Transcript Unit 6 Teacher Tips

Fifth Grade Social Studies
Looking at Unit 6
Ups and Downs:
World War I, the Jazz Age,
and the Great Depression
Marlo Mong
February 3, 2009
How do I know what concepts to teach?
• Use your curriculum map!
– Remember, unit one lists all the
concepts used throughout the year
– Every piece of content from the GPS
is listed under a relevant concept
• These are suggestions – make
them work for your class!
• Keep up with it all using a
concept wall.
– Students should be beginning to see
some patterns emerging from their
study of history so far.
The Jazz Age and the Harlem Renaissance
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Think about the influence of music and the changing role of women during the Jazz
Age.
Moving away for the Victorian Era rules of society
– Jazz was a new and different sound showcasing the talents of African-American
musicians
– With the passage of the 19th amendment, women were experiencing a new found
freedom
• Flappers, shorter hair and skirts
– New energy and attitude of the youth
• Dance! Dance! Dance!
Harlem Renaissance: African-American literature and art contributions being
celebrated outside of their community
– The Great Migration-mass movement from the south to the north for job
opportunities
– Better education and employment is creating a political and social voice for the
community
Framework Support
Students will select one of the following
figures: Louis Armstrong, Langston Hughes,
Babe Ruth, Henry Ford, Charles Lindbergh,
Duke Ellington, Margaret Mitchell, or Jesse
Owens. Using online biography websites or
picture book biographies, students will
research the person they selected addressing
the specific contribution listed in the
standard and the impact they had on
America. Students should write a letter to the
editors of TIME magazine nominating the
individual they researched for Person of the
Year. Students will include the year that
would be most appropriate. Within the letter,
students must convince the editors that this
individual has had a tremendous and lasting
impact on American society.
World War I
• The “Great War” started before US involvement
(1914-1918)
• America adopted a stance of neutrality during the
early years of the war.
• The sinking of the Lusitania was not the direct strike
that caused the United States to join WWI.
• German submarines became more and more
aggressive attacking civilian ships as well as
merchant ships thus provoking US involvement.
Framework Support
Students should research the events leading up to
http://www.pbs.org/lostliners/lusitania
and following the sinking of the Lusitania using print
.html
and online resources (see resource list below for
suggested links). Explain that the United States had
to make the difficult decision whether to enter World
War I or remain neutral after this attack. Students will
break into groups of 8 students and these students
will then separate into two teams to debate the issue
of entering the war. One team will take the side of
remaining neutral and the other will take the side of
entering the war. Each team will need to review the
available materials to find information that supports
their side in the debate. Students should then use the
“Debate Outline” attached below to prepare their
debate. This debate format and schedule are
simplified for elementary students; however, teachers
may choose to differentiate this lesson for advanced
students by providing additional instruction in the
format of debates which would include rebuttal
statements and closing statements.
The Great Depression
Starting in September of 1929, the market experienced extreme up and down days and many people “panic”
sold their stocks. A “run” on the banks caused many to shut down and investors would loose all their money.
•President Herbert Hoover believed in a laissez-faire, or “hands off” approach by government and did not want
to intervene too much in the economy. He eventually created government programs which required one of the
largest tax increases in US history. In the end, Hoover’s plan was not very successful.
•The droughts of the 1930’s, especially in the Great Plains, are considered some of the worst droughts in
history. Farmers were using more farmland not always suitable for farming to keep up with the expense of new
technology and crop varieties. Already facing economic hardship because of the Depression, farmers, banks,
and businesses suffered even more.
•The main features of the New Deal were direct relief, economic recovery, and financial reform, known as the
“3 Rs.”
•Relief was immediate help. The Civilian Conservation Corp (CCC) was a work relief program for men to
help reduce unemployment. The Works Progress Administration (WPA) was the largest New Deal agency.
It provided millions of people with jobs and redistribute food, clothing, and housing. White collar workers
such as artists, writers, and journalists were helped by this program as well.
•Recovery included many programs that would restore the “economic health” of the US. The Emergency
Banking Act helped reopen banks under the supervision of the Treasury Department.
•Reform was intended to fix some of the problems that initially caused the Great Depression. The
Tennessee Valley Authority is a federal corporation that provided economic development in the Tennessee
Valley, an area that was severely impacted by the Great Depression. An important goal of the TVA was to
modernize the area’s society and economy.
Soup Kitchens
Publisher: Penguin Group (USA)
During the Great
Depression preceding the
passage of the Social
Security Act, "soup
kitchens" provided the
only meals some
unemployed Americans
had. This particular soup
kitchen was sponsored by
the Chicago gangster Al
Capone.
Publisher: Penguin Group (USA)
Margaret Mitchell
How did her contributions add to the culture
of the 1920s?
• Significant location
• Atlanta, Georgia
• Created a myth and romanticized the Civil War
• Think about the stereotypes of Mammy and Prissy
• Character Traits
• Journalist for Atlanta Journal Sunday Magazine
• Took about a decade to complete Gone With the Wind
• Very popular book in spite of the Great Depression
• Over 1 million copies sold in first 6 months of publication
• Pulitzer Prize winning story
Framework Support
• After learning about the work of the CCC, WPA, and TVA, students
should select a photograph of people working for one of these
organizations (link provided in resource section below) and create a
picture postcard using the photograph. The student will take on the
role of a young man employed by the organization and write a letter
home to his family describing the work he is doing. The letter might
include an explanation of the project he is part of, his coworkers, his
wages, his living conditions, etc.
http://newdeal.feri.org/library/default.cfm
Resources!
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Remember! These are only suggested resources. Make sure to preview
these sites before sharing them with your students. You know your
students better than I do!
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/jazz
– America’s Story from the Library of Congress; after reading the story, scroll down to find
stories about Billie Holiday and Ella Fitzgerald
http://www.si.edu/ajazzh/armstron.htm
– Exhibit from the Smithsonian-see the images that were part of the Jazz Age
http://www.trailend.org/dow-jazzage.htm
– The Trail End State Historic Site from Wyoming-discusses the Jazz Age through the lens of
flappers, music, and dance
http://www.bbc.co.uk/history/worldwars/wwone/
– Links to different topics related to WWI; history of the war shared by the United Kingdom
http://history-world.org/wilson.htm
– Main focus is the life of President Woodrow Wilson. Scroll past his life to the section that
discusses his life in the White House and there is information on America’s neutrality and
then engagement in WWI.
http://www.pbs.org/wgbh/amex/dustbowl/index.html
– From PBS, maps, timeline, and other information about the Dust Bowl. An article is
included about the Great Depression.
Resources for Integration
View from the Air
Reeve Lindbergh
Publisher: Penguin Group
(USA) Incorporated
When Willard Met Babe Ruth
Donald Hall
Publisher: Harcourt
Children's Books
Jesse Owens Fastest Man Alive
Carole Boston Weatherford
Publisher: Walker & Company
We’ll Race You, Henry
Barbara Mitchell
Publisher: Lerner Publishing Group
Love to Langston
Tony Medina
Publisher: Lee & Low
Books, Inc.
Ellington Was Not a Street
Ntozake Shange
Publisher: Simon & Schuster Adult
Publishing Group
The Legend of the Curse of the Bambino
Dan Shaughnessy
Publisher: Simon & Schuster Adult
Publishing Group
If I Only Had a Horn
Roxane Orgill
Publisher: Houghton Mifflin Harcourt
Trade & Reference Publishers