Lesson plan of 1929 Crisis: Causes and Consequences

Objectives (5 min)

1. Understanding the causes and consequences of the crisis of 1929: Students should be able to identify and explain the main causes and consequences of this historic event. They should understand how the Great Depression affected not only the United States but also the world as a whole.

2. Analysis of the economic and social impact of the crisis of 1929: Students should be able to analyze how the Great Depression affected the economy and society of the countries involved, as well as international relations.

3. Comparison with later economic crises: Students should be able to draw parallels between the 1929 crisis and more recent economic crises, identifying similarities and differences and understanding the lessons learned from these historical events.

Secondary objectives:

• Development of research and analysis skills: This topic offers an excellent opportunity for students to improve their research and analysis skills by exploring various sources and interpreting complex information.

• Promotion of critical thinking: By analyzing the causes and consequences of the 1929 Crisis, students will be encouraged to think critically about the actions and decisions that contributed to this event and how it could have been avoided or mitigated.

Introduction (10 - 15 min)

1. Review of previous content: The teacher should start by briefly reviewing the concepts of the global economy and the situation of the United States in the 1920s. This includes industrial expansion, increased agricultural production, and speculation in the stock market. (2 - 3 min)

2. Problem situation: The teacher can present two situations that challenge the students to think about the possible consequences of global economic events. For example:

   • "Imagine that you are a farmer in the United States in 1929 and you hear about the stock market crash. How do you think this will affect the price of your products and your life?"

   • "You are a college student in the United States in 1929, about to graduate. You expected to get a good job easily, but now there is an economic crisis. How do you think this will affect your future prospects?" (3 - 4 min)

3. Contextualization: The teacher should explain the importance of the topic, highlighting how the 1929 Crisis was one of the most significant events of the 20th century. He/she can mention how the Great Depression affected not only the United States but also the global economy, contributing to the rise of totalitarian regimes in Europe and significant changes in economic policies. (2 - 3 min)

4. Grab students' attention: To spark student interest, the teacher can share some fun facts or stories related to the topic. For example:

   • "Did you know that the 1929 Crisis began with the crash of the New York Stock Exchange but quickly spread to Europe and then the rest of the world? This happened because many countries were interconnected through trade and financial agreements, so when the United States entered into crisis, this affected all the others."

   • "Another curious fact is that during the Great Depression, the unemployment rate in the United States reached an incredible 25%! This means that one in four Americans was unemployed. Imagine the impact of this on society and the economy!" (3 - 4 min)

Development (20 - 25 min)

1. Role Playing Activity "The 1929 Stock Market" (10 - 15 min)

   • Preparation: The teacher should divide the class into groups of five. Each group will then receive a set of "stock" cards from fictitious companies, each with its respective value. In addition, each group will have a card representing a "banker" responsible for lending money to buy stocks.

   • Description: The activity consists of simulating the buying and selling of stocks on the "1929 Stock Market". The students, representing the investors, must decide when to buy and sell their stocks, while the "banker" lends money to buy more stocks. The goal is to accumulate the highest possible value in stocks.

   • Development: The teacher should start the activity by informing that there are rumors of a possible imminent economic crisis. As time passes, the value of the stocks begins to fall drastically. Students must decide whether to sell their stocks to avoid greater losses or risk keeping them in the hopes of a recovery. The "banker" also has an important role, as he/she needs to decide when and to whom to lend money.

   • Conclusion: At the end of the activity, the teacher should show all the groups the final value of their stocks. Also, he/she should explain how this activity relates to the 1929 Crisis, highlighting the speculation in the stock market, the indebtedness, and the consequences of the stock market crash.

2. Research Activity "The Great Depression Around the World" (10 - 15 min)

   • Preparation: The teacher should divide the class into five groups and assign each group a different country (for example, the United States, Germany, Brazil, Japan, and Australia). Each group will then receive a list of questions to research on how the Great Depression affected the assigned country.

   • Description: The activity consists of conducting a quick Internet search to find the answers to the questions. The questions should include topics such as: "What was the economic situation of the country before the Great Depression? How did the crisis affect the economy and society? What were the main policies adopted to face the crisis? How long did it take for the country to recover?"

   • Development: The students, in their respective groups, should research the answers to the questions. They can use their cell phones or the school's computers, if available. The teacher should circulate the classroom, assisting the groups as needed and ensuring that everyone is involved in the activity.

   • Conclusion: After the research, each group should briefly present its findings to the class. The teacher should facilitate a discussion on the differences and similarities between the countries, highlighting how the Great Depression affected the world in complex and varied ways.

Closure (10 - 15 min)

1. Development of an Informative Newspaper (5 - 7 min)

   • Preparation: The teacher should divide the class into groups of five and provide each group with a set of real or fictitious news related to the 1929 Crisis. The news should cover a variety of topics, such as the stock market crash, mass unemployment, economic policies adopted, hardships faced by families, among others.

   • Description: The objective of the activity is for the students to create an informative newspaper about the Great Depression. They should read the news provided, select the most relevant and interesting ones, and write headlines and small paragraphs for each one. In addition, they should create a title for the newspaper and design a cover.

   • Development: Each group should begin by selecting the news that most interests them. Then, they should discuss and decide on the titles and paragraphs for each news item. Finally, they should create the newspaper cover, including the title and some drawings related to the theme.

   • Conclusion: Upon finishing the newspaper, each group should briefly present its work to the class. The teacher should facilitate a discussion about the news selected and the choices made by the groups, highlighting how these historical events were perceived and interpreted at the time.

2. Individual Reflection (5 - 7 min)

   • Preparation: The teacher should prepare a list of questions for the students to reflect on what they have learned. Questions may include: "What was the most significant event of the 1929 Crisis? Why?"; "How did the 1929 Crisis affect the economy and society of your country?"; "Do you think the 1929 Crisis could have been avoided? Why?"; "What are the lessons we can learn from the 1929 Crisis to avoid similar crises in the future ?".

   • Description: The students should individually reflect on the questions formulated by the teacher. They can write down their answers or just think about them.

   • Development: The students should have time to reflect on the questions. The teacher should remind them that there are no right or wrong answers, but rather the importance of thinking critically and forming their own opinions based on what they have learned.

   • Conclusion: The teacher should conclude the activity by asking the students to share their answers or reflections, if they are willing. This can lead to an interesting and in-depth discussion about the topic.

3. Feedback and Conclusion (2 - 3 min)

   • The teacher should end the class by thanking everyone for participating and summarizing the main points discussed. He/she can also provide a brief overview of what will be covered in the next class.
   • In addition, the teacher should ask for feedback from the students about the class, asking what they liked the most, what they found most challenging, and if there are any remaining questions. This will help the teacher to adjust and improve their future lessons.

Conclusion (5 - 7 min)

1. Summary and Recap (2 - 3 min)

   • The teacher should begin the Conclusion by reviewing the main points covered during the class. This includes the causes of the 1929 Crisis, its consequences, and how it affected different countries around the world.
   • He/she should emphasize the lessons learned from the 1929 Crisis, such as the importance of stable economic policies, the need for financial regulation, and the perception of how actions in one country can have a global impact.

2. Connection Between Theory, Practice, and Applications (1 - 2 min)

   • The teacher should highlight how the practical activities, such as the Role Playing "The 1929 Stock Market" and the research on the Great Depression around the world, allowed students to better understand the complexity and impact of these historical events.
   • He/she should stress how an understanding of the 1929 Crisis is relevant to understanding current and future economic crises, and how the critical thinking and research skills developed in this class are applicable in many different situations.

3. Complementary Materials (1 min)

   • The teacher should suggest additional reading or viewing materials for students who want to deepen their knowledge on the topic. This may include articles, books, documentaries, or reliable websites about the 1929 Crisis.
   • He/she may, for example, recommend the book "The Great Depression: A Short History” by Robert J. Samuelson or the documentary "The Fall of Wall Street" produced by PBS.

4. Importance of the Subject (1 min)

   • Finally, the teacher should summarize the relevance of the topic to the students’ daily lives. He/she can explain how the 1929 Crisis shaped the modern world, influencing politics, economics, culture, and international relations.
   • In addition, he/she should emphasize how understanding these historical events can help students become more informed and critical citizens, capable of understanding and analyzing current events.