Contextualization

The end of the 1920s and the beginning of the 1930s was a significant period in global economic and political history. One of the most significant events of this period was the 'Great Depression', also known as the '1929 Crisis'. This was a time of major economic changes, which led to the collapse of many financial institutions and companies, resulting in a period of high inflation and unemployment in many countries.

The 1929 crisis originated in the United States, but its effects were felt worldwide. The Wall Street stock market crash in October 1929 was the trigger, caused by a combination of financial speculation, overproduction, regulatory failures, and a general belief that the economy would continue to grow indefinitely. Four key topics for understanding this crisis are: the economic boom of the 1920s, the stock market bubble, the subsequent banking crisis, and finally, the global consequences of the crisis.

This phase of history is particularly relevant, as many of the challenges faced during the crisis continue to be topics of debate and study to this day. By exploring the 1929 Crisis, we can better understand the economic forces that shape our world, the importance of financial regulation, and how economic crises can have lasting impacts on politics, society, and even culture.

Practical Activity: Simulation of the 1929 Crisis

Project Objective

The objective of this project is to deeply understand the factors and consequences of the 1929 crisis through a practical simulation, as well as to develop communication, teamwork, research, and critical analysis skills.

Detailed Project Description

Students will be divided into groups of 3 to 5 participants and will represent different roles during the crisis. Each group will represent one of the four main stakeholders of the time: the stock market, the banks, the U.S. government, and the working class.

The groups will be responsible for researching and understanding the actions and reactions of their respective stakeholders during the crisis period. This should include the dynamics and interaction between the stakeholders and the impact they had on each other and on the global economy.

Required Materials

1. Internet access for research
2. Books and articles on the 1929 crisis (provided in the Contextualization section)
3. Materials for the simulation presentation (posters, PowerPoint presentations, dramatizations, etc.)

Detailed Step-by-Step for Activity Execution

1. Group division and role assignment.
2. Research and study on the role of your respective stakeholder during the 1929 crisis. Each group should focus on understanding the motivations, actions, and consequences of their stakeholder's actions.
3. Creation of a simulation plan. Each group should plan how to represent their stakeholder in the simulation, including the preparation of materials, the simulation script, and the presentation strategy.
4. Simulation execution. Each group will present their part in the simulation to the class, reproducing the events and decisions made by their stakeholder during the 1929 crisis.
5. Discussion on the simulation. After all groups have presented, students should discuss the simulation results, the interactions between stakeholders, and the lessons learned.

Project Deliverables

At the end of the project, each group must submit a written report detailing the research and preparation process for the simulation, the simulation execution, and the conclusions drawn from the activity. This report should be divided into four main sections:

1. Introduction: The student should contextualize the 1929 crisis, the relevance of their respective stakeholder, and the purpose of this project.
2. Development: The student should present the theory behind the actions of their stakeholder during the 1929 crisis, explain the preparation and execution process of the simulation, indicate the methodology used for research and presentation, discuss the simulation results, and present and discuss the findings.
3. Conclusion: The student should conclude the work by summarizing the main points, stating the learnings obtained, and drawing conclusions about the 1929 crisis from the simulation and the report.
4. Bibliography: The student should indicate the sources used to work on the project such as books, web pages, videos, etc.

This project is expected to last more than twelve hours per participating student and will cover topics in history, economics, sociology, and theater.