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I am a History Teacher at Providence hall Jr. High Charter school. I have a love for helping students reach their potential. I created this blog in order to showcase my ideas for my classroom. Only a few of these lessons have been tested in an actual classroom and any comments or suggestions would be greatly appreciated. Thank you for visiting, Mr. Owen
Showing posts with label Great Depression. Show all posts
Showing posts with label Great Depression. Show all posts

Saturday, August 11, 2012

The Great Depression: Lasting Social Impac

                                                                                                                  
U.S. History II
11th Grade
The Great Depression:
 Lasting Social Impact

Standard 6: Students will understand how the Great Depression and the New Deal affected the United States. 1: Investigate the impact of the Great Depression on the United States 2: Examine the social effect of the Great Depression.

Objectives: Students will investigate the social effects of the Great Depression. Students will compare the economic hardship then to the current situation (2010).

State Standards
Idaho: US2 1.2 / 1.4 / 3
Utah: US2 6.1

Foreknowledge: Students should understand the quality of life prior to the Depression as well as some of the current events concerning the economy today.

Materials Needed: Students should have a journal/ paper and writing utensils, a computer capable of playing radio broadcast of FDR, projector to project photos or copies of the same pictures, and a copy of transcripts of radio broadcast to share between students.

Bell Ringer: Have Depression-era jazz playing as students come into the classroom (Ken Burns, Free at http://www.pbs.org/jazz/time/time_depression.htm). After announcements, etc., have the students listen to one of FDR’s radio broadcasts and give students a copy of the transcripts to follow along (http://www.hpol.org/record.php?id=2).  Have the students take 2-3 minutes to answer the question in their journals. How did it make you feel? Better or worse? If you were living during the Great Depression, would you take comfort in what was said? And other General feelings.

Lecture: The effects of the Depression extended beyond the economic and government collapse. It effected the social lives of all Americans.
            Have the Students create a compare and contrast bubble chart with The Great Depression on one side and today’s recession on the other with commonalities between the two.
            As a class come up with several social effects of the Depression and the effects of the recession of the 2008-2010 and then the similarities if any:


  • Food
  • Type of jobs
  • Attitudes
  • Hope
  •  
  •  
  •  
  •  
  • Food
  • Jobs
  • Recovery
  • Hope
  •  
  •  
  •  
  •  


Before going through the similarities have the students look and compare the photos from the Great Depression and today.
           
Assessment: Have students keep their journal entry and their notes bubble cart in a note book and have them turn them in at the end of the week to see if they were able to grasp the concept.




"Children and Sugar Beets"
By L.C. Harmon, Hall County, Nebraska, October 17, 1940

Hundreds of people stand in line as they look for jobs at the Miami Dade College Mega Job Fair 2009 on March 4, 2009 in North Miami, Florida. Job fairs are swamped with applicants as the economy continues to tank and many people find themselves unemployed. (Joe Raedle/Getty Images)
 



 
A sign informing readers that Fremont Pontiac GMC is permanently closed is seen on a door at the Newark, Calif. dealership, Tuesday, March 3, 2009. The dealership closed due to economic conditions earlier this year. (AP Photo/Paul Sakuma) #




People attend the REDC Foreclosure Home Auction in New York, in this photo taken March 8, 2009. About 1,400 people crowded into New York's first foreclosure auction over the weekend. One family bought a 2,062-square foot home in the Finger Lakes region of upstate New York for just $12, 500 or $6 per square foot, according to the New York Post. (REUTERS/Shannon Stapleton)




Job seekers join a line of hundreds at a job fair in Heredia, Costa Rica on March 6, 2009. The job fair attracted hundreds of unemployed Costa Ricans looking for work across the country. (REUTERS/Juan Carlos Ulate)

A homeless resident of a tent city in Sacramento, California wears an American flag jacket on March 10, 2009. This tent city of the homeless is seeing an increase in population as the economy worsens, as more people join the ranks of the unemployed and as homes slip into foreclosure. (Justin Sullivan/Getty Images) #


Sources:

PBS The Great Depression History in the key of jazz accessed 17 February 2010 http://www.pbs.org/jazz/time/time_depression.htm
History and Politics Out Loud accessed 17 February 2010 http://www.hpol.org/record.php?id=2
National Arcives, Picturing the Century: The Great Depression, Acessed  17 February 2010,http://www.archives.gov/exhibits/picturing_the_century/galleries/greatdep.html
Boston.com Senes from the recession accessed 17 February 2010 http://www.boston.com/bigpicture/2009/03/scenes_from_the_recession.html


As well as Google Image search

Thursday, August 9, 2012

The Grate Depression: Agriculture


Mr. Cody Owen                                                                                                                     
U.S. History II
11th Grade
The Great Depression:
Agriculture and the Dust bowl

State Standards
Idaho:US2 1.2 /1.4 /2.2 / 3

Utah: US2 6.1

Rationale: This lesson is important for students to understand because it shaped the dynamics of the west and agriculture today, form the migrations to California to the government programs that shape agriculture today.

Objectives: Students will look at the effects dust bowl during the great depression., have the students see the events through the depression and debate weather the programs instituted to minimize the effects of the dustbowl worked or not.

Fore-Knowledge: Students should now that the dust bowl was an important contributor to the great depression.

Materials Needed: Wind Tunnel (Box fan, cardboard boxes toy cabin, car etc. sand, and  damp rag). Each student should have their own journals.

Bell Ringer:  As students walk in have clips of the dust boul on the screan, from the PBS American Esperance, http://www.pbs.org/wgbh/americanexperience/dustbowl/ . Building a Model, Have a build a wind tunnel with a box fan, a cardboard box and then a  cardboard box with a window. Ave a cabin made of Lincoln logs and a toy truck etc. Put sand in the box, and then put a moist rag on top of the sand.
            Run the fan with the moist towel on the sad to represent the topsoil and grass, then after explaining how farmers in the mid west over tilled the soil and lost the top soil then take off the towel and then turn on the fan again… have the students watched and note the difference in their when the “wind blue” and have them write it in their journals.



For eight years dust blew on the southern plains. It came in a yellowish-brown haze from the South and in rolling walls of black from the North. The simplest acts of life — breathing, eating a meal, taking a walk — were no longer simple. Children wore dust masks to and from school, women hung wet sheets over windows in a futile attempt to stop the dirt, farmers watched helplessly as their crops blew away. [source]


The Dust Bowl of the 1930s lasted about a decade. Its primary area of impact was on the southern Plains. The northern Plains were not so badly effected, but nonetheless, the drought, windblown dust and agricultural decline were no strangers to the north. In fact the agricultural devastation helped to lengthen the Depression whose effects were felt worldwide. The movement of people on the Plains was also profound.
As John Steinbeck wrote in his 1939 novel The Grapes of Wrath: "And then the dispossessed were drawn west- from Kansas, Oklahoma, Texas, New Mexico; from Nevada and Arkansas, families, tribes, dusted out, tractored out. Car-loads, caravans, homeless and hungry; twenty thousand and fifty thousand and a hundred thousand and two hundred thousand. They streamed over the mountains, hungry and restless - restless as ants, scurrying to find work to do - to lift, to push, to pull, to pick, to cut - anything, any burden to bear, for food. The kids are hungry. We got no place to live. Like ants scurrying for work, for food, and most of all for land." 
Poor agricultural practices and years of sustained drought caused the Dust Bowl. Plains grasslands had been deeply plowed and planted to wheat. During the years when there was adequate rainfall, the land produced bountiful crops. But as the droughts of the early 1930s deepened, the farmers kept plowing and planting and nothing would grow. The ground cover that held the soil in place was gone. The Plains winds whipped across the fields raising billowing clouds of dust to the skys. The skys could darken for days, and even the most well sealed homes could have a thick layer of dust on furniture. In some places the dust would drift like snow, covering farmsteads.
Timeline of The Dust Bowl
1931
Severe drought hits the Midwestern and Southern plains. As the crops die, the 'black blizzards" begin. Dust from the over-plowed and over-grazed land begins to blow. 
1932
The number of dust storms is increasing. Fourteen are reported this year; next year there will be 38.
1933
March: When Franklin Roosevelt takes office, the country is in desperate straits. He took quick steps to declare a four-day bank holiday, during which time Congress came up with the Emergency Banking Act of 1933, which stabilized the banking industry and restored people's faith in the banking system by putting the federal government behind it.
May: The Emergency Farm Mortgage Act allots $200 million for refinancing mortgages to help farmers facing foreclosure. The Farm Credit Act of 1933 established a local bank and set up local credit associations.
September: Over 6 million young pigs are slaughtered to stabilize prices With most of the meat going to waste, public outcry led to the creation, in October, of the Federal Surplus Relief Corporation. The FSRC diverted agricultural commodities to relief organizations. Apples, beans, canned beef, flour and pork products were distributed through local relief channels. Cotton goods were eventually included to clothe the needy as well.
October: In California's San Joaquin Valley, where many farmers fleeing the plains have gone, seeking migrant farm work, the largest agricultural strike in America's history begins. More than 18,000 cotton workers with the Cannery and Agricultural Workers Industrial Union (CAWIU) went on strike for 24 days. During the strike, two men and one woman were killed and hundreds injured. In the settlement, the union was recognized by growers, and workers were given a 25 percent raise. 
1934
May: Great dust storms spread from the Dust Bowl area. The drought is the worst ever in U.S. history, covering more than 75 percent of the country and affecting 27 states severely.
June: The Frazier-Lemke Farm Bankruptcy Act is approved. This act restricted the ability of banks to dispossess farmers in times of distress. Originally effective until 1938, the act was renewed four times until 1947, when it expired. Roosevelt signs the Taylor Grazing Act, which allows him to take up to 140 million acres of federally-owned land out of the public domain and establish grazing districts that will be carefully monitored. One of many New Deal efforts to reverse the damage done to the land by overuse, the program was able to arrest the deterioration, but couldn't undo the historical damage.
December: The "Yearbook of Agriculture" for 1934 announces, "Approximately 35 million acres of formerly cultivated land have essentially been destroyed for crop production. . . . 100 million acres now in crops have lost all or most of the topsoil; 125 million acres of land now in crops are rapidly losing topsoil. . . " 
1935
January 15: The federal government forms a Drought Relief Service to coordinate relief activities. The DRS bought cattle in counties that were designated emergency areas, for $14 to $20 a head. Those unfit for human consumption - more than 50 percent at the beginning of the program - were destroyed. The remaining cattle were given to the Federal Surplus Relief Corporation to be used in food distribution to families nationwide. Although it was difficult for farmers to give up their herds, the cattle slaughter program helped many of them avoid bankruptcy. "The government cattle buying program was a God-send to many farmers, as they could not afford to keep their cattle, and the government paid a better price than they could obtain in local markets." 
April 8: FDR approves the Emergency Relief Appropriation Act, which provides $525 million for drought relief, and authorizes creation of the Works Progress Administration, which would employ 8.5 million people. 
April 14: Black Sunday. The worst "black blizzard" of the Dust Bowl occurs, causing extensive damage.
April 27: Congress declares soil erosion "a national menace" in an act establishing the Soil Conservation Service in the Department of Agriculture (formerly the Soil Erosion Service in the U.S. Department of Interior). Under the direction of Hugh H. Bennett, the SCS developed extensive conservation programs that retained topsoil and prevented irreparable damage to the land. Farming techniques such as strip cropping, terracing, crop rotation, contour plowing, and cover crops were advocated. Farmers were paid to practice soil-conserving farming techniques.
December: At a meeting in Pueblo, Colorado, experts estimate that 850,000,000 tons of topsoil has blown off the Southern Plains during the course of the year, and that if the drought continued, the total area affected would increase from 4,350,000 acres to 5,350,000 acres in the spring of 1936. C.H. Wilson of the Resettlement Administration proposes buying up 2,250,000 acres and retiring it from cultivation. 
1936
February: Los Angeles Police Chief James E. Davis sends 125 policemen to patrol the borders of Arizona and Oregon to keep "undesirables" out. As a result, the American Civil Liberties Union sues the city.
May: The SCS publishes a soil conservation district law, which, if passed by the states, allows farmers to set up their own districts to enforce soil conservation practices for five-year periods. One of the few grassroots organizations set up by the New Deal still in operation, the soil conservation district program recognized that new farming methods needed to be accepted and enforced by the farmers on the land rather than bureaucrats in Washington. 
1937
March: Roosevelt addresses the nation in his second inaugural address, stating, "I see one-third of the nation ill-housed, ill-clad, ill-nourished . . . the test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little."   FDR's Shelterbelt Project begins. The project called for large-scale planting of trees across the Great Plains, stretching in a 100-mile wide zone from Canada to northern Texas, to protect the land from erosion. Native trees, such as red cedar and green ash, were planted along fence rows separating properties, and farmers were paid to plant and cultivate them. The project was estimated to cost 75 million dollars over a period of 12 years. When disputes arose over funding sources (the project was considered to be a long-term strategy, and therefore ineligible for emergency relief funds), FDR transferred the program to the WPA, where the project had limited success.
1938
The extensive work re-plowing the land into furrows, planting trees in shelterbelts, and other conservation methods has resulted in a 65 percent reduction in the amount of soil blowing. However, the drought continued. 
1939
In the fall, the rain comes, finally bringing an end to the drought. During the next few years, with the coming of World War II, the country is pulled out of the Depression and the plains once again become golden with wheat. 
Timeline Source
Assessment: Have the students write their opinions on the dust bowl and have them turn it in with their journal. As a teacher I will be looking for thoughts on the dissection of the dust storms, and or the displacement of hundreds of Midwest farmers.
References:

Tuesday, August 7, 2012

Great Depression Hits


U.S. History II 11th Grade
The Great Depression Hits
Standard 6:1:A

Objectives:
To help the students begin to understand the impact and the transition between the 1920’s and the Depression of the 1930’s.
The students should also understand the economic status in pre-Depression USA

State Standards
Idaho: US2 1.2 / 1.3 / 3
Utah: US2 6.1

Fore-knowledge:
Students should understand the boom experienced during the 20’s and the

Bell ringer:
Have each student start to purchase stock with candy (Smarties or something). Explain to them that the more they buy into these stocks the more candy they will get, and that if they would like to they could borrow more candy from my desk to go into the stock. (Don’t give them the candy to go into the stock just promise them that it is theirs). Have a chart on the board or projector showing the stock going up or down. As you go through the lesson change the stock value and offer to buy or sell stocks. Then continue the lesson. After about 10 or 15 minutes call in the loaned out candy that they have in stocks… They try to sell but show that the price is worth less than they bought it for and that they must pay you any way…

Lecture:
What was the Great Depression? How did it begin?  What was going on in the 20’s that could have lead to the Depression?
Any ideas?
The Great Depression affected everyone in the United States. The United States had experienced a great boom in the 20’s and it seemed that their good times wouldn’t end. (Check Bell Ringer Market) What was going on around the country that contributed and could amount to the trouble in 1929? ... Open your books to the 1930’s unit…crop failures, over working plain prairies, stock market… (Check B. R. M.)…. The Market crash also had many contributing factors such as the fact that loans were given out to buy stock with out proper backing (call in loans, drop B.R.M. to lower value than bought for). When loans were called in the borrowers were unable to pay the bank, and as we can see the worth of the stock fell.

Cooperative Learning Activity:
As a class list from the book the top 5 reasons for the Great Depression. They could be: 1) the Market Crash of 1929, 2) bank failures 3) reduction of purchasing across the board 4) American Economic Policy with Europe, and/or 5) drought conditions. Break the class up into 5 groups (well mixed with every type of learner). Have them read together the sections on their corresponding cause. Assign them to do the following: prepare a 2-3 minute overview of why their cause was a primary cause of the Great Depression as well as 3 of the following related to the subject:
  • A political cartoon
  • A mock interview (written by some one affected directly by the cause)
  • Newspaper headlines with a short news story explaining the headline
  • Create a bubble graph to compare and contrast the similarities with now and then
This small group project will be due at the start of the next class period.

(A thought just came to me for a different approach but it is hard for me to explain)

Alternative Cooperative Learning Activity:
Congressional hearing: Have the students split up into the 5 groups with the same causes as before. Prepare resources for them to become experts in the 5 causes they list (the text, articles, other books, and internet resources. Give them the class period to become experts for a congressional hearing to be held in two class periods to investigating why these things happened, what could have prevented them, and what can be done if anything, to fix the problem. Have them prepare a 5 minute presentation on their findings with notes written to hand in. Also have them prepare for about 5 minutes of questions. The following day will be spent in the computer lab and/or media center to research and type notes. You could try to make a panel of 2 or 3 from the community to ask the questions and judge the presentation, and have a surprise for the winning group.
During presentations the students will need to take notes of the other presentations to hand in as well.
(Needs more polish)

Assessment:
The assessment will be how well they complete the 2-3 minute presentation with the attached assignments. Or it will be the Congressional presentation, as well as the notes/out lines, as well as a peer evaluation (with both activities).

Sources:
Most came from my own thoughts but some ideas came from