Download Lesson Plan 84 - Texarkana Independent School District

Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
84
Hardship and Suffering in the Great Depression
The Americans: Reconstruction to the Present, McDougall Littell
Ch 14, sec 2, pgs 472-477
Texas Essential Knowledge and Skills (TEKS): US8 B, US9 A, US10 A, US13 C,
US24 A
(8) Geography. The student uses geographic tools to collect, analyze, and interpret
data. The student is expected to:
(B) pose and answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases.
(9) Geography. The student understands the impact of geographic factors on major
events. The student is expected to:
(A) analyze the effects of physical and human geographic factors on major
events including the building of the Panama Canal; and
(10) Geography. The student understands the effects of migration and immigration on
American society. The student is expected to:
(A) analyze the effects of changing demographic patterns resulting from
migration within the United States; and
(13) Economics. The student understands significant economic developments between
World War I and World War II. The student is expected to:
(C) analyze the effects of the Great Depression on the U.S. economy and
government;
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to:
(A) locate and use primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to
acquire information about the United States;
Sarah A. Huett
U.S. History Lesson Plan
TAKS: US8 B, US9 A, US10 A, US13 C, US24 A
T.I.S.D.
(8) Geography. The student uses geographic tools to collect, analyze, and
interpret data. The student is expected to:
(B) pose and answer questions about geographic distributions and patterns
shown on maps, graphs, charts, models, and databases.
(9) Geography. The student understands the impact of geographic factors on major
events. The student is expected to:
(A) analyze the effects of physical and human geographic factors on major
events including the building of the Panama Canal; and
(10) Geography. The student understands the effects of migration and immigration on
American society. The student is expected to:
(A) analyze the effects of changing demographic patterns resulting from
migration within the United States; and
(13) Economics. The student understands significant economic developments between
World War I and World War II. The student is expected to:
(C) analyze the effects of the Great Depression on the U.S. economy and
government;
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The
student is expected to:
(A) locate and use primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to
acquire information about the United States;
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Conflict
Cultural diversity can lead to conflict. Social, economic and
political oppression can lead to conflict. Conflict often leads
to change or reform.
Change
Change is inevitable. Change can be positive or negative.
Change can create conflict.
Migration
Migration often leads to changes in demography. People
migrate to meet a variety of needs. Migration may lead to
enhanced opportunity or greater freedom.
Sequence of Activities (Instructional Strategies):
1. Focus: Have students read the lyrics to Yip Harburg’s song Brother, Can You Spare
A Dime? Have students write another verse to the song. Have a few of the
students volunteer to share their verse with the class.
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
2. Lecture/Class Discussion: Discuss with students the hardships and suffering that
people endured and how the following aspects of American life were affected:
employment, housing, farming, dust bowl, race relations, family life, physical
health and emotional health. When we are discussing these areas use a
powerpoint or photographs on overheads to illustrate the suffering, there are
some great depression-era photographs available for download on the internet.
Make sure you show students a map of the Dust Bowl area and discuss how it
lead to migration to California.
Questions to Consider in Lesson:
1) Why did many men leave their families during the Great Depression?
2) How did the Great Depression affect women and children?
3) How did the Dust Bowl in the Great Plains affect the entire country?
Assessment of Activities:
Classroom Observation
Classroom Discussion
Prerequisite Skills:
Key Vocabulary:
Shantytowns, soup kitchens, direct relief, bread lines, Dust Bowl
Materials/Resources Needed:
Pens, paper, copies of photographs, overheads, projector, computer, LCD projector
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Show students the film “Grapes of Wrath”. Have students
write an essay on how the film demonstrates many of the hardships and suffering of the
Great Depression.
Sarah A. Huett
Teacher Notes:
U.S. History Lesson Plan
T.I.S.D.
Sample Test Questions:
1. In calling shantytowns “Hoovervilles,” people conveyed their
A. patriotism
B. trust in Hoover
C. disgust with Hoover
D. grudging respect for Hoover
2. An example of the psychological stress caused by the Great Depression was the rise
in the number of
A. children were malnourished
B. people who committed suicide
C. women who worked outside the home
D. men who stood in bread lines
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.