TITLE of UNIT:	The Depression
Authors:	Thomas Panter
Email Addresses:	thomas.panter@cobbk12.org
School:	Durham Middle School
Grade/Subject:	8^th grade Social Studies
Date:	1/13/11

A. STANDARDS:

Academic

Standards

History Standards:

Georgia Standards

SS8H8 The student will analyze the important events that occurred after World War I and their impact on Georgia.

a. Describe the impact of the boll weevil and drought on Georgia.

b. Explain economic factors that resulted in the Great Depression.

c. Discuss the impact of the political career of Eugene Talmadge.

d. Discuss the effect of the New Deal in terms of the impact of the Civilian Conservation Corps, Agricultural Adjustment Act, rural electrification, and Social Security.

Language Arts Standards

ELA8W2. The student demonstrates competence in a variety of genres.

The student produces a narrative (fictional, personal, experiential) that:

a. Engages readers by establishing and developing a plot, setting, and point of

view that are appropriate to the story (e.g., varied beginnings, standard plot

line, cohesive devices, and a sharpened focus).

b. Creates an organizing structure appropriate to purpose, audience, and context.

c. Relates a clear, coherent incident, event, or situation by using well-chosen

details.

d. Reveals the significance of the writer’s attitude about the subject.

e. Develops complex major and minor characters using standard methods of

characterization.

f. Includes sensory details and concrete language to develop plot, setting, and

character (e.g., vivid verbs, descriptive adjectives, varied sentence structures,

and specific narrative action).

g. Excludes extraneous and inappropriate information.

h. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded

vocabulary, flashback, movement, gestures, expressions, foreshadowing,

tone, and mood).

i. Provides a sense of closure appropriate to the writing.

National History Standard

STANDARD 1 The causes of the Great Depression and how it affected American society.

Standard 1A
The student understands the causes of the crash of 1929 and the Great Depression.

Grade Level	Therefore, the student is able to
9-12	Assess the economic policies of the Harding and Coolidge administrations and their impact on wealth distribution, investment, and taxes. [Analyze multiple causation]
5-12	Analyze the causes and consequences of the stock market crash of 1929. [Compare competing historical narratives]
5-12	Evaluate the causes of the Great Depression. [Analyze multiple causation]
9-12	Explain the global context of the depression and the reasons for the worldwide economic collapse. [Evaluate major debates among historians]
7-12	Explore the reasons for the deepening crisis of the Great Depression and evaluate the Hoover administration’s responses. [Formulate a position or course of action on an issue]

Standard 1B
The student understands how American life changed during the 1930s.

Grade Level	Therefore, the student is able to
5-12	Explain the effects of the Great Depression and the Dust Bowl on American farm owners, tenants, and sharecroppers. [Analyze multiple causation]
7-12	Analyze the impact of the Great Depression on industry and workers and explain the response of local and state officials in combating the resulting economic and social crises. [Analyze multiple causation]
7-12	Analyze the impact of the Great Depression on the American family and on ethnic and racial minorities. [Consider multiple perspectives]
9-12	Explain the cultural life of the Depression years in art, literature, and music and evaluate the government’s role in promoting artistic expression. [Draw upon visual, literary, and musical sources]

STANDARD 2

How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state.

Standard 2A
The student understands the New Deal and the presidency of Franklin D. Roosevelt.

Grade Level	Therefore, the student is able to
5-12	Contrast the background and leadership abilities of Franklin D. Roosevelt with those of Herbert Hoover. [Assess the importance of the individual in history]
7-12	Analyze the links between the early New Deal and Progressivism. [Compare and contrast differing sets of ideas]
9-12	Contrast the first and second New Deals and evaluate the success and failures of the relief, recovery, and reform measures associated with each. [Compare and contrast differing sets of ideas]
7-12	Analyze the factors contributing to the forging of the Roosevelt coalition in 1936 and explain its electoral significance in subsequent years. [Examine the influence of ideas]
9-12	Analyze the involvement of minorities and women in the New Deal and its impact upon them. [Assess the importance of the individual in history]
7-12	Explain renewed efforts to protect the environment during the Great Depression and evaluate their success in places such as the Dust Bowl and the Tennessee Valley. [Analyze cause-and-effect relationships]

Standard 2B
The student understands the impact of the New Deal on workers and the labor movement.

Grade Level	Therefore, the student is able to
5-12	Explain how New Deal legislation and policies affected American workers and the labor movement. [Analyze cause-and-effect relationships]
7-12	Explain the re-emergence of labor militancy and the struggle between craft and industrial unions. [Compare and contrast differing sets of ideas]
7-12	Evaluate labor union positions on minority and women workers. [Consider multiple perspectives]
9-12	Explain the impact of the New Deal on nonunion workers. [Formulate a position or course of action on an issue]

Standard 2C
The student understands opposition to the New Deal, the alternative programs of its detractors, and the legacy of the New Deal.

Grade Level	Therefore, the student is able to
7-12	Identify the leading opponents of New Deal policies and assess their arguments. [Compare and contrast differing sets of ideas and values]
9-12	Explain the reasoning of the Supreme Court decisions on early New Deal legislation and evaluate the Roosevelt administration’s response. [Compare and contrast differing sets of ideas]
5-12	Evaluate the significance and legacy of the New Deal. [Evaluate the implementation of a decision]

2. Character Traits Addressed:

Compassion - Feeling for another's need and helping that one without expecting anything in return.

3. Art Standards:

[SOURCE]

NA.5-8.7 EVALUATING MUSIC AND MUSIC PERFORMANCES

Achievement Standard:

Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing
Students evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

[SOURCE]

NA.5-8.8 UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS

Achievement Standard:

Students compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art
Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., language arts: issues to be considered in setting texts to music; mathematics: frequency ratios of intervals; sciences: the human hearing process and hazards to hearing; social studies: historical and social events and movements chronicled in or influenced by musical works)

NA.5-8.9 UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE

Achievement Standard:

Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures
Students classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary

NA-T.5-8.2ACTING BY DEVELOPING BASIC ACTING SKILLS TO PORTRAY CHARACTERS WHO INTERACT IN IMPROVISED AND SCRIPTED SCENES

Achievement Standard:

Students analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent character behaviors based on the observation of interactions, ethical choices, and emotional responses of people
Students demonstrate acting skills (such as sensory recall, concentration, breath control, diction, body alignment, control of isolated body parts) to develop characterizations that suggest artistic choices
Students in an ensemble, interact as the invented characters

NA-VA.5-8.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES

Achievement Standard:

Students know and compare the characteristics of artworks in various eras and cultures
Students describe and place a variety of art objects in historical and cultural contexts
Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

B. SIGNIFICANT & DEEPENING QUESTIONS:

In what ways was the Great Depression like

1. What is compassion and what does it look like?

2. What makes a depression and how does it change over time?

3. What is survival to different classes of people?

4. How do people react when life changes?

C. CONCEPT:

Change – Universal Macro Concept

Survival - Micro

D. MASTERWORK: How it is introduced and Experienced:

Masterwork:

“Keep On The Sunny Side” by Ada Blenkhorn

Modern Day Depression Song – Song that defined the depression

A. Keep On The Sunny Side – Written in 1899 by Ada Blenkhorn (1858–1927) with music by J. Howard Entwisle (1866–1903). The song was popularized in a 1928 recording by the Carter Family.

Students will analyze the song as it relates to events that led up to the depression and its effects.

B. Modern Day Depression Song - Students will be assigned to research and select the one modern day song that best not only best represents the economy in 2011, but also that provides hope the way “Keep On The Sunny Side” did in the Great Depression.

C. Presentation of your Modern Day Depression Song – All groups will present their modern day song and explain in a short presentation with samples of the lyrics why your song not only best represents the economy in 2011, but also that provides hope the way “Keep On The Sunny Side” did in the Great Depression.

“ A Mother of Seven Children” by Dorthea Lange

Depression Era Art Gallery

Students will analyze one of the most famous images from the Depression Era, “A Mother of Seven Children” by Dorthea Lange

A. Analyzing the photo

Students will work together in groups of three to analyze the photograph. Students will answer the following questions:

How does the mother symbolize the mood of most Americans during the Depression?
Why are the children looking away from the camera?
What do you think the mother is thinking about?

B. Create your own image of the Great Depression

The students will work in groups to create their own visual presentation of the meaning of the Great Depression. The image can be a photograph, drawing or painting. A short typed summary of the meaning of the image will be included with a title.

C. Create your own image of the current economic crisis in 2011.

1. Students will research the causes of our current economic crisis.

2. Students will research the personal impact of our current economic situation.

3. Using the research information, students will work in groups to create their own visual presentation of the meaning of the 2011 economic situation. The image can be a photograph, drawing or painting. A short typed summary of the meaning of the image will be included with a title.

E. ENGAGEMENT/ ART-BASED STRATEGIES/ ACCOMMODATIONS:

Students will have the choice of creation of arts based products.

1. Interview with a survivor of the Great Depression

This option will have several parts: interview someone who was alive during the depression, research of the time period, and a creative presentation. You need to locate a person who has lived during the depression. Once you have selected someone to interview, research the time. It is important to know about the time in order to form questions that will be relevant to the interview. Also, your research will prove helpful, if the person you interview doesn’t remember everything. You will need to interview him/her and have it recorded on a cassette tape, video tape, or camera. The interview should last at least 10 minutes. During the interview discuses what it was like to live back then. Also, compare and contrast how it was then to how the US is today. Then you will give no less than a 5 minute presentation concerning your interview at this time you will need to discuses information about the person you interviews and include use of visuals in your presentations. (Try to include information about the boll weevil, the economic factors, Eugene Tallmadge, the affect of the New Deal.)

2. Modern Day Depression Song – Song that defined the depression

A. Keep On The Sunny Side – Written in 1899 by Ada Blenkhorn (1858–1927) with music by J. Howard Entwisle (1866–1903). The song was popularized in a 1928 recording by the Carter Family.

Students will analyze the song as it relates to events that led up to the depression and its effects.

3. Whose Line is it anyway? – A Great Depression Problem Solving Vignette

Using the TV show, “Whose Line is it Anyway?”, as a foundation, students will be given various Depression Era problems to solve. Students will move to a problem solving station from the Depression Era. In each station, the group of students will recreate the scene with the props provided and present their solution to the real problem in a reenactment. Inclusion of character in the solution is expected in each vignette. Possible Depression Era problems include the following:

a. Civilian Conservation Corps impact on Georgia.

Problem – How would this impact the state of Georgia?

b. Agricultural Adjustment Act.

Problem – With Georgia’s large agriculture population base, how would a farmer benefit from this act?

c. Rural Electrification

Problem – Much of Georgia’s rural population had no electricity. Create a scene that shows how this would improve life for rural Georgians.

d. Social Security

Problem – With many Americans losing everything they owned during the depression, what was Social Security’s purpose and how would impact the Depression?

e. Georgia Governor Eugene Talmadge’s fight against the New Deal

Problem – Explain who Governor Talmadge was and why he fought against Roosevelt’s New Deal.

f. Black Tuesday

Problem – Explain what led to this day in American history and what could have been done to stop it.

4. Depression Era Art Gallery

Students will analyze one of the most famous images from the Depression Era, “A Mother of Seven Children” by Dorthea Lange

A. Analyzing the photo

Students will work together in groups of three to analyze the photograph. Students will answer the following questions:

1. How does the mother symbolize the mood of most Americans during the Depression?

2. Why are the children looking behind and away from the camera?

3. What do you think the mother is thinking about?

4. What is the mood of the picture?

B. Create your own image of the Great Depression

C. Create your own image of the current economic crisis in 2011.

1. Students will research the causes of our current economic crisis.

2. Students will research the personal impact of our current economic situation.

F. FOCUS STATEMENT: (What is to be learned so deeply so as to last forever?)

Life can be faced with many obstacles and hardships. It is at this time that an instinct of individual survival needs to be balanced with that of the community.

G. ORIGINAL CREATION: (for the entire unit)

1. Create your own image of the Great Depression

2. Create your own image of the current economic crisis in 2011.

1. Students will research the causes of our current economic crisis.

2. Students will research the personal impact of our current economic situation.

To help with the artwork, students will work with the school art teacher. Each group will be instructed in basic color theory including the following:

Contrast is made by using colors that are opposites on the color wheel. Contrast creates drama.
Harmony in a painting can be created by using colors closer on the color wheel.
A color’s hue depends on how much red, blue, or yellow was used to create it.
Monochromatic paintings are painting where several hues of the same color is used.
A painting should primarily consist of either "warm" or "cool" colors. Warm colors are colors with more yellow in them, such as a rust red or burnt orange. Cool colors have more blue to their hue, such as purple.

Each photo/painting will be displayed and presented as an art gallery for the whole class.

4. Narrative Journal of life during the Great Depression. Students will take on the role of a person from the Great Depression by creating 5 journals that help tell a story during the Great Depression. During this simulation, students will assume the personae of an individual along with the circumstances of his, or her, life which include the following: Economic situation, marital status, number of children, job title, salary, living conditions, home state and more. Watch grammar and spelling. Each journal entry must follow the narrative plot outline: Journal 1 - Exposition (Sets up the story), Journal 2 - Rising Action (Conflict develops), Journal 3 - Moment of Crisis (Conflict occurs), Journal 4 - Falling Action (Effects of the characters) and Journal 5 - Resolution (Conclusion of the story).

H. REFLECTION/

ASSESSMENT:

I. INQUIRY CENTERS:

I. Inquiry(2) Centers – (show the Deepening Question, Activities, Original Creation,

Accommodations & the nature of the Reflection, for each Inquiry Center)

1. Inquiry Center #1 – Great Depression Timeline

Create a large timeline of The Great Depression era- You will be responsible for collecting detailed historical background for important events. Remember to include names and pictures!!!! The more color the better! The time line will be form 1928-1941, and should have at least 1 detailed event for every year. Required events and people include Franklin Roosevelt, The New Deal, Herbert Hoover, Black Tuesday, the Civilian Conservation Corps, Agricultural Adjustment Act, rural electrification, and Social Security.

2. Inquiry Center #2 – Great Depression Journal (Narrative Writing)

Students will take on the role of a person from the Great Depression by creating 5 journals that help tell a story during the Great Depression. Ideas- find a font to express the time period, dye the paper in tea or coffee, etc. During this simulation, students will assume the personae of an individual along with the circumstances of his, or her, life which include the following: Economic situation, marital status, number of children, job title, salary, living conditions, home state and more. Watch grammar and spelling. Each journal entry must follow the narrative plot outline: Journal 1 - Exposition (Sets up the story), Journal 2 - Rising Action (Conflict develops), Journal 3 - Moment of Crisis (Conflict occurs), Journal 4 - Falling Action (Effects of the characters) and Journal 5 - Resolution (Conclusion of the story).

o JOURNAL 1: (Exposition) As of today, the life you once knew is no more. Where do you live? Who are your family members? What are your living conditions? What are your fears? What do you see, hear, and experience in the world around you?

o JOURNAL 2: (Rising Action) What are your concerns as the Depression unfolds? How has your living situation changed? What tough decisions will you make in order to survive? What events may lead to change in the world around you? What one thing would make your current situation better tomorrow? Is there a problem you foresee for you and your family?

o JOURNAL 3: (Moment of crisis) List some of the greatest challenges faced during the Depression. What were some of the events that led to change? Name two famous people who aided in making change. How did these changes directly affect you and your family?

o JOURNAL 4: (Falling Action) How did the depression impact your life and family? Did their life change because of the decisions/conflict during the depression? What hope and dreams do you now have for your future?

o JOURNAL 5: (Resolution) What do you think will happen to your family now? Did you learn anything as a family about living through a moment of crisis? Living through the Great Depression has taught you many things. If you could travel to the future, what advice would you give from your experience to prevent another "Great Depression"?

3. Inquiry Center #3 – Interview with a survivor of the Great Depression

This option will have several parts: interview someone who was alive during the depression, research of the time period, and a creative presentation. You need to locate a person who has lived during the depression. Once you have selected someone to interview, research the time. It is important to know about the time in order to form questions that will be relevant to the interview. Also, your research will prove helpful, if the person you interview doesn’t remember everything. You will need to interview him/her and have it recorded on a cassette tape, video tape, or camera. The interview should last at least 10 minutes. During the interview discuses what it was like to live back then. Also, compare and contrast how it was then to how the US is today. Then you will give no less than a 5 minute presentation concerning your interview at this time you will need to discuses information about the person you interviewed and include use of visuals in your presentations. (Try to include information about the boll weevil, the economic factors, Eugene Tallmadge, the affect of the New Deal.)

4. Inquiry Center #4 – Artful Learning

“Modern Day Depression Song – A Song that defined the depression

A. Keep On The Sunny Side – Written in 1899 by Ada Blenkhorn (1858–1927) with music by J. Howard Entwisle (1866–1903). The song was popularized in a 1928 recording by the Carter Family.

Students will analyze the song as it relates to events that led up to the depression and its effects.

What does the author mean in the following lyrics?

There's a dark & a troubled side of life

There's a bright, there's a sunny side, too

Tho' we meet with the darkness and strife

The sunny side we also may view

2. In the following lyrics, what event do you think this refers to?

The storm and its fury broke today,

Crushing hopes that we cherish so dear;

3. What does the chorus say to those in the Great Depression?

Keep on the sunny side, always on the sunny side,

Keep on the sunny side of life

It will help us ev'ry day, it will brighten all the way

If we'll keep on the sunny side of life

5. Inquiry Center #5 – Whose Line is it anyway? – A Great Depression Problem Solving Vignette

a. Civilian Conservation Corps impact on Georgia.

Problem – How would this impact the state of Georgia?

b. Agricultural Adjustment Act.

Problem – With Georgia’s large agriculture population base, how would a farmer benefit from this act?

c. Rural Electrification

Problem – Much of Georgia’s rural population had no electricity. Create a scene that shows how this would improve life for rural Georgians.

d. Social Security

Problem – With many Americans losing everything they owned during the depression, what was Social Security’s purpose and how would impact the Depression?

e. Georgia Governor Eugene Talmadge’s fight against the New Deal

Problem – Explain who Governor Talmadge was and why he fought against Roosevelt’s New Deal.

f. Black Tuesday

Problem – Explain what led to this day in American history and what could have been done to stop it.

6. Inquiry Center #6 – Depression Era Art Gallery

Students will analyze one of the most famous images from the Depression Era, “A Mother of Seven Children” by Dorthea Lange

A. Analyzing the photo

Students will work together in groups of three to analyze the photograph. Students will answer the following questions:

1. How does the mother symbolize the mood of most Americans during the Depression?

2. Why are the children looking behind and away from the camera?

3. What do you think the mother is thinking about?

4. What is the mood of the picture?

B. Create your own image of the Great Depression

C. Create your own image of the current economic crisis in 2011.

1. Students will research the causes of our current economic crisis.

2. Students will research the personal impact of our current economic situation.

To help with the artwork, students will work with the school art teacher. Each group will be instructed in basic color theory including the following:

Contrast is made by using colors that are opposites on the color wheel. Contrast creates drama.
Harmony in a painting can be created by using colors closer on the color wheel.
A color’s hue depends on how much red, blue, or yellow was used to create it.
Monochromatic paintings are painting where several hues of the same color is used.
A painting should primarily consist of either "warm" or "cool" colors. Warm colors are colors with more yellow in them, such as a rust red or burnt orange. Cool colors have more blue to their hue, such as purple.

Each photo/painting will be displayed and presented as an art gallery for the whole class.

J. ART PARTNERS/ CONTRIBUTIONS:

Pam Millis from Arts Now

Music teacher at the school – To help with song research

Drama teacher at the school – To help with the “Whose Line is It Anyway?” assignment

Art teacher at the school – For help with the art gallery.

K. RELATIONSHIP TO SYSTEM / SCHOOL IMPROVEMENT PLAN:

A. Students will improve writing skills.

1. Students will write in all content areas using the school-wide rubric at regular intervals.

2. Students will utilize a variety of content specific resources to support their writing.

3. Students will use a variety of sentences to write clearly and effectively.

4. Students will write using correct spelling, punctuation, and capitalization in

all content areas.

L. ACADEMIC SERVICE LEARNING:

1. The students will benefit from the teaching and presenting their problem-based vignettes.

2. The students will benefit from teaching and presenting their vignettes to other students within their own building.

3. The students will benefit from interviewing members of their community and sharing their story for future generations.

M. MATERIALS/ RESOURCES:

Oh Brother Where Art Thou? Soundtrack – “Keep on the Sunny Side”

Props – Farmers hat, overalls, Dress hats, a couple of dress coats, prop phones, etc..

Tape recorder – For interviewing depression era survivors

Material for creation of the art piece that represents the depression era including cameras, paint, printers and canvas.

Headphones for use with the selection of a modern day depression song

Link to find modern day depression song - http://listen.grooveshark.com/#/

Use of computers for research and for access to the following links:

http://en.wikipedia.org/wiki/Stock_market_crash

http://en.wikipedia.org/wiki/Wall_Street_Crash_of_1929

http://www.teacheroz.com/fire.htm

Social and Political Songs

http://www.spinner.com/2007/07/13/20-protest-songs-that-mattered-no-20/

http://randb.about.com/od/top5lists/tp/Protest_Songs.htm

http://www.tangentsunset.com/socialcommentarymusic.htm

http://answers.yahoo.com/question/index?qid=20090125175050AACtnTz

http://kclibrary.lonestar.edu/decade60.html

Whose Line is it anyway? – A Civil Rights Problem Solving Vignette

Requirements

1. Each group will research their Great Depression problem to help you better

understand the issues facing the people.

2. Each vignette must contain the following:

a. props/costumes

b. A detailed story of the problem including who was involved, where did it occur, what was happening, when did it happen and why is it important.

c. A role-play on how you would have solved the problem if you were in their shoes.

d. The use of one of the character words we have studied (moral courage, physical courage, integrity, humility, perseverance, tolerance and compassion) is also required.

3. A set of reflection questions to hand out to the students who watch your vignette.

Possible Depression Problems include the following:

Inclusion of character in the solution is expected in each vignette. Possible Depression Era problems include the following:

a. Civilian Conservation Corps impact on Georgia.

Problem – How would this impact the state of Georgia?

b. Agricultural Adjustment Act.

Problem – With Georgia’s large agriculture population base, how would a farmer benefit from this act?

c. Rural Electrification

Problem – Much of Georgia’s rural population had no electricity. Create a scene that shows how this would improve life for rural Georgians.

d. Social Security

Problem – With many Americans losing everything they owned during the depression, what was Social Security’s purpose and how would impact the Depression?

e. Georgia Governor Eugene Talmadge’s fight against the New Deal

Problem – Explain who Governor Talmadge was and why he fought against Roosevelt’s New Deal.

f. Black Tuesday

Problem – Explain what led to this day in American history and what could have been done to stop it.

Group Member Names: _______________________________________________

Rubric for the Great Depression Vignette

5 - The vignette was a masterpiece! It had all requirements met with great depth! Your vignette solved the problem with props, a detailed story, explanation on character, and reflection questions. I think you may have won the Tony Award!

4 - The vignette was detailed with some facts fully explain the event and impact! All requirements were met but your vignette but left out some info that could have helped the audience understand the event or the solution you had could have never happened in real life.

3 - The vignette was average in quality with basic facts to explain the moment from the Great Depression. It had very little depth and left the audience wandering how you solved this situation.

2 - The vignette was unorganized with few facts to explain the important Great Depression moment. It was definitely below average with poor costumes, a script that was obviously not rehearsed and little to no mention of character. Did you really solve the problem?

1 - The vignette was very unorganized, very difficult to understand and/or your vignette was partially complete missing many requirements. Your audience just demanded their money back!

0 - The vignette was not completed. Pitiful effort. You were asleep the last few weeks in class. The audience has begun throwing items at you in anger! “I Have A Dream” you didn’t try!

Assignment	Overall points	Your Score
1. Reflection Questions	5 x 4
Comments:
2. Props and costumes/presentation	5 x 4
Comments:
3. Explanation on you would have solved this problem	5 x 6
Comments:
4. Explanation on the Great Depression event (Who, what, when, where, and why) group before and during the investigation)	5 x 6
Comments:

Total out of 100 points ___________ _

Depression Era Art Gallery

You will analyze one of the most famous images from the Depression Era, “A Mother of Seven Children” by Dorthea Lange

A. Analyzing the photo

1. Work together in groups of three to analyze the photograph. You will answer the following questions:

a. How does the mother symbolize the mood of most Americans during the Depression?

b. Why are the children looking behind and away from the camera?

c. What do you think the mother is thinking about?

d. What is the mood of the picture?

B. Create your own image of the Great Depression

1. You will work in groups to create their own visual presentation of the meaning of the Great Depression. The image can be a photograph, drawing or painting. A short typed summary of the meaning of the image will be included along with a title.

2. Create your own image of the current economic crisis in 2011.

a. You will then research the causes of our current economic crisis.

b. You will then research the personal impact of our current economic situation.

c. Using the research information, each group will work in groups to create their own visual presentation of the meaning of the 2011 economic situation. The image can be a photograph, drawing or painting. A short typed summary of the meaning of the image will be included with a title.

To help with the artwork, students will work with the school art teacher. Each group will be instructed in basic color theory including the following:

• Contrast is made by using colors that are opposites on the color wheel. Contrast creates drama.

• Harmony in a painting can be created by using colors closer on the color wheel.

• A color’s hue depends on how much red, blue, or yellow was used to create it.

• Monochromatic paintings are painting where several hues of the same color is used.

• A painting should primarily consist of either "warm" or "cool" colors. Warm colors are colors with more yellow in them, such as a rust red or burnt orange. Cool colors have more blue to their hue, such as purple.

· Each photo/painting will be displayed and presented as an art gallery for the whole class.

Depression Era Art Gallery RUBRIC

Name: ________________________

Grading Points

0=Student is missing the assignment

1=Instructions not followed or very poor quality work

or missing a portion of the assignment

2=Instructions followed with below average to average work (Very little artwork or messy work)

3=Instructions followed with average to above average work (Neat with all requirements met)

4=Instructions followed with above average work (Neat with all the requirements met)

5=Instructions followed with outstanding work (Neat with all the requirements met, as well as additional material and content that makes the project exceptional)

A visual representation the depression era

1 2 3 4 5 (x 2) _______

A detailed explanation of your photo/artwork

1 2 3 4 5 (x 5) _______

A title for your photo/artwork

1 2 3 4 5 (x 2) _______ A visual representation of the modern economic crisis

1 2 3 4 5 (x 2) _______

A detailed explanation of the modern economic crisis of your photo/artwork

1 2 3 4 5 (x 5) _______

A title for your photo/artwork of the modern economic crisis

1 2 3 4 5 (x 2) _______

Neat and easy to understand

1 2 3 4 5 (x 2) _______

Overall Points ____________ out of 100

Comments: _____________________________________________

____________________________________________________

Interview With a Survivor of the Depression Era

A. Requirements

B. Interview Questions (A typed summary of your interview needs to be included)

1. What was life like for you during the Great Depression?

2. How did the depression impact your parents?

3. Was there anything the New Deal Program did to help or hurt your family’s situation?

4. How did your family survive during the depression?

5. What are some things going on today that reminds you of the Great Depression?

6. What do you feel needs to be done to help our current situation?

C. You will present your interview to the class. It should be at least five minutes and include visuals to help tell your survivor’s story.

D. Reflection – What did you learn from this interview? Was there anything that surprised you? Are there any lessons you can use in our situation today?

Interview With a Survivor of the Depression Era

Name: ________________________

Block: ____________________

Grading Points:

0=Student is missing the assignment

1=Instructions not followed or very poor quality work.

2= Missing a portion of the assignment or instructions followed with below average work.

3=Instructions followed with minimum work (You did the absolute minimum).

4=Instructions followed with average work (Neat with all the requirements met).

5=Instructions followed with outstanding work (Neat with all the requirements met, as well as additional material and content that makes the interview exceptional)

Your interview discussed issues facing your survivor in the Depression

1 2 3 4 5 (x4) _______

Visuals representing the issues in your presentation

1 2 3 4 5 (x 4) ______

A typed summary of your interview

1 2 3 4 5 (x 4) _______

Overall presentation of the interview

1 2 3 4 5 (x 4) _______

Reflection of the interview

1 2 3 4 5 (x 4) _______

Overall Points ____________ out of 100

Comments: _______________________________________________________________________________________

Artful Learning “Keep on the Sunny Side”

A. Keep On The Sunny Side – Written in 1899 by Ada Blenkhorn (1858–1927) with music by J. Howard Entwisle (1866–1903). The song was popularized in a 1928 recording by the Carter Family.

Students will analyze the song as it relates to events that led up to the depression and its effects.

1. What does the author mean in the following lyrics?

There's a dark & a troubled side of life

There's a bright, there's a sunny side, too

Tho' we meet with the darkness and strife

The sunny side we also may view

2. In the following lyrics, what event do you think this refers to?

The storm and its fury broke today,

Crushing hopes that we cherish so dear;

3. What does the chorus say to those in the Great Depression?

Keep on the sunny side, always on the sunny side,

Keep on the sunny side of life

It will help us ev'ry day, it will brighten all the way

If we'll keep on the sunny side of life

B. Modern Day Depression Song - Students will be assigned to research and select the one modern day song that not only best represents the economy in 2011, but also that provides hope the way “Keep On The Sunny Side” did in the Great Depression.

C. Presentation of your Modern Day Depression Song – All groups will present their modern day song and explain in a short presentation with samples of the lyrics why your song not only best represents the economy in 2011, but also that provides hope the way “Keep On The Sunny Side” did in the Great Depression.

Group Member Names: _______________________________________________

Artful Learning “Keep on the Sunny Side”

5 - The album was very detailed with facts to fully explain the reasons why your song and/or image should be included! Your liner notes were very clear and your choice of music made the listener say, "WOW!"

4 - The album was detailed with some facts to explain the reasons why your song and/or image should be included! Your liner notes were clear but left out some info that could

have helped the listener understand your choices.

3 - The album was average in quality with basic facts to back up why your song and/or image should be included! Your liner notes were a little difficult to understand all of your choices.

2 - The album was unorganized with few facts to back up why your song and/or image should be included! The liner notes were definitely below average.

1 - The album was very unorganized, very difficult to understand why your song and/or image should be included! Your liner notes were partially complete. Poor quality!

0 - The album was not completed. Was that a scratch on your record? Your album was just returned to the store! The listener thought it was a comedy instead of an album of important songs from history!

Assignment	Overall point value	Your Score
1. Questions are answered with depth	5 x 4
Comments:
2. Presentation	5 x 5
Comments:
3. Detailed explanation on why your song best represents the modern economic crisis	5 x 6
Comments:
4. A typed summary of your song and how it relates to our modern day economic crisis group before and during the investigation)	5 x 5
Comments:

Total out of 100 points_________

FALLING ACTION:
RESOLUTION

Narrative Writing Rubric

Student Name_______________________________ Date ________ BLOCK______

Ideas

5	4	3	2	1	SCORE
The narrative captures in great detail your life during the Great Depression. All the required details are evident, clear, & creatively expressed. They allowed the story to come alive.	The writer shares an interesting experience life during the Great Depression. Required details help create the interest, but the details were not clear and only slightly helped the story.	The writer tells about an interesting experience during the Great Depression. Required details help create the interest, but the details were not clear or complete.	The writer tells about an experience or time. Required details are consistently lacking.	The writer needs to focus more specifically on the facts about the Great Depression and clearly create the story details. The story was confusing and lacking interest.

Organization

5	4	3	2	1	SCORE
The plot, character development, and theme are detailed and create an enjoyable story to read.	The plot, character development, and theme are well-organized with a clear beginning, middle and ending.	The plot, character somewhat development, and theme are organized with a beginning, middle and ending.	The plot, character development, theme are not developed, leaving the essay with an unorganized with a clear beginning, middle and ending.	The plot, character development, and theme are not organized and the organization is confusing to the reader.

Dialogue/Sensory Details

5	4	3	2	1	SCORE
There are at least five examples of sensory details (Dialogue tags) and interesting dialogue.	There are at least four examples of sensory details (Dialogue tags) and interesting dialogue.	There are at least three examples of sensory details (Dialogue tags) and interesting dialogue.	There are at least two examples of sensory details (Dialogue tags) and interesting dialogue.	There is one example of a sensory detail (Dialogue tags) and interesting dialogue.

Conventions

5	4	3	2	1	SCORE
All five dialogue examples are correctly punctuated.	Four dialogue examples are punctuated correctly.	Three dialogue examples are punctuated correctly.	Two dialogue examples are punctuated correctly.	One dialogue example is punctuated correctly.

TOTAL: ________________