Fifth Grade Social Studies Curriculum Guide
provided through the Teaching American History Grant
for the Olde English Consortium
United States: 1865 to Present
Unit Title: The Economic Boom-and-Bust in America in the 1920s and 1930s
Pacing Suggestion: Eight Weeks
Standard Correlation: Standard 5-4 The student will demonstrate an understanding of the
economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability,
and the subsequent worldwide response.
Enduring Understandings and the Essential Questions:
•
Summarize changes in daily life in the boom period of the 1920s
How did the standard of living improved as a direct result of the popularity of new
technology such as automobiles, airplanes, radios, and movies?
How did life change as a result of the Harlem Renaissance, the Great Migration,
Prohibition, and racial and ethnic conflict?
•
Summarize the stock market crash of 1929 and the Great Depression
What caused the economic weaknesses, unemployment, failed banks and businesses, and
the migration from rural areas?
•
Explain the immediate and lasting effect on American workers caused by innovation of the
New Deal
How did the Social Security Act, the Federal Deposit Insurance Corporation, and the
Civilian Conservation Corps effect American workers?
•
Explain the principal events related to the United States’ involvement in World War II
How was the United States involved in the bombing of Pearl Harbor, the invasion of
Normandy, Pacific island hopping, and the bombing of Hiroshima and Nagasaki?
What were the roles of key figures such as Winston Churchill, Franklin D. Roosevelt,
Joseph Stalin, and Adolf Hitler?
•
Summarize the political and social impact of World War II
What changes were made in women’s roles, in attitudes toward Japanese-Americans, and
in nation-state boundaries and governments?
•
Summarize key developments in technology, aviation, weaponry, and communication and
explain the effect of World War II on the economy of the United States
What were the developments in technology, aviation, weaponry, and communication?
How did World War II have an effect on the economy of the United States?
•
Explain the effect of increasing worldwide economic interdependence following World
War II
How did interdependence between and among nations and regions affect economic
productivity, politics, and world trade?
Assessment #1
•
Introduction: The students will create a PowerPoint presentation of the booming time period
of the 1920s. Students are to show the many new technologies that made life easier. Students
should also show ways life changed as a result of the Harlem Renaissance, the Great
Migration, Prohibition, and racial and ethnic conflict. Finally, in the PowerPoint presentation
students should summarize the event they believe brought about the good times of the 1920s.
•
Timeframe: 4-5 days
•
Materials: social studies textbook, disk to store information, computer access, frame
planning sheet
•
Instructions:
This is a culmination assessment that will require students to have research time available to
them. Students will work in groups and begin by making a list of ideas to include in their
PowerPoint presentation to represent the 1920s time period. Everyone should participate and
contribute ideas to the group project. A recorder in each group will record all ideas from the
group. Members in the groups may want to refer to their textbooks to review information or
access other reference books as needed. Once the students have created their list of items to
include in the presentation, distribute the PowerPoint Presentation frame planning sheet.
Students should select at least ten items from the brainstorming list to include in their
PowerPoint presentation. The students’ PowerPoint presentation should include a variety of
topics from the 1920s including: New Technologies such as the car, airplane, radio, and
movies, a description of the Harlem Renaissance, the Great Migration, and Prohibition. Ea h
slide should have the title and a description of the topic stated. The presentation should also
show how the New Deal helped revive the United States after the stock market crash. The
presentation should contain at least ten frames on these topics. Pictures should also be
included for selected topics.
•
Differentiations for Diverse Learners: Students will be working in groups of varying abilities
and will have support from other group members. However, if some students appear to have
difficulty creating the PowerPoint presentation this assessment may be adapted so that
students create final drawings on the frame planning sheet.
•
Scoring Rubric: See attached Presentation and Teamwork Rubrics
Booming America PowerPoint Presentation
Name: ________________________
Teacher: ____________________
Date of Presentation: ____________
Title of Work: ___________________
Criteria
1
2
Points
3
Audience cannot
Audience has
Student presents
understand presentation difficulty following information in
because there is no
presentation
logical sequence
Organization
sequence of
because student
which audience
information.
jumps around.
can follow.
Content
Knowledge
Visuals
Mechanics
Delivery
4
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used
visuals to reinforce
screen text and
presentation.
Student is
Student does not have uncomfortable with
Student is at ease
grasp of information; information and is
with content, but
student cannot answer able to answer only
fails to elaborate.
questions about subject.
rudimentary
questions.
Student occasional
Visuals related to
Student used no
used visuals that
text and
visuals.
rarely support text
presentation.
and presentation.
Presentation has
Student's presentation Presentation had no more than two Presentation has
had four or more
three misspellings
no misspellings or
misspellings
spelling errors and/or and/or grammatical
grammatical
and/or
grammatical errors.
errors.
errors.
grammatical
errors.
Student mumbles,
Student incorrectly
Student used a
incorrectly pronounces pronounces terms. Student's voice is
clear voice and
clear. Student
terms, and speaks too Audience members
correct, precise
pronounces most
quietly for students in
have difficulty
pronunciation of
words correctly.
the back of class to
hearing
terms.
hear.
presentation.
Total---->
Teacher Comments:
____
____
____
____
____
____
Booming America Teamwork Rubric
Name: _____________________
Teacher: ____________________
Date: ______________________
Title of Work: ______________
Skills
Criteria
1
Helping
The teacher observed the students
offering assistance to each other.
Listening
The teacher observed students
working from each other's ideas.
Participating:
The teacher observed each student
contributing to the project.
Persuading:
The teacher observed the students
exchanging, defending, and
rethinking ideas.
Questioning:
The teacher observed the students
interacting, discussing, and posing
questions to all members of the team.
Respecting:
The teacher observed the students
encouraging and supporting the ideas
and efforts of others.
Sharing:
The teacher observed the students
offering ideas and reporting their
findings to each other.
Teacher Comments:
3
4
None of the Some of the
Most of the
All of the
____
None of the Some of the
Most of the
All of the
____
None of the Some of the
Most of the
All of the
____
None of the Some of the
Most of the
All of the
____
None of the Some of the
Most of the
All of the
____
None of the Some of the
Most of the
All of the
____
None of the Some of the
Most of the
All of the
____
Total Points
____
Time
Time
Time
Time
Time
Time
Time
2
Points
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
Time
PowerPoint Presentation Frames
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Activity 1:
• Introduction: The popularity of new technology such as the automobile, airplanes, radio,
and movies changed the daily life of the people of the 1920s. The students will create
radio ads to advertise one of the new technologies to persuade people to buy the product.
•
Timeframe: 3 to 4 days
•
Materials: Social Studies textbook, radio ad sheet (see attached)
•
Instruction: After studying about the new inventions of the 1920s; the car, airplane,
radio, movies, vacuum cleaner, etc., the students should have gained a vivid
understanding of how these products improved the life of the people of the 1920s. Divide
the students into pairs. Each pair of students will write and perform their radio ad. The
ad should explain why the new product is need, how it will make life easier, the cost, and
persuade individuals to purchase the item.
•
Differentiation for Diverse Learners/Levels of Ability: The activity can be adjusted for
students of varying levels of ability by allowing these students to outline key points they
wish to make concerning the new technologies. From the outline, the students will
perform their radio ad.
•
Informal and Formal Assessments Suggestions: The planning pages students use to begin
writing their radio ad can be collected and provide the teacher with an informal
assessment. The teacher should also circulate the room taking note of conversations and
discussions held within groups.
•
Suggestions for Extension Activities and/or Assessments: Divide students into groups of
four students that have made ads for the same new technology item. Students will build
the product they advertised from simple materials (construction paper, shoe boxes,
buttons, craft sticks, string, etc.) The students can now pretend to be sales people in a
store demonstrating the use of the item and explaining why it is needed and how it will
change life.
RADIO AD
RADIO AD
By ______________________
By ______________________
______________________
______________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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____________________________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
___________________________________
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Activity 2:
• Introduction: During this activity, the students will describe reasons why African
Americans migrated north during the period known as the Great Migration and describe
racial and ethnic conflict during this time period.
•
Timeframe: 3 days
•
Materials: Social Studies textbook, Exert from book A Cultural History of the United
States: Through the Decades: The 1920s (see attached), United States classroom maps or
atlases, United States outline map (see attached)
•
Instruction: Students will brainstorm a list of reasons why African Americans may have
migrated north from the south. Record and discuss the list of ideas on the board. Once
all ideas have been recorded, read Exert#1 (below) from A Cultural History of the
United States: Through the Decades: The 1920s and also refer to the student textbook for
additional information. Compare the list of actual reasons for migration with the class
created list. Following the class discussion, students will continue by discussing the
racial and ethnic prejudices faced by African Americans and other ethnic groups
including information on the Ku Klux Klan. Read another exert from A Cultural History
of the United States: Through the Decades: The 1920s. Students will pretend to migrate
from their hometown to one of the many cities African Americans migrated to during the
1920s such as Chicago; New York City; or Washington, DC. Assign each student a city.
Allow students to view maps or atlases to trace the route they will travel to get to their
assigned city. Once students “arrive” at their destination, they are to create a “photo” of
that city and then write a letter home to their family about why they made the decision to
migrate north. In the letter they are to include racial or ethnic conflict they have
witnessed or faced while living in the South leading them to make the decision to move
north.
•
Differentiation for Diverse Learners/Levels of Ability: Students can be combined in
cooperative groups made up of varying ability levels to complete the project.
•
Informal and Formal Assessments Suggestions: The classroom discussion can serve as
an informal method of assessing the student’s level of understanding of the Great
Migration and racial conflicts. The letters students write will serve as a formal
assessment to measure each student’s level of understanding.
•
Suggestions for Extension Activities and/or Assessments: The teacher could ask students
to research the number of African-American that live in the major cities involved in the
Great Migration. Once the information has been collected, compare the population to
other major cities noting the increased population of African-Americans in these cities.
Exert #1
A Cultural History of the United States: Through the Decades: The 1920s
Migration to the Cities
Until the war, more than half the population of the United States lived on farms. By 1920,
only 28 percent continued to live on farms. During the decade, an estimated 4 million people left
their farms for the cities.
Many of the urban migrants included African Americans. From 1918 to 1929, over 1 million
African American men and women migrated north to work in factories, hoping to leave behind
the racial prejudices and economic deprivations in the South. White Americans found their
neighborhoods changing to multiethnic communities. White residents not only resented the
influx of black people into their neighborhoods, but also found themselves competing for jobs
because the black workers were often willing to work for less pay.
Chicago’s African American population increased significantly during the decade, in some
measure due to articles in the weekly black newspaper, the Chicago Defender. The newspaper,
read by many not only in Chicago but also throughout the state and in the South, printed glowing
reports of the opportunities for jobs in the city.
Exert#2
A Cultural History of the United States: Through the Decades: The 1920s
The Ku Klux Klan
One of the most powerful organizations dedicated to bigotry during the years of the decade
was the Ku Klux Klan, or KKK.
The Klan that grew to power during the 1920s took its name from an organization originally
formed following the Civil War. The new Klan also adopted the costumes of the earlier group,
as well as its intolerance toward African Americans and its tendency toward violence. In the
1920s, however the new Klan spread from the South to all parts of the country. The Klan now
added Catholics, Jews, radicals, and foreigners as objects of its intolerance.
Violence
KKK members claimed responsibility for many violent incidences throughout the nation. In
Alabama, a series of brutal attacks was attributed to Klan members. Blacks were whipped: one
had been beaten so badly that she could not move and died from exposure to the chilly night
weather. Foreign-born residents and their families were flogged. One man was beaten until he
sold his land to a white man for a small fraction of its value. Some people were seized and
lynched from the nearest tree.
Even in places where no violent acts had occurred, the threat of violence from the Klan was
always present. The Klan moved like silent ghosts in the night, burning crosses in front of
homes and businesses and leaving a trail of terror as citizens wondered who would be the next
victim.
United States of America
Activity 3
• Introduction: Students will read poems written by Langston Hughes, Jean Toomer, and
Claude McKay poets, from the Harlem Renaissance period and work to create poems of
their own in the same style. The students will also view artwork from painters of the time
period and also have the opportunity to read short stories by writers of the Harlem
Renaissance era. The students will create poems and artwork in a style similar to the
poets and painters.
•
Timeframe: 3 days
•
Materials: poems Dream Deferred, Reapers and Heritage (see attached), internet access,
paints to create artwork
•
Instruction: Distribute the poems Dream Deferred by Langston Hughes, Reapers by Jean
Toomer, and Heritage by Claude McKay. Allow students to read the poems silently.
Students are to underline or highlight lines of the poem they have found interesting.
After the class has finished reading, read the poem aloud. Spend some time discussing
the meaning of the poems and the style in which they are written. Next, visit the web
page http://www.nku.edu/~diesmanj/painters.html to view the artwork of famous artists
of the Harlem Renaissance such as William H. Johnson, Lois Mailou Jones, and Hale
Woodruff. Visit the website http://www.nku.edu/~diesmanj/poetryindex.html to view
short stories of writers of the Harlem Renaissance period. Students should now write a
poem or story in the same style as the artists or create artwork in the same style as the
artists work view on the internet.
•
Differentiation for Diverse Learners/Levels of Ability: Students can work in pairs with
students of varying ability levels.
•
Informal and Formal Assessments Suggestions: The teacher should circulate the room
being noting student conversations and observing how students reference original work
of writers or artists.
•
Suggestions for Extension Activities and/or Assessments: Write a diary about the
Harlem Renaissance period from the prospective of a person living in this time period.
The diary entry should make note of the styles of writing, music, and art seen and heard.
Dream Deferred
By Langston Hughes
What happens to a dream deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore-And then run?
Does it stink like rotten meat?
Or crust and sugar over-like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Reapers
By Jean Toomer
Black reapers with the sound of steel on
stones
Are sharpening scythes. I see them place the
hones
In their hip-pockets as a thing that's done,
And start their silent swinging, one by one.
Black horses drive a mower through the
weeds,
And there, a field rat, startled, squealing
bleeds,
His belly close to ground. I see the blade,
Blood-stained, continue cutting weeds and
shade.
Heritage
By Claude McKay
Now the dead past seems vividly alive,
And in this shining moment I can trace,
Down through the vista of the vanished
years,
Your faun-like form, your fond elusive face.
And suddenly some secret spring's released,
And unawares a riddle is revealed,
And I can read like large, black-lettered
print,
What seemed before a thing forever sealed.
I know the magic word, the graceful
thought,
The song that fills me in my lucid hours,
The spirit's wine that thrills my body
through,
And makes me music-drunk, are yours, all
yours.
I cannot praise, for you have passed from
praise,
I have no tinted thoughts to paint you true;
But I can feel and I can write the word;
The best of me is but the least of you.
Activity 4
• Introduction: Prohibition was the name given to the law that banned the making, selling,
or drinking of any alcoholic beverages. The law was put into effect to prevent crime,
poverty, divorce, and other social problems. Congress passed the law believing the
alcohol abuse was responsible for the social problems in the United States. During this
activity students in favor of Prohibition (the Drys) will create a poster to urge Americans
to give up drinking. Those against Prohibition (the Wets) will create posters showing
ways people of the 1920s era still found ways to gain access to alcoholic beverages.
•
Timeframe: 3 days
•
Materials: Social Studies textbook, bulletin board paper or poster board, markers, Wets
& Drys labels (see attached), hole punch, yarn
•
Instruction: Pose students with the question: Do you think people should make their
own decisions on whether they drink alcoholic beverages or should the government
regulate its use? Create a list on the board of reasons why it is a good idea for the
government to regulate its use and a list why the government should not be involved in
the decision. Students should secreted choose one side of the argument. Meet
individually with each student and allow them to select a Wet or Dry label. Place their
name on their chosen label. When all have selected, distribute the labels. Punch holes in
the labels and connect with yarn. Review the purpose of Prohibition. Direct students to
the copy of the constitution in the back of the social studies book. Guide students in
finding the Eighteenth amendment, Section 1. Read the amendment with the class,
discussing its meaning. Arrange students in pairs; pairs of Wets and pairs of Drys. Each
pair of students is to create a poster to support their side of the argument. The Drys are to
create poster ads to encourage people to not use alcohol. The Wets will make signs
showing the varying ways people broke the Prohibition law through speakeasies,
bootlegging, etc. Display posters and signs.
•
Differentiation for Diverse Learners/Levels of Abilities: Pair students of varying ability
levels together. Also consider students with artistic ability. If students appear to have
difficulty in creating the posters and signs, provide examples of actual posters and
pictures from the Prohibition period.
•
Informal and Formal Assessment Suggestions: The teacher should circulate the room
taking note of on-going conversations during project creation.
•
Suggestions for Extension Activities and/or Assessments: The teacher could ask students
to write why they do or do not believe the Prohibition law was a good idea. Students
should be encouraged to use a reason in their lives to support their position.
The
Wets
The
Drys
The
Wets
The
Drys
The
Wets
The
Drys
Activity 5
• Introduction: The Stock Market Crash of 1929 ended the good times of the 1920s.
Students will create a mock city in the classroom and all businesses will run out of money
because of normal operating bills and investment in the stock market forcing them to
close.
•
Timeframe: 5 days
•
Materials: $100 bill for each business group (see attached), “credit card” balance
calculation sheet (see attached), “credit card” (see attached), tape, glue, poster board,
markers, calculators, and materials to make items to sell such as construction paper, pipe
cleaners, buttons, yarn, etc.
•
Instruction: Divide students into business groups. Possible businesses to create include a
bank, clothing store, a sign store, furniture store, radio station, and an appliance store.
All business must create products to sell. The bank will make loans to the businesses, the
sign store will make signs for the stores, and the radio station will create radio ads for the
businesses to purchase. The activities begin with each business group depositing their
$100 into their bank account. Allow one class period for students to make products to
sell and set prices for their products. All business groups will be allowed to circulate the
classroom to purchase student created items. All purchases will be made on credit card to
mimic the buying of stock of the 1920s. (Many investors of the 1920s purchased stock
“on paper” and did not have the money to back it up, ultimately causing the crash of the
stock market.) All businesses must make at least four to five purchases. Allow business
groups time to calculate the balance owed on their credit card. Announce to the class
that all money is due to be repaid. Allow a few minutes for students to discuss how they
will repay the money. Turn the lights off in the room to simulate “Black Thursday”, the
day the stock market crashed. Allow one member from each group to visit the bank to
withdraw money from their account. Once they arrive, they will be told by the bank that
their money has been invested and is not available. Also, announce two businesses that
are now forced to close. The students in these business groups are now unemployed.
End the activity with a class discussion. Discuss with the students how they felt as they
made their purchases and how they felt as they went to the bank only to find out that their
money was unavailable. Finally, allow the unemployed students to discuss their feelings
when they learned that their businesses were now closed.
•
Differentiation for Diverse Learners/Levels of Ability: Group students of varying
learning abilities and assign roles as necessary.
•
Informal and Formal Assessment Suggestions: Classroom discussions can be used as a
tool to informally assess student understanding.
•
Suggestions for Extension Activities and/or Assessments: As an extension, the students
can write letters about their experience to the government and seek government
assistance.
$100
$100
$100
Balance Calculation
$100
$100
$100
Balance Calculation
Business _______________________
Group Names ___________________
Business ______________________
Group Names ___________________
Items Purchased
Items Purchased
Cost
Cost
____________
$_______
____________
$_______
____________
$_______
____________
$_______
____________
$_______
____________
$_______
____________
$_______
____________
$_______
Amount Due
$_______
Amount Due
$_______
CREDIT CARD
CREDIT CARD
Name ___________
Name ___________
Acct# __________
Acct# __________
CREDIT CARD
CREDIT CARD
Name ___________
Name ___________
Acct# __________
Acct# __________
CREDIT CARD
CREDIT CARD
Name ___________
Name ___________
Acct# __________
Acct# __________
CREDIT CARD
CREDIT CARD
Name ___________
Name ___________
Acct# __________
Acct# __________
Activity 6
• Introduction: Students will create a New Deal Information Box. The Box will
describe the some aspects of the New Deal (Social Security Act, the Federal Deposit
Insurance Corporation, and the Civilian Conservation Corps). Students will work in
groups of three. Each group member will be primarily responsible for one aspect of
the New Deal; however, the group will work cooperatively to complete the project.
•
Timeframe: 3-4 days
•
Materials: New Deal cartoon and the photograph of Americans at work as a result of
the CCC (see attached), any resource books about the New Deal including social
studies textbook, a shoe box for each group, construction paper, and markers
•
Instructions: Make an overhead transparency of the New Deal cartoon and the
photograph of Americans at work as a result of the CCC. Discuss the meaning of the
political cartoon and why the CCC was important to the workers in the photograph.
Assign each group member an aspect of the New Deal (Social Security Act, the
Federal Deposit Insurance Corporation, and the Civilian Conservation Corps).
Students are to use construction paper to divide the box in to thirds. Using the first
letter of the name of each New Deal program, each group member will provide a
word that describes the importance of their assigned program. After providing the
word, the students will provide further explanation of why the program was and still
is important in America. Each section will provide information on the Social Security
Act, the Federal Deposit Insurance Corporation, and the Civilian Conservation
Corps.
•
Differentiation for Diverse Learners/Levels of Ability: Group students in groups of
varying abilities.
•
Informal and Formal Assessment Suggestions: The teacher can circulate the room and
listen as students try to develop words to describe the government program.
•
Suggestions for Extension Activities and/or Assessments: Students can research the
Social Security Act and the FDIC and develop a report on how these programs are still in
use today.
Name ___________
Name____________
Name __________
F
S
C
D
S
C
I
A
C
C
Activity 7
• Introduction: During this activity, students will create life size pictures of the key figures
of World War II. After creating the life size pictures, the students will write speeches
from their assigned person’s point of view concerning the principal events of Pearl
Harbor, the invasion in Normandy, Pacific Island hopping, and the bombing of
Hiroshima and Nagasaki.
•
Timeframe: 5-7 days
•
Materials: white bulletin board paper, pencils, colored pencils, pictures of Winston
Churchill, Franklin D. Roosevelt, Joseph Stalin, and Adolf Hitler, paper for speech
writing (see attached), and any resource books on these key people including the social
studies textbook
•
Instructions: After studying World War II, the students should have a vivid picture of the
key leaders involved in the events of the war. Divide students into groups of three. Each
group will outline a member’s body to create a life-size outline of their assigned key
figure. Assign groups one of the key figures to represent. Next, distribute the pictures of
Winston Churchill, Franklin D. Roosevelt, Joseph Stalin, and Adolf Hitler. At this point,
allow students ample time to bring their assigned leader to life on the bulletin board
paper. Students will draw faces, clothing, shoes, etc. Provide resource books about each
of the leaders so that the students may conduct further research if needed. Next, students
will write speeches for their assigned key leader. After writing the speeches, groups will
share the speech with the class and place their life-size drawing on display.
•
Differentiation for Diverse Learners/Levels of Ability: Pair students of varying ability
levels.
•
Informal and Formal Assessment Suggestions: Observe students as they gather
information to write the speeches.
•
Suggestions for Extension Activities and/or Assessments: The students can write an
opinion to the positions to one of the key figures of World War II.
Through the Eyes of
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Resources:
Boehm, Richard, et al. “Chapter 8: Good Times and Bad.”
United States in Modern Times. Atlanta: Harcourt Brace and Company, 2000.
Diesman, Jill. “Painters of the Harlem Renaissance.” 15 May 2005
<<http://www.nku.edu/~diesmanj/painters.html >>
Diesman, Jill. “Painters of the Harlem Renaissance.” 15 May 2005
<<http://www.nku.edu/~diesmanj/poetryindex.html>>
Farshtey, Gregory. American History By Decade The 1920s. Farmington Hills,
MI: KidHaven Press, 2004.
Glassman, Bruce. The Crash of ’29 and the New Deal. Morristown, NJ: Silver Burdett
Company, 1986.
Hanson, Erica. A Cultural History of the United States: Through the Decades The 1920s.
San Diego: Lucent Books, 1999.
“Japanese-Americans of World War II.” Discovery School. 2 April 2005
<<http://school.discovery.com/lessonplans/activities/japanesamericans>>
Lee, George. World War II. Mark Twain Media, Inc., 1995
Nardo, Don. World WarII: The War in the Pacific. San Diego: Lucent Books,1991.
“Presentation Rubric.” Teachnology: The Web Portal For Educators. 21 May 2005
<<http://www.teach-nology.com/cgi-bin/presentation.cgi>>
Reuben, Paul C. Harlem Renaissance-Langston Hughes. 21 May 2005
<<http://www.csustan.edu/english/reuben/pal/chap9/hughes.html>>
Zeinert, Karen. Those Incredible Women of World War II. Brookfield, CT: The Millbrook
Press, 1994.
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Other Suggested Titles For Teaching This Unit Include:
Sadako by Eleanor Coerr
Number the Stars by Lois Lowry
The Yellow Star by Carmen Agra Deedy
Hilde and Eli by David Adler
The Children We Remember by Chana Byers Abells
The Butterfly by Patricia Polacco
Activity 8
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Introduction: Students will analyze the changes in the roles of women through photos
and advertisements during the World War II period. They will also view pictures of
Japanese-Americans and analyze the attitudes Americans held toward them. Following
the analysis students will write a letter to the editor to persuade people to take the same
view as they have toward the roles of women and Japanese Americans.
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Timeframe: 3 days
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Materials: social studies textbook, overheads of pictures and advertisements (see
attached), overhead projector
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Instruction: Show the students the advertisement posters (We Can Do It! and Mother,
when will you stay home again?—see attached) depicting the roles of women during the
war. As a class, discuss whether these ads should have been used during the time of
World War II. Ask engaging questions and guide the students into formulating an
opinion.
Next, show the pictures of the Japanese-Americans (see attached) being forced to go to
relocation camps. Be sure to point out that the Japanese-Americans are tagged in the
picture. Lead the class in a discussion to analyze if they felt that forcing JapaneseAmericans into relocation camps was a fair response to the fear Americans had during the
war.
Following all discussions, the some students will write a persuasive letter to the president
to persuade him to either continue or discontinue the advertisement posters on women’s
roles. Other students will write a persuasive letter to the president to persuade him to
continue or discontinue the forcing of Japanese-Americans to relocation camps.
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Differentiation for Diverse Learners/Levels of Ability: Consider pairing the diverse
learners with higher-level students for support. Also, the diverse learner may be
permitted to make a list of reasons to support their opinion.
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Informal and Formal Assessment Suggestions: Classroom discussions can be used as a
tool to informally assess student understanding. The letters to the president can be used
to formally assess students.
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Suggestions for Extension Activities and/or Assessments: Create a relocation camp in
the classroom. Select five to six students to tag as Japanese-Americans and confine
them with all of their belongings to one area of the classroom. Just before class is over,
allow the students to discuss how they felt being forced to remain in the “relocation
camp.”
Assessment #2
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Introduction: The students will host a debate about the key topics surrounding the United
States after the good times of the 1920s ended. The debate will cover several topics
including the roles of women, the New Deal, attitudes toward Japanese-Americans, the
bombing of Pearl Harbor, the invasion of Normandy, Pacific island hopping, and the
bombing of Hiroshima and Nagasaki.
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Timeframe: 3-4days
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Materials: Topic cards (see attached), index cards, craft sticks, glue
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Instructions: Using craft sticks and index cards, each student will make a debate fan to
be used during the debate sessions. Create the fans by assigning each student a number
and writing that number on an index card. Use glue to attach the index card to a craft
stick. Each student will have their own debate fan to raise. This will signify that they
wish to speak during the debate. However, at the teacher’s discretion, the teacher may
also call upon students that are not fully participating. Provide the students with the
topics for the debate, but do not reveal the actual debate questions. A class period before
the actual debate, divide the students into groups of four to discuss the debate topics and
record notes from the discussions. This will help students formulate deep opinions about
each topic. Place the topic cards in sealed envelopes. Each day, remove two envelopes.
The envelopes removed are the topics to be debated that day. Open one envelope to
reveal the topic card. Read the topic and the question twice. Each topic will be debated
for ten minutes. (This time may be adjusted.) Begin the debate. Remind students that
class members must raise their numbered fan and wait to be recognized before taking part
in the debate.
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Differentiation for Diverse Learners/Levels of Ability: Students may choose their
position on the debate topics beforehand. Groups are to be formed based on the
similarity of opinions. The other members in the group can provide support for one
another during the debate sessions.
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Scoring Rubric: See attached scoring rubric for debate participation.
Women’s Roles
Some people are saying that because of the war, many roles of
women are changing. These roles are taking the woman away
from her traditional role as housewife and mother. Do you
agree?
Japanese-Americans
Following the attack by the Japanese at Pearl Harbor, many say
that the Japanese should be forced to go to relocation camps.
Do you agree?
Adolf Hitler & the Nazi Regime
The situation in Germany is serious. The United States should
take a major part in ending the Nazi regime.
War In the Pacific
Which service (the army and army air force or the navy)
deserves credit for stopping the Japanese advance in the
Pacific?
Invasion of Normandy
Success at Normandy came more from good planning than
from luck and enemy mistakes.
Dictators
Do dictators always get the punishment they deserve?
Bombing of Hiroshima and Nagasaki
Was dropping the atomic bomb the wise thing to do?
The New Deal
FDR’s New Deal was a unnecessary program made by FDR.
1930s Debate
Name: ________________________
Date: _________________________
Criteria
1
Organization
Content
Knowledge
Delivery
2
Points
3
Audience cannot
Audience has
Student presents
understand information difficulty following
information in
because there is no information because logical sequence
sequence of
student jumps
which audience can
information.
around.
follow.
Student is
Student does not have uncomfortable with
grasp of information; information and is
student cannot answer able to answer only
questions about subject.
rudimentary
questions.
Student mumbles,
Student incorrectly
incorrectly pronounces pronounces terms.
terms, and speaks too Audience members
quietly for students in
have difficulty
the back of class to hear. hearing information.
Student is at ease
with content, but
fails to elaborate.
Student's voice is
clear. Student
pronounces most
words correctly.
4
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total---->
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