Faces of the Great Depression
Overview
During this one day, 50 minute lesson, middle school students create a foundation on the Great Depression and Dust Bowl using images and video clips to guide thinking in order to make observations and draw inferences about the time period.
Observations and Inferences to Gain Information
ELA Standard: Research events, topics, ideas, or concepts through multiple media formats, and in visual, auditory, and kinesthetic modalities.
College and Career Readiness Standard: Examine historical, social, cultural, or political context to broaden inquiry. |
Where are we going (Objective)? Analyze how photographers captured the everyday struggles of Americans (focus on children) during the Great Depression and Dust Bowl |
How are we going to get there? (Lesson/Engagement) -Have students access the “Photo Analysis” Worksheet (modified from Ken Burns collection) on their devices.
State directions aloud for “Photo Analysis” worksheet. Place picture “Migrant Mother” on board for students to see. Set timer. Have students complete the “Photo Analysis” Worksheet (Part I) independently and share their answers aloud as we complete the worksheet together. Take note to tell students official name of the photo as well as where the photo was taken, who took the photo, and when it was taken.
"Migrant mother" by Lindell Dillon is marked with Public Domain Mark 1.0.
Provide the link for students to access the Media Gallery from “The Great Depression” collection. Have students view remaining photos and select one photo. Have students complete Part II of the “Photo Analysis” Worksheet independently. Set timer. Have students pair/share selections and answers before sharing aloud as a whole group.
"71-127" by FDR Presidential Library & Museum is licensed under CC BY 2.0. "Mother and her children" by ashleywilson2 is licensed under CC BY-SA 2.0.
Have students watch the clip titled “Photographers of the Dust Bowl.” Before viewing, point out the purpose for why and how the photos were collected and where they are now accessible. Have students answer the Part III Questions on the “Photo Analysis” Worksheet while viewing. Allow students to watch two times. Provide class discussion afterward.
Provide Closing including the direction the class will take ie. reiterating the time period, the focus on the lives of children during the Great Depression and the additional sources that will be used throughout the unit: Children of the Great Depression by Russell Freedman and No Promises in the Wind by Irene Hunt to aid in students understanding the events of the time period. Also, briefly mention the culminating project: student collection of pictures to capture life for kids during present day so that students can begin thinking about the topic. |
How will we know we got there (assessment)? Formal: Completion of Photo Analysis Worksheet Informal: Class discussion and exit slip answers |
Materials Student accessibility to media resources and Photo Analysis Worksheet (Tablet or computer) |
Closure/Reflection: Have students complete exit slip: Based on your observations today from photos and video clips, provide three conclusions you can draw about the Dust Bowl and Great Depression. |