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Most important idea of whole unit Unit The Great Depression A time when the world economy collapsed & its impact on people and the world The ripple effects.

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Presentation on theme: "Most important idea of whole unit Unit The Great Depression A time when the world economy collapsed & its impact on people and the world The ripple effects."— Presentation transcript:

1 Most important idea of whole unit Unit The Great Depression A time when the world economy collapsed & its impact on people and the world The ripple effects of an economic depression impacts all aspects of life (attitudes toward others, social conditions, local, national, and world politics, arts & entertainment, inventions, scientific research) Key Idea 1 ECONOMICS: Economies drive politics / politics drive economies; poorly regulated banking practices can create conditions that can lead to economic collapse Key Idea 2 SOCIAL: “ISMs” dominate American culture (Racism, Anti- Semitism, anti-Catholicism, anti- feminism, anti-immigrants, anti- Hispanics, etc. ) Key Idea 3 Key Idea 4Key Idea 5 SOCIAL: Poverty can be easily exploited to become a form of bondage via poor working conditions, restricted opportunities, and low pay Key Idea 6 ARTS & ENTERTAINMENT: Shift away from being centered around church/synagogue / community due to mass marketing by movie, radio, & automobile industry Key Idea 7 POLITICS: Politicians / countries attempt control of their destinies by manipulating (positively or negatively) opportunities & resources of citizens /other countries Key Idea 8Key Idea 9 Key Ideas of Unit Is about … INVENTIONS: The US policies to combat the depression = 1st time in history government policies targeted the individual needs of citizens (e.g., Social Security) SOCIAL: Limited opportunities  economic fear  need to control potential competition & exploitation  diminished respect of people being manipulated  erroneous them  hate & violence EDUCATION: Greater education = enhanced opportunity & power; (un)intentionally limiting a group’s opportunities to gain an education controls the group’s destiny SCIENCE: Primary focus = mass communications (radio. TV); later, focus shifted to development of military-related technology (rockets, new airplanes, fire-power)

2 PHASE 2: IDENTIFY CORE CONCEPTS & CONNECTIONS KEY IDEA ECONOMICS: Economies drive politics / politics drive economies; poorly regulated banking practices can create conditions that can lead to economic collapse Reconstruction laws restricted South’s post-war economy. so business were slow to develop, few had jobs, little $$ Connection to the PAST Auto-sell computers when stock price drops below a certain level nearly caused stock market crash in 1990s Connection to NOW Many want to reduce government. regulations – we have to be careful about removing too many of them Implications on FUTURE Critical Concept Speculators bought stocks on margin, artificially inflating prices. When stocks would not sell, prices crashed.. Investors couldn’t repay banks. Panicked people rushed to banks to withdraw savings, but banks could not pay because they had loaned the money to investors. Money stopped circulating; people had no money to buy stuff, businesses closed. stocks stock market speculator depression buying on margin Vocabulary Critical Concept Farmers borrowed money to purchase farms, tractors, etc., but could not pay it back because cost more to grow crops than crops would sell for. Banks foreclosed on loans, took farms away to sell to someone else  many farming families became jobless, homeless, & destitute mortgage foreclose destitute Vocabulary Critical Concept Businessmen borrowed money from banks to build factories. Because few people had money to purchase things, factories couldn’t sell their products. Since they couldn’t sell their products, factories couldn’t repay their loans or even pay their employees, they had to close. Employees become jobless. laid off Vocabulary Critical Concept Many rich people lost their fortunes. Some had to cut way back on their life style (move to smaller houses, etc.). Some committed suicide, leaving their families to try to survive without them. Many remained rich even though they may have lost a lot of money. Some exploited people in difficult circumstances and became rich. exploit Vocabulary

3 KEY IDEA EDUCATION: Greater education = enhanced opportunity & power; (un)intentionally limiting a group’s opportunities to gain an education controls the group’s destiny Laws that prohibited slaves from learning to read were one of the ways to keep slaves under control Connection to the PAST Huge funding differences in poverty- area schools ensures these children receive less-quality education Connection to NOW Lot more college scholarships for HS graduates is a good way to combat poverty Implications on FUTURE Critical ConceptVocabulary Critical ConceptVocabulary Critical ConceptVocabulary Critical ConceptVocabulary

4 KEY IDEA POLITICS: Politicians / countries attempt control of their destinies by manipulating opportunities & resources of citizens /other countries Connection to the PASTConnection to NOWImplications on FUTURE Critical ConceptVocabulary Critical ConceptVocabulary Critical ConceptVocabulary Critical ConceptVocabulary

5 KEY IDEA SOCIAL: Poverty can be easily exploited to become a form of bondage via poor working conditions, restricted opportunities, and low pay Africans captured, captured, and shipped to countries all over the world to sell as slaves Connection to the PAST US economy indirectly supports “sweat-shops” because we prefer paying cheap prices for imported goods Connection to NOW Stricter regulations prohibiting sales of sweat-shop goods will result in much higher process for many things Implications on FUTURE Critical Concept “Okees” and Hispanics travel to land of mild & honey (California) hoping to start own farms. When they get there, they find that all good land already owned by large farm corporations. They must choose to work under terrible conditions for very little pay or to starve. Okee Vocabulary Critical ConceptVocabulary Critical ConceptVocabulary Critical ConceptVocabulary

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7 Best part / Worst part Life During the Depression Is about … An interview with someone who lived during the depression So what? What is important to understand about this? Life during the Great Depression was very different for different people Who is interviewed & where s/he lived then Age-range of person during depression What family life was like Who in the family had jobs? What kind? What the person did for fun Impact of the depression on the family What the home was like (appliances, etc.)

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9 Conclusion about the topic Traits Most of your clothes are made by your mother or grandmother The.,;’; You are expected to attend the college your father attended TRellllative Relatives often live with your family until they can afford their own home Evlll;l;imop;’;;opoppoEverer Very wealthy and well known people are invited to dinner at your home Ieiiekr5yhuyuujnbnnn ;l’;l’l Plenty of food can be found in your pantry Only the best and most modern furniture is in your home Codes Y = Yes N = No S = Sometimes X = Did not exist Slave’s daughter Plantation Owner’s son Migrant Worker’s child Banker’s daughter Sharecropper’s nephew Coal Miner’s son House servant’s daughter Factory owner’s child Mayor’s son

10 Conclusion Slave in the 1850’s Coal Miner In the 1850’s Main ideas Working Conditions Health Care benefits Injured on the job Relationship with the boss Retirement plan Travel & Shopping

11 Reason #1Reason #2 The majority of people in the south lived in poverty The work force was majority farmers who had fewer cities to seek employment if crops failed Is about why … Limited opportunities for poor southerners Poor people living in the south had it tougher than poor people living in the north Title

12 Knowledge Connections FEATURES EXAMPLE NON-EXAMPLE IS LIKE … FEATURES EXAMPLE NON-EXAMPLE IS LIKE Poor Southerners Is a type or part of … Is a member of this group … X TOPIC Southerner living in poverty 1850 Poor Northerners Is a type or part of … Is a member of this group … X TOPIC Northerner living in poverty 1850


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