UNIT: [3] Boom Times and Challenges (The Great Depression)
STANDARDS: Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
· Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.
I.O.:
L.O.:
VOCABULARY:Section 1
buying on margin (p. 198)
Black Tuesday (p. 199)
business cycle (p. 200)
Great Depression (p. 200)
Bonus Army (p. 201)
Franklin D. Roosevelt (p. 202)
Section 2
New Deal (p. 204)
fireside chats (p. 205)
Tennessee Valley Authority (p. 205)
Frances Perkins (p. 205)
Eleanor Roosevelt (p. 207)
Social Security Act (p. 207)
Congress of Industrial Organizations (p. 208)
sit-down strike (p. 208)
Section 3
Dust Bowl (p. 210)
Mary McLeod Bethune (p. 212)
John Steinbeck (p. 213)
Woody Guthrie (p. 213) / VISUALS/MATERIALS:
Power Point Presentations
Power Point Questionnaires
Section 1 The End of Prosperity
Section 2 Roosevelt’s New Deal
Section 3 Americans Face Hard Times
Handout: Charles Lindbergh
Handout: Dorothy Day
Handout: Woody Guthrie
Handout: FDR and the New Deal
Handout: Effects of the Great Depression
Handout: From the Making of the New Deal
Handout: Roll of Thunder, Here My Cry
Handout: Great Depression Journal Activity (Fwrite)
Handout: Great Depression Having a Debate
Handout: Chapter Review Activity
Textbooks
Additional Resource Books
Crayons/Markers/Colored Pencils
Available at:
www.mrliotta.com/
SIOP FEATURES
PREPARATION___ ADAPTATION OF CONTENT
___ LINKS TO BACKGROUND
___ LINKS TO PAST LEARNING
___ STRATEGIES INCORPORATED / SCAFFOLDING
___ MODELING
___ GUIDED PRACTICE
___ INDEPENDENT PRACTICE
___ COMPREHENSIBLE INPUT / GROUPING OPTIONS
___ WHOLE CLASS
___ SMALL GROUPS
___ PARTNERS
___ INDEPENDENT
INTEGRATION OF PROCESSES
___ READING
___ WRITING
___ SPEAKING
___ LISTENING / APPLICATION
___ HANDS-ON
___ MEANINGFUL
___ LINKED TO OBJECTIVES
___ PROMOTES ENGAGEMENT / ASSESSMENT
___ INDIVIDUAL
___ GROUP
___ WRITTEN
___ ORAL
I.O.: Students will study the economical collapse of the U.S. in the 1930’s and it’s effects by identifying the stock-market, Hoover’s reaction and Roosevelt’s Election.
L.O.: Students will interpret and make inferences of primary source and secondary material through reading, writing, speaking, and paraphrasing.
AIM: The collapse of the stock market in 1929 helped lead to the start of the Great Depression?
LESSON SEQUENCE SECTION 1: The End of Prosperity
· Students will complete section 1 the Power Point Presentation and Question Sheet as a class to obtain background information of America during The Great Depression. Discuss the main ideas below as a class: Students may also complete the section 1 review sheet correlating to the topic of The End of Prosperity. (15 Minutes)
· The U.S. stock market crashed in 1929.
· The economy collapsed after the stock market crash.
· Many Americans were dissatisfied with Hoover’s reaction to economic conditions.
· Roosevelt defeated Hoover in the election of 1932.
· Based on the type of needs of students complete one of the following activities below for the duration of the class period to reinforce the concepts/ideas of the lesson.
SUPPORTING ENGLISH-LANGUAGE LEARNERS INSTRUCTION
Vocabulary Analysis (15 minutes)
Connotation and Denotation Discuss with students that a word’s denotation is its literal meaning, i.e., its definition, and that a word’s connotation is a positive or negative feeling associated with its meaning. Give examples to highlight, such as aroma or stink. Further discuss how some of the terms used in the text to describe the Depression have a strong negative connotation. Have students go through the section and find these words (crash, downturn, bear, Black Tuesday, collapse).
SUPPORTING SPECIAL NEEDS LEARNERS INSTRUCTION
Synthesizing Information (45 minutes)
Recalling Information to Music Have students march around the room to fast-paced music. When the music stops, each student must recall one major concept covered in the section and discuss it with a student who is standing in close proximity. Repeat the procedure until all major concepts are covered.
SUPPORTING ADVANCED/GIFTED AND TALENTED INSTRUCTION
Synthesizing Information (60 minutes or more)
Who Wants to Be a Millionaire? Have students work in small groups to write ten multiple-choice questions with four possible answer choices each. Students should assign a monetary level of difficulty to each question in $100 increments ranging from $100 to $1000. Students also must write three difficult questions with values of $5,000, $10,000, and $25,000. Students then compete to earn money for their team by answering another team’s questions. The team that earns the most money wins.
REFLECTION/ASSESSMENT:
Critical Thinking: Making Judgments Do you think the American people were justified in blaming Herbert Hoover for the Great Depression? Write a paragraph to explain your position. / HOMEWORK:
Students will complete the Handout: Effects of the Great Depression
Students will complete the Handout: Charles Lindbergh
I.O.: Students will study the Roosevelt’s New Deal by identifying the concerns, problems and successes of the new programs.
L.O.: Students will interpret key terms and ideas through reading, writing, and speaking.
AIM: Did Franklin Roosevelt’s New Deal included government programs designed to relieve unemployment and help the economy recover?
LESSON SEQUENCE SECTION 2: Roosevelt’s New Deal
· Students will complete section 2 the Power Point Presentation and Question Sheet as a class to obtain background information of America during The Great Depression. Discuss the main ideas below as a class: Students may also complete the section 2 review sheet correlating to the topic of Roosevelt’s New Deal. (15 Minutes)
· Congress approved many new programs during the Hundred Days.
· Critics expressed concerns about the New Deal.
· New Deal programs continued through Roosevelt’s first term known as the Second New Deal.
· Roosevelt clashed with the Supreme Court over the New Deal.
· Based on the type of needs of students complete one of the following activities below for the duration of the class period to reinforce the concepts/ideas of the lesson.
SUPPORTING ENGLISH-LANGUAGE LEARNERS INSTRUCTION
Organizing Information (45 minutes)
Four-Square Organizer Have students divide an 8.5 x 11-inch or larger paper into four squares. The four sections are to be labeled: (1) Something I know; (2) Something I’d be interested in learning about or working on; (3) Factors (or things) I would change; and (4) Questions I would like to ask. After reading and discussing, have students complete the organizer. You can also divide the four-square organizer among four different students, have each one work their own section, and then meet to discuss.
SUPPORTING SPECIAL NEEDS LEARNERS INSTRUCTION
Recalling Information (30 minutes or more)
Bingo After students have had time to study the key terms and each of the New Deal programs, ask students to divide a piece of paper into nine equal sections. Have them label the middle section “free space.” Students then randomly write one of the key terms or program names in each of the eight remaining blank spaces. They now have a “Bingo card.” Have students write definitions only on note cards and take turns randomly pulling them from a bag and reading the definitions or descriptions of the designated words. As each matching definition is read, students cover the word on their Bingo card. The first student to cover three words in a row, horizontally, vertically, or diagonally, wins.
SUPPORTING ADVANCED/GIFTED AND TALENTED INSTRUCTION
Making Connections (60 minutes or more)
Tying to Current Events After reading and discussing the arguments for and against the New Deal programs, have students find current event articles from newspapers, magazines and the Internet regarding the issues of Social Security and “big government.” Have a class discussion about the continuing controversies. Are the issues still the same? Some students may notice a split between the two major political parties over these issues.
REFLECTION/ASSESSMENT:
Critical Thinking: Writing to Explore Research one of the New Deal programs. Write a three-paragraph report about its effects. / HOMEWORK:
Students will complete the Handout: FDR and the New Deal From the Making of the New Deal.
I.O.: Students will study how Americans faced hard times during the depression by identifying how the low economy effected living conditions.
L.O.: Students will interpret and make inferences of primary source and secondary material through reading, writing, speaking, and paraphrasing.
AIM: Did Americans struggle all over the country, to survive the Great Depression?
LESSON SEQUENCE SECTION 3: Americans Face Hard Times
· Students will complete section 3 the Power Point Presentation and Question Sheet as a class to obtain background information of America during The Great Depression. Discuss the main ideas below as a class: Students may also complete the section 3 review sheet correlating to the topic of Americans Face Hard Times. (15 Minutes)
· Parts of the Great Plains came to be known as the Dust Bowl as severe drought destroyed farms there.
· Families all over the United States faced hard times.
· Depression-era culture helped lift people’s spirits.
· The New Deal had lasting effects on American society.
· Based on the type of needs of students complete one of the following activities below for the duration of the class period to reinforce the concepts/ideas of the lesson.
SUPPORTING ENGLISH-LANGUAGE LEARNERS INSTRUCTION
Summarizing Information (30 minutes or more)
Close Activity Provide students with a list of facts from the section with words or phrases omitted. Have students complete the statements without the use of the text. Then allow students to skim the text to add or correct any information. Have students compare their answers in pairs or small groups. If students have different answers, have them locate the information in the section and come to a consensus as to the correct answer.
SUPPORTING SPECIAL NEEDS LEARNERS INSTRUCTION
Visualizing Information (30 minutes)
Visual Depiction of Historical Events After reading about the Dust Bowl from the section and The Grapes of Wrath excerpt, have students close their eyes and visually depict the Dust Bowl. Give students the option of creating a visual display or orally describing the Dust Bowl with partners or in small groups.
SUPPORTING ADVANCED/GIFTED AND TALENTED INSTRUCTION
Expanding Information (60 minutes or more)
Storytelling Have students write their own version of events similar to those in The Grapes of Wrath excerpt. Discuss with students the importance of the use of voice in their writing. Voice allows the reader a glimpse at the writer’s personality and adds a spark to writing. Be sure to point out the differences between informality and voice. Students must know the audience to which they are writing. Formal writing can still have voice.
REFLECTION/ASSESSMENT:
Critical Thinking: Writing to Explore Imagine what it would be like to grow up during the Great Depression. Write a short poem about what your life might have been like. / HOMEWORK:
· Students will complete the Handout: Dorothy Day
· Students will complete the Handout: Woody Guthrie
BIG IDEAS
1. The collapse of the stock market in 1929 helped lead to the start of the Great Depression.
2. Franklin Roosevelt’s New Deal included government programs designed to relieve unemployment and help the economy recover.
3. All over the country, Americans struggled to survive the Great Depression.
CHAPTER REVIEW/ASSESSMENT(S):
1. Students will complete a Chapter Review Activity.
2. Upon the completion of the lesson parts for this chapter, students will be given one class period for review and a one class period assessment.
EXTENDED ACTIVITIES FOR THIS CHAPTER
Students will complete the following handout activities as an enrichment activity for this chapter:
Handout: Great Depression Journal Activity (Fwrite)
· Students will write a one-page journal entry as if you were a person living during the Great Depression. You might write from the point of view of a student, artist, farmer, or someone else.
Handout: Great Depression Having a Debate
· It is 1932 and President Hoover and Franklin D. Roosevelt are about to meet for a debate. Your class will help. In two groups, decide which group will manage Hoover’s presentation and which will manage Roosevelt’s.
For your side, prepare a list of debating points, or reasons to vote for your candidate. Then list the points you think your opponents will use to support their side. Next, list reasons not to vote for your opponent.
Handout: Great Depression Document-Based Activity
· Students will use information from the documents in Part A and their knowledge of U.S. history to answer the questions that follow each document. The answers will help write the Part B essay, in which students will explain the two opposing plans to improve the economy and social conditions during the Great Depression.