ALEX Unit Plan

     

The Impact of the Great Depression on the Lives of Alabamians

This Unit Plan provided by:
* Tawnya Brooks (Hartselle City, Hartselle City Board Of Education)
   Ashley Benham (Hartselle City, Crestline Elementary School)
   Sharon Holyoak (Hartselle City, Hartselle City Board Of Education)
(* indicates Primary Author)
The event this resource created for: Not Applicable
Unit Plan Overview

 

The unit will incorporate research and investigation into the impact the 1920s and the Great Depression had on different socioeconomic groups in Alabama.  After exploring various texts related to the topic, students will determine the causes and effects of the Great Depression on the social, political, and economical impact on the lives of Alabamians.  As a culminating activity, students will write a five paragraph essay explaining their findings.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

Courses of Study Standards
English Language Arts
ELA2015 (2015)
Grade: 4
14 ) Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text. [RI.4.5]


NAEP Framework
Anchor Standard::
Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
NAEP Descriptor::
Evaluate section titles in relation to text and support evaluation. (Critique and Evaluate)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.14- Identify the structure of an informational text (e.g., problem-solution, sequence of events).


English Language Arts
ELA2015 (2015)
Grade: 4
18 ) Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [RI.4.9]

English Language Arts
ELA2015 (2015)
Grade: 4
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 4
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.4.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b]

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c]

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d]

English Language Arts
ELA2015 (2015)
Grade: 4
33 ) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL.4.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.33- Identify the main idea or details in a text read aloud or presented in other diverse forms of media.


English Language Arts
ELA2015 (2015)
Grade: 4
35 ) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.4.4]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.35- Report on a topic or tell a story, including a beginning, middle, and end and including relevant facts or details.


Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
12 ) Explain the impact the 1920s and Great Depression had on different socioeconomic groups in Alabama.

Examples: 1920s—increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash

Great Depression—overcropping of land, unemployment, poverty, establishment of new federal programs

•  Explaining how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression
Unpacked Content
Strand: Economics, History
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Describe the impact the 1920s had on different socioeconomic groups in Alabama.
  • Summarize the impact the Great Depression had on different socioeconomic groups in Alabama.
  • Describe how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression.
Teacher Vocabulary:
  • analyze
  • supply and demand
  • overproduction
  • overcropping
  • TVA
  • unemployment
  • poverty
  • wages
  • consumption
  • stock market
  • Great Depression
  • migrant
  • foreclosure
  • soup kitchen
  • relief
  • discrimination
  • segregation
  • consumer goods
Knowledge:
Students know:
  • The increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services, the overproduction of goods, and the stock market crash each had an impact on Alabama in the 1920's.
  • The overcropping of land, unemployment, poverty, establishment of new federal programs impacted Alabama during the Great Depression.
  • Supply and demand had an impact on the economies of Alabama and the United States during the 1920s and the Great Depression.
Skills:
Students are able to:
  • Explain the impact the 1920s had on different socioeconomic groups in Alabama including increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash.
  • Explain the impact the Great Depression had on different socioeconomic groups in Alabama including overcropping of land, unemployment, poverty, establishment of new federal programs.
  • Interpret data linked to supply and demand and understand how this impacted economies of Alabama and the United States during the 1920s and the Great Depression. Analyze the human impact of New Deal programs on the people of Alabama.
Understanding:
Students understand that:
  • Events and consumer habits in the 1920's impacted the lives of Alabamians and how they lived during the Great Depression.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.4.12- Identify the impact of the 1920s and the Great Depression on Alabamians.


Driving Skills
21st Century Skills/Success Skills
Collaboration/Team Work, Communication, Time Management
Essential Question/Challenging Problem

How did the Great Depression impact the lives Alabamians?

Unit Culminating Product(s)
Culminating Products - Individual
  • 5 Paragraph Expository Essay
Culminating Products - Group
  • 3 Column Graphic Organizer
  • Timeline
  • One of the following: 
    • Google Slide/PowerPoint
    • Lapbook
    • Scrapbook
    • Foldable
Unit Assessments
Assessments Formative
Preliminary Plans/Outlines/Prototypes, Rough Drafts, Practice Presentations, Notes
Assessments Summative
Written Product(s), with rubric, Other Product(s) or Performance(s), with rubric:
Unit Reflections
Reflections Student
Whole-Class Discussion
Reflections Student (Other)
Reflections Student Notes
Reflections Teacher 1
What were students able to do?

The students were able to work in collaborative groups.

Reflections Teacher 2
What evidence do you have?

Group presentations

Reflections Teacher 3
Which students need additional instruction?

Students that didn't understand the task or procedure.

Reflections Teacher 4
How will the next lesson be adjusted to meet their needs?

Students will have a time of remediation if necessary.

Career Readiness Indicators
No Credentials Selected
Attached Resources
Lesson Plan
1 : The Great Depression
2 : Five Paragraph Expository Essay: What was the Social, Political, and Economic Impact of the Great Depression on the Lives of Alabamians?
Learning Activity
Linked Attachments
3ColumnGraphicOrganizer.pdf
5-Paragraph-Essay-Rubric.pdf
5-paragraph-expository-essay-graphic-organizer.pdf
Planning Calendar
UnitPlanCalendar-ReadingLesson(4).docx

UnitPlanCalendar-WritingLesson.docx