Understanding the 1929 Economic Crisis
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ScribdTranslationsUnderstanding the 1929 Economic Crisis
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ScribdTranslationsLESSON PLAN
School:
Professor:
Series: 1st (medium) Turma: _________Turno: Tarde Data: 07/11/2007
AREA OF KNOWLEDGE - History
THEME - The Crisis of 1929
OBJECTIVES:
General: promote a deeper understanding of the historical context related to the crises
of the 20th century, in this case, the Crisis of 1929, which began in the USA and subsequently
extended to other nations. Show the student the faces of consumerism and how it
contributed to the global crash. The student must, after the presentations, be able to
make connections between the world in the first war and its direct consequences
indirects.
Specific: it is expected that these classes will awaken in the student the vision of
continuity and frequency within historical processes. To that end, the aim is to:
Understand the developments of World War I.
These developments allowed for the rise of the USA while
world power;
Identify the countries that suffered directly and indirectly from the Great
Great Depression of 1929.
Analyze the importance of American President Franklin Delano
Roosevelt and the creation of the New Deal, as a way to contain the advances of the
economic crisis.
Emphasize the Fall of the New York Stock Exchange, Black Thursday, not
as an isolated fact, but a trigger for the developments of the Crisis of
1929.
Problematic with the students the consequences of the crisis in Brazil and
at that time.
CONTENT / JUSTIFICATION:
At the beginning of the 1920s, the USA was emerging as a great power.
economic, a direct consequence of its participation in World War I. Its
growing industry that had massively developed over the past few years and
benefiting from the sale of inputs to the countries involved in the conflict, would end up
for entering into decline with the end of the war and, consequently, the high consumption
internally also triggered due to the promising numbers of this phase,
would experiment the weakness of their demands causing a domino effect on everyone
the sectors and also in the countries that maintained direct or indirect relations with the
USA.
In light of this situation, corporate bankruptcy ended up being the only solution and, as
consequence the unemployment of thousands of people across the country and the rest of the
world.
In an attempt to resolve the crisis, each country found itself forced to create systems of
containment that could circumvent the crisis. The Americans themselves
they would see the turns with economic attempts with little or no success. In the same
the line followed Brazil. The conditions of underdevelopment that brought the country together
would eventually raise the effects of the crisis to previously unknown levels.
Addressing economic crises, such as the 1929 Crisis, proves to be necessary.
even as a way to sharpen students' critical thinking, as it refers to
consequences or possible causes of the wars fought throughout the 20th century.
METHODOLOGY:
Showing the film 'Modern Times' by Charles Chaplin.
Expository methodology.
TEACHING RESOURCES:
Board, chalk or markers and multimedia kit or educational TV.
EVALUATION:
Before the end of the class, the students will be invited to respond
a simple questionnaire seeking to verify your attention and apprehension regarding the
content delivered.
Questionnaire:
1) Which of the alternatives below presents one of the main causes of
1929 crisis?
A - The economic growth of China and Japan harmed exports.
from the United States.
B - The crisis in the real estate market in the United States, at the end of the decade of
1920, affected the value of stocks and crashed stock markets worldwide.
C - At the end of the 1920s, rebuilt, the European nations reduced
drastically the imports of industrial and agricultural products from the States
United States of America.
D - At the end of the 1920s, there was a significant decrease in the amount of
available workforce in the United States and Europe. With few workers,
Industries have entered a severe crisis.
The 1929 crisis occurred mainly due to the increase in
silicon demand. The lack of this raw material in American territory forced the
country to seek diverse alternatives for motherboard production, widely discussed article
used in computer assembly lines.
Which of the alternatives below is not related to the consequences
of the Economic Crisis of 1929?
A - Increase in business bankruptcies in the United States.
B - Increase in unemployment in the United States.
C – Stabilization of the US dollar.
D - Strong devaluation of stocks and fall of the New York Stock Exchange
York.
3) How was Brazil affected by the 1929 Crisis?
A - Sugar cane, milk and its derivatives, and automobile production,
suffered significant losses from the 1929 crisis. From then on, Brazil
sought economic measures that circumvented the crisis, such as the Bresser Plan and Plan
Summer.
B - There was a significant decrease in coffee exports from Brazil to
the United States.
C - The Brazilian economy has entered a crisis because all the multinationals
Americanas installed in Brazil went bankrupt.
D - The 1929 Crisis only affected rubber production in the region of
Amazon
Brazil has stopped exporting cars and machinery to the United States,
bringing losses to the Brazilian economy.
4) What economic mechanism was created by President Roosevelt to
end the crisis and resume economic growth in the USA?
A - Marshall Plan
B -PAC (Growth Acceleration Plan)
C - Schlieffen Plan
D - New Deal
5) Which of the alternatives below is not related to the plan
elaborated by President Roosevelt to combat the crisis and resume growth
of the economy in the United States?
A - Low-interest loans for Japan, China, Brazil, and all countries of
Europe.
B - Price control of products.
C - Control of production (stocks) of the companies' products.
D - Investments in infrastructure (public works).
6) The so-called Crisis of 1929 was characterized by a collapse in the system.
world finance during the interwar period, that is, in the interval between the
The First and Second World Wars. Such a crisis is also identified with:
a) the Franco-Prussian War.
b) the Race to the West.
c) the American Civil War.
d) the Stock Market Crash of New York.
e) the coffee oligarchies of the United States
7) (Vunesp) At the end of the 1920s, years of prosperity, a serious
economic crisis, known as the Great Depression, began in the USA and hit
all capitalist countries. J. K. Galbraith, American economist, states
that as time went by it became evident that this prosperity
would not last. Inside it were contained the seeds of its own destruction.
(Days of boom and disaster in J.M. Roberts (ed), History of the 20th Century.)
Apparent prosperity can be perceived in the following characteristics:
a) the increase in automobile production, the expansion of the job market
and the lack of investments in technology.
b) the destruction of large stocks of goods, the rise in prices
agricultural and the increase in salaries.
c) the mass culture with the sale of millions of records, the war debts
from the USA and the increase in the number of jobs.
d) the crisis of overproduction, the rampant speculation in the stock markets and
the decline of workers' income.
e) the increase of the external market, the myth of the American way of life and the
state intervention in the economy.
REFERENCES:
FAUSTO, Boris. História do Brasil. EDUSP.14. ed. São Paulo, 2013.
FERREIRA, Jorge and DELGADO, Lucilia de Almeida Neves (org). Brazil
Republican. Vol. 1. Rio de Janeiro: Civilização Brasileira, 2003.
_____. The Republican Brazil. Vol. 2. Rio de Janeiro: Civilização Brasileira,
2003.
HOBSBAWM, Eric. A era dos extremos. São Paulo, Companhia das Letras,
1999.
_____. Age of Extremes: the short twentieth century: 1914-1991. São Paulo:
Companhia das Letras, 1995.
_____. Interesting Times: a life in the 20th century, Translation: S. Duarte.
Companhia das Letras. São Paulo, 2002. 486 pages.
FILMOGRAPHY
Tempos Modernos (Modern Times, EUA 1936). DIREÇÃO: Charles Chaplin
CAST: Charles Chaplin, Paulette Goddard, 87 min. black and white,
Continental.