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Great Depression PBL


reynolds pittman

on 31 March 2014

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Transcript of Great Depression PBL

Ms. Pittman's
Great Depression PBL

National Education Technology Standards
Final Products
Great Depression PBL
Driving Question:
What could the great depression teach future generations?
21st Century Skills
Students will collaborate, communicate, think critically and be creative and innovative while presenting their projects.
Snapshot plan for
Great Depression PBL
Students will begin with Guided Instruction in class — terms and identification, notes, and reading assignments to gather basic concept knowledge.

In-depth Inquiry and Research — Students will research about the lives of children who lived in the Great Depression. Using their research they will put together a mixed media project to teach future generations about what life was like during the GD and also teach them how to avoid another GD. They will be collaborating as well as working individually throughout the project.
Describe the causes of the stock market crash and the Great Depression.

Discuss the impact of the Great Depression on the American economic system and on farmers, industrial workers, middle class workers and their families.

Examine how and why Americans responded to the Great Depression as they did.

Summarize the actions taken to stabilize the American economy and end the suffering of American citizens.

Describe the New Deal and its efforts to end the Great Depression.
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

(College & Career Ready Standards for Social Studies) Use technology, including the internet, to produce, publish, & update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Essential Questions:
What was it like growing up during the great depression?
How did family life change?
How did the roles of various family members change?
Do children learn from their parent’s mistakes or repeat them?
How did children, ages 12-17, need to do to help their families?
Students will present to the class, using a mixed media presentation, their answers to the Driving and Essential Questions given at the beginning of the project
Did our research raise new Questions?
Revision and Reflection: Did we answer our Driving Question and Essential Questions?
Full transcript