Unit Face To Face With The Great Depression Lesson Title -Books Download

Unit Face to Face with the Great Depression Lesson Title
17 Jan 2020 | 26 views | 0 downloads | 7 Pages | 289.80 KB

Share Pdf : Unit Face To Face With The Great Depression Lesson Title

Download and Preview : Unit Face To Face With The Great Depression Lesson Title

Report CopyRight/DMCA Form For : Unit Face To Face With The Great Depression Lesson Title


Master copies of the biography and interview handout are provided. 1 Biography of Studs Terkel handout,2 Guidelines for Conducting an Interview handout. 3 Access to the website Studs Terkel Conversation with America at www studsterkel org Use the. following audio files from the Hard Times section of the website Dorothy Bernstein Buddy. Blankenship Cesar Chavez Kitty McCullough Mary Owsley and Peggy Terry Ed Paulsen and Jose. 4 Paper and pens,Procedures,Day 1 Introduction, Introduce Studs Terkel to your class using the biography included in this lesson plan As a class discuss. how to prepare for and carry out an interview Either require students to take notes while the class. discusses the topic or distribute the Guidelines for Conducting an Interview included in this lesson. plan as a handout, Group students into pairs Ask each pair to listen to two audio clips of Studs Terkel s interviews from. Hard Times The preferred list of audio clips or interviewees is listed in the materials section. Try to assign a different combination of interviews to each pair of students. For each pair ask one student to be the interviewer and the other to be the interviewee You may either. assign roles or let students to choose them Have students log on to Terkel s website and listen to their. assigned audio clips If you do not have computer lab access at school assign this as homework. Ask the interviewers to take notes on Terkel s interviewing style and the types of questions he asks. These students should refer to the notes they took during the class discussion on conducting interviews. Ask the interviewees to take notes on the content of the audio clips They will use their notes to. construct a composite character of their own based on the real people Terkel interviewed. Day 2 Preparation, Ask students to prepare a ten minute interview to present to the class It is very important that students do. not consult with their partner during interview preparation. Tasks of the Interviewer Using the information gathered from listening to Terkel s audio clips the. interviewer should generate a list of questions to guide the interview The interviewer s goal is to elicit. information about both the interviewee s life during the Depression and their anecdote Ask the. interviewers to provide you with three sample questions prior to the interview. If an interviewer is having trouble creating his or her questions you may prompt him or her with one or. more of the following How did you or your family earn your money during the Depression How did. you spend that money What was your relationship with your family How did you feel about your. condition What did you think about the government Were you generally happy or unhappy Why or. why not How did you survive both physically and mentally What was your biggest concern or problem. and how did you address it How did others treat you and how did you treat others What kind of. entertainment did you seek out How has the Depression affected you today. Tasks of the Interviewee Using the information gathered from listening to the Terkel audio clips the. interviewees will each construct a composite character Students should be prepared to role play the. characters they create and offer up general pieces of information about them including their name age. The Lives of the People Page 2 of 4, marital status occupation where they live etc The interviewees should also create a short anecdote.
about their characters situation that reveals something very important about their characters personality. or the time that they lived through Ask the interviewees to provide you with a few sentences about their. anecdotes prior to the interview,Days 3 and 4 Student Interviews. Ask each pair to conduct their ten minute interview in front of the class The interviewers should use the. list of questions they drafted to guide the interview Interviewees should volunteer their anecdotes only if. the interviewers ask questions relevant to it, Ask members of the audience to respectfully listen to the interviews You may choose to use an audience. evaluation form to help students reflect on the strengths and weaknesses of each interview they witness If. you use an audience evaluation form share the form with your students in advance The evaluation. should cover the following points Interviewers should be prepared with thoughtful objective questions. and should be able to solicit descriptive answers including their interviewee s anecdote Interviewees. should be evaluated on the knowledge of character the appropriateness of their anecdote and their ability. to respond to relevant questions A scale of one to five may be used to evaluate these criteria. Day 5 Discussion, Discuss the interviews conducted during Days 3 and 4 You may want to share your previously. established discussion questions with your students in advance The discussion should address the. following questions Which interviews revealed most about life during the Depression Which interview. techniques were best at eliciting important relevant information from the interviewer What anecdotes. were the best at reflecting Depression life Which interviewees best assumed their roles. Suggestions for student assessment, Share any evaluation criteria with students on Day 1 of this activity Evaluate interviewers based on their. ability to obtain key information reflecting both the character and living conditions of their interviewee. including their interviewee s anecdote Evaluate interviewees based on their use of the information from. the audio clips the depth of the characters they created and the quality and appropriateness of the. anecdote they prepared If you choose to use an audience evaluation form you may factor the. observations of the class into each pair s final grade You may also ask each pair to complete a self. evaluation,Additional resources, 1 Additional background information about oral history activities for the classroom can be found on.
Studs Terkel s website at www studsterkel org, 2 Students may also access interviews from the American Memory files of the Federal Writers Project. on the Library of Congress website at www loc gov,Extension activities. 1 After a pair of students have completed their interview another student from the class may offer. up a question that they believe will reveal the interviewee s anecdote if it hasn t yet been given. In this situation you can choose to offer extra credit. The Lives of the People Page 3 of 4, 2 Have students create a list of Depression era artifacts from everyday life They can collect this. information from Terkel s interviews or from outside resources such as books and websites. 3 Ask students to imagine that they are archaeologists in 2220 and have uncovered the items dating back. to 2003 while on a dig in Chicago What questions would they ask about the items What are the. possible answers What resources would they use to get these answers. This lesson fulfills the following Illinois Learning Standards. English Language Arts,State Goal 1 Read with understanding and fluency. State Goal 3 Write to communicate for a variety of purposes. State Goal 4 Listen and speak effectively in a variety of situations. State Goal 5 Use the language arts to acquire assess and communicate information. Social Science, State Goal 15 Understand economic systems with an emphasis on the United States.
State Goal 16 Understand events trends individuals and movements shaping the history of Illinois. the United States and other nations, State Goal 18 Understand social systems with an emphasis on the United States. History Lab is made possible through a generous grant from the Polk Bros Foundation These materials were. researched and written by Ron Solberg History Lab project coordination by Heidi Moisan and Gordon Karim of the. History Programs Department Chicago Historical Society The Chicago Historical Society gratefully acknowledges. the Chicago Park District s generous support of all of the Historical Society s activities. The Lives of the People Page 4 of 4,THE LIVES OF THE PEOPLE Name s Date. BIOGRAPHY OF STUDS TERKEL, Studs Terkel radio broadcast personality and prize winning author was born Louis Terkel. in New York N Y on May 16 1912 His father Samuel was a tailor and his mother Anna. Finkel was a seamstress He had three brothers The family moved to Chicago in 1922 and. opened a rooming house at Ashland Avenue and Flournoy Street on the near West Side. From 1926 to 1936 the family ran the Wells Grand Hotel another rooming house at Wells. Street and Grand Avenue Terkel credits his knowledge of the world to the tenants who. gathered in the lobby of the hotel and the people who congregated in nearby Bughouse. Square a meeting place for workers labor organizers dissidents the unemployed and reli. gious fanatics of many persuasions In 1939 he married Ida Goldberg and they had one son. After graduating from University of Chicago s Law School in 1934 Terkel pursued acting. and appeared on stage in radio and in the movies He has been a playwright a radio news. commentator a sportscaster a film narrator a jazz columnist a disc jockey and a music. festival host In 1944 he began hosting a radio show Radio allowed him to express his own. personality and to play the music he enjoyed including folk opera jazz and blues In 1945. he debuted his own television series called Stud s Place in which he began asking people. the types of questions that would mark his interview style in later years. On The Studs Terkel Program which was heard on Chicago s fine arts radio station. WFMT from 1952 to 1997 Terkel interviewed national and international figures who. helped shape the past century The program included guests who were politicians writers. activists labor organizers performing artists and architects among others Terkel s depth. of personal knowledge of the diverse subjects he explored on his program is remarkable as. is his ability to get others to do what they do best talk about themselves Many of the inter. views he conducted for his books and for his radio program are featured on his website at. www studsterkel org, Terkel s first book of oral history interviews was Division Street America published in. 1966 In subsequent years he wrote many oral history books covering topics such as the. Great Depression World War Two race relations working and aging Terkel continues. to write interview people work on his books and speak in public He is currently. Distinguished Scholar in Residence at the Chicago Historical Society. THE GREAT DEPRESSION,THE LIVES OF THE PEOPLE Name s Date.
GUIDELINES FOR CONDUCTING AN INTERVIEW, 1 Research your topic in advance and prepare a list of questions that will help you get. the answers to your questions Make sure that your questions do not require a simple. yes or no response, 2 If you are unsure about your note taking skills record the interview. 3 Obtain general background information about the interviewee before asking specific. questions related to your subject including his or her age occupation interests talents. and where he or she lives, 4 Let your interviewee answer a question completely before asking your next question. Follow up your interviewee s answers with related questions. 5 Do not impose your own feelings or opinions on the interviewee. 6 At the conclusion of your interview give the interviewee an opportunity to add additional. comments and thoughts This portion of the interview may provide more in depth answers. to previous questions or it may stray from your topic but regardless it can be very valuable. THE GREAT DEPRESSION, Please take a few minutes to give us your History Lab feedback. After reviewing and using this History Lab lesson please send us your feedback Your ideas and honest assessment will. ensure that these lessons keep improving and provide us with useful insight for future teacher fellows. First name,Grade you teach,Are you a CHS member circle one yes no.
Name of unit you are evaluating check one, America s Documents of Freedom Chicago s World s Fairs. African American Life in the Nineteenth Century Face to Face with the Great Depression. The Civil War Up Close and Personal America and Protest. Name of lesson you are evaluating,Evaluation questions. 1 On a scale of one to five with five being the best rate this lesson in terms of the quality of the student learning. experience it provides circle one,2 What were the strengths of this lesson. 3 What aspects of this lesson needed additional fine tuning. 4 Would you use this lesson or some variation of it again Why or why not. 5 What advice tips or suggestions would you give to future users of this lesson. 6 Where does this lesson fit in your course of study scope sequence unit. 7 If applicable how did the use of primary sources impact student learning. 8 Additional comments Use other side if necessary, Thank you for your time Please send the completed form via mail or fax to. Chicago Historical Society 1601 N Clark Street Chicago Illinois 60614 6071 Attn History Programs.

Related Books

About this Tutorial

About this Tutorial

Design and Analysis of Algorithm is very important for designing algorithm to solve different types of problems in the branch of computer science and information technology. This tutorial introduces the fundamental concepts of Designing Strategies, Complexity analysis of Algorithms, followed by problems on Graph Theory and Sorting methods. This tutorial also includes the basic concepts on ...

ALBERTO MORAVIA - italiaans.minerva83.nl

ALBERTO MORAVIA italiaans minerva83 nl

ALBERTO MORAVIA 112 1932 Gli indi?erenti per il suo successo critico e per il suo spirito polemico-realistico mette in contrasto Moravia col regime fascista, tanto ...

Holy Bible King James Version

Holy Bible King James Version

King James I , 1603-1625 King James VI of Scotland Born Edinburgh, June 19,1566 Son of Mary, Queen of Scots Crowned King 15 months old Successor Queen Elizabeth I

Sample Telemedicine Job Descriptions

Sample Telemedicine Job Descriptions

STAFF ROLES AND JOB DESCRIPTIONS The Telemedicine clinic staff, from the Medical Director to the Site Coordinator, have a unique set of duties and responsibilities, in addition to their traditional roles within their organization. These responsibilities require an elevated skill set that is reflected in the sample job duties and job descriptions in the following pages. In this document, you ...



ALDOBETTO.com // DIDATTICA Tipologie di accordi Accordi sospesi (sus) Vengono definiti accordi sospesi quegli accordi che, come il nome suggerisce, sono in



Romans 1:18-32 If you have a Bible and I hope you do, I invite you to open with me to Romans 1. I thought I was uneasy last week. I want to be as up front as possible from the beginning this morning. I believe the gospel and homosexuality is an extremely important issue in our day.



iso/iec 13818-1:2000(e)

The banking engine that empowers your business

The banking engine that empowers your business

and users. Since Thaler fully complies with the Enterprise Application Integration concept, it is also the ideal solution for mergers, acquisitions and reorganisations. Future-proof IT investment To maximise your return on investment, you need to make the best technological choices that guaran-tee durability. Thaler deploys advanced yet proven ...



Kebutuhan akan adanya buku Pendidikan Agama Kristen (PAK) yang dapat dijadikan sebagai pegangan bersama untuk mengajar di lingkungan BPK PENABUR Jakarta merupakan kerinduan bersama para pengajar/guru PAK. Untuk itulah, Bagian Kerohanian dan Karakter bersama para guru mengembangkan buku PAK di lingkungan BPK PENABUR Jakarta. Pengembangan

Buku Guru Pendidikan Agama Kristen dan Budi Pekerti

Buku Guru Pendidikan Agama Kristen dan Budi Pekerti

proses pembelajaran dan penilaian Pendidikan Agama Kristen dan Budi Pekerti di kelas. Secara khusus buku ini dapat dijadikan untuk hal-hal berikut. 1) Membantu guru mengembangkan kegiatan pembelajaran dan penilaian Pendidikan Agama Kristen dan Budi Pekerti di tingkat sekolah dasar. 2) Memberikan gagasan dalam rangka mengembangkan pemahaman,