Grade 5
Social Studies
Unit: 12
Lesson: 01
Suggested Duration: 4 days
Grade 05 Social Studies Unit 12 Exemplar Lesson 01: The World at War
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson focuses on the historical significance of the two world wars and the Great Depression as they apply to our sense of nationalism, protection
of American values, and preservation of our rights and responsibilities.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The
TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
5.5
History. The student understands important issues, events, and individuals in the United States during the 20th and
21st centuries. The student is expected to:
5.5A
Analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions.
5.5C
Identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr.,
Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team
who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.
5.9
Geography. The student understands how people adapt to and modify their environment. The student is expected to:
5.9A
Describe how and why people have adapted to and modified their environment in the United States, past and
present, such as the use of human resources to meet basic needs.
5.9B
Analyze the positive and negative consequences of human modification of the environment in the United States,
past and present.
5.19
Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is
expected to:
5.19C Identify and compare leadership qualities of national leaders, past and present.
5.20
Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and
other amendments to the U.S. Constitution. The student is expected to:
5.20B Describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens.
5.23
Science, technology, and society. The student understands the impact of science and technology on society in the
United States. The student is expected to:
5.23A Identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John
Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong.
5.23C Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and
transportation have benefited individuals and society in the United States.
Social Studies Skills TEKS
5.24
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety
of valid sources, including electronic technology. The student is expected to:
5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.
5.24D Identify different points of view about an issue, topic, or current event.
5.25
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies.
5.26
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with
Last Updated 05/28/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 26 Grade 5
Social Studies
Unit: 12
Lesson: 01
Suggested Duration: 4 days
others, in a variety of settings. The student is expected to:
5.26B Use a decision-making process to identify a situation that requires a decision, gather information, identify options,
predict consequences, and take action to implement a decision.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 05 Social Studies Unit 12 PI 02
Create a series of journal entries as if you are a writer gathering information for a nonfiction book covering major events around the world during this time period. The entries
(a) sequentially describe specific events in the time period, (b) depict the feelings of those who experienced the events (point of view), and (c) provide an analysis of the
causes and results of the events.
Standard(s): 5.5A , 5.5C , 5.24B , 5.24D , 5.25D , 5.26B
ELPS ELPS.c.1E
Key Understandings
Major issues, events, and individuals define historial eras.
— What were significant issues and events of the 20th century?
— What were the accomplishments of individuals and groups who have made contributions to society in the areas of civil rights, women’s rights, military actions, and
politics?
Vocabulary of Instruction
suffrage
ratification
era
reparations
trench warfare
submarine
epidemic
drought
economic depression
Materials
white paper
pencil colors
butcher paper or chart paper
colored pencils
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Handout: World War I (1 per student)
Handout: The Roaring Twenties and the Great Depression (1 per student)
Handout: Reflections
Handout: Causes and Effects of the Dust Bowl (1 per student)
Teacher Resource: Causes and Effects of the Dust Bowl KEY
Handout: World War II (1 per student)
Handout: Political Cartoon Analysis (1 per student)
Teacher Resource: Political Cartoon Analysis KEY
Handout: Timeline
Handout: Should We Declare War?
Handout: Decision Making Process Scenario
Resources
State adopted/district approved textbook
Primary Sources: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/
Last Updated 05/28/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 2 of 26 Grade 5
Social Studies
Unit: 12
Lesson: 01
Suggested Duration: 4 days
Advance Preparation
1. Become familiar with content and procedures for the lesson, including information about World War I, World War II, the Great Depression, limiting
2.
3.
4.
5.
immigration, the Dust Bowl and the 19th amendment.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview materials and websites according to district guidelines.
Prepare materials and handouts as necessary.
Background Information
1900 found Americans celebrating but also struggling with change. Within a few decades, the United States had been rapidly transformed from a largely agrarian society of
rural hamlets to an industrial giant whose citizens lived increasingly in cities. The country's population was growing, especially from an influx of immigrants—more than
425,000 in 1900 alone. There were many reasons for Americans to be optimistic. The nation was becoming a world power. Technological innovations—the telephone,
automobile, electric light, and after 1903, the airplane—promised to make life easier and more enjoyable. Medical progress and better nutrition were lowering infant mortality
rates and raising life expectancy.America's growing industrial output brought higher wages but also long hours and difficult working conditions for its workers. In April 1917
theUnited Statesentered World War I againstGermanyandAustria-Hungary. The Federal Government immediately began to mobilize American society to meet the demands of
"total war."
After the Great War ended, the United States pledged to become an isolationist country. Americans celebrated and enjoyed the fun spirit of the 1920s. The American people
enjoyed spending, borrowing to spend and lived a carefree life. Times were good for most people but not for long.
The Great Depression of the 1930s was a worldwide phenomenon. It affected lives across the globe and across all social and economic classes. Its inception cannot be
necessarily traced to one isolated event, such as the Stock Market Crash of 1929, but rather to a number of events that dated as far back as the 1890s. This calamity
challengedAmerica’s economic and political strength like no other event of its kind in the twentieth century. Its legacy has endured the test of time and is evident in our
economic and political framework even today.
World War II: The road towards the Second World War was imminent but far reaching. The experience of the Great War of 1917 was still fresh in the minds and hearts of most
Americans so the thought of another war was unimaginable. America was not prepared for another war. It had its own share of troubles to deal with. The Great Depression
seemed never ending despite the President’s New Deal. Social unrest was spewing in the factories and in the streets of major U.S. cities.
Germany was moving towards territorial domination in Europe and was made obvious with the invasion of countries like Denmark, Norway, the Netherlands, Belgium,
Luxembourg, and France, the United States remained publicly and officially neutral. Few Americans supported the need to intervene in European affairs.
To the country’s dismay, however, the territorial and ideological threat of the fascist and totalitarian forces of the world quickly forced the United States to reconsider its
commitment to isolationism. On December 7, 1941, the United States was attacked by Japan at Pearl Harbor, Hawaii. The following day, Americans joined the allied forces and
engaged in a second world war that lasted through 1945.
Excerpts courtesy of: National Archives and Records Administration. (2013). Picturing the century: A new century. Retrieved from
http://www.archives.gov/exhibits/picturing_the_century/galleries/newcent.html
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create
original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My
Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Student Discussion
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Write the words (World War) on the board.
TEKS: 5.5A
2. Students have two to three minutes to write everything that they might associate with
these two words.
Purpose:
3. After the three minutes are up, facilitate a discussion based on student responses
and follow up with questions such as:
What is the difference between a war and a world war?
Why do some wars involve two countries while other wars involve twenty
or more countries?
Last Updated 05/28/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Students are introduced to the concept of alliance
systems.
Instructional Note:
Introduce students to alliance systems which create
a domino effect. Optional Engage: A demonstration
using dominos might be considered. Set five or six
dominos in a row and tip the first domino so that
each domino falls and hits the next domino etc. If
one country (Domino A) goes to war, other dominos
page 3 of 26 Grade 5
Social Studies
Unit: 12
Lesson: 01
Suggested Duration: 4 days
are affected and are pulled into the war.
EXPLORE/EXPLAIN – World War I
Suggested Day 1 (continued) – 30 minutes
1. Read the story aloud to the class using the Handout: World War I and students follow Attachments:
along on their own copy.
Handout: World War I (1 per student)
2. After the reading is completed, students work on a graphic organizer that lists the
causes and effects of World War I. Students may refer to their handout as a
TEKS: 5.5A; 5.20B; 5.24B
reference. Students may work with a partner or independently. The image below is a
possible sample of a cause and effect graphic organizer.
Purpose:
3. Students write World War I in the center and list three causes and three effects.
Students organize the information from their reading
into a graphic organizer and differentiate between
the causes and effects of World War I.
4. After students complete their graphic organizer, students explain the causes and
effects to one other student. Encourage students to engage in a discussion if they
have different causes or effects from those of their partner.
ELABORATE – Compare two wars
Suggested Day 1 (continued) – 10 minutes
1. How was the Civil War different from World War I? Students may use a Venn diagram.
Write the following statements on the board and discuss them with students to access
prior knowledge.
TEKS: 5.5A; 5.20B; 5.24B
Consider who was involved.
Consider reasons for the war.
Consider the effects of the war.
Purpose:
Students use critical thinking skills by comparing an
event they have studied to an event recently
introduced.
Instructional Note:
If students need more time for this activity it may be
assigned as homework.
EXPLORE – Read and Reflect
Suggested Day 2 – 25 minutes 1. Distribute the Handout: The Roaring Twenties and the Great Depression. (1 per
student)
Attachments:
2. Students sit with a partner. Student A reads the first underlined paragraph. After
reading the first paragraph, both students, use the Handout: Reflections, discuss
and answer the questions. Student B reads the next paragraph (not underlined) and
repeat the process using the Handout: Reflections.
Handout: The Roaring Twenties and the Great
Depression (1 per student)
Handout: Reflections (1 per student)
TEKS: 5.5A; 5.5C; 5.9A; 5.9B; 5.19C; 5.23A
Purpose:
Students read actively about the Dust Bowl and the
Great Depression by pausing and reflecting after
each paragraph.
Instructional Note:
It is important to pace students after each paragraph
is read. Reflections should not take more than five
minutes. Each paragraph should have a reflection.
There are six paragraphs so there should be six
reflections.
EXPLAIN/ELABORATE – Causes and Effects
Suggested Day 2 (continued) – 25 minutes
1. Based on the reading, students determine the causes and effects of the Dust Bowl by Materials:
using the Handout: Causes and Effects of the Dust Bowl. Students may refer to
white paper
their reading from the Handout: The Roaring Twenties and the Great Depression.
pencil colors
2. After students complete the cause and effect chart, they write a story or a poem from
the point of view of a child experiencing the Great Depression or the Dust Bowl.
Attachments:
Last Updated 05/28/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 4 of 26 Grade 5
Social Studies
Unit: 12
Lesson: 01
Suggested Duration: 4 days
Encourage students to use the images included in their reading (Causes and Effects
of the Dust Bowl) to help them create the story or poem.
3. In groups of four, students share their story or poem with each other.
Handout: Causes and Effects of the Dust Bowl
(1 per student)
Teacher Resource: Causes and Effects of the
Dust Bowl KEY
TEKS: 5.5A; 5.5C; 5.9A; 5.9B; 5.19C; 5.23A; 5.24D
Instructional Note:
Review with students the political, economic,
geographic, and social characteristics of an event.
EXPLORE – World War II
Suggested Day 3 – 15 minutes
1. Read aloud the Handout: World War II. Students follow along using their own copy.
Attachments:
2. Facilitate a discussion by pausing and asking students to observe each of the visuals.
Discuss point of view for each of the visuals.
3. Students form groups of four. Using the Handout: Political Cartoon Analysis,
students answer the questions written below the cartoon.
Handout: World War II (1 per student)
Handout: Political Cartoon Analysis (1 per
student)
Teacher Resource: Political Cartoon Analysis
KEY
4. Students engage in a short discussion about the political cartoon with a partner and
then share discussion points about the cartoon in a class discussion.
TEKS: 5.5A; 5.5C; 5.19C; 5.20B; 5.23C; 5.24D
EXPLAIN – Timeline Sketch
Suggested Day 3 (continued) – 20 minutes
1. In small groups, students sketch a simple timeline of major events from 1914 to 1945
on a large sheet of butcher paper or chart paper. Students may use the Handout:
Timeline to use as a model for their sketch.
Materials:
butcher paper or chart paper
colored pencils
2. For each of the three major events, students include:
Attachments:
Example/s of specific events that occurred during the major event (Example: Great
Depression and Dust Bowl)
List feelings/emotions that people may have experienced during the events)
Causes
Effects
Handout: Timeline
TEKS: 5.5A; 5.5C; 5.19C; 5.20B; 5.23C; 5.24C; 5.25B
Instructional Note:
Students should use their handouts from throughout this lesson to
assist with the timeline. Possible recommendations for students:
World War I (Trench Warfare)
Great Depression (Dust Bowl)
World War II (D-Day, Homefront,etc.)
ELABORATE – Decision Making Process
Suggested Day 3 (continued) – 15 minutes
1. Group students into three or four.
Attachments:
2. Distribute to each of the groups the Handout: Should We Declare War?
3. Each group engages in a discussion making process by reading through the Handout:
Decision Making Process Scenario.
Handout: Should We Declare War?
Handout: Decision Making Process Scenario
TEKS: 5.5A; 5.5C; 5.23C; 5.24D; 5.25B
Instructional Note:
This is a discussion activity but if time permits,
groups may sketch the graphic organizer and write
responses on the graphic organizer.
EVALUATE
Suggested Day 4 – 50 minutes
Grade 05 Social Studies Unit 12 PI 02
Create a series of journal entries as if you are a writer gathering information for a nonfiction book
covering major events around the world during this time period. The entries (a) sequentially describe
specific events in the time period, (b) depict the feelings of those who experienced the events (point of
view), and (c) provide an analysis of the causes and results of the events.
Standard(s): 5.5A , 5.5C , 5.24B , 5.24D , 5.25D , 5.26B
ELPS ELPS.c.1E
Last Updated 05/28/13
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 5 of 26 Grade 5
Social Studies
Unit: 12 Lesson: 01
World War I
Never before had so many countries in the world
become involved all at once in the same war. World War
I was called “The War to End All Wars” or the “Great
War” by some. People were frightened. Although it was
fought mostly in Europe, the United States was pulled
Holshey, K. (Producer). (2005). Private
anthony michael michalski. [Print
Photo]. Retrieved from
http://www.worldwar1.com/dbc/albu
m3.htm
into the war because Great Britain, France, and Russia
needed help against Germany, the Ottoman Empire,
and Austria-Hungary. Another reason that led the
United States into war was because a German U-boat (submarine) bombed a
passenger ship sailing to England from the United States. The ship’s name was
the Lusitania. The bomb sunk the ship killing many people, including over 100
Americans. Another reason the United States became involved in World War I
was when a telegram was intercepted (Zimmerman telegram) sent from
Germany to Mexico. In the telegram, because Germany was certain they would
win the war, Germany promised to give areas of U.S. land that Mexico once
controlled back to Mexico if they would fight on the side of Germany in the war.
Oh dear! Now Americans were mad at Germany.
Many World War I battles were fought through trench warfare, with soldiers
digging deep ditches or trenches. The trenches extended for miles, especially
along the French border and they helped to keep the enemy from moving
forward. Aside from a ground war, fighting also took place in the skies. Airplanes
were simple and mostly fought by shooting down the enemy planes. These air
fights were called dog fights.
©2012, TESCCC
05/03/13
page 1 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
The fighting was long and hard, costing many, many lives. New weapons were
introduced, such as gas warfare. The Allies had to supply the soldiers with gas
masks. Eventually, by 1918, the Allies (United States, Great Britain, and France)
won the war against Germany, the Ottoman Empire, and Austria-Hungary.
The treaty to end the war, signed in 1919, was called the Treaty of Versailles.
President Woodrow Wilson went to Versailles (a city in France) to sign the
treaty, taking with him a list of 14 points that he considered to be very important
for keeping a lasting peace. He especially wanted free trade (no tariffs), and an
end to secret pacts between nations, freedom of the seas, arms reduction, and
the forming of a world organization called the League of Nations to keep the
peace among all the countries. Now, because of the war, people understood the
real danger of not getting along and being peaceful with other countries. The
peace treaty was signed but some of the 14 Points were thrown out. The 14th
point, The League of Nations, was saved. However, Americans were tired of
foreign involvement and just wanted to keep to themselves, so they opposed the
League of Nations and the United States of America did not join because they
wanted to stay isolated from the rest of the world.
©2012, TESCCC
05/03/13
page 2 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
When a war is over, who is going to pay for all the damage? Paying for the
damage is called war reparations. (Do you hear the word repair within that
word?) The Treaty of Versailles declared that Germany and its allies were
responsible for all the loss and damage suffered in the war, and they had to pay
billions of dollars. Those payments caused Germans to feel frustrated and angry
because they were so poor. That is probably what made it easy later in time for
the dictator Adolf Hitler to rise to power. All he had to do was promise them a
better life and they would follow him. We’ll see him again in World War II.
World War I changed a few things back in America. Toward the end of World
War I, especially in 1918, the Spanish Flu which started during the war followed
the soldier’s home to the United States where it became a terrible epidemic. The
Spanish Flu killed ten times more people than World War I. Control of disease
became a very important issue for Americans and all scientists and doctors.
©2012, TESCCC
05/03/13
page 3 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
Also women had been given more responsibility since the men were away
fighting. Now they were accustomed to more responsibility and independence.
When the war was over, women felt more motivated than ever to become full
citizens by having a vote in all elections. The suffragettes (women who supported
a law that would give women the right to vote) worked harder than ever, and
finally, in 1920 achieved ratification of the 19th Amendment. The 19th Amendment
states that voting cannot be denied on the basis of gender (male or female.)
Before, people could not be denied a vote on the basis of race. What a major
change! Women could now vote in the United States of America. Some results of
the war created positive changes.
1920 Poster Distributed to Women
(1920). A woman living here has registered to vote. (1920). [Print Graphic]. Retrieved
from http://www.mohistory.org/American_Visions/exhibit/woman_voted_lg.htm
©2012, TESCCC
05/03/13
page 4 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
The Roaring Twenties and the Great Depression
The War to End All Wars was over, women suffragettes obtained the legal right to vote, America’s
factories were churning out record numbers of products for sale at record low prices, with faster
transportation and communication becoming available to many households, Americans were excited
about the future. It was a decade (10 years) of prosperity and optimism. People were driving cars,
visiting the cities and spending their money.
Figure 1
These times were called by some, The Jazz Age. There was a new music beat ringing out in
America’s living rooms because of the first ever radio broadcasts in the early 1920s. Big bands and
singers such as Bessie Smith became wildly popular. With the new music beat churning out rhythms,
women called “flappers” cut their hair and shortened their skirts for dancing. Another group of women,
the Temperance Union, continued to believe that the consumption of alcohol was ruining American
society, so they set out to have the sale and consumption alcohol anywhere in the United States
made illegal. By early 1920 the 18th Amendment went into effect. Referred to as Prohibition, the 18th
Amendment banned "the manufacture, sale, and transportation of alcoholic beverages in the United
States…” This created an undercover criminal world for the illegal sale of alcohol.
In the cycle of Boom and Bust economics, often after a boom time of growth and prosperity there will
come a bust, or lack of good economics. Suddenly, almost as suddenly as it came, the good
economic times in America were over. Americans had over spent their money, over-produced goods
in manufacturing, over-used their credit, and over-plowed the farm land. There was no safety net,
even for the banks. By 1929, almost no one had the money to pay back the loans, or to buy anything
else new. Manufactured goods sat on the shelf untouched. Banks closed, and in 1929 the New York
Stock Exchange “crashed.” Americans, along with the entire world, were shocked to suddenly find
©2012, TESCCC
01/14/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
they were in what was called The Great Depression. Only a few managed to remain wealthy. All other
people found they had no money, no jobs, no credit, and no hope. In the cities there were long lines
of people looking for work and standing in bread lines. In the rural areas, people were able at least to
grow their own food, with one big exception.
Figure 2
In the heartland of America, there was a large section of agricultural land which was suffering from a
severe drought. It did not rain in the area for more than 3 years. Because the farmers had heard that
Russia was buying wheat at high prices, they plowed up more and more land to plant more and more
wheat. The farmers modified the land. Without rain to grow the wheat, the modified land became a
blowing, dusty, hopeless place called the Dust Bowl.
Figure 3
There was no way to make crops grow in the high heat with no rain. The dust blew hard, drifting into
homes and fields. People had to leave their farms or starve. Their animals suffered, too.
©2012, TESCCC
01/14/13
page 2 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
Figure 4
Figure 5
Figure 6
Many families packed up all they could carry on their Model-T trucks and cars and migrated West
across the hot desert to California in search for jobs. Others some hopped the rails, riding box cars
from place to place looking for work. For every job there were hundreds who applied.
Once again the scientific work of Dr. George Washington Carver helped the farmers in the drought
stricken areas with his methods for renewing depleted soils.
In 1932, Franklin Delano Roosevelt, or FDR as people referred to him, was elected President of the
United States by a landslide victory. President Roosevelt believed the government could help the
American people. Immediately after he became President, Roosevelt closed the banks until they
could become stabilized. He developed a plan that he referred to as the New Deal. These programs
helped people find employment. Some examples included the WPA (Works Progress Administration,)
the AAA (Agricultural Adjustment Administration,) and the CCC (Civilian Conservation Corps) He
said, “I pledge to you, I pledge myself, to a new deal for the American people.” The New Deal was his
attempt to help curb unemployment by hiring and paying people for various projects around America.
The initials of WPA or CCC are on sidewalks, schools, and other places across America today.
A man gets his paycheck from the WPA…Works Progress Administration
©2012, TESCCC
01/14/13
page 3 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
Figure 1: The jazz age. Retrieved from http://msmoran.wikispaces.com/
Figure 2: Lange, D. (Photographer). (1938). Tractored out. [Print Photo]. Retrieved from
http://en.wikipedia.org/wiki/File:Tenantless_farm_Texas_panhandle_1938.jpg
Figure 3: (2002). The dust bowl. (2002). [Web Map]. Retrieved from
http://www.english.illinois.edu/maps/depression/images/dustbowlmap.gif
Figure 4: Marsh, G. E. (Photographer). (1935). Dust storm approaching stratford, texas. [Print Photo].
Retrieved from http://en.wikipedia.org/wiki/File:Dust-storm-Texas-1935.png
Figure 5: Lange, D. (Photographer). (1936). Migrant mother. [Print Photo]. Retrieved from
http://www.loc.gov/rr/print/list/128_migm.html
Figure 6: Lange, D. (Photographer). (1935). Oklahoma dust bowl refugees. [Print Photo]. Retrieved
from http://www.loc.gov/pictures/item/fsa1998018535/PP/
©2012, TESCCC
01/14/13
page 4 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
Reflections
Who?
What?
Where?
Why?
Who?
What?
Where?
Why?
Who?
What?
Where?
Why?
Who?
What?
Where?
Why?
Image credit: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/
©2012, TESCCC
04/29/13
page 1 of 1
Grade 5
Social Studies
Unit: 12 Lesson: 01
Political, Economic, Geographic and Social Causes and Effects of the
Dust Bowl
Political Causes:
Economic Causes:
Political Effects:
Economic Effects:
Geographic Causes:
Social Causes:
Geographic Effects:
Social Effects:
©2012, TESCCC
01/14/13
page 1 of 1
Grade 5
Social Studies
Unit: 12 Lesson: 01
Political, Economic, Geographic and Social Causes and Effects of the
Dust Bowl
Political Causes:
Economic Causes:
Russia wanted and needed more wheat.
Farmers wanted to make more money so they
plowed up more land.
Political Effects:
Economic Effects:
Americans were more dependent on trade with
Russia.
The modified, plowed land with no rain, meant no
crop and no money for the farmers.
Geographic Causes:
Social Causes:
The land is dependent upon rain because there are
no rivers or bodies of water nearby.
Because the land has been modified by plowing, the
strong wind blowing meant the nutritious topsoil was
blowing away.
Farmers wanted to make more money to feed and
clothe their families.
Social Effects:
Geographic Effects:
Permanently damaged topsoil…the nutrient rich part
of the soil was blown away.
©2012, TESCCC
Whole families were starving and most had to
migrate to other places.
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Grade 5
Social Studies
Unit: 12 Lesson: 01
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01/14/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
World War II
Figure 1
Once again powerful countries formed alliances in the 1930s. The two alliance systems included the
Allies and the Axis Powers. The Allies included Great Britain, France, Russia, and the United States.
The Axis powers included Germany, Italy, and Japan. The world was at war and countries placed
entire economic, industrial, and scientific resources into the war effort. Even civilians gave their time
and effort to the cause.
Germany‟s leader (dictator) was Adolf Hitler. He was a soldier during World War I and was angered
about the losses and war reparations Germany had to pay after WWI. People in Germany
experienced, like many other countries at the time, economic depression, and hopelessness. Hitler
rose to power within a few years.
Exactly how did the United States become involved in another world war after the majority of
Americans were not in favor of ever getting involved in another world war? The most shocking event
for Americans was when Japan launched a surprise air attack on the U.S. in Pearl Harbor (naval base
in Hawaii) on December 7th, 1941. President Franklin Delano Roosevelt responded to the attack with
a quick and courageous decision. In response to the shocking attack, the President and Congress
declared war on Japan. The United States officially entered World War II on the side of the Allies. The
United States was at war from December 8, 1941 through September 1945.
Figure 2
General Eisenhower with troops on D-Day
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04/29/13
page 1 of 4
Grade 5
Social Studies
Unit: 12 Lesson: 01
Several Americans became famous heroes for their leadership, organization, and inspiration of the
troops during World War II. General Dwight D. Eisenhower was a brave leader for the troops, as were
General George Patton and General Omar Bradley. On June 6, 1944 (D-Day Invasion) the Allies
landed on the beaches of Normandy (France) to liberate the people of France from Germany. It was a
massive invasion that took place on 5 different beaches at once. The United States forces landed on
two of the beaches: Omaha Beach and Normandy Beach. Their efforts were heroic. By nightfall the
Allies were holding French soil and marching on to Germany. Americans fought in many places
including France, Germany, Tunisia, Sicily, Italy, Morocco, Burma, Guam, Malaysia, the Philippine
Island, and Wake Island against Italy, Germany, and Japan.
It was air power that changed the war. With airplanes, cities were bombed causing massive
destruction and casualties. A group of African American airmen became famous as some of the
bravest warriors in the air in spite of being excluded and segregated because they were African
American. Eventually, in spite of the hardships and prejudice, they became known as the Tuskegee
Airmen or Red Tailed Angels because the protection they provided was superior. The term “Tuskegee
Airmen” refers to all who were involved in the Army Air Corps program to train African Americans to
fly and maintain combat aircraft. The Tuskegee Airmen included pilots, navigators, bombardiers,
maintenance and support staff, instructors, and all who kept the planes in the air.
Another group that excelled during World War II was the 442nd Regimental Combat Team, the most
decorated Unit in U. S. military history. Composed of Japanese Americans and Japanese Americans
from Hawaii, their motto was “Go for broke!” After the bombing of Pearl Harbor, all Japanese were
reclassified to 4-C (enemy alien) and not allowed to enlist in the U.S. military. At the same time,
Japanese American citizens living on the West Coast (U.S.) were forced into Internment Camps. But
in 1943, President Roosevelt and the War Department decided to allow Japanese Americans to
volunteer in an all American-Japanese regiment to fight for their country in World War II.
Approximately 4500 Japanese Americans stepped forward without hesitation to serve their country.
The unit fought successfully in Italy, France, and Germany, but was most famous for the “Rescue of
the Lost Battalion” as they recued 211 members of the Texas 1st Battalion of the 141st Regiment,
losing 800 of their own troops.
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04/29/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
Figure 3
American Japanese being moved to Internment Camps
As a reaction to World War II on the home front (United States), many Japanese Americans, German
Americans, and Italian Americans were forced into Internment Camps. Sadly, whole families had to
leave their business and homes. They were relocated to simple barracks located in different parts of
the United States, including Texas.
Americans on the home front did their share of heroic deeds in support of winning the war. Most
citizens had to make sacrifices on behalf of the war effort. There were shortages of foods and goods
such as tires and sugar, so the government issued ration stamps. Consumers could only purchase
goods if they had a ration stamp. People were encouraged to grow their own food and extra food to
share in gardens called “Victory Gardens.” People also sent care packages to the hungry soldiers
who had to live on C-rations during the war. More working women were needed as the factories
ramped up for war production. A campaign was launched to attract women into the work force and
war effort. The campaign focused on patriotism. Women who took the war related factory jobs were
praised. Rosie the Riveter became a symbol of the women who worked during the war effort. Women
also trained as volunteers to scan the skies to watch for and report enemy planes and the coastal
seas for enemy boats.
Book of Ration Stamps
Victory Garden Poster
Rosie the Riveter
Figure 5
Figure 6
Figure 4
Throughout the war, President Roosevelt kept the American people informed through his “fireside
chats”. There were no televisions at the time, so people listened to the news from radios. Roosevelt‟s
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04/29/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
“fireside chats” helped people to know what was going on during the war. Roosevelt had not forgotten
that he, as President, was a servant to the people. At his fourth inauguration as President of the
United States he stated, “We have learned to be citizens of the world, members of the human
community. We have learned the simple truth, as Emerson said, that „the only way to have a friend is
to be one.”
President Roosevelt knew that war times brought destruction and a loss of lives. He also knew they
were full of achievement and innovation. The world war years for Americans was also a time when
technological developed rapidly. As a result of the war there were many scientific discoveries and
inventions in communication, transportation, radar, and medicine that benefit society to this day.
Music, art, writing, and journalism changed and grew by leaps and bounds, as well.
Society changed for women, for minorities and for immigrants, making way for more hopeful exciting
lives to come. The war years brought sadness and sacrifice, and they also brought change and new
ideas for America. Americans were never the same after living through World War I, the Great
Depression, and World War II. Most Americans appreciated having a strong, decisive leader such as
President Roosevelt to lead them during these hard times.
Image sources:
Figure 1:
Figure 2: U.S. Army. (Photographer). (1944, June 6). General dwight d. eisenhower gives the order of the day [Print Photo]. Retrieved from
http://hdl.loc.gov/loc.pnp/cph.3a26521
Figure 3: Lange, D. (Photographer). (1942, April). Residents of japanese ancestry awaiting the bus [Print Photo]. Retrieved from
http://hdl.loc.gov/loc.pnp/cph.3a25601
Figure 4: Library of Congress. (Photographer). (1945). War ration book four [Print Photo]. Retrieved from
http://www.loc.gov/exhibits/treasures/images/vh0103s.jpg
Figure 5: U.S. Government Printing Office. (Artist). (1945). Garden for victory [Print Graphic]. Retrieved from
http://virtuallibrary.cincinnatilibrary.org/lib/30/360/UWII-0005.pdf
Figure 6: Miller, J. H. (Artist). (1943). We can do it! [Print Graphic]. Retrieved from
http://www.archives.gov/exhibits/powers_of_persuasion/its_a_womans_war_too/images_html/we_can_do_it.html
Text excerpts courtesy of:
The 442nd regimental combat team. (2013). Retrieved from http://library.thinkquest.org/CR0210341/442nd/splash442nd.htm
Yale Law School. (2008). Fourth inaugural address of franklin d. roosevelt. Retrieved from http://avalon.law.yale.edu/20th_century/froos4.asp
©2012, TESCCC
04/29/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
Political Cartoon Analysis
This cartoon was published during World War II.
What do you see happening in the cartoon? Where are the people and what are the people doing?
What question does the cartoon raise in your mind?
What message was the cartoonist trying to give us?
Write an explanation about the meaning of the cartoon.
Photo credit: Barnes, B. (Artist). (1943). "And then in my spare time..." [Print Drawing]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3b43729
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04/29/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
Political Cartoon Analysis KEY
This cartoon was published during World War II.
Answers may vary:
What do you see happening in the cartoon? Where are the people and what are the people doing?
There are two women working in a factory. One of the women has six children with her. One child is high above, and
others are clinging to her, with one baby on the floor. One woman looks surprised, the other is perfectly happy.
What question does the cartoon raise in your mind?
Various questions, like why is the woman bringing her children to work?
What message was the cartoonist trying to give us?
Women do not belong in the work place. They should be home with the children.
Write an explanation about the meaning of the cartoon.
The cartoon is implying with bias that women should be home with their children. Women cannot be responsible
workers in the work place because they will be distracted by the children and the children would not be safe. The
cartoon also makes the mother look irresponsible.
Photo credit: Barnes, B. (Artist). (1943). "And then in my spare time..." [Print Drawing]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3b43729
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04/29/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
Timeline Overview
Great
World War I
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Depression
01/14/13
World War II
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Grade 5
Social Studies
Unit: 12 Lesson: 01
Should We Declare War?
[©2012, TESCCC
01/14/13
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Grade 5
Social Studies
Unit: 12 Lesson: 01
Decision Making Process
Pretend that you are President Franklin Delano Roosevelt and your advisors
have just informed you about a surprise attack by Japan on the U.S. naval
base in Pearl Harbor, Hawaii.
You and your group members should consider the following:
1. Identify the situation and make a decision whether to go to war or not.
2. What are your options?
3. What information should you gather?
4. Predict the consequences of going to war or choosing to stay out of
war.
5. What is your decision?
6. What actions should you take after the decision is made?
Advantages
©2012, TESCCC
Disadvantages
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