Contact Mary Suiter

Posted: 03/28/2007
Fed resource: Closed for the Holiday
Short description: Pre-, During-, and Post-reading Strategies for Closed for the Holiday
Lesson time: 120+ minutes
Materials: A copy of the publication "Closed for the Holiday" and a highlight marker for each student; butcher paper or poster board, markers or colored pencils for each pair of students
Audience: High School
Grades: 9, 10, 11, 12
Subjects: Economic History, Federal Reserve
Concepts: Economic History - Bank Panics, Business Cycles, Central Banking, Great Depression, Historical Figures
Federal Reserve - History of the Federal Reserve
Documents: None
This publication is an account of the economic and social causes and effects of the Great Depression. It describes the measures taken by the government, banks, and the Federal Reserve to bring the nation out of depression.
1. Create a three-column KWL chart on the board. Label the first column "K-What We Know," the second column "W-What We Want to Learn," and the third column "L-What we Learned." Have students copy the three column chart in their notes. Have students complete the first two columns of the chart.
2. Ask students to share responses. Enter their responses in the chart on the board. Ask students to share ideas about what they want to learn and enter their suggestions in the third column of the chart on the board.
3. Develop student vocabulary for a discussion about an economic downturn by explainin the following terms.
a.       Stocks and shares
b.       On margin
c.       Federal Reserve
d.       Mortgage
e.       Gold reserves
4. Distribute a copy of the publication "The Bank Holiday of 1933" to each student.
5. Preview the reading by looking at the pictures in the publication. Have students read the captions for the pictures to get an idea about what they will be reading. Have students read the introduction on page 1.
6. To provide a purpose for reading, distribute a highlight market to each student and students to highlight characteristics or conditiond of the economy, major events that contributed to the Depression, and attempts to fix the problems caused by the Depression.
7. Model the directions using the first page of the reading. Review what the students have highlighted or should have highlighted after they have completed reading. Note: Reading and highlighting could also be a homework assignment.
8. Divide the class into pairs. Tell students to work with their partner to develop an annotated timeline of the content. Give them butcher paper or poster board and markers or colored pencils. Have students work together to summarize each section of the reading in 3-5 sentences of their own words. They should summarize the events of each section on the timeline. Next, the students should illustrate each event on the chronology with a drawing that symbolizes the event. The sections are divided as follows:
a. What Goes Up . . . Must Come Down   (pp. 3-5)
b. Bad to Worse (pg. 6)
c. Hoovervilles, Hoover Blankets, and Hoover Hogs(pg. 9)
d. Banking Concerns(pp. 10-11)
e. Lost in the Shuffle (pp. 13-15)
f. Unpaid Holiday(pp. 16-19)
g. Coping with Holiday Stress(pg. 20)
h. Act Two(pp. 23-25)
i. The Final Act(pg. 26)
9. As an extension activity, instruct students to conduct research about whether events during the Great Depression helped and/or hurt the average American.
10. Ask students to identify characteristics of modern-day banking that were a result of the Great Depression.
11. Have students write some additional newspaper headlines that might have appeared during this period.
Submitted by: Sara Messina
Federal Reserve Bank of Atlanta, Jacksonville Branch