5th Grade: Standing Up for Equality, Justice, and Freedom in 20th Century America
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Essential/Driving Question(s): These should…
Enduring Understandings: These should…
List of Unit Lessons: (There should be at least seven lessons listed.)
*This indicates lessons that are not included but should likely be to make this a thorough and comprehensive unit. Illinois Learning Standards addressed/assessed: (Please list benchmark and accompanying verbiage—e.g. “14.A.1 Describe the fundamental principles of government including representative government, government of law, individual rights and the common good.”) 3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience. 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements). 4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations. 4.B.2b Use speaking skills and procedures to participate in group discussions. 14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law). 14.D.2 Explain ways that individuals and groups influence and shape public policy. 15.A.2a Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them. 15.A.2b Describe how incomes reflect choices made about education and careers. 15.A.2c Describe unemployment. 15.B.2a Identify factors that affect how consumers make their choices. 15.B.2b Explain the relationship between the quantity of goods/services purchased and their price. 15.B.2c Explain that when a choice is made, something else is given up. 15.C.2b Identify and explain examples of competition in the economy. 15E.2a Explain how and why public goods and services are provided. 15.E.2b Identify which public goods and services are provided by differing levels of government. 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources 16.A.3c Identify the differences between historical fact and interpretation. 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.2d (US) Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt. 16.C.2c (US) Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present. 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms). 18.B.2b Describe the ways in which institutions meet the needs of society. Description of Culminating Unit Summative Assessment: There will be two culminating assessments for this unit.
IIIC. Lesson Plans K-5 Social Studies Unit Outline LESSON PLANS Each lesson should…
Lesson Name/#: Introducing Primary Sources Through Photographs__/#1________________ Unit Topic: _________The Great Depression___________________ Grade level:____5_____
This lesson is an introductory lesson that serves dual purposes. It is designed to engage and interest the students in the topic of the Great Depression and it is also a “preparing to find out” lesson that introduces students to primary sources and how to evaluate them. For this reason, it does not address specific essential questions or enduring understandings. Enduring Understandings This lesson is an introductory lesson that serves dual purposes. It is designed to engage and interest the students in the topic of the Great Depression and it is also a “preparing to find out” lesson that introduces students to primary sources and how to evaluate them. For this reason, it does not address specific essential questions or enduring understandings. Lesson Overview: This lesson will begin with a general discussion of the term “primary source” and will come to a class definition of the term. They will also create a list of possible primary source materials, and questions/methods for analyzing them. The teacher will then present one photograph from the depression, and the students will work in small groups to discuss the photo in terms of the questions they created earlier. The class will then come back together as a whole to discuss their conclusions. Suggested Time Frame: 60-minutes Targeted Integrating Socially Stage of Inquiry: Tuning In Preparing To Find Out
Grand Discussion Cooperative Learning
Skills for communicating with others Presenting orally, Discussing, Listening Making sense of information Analyzing, Discussing Skills for working with others Working in cooperative groups, Listening, Speaking
Farm Security Administration-Office of War Information Collection. Retrieved October 15, 2005 from the Library of Congress Website: http://memory.loc.gov/ammem/fsahtml/fahome.html
Retrieved December 1st, 2005, from http://library.ups.edu/instruct/ricig/comm105/primary.htm This website provides a definition of a Primary Source and examples, and is a portion of a The University of Puget Sound’s Collins Library website. EdTeck: Teaching With Documents Retrieved December 1st, 2005, from ttp://www.edteck.com/dbq/index.htm developed by Peter Pappas This website provides a wide range of material for teaching using primary sources. Included in this site are instructional practice ideas, questions to ask when using primary sources, and other resources for teachers when introducing primary sources to students. Materials Overhead Projector or Computer Projector Multiple Copies of one photograph from the Great Depression Butcher Paper Markers
Provide the following prompts: “Think about the words individually. What does the word primary mean? What does the word source mean?” “What are some possible examples?” If the students are not discussing, begin listing suggestions, including: journals, photographs, interviews, artwork, eyewitness accounts, etc, and have them think of similarities between the sources. Guide the discussion towards the following definition: (This definition found at: http://library.ups.edu/instruct/ricig/comm105/primary.htm)
-direct traces of the event -accounts of the event, created at the time it occurred, by firsthand observers and participants -accounts of the event, created after the event occurred, by firsthand observers and participants -advocacy messages that are part of a controversy versus those that are about a controversy
Look for the following answers: yes it really happened it is an eyewitness account of something real “What do we need to know in order to understand this picture?” Write a list of the students’ suggestions on a poster or butcher paper so that students can reference the questions throughout the unit. Look for the following ideas: When was it? Who are the people?
What happened to them? Who took the picture and why? Where are they? Who is the audience for the picture?
The assessments for this lesson will be informal as the teacher assesses the students’ prior understanding of primary sources with their understanding after the lesson. The teacher will also observe the students as they work in groups to see how well they are focused and attempting to answer the questions. K-5 Social Studies Unit Outline LESSON PLANS Lesson Name/#: Introducing Journals of the Great Depression/ #2 Unit Topic: The Great Depression Grade level: Five Lesson Essential Questions and Enduring Understandings (learning objectives): Essential Questions 1) What are the different ways people cope with hardship? 3) What are the properties of depression?
2) How were people affected differently by the Great Depression? Lesson Overview: Part One: Students will uncover their prior knowledge and become engaged in the topic (The Great Depression) through the analysis of historic photographs and constructing a KWL. Part Two: Students are to create a diary written from a first person historical perspective. Within this lesson students are to select a historic perspective and create their first diary entry. Suggested Time Frame: Part One: 40 minutes Part Two: 30 minutes Targeted Integrating Socially Stage of Inquiry: Tuning in: provides opportunities for students to become engaged Preparing to find out: establish what the students already know, provide the students with a focus for the forthcoming experiences and help planning of further experiences and activities. Instructional Strategy(ies) used: KWL- what the student Knows on the topic, Wants to find out and what the student has Learnt. Targeted Skills: Gathering and recording information: Observing, Reading Pictures, Discussing, Brainstorming, Forming Questions. Skills for communicating with others: Presenting Orally, Discussing, Listening, Writing in a range of genera, Writing, Story Telling Making sense of information: Recalling, Recounting, Improvising. Skills for working with others: Working in co-operative groups, Listening, Speaking, Tolerating the views of others. Skills for examining beliefs opinions and values: Empathizing, Expressing an opinion Skills for reflecting and acting on information: Planning, Presenting a point of view, Decision making Working with a time limit Illinois Learning Standards addressed: 3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. 3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience. 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements). 4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations. 4.B.2b Use speaking skills and procedures to participate in group discussions. 16.A.3c Identify the differences between historical fact and interpretation. 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources Resources/Materials utilized/needed: Resources: McElvaine, R.S. (1999). Depression and the new deal: a history in documents, Oxford University Press, New York. This text is a fantastic resource that provides teachers with an abundant range of primary resources which could be applied to any year level. The Depression and the New Deal is a collection of primary sources that document the American Great depression. The documents featured within in the text look at the Great Depression using a variety of forms. These include radio announcements, speeches, newspaper editorials, photographs, interviews, memoirs. A diverse range of perspectives are used within the book this allows students to gain a more accurate and authentic understanding of history.
http://www.nypl.org/press/wpafsa.cfm This website is a press release of the New York Public Library regarding an exhibit on Depression-era art and photographs. There is some good general background information about the WPA Graphic Arts Division in addition to the FSA Photography Project. The explanation of how the government took action during the Depression to employ artists while documenting history is a nice introduction to the photo essay project at the end of this unit.
http://memory.loc.gov/ammem/fsahtml/fahome.html The Library of Congress has hundreds of FSA photos from the Great Depression for public use available online through this website. Users may search the site by subject, creator, and geographic location. This website has the most extensive collection of online photography of the Great Depression and a resource that teachers should not pass up when teaching a unit on this period of American history.
Lesson Part Two:
Detailed Lesson Procedures: Lesson Part 1 – Analyzing Primary Sources In the first segment of this lesson each student will be given 3 black and white photograph’s that make a statement about the situation of people’s daily lives in the U.S during the Great Depression (i.e. soup kitchen lines, families, children, stores etc.). These pictures may be taken form the Library of Congress archives site or copied from books. Students will select one of the three photographs to stick into the back of their personal historic journals and analyze it. The photographs are to be analyzed using the following questions:
Student will then be required to construct an individual KWL in the back of their personal historic journals based on their photograph. The students are to write what they Know from the photograph and what they Want to find out. The class will then come together as a group and each student will present their photograph and KWL’s to the class. From these presentations the class will create a whole class KWL on the Great Depression. *NOTE the L section of the KWL will be completed at the end of the unit within the ‘Journal Review’ lesson. To conclude this lesson the teacher will facilitate a discussion based on the importance of primary sources in history. This discussion will be stimulated by the teacher’s presentation of a variety of primary sources specific to the U.S Great Depression (e.g. photographs, journals, poems, letters, stories, recollections and encyclopedias etc.). These resources can be found in the text ‘Depression and the new deal: a history in documents’, on the Depression-era Prints and Photographs Go on Display at The New York Public Library and the Farm Security Administration-Office of War Information Collection web sites. During this discussion the teacher must emphasize the difference between primary and secondary sources, and how the reliability of data varies. Lesson Part 2- Introducing Journal Writing The teacher will present the class with a completed journal and will model and explain the variety of ways information can be documented in journals. In this presentation the teacher must emphasize the variety of techniques used to create diary entries, for example photography, poetry, song writing, drawings, recollections and letters. It is to be explained by the teacher that each individual student will be required to create their own personal journal throughout their study of the great depression and that at the end of each lesson they will be required to create an entry in their diaries based on their newly learnt information. The students are to create a personal diary form a first person historic perspective of their choice. In a class discussion the student will explore the wide variety of perspectives that could be chosen (this discussion will be stimulated by the materials provided in the first segment of the lesson). Following the discussion the students are to select a perspective that they are to use when writing in their historic journals and complete their first journal entry. The first Journal entry will be a character profile which introduces the character to the reader. The teacher must model how to format and write this first entry to the students. The first entry will be formatted as follows:
Name:
Date of birth: Age:
Sex: Occupation: Location:
The students will be assessed on: Formative:
The teacher will be assessing if the student can:
Summative:
The teacher will be assessing if the student can:
K-5 Social Studies Unit Outline LESSON PLANS Each lesson should…
Lesson Name/#: The Cost of Living__/#5_____________________ Unit Topic: The Great Depression________________________ Grade level: 5________
How does money affect individuals, communities, and the nation? Enduring Understandings How were people affected differently during the Great Depression? Lesson Overview: The students will prepare a budget using authentic salaries and prices. Through this, they will then recognize and express the financial difficulties individuals experienced during the Great Depression. Afterwards, students will relate what they have learned and recreate the process of making sacrifices in order to survive. Suggested Time Frame: 2 days of I hour time blocks Targeted Integrating Socially Stage of Inquiry: This lesson would apply to the Finding Out stage of inquiry. Through this activity, the children are gathering information to make sense of how the Depression financially affected the population on a day to day basis. The extension activity will help them to further understand the hardships and sacrifices people had to endure. Instructional Strategy(ies) used: -Instructional Conversation -Data Charts -Quickwriting
Gathering and recording information Discussing Communicating with Others Writing Making Sense of Information Categorizing, Listening, Justifying Examining Beliefs, Opinions and Values Ranking and Prioritizing, Expressing an Opinion, Reflecting Choosing, Role Playing Illinois Learning Standards addressed: 15.B.2a Identify factors that affect how consumers make their choices. 15.B.2c Explain that when a choice is made, something else is given up. Resources/Materials utilized/needed: -Home items price chart -Food price chart -Wage chart -Calculators Detailed Lesson Procedures: First Activity: The students will be assigned roles, including their job and salary, and then will be asked to create a budget for that person before and after the Depression years. They will be given a sheet that has the prices for goods at the time. They will then make a weekly budget using all of this information and present it to the class. A discussion will follow afterwards about how a person’s job as well as needs and wants made a difference in the resulting budgets. *Calculators will be provided to assist the students with computation. Second Activity: The students will explore how they would adapt today if another Depression occurred. The students will be asked to go home that night and write down everything they use in one day (including food, utilities, toys, etc.) Then, they will categorize them into needs and wants in a chart format. The next day, the students will share their lists and there will be a grand discussion about what life would be like without either your needs or your wants. The students will then be asked to rank their list and write justifications for their top five and bottom five items. The activity will conclude with students sharing their rankings and justifications for them with the class. A quickwriting session will sum up this topic as a whole where they answer one of the following questions: -Compare your needs and wants to those of the role you were assigned -Reflect upon what it was like to have to choose between what you needed and what you wanted in regards to spending your budget *If needed, ESL students can write out their lists and/or journal entries in their native language and then obtain help from an aid to translate it to English. Assessment Plan: Students will be formatively assessed on the completion of their budgets and personal adaptation charts. In addition, they will be assessed on their participation during discussion on both days, which will be determined through teacher determined accuracy.
K-5 Social Studies Unit Outline LESSON PLANS Lesson Name/#: _Local Bank Reaction______/# 6_____________________________ Unit Topic: ___The Great Depression______________ Grade level: ______5_______ Lesson Essential Questions and Enduring Understandings (learning objectives): Essential Questions What is the government’s role in society during times of crisis? How does money affect individuals, communities, and the nation?
How did government react locally during the Great Depression? What steps may be initiated to alleviate economic depression?
This lesson is created to help give students how the Depression affected area residents locally as well as what the local government did to create their own money during the Great Depression. The students then will reflect on what they would do to create money and what they would do to convince people to use the new money, as well as how they would design it. Suggested Time Frame: 2 Days Targeted Integrating Socially Stage of Inquiry: Tuning In Instructional Strategy used: Persuasive Writing Targeted Skills: Gathering and Recording Information reading text, discussing, taking notes, brainstorming, forming questions. Skills for Communicating with Others: discussing, listening, writing. Making Sense of Information: writing, summarizing, analyzing, categorizing, comparing and contrasting. Skills for Working with Others: Working with partners, working in cooperative groups, listening, speaking, challenging justifying, sharing. Skills for Examining Beliefs, Opinions and Values: identifying, clarifying, showing evidence, writing, speaking, listening, achieving consensus. Skills for Reflecting and Acting on Information: reflecting, evaluating, concept mapping, working within a time limit.
*Notes from Susan Noffke *Urbana Money *Handouts and Ads from Urbana (6) Detailed Lesson Procedures: Lesson Part 1 Teachers need to introduce the idea that locally the Depression actually began much earlier. During WWI farmers in the area were growing food not only for the U.S. but for our allies in the war. By doing so, the farmers were producing massive amounts of food and even factories that were producing goods were producing stables ones, which are ones that last for several years. Once the war was over those who were producing food, like the area farmers, no longer had the great demand of armies and the allies. This means that they now had a surplus of food and could get little money for the new crops they were growing. This meant that it actually would cost some of them as much or more to grow and cultivate a product as it would to sell it. This caused some people to have to sell their farms and move to larger cities. Lesson Part 2 Introduce the various documents that Urbana created to try and convince residents that their money was safe to buy and would have sufficient value. Then hand out actual copies of the Urbana money used during the Great Depression. Have students decide whether or not they would like to actually use this money. What kinds of things would they need to know in order to want to use that money instead? What would the bank or city have to do to convince you to use their money and have confidence that it would be worth as much as U.S. money? Have the students create a short plan or summary of how they would advertise the money and help to guarantee that it would be worth enough. Have them decide if there is anything they would do differently when designing money, for example, would they use all the same money increments such as 1, 2, 10, 20, 100, etc….or would they do it a different way? Lesson Part 3 Have the students journal ideas and create a persuasive paper using the above questions in order to convince you to use their money, how they would make it effective and what its design would be. This will also be used as your assessment. Assessment Plan: This assessment is summative because it is a paper they will have to take what they learned about how Urbana created their money to decide whether or not they should use that as a model or create their own model of money and how it would work. This paper will be a good way to see how they are using critical thinking and how students are obtaining the information presented in class. K-5 Social Studies Unit Outline LESSON PLANS Lesson Name/#: _Comparing Presidents’ Speeches #7 Unit Topic: ___The Great Depression_______________ Grade level: ______5_______ Lesson Essential Questions and Enduring Understandings (learning objectives): Essential Questions Addressed What is the government’s role in society during times of crisis? Enduring Understandings Addressed How did the government react locally and nationally during the Great Depression? Lesson Overview: This lesson engages the students in a comparison between the first Fireside Chat presented by FDR and G.W. Bush’s speech in response to September 11th, 2001. The students will prepare expectations and will then evaluate the speeches according to their expectations. They will then respond to their discoveries in their journals. Suggested Time Frame: One day Targeted Integrating Socially Stage of Inquiry This lesson is part of the “finding out” stage of inquiry. The activity relates what happened a long time ago to something recent, thereby stimulating their curiosity. It provides new information about the president’s role in crisis, and it allows students to ask their own questions. Instructional Strategy used: Grand Conversation Answering Questions Cooperative Learning/Group Work Targeted Skills: Gather and recording information Observing, Reading Text, Discussing, Taking Notes, Predicting, Forming Questions Making Sense of Information Writing, Summarizing, Creating Key Visuals Skills for Working with others Working in cooperative groups, Listening
1) Select portions of FDR’s speech to present to the students. Consider the questions on the student handouts, the information regarding the national crisis, and the students’ levels of comprehension. The text may be read by the teacher, a student whose reading is very fluent, or a guest speaker. 2) Select portions of Bush’s speech to present to the students. This speech might be presented through a reading in person, or portions might be selected from the following internet site: http://www.whitehouse.gov/news/releases/2001/09/20010911-16.html#
1) Lead the class in a discussion of presidents’ speeches to the public in times of crisis. Be sure to mention that FDR was the first president who had access to the technology in order to address the whole nation at the same time, and how they became known as “fireside chats.” Discuss how Bush’s speeches were seen on TV, heard on the radio, and remain available through the internet. The teacher provides the students with two handouts (one for FDR’s speech and one for Bush’s speech) that will become a portion of the students’ journals. The handouts include the following questions: 1) What do you expect the government to do for you? 2) What did you hear in the speech? Did he address your wants/concerns? 2) Ask students about the crisis that FDR is responding to: The Stock Market Crash (as discussed in a previous lesson). Have them answer the first question on the FDR handout. 3) Explain what happened in September 11th, 2001, and remind the students that the speech they will be examining by Bush was a response to the national crisis. Have them answer the first question on the Bush handout. 4) Before presenting the selected portion of the FDR Fireside Chat, the teacher needs to discuss listening strategies with the students. Ideas include: key words, inflection, etc. The teacher will present it to the students as previously decided. As the text is presented orally, the students will be responsible for taking notes in order to answer the second question. After the text has been presented, the students will be given time in order to answer the second question comprehensively. 5) Present the text from Bush’s speech, and have the students complete the same process of taking notes while listening. After the text has been presented, the students will be given time in order to answer the second question comprehensively. 6) Separate the students into small groups, and provide them with graphic organizers with a Venn Diagram or other method of comparing the two speeches. Have the students analyze the speeches with regards to their questions. If necessary, provide the students with copies of the speeches to reference as they discuss. Some of the topics that they might address are topic, rhetoric, tone, content, needs addressed, etc. 7) Journal Question Response: How would your character respond to FDR’s first fireside chat? Assessment Plan: The teacher will circulate and observe the students’ work in small groups as they compare the two speeches. She will also collect the graphic organizers and evaluate them for effort and accuracy. The teacher will collect the handouts with questions and will evaluate the students’ responses based upon appropriateness to the crisis of the times. The teacher will also collect the journal entries to see if they have reasonably represented their character’s perspective and actions. For Immediate Release Office of the Press Secretary September 11, 2001
Listen to the President's Remarks 8:30 P.M. EDT THE PRESIDENT: Good evening. Today, our fellow citizens, our way of life, our very freedom came under attack in a series of deliberate and deadly terrorist acts. The victims were in airplanes, or in their offices; secretaries, businessmen and women, military and federal workers; moms and dads, friends and neighbors. Thousands of lives were suddenly ended by evil, despicable acts of terror. The pictures of airplanes flying into buildings, fires burning, huge structures collapsing, have filled us with disbelief, terrible sadness, and a quiet, unyielding anger. These acts of mass murder were intended to frighten our nation into chaos and retreat. But they have failed; our country is strong. A great people has been moved to defend a great nation. Terrorist attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America. These acts shattered steel, but they cannot dent the steel of American resolve. America was targeted for attack because we're the brightest beacon for freedom and opportunity in the world. And no one will keep that light from shining. Today, our nation saw evil, the very worst of human nature. And we responded with the best of America -- with the daring of our rescue workers, with the caring for strangers and neighbors who came to give blood and help in any way they could. Immediately following the first attack, I implemented our government's emergency response plans. Our military is powerful, and it's prepared. Our emergency teams are working in New York City and Washington, D.C. to help with local rescue efforts. Our first priority is to get help to those who have been injured, and to take every precaution to protect our citizens at home and around the world from further attacks. The functions of our government continue without interruption. Federal agencies in Washington which had to be evacuated today are reopening for essential personnel tonight, and will be open for business tomorrow. Our financial institutions remain strong, and the American economy will be open for business, as well. The search is underway for those who are behind these evil acts. I've directed the full resources of our intelligence and law enforcement communities to find those responsible and to bring them to justice. We will make no distinction between the terrorists who committed these acts and those who harbor them. I appreciate so very much the members of Congress who have joined me in strongly condemning these attacks. And on behalf of the American people, I thank the many world leaders who have called to offer their condolences and assistance. America and our friends and allies join with all those who want peace and security in the world, and we stand together to win the war against terrorism. Tonight, I ask for your prayers for all those who grieve, for the children whose worlds have been shattered, for all whose sense of safety and security has been threatened. And I pray they will be comforted by a power greater than any of us, spoken through the ages in Psalm 23: "Even though I walk through the valley of the shadow of death, I fear no evil, for You are with me." This is a day when all Americans from every walk of life unite in our resolve for justice and peace. America has stood down enemies before, and we will do so this time. None of us will ever forget this day. Yet, we go forward to defend freedom and all that is good and just in our world. Thank you. Good night, and God bless America. END 8:35 P.M. EDT K-5 Social Studies Unit Outline LESSON PLANS Each lesson should…
Lesson Name/#: ______Government Reaction__#8______________________________ Unit Topic: _________The Great Depression_______________Grade level:____5_____
What is the government’s role in society during times of crisis? How does money affect individuals, communities, and the nation?
What steps may be initiated to alleviate economic depression? Lesson Overview: This lesson requires students to learn about the various organizations that were created by the New Deal during the great depression. It should also help them to understand if they were successful and why they were created. The students will be using a graphic organizer to create a resource for them to use for further information. Suggested Time Frame: 2 Days Targeted Integrating Socially Stage of Inquiry: Sorting Out Instructional Strategy used: Graphic Organizer Targeted Skills: Gathering and Recording Information: reading text, discussing, taking notes, brainstorming, forming questions. Skills for Communicating with Others: discussing, listening, writing. Making Sense of Information: writing, summarizing, analyzing, categorizing, comparing and contrasting. Skills for Working with Others: Working with partners, working in cooperative groups, listening, speaking, challenging justifying, sharing. Skills for Examining Beliefs, Opinions and Values: identifying, clarifying, showing evidence, writing, speaking, listening, achieving consensus. Skills for Reflecting and Acting on Information: reflecting, evaluating, concept mapping, working within a time limit.
*Graphic Organizer *Davidson & Stoff (1998). The American Nation. New Jersey: Prentice Hall.
The teacher will give a mini-lecture on the New Deal and its three main components: “relief for the unemployed, plans for recovery, and reforms to prevent another depression”. This will help explain why many of the organizations were created as a part of the New Deal to help stimulate and restore trust in the economy eventually helping to lead the country out of a Depression. This will lead into the next part of the lesson. Lesson Part 2 The students will be broken up into groups in order to work on a graphic organizer in the form of a chart in order to help organize and easily identify the different groups that were created. A worksheet is attached for the easy use of this to be done. Students will take the initials of several prominent organizations and write their full names out in the column that says “full name”. Next in the following column they will have to place the purpose and any important information they learned about the various organization. Such as what they did, what type of people typically worked for there organization, if it was in a specific part of the country or if they made a specific product. They can also include information about the success of the program. Lesson Part 3 Based on the chart they have created students need to be able to create a summary of how they felt the New Deal was effective or not. They can also expand on this by making connections to programs they know of in today’s society, such as unemployment or welfare. This will help challenge them to create a well rounded idea of how the government may be able to help its citizens. Assessments: Collect students chart and see how complete the material is, design a rubric to make sure the students have met all the requirements. Make sure to return these to the students to use a resource. This may be changed for students by allowing them to create the chart in groups or by paring students using various methods such as paring students that need extra help with stronger students or by paring students who may be better in the explanations with students who are good at writing or spelling. Possible Journal Questions: Should the government provide social service programs such as the New Deal programs only during times of crisis or on a regular basis? How would you change one of the programs to make it more effective? Are there any programs that are still around today and do you think they would still be as effective or only during the times of the Great Depression? Explain. Reflect on what it was like to work in one of these organizations during the Depression. Name: _____________________________________
http://www.cyberlearning-world.com/lessons/ushistory/alphabet.soup.htm K-5 Social Studies Unit Outline LESSON PLANS Each lesson should…
Lesson Name/#: Worth a Thousand Words: Photographs as a Primary Source #9_________ Unit Topic: _________The Great Depression___________________ Grade level:____5_____
What is the government’s role in society during times of crisis? What do people do in response to hardship/crisis? How does money affect individuals, communities, and the nation? Enduring Understandings How were people affected differently during the Great Depression? What factors contribute to causing an economic depression? What steps may be taken to alleviate depression? Lesson Overview: Download 221.42 Kb. Share with your friends:
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