A WebQuest prepared by Mr. M. Walker

9th Grade English

The Frederick Douglass Academy

Based on the book: Of Mice and Men by John Steinbeck

Unemployment in America: The1930’s

The Great Depression and the 2009 Recession

You saw the fields laid bare and wasted,
And weary winter coming fast,
And cozy here, beneath the blast,
You thought to dwell,
Till crash! the cruel plough past
Out through your cell.

(From the poem “To a Mouse” by Robert Burns)

 

 

INTRODUCTION:

The Great Depression in the United States was one of the worst and longest economic collapses in the history of the modern industrial world, lasting from the end of 1929 until the early 1940s. There were many contributing factors that led to the Depression. An imbalance in wealth ultimately led to economic instability. Another contributing factor was the Stock Market Crash of 1929, which caused bankruptcy of thousands of investors, and destroyed people's confidence in the economy. Many people were left unemployed due to rapid declines in production and selling of goods.

There are many different ways to analyze the Great Depression. Through collaboration with your fellow team members you will broaden your knowledge of this historical event that affected millions of people including the characters in the book, Of Mice and Men.  You will use that knowledge to compare the Great Depression to the recession we are all experiencing today.    

          

 TASK:

Your teacher has asked you to analyze the Great Depression by using the links below and by reading your book.  You will research the causes that led to the Great Depression.  Each of you individually will write a two-page paper that will be presented to the other members of the class for their feedback.  The paper will focus on a comparative analysis of the 1930’s unemployment with employment in 2009.

 

PROCESS:

Everyone in the class will work on this project with a group.  Your teacher will inform you which group you will work with and what member you will be.  Each group will have five members as follows: 

Group Leader – Keeps the group on target and helps with all aspects of the final story.  Edits final work for grammar and spelling errors.

Consulting Writer – Will help of all members of the group you will write a one and a half page paper for the teacher with a bibliography with at least three sources cited.

Researcher – You will make sure that the research information is accurate and that it is included in the final paper.

Public Policy Analyst-You will make sure that everyone in the group has completed all five steps of the worksheets for the PPA.

Presentation Coach:  Will work with each team member to make sure they are prepared for a one minute presentation of their final paper.

You will use the worksheets described in the Public Policy Analyst worksheets to record your research.  These worksheets can be found using the links below and are to be used to help you complete your project.  Each member of your group will contribute information on the following worksheets:

1.    Identify problem

2.    Gather evidence

3.    Determine causes                                

4.    Evaluate the policy

5.    Comparative analysis

You will meet with your group during class to gather the research to write your paper.  Each member of the group will present their paper to their fellow members of your group before giving their papers to your teacher.  In your paper you will compare the Great Depression and the problems with unemployment to 2009 and the problems with unemployment.

 

 

RESOURCES

Compare and Contrast 1930's and today

Unemployment during the Great Depression

Unemployment in 2009

Search through these web sites to learn about The Great Depression, The Dust Bowl, and migrant workers. 

Photo History:  New York City, 1938

Photo History: Tenant Farmers, 1937

The Great Depression:  History Links

Surviving the Dust Bow/1930’s Timeline-PBS American Experience

EVALUATION

Each group will be graded according to the following table:

 

Performance

Needs improvement

           1

Satisfactory

 

           2

Good

      3

Excellent

       4

Completion of Worksheets 1 – 5

Does not have a good understanding of the social problem and its causes, and public policy that arose from it.

Partial understanding of the social problem and its causes, and public policy that arose from it.

Has a good understanding of the social problem, its causes, and public policy that arose from it.

Fully understands the social problem, its causes, and public policy that arose from it

Completion of a one-and a half page story with a one page bibliography

Briefly analyzed the social problem existing, explained the policy solutions, and evaluated these solutions.

Partially analyzed the social problem existing, explained the policy solutions, and evaluated these solutions.

Thoroughly analyzed the social problem existing, explained the policy solutions, and evaluated these solutions.

Comprehensively analyzed the social problem existing, explained the policy solutions, and evaluated these solutions.

Oral Presentation

 

Did not communicate facts and ideas clearly during the paper reading.

Partially communicated facts and ideas during the paper reading.

Communicated facts and ideas somewhat clearly during the paper reading.

Communicated facts and ideas clearly during the paper reading.

A= 10-12 POINTS     B=7-9 POINTS        C= 4-6 POINTS        F=BELOW 3   

STANDARDS

ELA STANDARDS:

1. Read, write, listen, and speak for information and understanding.  As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.  As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

2.  Read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

SOCIAL STUDIES STANDARDS:

1. Use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

2. Study of the major social, political, cultural, and religious developments in world history while learning about the important roles and contributions of individuals and groups. 

3. Use the skills of historical analysis to explain the importance of historical evidence, and understand the concepts of change and continuity over time.

CONCLUSION

As a result of this project you will have learned to identify public policy as it relates to the comparison of history. You have used the five steps of the History Public Policy Analyst and you have completed all of the worksheets.  You have also done research using the Internet.  You have written a paper for your teacher showing your  understanding of the effects of the economic conditions of unemployment.