, and Japan, and identifying their major leaders, i.e.,
Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and
Hideki Tojo.
Specific Objective:
Bloom’s Taxonomy Level:
Note: SOLs WHII.1 b-f and WHII.11 a have been covered in previous
units.
TSW list and understand causes and implicatoins of the worldwide
depression in the 1930s.
TSW analyze information found in primary from the Interwar Period.
Knowledge: TSW list the causes and implications of the worldwide
depression in the 1930s.
Comprehension: TSW understand the causes and implications of the
worldwide depression in the 1930s.
Analysis: TSW analyze primary sources from the Interwar Period in
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Lesson 1: Worldwide Depression
Multiple Intelligences Addressed:
Focus Activity:
Direct Teaching/Modeling:
Check for Understanding:
Guided Practice:
order to make generalizations about the time period.
Linguistic: TSW listen to lecture and look at slides regarding the
causes and impacts of the worldwide depression in the 1930s.
Logical-Mathematical: TSW organize notes under “causes” and
“impacts” of the worldwide depression in the 1930s.
Intrapersonal: TSW work on test and notes independently.
Interpersonal: TSW work in groups
TTW write the following under “Bell Ringer” heading on the chalk
board:
“Create Unit 14 folder. Download Unit 14 – Interwar Period slot
notes from Blackboard.”
TSW take Unit 14: Interwar Pretest on Blackboard. They may not use
any additional resources (notes, book, or Google/Wikipedia).
TTW lecture on Unit 14: Interwar Period slides 1-18 (Causes of the
Worldwide Depression). The Prezi slides match up with the Unit
14: Interwar Period Slot Notes.
TSW fill in slot notes as the slides appear on Prezi.
Lecture notes:
TTW read the slides to the students, interjecting insights and personal
stories where appropriate. (Substitute: read slides as presented,
teacher will review upon return).
Image 1: This image demonstrates how quickly the economy shattered
in America. The image shows people standing in a bread line,
waiting for food. They are dressed nicely, because their good
work clothes have not been worn out yet. The billboard in the
background still advertises America as the World’s Highest
Standard of Living (“There’s no way like the American Way!”)
Image 2: A Russian factory bombed by the Germans (an example of
why Europeans were unable to produce like before
Image 3: Visual of the Black Tuesday, the day the Stock Market
Crashed
TTW ask students questions throughout lecture which will gauge
understanding.
TTW introduce the Primary Document Analysis activity using the
German Hyperinflation Personal Accounts.
TTW display and read first personal account to the class.
TTW guide the students through the process of reading a primary
document critically. Example:
[The man who spoke this quote is talking about how high prices
are where he lives. There is mention about eating rabbit, and about
having knapsacks and carts. It seems people aren’t able to just
swipe their Visa at the local store, because he talks about the
weight of money. The man talked about the price rising so rapidly
the price would change between when he looked in the store and
when he walked up to the counter to make a purchase. I can’t
imagine he’s telling the truth. I bet he’s embellishing the story a
little to make it sound worse than it is. In any case, we can tell
there is a problem where he lives. Prices are high, but he still has
access to money, which he must cart around in order to purchase
things that he needs.]
TTW display and read the second personal account, this time stopping
to ask students what facts they can pull from the document, and what
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Lesson 1: Worldwide Depression
assumptions may be made about the time period based on those facts.
Example:
[How does the lower class feel about the upper class? Why do
they feel that way? There is a growing gap between the rich and
the poor. Capitalists seem less effected by the hyperinflation than
the common man. Who does the common man blame for the
hyperinflation? The common man blames the hyperinflation on
the government, who seems to be unable or unwilling to do
anything about it. How does the lower class react? Why do they
do what they do? The lower class reacts by spending what money
they receive if they have an abundance, since saving it would not
benefit them in the least.]
Direct Teaching/Modeling:
TTW display and read the third personal account.
TSW take time to reproduce the activity independently (The student
may write their thoughts or just think about it; however, they may not
talk at this time.)
TTW call on students to walk the class through their personal version
of the activity.
TTW lecture on Unit 14: Interwar Period slides 19-36 (Implications of
the Worldwide Depression). The Prezi slides match up with the
Unit 14: Interwar Period Slot Notes.
TSW fill in slot notes as the slides appear on Prezi.
Lecutre Notes
Image 4-7: Impacts of Hyperinflation. Money had so little value in
Germany, children played with money or it was discarded on the
streets.
Image 8: A commemorative coin listing the prices of common goods
in 1923: 1 pound of bread: $3 billion; 1 pound of meat: $36
billion; 1 glass of beer: $4 billion.
Image 9: An unemployed man holds a sign seeking employment
Video 1: A clip from It’s a Wonderful Life depicting a run on a bank.
Images 10-13: Stalin, Hitler, Mussolini, Tojo
Accommodations, if necessary
Closure:
Evaluation/Assessment:
After lecture:
TSW take DQC 1 – Interwar Period on Blackboard. A paper copy will
be provided for those students who do not have a working
laptop.
TSW moniter the quiz from the back of the classroom. Students may
use Microsoft Word to access their notes. Other sources and
talking are not permitted. When students have finished the
DQC, they may do other work until the class is dismissed.
TTW follow IEPs as outlined at the beginning of the year.
Completed notes will be provided to students upon request and a study
guide key will be available on Blackboard throughout the unit.
TTW ask students to put away their computers.
TTW ask students think about the following questions until the next
class period:
If your country had just experienced a severe economic downturn,
what traits would you look for in a leader? What promises would bring
you hope? How patient would you be while you waited for a solution?
TSW take DQC 1 on their laptops.
DQC 1 Password: bust
As always, students may use notes for support on their DQCs.
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Lesson 1: Worldwide Depression
Source:
Primary Sources found at:
http://weimar.facinghistory.org/content/personal-accounts-inflationyears
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