Students view a photo of a family during the Great Depression and pose questions about it. Then they read a brief overview of the Great Depression. Next they examine how the Great Depression affected Texas, and they evaluate the photo from scene 1 in light of what they learned. Finally they examine WPA projects in Texas.
Students read a brief introduction explaining the prosperity and new technologies of the 1920s and how these changes set the stage for the Great Depression. They examine a 1939 photograph of a Mexican family in Neches, Texas, contribute a one-word emotional response to a word cloud, and post questions they have about the photograph in a class table.
Teacher MovesPreview the experience, review the objectives, and, if available, assign leveled readers on the Great Depression to support parallel reading. Prompt students to consider the story behind the photograph and share the Library of Congress description to provide historical context about Mexican migrant workers returning to the Rio Grande Valley. Use student questions and emotional responses to launch discussion before moving on.
Students view a photograph of a family traveling from Texas to Arkansas in 1936 in search of work and read an overview of the causes and effects of the Great Depression, including the stock market crash, bank failures, unemployment, loss of homes and farms, and the Dust Bowl’s impact on Texas workers and farmers. They answer multiple-choice questions to identify major effects of the Great Depression and explain how Texas farmers were affected.
Teacher MovesGuide students through the background text, clarifying key economic terms and events. Emphasize that many banks failed and people lost savings, unemployment was very high, many lost homes, farms, or businesses, and Texans were especially hard hit. Review student responses to the questions to check understanding and address misconceptions before proceeding.
Students read about the deepening crisis by 1933, including widespread bank failures, high unemployment, and the disproportionate impact on minorities and immigrants. They learn how many Mexicans and Mexican Americans in Texas either returned to Mexico or were deported, and how some Texans migrated to other states for work. Students revisit the 1939 photograph of the Mexican family in Neches, Texas and post a written response explaining why many Mexicans left or were deported during the Great Depression.
Teacher MovesSupport students in connecting national-level information about unemployment and discrimination to the specific experiences of Mexican and Mexican American communities in Texas. Highlight thoughtful student responses and use them to prompt discussion about how economic hardship can lead people to turn against more vulnerable groups in society.
Students view an image of the Arneson River Theater in San Antonio, a Works Progress Administration (WPA) project, and read about the New Deal and WPA’s role in creating jobs through public works such as roads, schools, parks, and other infrastructure. They choose a WPA project in Texas, upload a photo of the project, and add a caption explaining how it is still enjoyed today, then browse classmates’ posted projects.
Teacher MovesExplain how the New Deal and WPA aimed to reduce unemployment by funding public works, and connect these projects to long-term benefits for Texas communities. Ask students whether the photos they are using are primary or secondary sources and clarify that images of existing WPA structures can serve as primary sources because they show relics of the historical period. Highlight local WPA sites, invite students to share any visits to these locations, and emphasize how these projects strengthened infrastructure and created lasting cultural resources.
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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