Children and Adolescents Impact of the Great
Depression
Dawn Roberts
P.S. 092 Mary
McLeod Bethune
INTRODUCTION:
The 1930s marked a decade in the history of American childhood. That history was the Great Depression that hit the children and adolescents hard because hunger and malnutrition among children and adolescents were on the rise. Also, child abuse because adults were out of work.
You have been assigned to a student review on the “Great Depression Team” to investigate this problem. Your team will research and examine the current policies that address this issue and make recommendations to that it would not happen again.
TASK:
Students will work in small groups of five. Each team will develop a PowerPoint presentation based on their research that helps identify the problem, examine the cause and make recommendations to improve the current policies related to the affect that Great Depression had on children and adolescents. Your team will follow the Public Analysis steps to assist you with your conclusions.
PROCEDURE:
1. The class will be divided into groups of five.
2. Each group will be responsible for a video product and will be graded by the rubrics as a group.
3. Individual roles will be assigned as follows
Each person will be assigned as follows:
Student 1. Researcher: This student will use the internet sites in the resources section of the WebQuest to complete all four worksheets of the Public Policy Analyst. He or she will then advise both the Writer and PowerPoint creator to bring the pieces together.
Student 2. PowerPoint Creator: This student must identify the problem, gather the evidence, know the cause and explain how the new deal policy help to change the problem.
Student 3. Presenter: The person who is going to present the complete PowerPoint and the complete writing.
Student 4. Time Keeper: This student will have many functions. First, he/she will make certain the group stays on task and follows deadlines set down by the instructor. Secondly, he/she will make certain each member of the group completes their obligation. Thirdly, he/she will coordinate the sending of information among members and will help in the research completing the AHPPA worksheets.
Student 5. Writer: This student will do a creative writing using the four step Public Policy Analyst worksheets. All four steps must be included in the writing.
PROCESS:
Each group will use the use the four-step public policy analyst as an outline for completing the WebQuest PowerPoint and writing. Each step should be included somewhere in the PowerPoint and writing.
American History Public
Policy Analyst:
Step 1. Identify the Problem
1, Identify
the Problem 2
Step 2. Gather the Evidence
Step 3. Determine Causes
Step 4. Evaluate the Policy
RESOURCES:
Weblinks, survey to help you determine the causes of malnutrition, hunger,
abuse to children and adolescents during the Great Depression.
INTERNET SEARCHES:
EVALUATION:
PowerPoint Rubric: Rubric PowerPoint Presentation
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 POORLY DONE |
Score |
Teamwork |
Students meet and
discuss regularly. All students contribute to the discussion and all are
listened to respectfully. All team members contribute a fair share of the
work. |
Students meet and
discuss regularly. Most students contribute to the discussion and are
listened to respectfully. All team members contribute a fair share of the
work. |
A couple of team
meetings are held. Most students contribute to the discussion and are
listened to respectfully. All team members contribute a fair share of the
work. |
Meetings are not held
AND/OR some team members do not contribute a fair share of the work. |
|
Concept |
Team has a clear
picture of what they are trying to achieve. Each member can describe what
they are trying to do and generally how his/her work will contribute to the
final product. |
Team has a fairly
clear picture of what they are trying to achieve. Each member can describe
what they are trying to do overall but has trouble describing how his/her
work will contribute to the final product. |
Team has brainstormed
their concept, but no clear focus has emerged for the team. Team members may
describe the goals/final product differently. |
Team has spent little
effort on brainstorming and refining a concept. Team members are unclear on
the goals and how their contributions will help them reach the goal. |
|
PowerPoint |
The PowerPoint is
complete and it is clear what the Presenter will say and do. The PowerPoint
is quite professional. |
The PowerPoint is
mostly complete. It is clear what the Presenter will say and do. The
PowerPoint is in good condition. |
The PowerPoint has a
few major flaws. It is not always clear what the Presenter will share. The
PowerPoint shows good research, but seems incomplete. |
There is no PowerPoint.
The Presenter are expected to invent what they say and do as they go
along. |
|
Use of AHPPA |
Used all steps in the AHPPA
in the video. |
Used all steps of the AHPPA
in the video with a few mistakes. |
Used only half the
steps of the AHPPA in the video. |
Use of the AHPPA
poorly defined. |
|
Writing Rubric – Writing
CATEGORY |
Fifth Grade Information Writing Rubric |
Overall |
Students meet and
discuss regularly. All students contribute to the discussion and all are
listened to respectfully. All team members contribute a fair share of the work. |
Lead |
Team has a clear
picture of what they are trying to achieve. Each member can describe what
they are trying to do and generally how his/her work will contribute to the
final product. |
Transitions |
When writing about results, he/she used words such as consequently, as a result, and because of this. When he/she compared information, used phrases such as in contrast, by comparison, and especially. In narrative parts, he/she used phrases that go with stories such as a little later and three hours later. Wrote sections that stated an opinion, used words such as but the most important reason, for example, and consequently. |
Ending |
Wrote a conclusion in which he/she stated the main points and may have offered a final thought or question for readers to consider. |
Organization |
Organized his/her
writing into a sequence of separate sections. May have used headings and
subheadings to highlight the separate sections. Wrote each section according
to an organizational plan shaped partly by the genre of the section. |
Elaboration |
Explained different aspects of a subject. Included a variety of information such as examples, details, dates and quotes. Used trusted sources and gave credit when appropriate. Made sure to research any details that would add to writing. Worked to make information understandable. May have referred to earlier parts of text and summarized background information. Let readers know when he/she was discussing facts and when he/she was offering his/her own thinking. |
Craft |
Made deliberate word
choices to have an effect on readers. Use the vocabulary of experts and
explained key terms. Worked to include the exact phrase, comparison or image
that would explain information and concepts. Not only made choices about what
details and facts to include but also about how to convey information so it
would make sense to readers. Blended storytelling, summary and other genres
as needed and used text features. Used a consistent inviting, teaching tone
and varied sentences to hope readers take in and understand information. |
Spelling |
Used what she knew
about word families and spelling rules to help him/her spell and edit. |
Punctuation |
Uses commas to set off
introductory parts of sentences, such as, As you
might know. Used a variety of punctuation to fix any run-on sentences. Used
punctuation to cite sources. |
CONCLUSION:
You are done! I hope that this WebQuest exercise helped you understand the impact that adolescents suffered during the Great Depression.
STANDARDS:
· Social Studies: 5.1 History
· 5.5 Civics, Citizenship and Government
· ELA RL 5.1, RL 5.3
· RL 5.1 W 5.2 A & B, W. 5.5, W 5.7, W 5.9