Lesson 1: Worldwide Depression Lesson Title: Grade Level: Curricular Areas: Materials/Resources: Technology Used: 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 Page | 1 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 Page | 2 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. Page | 3 Lesson 1: Worldwide Depression Source: Primary Sources found at: http://weimar.facinghistory.org/content/personal-accounts-inflationyears Page | 4
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