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Grade 4, Social Studies
Std 12:
Explain
the effects of the events of the 1920’s and the Great Depression on
different socioeconomic groups.
• Describing the effects of supply and demand on the economy
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Lesson Plans:
Worth a Thousand Words: Depression - Era Photographs
Students will gain insight into New Deal
programs and the experience of Depression-era Americans.
Great
Depression Unit
A six lesson unit: "...we are in need", "...a delegation of citizens",
A Helping Hand, Relief!, STRIKE!!!, and Spelling "Help" in a New Way.
We Are in Need Upon completion, students should be able
to: 1) Identify some of the needs of the poor during the Great
Depression; 2) Compare Great Depression social programs with those
established during Pres. Lyndon Johnson's "Great Society" and
contrast those programs with the issues raised by the current
"welfare reform" movement; 3) Develop negotiation skills while
prioritizing needs; 4) discuss government role in addressing the
needs of the poor; 5) Analyze the economic ability of government to
respond to requests for aid; 6) Synthesize a governmental response
to requests for aid from the poor. (AL Dept. of
Archives & History)
A Delegation of Citizens Topics include: the multiple
sides of the issue of governmental responsibilities; the economic
ability of the government to respond to requests for aid;
governmental response to requests for aid from the disadvantaged;
the poll tax; socialism and capitalism.
(AL Dept. of Archives & History)
A Helping Hand
Topics include: comparing and contrasting living standards of the
Great Depression era with those of today; role of a civic
organization in a community; importance of seasonal work upon the
economy of a community. (AL Dept. of Archives &
History)
Relief! Topics include: comparing and contrasting living
standards of the Great Depression era with those of today; nutrition
and health of the assisted during the Great Depression.
(AL Dept. of Archives & History)
STRIKE!
Topics include: fears and needs of workers in Alabama during The
Great Depression; racial and gender issues being raised; a strike
and its participants; the issues of a labor strike; economic and
political issues of the time period; multiple views presented by
historic documents. (AL Dept. of Archives & History)
Spelling "Help" in a New Way
Topics include: purposes of the CCC, the CWA, and the WPA; the
economic and civic significance of the CCC, the CSA, and the WPA;
long-term effects of the New Deal programs in Alabama.
(AL Dept. of Archives & History)
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Resources:
Alabama
Department of Archives & History: Timelines,
activity sheets, teacher resources.
Alabama History Timeline: A very thorough resource.
The Great Depression:
A collection of photographs.
The Great Depression: The sixth
volume in the award-winning "America in the 20th Century" series,
"The Great Depression" explores the “bust times” that came to be
called the Great Depression. From the events that triggered the
“Black Tuesday” collapse of the stock market to the myriad federal
programs initiated to revive the economy, the program provides an
excellent overview of the period. United Streaming.
The Tarnished Dream: 1929-1931: Using archival film
footage, this program documents the Wall Street crash of 1929, and
the ensuing Great Depression. During the late '20s, stockbrokers
enjoy booming sales, selling stocks on margin; the public eagerly
buy stocks and consumer goods on credit; the government allows this
to go unchecked, in the belief that easy money is good for business
and the economy. United Streaming.
Voices of the Dust: In this program, students journey back
in time – to Oklahoma during the Great Depression of the 1930s –
also known as the Dust Bowl era. United Streaming.
Suggestions for English Language Learners:
(E/B=Entering/Beginning, D=Developing,
E=Expanding)
(E/B) Students
reproduce historical highlights from timelines or
visually supported newspaper headlines.
(E/B) Students produce entries for historical
journals from timelines or visually supported
newspaper headlines.
(E/B) Students gather research with a partner.
(E/B) Students scan for information.
(E/B) Students develop a pictorial timeline.
(E/B) Students create a diorama.
(D) Students maintain historical journals in
chronological order based on timelines or newspaper
headlines.
(D) Students match visual with a description.
(D) Students use well-illustrated resources.
Complete a graphic organizer with student-researched
information.
(D) Write questions on researched information
in groups. Then ask each other questions following a
teacher model.
(E) Students produce reports from historical
journals (using technology).
(E) Students respond to inferential
questions.
(E) Students write a short report. |
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