9th-Sem 2-SOCIAL STUDIES Activity 4-Video
From J.J. Andrews
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INSTRUCTIONAL SCRIPT P.E.O.P.L.E.
9TH GRADE: U.S. HISTORY
ACTIVITY 4: Debate: The Great Depression was ‘Good’ for America
ACTIVITY 4: Debate: The Great Depression was ‘Good’ for America
- FILMING LOCATION: We’re inside a meeting room at Porchlight Inc., which is located on UW-Madison’s campus – though it is separate from the university. For those of you who do not know, Porchlight provides services for people who are experiencing homelessness by providing emergency shelter, food, employment services and counseling. I’ve chosen this spot for this week’s instructional video because our focus is on the Great Depression Era of U.S. History. There are no reliable estimates on how many families experienced homelessness during this time, but with at least 25% of the population unemployed, so many people became homeless that they created their own “towns” in parks and alleys and other public spaces – the largest one in Chicago was called “skid row,” which is where that phrase comes from.
- Review the semester-long project goal: The goal of this enrichment project is for you to create your own cable news TV talk show, and in the process, develop your Media Literacy skills so at least YOU KNOW when the TV is feeding you objective news reporting vs. misleading and biased information. This week’s activity will be the notes you will use to create one of your fake cable news segments.
- Today’s focus is on: answering this debate question: The Great Depression was “Good” for American. Some people argue that government projects such as unemployment assistance, Social Security retirement, and guaranteed checking accounts would have never happened without the worst economic collapse in U.S. history. Other people, however, argue that the Great Depression resulted in TOO MUCH government power that has eroded individual freedoms and stifled creativity. What do you think?
- When you view the text, be sure to look for: evidence that supports your claim. The text is in a timeline format, allowing you to see how things gradually got worse and worse from October 1929 until the peak of the Depression in 1933.
- The goal is for you to be able to: interpret and analyze the effects of increased government power to “fix” social and economic problems. Should that increased government power be permanent – like Social Security and checking account insurance – or should it be temporary – like the taxpayer funded projects that put the unemployed back to work during the 1930s. FINALLY, how about today in 2015? Does this relate to government power to fight terrorism by being allowed to monitor your internet, email and phone calls without a warrant?
- Remember, the tutor or PEOPLE staff person working with you is a student just like you during social studies enrichment. Work together to complete the activity and place all work in the submission folder before leaving home base.
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