Title: Our United States
1Our United States
- The Great Depression
- Grade 5
- Torrie Fielden
- Ed 417-02
2Table of Contents
- Slides 3-7 - American Heritage
- Slides 8-12 - People in Societies
- Slides 13-17 - World Interactions
- Slides 18-22 - Decision Making and Resources
- Slides 23-27 - Democratic Processes
- Slides 28-32 - Citizenship Rights and
Responsibilities - Slides 33-37 - Science/Technology and Society
3American HeritageObjective 1
- Students will work in groups and select one of
the following people to research to find out the
roles they played during the Great Depression and
New DealMary Mcleod Bethune, Bernard Baruch,
Frances Perkins (photo), Senator Huey Long,
Dorothea Lange, John Steinbeck, Felix
Frankfurter. - Students will present their research through a
group presentation with visuals. - Encarta Home Page
- http//encarta.msn.com/
4American HeritageObjective 2
- Students will draw a time line from 1928 until
1939 highlighting the influences of FDR. - The Life and Times of FDR
- http//www.nscds.pvt.k12.il.us/nscds/us/apushist/r
oosevelt/time.html1920
5American HeritageObjective 4
- Students will read the historical fiction book,
Grandpas Mountain by Carolyn Reeder to extend
their understanding of the different ways the
depression affected people. - The students will be divided into two debate
teams. One team will defend the interests of
Grandpa and his neighbors and the other will take
the side of the Civilian Conservation Corps.
(CCC). - CCC Links
- http//www.idahoptv.org/outdoors/shows/ccc/links/l
inks.html
6American HeritageObjective 6
- Students will learn about unemployment in the
United States in 1934 from the map. - Which region of the country had the highest rates
of unemployment? Why? - Which region had the lowest rates of
unemployment? Why? - Students will investigate and find the population
for each state and the main source of revenue to
help answer the questions. - US Census Bureau
- http//www.census.gov/
7American HeritageObjective 7
- Students will draw an automobile, truck, or some
other form of transportation that is
representative of the 1930s and a drawing of the
2000s and explain the differences. - Students will draw a stamp, telephone or some
other form of communication that is
representative of the 1930s and a drawing of the
2000s and explain the differences. - The Ford Motor Company
- http//www.ford.com/servlet/ecmcs/ford/index.jsp?S
ECTIONhomepage
8People in SocietiesObjective 1
- Students will investigate the demographics of the
United States during the 1930s and interpret the
population in comparison to the various cultural
groups. - Students will explore reasons why the different
groups came to America. - Demography-Population Studies
- http//www.pscw.uva.nl/sociosite/topics/population
.html
9People in SocietiesObjective 2
- Students will locate on a world map where the
population of 1930s originated. - Students will locate on a US map where the
population of the 1930s lived. - Immigration Guide
- http//www.immigrationguide.com/
10People in SocietiesObjective 2
- Students will trace on a map, a possible journey
the farm families traveled to California who had
lost their homes due to the Dust Bowl. - The Migrant Experience
- http//memory.loc.gov/ammem/afctshtml/tsme.html
11People in SocietiesObjective 4
- The students will find and read a story about
Jessie Owens. - They will compare and contrast his life to other
black men of his time. - The Jesse Owens Foundation
- http//www.jesse-owens.org/about1.html
12People in SocietiesObjective 4
- Students will listen the the audio tape of Roll
of Thunder, Hear My Cry, by Mildred D. Taylor. - Students will compare the lives of blacks in the
north and south during 1930s. - Students will compare the life styles of the
blacks and whites in the story. - Educational Paperback Association
- http//www.edupaperback.org/authorbios/Taylor_Mild
red.html
13World InteractionsObjective 1
- Students will locate the states that voted
Democratic in the 1928 election and describe
their geographical location. - Students will locate the states that voted
Republican in the 1932 election and describe
their geographical location. - Students will identify the latitude and longitude
of these states. - Students will determine if geography was a
factor in the election. - The American President
- http//www.americanpresident.org/KoTrain/Courses/H
H/HH_Campaigns_and_Elections.htm
14World InteractionsObjective 1
- Students will, on a map, locate the Great Plains
and list the states. - Students will find the Rocky Mountains and
determine their origin and ending points, with
longitude and latitude measurements. - USGS-What do maps show?
- http//mac.usgs.gov/mac/isb/pubs/teachers-packets/
mapshow/lesson1.html
15World InteractionsObjective 2
- Using a physical and thematic map, students will
explain why the Great Plains is an excellent
place for farming. - From the map, students will also describe the
type of weather in the Great Plains and what type
of agriculture would grow best. - USDA Great Plains Systems Research Unit
- http//www.gpsr.colostate.edu/
16World InteractionsObjective 3
- Students will compare the population and why it
is distributed the way it is. - Students will conclude why the Dust Bowl occurred
and what could have been done to prevent it. - Using the map, students will evaluate the
positive and negative consequences of the
building of so many dams by the Tennessee Valley
Authority (TVA). - TVA
- http//www.tva.gov/abouttva/history.htm
17World InteractionsObjective 4
- Students will write their own journey from the
Dust Bowl to California (as previously mapped)
and what it might have been like the storms,
reasons why they left, the packing, the journey,
how they traveled and what they may have found at
the end of their trip. - Students will discuss why people chose California
and compare this migration to other California
migrations. - The American Experience
- http//www.pbs.org/wgbh/amex/dustbowl/
18Decision Making and ResourcesObjective 1
- Students will research Social Security Act.
- Students will make a chart for both the
economical pros and cons of this program. - New Deal Network
- http//newdeal.feri.org/
19Decision Making and ResourcesObjective 4
- Students will explain the purpose of the New
Deal. - Students will brainstorm the types of problems
each of them might have faced during the Great
Depression and explore possible solutions, and
use the four-step approach to outline a plan for
solving it. - American History Online
- http//longman.awl.com/history/home.htm
20Decision Making and ResourcesObjective 6
- Students will give examples of exchanging goods
and services during the depression. - Students will talk with great grandparents or
relatives and find out how they bartered with
their neighbors. - Seeds of History
- http//www.roswell-record.com/vistas6.html
21Decision Making and ResourcesObjective 7
- Students will describe the stock market and how
it works. - Students will graph the Dow Jones monthly average
for 1928, 1929, and 1930. - Americas Great Depression
- http//www.amatecon.com/greatdepression.html
22Decision Making and ResourcesObjective 10
- Students will research how the 1933 Agricultural
Adjustment Act (AAA)decided what farmers should
grow and how much. - Students will grow either corn, beans or wheat.
- The Great Depression of the 1920-30s
- http//www.chattanooga.net/baylor/academic/english
/studentwork/wilson/thegre/Thegre1.htm
23Democratic ProcessObjective 1
- Students will identify the purpose of the Works
Progress Administration (WPA) and how it promoted
the common welfare of the nation. - Students will find the benefits of this program
by working in pairs and searching web sites. - The New Deal History A-Z
- http//school.discovery.com/homeworkhelp/worldbook
/atozhistory/n/388300.html
24Democratic ProcessObjective 1
- Students will understand the reasons why
President Hoover called out the National Guard to
disband the World War I veterans. - Students will research other times in history
when presidents had to call upon the National
Guard. They compare and contrast these
occurrences. - An Abridged History of the United States
- http//www.us-history.com/nonf/chap_5.html
25Democratic ProcessObjective 1
- Students will learn how Eleanor Roosevelt fought
for the civil rights of various groups. - Student will find a newspaper or magazine article
that deals with the issue of equal rights and
bring it in to discuss it with the class. - Eleanor Roosevelt Biography
- http//www.udhr50.org/history/Biographies/bioer.ht
m
26Democratic ProcessObjective 1
- Students will investigate the unions of the
1930s. - A local union member will visit the class to
compare the purpose of the unions today. - Michigan Historical Museum System
- http//www.sos.state.mi.us/history/museum/explore/
museums/hismus/1900-75/depressn/laborun.html
27Democratic ProcessObjective 3
- Students will discuss the importance that every
citizen vote. - Students will research the election of 1932 and
discern the percentage of people who voted
against those who did not vote. - US Presidential Election Maps
- http//fisher.lib.virginia.edu/elections/maps/
28Citizenship Rights and ResponsibilitiesObjective
1
- Students will research the FDIC program and
obtain supporting and objecting facts and
opinions. - Students will decide if the FDIC is still needed
today. - Archival Resources on the Great Depression
- http//www.ou.edu/special/albertctr/archives/gdweb
.htm
29Citizenship Rights and ResponsibilitiesObjective
3
- Students will discuss Eleanor Roosevelts courage
to stand up for Maria Anderson and have her sing
in front of the Lincoln Memorial. - Students will explain how they can show support
of people they feel are being neglected or under
represented. - Eleanor Roosevelt Main Page
- http//personalweb.smcvt.edu/smahady/ercover.htm
30Citizenship Rights and ResponsibilitiesObjective
6
- To improve the general welfare of the school,
students will organize an after school peer
tutoring program. - The Youth Tutoring Program
- http//www.ytpseattle.org/
31Citizenship Rights and ResponsibilitiesObjective
- Students will research polio and explain how it
took courage for Franklin Roosevelt to run for
president. - Students will use wheel chairs, walkers and
crutches to experience how difficult it is to be
mobile without the use of their legs. - Polio
- http//www.pbs.org/storyofpolio/polio/index.html
32Citizenship Rights and ResponsibilitiesObjective
2
- Students will use various sources to gather
information on how the Civilian Conservation
Corps (CCC) obtained land for national parks. - Students will identify sources whose data is the
same and those whose data greatly differs. - Students will make inferences and predictions of
the differences. - Students will plant trees in the school court
yard. - National Park Serivce
- http//www.cr.nps.gov/history/online_books/ccc/ccc
1.htm
33Science/Technology and SocietyObjective 1
- Students will watch the video The Great
Depression, while filling out a work sheet. - Motion Picture and Television Reading Room
- http//lcweb.loc.gov/rr/mopic/
34Science/Technology and SocietyObjective 2
- The students will listen to audio cassettes of
the music made during the depression and will
create their own song to share. - Songs of the Great Depression
- http//www.library.csi.cuny.edu/dept/history/laven
der/cherries.html
35Science/Technology and SocietyObjective 3
- Students will use the CD, Voices of the 30s to
create their own multimedia presentation. - WritingDENThe Great Depression
- http//www2.actden.com/writ_den/h15/direct.htm
36Science/Technology and SocietyObjective 4
- Students will use the internet to find a picture
that they feel represents the Great Depression. - Documenting America
- http//memory.loc.gov/ammem/fsowhome.html
37Science/Technology and SocietyObjective 5
- The students will use Microsoft Excel to graph
the cost of items during the depression and the
cost today. - Then and Now Prices
- http//www.sos.state.mi.us/history/museum/kidstuff
/depressn/costlist.html