Grade 05 Social Studies Unit 12 Exemplar Lesson 01

26 Pages·2012·2.46 MB·English

Grade 5
Social Studies
Unit: 12
Lesson: 01
Suggested Duration: 4 days
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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 page 1 of 26  
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
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 reparations epidemic
ratification trench warfare drought
era submarine 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 page 2 of 26  
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
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
immigration, the Dust Bowl and the 19th amendment.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview materials and websites according to district guidelines.
5. 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 Notes for Teacher
ENGAGE – Student Discussion 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
Purpose:
these two words.
Students are introduced to the concept of alliance
3. After the three minutes are up, facilitate a discussion based on student responses
systems.
and follow up with questions such as:
What is the difference between a war and a world war? Instructional Note:
Why do some wars involve two countries while other wars involve twenty
Introduce students to alliance systems which create
or more countries?
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
Last Updated 05/28/13 page 3 of 26  
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
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. TEKS: 5.5A; 5.20B; 5.24B
Write the following statements on the board and discuss them with students to access
prior knowledge. Purpose:
Consider who was involved. Students use critical thinking skills by comparing an
Consider reasons for the war. event they have studied to an event recently
Consider the effects of the war. 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 Attachments:
student)
Handout: The Roaring Twenties and the Great
2. Students sit with a partner. Student A reads the first underlined paragraph. After Depression (1 per student)
reading the first paragraph, both students, use the Handout: Reflections, discuss Handout: Reflections (1 per student)
and answer the questions. Student B reads the next paragraph (not underlined) and
repeat the process using the Handout: Reflections. 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
their reading from the Handout: The Roaring Twenties and the Great Depression. white paper
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 page 4 of 26  
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
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. Handout: Causes and Effects of the Dust Bowl
(1 per student)
3. In groups of four, students share their story or poem with each other. 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. Handout: World War II (1 per student)
Discuss point of view for each of the visuals. Handout: Political Cartoon Analysis (1 per
student)
3. Students form groups of four. Using the Handout: Political Cartoon Analysis,
Teacher Resource: Political Cartoon Analysis
students answer the questions written below the cartoon.
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 Materials:
on a large sheet of butcher paper or chart paper. Students may use the Handout:
Timeline to use as a model for their sketch. 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) Handout: Timeline
List feelings/emotions that people may have experienced during the events)
Causes TEKS: 5.5A; 5.5C; 5.19C; 5.20B; 5.23C; 5.24C; 5.25B
Effects
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? Handout: Should We Declare War?
Handout: Decision Making Process Scenario
3. Each group engages in a discussion making process by reading through the 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 page 5 of 26  
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
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
into the war because Great Britain, France, and Russia
Holshey, K. (Producer). (2005). Private
anthony michael michalski. [Print
Photo]. Retrieved from needed help against Germany, the Ottoman Empire,
http://www.worldwar1.com/dbc/albu
m3.htm 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 page 1 of 4