Education Standards
Great depression and the role of women
Overview
This engaging lesson plan, designed for primary school students, lasts 1 hour and 40 minutes. It introduces the Great Depression and explores its impact on women's roles. It incorporates interactive visual aids, group activities, and creative tasks that will keep you actively engaged throughout the lesson, making your learning experience more enjoyable and memorable.
Also, you will find a comprehensive lesson plan tailored for high school students that spans 1 hour and 40 minutes, offering a unique opportunity to delve deeper into the Great Depression and its impact on women's roles in the workforce. This in-depth exploration will challenge you to think critically and develop a nuanced understanding of this significant historical period. It employs advanced visual aids, collaborative discussions, vocabulary activities, and creative tasks to engage and challenge older learners. The lesson commences with an interactive visual analysis activity, prompting students to examine historical images and speculate about the depicted scenarios critically. Through guided discussions, students contribute their insights, gradually building a nuanced understanding of the historical context surrounding the Great Depression.
5th Grade, Pre-activity
- Lesson aim: By the end of the lesson, students will be able to understand and discuss basic aspects of life during the Great Depression using simple English phrases, identify key vocabulary words related to the Great Depression, and categorize pictures depicting different aspects of life during the Great Depression into relevant themes.
- BLR Social Science (Basic Learning Rights): Analyzes the changes that occurred in Colombian society in the first half of the 20th century, associated with expanding industry and establishing new communication networks.
- BLR English (Basic Learning Rights): Understands general and specific information on known and interesting topics in a short narrative text.
- CLIL Matrix: Content-cognition: In CLIL, learners deal with complex content in another language. It is necessary to ensure that the methods used in the classroom nurture the cognitive demands resulting from CLIL.
- Language of learning: This refers to the language in which students actively engage with and process the taught content. It's the language through which students understand, analyze, and internalize new information.
"People are sad because they have no food."
"During the Great Depression, many people had no jobs."
"I remember 'sad.' It means feeling unhappy."
"This picture shows people helping each other by sharing food."
- Language for learning refers to the language used to convey content, instructions, and information to students.
"Look at the pictures. What do you see?"
"We'll learn new words today. Repeat after me: 'sad,' 'money,' 'job,' 'help.'"
"Let's read this story. Listen and tell me what happened."
"Sort these pictures into two groups: 'Hard Times' and 'Helping Others.'"
- Language through learning: This refers to the language used as a tool or medium for learning rather than the primary focus of instruction. It involves using language to explore, discuss, and apply knowledge and skills across different subject areas.
Students describing pictures: "This shows people with no money."
Students discussing artifacts: "This was for cooking. It's old."
Students retell the story: "The family had no food, so they asked for help."
Students asking questions: "Why were people sad?" "Because they had no money."
8th Grade, Pre-activity
- Lesson aim: By the end of the lesson, students will be able to make a roleplay in which they show the impact of the Great Depression: how it affected social relationships, women’s place in society, and community.
- BLR Social Science (Basic Learning Rights): Evaluates transcendental facts for human dignity (abolition of slavery, recognition of women's rights, minority rights) and describes the discriminations that still occur.
BLR English (Basic Learning Rights): Exchange information on academic topics of the school environment and general interest through simple conversations, dialogues, and role-playing. - CLIL Matrix: Language-culture CLIL teaching often provides the possibility to develop cultural aspects of using language. A quality CLIL classroom will allow the learner to acquire and use a broad range of registers in the target language.
- Language of learning: This refers to the language in which students actively engage with and process the taught content. It's the language through which students understand, analyze, and internalize new information.
"People are sad because they have no food."
"During the Great Depression, many people had no jobs."
"I remember 'sad.' It means feeling unhappy."
"This picture shows people helping each other by sharing food."
- Language for learning refers to the language used to convey content, instructions, and information to students.
"Look at the pictures. What do you see?"
"We'll learn new words today. Repeat after me: 'sad,' 'money,' 'job,' 'help.'"
"Let's read this story. Listen and tell me what happened."
"Sort these pictures into two groups: 'Hard Times' and 'Helping Others.'"
- Language through learning: This refers to the language used as a tool or medium for learning rather than the primary focus of instruction. It involves using language to explore, discuss, and apply knowledge and skills across different subject areas.
Students describing pictures: "This shows people with no money."
Students discussing artifacts: "This was for cooking. It's old."
Students retell the story: "The family had no food, so they asked for help."
Students asking questions: "Why were people sad?" "Because they had no money."