Young New Dealers – You hopefully have a decent idea about many of the New Deal programs made famous by their acronyms in the alphabet agencies. Today you and your partners are going to take a specific program and create a representation using everyone’s favorite building toy – Lego.
Your task is to create a visual representation of your assigned New Deal program, and summarize the program on one half of a piece of paper (including a primary source quote). You can also describe your representation (with a different narration) using an app called tellagami or using the video function on your phone. As you describe your representation, put a pretty picture of your representation in the back of your animated voice.
When you are done, we will have a little museum walk so that we can dig deeper into these New Deal agencies. Be creative, and have fun!
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That’s an essential question for this unit, and you will be developing a foundation of information regarding the New Deal in a lengthy study guide in order to help answer this question. Don’t wait until the last minute on this one!
We investigated the basics of the Great Depression and solved a bit of a mystery about the causes of the economic crisis – did you challenge your parents about their knowledge of why the Depression happened?
In our next class, we will look at a few specific groups in the American the population that were affected in various ways, Remember, the Depression only directly affected one-third of the population – but those that were hit really suffered! you will be one of those people in our next class as we share depressing stories created by … YOU!
You will be given a role for the next class and will have the opportunity to create a single “scrapbook” page that summarizes your life during the Great Depression. Consult your section of the Life During the Depression” reading below and follow the instructions and rubric carefully. You can check out any other resource you want to consult, especially if you can get a great primary source quote! An example of an African American during the Depression is available here! Last Hired - Life in the Depression rubric
As you learned in your breakout, advertising was a big part of the growing consumer society in the 1920s. Instead of just informing people about a product, 20s advertisers tried to influence consumers to buy products through the use of slogans, temptation, and guilt. The modern advertisements we see today started in the 20s – can you create one? Let’s find out …
You will receive a 1920s topic in class today, and your goal is to create an advertisement that describes the historical topic and “sells” the topic’s importance to your classmates. Your process is as follows …
Research your topic for 10-15 minutes to find out the basic information and importance the topic had in relation to the 1920s (and the present).
Create a visual/print advertisement (one page of a Word, Pages, or Google Doc, saved as a PDF) in the tradition of the 1920s. The ad should have visuals and a catch phrase or slogan that helps sell the topic’s importance in the 20s (and today, if possible).
Create a 20-30 second radio advertisement to go along with the print ad. The radio advertisement should provide some essential information about the topic and discuss the importance of the topic in the 20s (and today, if possible). The radio ad should be saved as an .mp3.
SAVE BOTH ADVERTISEMENTS and upload them on Google Classroom. We will use these in class on Wednesday and Thursday for a little bit of 1920s MADNESS.
It was the best of times, it was the worst of times … a famous opening of a Charles Dickens novel? (yes) A description of Taft’s hairline? (no … only the worst there) A framework for a way to look at the decade of the 1920s? Absolutely!
Then, on your separate document, start to evaluate the decade by classifying the events and idea of the decade in a different manner – was the decade “The Best of Times” or “The Worst of Times”? Using your notes and the materials provided online, evaluate the various topics discussed by classifying them as positive or negative legacies of the decade.
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So, Doughboy – how were the trenches? After today’s class, you hopefully have an idea about the challenges American had when they were part of the trench warfare in World War I – and remember, they didn’t have it nearly as bad as the other Allies (or the Germans)! Want to learn more? I did, so I went to France and Belgium to find out all about WWI on the Western Front. You can see some of my experiences on my travel blog at http://overthereoverhere.weebly.com.
You should have a solid understanding of America’s entry into the Great War, including the rationale outlined by Woodrow Wilson in his war message to Congress. You also should understand the role that Americans played o the home front during WWI and how the war changed the lives of so many.
Now it’s time to go “Over There” and become part of the AEF – The American Expeditionary Force. To prepare for your class experience ON MONDAY (everyone), please carefully read Welcome to the AEF, using this reading guide to direct you. We will find out the challenges that the men faced in the trenches on the Western Front. You can think about the essential info for your WWI Legacy target display as well!