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Lesson Plan Template Matt Baker

Name: 1930s Chicago Day One

Class/Subject: 11th/12

thGrade Social Studies

Date: November 30, 2011

Student Objectives/Student Outcomes:1. Students will recall knowledge about the Great Depression in order to begin

understanding the specifics of the depressions effects on the city of Chicago.

2. Students will become familiar with Richard WrightsNative Son through aquick lecture on the beginning of the book and will begin to compile a sense of

the book by reading in class.

Content Standards: ILS16.D.5 (US) Analyze the relationship between an issue inUnited States social history and the related aspects of political, economic andenvironmental history.

Materials/Resources/Technology:

Copies ofNative Soni Computer/ Projector Chalkboard/ Chalk Picture of 10/30/1929 New York Times front page (Attached)

Teachers Goals:

To make the connection between historical themes in the local (Chicago/ Illinois)area and the issues which have historically plagued our nation. To integrate the use of popular literature as a historical document to help students

learn about the past.

Time

8:00 Start of Class: Show picture of New York Times front page from 10/30/1929to provoke a discussion regarding the students prior knowledge of the Great

Depression on a national level.

8:05 Introduction of Lesson: Copies of Richard WrightsNative Son will be

passed out to each student as it is explained to them that the week will bespent learning about 1930s Chicago through the framework of the book.

8:07 Lesson Instruction: Financial facts about the impact of the depression in

Chicago will be presented, such as unemployment rates and the changes inhousing rates for different parts of the city. The lesson will then switch gears

by havingNative Son introduced and summarized up until Bigger first meets withMr. Dalton at the Daltons house. Pages 38-46 (Biggers interview with Mr. Dalton)will be read in class.

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i Richard Wright,Native Son (New York: Harper & Brothers, 1940).

8:35 Assessments/Checks for Understanding: A brief class discussion will be

held regarding Bigger and Mr. Daltons feelings toward one anotherand howthey are shaped by race. This discussion will help gauge the students

comprehension of the book and its themes.8:43- 8:50 Closure/Wrap-Up/Review: Students will finally be asked to create a headline, simila

the New York Times headline which was introduced, that demonstrates an event that wread from the book. Some of these will be shared in class, and they will be turned in fcompletion grade. Also, students will be assigned to read pages 54-74

(Bigger picking up Mary through his realization that she had died). They willbe instructed to focus on white attitudes toward black people, as well as Biggers

fear.

ASAP Self-Assessment: The headlines that students turn in will be checked to see that a pro

understanding of historical journalism has taken place and that the themes of the bookcorrectly analyzed.