This lesson provides a basic background of what the Depression Era was and how it affected the Pueblo area. Many of our social studies and history texts have a small section about the Great Depression as it pertained to the United States as a whole, but give no information as to its regional effect. In most cases, students learn about Pueblo during this historical time in bits and pieces, in many cases from family members who experienced it. At the end of this lesson, students will be able to define the Great Depression and describe some effects it had on the Pueblo area.

History Standard 1.3 – Benchmark A: Distinguish between cause-and-effect relationship and events that happen or occur concurrently or sequentially.

History Standard 1.3 – Benchmark B: Analyze and explain cause-and-effect relationships using historical information that is organized chronologically.

History Standard 1.3 – Benchmark C: Use both chronological order and the duration on events to detect and analyze patterns of historical continuity and change.

History Standard 2.1 – Benchmark B: Gather historical data from multiple sources.

History Standard 2.2 – Benchmark B: Interpret the data in historical maps. Photographs, art works, and other artifacts.

Grades 4 – 12

4 Days

This lesson can be presented in several ways, depending on your technical expertise and the availability of technical equipment. Depression Era photos will be shared with students, and this may be accomplished in different ways. Photos can be enlarged on the web site and printed, or photo quality copies may be purchased via the web site if your budget will allow. If you have access to a large screen that plugs into your computer, your entire class can access the photos on the site. Some advance preparation will need to take place no matter how you choose to present the Depression Era photos to your students. In addition, butcher paper and markers will be needed. Students may need note-taking supplies, depending on the grade level.

After viewing Depression Era photos from the Pueblo area, and engaging in discussion on the Great Depression and its causes and effects, students will understand that work programs such as the WPA, CCC, etc. were problem-solving efforts sponsored by the United States Government. They will recognize how these efforts have affected the Pueblo area and that many of the projects that were a part of the Depression Era are everyday sights in Pueblo.

Day 1:

1. Discuss with students what the word depression means. Have them consider the base

word, and apply the idea to a country, its economic state, the frame of mind of the people, etc.

2. Explain that the United Sates experienced such a time during the 1930’s and briefly

list the events that lead up to this era. (Failure of the stock market, severe drought throughout the Midwest)

3. Have students brainstorm what kinds of problems possibly faced Americans during

this low economic period and record their responses on the board or butcher paper. Next, ask students to consider what types of problems we have with today’s economy and modern society. Record responses and compare the two.

4. Discuss problem solving at the government level and have students brainstorm the

Day 2 and 3:

1. Have several photos on hand from the Colorado Digitization Project. Select photos of

landmarks around Pueblo that still exist and might be recognized.

Suggested: Photo 33, Mineral Palace park Greenhouse, Photo 35, City Auditorium, Photo 53, Keating School, Photo 57, Lake Clara and bridge and bandshell, Mineral Palace Park, Photo 59, Mountain View Cemetery Northern Avenue and Acero Gate, Photo 67, Horse barns and paddock, Colorado State Fair Grounds, Photo 70, 4-H exhibition building/auditorium, Photo 93, Elizabeth Street Obelisk Memorial to Veterans of all Wars.

2. Show photos to students one at a time and ask if they recognize any of them from

around our community. Record their guesses.

3. Show photos again and reveal the location of each.
4. Explain the following: The New Deal was a group of measures proposed by Franklin Roosevelt from his inauguration in 1933 to 1939. The purpose of these measures was to provide the country with relief, recovery, and reform aimed at the economic depression that plagued the country. The digitized photos provided by the Pueblo City-County Library District mention the CCC, WPA, CWA, and NYA. The CCC (Civilian Conservation Corps) was established in 1933 to provide work for young men in reclamation projects and in the national parks and forests. About 250,000 youths were employed at a wage of $30 a week, $25 of which was sent to their families. The WPA (Works Progress Administration) was established in 1935. Projects were organized to spread employment and increase purchasing power. The WPA employed both men and women of all ages. They worked on projects such as building schools and other public buildings, sewing, canning, etc. The CWA (Civil Works Administration), was short lived, but designed to get people to work quickly, and the NYA (National Youth Administration) which was aimed at keeping young people in school and out of the labor market. Money was turned over to school administrators who paid it out to students for various types of work about the school.
5. Again, access the Depression Era photos from the web site and allow students to see other photos of projects that took place in our area. Each photo has a short description/explanation and often the viewer is encouraged to look at the finer details of the photo that provide additional clues to the era.

Day 4

1. Discuss with students possible ways that decisions were made as to what work projects were worth funding during the Depression Era.
2. What project opportunities exist in the Pueblo area today that might enhance our quality of life and provide employment opportunities for needy Puebloans.
3. Have students draft a project proposal for a work project. This can be done individually or in small groups. They should consider:
1. The location of the project.
2. The materials and labor that will be needed.
3. The skills the workers will need.
4. How the project will enhance the community.
5. After the project is complete, what type of maintenance will it need.
6. (For older students) How much will the project cost including labor and materials.
7. (For older students) What local funding sources might be able to aid in funding the project.
8. Draw a sketch or diagram of the project.