Students generalize why the American public was eager for superheroes during the Great Depression. Then they learn about life during this era and summarize how the following groups were affected: children, African Americans, and men versus women. Next they analyze the causes of hostility towards and deportation of Mexican Americans and migrants. Finally they choose a cultural work from the Great Depression era and analyze how it expresses life during the economic crisis.
Students are introduced to the lesson focus on life during the Great Depression and review the objectives. They view an image and read that many superhero comics debuted during the Great Depression, then respond to a collaborative wall prompt by generalizing why the American public was eager for a hero during this period.
Teacher MovesPresent the lesson overview and objectives. After students post to the wall, give them a few minutes to discuss one another’s ideas before unlocking the next scene.
Students examine a graph and explanatory text about unemployment, the New Deal, and the impact of World War II on the economy. They read The Depths of the Great Depression and watch The Gendered Impact of the Depression to learn how the Depression affected daily life. Using three tables, they summarize how the Depression affected children, African Americans, and men versus women. Next, they study documentary photographs of shantytowns, soup kitchens, and migrants, then write a caption for a Russell Lee photograph of a migrant family’s outdoor living space.
Teacher MovesUse the provided notes to briefly clarify how the Depression affected children, African Americans, and gender roles, emphasizing unemployment, poverty, racial discrimination, and family strain. As students view the photographs and write captions, share the Library of Congress title for the Russell Lee image to deepen understanding of migrant life before moving on.
Students recall post–World War I anti-immigrant sentiment and the Red Scare, then predict in a word cloud which country’s immigrants were targeted during the 1930s. After the gate is opened, they read about intensified hostility toward Mexican Americans, including job discrimination, repatriation, and deportation, and then read the section “Repatriation During the Great Depression” in Repatriation During the Great Depression. Finally, they post to a class wall inferring why many Americans aimed their hostility toward Mexican Americans during the Great Depression.
Teacher MovesReview student predictions in the word cloud and, if there is a range of answers, invite a few students to explain their reasoning before revealing that Mexican Americans were targeted. Use the provided explanation to distinguish repatriation from deportation, referencing the USCIS description of “voluntary” repatriations. After students post inferences about hostility toward Mexican Americans, share an interesting or exemplary response and explain how Dust Bowl migrants and Mexican workers competed for low-wage farm jobs, fueling resentment, before transitioning to the next scene.
Students learn that the New Deal’s Public Works of Art Project supported cultural projects. They use the internet to select a cultural work from the Great Depression era (such as visual art, music, literature, dance, or film), upload the work or a link, describe it, and analyze how it expresses life during the Depression. They post their analyses to a collaborative wall, then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesDirect students to the linked resource in the Student Pack as a starting point for finding Depression-era cultural works. After students post and respond to peers, optionally invite volunteers to present their chosen works and analyses to the class before unlocking the next scene.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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