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Our United States


... will watch the video The Great Depression, while filling out ... the Great ... the internet to find a picture that they feel represents the Great ... – PowerPoint PPT presentation

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Title: Our United States

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

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
  • Slides 33-37 - Science/Technology and Society

American 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
  • Students will present their research through a
    group presentation with visuals.
  • Encarta Home Page
  • http//encarta.msn.com/

American 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

American 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 Links
  • http//www.idahoptv.org/outdoors/shows/ccc/links/l

American 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/

American 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

People 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
  • Students will explore reasons why the different
    groups came to America.
  • Demography-Population Studies
  • http//www.pscw.uva.nl/sociosite/topics/population

People 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/

People 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

People 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

People 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

World 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

World 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/

World 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/

World 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

World 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
  • The American Experience
  • http//www.pbs.org/wgbh/amex/dustbowl/

Decision 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/

Decision Making and ResourcesObjective 4
  • Students will explain the purpose of the New
  • 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

Decision 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

Decision 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

Decision 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

Democratic 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

Democratic 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
  • An Abridged History of the United States
  • http//www.us-history.com/nonf/chap_5.html

Democratic 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

Democratic ProcessObjective 1
  • Students will investigate the unions of the
  • 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/

Democratic 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/

Citizenship Rights and ResponsibilitiesObjective
  • Students will research the FDIC program and
    obtain supporting and objecting facts and
  • Students will decide if the FDIC is still needed
  • Archival Resources on the Great Depression
  • http//www.ou.edu/special/albertctr/archives/gdweb

Citizenship Rights and ResponsibilitiesObjective
  • 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
  • Eleanor Roosevelt Main Page
  • http//personalweb.smcvt.edu/smahady/ercover.htm

Citizenship Rights and ResponsibilitiesObjective
  • 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/

Citizenship Rights and ResponsibilitiesObjective
  • Students will research polio and explain how it
    took courage for Franklin Roosevelt to run for
  • 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

Citizenship Rights and ResponsibilitiesObjective
  • 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
  • National Park Serivce
  • http//www.cr.nps.gov/history/online_books/ccc/ccc

Science/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/

Science/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

Science/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

Science/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

Science/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
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