Assesment Tasks for Grade 12 Computer Application Technology by bda18597

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									                  Center for Performance Assessment
                   ―Unwrapped,‖ Standards-Based
              Performance Assessment Template-DRAFT
Grade Level: 11th grade

Targeted Content Area(s): English (American Lit.)

Authors: Kristin Baker, Rebekah Magers, Jeff Miller

School, District, and State: Memorial H.S., Elkhart Community Schools, Indiana

Phone and E-mail (Preferred, But Optional)

574-262-5600
kebaker@elkhart.k12.in.us

574.262.5600
jdmiller@elkhart.k12.in.us

574.262.5600
rmagers@elkhart.k12.in.us

Assessment Title: “Everybody Needs Somebody Sometime”


Overview of Performance Assessment: (Summary of the assessment
with a brief synopsis of each task)
Overview- This unit links the novel Of Mice and Men by Jon Steinbeck with the
historical context of the 1930’s while using utilizing crucial reading and writing skills

Task 1- The Great Depression Webquest (knowledge, comprehension)
      Students research and investigate The Great Depression through the use of a
      guided online scavenger hunt

Task 2- Character analysis (application, analysis)
      Students are asked to depict their ideal setting, as well as compare characters from
      the text to other characters they have encountered in other forms of media

Task 3- Theme role play (application, analysis, synthesis)
      Students are given a quote that relates to the theme of the novel and asked to
      create short skits which are set in modern times that illustrate that theme

Task 4- Compare and contrast essay (synthesis, evaluation)

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           Students demonstrate an understanding of the text by writing a compare and
           contrast essay using characters from the text


Full Text of Standard(s) and Indicators(s) in Targeted Content Area:
Power Indicators:

11.3.2 Analyze the way in which the theme or meaning of a selection represents a view
       or comment on life, using textual evidence to support the claim.

11.3.5 Analyze recognized works of literature (American, British, and world)
representing a variety of genres and traditions that:
 trace the development of the major periods of literature.
 contrast the major themes, styles, and trends in different periods.
       evaluate the influences (philosophical, political, religious, ethical, and social) of
       the historical period for a given novel that shaped the characters, plot, and setting

11.5.2 Write responses to literature that:
 demonstrate a comprehensive understanding of the significant ideas in works or
   passages.
 analyze the use of imagery, language, universal themes, and unique aspects of the
   text.
 support important ideas and viewpoints through accurate and detailed references to
   the text and to other works.
 demonstrate an understanding of the author’s style and an appreciation of the effects
   created.
 identify and assess the impact of perceived ambiguities, nuances, and complexities
   within the text.

Other Standards Covered:
11.7.5 Use appropriate rehearsal strategies to pay attention to performance details,
achieve command of the text, and create skillful artistic staging.

11.7.8 Evaluate when to use different kinds of effects (including visuals, music, sound,
and graphics) to create effective productions.

11.7.17 Deliver oral reports on historical investigations that:
 analyze several historical records of a single event, examining each perspective on the
   event.

11.7.18 Deliver oral responses to literature that:

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    demonstrate a comprehensive understanding of the significant ideas of literary works
     and make assertions about the text that are reasonable and supportable.
    present an analysis of the imagery, language, universal themes

11.7.20 Recite poems, selections from speeches, or dramatic soliloquies with attention to
       performance details to achieve clarity, force, and aesthetic effect and to
       demonstrate an understanding of the meaning


Related Interdisciplinary Standard(s) and Indicators(s):

US History (Secondary Social Studies)

Standard 4 — The Modern United States in Prosperity and Depression:
1920 to 1940
Students will examine the political, economic, social, and cultural development of the
United States during the period from 1920 to 1940

USH.4.1 Identify and explain the importance of key events, people, and groups in the
period of prosperity before the Great Depression.

USH.4.2 Identify and explain the importance of key events, people, and groups in the
period of the Great Depression

Standard 9 — Historical Research
Students will conduct historical research that includes forming research questions,
developing a thesis, investigating a variety of primary and secondary sources, and
presenting their findings with documentation.

USH.9.1 Locate and analyze primary and secondary sources presenting differing
perspectives on events and issues of the past.
USH.9.2 Locate and use sources found at local and state libraries, archival collections,
museums, historic sites, and electronic sites.


Technology
Standard #13: Appropriately operate technological devices and systems.


―Unwrapping‖ Content Standard(s)
Grade Level and Content Area:


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11th Grade American Literature

Standard(s) and Indicators by Number:
ENG 11.3.3, 11.3.5, 11.5.2, 11.7.5, 11.7.8, 11.7.17, 11.7.18, 11.7.20
USH 4.1, 4.2, 9.1, 9.2


Concepts: Need to Know About
Literary response terms

       Inferences
       Author’s style
       Imagery
       Theme
       Genres
       Characters
       Plot
       Setting
       Historical periods
               Philosophical
               Political
               Religious
               Ethical
               Social
Writing skills
       Main ideas
       Detailed references
       Supporting evidence

Performance skills
       Artistic staging
       Aesthetic (Musical) effects
       Clarity of Messages presented
       Main idea

*Interdisciplinary:

US History knowledge
      Key events
      People
      Groups
      Perspectives on events
      Issues in the past
      Primary and secondary sources


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Skills: Be Able to Do
Analyze (theme, characters, textual evidence, genre, imagery, language)

           Trace (trends in periods of literature)
           Contrast (trends in periods of literature)
           Evaluate (historical effects on characters, plot, and setting)

Write (responses to literature)
       Demonstrate (understanding of main ideas, author’s style, appreciation of effects
       created)
       Support (ideas with references to text)
       Identify (ambiguities, nuances, and complexities)
       Assess (ambiguities, nuances, and complexities)

Deliver (Oral Reports/Responses that:)
       Use (rehearsal strategies)
       Create (artistic staging and effective productions)
       Analyze (historical periods)
       Examine (major events in history)
       Evaluate (musical effects)
       Demonstrate (understanding of main ideas)
       Present (analysis of theme)
       Recite (dramatic presentations)
       Achieve (clarity, force, and aesthetic effect)

*Interdisciplinary:

Identify (key events, people, and groups from before and during the Great Depression)

Explain (key events, people, and groups from before and during the Great Depression)

Locate (primary and secondary sources with different perspectives on historical events)

Analyze (primary and secondary sources with different perspectives on historical events)

Use (electronic sites for historical research)


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Topics or Context: (What you will use to teach concepts and skills—
particular unit, lessons, activities)
The novel Of Mice and Men by Jon Steinbeck
The Great Depression Era




Identifying Big Ideas from Unwrapped Standard and Indicators

1. Stories teach lessons about life

2. Historical periods affect characters in literature as well as in real life

3. Writing about what you read helps to understand the material and analyze the author’s
purpose



Essential Questions from Big Ideas to Guide Instruction and
Assessment
1. What is the benefit to reading fictional literary works?

2. Why is the historical period of a literary work important?

3. How can we apply the lessons we learn from stories to real life?

4. How do you evaluate the quality of a literary work?



Engaging Scenario (Full description):
Situation: In Of Mice and Men the main character, George, deals with the positive and
negative aspects of partnering with someone who has a disability.

Challenge/Role: Students will be placed in groups of two. Student A will be given a
blindfold and a deck of playing cards. As a group the students are given the task of
constructing a house of cards within a given time frame. Student B is the “brains” behind
the project and is not allowed to actually touch the cards, but simply give instructions.

Audience: Students will analyze and reflect on the experience of working with others
different from themselves on a communal blog site (blogger.com).



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Product: Successfully constructed house of playing cards, and reflective responses on the
blog site.

Connection/Importance: At school, in the workforce, and in family relationships
collaboration can be difficult. Students will learn to exercise patience when working with
others different from themselves.



Task 1 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)
Which STANDARD(s) and Indicators Will This Task Target?
ENG 11.3.5, ENG 11.7.17, USH 4.1, USH 4.2, USH 9.1, USH 9.2

Which Essential QUESTION Will This Task Address?
Why is the historical period of a literary work important?

Which UNWRAPPED Concepts and Skills Will This Task Develop?
Analyze (theme, textual evidence, genre, imagery, language)

Trace (trends in periods of literature)
Contrast (trends in periods of literature)
Evaluate (historical effects on characters, plot, and setting)

Deliver (oral reports on historical investigations)
Analyze (historical periods)

What APPLICATION of Learning Will This Task Require?
Student groups will complete a 1930s webquest activity and create one of the following
products using the information they obtain:
    A Time Capsule
    A Tri-fold Project Board
    A PowerPoint Presentation

Multiple Intelligence(s): VL, BK, LM, IP


What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need First?


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          1930s America webquest handout with website links
          Computers with Internet connections and PPT software


What Individual EVIDENCE of Learning Will This Task Provide?
Students will give oral presentations which include a visual aid to illustrate their
understanding of America during the 1930s.
*See Task 1 rubric for specific criteria

Task 1 Complete Description
To accomplish this task, students will:

1. Be placed into groups of 3-4
2. Divide up tasks on the webquest assignment sheet equally
3. Complete the webquest assignment sheet (attached)
4. Create an oral presentation which includes a visual aid (time capsule, tri-fold project
board, or PPT presentation) to give to the class. This presentation will reflect what
students have learned about America during the 1930s during the webquest process.

Multiple Intelligence(s): VL, BK, LM, IP

Task 1 – Scoring Guide
Exemplary:

           All Proficient Criteria Met PLUS:
           Product shows effort in design, materials used, and overall attractiveness (see
           attached assignment sheet)
           I took a leadership role in my group (which is indicated by student feedback form)
           Product contains no grammatical errors
           Product contains more than ten historical references
Proficient:

           Product contains between eight and ten historical references
           Product shows necessary effort in design, materials used, and overall
           attractiveness (see attached assignment sheet)
           I gave equal effort in my group (which is indicated by student feedback form)
           Product contains proper references to materials used in gaining historical facts


           Product contains no more than five grammatical errors

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Progressing:

           Met three to four of the five proficiency standards
           ____________________________________________________________
Not Yet Meeting Standard(s) and Indicators(s):

           Met zero to two of the five proficiency standards
           ____________________________________________________________
Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________



Task 2 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)


Which STANDARD(s) and Indicators Will This Task Target?
ENG 11.3.2

Which Essential QUESTION Will This Task Address?
What is the benefit to reading fictional literary works?
How can we apply the lessons we learn from stories to real life?


Which UNWRAPPED Concepts and Skills Will This Task Develop?
Analyze
       Imagery
       Author’s style
       Genres
       Characters
       Setting
Evaluate
       Plot


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           Setting


What APPLICATION of Learning Will This Task Require?
Setting picture
Guided activity handout
Socratic seminar

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need First?
Of Mice and Men by Jon Steinbeck
Guided activity handout


What Individual EVIDENCE of Learning Will This Task Provide?
Students will accurately portray their “perfect” setting to those who look at their setting
picture
Students will show insightful answers on their guided activity handout
Teacher will be able to observe student participation during small group work
Teacher will be able to observe student participation during Socratic seminar

Task 2 Complete Description
Students will draw a picture of their own ideal setting (preferably having to do with
nature, geography, etc.). Students will then get into groups of three and discuss how their
settings compare to the setting from Of Mice and Men. Next, each group will get a
guided activity handout (GAH). GAH will have groups compare the two main characters
from Of Mice and Men, George and Lennie, to students’ favorite characters from other
types of media (comics, movies, books, etc.) by creating a Venn diagram. Students will
be asked to also think about the relationship between George and Lennie and how that
affects the way the characters are viewed by the reader. The entire class will then have a
Socratic seminar to comment how authors can use style, genres, and societal issues to
shape characters and comment through them.

Multiple intelligences: Verbal Linguistic, Visual Spatial, Naturalist, Interpersonal

*See attached for the guided activity handout for Task 2




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Task 2 – Scoring Guide
Exemplary:


           Setting illustration only: shows detail and extra effort in design and overall
           aesthetic appeal
           Socratic seminar only: student volunteers insightful answers more than once
           GAH character analysis only: group demonstrates higher level thinking through
           organization of ideas in Venn diagram


Proficient:

           Setting illustration only: shows details and effort in design and overall aesthetic
           appeal
           Socratic seminar only: student volunteers insightful answer at least once
           GAH character analysis only: group has at least three items in each of the three
           sections of the Venn diagram


Progressing:

           Complete one to two of the three proficiency standards
           __________________________________________________________
Not Yet Meeting Standard(s) and Indicators(s):

           Complete zero of the three proficiency standards
           __________________________________________________________
Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________




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Task 3 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?
                        ENG 11. 3. 2
                        ENG 11. 5. 2
                        ENG 11. 7. 5
                        ENG 11. 7. 8


Which Essential QUESTION Will This Task Address?
               How do we apply the lessons we learn form stories to real life?


Which UNWRAPPED Concepts and Skills Will This Task Develop?
                        Analyze (theme)
                        Write (response to literature)
                        Demonstrate (understanding of main ideas and plot)
                        Assess (ambiguities, nuances and complexities)



What APPLICATION of Learning Will This Task Require?
Thematic Role Play Activity


What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need First?
      Of Mice and Men by John Steinbeck
      List of quotes related to the two themes of the novel: “Friendship vs. Loneliness”
       and “The American Dream”

What Individual EVIDENCE of Learning Will This Task Provide?
Students score “proficient” or higher on the rubric.



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Task 3 Complete Description
Students will be given a quote related to the theme of the novel. They will be asked to
write and perform a short skit with modern day characters that illustrates the lesson in the
quote. The short skit should include a basic plot with an established setting, a conflict, a
climax and a resolution. They will also be asked to play part of a song at the end of the
skit (like in a movie music montage) that helps illustrate the theme. Students also have
the option of doing this all on video or DVD and playing it in class instead of performing
live.
                 Quote Example: “Share joy is double joy; shared sorrow is half sorrow.”
                 Nigerian Proverb

                         Multiple Intelligences: Body/Kinesthetic, Visual Spatial, Interpersonal,
                         Verbal Linguistic, Musical


Task 3 – Scoring Guide
Exemplary:

        All Proficient Criteria Met PLUS:
           During the performance, all of the students stay in character for the entire duration
           of the scene
           Dialogue of the script is written using character appropriate language, with no
           grammatical errors
           Music chosen demonstrates a deeper understanding of figurative language relating
           to the theme assigned


Proficient:

           Written script involves a plot, including a conflict, climax, and resolution
           Content of the written script is aligned with the thematic quote assigned as well as
           the themes of the novel
           Lines delivered by actors can be heard and understood by the audience throughout
           the classroom
           Students bring in a song and play a chosen clip that relates to their scene and the
           themes in the novel



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           Dialogue of the script is written using school appropriate language, with few
           grammatical errors
Progressing:

           Met two to four of the five proficiency standards
           __________________________________________________________
Not Yet Meeting Standard(s) and Indicators(s):

           Met zero to one of the five proficiency standards
           __________________________________________________________
Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________



Task 4 Planning Guide (―SQUARE‖ – Key Elements to Include in the
Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?
ENG 11.5.2


Which Essential QUESTION Will This Task Address?
How do you evaluate the quality of a literary work?

Which UNWRAPPED Concepts and Skills Will This Task Develop?
Write (responses to literature)
       Demonstrate (understanding of main ideas, author’s style, appreciation of effects
       created)
       Support (ideas with references to text)
       Identify (ambiguities, nuances, and complexities)
       Assess (ambiguities, nuances, and complexities)


What APPLICATION of Learning Will This Task Require?
Comparison and contrast essay

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What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need First?
Of Mice and Men by Jon Steinbeck
Computer lab with word processing
Assignment sheet


What Individual EVIDENCE of Learning Will This Task Provide?
A score of proficient or above on essay rubric


Task 4 Complete Description
Everyone experiences loneliness at some point in time during their life, which is why the
loneliness theme in Of Mice and Men is so easily recognized. For their novel based
writing assignment, students will need to compare – and – contrast their experiences of
loneliness with those of the characters in Of Mice and Men. Specifically, they will need
to compare – and – contrast one of their major experiences of loneliness with one
experience of a character in the novel.


Steps to completing this essay:

     1. Read over this instruction sheet at least twice, using highlighting and underling
        techniques.
     2. Decide on a character in the novel to be your focus in the essay.
             Character:

     3. Pinpoint one SPECIFIC experience of loneliness that your character encounters.
        Remember you will need to use quotes as evidence to back-up opinions in your
        essay.
             Character’s experience of loneliness, explain how character dealt with the
               loneliness:

     4. Decide on an experience of loneliness from your life.
            Your loneliness experience, explain how you dealt with the loneliness.

     5. Complete the “Points of Comparison and Contrast” graphic organizer. (This will
        take place in class.)
     6. Write your five-paragraph essay. (This will take place in class.)
     7. Revise and Edit. Type essay. (Both of these will take place in class.)




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Task 4 – Scoring Guide
                Focus on Topic; Logical Order; Challenging Vocabulary; Sentence Length;
                   Supporting Details; and Audience.
                                       Comparison-and-Contrast Essay Rubric
           Name:_______________                                                              Score:_______ /100

                               25-21                     20-16                   15-11                    10-5
                             Focuses on a clearly    Focuses on an            Focuses mainly on the   Does not provide a
           Audience and      stated thesis, which    adequately stated        chosen thesis;          thesis, which does not
           Purpose           provides reason for a   thesis, which            providing a reason      provide a reason for
                             compare-contrast        provides reason for a    for comparison-         comparison-contrast
                             analysis                compare-contrast         contrast analysis       analysis
                                                     analysis
                             Presents information    Presents information     Presents information    Presents information
                             in logical and          in logical order and     logically, but not in   in a scattered,
           Organization      consistent order        somewhat consistent      comparison-contrast     disorganized manner
                                                     compare-contrast         form
                                                     form
                             Elaborates most         Elaborates many          Does not elaborate      Does not provide facts
                             ideas with facts,       ideas with facts,        all ideas; does not     or examples to support
           Elaboration       details, or examples;   details, or examples;    link some details to    a comparison and
                             links all information   links information to     comparison and          contrast
                             to comparison and       comparison and           contrast
                             contrast                contrast
                             Shows overall clarity   Shows good sentence      Uses awkward or         Contains incomplete
                             and fluency;            and vocabulary           overly simple           thoughts and
           Use of Language   demonstrates            variety; contains        sentence structures;    mechanical errors that
                             excellent sentence      some errors in           uses weak vocabulary;   make the writing
                             and vocabulary          spelling, punctuation,   contains many           confusing
                             variety; contains few   or usage                 mechanical errors
                             mechanical errors


Exemplary:

All Proficient Criteria Met PLUS:

            Score of 80-100 using Simple Six rubric above

Proficient:

            Score of 70 or above using Simple Six rubric above

Progressing:

            Score of 60-69 using Simple Six rubric above

            ____________________________________________________

Not Yet Meeting Standard(s) and Indicators(s):

            Score of 59 or below using Simple Six rubric above

            ____________________________________________________


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Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________
Comments__________________


Teacher Reflections at Conclusion of Performance Assessment:
1.    What Worked? What Didn’t?

2.         What Will I Do Differently Next Time?

3.    What Student Work Samples Do I Have for Each Task? What Scoring Guide
Examples of Proficiency Do I Have for Each Task?

4.     What Field Notes Can I Provide for Other Teachers Who May Use This
Performance Assessment?

List of Needed Instructional Materials
-1930s America webquest handout with website links
-Computers with Internet connections and PPT software
-Of Mice and Men by Jon Steinbeck
-Task 2 guided activity handout
-List of quotes related to the two themes of the novel: “Friendship vs. Loneliness” and
“The American Dream” (www.quoteworld.org)
-Computer lab with word processing
-Compare/contrast essay assignment sheet


Suggested Time Frame for Delivery
Four to five weeks (including reading the novel Of Mice and Men by Jon Steinbeck in
class)




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Supplemental Handouts and Activity Sheets
Task 1 Webquest

Introduction

You will be discovering the world of John Steinbeck and his book Of Mice and Men. It
will be your responsibility to research the Great Depression era in groups. By the end of
this project, you should have a good understanding of the world we are about to visit in
the novel Of Mice and Men.

Task
Student groups are to create one of the following using the information obtained during
the 1930s webquest activity:
A Time Capsule
A Tri-fold Project Board
A PowerPoint Presentation

Process
To accomplish this task, you must . . .
1. get in groups of 3-4
2. divide up tasks equally
3. complete the webquest assignment sheet
4. create a presentation to give to the class which reflects all you have learned during the
webquest

Evaluation
The grade for this assignment is based on the following criteria:
Creativity
Neatness/Effort/Individual Participation
Grammatical Accuracy
Accurate Information/Attention to Detail
Adequate Information

Individual Assignment
Each group member must turn in a written explanation that includes the following
information:
A. what role you played in putting together the group’s project (what is your
contribution to the end product?)
B. details about how you carried out your responsibilities
C. what you personally gained/learned from this research experience

1930s America Webquest
The Quest
1930s America - Would you have liked to have lived then? Let's find out what life was
like.


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The Process and Resources
In this Webquest you will be exploring web pages about 1930s America.

Once you are in your groups, read over this entire page aloud. Next you must decide who
will be responsible for each part of the research project; the work should be divided
equally among all members of the group. Each of you will need to visit these web pages,
read the information provided, and then answer the questions. Once you have answered
all of the questions, you must compile your new knowledge and create a time capsule, a
tri-fold project board, or a PowerPoint presentation which illustrates all you have learned
about the 1930s in America. These projects will be presented to the class.

Phase 1 - Background: Something for Everyone
Use the Internet information linked below to answer the basic questions of who? what?
where? when? why? and how? regarding the 1930s. Be creative in exploring the
information so that you answer these questions as fully and insightfully as you can.

Phase 2 - Looking Deeper from Different Perspectives

Instructions:
Read each question. Go to the web address listed (hold down the Ctrl button and click the
link) and answer your questions on a separate piece of paper. Each group member must
turn in his/her answers with your written product at the end of the assignment.

Part One
Use the Internet information linked below to answer these questions. At this link, go to
'Click here for more information on the Great Depression.' Read the first 3 paragraphs.

1. When and how did the Great Depression begin?

2. How many people were left unemployed as a result?

3. What was the result of the Great Depression for many farmers?

4. Because of this disaster, what happened to families? Give four details based on your
reading.

Depression Introduction




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Part Two
Use the Internet information linked below to answer these questions specifically related
to :

'The Depression News'

5. Look at 'The Depression News'. What were some of the hot topics in the news during
the 1930s? List three events or topics and tell something about them.

'Then & Now Prices'

6. On the chart are listed some prices from 1932 and some salaries. Think about what
these items might cost today. Would it be easier to buy them in 1932 or today? Explain
using details from the chart about prices and salaries.

The Depression News
Then & Now Prices

Part Three
Use the Internet information linked below to answer these questions specifically related
to:

'I Remember...'

7. Four different people remember what life was like for them during the Great
Depression. Pick one remembrance to read. Write a paragraph describing how that person
was able to survive during this time.

8. If you were in their place, would you have done the same? Explain using details from
the piece.

'Tales from the Rails'

9. Here is another story of life during the Great Depression. This is the story of a 16 year
old who rode the rails. Why did he travel the rails?

10. Where was he trying to go? Why there?

11. What happened to him?

I Remember
Tales from the Rails




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Part Four
Use the Internet information linked below to answer these questions specifically related
to:

'American Exodus'

12. Look at the photos in this web site. What happened to the crops in the Midwest that
caused people to move west?

13. Many people became migrants (moved around for work). How did these people
travel?

14. Where did they live?

15. When they found work was it easy or hard? Explain.

'Migrant Family'

16. This photo shows a migrant family. What do you see? Share three bits of information
about this family? Do they look happy? Explain.

American Exodus
Migrant Family

Phase 3 - Debating, Discussing, and Reaching Consensus
You have all learned about life in the 1930s.

17. What do you now know about life in the 1930s? List ideas for information you would
like to creatively and uniquely present it to the class.

Phase 4 - Real World Feedback
Conclusion

18. Would you have wanted to live during the Great Depression era? Explain.

For extra credit: Interview a person who has firsthand memories of the 1930s. What was
their life like during that time? Include details of this interview in your presentation.




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Task 2 guided activity handout

Characterize Me

George and Lennie develop a very special relationship. Steinbeck uses the historical
aspects of the Great Depression to illustrate this relationship and emphasize how people
adapt to changing times (whether those times are easy or difficult). What is special about
the relationship that develops between George and Lennie? What other characters from
other types of media (books, movies, comics, etc.) can you think of who have similar
relationship? If you can think of none, what about characters who have a completely
different relationship from George and Lennie? Fill in this guided activity handout and
then begin a Venn diagram in the space provided on the back of this sheet to show your
thoughts about the friendship that develops between George and Lennie. Once you have
done this, complete your diagram by comparing George and Lennie’s relationship to one
of the characters you have chosen.

What is special about George and Lennie’s relationship?


How is their relationship affected by the historical time period they are in?


Do you think the characterization of George and Lennie would have been different if the
novel had been set in a different time? Why or why not?


What characters from another type of media do you think have a similar relationship to
George and Lennie?


How are these relationships similar?



You may use the bottom of the front side of the paper if you need more room for your
answers. Please use the back of this sheet to complete your Venn diagram.




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