outofthedust_pembrook_schmidelerc.EDITED

The Great Depression- The Dust Bowl Courtney PembrookSchmideler Springfield District 186 Fall 2012 Destitute pea pickers in California Mother of seven children Age thirty-two Nipomo, California This theme lesson uses primary sources to help students learn hands on about the Great Depression These lessons can be used individually or as an entire theme to cover the Great Depression The students will work on several educational skills throughout such as social studies, reading, writing, and math Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension Overview Objectives Recommended time frame Grade level Curriculum fit Materials Back to Navigation Bar Students will: • participate in class discussions • read a class novel • complete several types of writing formats • conduct and share an interview • participate in class timeline • discuss various pictures from this time era • use math skills to compare prices • compare and contrast several ideas • complete a written test/assessment on the unit 1-2 weeks (depends on how long each lesson takes) 4th-5th Social Studies, Language Arts, and Math • Novel “Out of the Dust” by Karen Hesse • Whiteboard (or smartboard if available) • Social Studies textbook: • Social Studies—Regions, Scott Foresman, Pearson Publishing, 2008 Teaching with Primary Sources Illinois State University • • • • • • • • • • • • • Computer access for research, typing, printing, etc A relative or elderly friend for interview Big notebook paper for timeline Copies of pictures from resource table Chart for picture discussion Newspaper articles Journals Play Money Poster board for shopping lesson Unit Test Markers, crayons, glue, scissors, etc Analysis sheet List of suggested websites for researching timeline, prices or articles Illinois Learning Standards/Common Core Back to Navigation Bar CCSS ELA-Literacy Reading Informational Text • RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect • RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur) • RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) Writing • W.3.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly • W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Teaching with Primary Sources Illinois State University Procedures Back to Navigation Bar Day One: Introduce Novel and KWL chart • Start a KWL chart about the Great Depression Do the K and W sections now Students should know a little about Great Depression from social studies book • Introduce the novel Out of the Dust by Karen Hesse • Read the first few chapters aloud to get students ready • Allow them to add to L section if they have anything Day Two: A picture is worth a thousand words • Begin the daily Great Depression lesson with discussion from last night’s reading of Out of the Dust by Karen Hesse • Hand out a folder of several pictures taken during the Great Depression to each group (some from their book and some from Library of Congress website) • Handout an analysis worksheet to use with the pictures: they will have to observe, reflect and ask questions • Once they have had time to complete this, have each group share with the class what they saw in each picture Day Three: Timeline • Discuss chapters read in novel from night reading *This will be done each day • During computer time each student will find interesting facts about the Great Depression using the timeline ideas worksheet • Begin a class timeline of main events during the Great Depression • Use facts found by students and information from our text book • Call on students to share information as I write it on our timeline Day Four: Interview • Introduce the idea of an interview • Students will be conducting an interview with a person they choose about the Great Depression They will have a week to complete this • Partner students and have them write a pretend interview together • Allow students to share if they’d like Teaching with Primary Sources Illinois State University Day Five: Newspaper Reporter • Discuss chapters read from night before to get on topic • As a class, read aloud the newspaper article in their book • Each group of students will receive a few newspaper articles printed during the Great Depression • Students will read the article in their group and discuss what the article is about • Teacher will walk around during this time to listen and be there for questions • Each group will write their own newspaper article on lined paper that they would have been used during this time Day Six and Seven: Cost of Living • After our daily discussion we will begin a math lesson linked to the Great Depression • In the computer lab, each student will be looking for price of grocery items during the Depression era and now using suggested websites • Students will record notes of both prices in their journals • In the classroom, pair students off in small groups • Each group will make a comparison chart (one side labeled then and now) • The next day, once they have filled in their chart with various items and prices, they will need to make a pretend shopping list and show the difference from then to now for price • Lastly they will need to write three sentences at the bottom to show what they learned Day Eight: How would life be different • For this lesson students will be thinking about how their life would be different if they were living during the Great Depression • Begin the lesson with an open ended question: Look around you, what things would be different if you lived during the Great Depression • Have students turn to their neighbor and discuss a few things aloud with them • We will then come back as a whole class, I will call on students to share what they came up with • Make a list on the board as students share their ideas • Once we have a list, students will be using some of Teaching with Primary Sources Illinois State University • • these ideas for journal writing today- they will need to write a page long about how things would be different, what things would be changed and why Teacher will walk around and assist as needed Remind students to use information discussed today, from any other day and from their novel Day Nine: Assessment • By this time we will have finished the novel Out of the Dust and our theme on the Great Depression • We will then have a test to complete their assessment of the unit • The test will consist of comprehension questions from the novel, historical questions from reading of book and timeline, and writing questions from the theme Evaluation Back to Navigation Bar There will be several ways to evaluate students during this unit of lessons: • Lesson one, students will be evaluated on participation during the KWL chart • Lesson two, students will be evaluated on participation and analysis worksheet • Lesson three, students will be evaluated on their work for finding interesting facts and those who share their facts for the timeline • Lesson four, students will be graded on their hard work and presentation of the interview • Lesson five, group evaluation for participation I would collect the written articles to display • Lesson six/seven, use rubric to grade final project on cost of living poster • Lesson eight would be a writing grade I would be sure to tell students to their best work since it is for a grade • Lastly lesson nine is obviously their unit test Extension Back to Navigation Bar The extension activity is the follow up of lesson number four the interview Students will be sharing their interview with the class once they have had time to complete this This would take place after the theme is finished Also I would recommend to those interested a Teaching with Primary Sources Illinois State University list of other books to read on the Great Depression Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar Image Description No work Citation Grambs, Blanche No work 1935 Ben and Beatrice Goldstein Foundation collection Library of Congress Prints and Photographs Division 2013 http://www.loc.gov/pic tures/item/99400835/ URL http://www.loc.gov/ pictures/item/99400 835/ Migrant agricultural worker's family Seven hungry children Mother aged thirty-two Father is native Californian Nipomo, California Lange, Dorothea http://hdl.loc.gov/lo c.pnp/ppmsca.03054 http://www.loc.gov/ pictures/item/fsa199 8021557/PP/ Destitute pea pickers in California Mother of seven children Age thirty-two Nipomo, California Migrant agricultural worker's family 1936 Feb or Mar Farm Security Administration Office of War Information Photograph Collection Library of Congress, Prints and Photographs Division April 2013 http://www.loc.gov/pic tures/item/fsa1998021 557/PP/ Lange, Dorothea Destitute pea pickers in California 1936 Feb or Mar Farm Security Administration Office of War Information Photograph Collection Library of http://hdl.loc.gov/lo c.pnp/fsa.8b29516 http://www.loc.gov/ pictures/item/fsa199 8021539/PP/ Congress, Prints and Photographs Division April 2013 http://www.loc.gov/pic tures/item/fsa1998021 539/PP/ Teaching with Primary Sources Illinois State University America from the Great Depression to World War II: Black-and-White Photographs from the FSAOWI, 1935-1945 Library of Congress, Prints & Photographs Division, FSA-OWI Collection, Reproduction number, LC-DIG-ppmsc-00252 DLC Dust bowl farmers of west Texas in town Lange, Dorothea Dust bowl farmers of west Texas in town 1937 June Security Administration Office of War Information Photograph Collection Library of http://memory.loc.g ov/cgi-bin/query/r? ammem/fsaall:@filr eq(@field(NUMBE R+@band(fsa+8a17 160)) +@field(COLLID+f sa)) http://www.loc.gov/ pictures/item/fsa200 0001206/PP/ Congress, Prints and Photographs Division April 2013 Dust bowl farmer with tractor and young son near Cland, New Mexico http://www.loc.gov/pic tures/item/fsa2000001 206/PP/ Lange, Dorothea Dust bowl farmer with tractor and young son near Cland, New Mexico 1938 June Administration Office of War Information Photograph Collection Library of http://hdl.loc.gov/lo c.pnp/fsa.8b32438 http://www.loc.gov/ pictures/item/fsa200 0001822/PP/ Congress, Prints and Photographs Division April 2013 Dust bowl farmer raising fence to keep it from being buried under drifting sand Cimarron http://www.loc.gov/pic tures/item/fsa2000001 822/PP/ Rothstein, Arthur Dust bowl farmer raising fence to keep it from being buried under drifting sand Cimarron County, Oklahoma.photograph http://hdl.loc.gov/lo c.pnp/fsa.8b38287 http://www.loc.gov/ pictures/item/fsa199 8018982/PP/ Teaching with Primary Sources Illinois State University County, Oklahoma er 1936 Apr Administration Office of War Information Photograph Collection Library of Congress, Prints and Photographs Division April 2013 Son of farmer in dust bowl area Cimarron County, Oklahoma http://www.loc.gov/pic tures/item/fsa1998018 982/PP/ Rothstein, Arthur Son of farmer in dust bowl area Cimarron County, Oklahoma 1936 Apr Administration Office of War Information Photograph Collection Library of http://hdl.loc.gov/lo c.pnp/cph.3c30123 http://www.loc.gov/ pictures/item/fsa199 8018978/PP/ Congress, Prints and Photographs Division April 2013 http://www.loc.gov/pic tures/item/fsa1998018 978/PP/ Article Article The Great Depression analogy [electronic resource] Accounting for the Great Depression Bordo, Michael and D.James, Harold National Bureau of Economic Research Chari, V V [Minneapolis, MN] : Federal Reserve Bank of Minneapolis, Research Dept., [2002 http://www.nber.org/p apers/w15584 http://minneapolisfed org/research/wp/wp61 9.pdf> Websites suggested to students for use (timeline, prices or article) • • • • • • http://www.encyclopedia.com/ http://the-spark.net/index.html http://mises.org/ http://www.chicagotribune.com/business/ http://www.history.com/topics/great-depression http://history-world.org/great_depression.htm Teaching with Primary Sources Illinois State University • • • http://www.npr.org/ http://michigan.gov/dnr/ http://www.foodtimeline.org/ Teaching with Primary Sources Illinois State University Rubric Back to Navigation Bar Names _ _ Title of Poster ( pts) Chart Clearly Labeled (3pts) _ At least items on each side of chart (10 pts) Shopping List for “Then” with total price (5pts) Shopping List for “Now” with total price (5pts) Three Sentences written (6pts) _ Spelling (3pts) _ Neatness (2 pts) Group Work (8 pts) _ Presentation (6 pts) Total/Final Grade _ out of 50 pts possible Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar OBSERVE REFLECT QUESTION Teaching with Primary Sources Illinois State University Name The Great Depression Time-line Ideas *List to facts about the Great Depression Remember to list any dates seen Name: _ Great Depression Unit Test Part 1: Out of the Dust (2pts each) What is the setting in this book? How old is Billy Jo during the book? _ Billy Jo’s daddy wanted a Who influences Billy Jo the most in her life? What happened to Billy Jo’s mother? _ What did Ma plant that would remind Billy Jo of her? _ What did Billy Jo name her baby brother? _ List two words to describe Billy Jo _ What musical instrument did Billy Jo play? _ 10 Where did Billy Jo run away to? Part 2: Short answer (2 pts each) When was the Great Depression (years)? What was the main cause to start the Great Depression in 1929? _ Who were the Presidents during the Great Depression? _ What did people call the small shack towns during the Great Depression? _ What caused the Dust Bowl during this time? _ What are some things people did to try and “escape” the hard life? What is Black Tuesday? _ What did Roosevelt try and create to end the Great Depression? _ Where could people go to get a warm meal? _ 10 The Great Depression ended with the start of what? _ Part 3: Writing ( pts each) Tell me the three things you learned during this unit? _ _ What you think your life would have been like during the Great Depression? How would you have felt? _ _ How you think the Great Depression has affected the world today? _ _ Describe Billy Jo from Out of the Dust Are you like her in any way? How or how not?