LP+Impact+of+Great+Depression+on+agriculture

**Standard 4.** Students will understand the diverse ways people make a living in Utah.
 * Objective 2.** Investigate the past and present role of agriculture in Utah.
 * Indicator b.** Explain the impact of the Great Depression on farmers and agriculture.


 * Lesson: Impact of Great Depression on Agriculture in Utah **


 * Vocabulary:**
 * Agriculture
 * Great Depression


 * Essential Questions:**
 * How did the Great Depression affect agriculture and life in this area of Utah?


 * Instructional Activities:**
 * Give an overview of the Great Depression (national focus) and the effects on everyday life, focusing on the impact on agriculture.
 * Introduce a project to document the impact of the Great Depression on the people of the area you live in. The [|Richfield High website] might be a good example of the type of project the class will complete, though perhaps not the scope or level of quality. Introduce and discuss the project rubric and schedule.
 * Review interviewing skills:
 * Talking to older folks
 * How to introduce the project
 * Listening and responding
 * Compile good leading questions
 * Send the students out to record interviews with people with perspective on the Great Depression's impact on the local economy. Consider having them take photos of photographs that interviewees might have to illustrate the time period or what they are reporting on.
 * Create a brainstorming diagram or other concept map to organize the things learned by the students through the interviews. The main headings will become sections of the website that students will organize with quotes from the interviewees as support. Capture the final diagram as the structure for the website.
 * Have the students flush out the basic outline from the brainstorming diagram and assign groups of students to edit the various sections as it takes shape with input from all of the interviews. Excerpts from other historic accounts or texts might also serve as more general information with quotes providing support.
 * Have the students create their own true/false test based on the information included in the website, focusing on generalizable concepts of the impact of the Great Depression.
 * As time goes on, less and less folks are around that remember living through the Great Depression. If it is too hard for the students to find somebody to interview you can alternately have them read the transcripts of the interviews on the Richfield High website linked above and reflect on how life in Utah was affected by the Great Depression.


 * Assessment:**
 * Project rubric
 * The True/False test that the students created.


 * Materials / Resources for Teachers:**
 * __The Utah Journey__, pages 244-249
 * Lesson plan for honors students, covers national scene more than Utah specific, and does not only deal with agriculture. []
 * Utah Teaching with Primary Sources []
 * []
 * [] - Sevier County perspective, compiled by Richfield High students.
 * []
 * [|Utah State U Lesson Plan]
 * [|https://utah.agclassroom.org/files/uploads/changes_challenges/index.htm]


 * Materials / Resources for Students:**
 * [|Richfield High Website]