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BELMONT UNIVERSITY
DEPARTMENT OF EDUCATION
Building together for excellence in education
Lesson Planning Document
1.
General Information-1.27.2013
2.
Topic: Depression and New Deal
3.
Subjects Integrated: Literacy
4.
Readiness and Background Knowledge
Students must have been in class for discussion of the 1920’s. This is the first lesson in the Great
Depression Unit. The unit will last two weeks and will consist of six lessons. Since students have just
finished studying the Twenties, this lesson forms a bridge connecting the Twenties and the Thirties. In it,
students will examine the different causes of the Great Depression and see that many of these causes were
long-term trends that developed in the years following World War I.
5.
Goal/s

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
6.
Objective/s
Student learning objectives:
1.
2.
3.
Identify the multiple political, economic, environmental, and social causes of the Great Depression
and evaluate the effects of each on the U.S.
Analyze the causes and consequences of the stock market crash of 1929
Explain the global context of the Depression and the reasons for the worldwide economic collapse.
Teacher learning objectives
1.
7.
The teacher will be able to effectively model how to create a graphic organizer.
Resources and Materials
Worksheet created by teacher with graphic organizer. PowerPoint . Handouts.
8.
Classroom Arrangement
The desks are divided into two sections that are facing toward the main dry erase boards and the
overhead projector screen. There is space down the middle for teacher to walk while presenting.
9.
Instructional Model, Procedures, and Strategies:
a)
Attention signal
(1-2 minutes) I will walk to the front of the classroom and raise my hand to get their attention. Once
everyone is quiet, I will immediately begin to call roll.
b)
Opening and Advanced Organizer
(4 mins.)
I will go over agenda.
1) Hook
2) Background Info
3) Break students into groups
4) Students read their sections
5) Students present on their topic
6) Students receive letters and organize accordingly
c)
Behavioral Expectations (these expectations have previously been discussed and modeled by
mentor teacher)
Students will respect the speaker when he or she is speaking.
Students will be silent when instructions are presented.
Students will raise their hands if they have comments or questions about the assignment.
d)
Instructional Steps
Scripted Introduction:
“Last week, we studied American life during the 1920s. Today, we are going to start examining a new
decade, the 1930s. For most Americans, life during the Thirties was extremely different from their
experiences in the Twenties. We are going to begin today’s lesson by looking at some images and reading
some literature excerpts that characterize America during the 1920s and the 1930s and note some of the
differences between these decades.”
HOOK
1) Explain that life during the Great Depression differed greatly from Americans’ experience in
the 1920s. Show series of images/readings/quotes (on powerpoint) that illustrate the differences.
Have students write down characteristics of each of the decades on a list based on what they see.
Then ask students to report out, sharing some of the characteristics they wrote down. Note the
sharp contrast between American life during each decade.
-Be sure to ask questions about each image to elicit prior knowledge (ex. What was this
fashionable Twenties woman called? A flapper. What were the two iconic novels of the Twenties
and the Thirties? Grapes of Wrath and The Great Gatsby, both of which were written during the
decades that they describe.)
2) Project President Hoover’s quote and ask a student to read it aloud.
Quote: Herbert Hoover voiced confidence when he accepted the Republican nomination for
president in 1928:
“We in America today are nearer to the final triumph over poverty than ever before in the history
of any land…We have not yet reached the goal, but, given a chance to go forward with the policies
of the last eight years, we shall soon, with the help of God, be in sight of the day when poverty
will be banished from this nation”
Afterwards, pose the following questions to the class:
-Was the President naïve? Should he have seen this coming?
-Were there signs of economic trouble before the stock market crashed in October of 1929?
-What factors account for this disparity between America in the 1920s and the 1930s?
Then explain that the goal of today’s class is to examine the political, economic, and social causes
of the Great Depression. In short, we want to figure out how it happened. Also explain that part of
today’s class and all of Wednesday’s class will be spent examining the Depression’s impact on
people’s lives and that students will learn about President Hoover’s response to the crisis on
Friday.
3)
Explain that although people thought the good times would last forever, beginning in 1929
and throughout the 1930s, the economy experienced the worst economic downturn in U.S.
history—the Great Depression. Over time, people have suggested many causes for the Depression.
Because economic conditions were so bad, and so many things happened between 19291940, economists and historians still study the Great Depression to better understand its causes.
4)
Divide students into groups of four to six and distribute a copy of Handouts(9 GROUPS)
Have each group analyze one of the causes and present on it. Tell each group to select a spokesperson to
report for the group. Other students will fill in graphic organizer as other groups present.
5)
Give students letters and let them keep their groups. Allow approximately 10 minutes for the groups to read
the cause and share with the class the conditions and economic problems identified in the letters. See
Handout 2.2: Answer Key for suggested answers. Use the following points to lead a discussion of economic
conditions and problems mentioned in Handout 2.2. Tell students to add notes to their handouts as needed.
6)
Explain that the students have identified many of the suggested causes of the Great Depression.
Ask the students whether any of these events were significant enough to cause such a
catastrophic event. (Answers will vary. Students may suggest that the stock market crash was
big enough or that the collapse of the farm economy was big enough.) None of these alone
was sufficient to cause the Great Depression, with the possible exception of bank panics and
resulting contraction of the money stock.
Conclusion to first part of lesson:
“From what we have discussed today, it is clear that no single factor was entirely responsible for causing
the Great Depression. Rather, several long-simmering issues came to head in 1929, sparking a devastating
depression that affected nearly all Americans.”
7) If time, go through PPT of causes….
Lesson Closure
(2 min) Review the main ideas, and ask students why this is important for them to know (openended question).
e)
Feedback and Evaluation
As the students are working on the worksheet in class, I will circulate the room to provide feedback
and answer any questions or address any confusion.
9.
Modifications
Handouts and visuals from PowerPoint will allow multiple different learning styles to be utilized.
Students are also paired for the assessment piece which may further alleviate anxiety and allow them
excel. I am utilizing writing, speaking, and reading.
Long Term Trends
1) Government Policies (Hoover’s “last eight years”):
A series of Republican presidents- Harding, Coolidge, and Hoover- who believed in government-business
cooperation. In reality, government was more of a compliant coordinator than an active manager. In other
words, government policies helped businesses thrive: Congress cut taxes on corporations and wealthy
individuals. Further, the Progressive-era anti-trust stance was largely abandoned. Also avoided regulatory
legislation and government interference in the market economy. More about cooperation than regulation.
Long Term Trends
2) Industries in trouble:
Numerous key basic industries such as textiles, steel, and railroads struggled to make profits. Mining and
coal, which had expanded to supply wartime needs during WWI, faced diminished demand for goods
during peacetime. Even “boom industries” of 1920s- automobiles, construction, and consumer goodsbegan to weaken as consumer demand leveled off. One struggling industry could create a chain reaction
that would cause other industries to suffer. For example, construction of new houses declined so demand
for building materials, new furnishings and appliances, and construction workers declined too. Health of
these industries was important because prosperity of the economy depended excessively on these few basic
industries.
Long Term Trends
3) Agricultural issues:
Sector of economy that was suffering the most. During WWI, international demand for crops like wheat
and corn soared, causing prices to rise. Farmers planted more crops and took out more loans to buy land
and equipment in hopes of capitalizing on Allies’ need for food. BUT, after the war demand for farm
products fell so crop prices fell too. Also, agricultural production in Europe began to recover.
Disappearance of markets created by the war.
Essentially, farmers have a surplus on their hands and no one to sell it to. Overproduction and foreign
competition! 
*Farmers strapped for cash cannot pay property taxes or mortgages or pay off their debts and are forced to
auction off their land. For example, in Mississippi, it was reported in 1932 that on a single day in April
approximately one-fourth of all the farmland in the state was being auctioned off to meet debts.
4) Consumers issues:
During the 1920s, most people enjoyed a higher standard of living relative to previous generations. Spurred
by advertising and buying on credit, Americans eagerly acquired radios, automobiles, real estate, and
stocks.
BUT, by the late 1920s, Americans were buying less (weakening consumer demand). Why? Less money to
spend!
1) Rising prices while wages remain the same:
 Consumers spend less because incomes not rising fast enough in comparison to prices. During
1920s, nearly half of nation’s families earned less than $1500/year (minimum amount for decent
standard of living). Even families earning twice as much could not afford many products
manufacturers produced. Average man/woman bought a new outfit of clothes only once a year.
Scarcely half the homes in cities had electric lights or a furnace for heat. Only one in ten had an
electric refrigerator.

In contrast, rich Americans are doing very well. Between 1920-1929, income of wealthiest 1% of
population increases by 75% compared with a 9% increase for Americans as a whole. In 1929,
wealthiest 5% of families took in nearly a third of the nation’s income.
*Large increase in income (~$74 billion to $89 billion), but as shown in the previous graph, only a small
percentage of the population experienced a large increase in income. Contrastingly…
Consequently, unbalanced distribution of income emerging:

Unequal distribution of wealth meant that most Americans couldn’t participate fully in the
economic advances of the 1920s because they didn’t have the money to buy the flood of goods
that factories produced. Too little money in the hands of working people who made up the
majority of consumers. One solution to this problem was buying on credit…
4) Consumers issues:
During the 1920s, most people enjoyed a higher standard of living relative to previous generations. Spurred
by advertising and buying on credit, Americans eagerly acquired radios, automobiles, real estate, and
stocks.
BUT, by the late 1920s, Americans were buying less (weakening consumer demand). Why? Less money to
spend!
Overbuying on credit in the preceding years (credit structure of the economy):
 Although many Americans appeared prosperous during the 1920s, they were actually living
beyond their means. They frequently bought goods on credit- an arrangement in which consumers
agreed to buy now and pay later for purchases, often on an installment plan (usually in monthly
payments) that included interest charges. Credit was easily available, encouraging people to pile
up a large consumer debt. People then struggled to pay off this debt and often cut back on
spending.
*The glitter of consumer culture that dominated everyday life blinded Americans to increasingly uneven
prosperity and rising debts. Superficial prosperity of the 1920s hid troubling weaknesses that would
ultimately lead to the Great Depression in the 1930s.
5) International Problems:
Following WWI, European demand for American goods began to decline because European industry and
agriculture were regaining their footing and becoming more productive. Also, these nations’ war debts
made overseas goods unaffordable. When the war ends, European nations allied with U.S. owe large sums
of money to American banks. Their shattered economies can’t produce this money so they insist on
reparations payments from Germany and Austria to help them pay of their own debts. But, economies of
Germany and Austria are also in shambles and they cannot pay reparations. Crash chokes off American
loans to Germany and Austria- they can’t pay reparations debts to Allies- Allies can’t pay war debts to
U.S.- world economy grinds to halt.
On top of all this, U.S. passes Hawley-Smoot Tariff Act which establishes highest protective tariff in U.S.
history. This makes it difficult for European countries to sell goods in U.S., earning American currency to
buy American exports.
6) Stock Market:
Through most of 1920s, stock prices rose steadily and as a result more people bought stocks and bonds,
taking advantage of rising prices. However, several problems emerge:
1) More and more investors engaging in speculation: buying stocks and bonds on the chance that
they might make a quick and large profit, ignoring any risks.
2) Buying on margin: paying a small percentage of the stock’s price as a down payment and
borrowing the rest. Stockbrokers willing to lend buyers up to 75% of stock’s purchase price.
If stock price rose, could sell it to make a profit and pay back off debt. But if prices declined, no
way to pay off the loan you used to buy it in the first place.
*This graph demonstrates how stock prices rose steadily beginning around 1918 (with minor fluctuations
throughout) and peaked sharply in 1928 and ‘29. You can see a sharp decline toward the end of 1929. Stock
prices began to decline and confidence in the market begins to waver: some investors sell their stocks and
pull out. In October, market takes a plunge and panicked investors try to unload their stocks. Black
Tuesday, October 29th, worst day in the crisis: people and corporations frantically trying to sell their stocks
before prices plunge even further. As stock prices drop, people are not able to sell their stocks for the same
price that they purchased them and are therefore losing money.
Short Term Sparks
*Panicked crowds outside NY Stock Exchange on “Black Tuesday”.
October 1929: In September, stock prices begin to decline and confidence in the market begins to waver:
some investors sell their stocks and pull out. In October, market takes a plunge and panicked investors try
to unload their stocks. Black Tuesday, October 29th, worst day in the crisis: people and corporations
frantically trying to sell their stocks before prices plunge even further. Individual investors who bought
stocks on credit acquired huge debts and people who put their savings into the market lost them. 16 million
shares were dumped that day. By mid-November, investors had lost $30 billion, an amount equal to U.S.
expenditures in WWI.
Stock market crash signaled the beginning of the Great Depression, period from 1929-1941 in which
economy was in severe decline and millions of people were out of work
Banks to collapse
Also causes banks to collapse: after the crash, Americans panic and withdraw their money from banks,
forcing over 9,000 to go bankrupt or close to avoid bankruptcy. Many banks couldn’t cover customers’
withdrawals because they had invested money in the stock market and lost it. 9 million individual savings
accounts were wiped out as banks closed.
By 1933, 100,000 businesses had closed down. As businesses failed or cut back, they laid off workers.
Unemployment leapt from ~3% (1.6 million workers) to ~25% in 1929 (13 million workers). One out of
every four workers was without a job. Those who managed to hold onto jobs had to accept pay cuts and
reduced hours.
*Bank run: people rushing to the bank to withdraw their savings.
Causes of the Depression
How?
Why?