1 day
1.8.1 – Identify economic policies and factors that led to the Great
Depression (unequal distribution of income, weaknesses in the farm
sector, buying on margin, stock market crash)
1.8.2 – Determine the impact of natural and man-made crises of the Great
Depression (unemployment, food lines, Dust Bowl, western migration of
farmers)
I can identify events that lead to the crash of the stock market and
evaluate Herbert Hoover’s role at the start of the depression
What factors led to the Great Depression?
How did those factors affect the American economy?
What was unequal distribution of income and how did it contribute to the
Depression?
What were the weaknesses in the farm sector and how did they contribute to the
Depression?
What was the stock market crash and how did it contribute to the Depression?
Panic of 1929
Herbert Hoover
Great Depression
Franklin D. Roosevelt
Bonus Army
New Deal
Relief
Dust Bowl
Civilian Conservation Corps
Social Security Act
Agricultural Adjustment Act
Unemployment
Social Studies:
Strand
Strand
Strand
Strand
1:
1:
1:
1:
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
8: PO2 – Effects of Great Depression
8: PO3 – New Deal Programs
Reading:
Strand 1: Concept 4 – Vocabulary
Strand 1: Concept 6 – Comprehension Strategies
Strand 3: Concept 1 – Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
Students will examine the role of Herbert Hoover as president when the depression
started and identify events that led to the crash.
Cause/Effects Mini-Quiz; Hoover OH; Stock Market Simulation; Hoover Quotes; “Hoover
and Prosperous Times” handout; “The Prosperity Balloon” blue book p. 70-71;
“Economic Disaster” blue book p. 82-85; “When Confidence Fails” handout p. 16-17
Introduction:


Imagine you are a middle-class investor who owns 100 shares of White Sewing
Company at $50 a share. I will read you three news flashes. After each flash,
write whether you will sell your stock and if so, how much of it.
 September 2, 1929 – Stocks reach their highest prices ever, though a few
prices have started to dip. Your stock is worth $48 a share. – Would you
sell any stock at this time?
 October 24, 1929 – Stock prices have been failing steadily. It is
getting difficult to sell stocks. Brokerage houses, however, say the
worst is over. Your stock is worth $32 a share. – Would you sell any
stock at this time?
 October 29,1929 – The stock market crashes. Your stock is now worth $1 a
share. – Would you sell what you have left or hope for the price to
rise?
Poll the students to see when most of them sold their shares.
What caused you to sell or hold onto your stock?

Model & Practice:
 Read aloud together “The Crash” handout p. 3-6
Independent Practice:
 HMWK: read “When Confidence Fails” handout p. 16-17
 HMWK: ??Stock Market Savvy Wksht??
Reading aloud will help lower level readers.
Modified length of reading assignment.
Provide beginning letters and some help with answer for Wksht.
RDG: Out of the Dust
1.8.1 – Identify economic policies and factors that led to the Great
Depression (unequal distribution of income, weaknesses in the farm
sector, buying on margin, stock market crash)
1.8.2 – Determine the impact of natural and man-made crises of the Great
Depression (unemployment, food lines, Dust Bowl, western migration of
farmers)
I can identify the 4 main causes of the Great Depression.
What factors led to the Great Depression?
How did those factors affect the American economy?
What was unequal distribution of income and how did it contribute to the
Depression?
What were the weaknesses in the farm sector and how did they contribute to the
Depression?
What was the stock market crash and how did it contribute to the Depression?
Panic of 1929
Herbert Hoover
Great Depression
Franklin D. Roosevelt
Bonus Army
New Deal
Relief
Dust Bowl
Civilian Conservation Corps
Social Security Act
Agricultural Adjustment Act
Unemployment
Social Studies:
Strand
Strand
Strand
Strand
Strand
1:
1:
5:
5:
5:
Concept
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
1 – Foundations of Economics
2 – Microeconomics
5 – Personal Economics
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
Causes OH; “Hoover and the Bonus Army” handout; “Spending and
Speculation” blue book p. 8-9; “A Bold Request and a Federal Fiasco”
blue book p. 15-16; Bonus March Wksht 31
Introduction:
 Re-create Stock Market Crash activity
 Have students read squares and place in correct order from start
to finish.
 Winning group for speed and correctness gets prize.
Model & Practice:
 Together, read aloud handout “Causes of the Great Depression”
p. 7-13
 Begin Chart:
 Farm Debt
 Consumer Debt
 More Goods than Buyers
 Declining Trade
 Stock Market Crash
Independent Practice:
 HMWK: Read “Hoover and the Bonus Army” handout
 HMWK: The Bonus March Wksht.
Reading aloud will help low-level readers.
Provide help with notes as needed. Use fill-in style if necessary.
Only assign Wksht and small reading portion.
RDG: Out of the Dust
History Mystery
1.8.1 – Identify economic policies and factors that led to the Great
Depression (unequal distribution of income, weaknesses in the farm
sector, buying on margin, stock market crash)
1.8.2 – Determine the impact of natural and man-made crises of the Great
Depression (unemployment, food lines, Dust Bowl, western migration of
farmers)
I can analyze forensic evidence in order to solve a history mystery
about the Bonus Army.
What factors led to the Great Depression?
How did those factors affect the American economy?
What was unequal distribution of income and how did it contribute to the
Depression?
What were the weaknesses in the farm sector and how did they contribute to the
Depression?
What was the stock market crash and how did it contribute to the Depression?
Panic of 1929
Herbert Hoover
Great Depression
Franklin D. Roosevelt
Bonus Army
New Deal
Relief
Dust Bowl
Civilian Conservation Corps
Social Security Act
Agricultural Adjustment Act
Unemployment
Social Studies:
Strand
Strand
Strand
Strand
Strand
1:
1:
5:
5:
5:
Concept
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
1 – Foundations of Economics
2 – Microeconomics
5 – Personal Economics
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
Causes OH; “Hoover and the Bonus Army” handout; “Spending and
Speculation” blue book p. 8-9; “A Bold Request and a Federal Fiasco”
blue book p. 15-16; Bonus March Wksht 31
Introduction:
 Re-create Stock Market Crash activity
 Have students read squares and place in correct order from start
to finish.
 Winning group for speed and correctness gets prize.
Model & Practice:
 Together, read aloud handout “Causes of the Great Depression”
p. 7-13
 Begin Chart:
 Farm Debt
 Consumer Debt
 More Goods than Buyers
 Declining Trade
 Stock Market Crash
Independent Practice:
 HMWK: Read “Hoover and the Bonus Army” handout
 HMWK: The Bonus March Wksht.
Reading aloud will help low-level readers.
Provide help with notes as needed. Use fill-in style if necessary.
Only assign Wksht and small reading portion.
RDG: Out of the Dust
1.8.1 – Identify economic policies and factors that led to the Great
Depression (unequal distribution of income, weaknesses in the farm
sector, buying on margin, stock market crash)
1.8.2 – Determine the impact of natural and man-made crises of the Great
Depression (unemployment, food lines, Dust Bowl, western migration of
farmers)
I can describe three hardships people faced during the great Depression
era.
What factors led to the Great Depression?
How did those factors affect the American economy?
What was unequal distribution of income and how did it contribute to the
Depression?
What were the weaknesses in the farm sector and how did they contribute to the
Depression?
What was the stock market crash and how did it contribute to the Depression?
Panic of 1929
Herbert Hoover
Great Depression
Franklin D. Roosevelt
Bonus Army
New Deal
Relief
Dust Bowl
Civilian Conservation Corps
Social Security Act
Agricultural Adjustment Act
Unemployment
Social Studies:
Strand
Strand
Strand
Strand
Strand
Strand
1:
1:
1:
5:
5:
5:
Concept
Concept
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
8: PO2 – Effects of Great Depression
1 – Foundations of Economics
2 – Microeconomics
5 – Personal Economics
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Journal – Teens in the 1930s; “Bread Lines and Soup Kitchens,
“Apples for Sale”, “A Cardboard Roof”, “The Plight of Farmers”
blue book p. 10-14; Unemployment Graph Wksht p. 79
Introduction:
 Provide cards for students to read Hoover statements:
 January 1930 – “The nation will make steady progress in
1930.”
 March 1930 – “The crisis will be over in days.”
 September 1930 – “We have hit the bottom and are on the
upswing.”
Model & Practice:
 Read aloud together selections from the blue book:
 “Bread Lines and Soup Kitchens”10-11
 “Apples for Sale” 12
 “A Cardboard Roof” 13
 “The Plight of the Farmers” 14
 Use questions at bottom of pages for discussion prompts.
Independent Practice:
 HMWK: Unemployment Graph Wksht. 79
 HMWK: ??Journal of a Teenager in 1930s??
Provide Wksht. with graph already set up.
Reading aloud will help low-level readers.
RDG: Out of the Dust
1.8.1 – Identify economic policies and factors that led to the Great
Depression (unequal distribution of income, weaknesses in the farm
sector, buying on margin, stock market crash)
1.8.2 – Determine the impact of natural and man-made crises of the Great
Depression (unemployment, food lines, Dust Bowl, western migration of
farmers)
I can identify and explain four things president Roosevelt did to bring
relief to the Great Depression era.
What factors led to the Great Depression?
How did those factors affect the American economy?
What was unequal distribution of income and how did it contribute to the
Depression?
What were the weaknesses in the farm sector and how did they contribute to the
Depression?
What was the stock market crash and how did it contribute to the Depression?
Panic of 1929
Herbert Hoover
Great Depression
Franklin D. Roosevelt
Bonus Army
New Deal
Relief
Dust Bowl
Civilian Conservation Corps
Social Security Act
Agricultural Adjustment Act
Unemployment
Social Studies:
Strand
Strand
Strand
Strand
1:
1:
1:
1:
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
8: PO2 – Effects of Great Depression
8: PO3 – New Deal Programs
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
“A New President, A New Hope”, “President Roosevelt” blue book p.
100-104, 17; FDR Web OH [or PowerPoint]; Political Cartoon Wksht 15
Introduction:

Read aloud the following descriptions of FDR and see if they can
guess to whom is referring.
 Stricken with polio at the age of 39, he used crutches,
braces, and a wheelchair for the rest of his life.
Photographers and reporters followed a policy of “open
secrecy”. They tried to cut his wheelchair out of the
pictures and didn’t mention his disability in their
articles.
 His hard-working wife shook hands at receptions for him.
Sometimes she shook 1,500 hands at one event. Sometimes she
attended more than on event in a day.
 He and his wife were fifth cousins. When they married, her
uncle [Theodore Roosevelt] gave her away. Her last name did
not change when she got married.
 He was the first president to appear on television.
 He appointed the first female cabinet member [Frances
Perkins as Secretary of Labor].
 During WWII the White House cooks had to stand in line with
their stamp books to get food from the ration board, just
like everyone else.
 The only president elected for more than two terms.
 Seventh president to die in office; fourth to die a natural
death in office.
 Related by blood or marriage to 11 other presidents: George
Washington, John Adams, James Madison, John Quincy Adams,
Martin Van Buren, William Henry Harrison, Zachary Taylor,
Ulysses Grant, Benjamin Harrison, Theodore Roosevelt and
William Taft.
 Served as president for 12 years, 39 days.
Model & Practice:
 Read aloud together from blue book p. 100-104 “A New President,
A New Hope”.
 Create Web of FDR’s New Deal: Bank Holiday, Relief Programs,
Recovery Programs, Reform Programs
Independent Practice:
 HMWK: Political Cartoon Wksht 15
Reading aloud will help low-level readers.
Selected questions from Wksht.
Assistance with note-taking or provide fill-in notes.
RDG: Out of the Dust
Social Studies:
Strand
Strand
Strand
Strand
1:
1:
1:
1:
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
8: PO2 – Effects of Great Depression
8: PO3 – New Deal Programs
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
Students will identify and explain the purpose of two New Deal
programs.
“The Hundred Days” blue book p. 18; New Deal Programs handout p. 7;
New Deal Terms Wksht 84
Introduction:
 Read the following description from The New Republic of a soup
line in New York City in 1930.
 “There is a line of men, three or four abreast, a block long,
and wedged tightly together – so tightly that no passer-by can
break through. For this compactness there is a reason; those at
the head of the gray-black human snake will eat tonight; those
farther back probably won’t.
 Consider that description as we talk about the programs set up by
Franklin D Roosevelt as part of the New Deal.
Model & Practice:
 Read aloud the following selections from the blue book:
 “The Hundred Days” 18
 “Soldiers of the Soil” 19-20
 “The National Recovery Administration” 21-22
 Use discussion question at end of selections for prompts.
Independent Practice:
 HMWK: New Deal Terms Chart Wksht
Reading aloud will help low-level readers. Only assign selected
Alphabet Soup programs.
RDG: Out of the Dust
Social Studies:
Strand
Strand
Strand
Strand
Strand
Strand
1:
1:
4:
4:
4:
4:
Concept
Concept
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO2 – Effects of Great Depression
1 – Maps
4: PO2-4 – Causes of human migration and settlement
5: PO2-5 – Human effects on environment/natural hazards/dams
6: PO1 – Geographic Applications
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
Students will describe the effects of the Dust Bowl and explain how it
got this name.
“Down and Out”, “Dust and Desperation” blue book p. 77-81, 23-24;
Dust Bowl Vocabulary Wksht.; Dust Bowl Map Wksht 12
Introduction:
 You’re sitting in your kitchen in the middle of the day eating
your lunch, just munching away on your ham sandwich. You her a
faint noise, but think nothing of it. All of a sudden, your house
goes completely dark [turn off the lights]. What happened?
 Accept guesses and then explain about the Dust Storms.
 Describe what they might see when they get out of their house.
Model & Practice:
 Read aloud together from Blue Book:
 “Down and Out” 77-81
 “Dust and Desperation” 23-24
 Use questions at bottom of reading selections for discussion
prompts.
Independent Practice:
 HMWK: Dust Bowl Map Wksht
 HMWK: Dust Bowl Vocabulary Wksht.
Reading aloud will help low-level readers.
Selected questions only from worksheets. Provide start letters for
fill-in-the-blank selections.
RDG: Out of the Dust
Social Studies:
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
1:
1:
1:
1:
4:
4:
4:
5:
5:
5:
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
8: PO2 – Effects of Great Depression
8: PO3 – New Deal Programs
4: PO2-4 – Causes of human migration and settlement
5: PO2-5 – Human effects on environment/natural hazards/dams
6: PO1 – Geographic Applications
1 – Foundations of Economics
2 – Microeconomics
5 – Personal Economics
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
Students will identify four effects of the Great Depression.
“Popularity, Resistance, and Roosevelt’s Second Term”, “A Decade of
Beginnings and Endings” blue book p. 30-31; Effects Chart OH
Introduction:
 Throw out letters form the Alphabet Soup. See if students can
provide the name of the program these letters stand for.
Model & Practice:

Go over answers for worksheet from night before. Use Smart Board, as well as
applying state labels to classroom map.
 Read aloud together from the blue book the following selections:
 “Popularity, Resistance, and Roosevelt’s Second Term”30
 “A Decade of Beginnings and Endings” 31
 Complete Cause/Effect Chart:
 Widespread hunger, poverty, and unemployment
 Worldwide economic crisis [stock crashes, Hitler in power, strikes]
 Democratic victory in 1932 elections [FDR serves 4 terms]
 Roosevelt’s New Deal programs [relief, recovery, reform]
Independent Practice:
 HMWK: Begin to study for test.
Reading aloud will help low-level students.
Provide help as necessary for notes completion.
Help highlight parts of study guide they will need for test.
RDG: Out of the Dust
Social Studies:
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
1:
1:
1:
1:
4:
4:
4:
4:
5:
5:
5:
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
8: PO2 – Effects of Great Depression
8: PO3 – New Deal Programs
1 – Maps
4: PO2-4 – Causes of human migration and settlement
5: PO2-5 – Human effects on environment/natural hazards/dams
6: PO1 – Geographic Applications
1 – Foundations of Economics
2 – Microeconomics
5 – Personal Economics
Concept
Concept
Concept
Concept
4
5
6
1
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand 1: Concept 1: PO1 – Generate ideas
Strand 1: Concept 1: PO5 – Organization strategies such as graphic organizers
Students will review understanding and knowledge of 1930s era through
viewing a video.
The Century Video; Video Questions Wksht
Introduction:
 Use test questions to review at start of class.
Model & Practice:
 Watch The Century: Stormy Weather
 Complete questions while viewing video.
Independent Practice:
 HMWK: Study for Test; prepare parts of study guide.
NA
RDG: Out of the Dust
2 days
Social Studies:
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
Strand
1:
1:
1:
1:
4:
4:
4:
4:
5:
5:
5:
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
Concept
1 – Research Skills
8: PO1 – Causes of Great Depression
8: PO2 – Effects of Great Depression
8: PO3 – New Deal Programs
1 – Maps
4: PO2-4 – Causes of human migration and settlement
5: PO2-5 – Human effects on environment/natural hazards/dams
6: PO1 – Geographic Applications
1 – Foundations of Economics
2 – Microeconomics
5 – Personal Economics
Concept
Concept
Concept
Concept
4
5
6
1
Concept
Concept
Concept
Concept
Concept
1: PO1 – Generate ideas
1: PO5 – Organization strategies such as graphic organizers
5: PO1 – Complete sentences
6: PO11 – Paragraphing
2 – Expository Writing
Reading:
Strand
Strand
Strand
Strand
1:
1:
1:
3:
–
–
–
–
Vocabulary
Fluency
Comprehension Strategies
Expository Text
Writing:
Strand
Strand
Strand
Strand
Strand
1:
1:
2:
2:
3:
Students will demonstrate knowledge of 1930s era – people, places,
events, causes, and effects.
Study Guide Wksht.; Handout materials; “Dusting off the Memories”
Play p. 66-68; “Radios, Puzzles and Other Pastimes” blue book p. 26;
Test; 1930s Word Search
Introduction:
 Day One: Have students get out parts of study guide to be stapled
together.
 Day Two: Study for 5 minutes, then pass down study guides to end
of row.
Model & Practice:
 Day One: Complete Study Guide. Go over answer for correctness at
the end of hour.
Independent Practice:
 Day Two: Take Test
 When done with test, complete Great Depression Word Search
Allow notes to be used during test as necessary per IEP.
RDG: Out of the Dust