Great Depression Lesson: Effects of the GD

Had the students first try to update their KWL charts for the GD. I recorded some of their ideas on chart paper. I have been keeping track of the questions they create and information they discover for this topic and hope to use these chart paper notes for exam review too.

Next, I had them identify, on their reflection page, 3 things that stress them out as teenagers. After writing some ideas, they shared with a partner and I then listed some on the board. I asked them to compare their "problems" with those of people in the GD as the lesson developed.

The 2 focus questions for the lesson were
1. Who had it the worst during the Depression?
2. Which group would you least want to be part of if you were alive during the Depression? (later in the lesson I had them identify possible groups to choose from)

I had them set up a chart in their notes with 5 rows. Each row was labeled with the title of a Canada: A People's History clip (e.g. Descent into Chaos, Blown Away). I had them use "Pairs View" as we watched the video. This structure requires partners to letter off, either A or B. They view a segment of video and make notes but I inform them that when I stop the tape, I will identify a letter to be the first reporter. For example, after showing the first of the 5 clips, I said "B's, you will report first." The B's had to verbally summarize 3 important points from the clip they had just viewed. The next time I stopped the tape, the A's would report. They each, however, were still instructed to take notes, regardless of who the reporter was. After sharing their ideas with each other, I randomly called on students to provide the class with key points from the clip. This worked beautifully and it sure beats fill-in-the blanks.

We only managed to view 3 of the 5 clips but after the 3rd one, I asked them to help me brainstorm a list of groups to choose from when they did their reflection (see above). We identified farmers, kids, unemployed men, families, and Newfoundlanders (they were the focus of one of the clips). I asked the students to note on their reflection page the group they would least want to be part of and then provide a reason. In addition, they also had to pick the group they would most want to be part of if they had to choose and provide a reason for that choice. These types of reflections are a great way to finish a class and a great starting point for the next day.