1 Our United States The Great Depression Grade 5 Torrie Fielden Ed 417-02.

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Our United Our United StatesStates

The Great Depression

Grade 5

Torrie Fielden

Ed 417-02

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Table 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

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American HeritageAmerican 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 Deal:Mary 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/

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• 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/roosevelt/time.html#1920

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• Students will read the historical fiction book, Grandpa’s 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/links.html

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• 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/

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• Students will draw an automobile, truck, or some other form of transportation that is representative of the 1930’s and a drawing of the 2000’s and explain the differences.

• Students will draw a stamp, telephone or some other form of communication that is representative of the 1930’s and a drawing of the 2000’s and explain the differences.

• The Ford Motor Company:

• http://www.ford.com/servlet/ecmcs/ford/index.jsp?SECTION=homepage

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People in SocietiesPeople in SocietiesObjective #1

• Students will investigate the demographics of the United States during the 1930’s 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

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• Students will locate on a world map where the population of 1930’s originated.

• Students will locate on a US map where the population of the 1930’s lived.

• Immigration Guide:

• http://www.immigrationguide.com/

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• 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

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• 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

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• 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 1930’s.

• Students will compare the life styles of the blacks and whites in the story.

• Educational Paperback Association:

• http://www.edupaperback.org/authorbios/Taylor_Mildred.html

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World InteractionsWorld 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/HH/HH_Campaigns_and_Elections.htm

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• 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

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• 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/

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• 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

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• 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/

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Decision Making and ResourcesDecision 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/

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• 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

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• 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

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• Students will describe the stock market and how it works.

• Students will graph the Dow Jones monthly average for 1928, 1929, and 1930.

• America’s Great Depression:

• http://www.amatecon.com/greatdepression.html

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• 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’-30’s:

• http://www.chattanooga.net/baylor/academic/english/studentwork/wilson/thegre/Thegre~1.htm

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Democratic ProcessDemocratic 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

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• 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

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• 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.htm

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• Students will investigate the unions of the 1930’s.

• 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

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• 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/

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Citizenship Rights and ResponsibilitiesCitizenship 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

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• Students will discuss Eleanor Roosevelt’s 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

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• 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/

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Citizenship Rights and ResponsibilitiesCitizenship 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

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• 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/ccc1.htm

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Science/Technology and SocietyScience/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/

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• 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/lavender/cherries.html

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• Students will use the CD, Voices of the 30’s to create their own multimedia presentation.

• WritingDEN:The Great Depression:

• http://www2.actden.com/writ_den/h15/direct.htm

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• 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

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• 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

1 Our United States The Great Depression Grade 5 Torrie Fielden Ed 417-02.

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