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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.