Melissa Rojas: Early Childhood Educator



Running Head: THE GREAT DEPRESSION

How did the Great Depression and New Deal affect the lives of millions of Americans?

Melissa Oceguera

Armstrong Atlantic State University

ECUG 4070

Summer 2009

How did the Great Depression and New Deal affect the lives of millions of Americans?

Unit Goals

The students will:

• Explain how the great depression and New Deal affected the lives of millions of Americans.

• Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust

Bowl, and soup kitchens.

• Analyze the main features of the New Deal; include the significance of the Civilian

Conservation Corps, Works Progress Administration, and the Tennessee Valley

Authority.

• Describe how consumers and businesses interact in the United States economy across time.

• Describe how competition, markets, and prices influence people’s behavior.

Rationale:

It is important for students to learn about how the Great Depression and New Deal affected the lives of millions of Americans. This unit coincides with the Georgia Performance Content Standards and the National Content Standards.

Accommodations: All special needs will be accommodated including the following:

• ESOL students will work with ESOL teacher

• FM system will be worn for Hearing impaired student

• Paraprofessional will work with EIP students

• All IEP student accommodations will be met.

Objectives: The student will:

• View the government as groups of elected officials who created New Deal agencies and programs to help Americans cope with economic hard times caused by the Great Depression

• Describe how unrealistic speculation in the stock market during the 1920s caused many investors to lose their money in 1929

• Explain how people’s lives were changed by economic developments and government programs during the Depression

• Consider economic and social consequences of the Great Depression from the perspectives of different groups of people

• Express historical empathy for people who lived during the Great Depression

Lesson One

The Good Times End

Armstrong Atlantic State University Grade Level: Fifth Grade

______________________________ July 16, 2009

Lesson Title: The Good Times End

Content Area: Social Studies

Targeted Grade Level: Fifth grade

Lesson Length: One 55 Minute Lesson

Georgia Performance Standards:

SS5H5 The student will explain how the great depression and New Deal affected the lives of millions of Americans.

a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust

Bowl, and soup kitchens.

SS5E3: The student will describe how consumers and businesses interact in the United States economy across time.

a. Describe how competition, markets, and prices influence people’s behavior.

Historical Understandings

Relevance:

This lesson was designed to help students develop an understanding of how changes in the stock market and banking industry affected the lives of many ordinary Americans during the 1920s. It is important for students to learn how the stock market operates and its role in the Great Depression.

Prerequisites: The lesson builds on the students’ knowledge of the prosperity of the roaring twenties. Students must posses the ability to generate a line graph.

Goals:

Students will be able to:

1. Describe how competition, markets, and prices influence people’s behaviors

2. Discuss the Stock Market Crash of 1929.

Objectives:

The student will:

1. Explain how our interrelated network of institutions such as families, financial markets,

and governmental agencies influence how we satisfy material and emotional needs, and

define ourselves as people.

2. Describe how unrealistic speculation in the stock market during the 1920s caused many

investors to lose their money in 1929

Essential Questions:

How did the stock market crash of 1929 affect American’s economic choices?

What is the stock market?

How did life change for Americans during the Great Depression?

What role did institutions such as banks play in the Great Depression?

Essential Vocabulary:

• Stock market - a place where people buy and sell shares of a company or business.

• Stock - a share of a business or company

• Interest - the fee a borrower pays to a lender for the use of money

• Economy - the way people of a state, region, or country use resources to meet their needs

• Investors - someone who uses money to buy something that will yield a profit

Materials:

1. Books, social studies textbooks, 25 of each:

Green, Robert, McGowan, Thomas, Salvucci, Linda. (2005). United States history: Civil War to present. Orlando: Harcourt, Inc.

2. Teacher Edition and E-book of version of same text as students

3. Index Cards

4. Graph Paper

5. Newspapers

6. Computers with Internet Access

Note to Teacher:

1. Collect at least one week’s worth of newspaper with stock market report.

2. Teacher and students will use book, pages 296 – 299, 318 - 319.

3. Use smart board to display example of line graph.

4. Set up United Streaming.

5. Have vocabulary sheets copied and ready to pass out.

6. Have graph paper.

7. As students enter the room have one of them pass out student worksheets for the day.

Procedures:

Exploratory (5 min.):

• Pass out index cards and have student write on them what they know about stock markets. Ask students to share their answers.

Developmental Instructional Activities (20 minutes):

• Read aloud pages 296 -299, 318 - 319.

Teacher asks students to summarize after each section to check for understanding.

Highlight these concepts:

➢ The economic problems of the late 1920s.

➢ The stock market and economy.

➢ The stock market crash of 1929.

• Show the United Streaming Video on the Stock market crash:

.

• Complete vocabulary sheet.

Expansion:

• Students look at and examine the line graph displayed on smart board.

• Students will use a week’s worth of newspapers, chose one stock and create a line graph on which they record the stocks closing price every day. The students will pair with a partner and compare graphs and figure out if they would have made or lost money by investing in that stock. Groups will share conclusions with the class.

• School House Rock – Walkin’ on Wall Street

Closing Activity (5 minutes):

Students tell a partner the answer to the essential question:

How did the stock market crash of 1929 affect American’s economic choices?

Evaluation:

Evaluation is an informal assessment of the vocabulary worksheet. Teacher will observe the students to check for accuracy of the essential vocabulary.

Enrichment Activities:

Take students to computer lab and take a virtual Wall Street tour.

Accommodations for Individualized learning needs:

Observe and monitor students closely for understanding. Some students will need to be assisted with reading and writing accommodations. Notes will be pared down for these students and they may receive fill- in-the blank notes or filled in notes for them to use a highlighter.

Follow-up:

The next lesson is on Herbert Hoover’s and Franklin D. Roosevelt’s Great Depression policies.

References:

Green, Robert, McGowan, Thomas, Salvucci, Linda. (2005). United States history: Civil War to

present. Orlando: Harcourt, Inc.

Fertig, Gary. 2001. Hard Times And New Deals: Teaching Fifth Graders about the Great

Depression. CBS Interactive Inc. . Retreived on June 30,

2009.

Source: Georgia Performance Standards for Fifth Grade at .

Technology:

.

School House Rock

Name ________________________________ Date ____________________

Answer the questions about the vocabulary terms. Your sentence must include the underlined word.

1. How were investors affected by the crash of 1929?

2. What does it mean to own a share of a stock in a company?

3. What does interest have to do with borrowing money?

4. What is the economy?

5. Describe how the stock market works.

6. What is a stock?

Lesson Two

Comparing Great Depression Policies of Herbert Hoover and Franklin D. Roosevelt

Armstrong Atlantic State University Grade Level: Fifth Grade

______________________________ July 16, 2009

Lesson Title: Comparing Great Depression Policies

of Herbert Hoover and Franklin D. Roosevelt

Content Area: Social Studies

Targeted Grade Level: Fifth grade

Lesson Length: One 55 Minute Lesson

Georgia Performance Standards:

SS5H5 The student will explain how the great depression and New Deal affected the lives of millions of Americans.

a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

Source: Georgia Performance Standards for Fifth Grade at .

Historical Understandings

Relevance:

This lesson was designed to help students develop an understanding of how Herbert Hoover’s and Franklin D. Roosevelt’s policies affected Americans during the Great Depression.

Prerequisites: The lesson builds on the students’ knowledge of the stock market crash.

Goals:

Students will be able to:

1. Discuss Herbert Hoover’s and Franklin Roosevelt’s reactions to the Great Depression and how they affected the lives of millions of Americans.

Objectives:

The student will:

1. Describe Herbert Hoover’s initial reaction to the stock market crash (demanding that

worker’s wages remain the same and increasing public works projects) and his hands off

policy towards the economy as the Depression worsened

2. Describe Roosevelt’s first hundred days in office and the major reforms that were passed

by Congress during this time, his New Deal work programs, passage of a national

minimum wage and the Social Security Act

3. Compare/Contrast Herbert Hoover’s and Franklin D. Roosevelt’s Great Depression policies

4. Discuss the impact of Franklin D. Roosevelt’s New Deal

Essential Questions:

How did Herbert Hoover and Franklin D. Roosevelt handle the problems facing Americans during the Great Depression?

How did groups like the Civilian Conservation Corps, the Works Progress Administration and the Tennessee Valley Authority help to improve the country while putting unemployed Americans back to work?

How did life change for Americans during the Great Depression?

Essential Vocabulary:

• Minimum wage – the lowest amount of money by law that a person can be paid per hour

• New Deal - The programs and policies to promote economic recovery and social reform introduced during the 1930s by President Franklin D. Roosevelt

• Depression – a time when industries do not grow and many people are out of work

• Unemployment – the number of workers without jobs

• Balanced Budget – a government plan for spending in which it does not spend more money than it makes

Materials:

1. Books, social studies textbooks, 25 of each:

Green, Robert, McGowan, Thomas, Salvucci, Linda. (2005). United States history: Civil War to present. Orlando: Harcourt, Inc.

2. Teacher Edition, and E-book version of same text as students

3. Index Cards

4. Venn Diagrams

Note to Teacher:

1. Teacher and students will use book, pages 300-314.

2. Use smart board to display example of Venn diagraph.

3. Set up united streaming.

4. Have Venn diagram sheets copied and ready to pass out.

5. As students enter the room have one of them pass out the worksheets for the day.

Procedures:

Exploratory (5 min):

• Pass out index cards and have student write on them what they know about Franklin D. Roosevelt’s New Deal. Have students share their responses and save cards for Venn diagram activity.

Developmental Instructional Activities (20 minutes):

• Read aloud pages 300-314.

Teacher asks students to summarize after each section to check for understanding.

Highlight these concepts:

➢ Herbert Hoover’s initial reaction to the stock market crash ( demanding that worker’s wages remain the same and increasing public works projects) and his hands off policy towards the economy as the Depression worsened

➢ Roosevelt’s first hundred days in office and the major reforms that were passed by Congress during this time, his New Deal work programs, passage of a national minimum wage and the Social Security Act

• Show the United Streaming Video on the Great Depression (Hoover and Roosevelt portion only):

.

• Complete Venn diagram.

Expansion (20 min):

Have students make a mini poster that has Roosevelt’s picture on one side and at least five facts about Roosevelt’s New Deal on the back. Students can use pictures to depict the programs started by Roosevelt. They may type or print their facts.

Closing Activity (5 minutes):

Students tell a partner the answer to the essential question:

How did Herbert Hoover and Franklin D. Roosevelt handle the problems facing Americans during the Great Depression?

Evaluation:

Evaluation is an informal assessment of the Venn diagram and radio newscast. Teacher will observe to check for accuracy of the Great Depression policies.

Enrichment Activities: Students will create an informative “radio newscast” to cover the story, “New Deal Changes Lives”

Accommodations for Individualized learning needs:

Observe and monitor students closely for understanding. Some students will need to be assisted with reading and writing accommodations. Notes will be pared down for these students and they may receive fill- in-the blank notes or filled in notes for them to use a highlighter. Students will be supplied two sheets of card stock paper, pictures of Roosevelt and other necessary resources for mini poster due to limited resources for some students.

Follow-up:

The next lesson is on the Dust Bowl.

References:

Green, Robert, McGowan, Thomas, Salvucci, Linda. (2005). United States history: Civil War to

present. Orlando: Harcourt, Inc.

Source: Georgia Performance Standards for Fifth Grade at .

Technology:

.

Student Feedback Form

1. What did you like best about this unit?

2. What would you like to change about this unit?

3. What about this lesson caused you the most difficulty in terms of learning?

4. Do you have any suggestions to improve this unit?

5. What is the major unanswered question you leave class with today?

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