TEACHER:
CLASS: 5th Grade
DATE: March 7-8
M T W TH F
FRAME THE LESSON
The Great Depression
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
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
Pearson’s 5th Grade
Building Our Nation
TE
9B: analyze the positive and negative consequences of human modification of the environment in the United States, past and present
(p. 544-551)
12B: evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the United
States
17D
Objective/Key Understanding:
describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Columbus Day, and Veterans Day



Identify the effects of the economic crisis and stock market crash on October 1929.
Explain how Americans coped with poverty, hunger, and homelessness during the 1930s.
Analyze the effects of an environmental crisis in the Great Plains.
Rigor & Relevance: (Real World Connection)
Closing Product/
Question/ Informal
Assessment:
Got it Questions
1-10 (p. 544-541)
Vocabulary
Great Depression
Credit
unemployment
tariff
stock market
Dust Bowl
Stop and Check for Understanding- High Level Questions
Trouble for Farmers (p. 544)
 Look at the photograph at the top of page 544. What might the woman in the photo be thinking or feeling?
 As farms became more efficient, farmers grew more food than Americans bought. What might have been done to address the problem?
 Why did farmers have difficulty paying off their debts?
More Supply, Less Demand (p. 545)
 How did the law of supply and demand affect American farmers in the 1920s?
 What was one cause of rising unemployment?
The Stock Market Crash (p. 546)
 How does the law of supply and demand apply to stocks?
 What generally determines the value and price of a stock?
 What did many stockholders do when the stock market began to fall in 1929? Why?
 Why did the stock market crash have such an enormous effect on the economy?
 What groups of Americans lost money after the stock market crash?
Buying on Credit (p. 546)
 What caused people to sell their stocks at the same time?
 What effect did people selling their stocks all at once have on the stock market?
 How were banks affected by the inability of stockholders to repay the money they borrowed?
The Great Depression Begins (p. 547)
 How was the Great Depression different from an ordinary depression?
 A year after the crash came the first bank panics. Why do you think the word panic is used here?
 What role did public feelings about the stock market crash have in causing the Great Depression?
 How would modern technologies prevent people from gathering in large crowds and in public places if this kind of panic occurred today?
The Depression Deepens (p. 548)
 What was the effect of the tariff Congress placed on foreign goods in 1930? What effect did that have?
 How did tariff walls make the economic situation worse in the United States?
Surviving the Depression (p.549)
 What is a laborer?
 Look at the photo at the bottom of page 549. What do you thin life would be like for the people living in those houses?
 President Hoover is often seen as to blame for the Great Depression. What evidence in this lesson can students find that President Hoover took steps to try to
stop the downward spiral?
 Why did people call the shack cities in public areas “Hoovervilles”?
Problems on the Great Plains (p. 550)
 What is a drought?
 How did actions taken during World War I worsen the conditions in the Plains in the 1930s?
 What was the southernmost state affected by the drought?
The Dust Bowl (p. 551)
 Why was the area called the Dust Bowl?
 How did farmers on the Great Plains react to the Dust Bowl?
 Where did many people move to escape the Dust Bowl?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce Key Idea & Vocabulary (p. 544)

Read to the class the Key Idea: “I will know the different ways in which Americans responded to the hardships of the Great Depression.” Tell students in this lesson they will be
learning about this quote and what it means to American History.

Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 526).

Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know the different ways in which Americans responded to the hardships of the Great Depression.

Trouble for Farmers (p. 544)

More Supply, Less Demand (p. 545)

The Stock Market Crash (p. 546)

Buying on Credit (p. 546)

The Great Depression Begins (p. 547)

The Depression Deepens (p. 548)

Surviving the Depression (p.549)

Problems on the Great Plains (p. 550)

The Dust Bowl (p. 551)
Remind students that they will know the different ways in which Americans responded to the hardships of the Great Depression.
Trouble for Farmers (p. 544)

The United States economy seemed to be booming in the 1920s. As the decade passed, though, several signs suggested that the economy was not as strong as it seemed. Trouble
was growing in the lives of farmers and factory workers.
More Supply, Less Demand (p. 545)

Lower demand caused food prices to fall. Many farmers had taken out loans to pay for the expensive new machines. Now they couldn’t make enough money to pay back the loans.
The Stock Market Crash (p. 546)

By the late 1920s, the signs of trouble were clear. Factories were letting workers go or not hiring new workers. Without jobs, Americans could not afford to buy new products.
People began to buy less.
Buying on Credit (p. 546)

During the 1920s, some people got rich and many others hoped to. People bought stocks hoping to resell them for a big profit. But many did not buy stocks with their own money.
Instead, they used credit, or borrowed money.
The Great Depression Begins (p. 547)

The crash was just one of several causes of what is known as the Great Depression. The Great Depression was the longest and most severe economic decline in United States
history.
The Depression Deepens (p. 548)

The stock market crash caused Americans to believe that the future might not be very bright. Fearing a loss of income, consumers cut back on their purchases. Businesses began to
limit spending, too. Production declined, so people lost their jobs. Jobless people, an those who feared losing their jobs, bought fewer goods than before.
Surviving the Depression (p.549)

For many Americans the Great Depression became a test of their survival skills. People cut their spending down to the most basic needs. But everyone needed food, clothing, and
shelter.
Problems on the Great Plains (p. 550)

Before the Great Depression, farmers had already faced hardship. By the early 1930s, many had lost their farms. On the Great Plains, farmers who had managed to keep their land
now had to deal with a new challenge. Their region was hit by a drought.
The Dust Bowl (p. 551)

Even worse than the dust was the damage that wind caused. After the topsoil blew away, nothing would grow. Much of the Plains became known as the Dust Bowl.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery).

Identify and fill in three effects of new farm technology.

This newspaper headline announced the crash of the stock market. Identify and circle the words in the newspaper that tell about the crash.

Early in the Great Depression, people rushed to this bank to find out they had lost money. Explain at least one way you think a bank run like this one could affect a family.

Identify and fill in the missing information to complete the cause-and-effect diagram.

This photo shows a typical Hooverville. Write a sentence explaining why a family might have lived here.

Identify and circle the state abbreviations where it was harder to farm during the years of the Dust Bowl.

Briefly describe what you might see, hear, or feel if you were outside during this dust storm.

What effect do you think bank panics had on the ability of consumers of businesses to take out new loans? Explain your conclusion.

During the Great Depression, your family receives a letter from your mother’s sister. Her family farm is being hit by the Dust Bowl. Describe what she writes about her life and
what you think she should do.

Evaluate how lower demand hurt farmers during the late 1920s.
FRAME THE LESSON
Generating New Ideas
TEACHER:
CLASS: 5th Grade
DATE: March 9
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
26A: use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
Pearson’s 5th Grade
Building Our Nation
TE
(p. 552-553)
Objective/Key Understanding:



Learn how to analyze a problem
and its causes.
Determine how to define the
goals a solution to a problem
should have.
Understand how to work
together to generate new ideas.
Closing Product/ Question/ Informal
Assessment:
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 552)
o Find a newspaper that describes a problem your community or a nearby town or city is
currently facing. Share the article with students and follow the skills steps to generate
possible solutions to the problem.
 What is the problem?
o Work with the class to analyze the causes of the problem you selected.
o Help the class agree on the goal or solution to the problem.
o Brainstorm ideas with the class about how to reach this goal.
Practice the Skill (p. 552)
o Turn to the skill lesson in the Worktext. Have students read the introductory text and
examine the map that follows.
 Why is the map useful for helping the jobless and homeless workers?
Apply the Skill (p. 535)
Rigor & Relevance: (Real World
Connection)
 Interview a person who has
made an impact on your school
or community. Share the results
of your interview being sure to
address all areas listed in the
Practice the Skill section of the
5C
lesson.
Apply theVocabulary:
Skill (p. 553)
Vocabulary:
 Use the
map, The Town of Caznar, 1931, on page 552. Based on the scenario presented on page
553, follow the steps for generating new ideas to develop a solution to the city’s problem.
o Write a statement of the problem.
o List the cause or causes.
o Write the main goal of your solution.
o Brainstorm solutions. On another sheet of paper, record all your ideas. Then cut down the
list to include only the best one.
o Describe your best solution here.
o Think of a problem in your school or community. Then follow the steps to generated two
new ideas that might solve it.
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
Engage
Explore
Explain
Elaborate
Evaluate
Preview the Sill (p. 552)
o Find a newspaper that describes a problem your community or a nearby town or city is currently facing. Share the article
with students and follow the skills steps to generate possible solutions to the problem.
 What is the problem?
o Work with the class to analyze the causes of the problem you selected.
o Help the class agree on the goal or solution to the problem.
o Brainstorm ideas with the class about how to reach this goal.
Collaboration and Creativity (p.552)
Build background knowledge on generating new ideas. Use the following to differentiate instruction for students when they are discussing
how to analyze documents and biographies.
Special Needs:
 Discuss with students ways that homeless people in Caznor in 1931 may need help. Ask them what they could do to help the
homeless.
Extra Support:
 Tell students that their plans will affect everyone in town and not just the people they are trying to help. Using the map on page 552,
help them to identify these different groups of people and articulate how each is affected.
On-Level:
 Remind students to consider how their plans will affect everyone in the town, not just the people they are trying to help.
Challenge/Gifted:
 Have students complete question 6 on page 553. Once a solution is selected, have students take action to fix the problem by writing
letters, talking to appropriate individuals, making posters, or doing whatever is needed to help solve the issue.
Practice the Skill (p. 552)
o Turn to the skill lesson in the Worktext. Have students read the introductory text and examine the map that follows.
 Why is the map useful for helping the jobless and homeless workers?
After students learn about drawing inferences, use the ELPS support note on page 544b to help the English Language Learners. Encourage
students to work with peers to help them complete the Learn and Try It! Sections.
Beginning
 Provide students with a generalization. Then ask them to respond to the question: what does it mean to “brainstorm” ideas?
Intermediate
 Read the paragraph at the top of page 553. Then ask: What is the exercise asking me to do?
Advanced
 After students have read the lesson, point out Questions 1-3 on page 553. Ask: What other new ideas could help me solve this
problem?
Advanced High
 After reading the lesson, ask students to answer the question: What is the process of generating new ideas to solve problems.
Apply the Skill (p. 553) Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as
homework.
Read the two paragraphs below. Answer the questions about oral material.
 Use the map, The Town of Caznar, 1931, on page 552. Based on the scenario presented on page 553, follow the steps for
generating new ideas to develop a solution to the city’s problem.
o Write a statement of the problem.
o List the cause or causes.
o Write the main goal of your solution.
o Brainstorm solutions. On another sheet of paper, record all your ideas. Then cut down the list to include only the best one.
o Describe your best solution here.
o Think of a problem in your school or community. Then follow the steps to generated two new ideas that might solve it.
FRAME THE LESSON
TEACHER:
CLASS: 5th Grade
DATE: March 3-4
M T W TH F
The New Deal
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
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
Pearson’s 5th Grade
Building Our Nation
TE
(p. 554-559)
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 Regan, 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.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:

5C 

Summarize how Franklin D. Roosevelt took action and inspired the nation with his plans for economic recovery.
List New Deal agencies and policies and identity those that are still in effect today.
Explain why many Americans believed that the programs of the New Deal gave too much power to the government.
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
13E
Rigor & Relevance: (Real World Connection)
Got it Questions
1-7 (p. 554-559)
Vocabulary
explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United
New Deal
First Hundred Days
States
Social Security
Stop and Check for Understanding- High Level Questions
Roosevelt and the New Deal (p. 554-555)
 After the Great Depression, many people blamed President Hoover for the hard times they were still going through. Was this fair?
 Look at the magazine cover on page 554. Do you think the picture is biased? Why or why not?
 FDR told Americans that “The only thing they have to fear is fear itself.” What do you think he meant by that?
 In what year was Roosevelt elected?
 What FDR do before he became President?
 How did FDR keep the public informed of the government’s work?
New Laws (p. 556)
 What are three effects of the Tennessee Valley Authority?
 What three goals were the focus for mew laws that passed under FDR?
 What bold move did FDR take on his second day in office?
 Name the two government organizations that were created in order to put over 8 million Americans to work.
 What did Roosevelt expect to accomplish with the New Deal?
 What solutions did the New Deal programs offer to solve the problems caused by the Great Depression?
More New Deal Reforms (p. 557)
 The word insurance means something which you pay to make sure you are safe in the future. How is Social Security a kind of insurance?
 How did President Roosevelt react to the hard times of the Great Depression?
 What was the Social Security Act?
 What is the FDIC?
 Which New Deal program created jobs to lower unemployment and improve the nation’s bridges, roads, and public areas?
 Which New Deal program protected investors in the stock market?
 Which New Deal program helped to control flooding and bring electricity to rural areas?
The Government Expands (p. 558)
 How did the role government played in the economy change during the Great Depression?
 What was one complaint about the New Deal?
 How was the approach to government changed by the Great Depression?
 How did the United States government change during the Great Depression?
 Do you think that the government is responsible for making the economy strong and improving citizen’s situations in society?
Global Depression (p. 559)
 How were economic conditions in other industrialized countries similar to those in the United States?
 While experiencing similar widespread economic problems, how did the response of Germany’s government differ from that of the United
States?
Introduce the Key Idea & Vocabulary (p. 554)
 Read to the class the Key Idea: “I will know that the purpose of the New Deal was to improve people’s lives during the Great
Depression.” Tell students in this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 536).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know that the purpose of the New Deal was to improve people’s lives during the Great Depression.
Explore
 Roosevelt and the New Deal (p. 554-555)
 New Laws (p. 556)
 More New Deal Reforms (p. 557)
 The Government Expands (p. 558)
 Global Depression (p. 559)
Remind students that they will know that the purpose of the New Deal was to improve people’s lives during the Great Depression.
Explain
Roosevelt and the New Deal (p. 554-555)
 Roosevelt realized that Americans were afraid of the future. He also had once feared for his own future. Early in his career he had
been a state Senator and then Assistant Secretary of the Navy. By 1921, he was a rising star in the Democratic Party. But in that year,
he caught a terrible disease.
New Laws (p. 556)
 On his day as President, March 5, 1933, Roosevelt took a bold step. To deal with bank panics, he declared a “bank holiday.” For four
days, all banks would be closed. Each bank would only reopen when it was judged to be stable.
More New Deal Reforms (p. 557)
 Some New Deal reforms were meant to prevent future problems, like those that had caused the Great Depression. The Banking Act of
1933 improved banking practices. One of its most important features was the Federal Deposit Insurance Corporation (FDIC). This
agency insures bank deposits up to a certain amount. It ended bank panics.
The Government Expands (p. 558)
 Many people complained about the New Deal and its programs. They said the national government was playing too large a role in the
economy.
Global Depression (p. 559)
 The Great Depression did not strike only the United States. It was a global economic disaster. Canada, France, and other industrial
countries faced the same problems as the United States did. Around the world, consumers stopped buying goods, businesses failed,
and unemployment soared.
Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
Evaluate student mastery).
 Explain what you would say as President to give the American people hope for the future.
 Look at the map. Explain why this area may have needed a project like the TVA.
 Identify and fill in the effect that each program had on Americans.
 New Deal programs offered needy people jobs. Do you think the government should provide jobs? Explain why or why not?
 Explain how the New Deal changed the role of the United States government/
 To help your family, you sign up with the Civilian Conservation Corps. What kind of work are you doing? Evaluate how your work
will help your family. Write a letter home from your work camp.
 Identify some of Franklin D. Roosevelt’s accomplishments.
Engage
FRAME THE LESSON
TEKS Assessment and Practice
TEACHER:
CLASS: 5th Grade
DATE: March 11
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Resources/Materials
Verb=Italicize
5A: Analyze various issues and events of the 20 century such as industrialization, urbanization, increased use of oil and
gas, the Great Depression, the world wars, the civil rights movement, and military actions.
U.S. History Textbook
Colonization through
Reconstruction
5C:
pp. 560-563
th
9B: analyze the positive and negative consequences of human modification of the environment in the United States, past
and present.
12B: evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in the
United States.
17D: describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day,
Constitution Day, Columbus Day, and Veterans Day.
20B: describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens.
21B: explain how examples of art, music, and literature reflect the times during which they were created.
22C: summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.
Objective/Key Understanding:
:
~ After studying this topic, students will demonstrate the following enduring understandings:
 Americans debated issues of isolation and involvement in world affairs during World War I and into the modern area.
 African Americans came to the forefront of economic and cultural growth during the 1920s.
 During the Great Depression, Americans struggled to survive a collapsed economy and an environmental crisis.
 The New Deal created a larger role for government, an issue which Americans still debate today.
~Students will answer questions about every TEKS on the TEKS Practice pages 560-563.