Day+2+Lesson+Plan

Day 2: Causes and Effects of Great Depression

Timeline: 2 hours

Objective: Students will identify cause and effect. Students will draw conclusions/infer. Students will ask questions to gain deeper understanding. Students will take notes. Students will understand that food gives us energy. Students will understand that food contains nutrients needed for survival. Students will identify the causes and effects of Great Depression.

Materials: Student journal http://www.history.com/topics/great-depression/videos http://www.history.com/topics/great-depression/videos#america-black-blizzard chart paper

Procedures: 1. Teacher will review discussion by referring to chart with class notes. Students will discuss any further thoughts. 2. Teacher will **activate student's prior knowledge** by giving students examples of causes and and asking them to provide effects for the causes and vice versa. 3. Teacher will explain to students that today they will examining the causes and effects of the Great Depression. 4. Teacher will show the film. Students will take notes during video. 5. Students will **Think/Pair/Share** with a different partner about their response to the film and notes taken. 6. Class will share their feelings and **questions** they have from the film in addition to notes taken. Teacher will add notes to chart. 7. Teacher will ask students to identify the causes of Great Depression. Class will **discuss** these and teacher will create a new chart for the causes and effects. 8. Teacher will show students the film about the Dust Bowl. Student will take notes during video. 9. Class will **discuss** content of film and notes taken along with questions students have generated. 10. Teacher will ask students to identify the effects of the Great Depression. Class will discuss effects and teacher will add them to chart. 11. Class will **discuss** the importance of food and its effects on the body. Class will examine the people of the Great Depression and **analyze and infer** whether they had the proper nutrients needed for energy and survival. Class will **discuss** the effects of not having the proper food (no energy, can't work, malnutrition, death). 12. Teacher will ask students to think of what the government could do to make this situation better and prevent this from ever happening again. 13. Students will respond to this assignment in their journal. Students will share their response with a **partner** and then the partners will present the other person's response to the class. 14. The class will discuss everyone's response and **predict** what the government will do to solve this problem.

Assessment: Students will be assessed in the following ways:
 * observation during film, discussions, note taking
 * student written response

Rubric for note taking: http://www.stma.k12.mn.us/technology/tech_center/Technology_Integration/Summarizing_Notetaking/notetakingrubric.pdf