This document outlines a unit plan for teaching students about the Great Depression. The unit uses an essential question of "How does a bad economy affect the human experience?" and covers topics like Black Tuesday, the Dust Bowl, and the New Deal over 5 days of lessons. It includes activities like an introduction activity about the Hearts card game, having students write Dust Bowl letters, and a final research paper. Assessment results showed most students scored between 80-120 on the culminating New Deal project. The teacher reflected that giving students choice in their learning helped engage them and allowed all ability levels to meet the goals.

1. How Does a Bad
Economy Affect the
Human Experience?
Name: Anne Jeanette Mendoza
Date: 12/07/2011

2. Part 1: Background Information
O The Great Depression in New Mexico
O Conducted in a New Mexico history class over
a two week span.
O Integrated three content areas: social
studies, language arts, arts education
O Grades 10-12
O Required course for graduation; provided good
sample of student population

3. Part II: Needs Analysis
O Why I chose this project:
O Student led teaching approach
O Student choice
O Connected curriculum to students’ surroundings
O Enabled students at different academic levels to
reach the same learning goals

4. Part III: Unit Plan
O Essential question: How does a bad economy
affect the human experience?
O Three parts: Black Tuesday, Dust Bowl, New
Deal
O Standards targeted
O Social studies: history, economics
O Language arts: writing, language, research
O Arts education: visual arts, creative process

5. Part IV. Lesson Plans
Day 1: Introduction to Great Depression
unit: Hearts Activity
Day 2: Black Tuesday: cause and effect
Day 3: Dust Bowl letters
Day 4: The New Deal: Great
Depression, Dust Bowl, and New Deal
summary paper
Day 5: Research for New Deal Project

7. Part V: Instructional Treatment
O Implementation:
O active participation
O Covert and overt thinking
O Differentiation:
O giving students choice
O modifications
O monitor and adjust
.

8. Part VI: Data Collection
O Assessment
O Checking for student understanding
through active participation
O Observe- monitor and adjust
O Formative evaluations
O Summative evaluations
O rubric

9. Part VII: Assessment Results
Average grades for New Deal Project
40
35
30
25
20 Number of
15 Students with
grade
10
5
0
60 70 80 90 100 110 120 130

10. Part VIII: Reflection
O After completing this unit, I learned that
giving students choice in accomplishing their
learning goals is easier than I thought it would
be.
O The unit helped students learn more about the
historical significance of their
surroundings, and how events happening today
can mirror events in history.
O The unit enabled students at all academic
levels to accomplish the same learning goals.