|
|
| Home | Exhibits | Hoover Information |
Museum | Coming Events |
Students | Educators | Laura Ingalls Wilder |
Research | Links |
|---|
Use of Historical Documents in the Classroom |
The Causes of the Great Depression
|
|
Summer 2008
“The
November 20, 1929, pp. 7-9.
1929 November to 1929 December
5,
Students often feel that the only reason for the depression was that the Stock Market crashed on October 29, 1929. This lesson is to give them some insight into the real causes of the Depression and help them compare what is happening today to that time period.
Overview/
Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
|
Objectives |
Students will: ·
be able to explain
the global context of the Great Depression and the reasons for the worldwide
economic collapse. ·
evaluate the causes
of the Great Depression. ·
analyze the causes
and consequences of the stock market crash of 1929. ·
compare and contrast
the Great Depression to the recent economic happenings. |
|
Recommended time frame |
1 week with research in the library |
|
Grade level |
9th grade 20th Century American
History |
|
Curriculum fit |
History, English |
|
|
|
|
Standard 1A: The student understands the causes of the crash of 1929
and the Great Depression.
Language Arts: GOAL
3: Write to communicate for a variety of purposes. ·
3.B. The learner will compose well-organized and coherent
writing for specific purposes and audiences. |
|
|
Students will view the PowerPoint presentation on the Great
Depression and its causes and be able to explain a political cartoon’s
significance between the Great Depression and the stock market of today. Day One: View the PowerPoint Presentation.
Explain assignment regarding the political cartoon. Days Two through Four:
Research
in library using the Library of Congress website as one of their resources (www.loc.gov).
They will be allowed to work in pairs. Day Five: In class, answer any final
questions and prepare for individual presentations. |
|
|
Students will be graded on their written text as well as
their presentation in class. The grade
will depend on how well they can explain the connections between the two time
periods and their examples given. |
|
|
|
|
|
·
Students will
analyze a political cartoon from the era using the cartoon analysis page from
the Library of Congress. ·
Students will
analyze a photo from the era and write a newspaper article about it based on
their knowledge of the Depression and what is happening in the photo. |
Primary Resources from the
Library of Congress
|
Resource Table
for the Great Depression |
Sharon Rounds, creator |
||
|
IMAGE |
DESCRIPTION |
CITATION |
URL |
|
|
This speech by Secretary of Commerce Herbert Hoover
outlines strategies for eliminating waste to increase efficiency in the
distribution process. The methods he
suggests include the use of statistics, standardization, and simplification
of business practices. |
|
|
|
|
An excerpt from Recent Social Trends in the United
States, a two-volume examination of the social state of the United States
at the end of the1920s undertaken at the direction of President Herbert
Hoover. The study covers topics ranging from population growth to crime and
punishment and from leisure-time activities to changes in employment and
family life brought about by advancing technology. Reproduced here from
volume 2 is chapter 16, "Labor Groups in the Social Structure," by
Leo Wolman and Gustav Peck. It examines recent developments in American
industry as they affect labor. |
LIBRARY OF CONGRESSCALL NUMBER |
http://hdl.loc.gov/loc.gdc/amrlg.lg42 |
|
|
Cartoon depicting a “bull” market being attacked by a
“bear” market; many forgot that the law of gravity had not been repealed for
stock purchases. |
Published in the |
|
|
|
“The Hoover Panic Cure” - article |
The Literary Digest, |
http://www.presidential |
|
|
Shoemaker cartoon originally printed in the |
The Literary Digest, |
“The Hoover Panic Cure,” The Literary Digest, Vol.
CIII, No. 9, November 20, 1929, pp. 7-9. Hoover Presidential Library
Reprints 1929 November to 1929 December 5, |
|
|
Ding Darling cartoon |
Allan Hoover papers |
Topical File: Campaign of 1932, “Ding Darling Cartoons,”
Allan Hoover Papers, Topical File, Hoover, Herbert, Allied Expeditionary
Force (AEF) pass, 1919 TO Topical File, Hoover, Herbert, Campaign of
1952, MacArthur, Douglas, 1952, Box 10, Hoover Library. |
|
Book: The Memoirs
of Herbert Hoover Volume: Vol. Three: The Great Depression 1929 - 1941 |
Chapter 1. The Origins of the
Great Depression: The Depression was not started in the |
The MacMillan Company: |
http://www.ecommcode.com/hoover/ |
|
|
Cartoon
"Going Into A Huddle" by Ding Darling
|
Published in
the
|
http://www.presidential |
|
|
Wall Street near the time of the Stock Market Crash |
Presidential Time Line – Herbert Hoover -photographs |
http://presidentialtimeline.org/html/ |
|
|
Waiting for relief checks. |
Lange,
Dorothea, photographer. |
|
|
|
Abandoned farm of the western
Panhandle, Cimmaron [i.e. Cimarron] County, |
Lange,
Dorothea, photographer. |
|
|
|
Stock Market Table showing
Depression |
On site given |
http://mutualfunds.about.com/cs/ |
|
|
Wall Street’s “Prosperity
Panic” |
The Literary Digest, |
http://www.presidential |
|
|
Ding Darling Cartoon |
Ding Darling Cartoon, Hoover Presidential Library http://hoover.archives.gov/ |
http://hoover.archives.gov/ |
|
|
Editorial comment on the Wall
Street situation as assembled by the Associated Press |
October 1929 to November 1929 |
http://www.presidentialtimeline.org |
|
|
Ding Darling Cartoon on
equalization fees |
Des Moines
Register |
|
|
|
Shoemaker, originally in the Chicago Daily News |
“A Tariff Fight on that may Wreck Parties,” The Literary Digest, Vol. CIII, No. 5,
November 2, 1929, pp. 7-12 |
Hoover Presidential Library Reprints, 1929 November to
1929 December 5, box 55, Hoover Library |
Teacher Name: Mrs. Rounds
Student Name: ________________________________________
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Organization |
Information is very organized with well-constructed
paragraphs and subheadings. |
Information is organized with well-constructed
paragraphs. |
Information is organized, but paragraphs are not
well-constructed. |
The information appears to be disorganized. |
|
Sources |
All sources (information and graphics) are accurately
documented in the desired format. |
All sources (information and graphics) are accurately
documented, but a few are not in the desired format. |
All sources (information and graphics) are accurately
documented, but many are not in the desired format. |
Some sources are not accurately documented. |
|
Amount of Information |
All topics are addressed and all questions answered with
at least 2 sentences about each. |
All topics are addressed and most questions answered with
at least 2 sentences about each. |
All topics are addressed, and most questions answered
with 1 sentence about each. |
One or more topics were not addressed. |
|
Mechanics |
No grammatical, spelling or punctuation errors. |
Almost no grammatical, spelling or punctuation errors |
A few grammatical, spelling, or punctuation errors. |
Many grammatical, spelling, or punctuation errors. |
|
Quality of Information |
Information clearly relates to the main topic. It
includes several supporting details and/or examples. |
Information clearly relates to the main topic. It
provides 1-2 supporting details and/or examples. |
Information clearly relates to the main topic. No details
and/or examples are given. |
Information has little or nothing to do with the main
topic. |
|
Diagrams & Illustrations |
Diagrams and illustrations are neat, accurate and add to
the reader's understanding of the topic. |
Diagrams and illustrations are accurate and add to the
reader's understanding of the topic. |
Diagrams and illustrations are neat and accurate and
sometimes add to the reader's understanding of the topic. |
Diagrams and illustrations are not accurate OR do not add
to the reader's understanding of the topic. |
Date Created: Aug 12, 2008 11:07 am (CDT)
Handouts
Click on the picture below to view the PowerPoint presentation. If that does not work, right-click on the picture and select Save Target As.
Back to Use of Historical Documents in the Classroom
|
Herbert
Hoover Presidential Library and Museum |
|
General
Questions | Web
Site Questions | Privacy Policy |
Accessibility
|
