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Cause and Effect of Significant Events in the Early 20th Century

Intended Grade Level: 4th

Danielle Neill

EDUC 327

December 2, 2011

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Table of Contents

Introductory Sheet………………………………………………………………….page 3-4

Standards…………………...………………………………………………………..page 4-5

Unit Web………………………………………………………………………………page 6-7

Letter to parents……………………………………………………………………..page 7-8

Trade books………………………………………………………………………….page 8-11

Bulletin board………………………………………….…………………………...page 12-15

Field trip/Guest speaker…………………………………………..………………..page16

Pre-test and Post-Test Assessments…………………………………………….page 17

Technology and Literature…………………………………………..……………..page 17

Lesson Plans………………………………………………………………………page 18-40

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Introductory Sheet

Grade level and typical learner

Research indicates that by age nine or ten children have well-established racial and ethnic prejudices and these are highly resistant to change (Joyce 1970); therefore, teachers must go beyond studies of other cultures and celebrations of their holidays and include studies of families, music, shelter, customs, beliefs, and other aspects common to all cultures (NAEYC 1986).

Nine-year-olds may be somewhat self-conscious and prefer group activities to working alone. They are beginning to understand abstractions as well as cause-and-effect relationships. Most are operating at a concrete level but need real experiences of society and social institutions such as those provided in social studies. Ten-year-olds may be experiencing bodily changes and rapid growth spurts. These changes cause periods of frustration and anger.

Fourth graders are finally starting to understand that people have different opinions. Not everyone see the world the way that they do. They start to realize that it is okay when people are different from them (Davy 2006). The social life of a fourth grader becomes much more complicated than it was in previous grades. This is when labeling, teasing, gossiping, and bullying become much more of a problem (Garrett 2006).

Rationale

This unit is important because it teaches students about how cause and effect works. It shows them how people in Indiana are affected by an effect that affects the United States. Students are expected to learn the materials covered in the state standards. This unit covers some of the information in standard one of the fourth grade social studies standards. Important major events in American history are covered in this unit. However, the standards specifically talks about the effect of these events on Indiana. In fourth grade, students are still learning about Indiana’s history more than the United States’ history. They have not yet move to the whole picture. Therefore, it is important that they learn how to tie what happened in American history to how that affected the lives of Indiana citizens.

Goals

Students will learn how Hoosiers were affected by the major events in the early 20th century

Students will learn how Hoosiers felt because of the major events Students will learn about stereotypes and how they can hurt other

people’s feelings

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Students will learn that their false stereotypes can hurt themselves and others

Students will learn to see a stereotype from someone else’s point of view in order to see how it makes someone else feel

With the ninth lesson I want students to build and/or strengthen their sense of community within the classroom.

Students will understand cause and effect in history, literature, and their daily lives

Students will learn social skills when they are interview a solider or a person affected from World War II.

Students will learn what it feels like to be involved in the Civil Rights Movement.

Students will learn how their words can affect others and how they should think about others before they decide to say something mean to someone else.

Learning Objectives

After doing the activity about stereotypes, the students will write a short essay what they learned.

Given a specific event, the students will explain how a person from Indiana would have been affected.

Given the information learned about World War II, the students will write up questions that they want to ask a soldier from Indiana who fought in World War II or a person that was affected by life on the home front.

Given the information learned about how WWII affected Indiana, the students will conduct an interview and write what they learned.

After reading Remember by Toni Morrison, the students will demonstrate their understanding of the content in the book by writing in their journals, giving a “presentation,” making a short movie clip, making a poster, drawing a picture, etc.

By writing paragraph with at least five sentences, the students will write about a story from their life about cause and effect.

Given information about the participation of Indiana citizens in World War I, the students will make a poster encouraging war efforts and present which effort they would promote.

Given fake money, the students will make decisions on how to use their fake money.

Given a role in the family, the student will write an essay explaining how they would feel if they lived during the Great Depression.

Standards

English/Language Arts 4.2.1 Use the organization of informational text to strengthen comprehension. Example: Read informational texts that are organized by comparing and contrasting ideas, by discussing causes for

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and effects of events, or by sequential order and use this organization to understand what is read. Use graphic organizers, such as webs, flow charts, concept maps, or Venn diagrams to show the organization of the text.

o Lesson #1 Social Studies 4.1.10 Describe the participation of Indiana citizens in

World War I and World War II. Example: Homefront activities such as planting victory gardens, air raid drills and rationing; the use of Indiana steel mills to manufacture weapons; contribution of troops; and the war reports of Ernie Pyle

o Lesson # 3 o Lesson # 6 o Lesson # 7

Writing 4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.

o Lesson # 6 o Lesson # 7

Social Studies 4.1.11 Identify and describe important events and movements that changed life in Indiana in the early twentieth century.

o Lesson #2 o Lesson #8 o Lesson #9 o Lesson #10 o Lesson #4o Lesson #5

Science 4.5.5 Explain how reasoning can be distorted by strong feelings.o Lesson #9

English/Language Arts 4.3.2 Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. Example: Discuss the causes and effects of the main event of the plot in each story within Rudyard Kipling’s collection of animal tales, The Jungle Book.

o Lesson #10 Music 4.8.4 Sing songs to support learning in another discipline outside

the arts such as creating new verses for “Weevily Wheat” using additional multiplication tables, or reading The Drinking Gourd by F.N. Monjo and learning the song, “Follow the Drinkin’ Gourd.”

o Lesson #2 Math 4.7.7 Know and use appropriate methods for estimating results of

whole-number computations.Example: You buy 2 CDs for $15.95 each. The cashier tells you that will be $49.90. Does that surprise you?

o Lesson #4

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Curriculum Map

Lesson 1:

Introduction lesson Think aloud for If you Give a Mouse a Cookie Short story from the student’s life about cause and effect

Lesson 2:

Sing “Over there!” Write essay

Lesson 3:

War effort posters Students make their own posters Presentation of posters

Lesson 4:

Simulation of bank failure and the Stock Market Crash of 1929 Read Potato: A Tale from the Great Depression

Lesson 5:

Put yourself in someone else’s shoes How would it feel to live during the Great Depression? Write essay

Lesson 6:

Make questions for an interview with someone from World War II

Lesson 7:

Conduct an interview with someone from World War II

Lesson 8:

Read the book Remember Explain how they identified with the book How did they feel about it?

Lesson 9:

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Kiddy pool Their stereotypes will be washed away in the water Essay about what they learned about stereotypes

Lesson 10:

Wrap-up unit Put themselves in someone else’s shoes Will verbally explain what it was like for that specific person during a specific

event How did that person feel?

Dear Guardians, December 4, 2011

This is an exciting time of year for me. I hope it will be an exciting time for you and your child as well. We are about to start a unit about historical events that have impacted Indiana during the 20th century. We will be discussing World War I, the Great Depression, World War II and the Civil Rights Movement. Looking at each one individually, the relationship of cause and effect will be explored.

In fourth grade, children are still learning a lot about how history impacts Indiana specifically. At your child’s age, it is still challenging for them to look at the big picture of how the United States was affected in the 20th century. We will touch on that a little bit. Mostly, we will keep it simple though. The concept of the whole United States can still be a little overwhelming. Therefore, we will stick with the state that we live in.

There will be a classroom set of trade books that the students will have the opportunity of reading in order to increase their knowledge or to satisfy their curiosity. These books will be a connection of what they will be learning in the classroom. However, they are not required to read them. Here is the list of books.

Kids During the Great Depression by Lisa Wroble Freedom on the Menu by Carole Boston Weatherford

The Great Depression (Cornerstones of Freedom) by R. Conrad SteinIf a Bus Could Talk: The Story of Rosa Parks by Faith Rinngold

My Daddy Was a Soldier: A World War II Story by Deborah Kogan Ray Martin’s Big Words.by Doreen Rappaport

All for the Better: A Story of El Barrio (Stories of America) by Nicholasa MohrRosa by Nikki Giovanni

Bud, Not Buddy by Christopher Paul Curtis

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White Socks Only by Evelyn Coleman I wanted you, as their parents, to have the lists in case you wanted to look for the books at a local library. Your child will give an opportunity to learn about some difficult topics in our history. They will be doing some activities in order to help them better understand each of the topics. One of the activities that I am most excited about is the interview that your child will be conducting with someone that was affected by World War II, either a soldier or someone on the home front. If someone in your family was a World War II soldier, then your child can interview them. However, if you do not have a loved one who was a soldier, then I have some people I can have your child interview either in person or over the phone. Your child will need to come up with questions for their interview. Feel free to help them with ideas on questions to ask. A paper will be sent home with more information in the future. Thank you for your cooperation and understanding.

Ms. Neill

Trade books

Coleman, E. (1996) White Socks Only. Morton Grove, Illinois: Albert Whitman & Company.

This story is about a grandmother telling a story of her child to her granddaughter about when she was a young African American girl who was outside on a hot summer day all by herself. While she is walking she sees a drinking fountain and see decides to stop for a drink of water. The water fountain says “whites only;” the little girl thought that it meant white socks only. She took off her shoes in order to get a drink from the water fountain. An angry white man was upset that she did not understand the “whites only” or that she disregarded it. He grabbed her arm and pushed her to the ground; however, some black townspeople saw this and came to her rescue. I think this story would be good to have in the classroom during this unit because this book shows the relationship between generations. Also, it shows how the older generations can teach the younger generations about important events in history and how they were affected by it.

Curtis, C. (September 7, 1999). Bud, Not Buddy. New York, New York: Delacorte Press a division of Random House, Inc.

"It's funny how ideas are, in a lot of ways they're just like seeds. Both of them start real, real small and then... woop, zoop, sloop... before you can say Jack Robinson, they've gone and grown a lot bigger than you ever thought they could." This is 10-year-old philosopher idea. Bud is an orphan that has run away from his foster parents. Bud is an orphan that lives in Flint, Michigan during the Great Depression. The book is all about Bud and how his life is affected by the Great Depression and basically just growing up during the Great Depression. I think this book would be beneficial to have

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available for the students to read because it allows them to see how Bud with difficult times during the Great Depression. The Great Depression was a difficult time for most people. The students need to understand how people dealt with their difficult times.

Giovanni, N. (September 15, 2005). Rosa. New York, New York: Henry Holt and Co.

Nikki Giovanni tells the story of Rosa Park’s refusing to give up her seat in Montgomery, Alabama in a unique and original way. This picture book is a celebration of Rosa Parks’ brave movement of not giving up her seat when it went against one of the main rules of the bus. She rebelled against the normal rules of the bus. This rebellion caused her to be arrested. This brave moment in history lead to the Civil Rights Movement. I think that this would be a good book for the students in my classroom to read because Rosa Parks is one of the people who started it all when it comes to the Civil Rights Movement. I think it is important to have trade books during this unit about important people who were a big part of the Civil Rights Movement.

Mohr, M. (October 1, 1992). All for the Better: A Story of El Barrio (Stories of America). Steck-Vaughn Company.

This book is about a story of hope that tells a story about how even one caring person can make a big difference. Evelina Lopez is a child of about 11 who left her family to live with her aunt in New York City. New York City like most other places in the United States was affected by the Great Depression. When Evelina found out about food packages she became an activist on behalf of the Spanish community in New York. Eventually she founded the United Bronx Parents Group. This book is easy to read. However, it is a biography rich in flavor and contains some Spanish words throughout it. I think this book would be beneficial for the students during this unit because it provides a sense of culture. Also, it explains a little bit of the Great Depression. However, I like that it is a different side to the story. It talks about a small group from New York that most people probably didn’t know much about. It is good for students to have different perspectives from different people.

Rappoport, D. (09/4/2001). Martin’s Big Words. New York, New York: Hyperion Book CH

Martin’s Big Words is a short biography that explains the life of Dr. Martin LutherKing, Jr. This book talks about important moments in his life and in his speeches. The book mostly talks about his speeches. It explains how Martin used his words in order to fight for equal rights for black people. Doreen Rappaport took Martin’s words along with her own words, and meshed them together in order to create a book that was both interesting and easy to understand for young readers. Martin’s Big Words is a good trade book for this unit because a few of the lessons are about the Civil Rights Movement. Martin Luther King, Jr. was a very important person when it came to the Civil Rights Movement. He was one of the key people that anyone would think of if you mentioned the Civil Rights Movement.

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Ray, D. (1990). My Daddy Was a Soldier: A World War II Story. New York, New York. Holiday House

My Daddy Was a Soldier is about a young girl’s father who has gone to fight in World War II. The young girl, Jeannie is scared for her father. She does not really understand the war or why it needs to be fought. Jeannie’s whole life changes when her father leaves to go to the war. Her mother gets a job. Jeannie is sad when she does not hear from her father on Christmas. I would choose to have this book available for my students because it is another book that is from the perspective of the child. I want my students to be able to put themselves in someone else’s shoes, especially someone else that is close to them in age. It is important for children to be able to see things from other people’s perspectives. Also, it is important for them to know that other people go through difficult times too just like they do. If a student has a parent that is off in the war, this would be a good book for them to read because they would be able to relate to how Jeannie is feeling. It is important for children to be able to relate their feelings to someone else’s without allowing their feelings to always be the primary focus.

Ringgold, F. (January 1, 2003). If a Bus Could Talk: The Story of Rosa Parks. New York, New York: Aladdin

In this story, the bus could talk and it does. It tells the story about Rosa Parks to a young school girl name Marcie. It tells of the day that Rosa Parks refused to give up her seat to a white man. Rosa Parks’ act of courage inspired many people around the world of many generations to stand up for what they believe in, to stand up for freedom. This book displays the story of Rosa Parks in a fun and interesting way that young children are sure to enjoy. One of the main reasons that I choose this book is because it gave important information about Rosa Parks but it did it in a way that was different from a lot of other books that I have sense. Many other books just tell the story of Rosa Parks without much variety. I want the students to be able to get information about Rosa Parks while seeing it in a different way.

Stein, R. (March 1994). The Great Depression (Cornerstones of Freedom). Children’s Press (CT)

This book is not strictly about the Great Depression. However, there is a Great Depression section that is well-written with photos that enhance the text. It is a basic introduction to the Great Depression. It was first published in 1985 but it was redone with similar information but new photos. This book is more of an informational book than other trade books that would be in this unit. It might not be as appealing to most of the students. However, I think it will be important to have this book for certain students. For example, in my student teaching placement, there is this student who loves non-fiction book. The more factional information the better when it comes to this particular students, therefore, I think it would be beneficial to have this book in the collection for his benefit.

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Weatherford, C. (December 29, 2004). Freedom on the Menu. New York, New York: Dial

A book written from the perspective of a young girl growing up during the Civil Rights Movement, explains how she was feeling. This book provides a sense of hope for people in a situation that seems for last of a better word hopeless. The little girl in the book, Connie, understands that are certain places where she cannot participate in certain activities. For example, she cannot eat, drink, swim or use the bathroom at certain places. Some of those places are only allowed for white people. Even at a young age, Connie understands that rights are different between African Americans and white people. Connie just wants to be allowed to sit and eat at a lunch counter of her choosing. This book would be great for this unit because we are talking about the Civil Rights Movement. This book talks about the Civil Rights Movement and explains how a little girl feelings. It is written from Connie’s perspectives. I think that the students in my classroom would enjoy that because it would be easier for them to relate to a child living through the Civil Rights Movement. It would be easier for them to put themselves in Connie’s shoes rather than reading a book from an adult perspective.

Wroble, L. ( 1999). Kids During the Great Depression. New York, New York: The Rosen Publishing Group, Inc.

This book describes some of the events surrounding the Great Depression. It explains how kids were affected by the Great Depression. It explains a little of the economic affects that the Great Depression had. During the Great Depression, most people’s daily lives were affected drastically. People who were used to going out for leisure could no longer do that. Adults would understand why but many children did not understand that. This book explains things in a way that is easier for grades three through five to understand. Some things may still be hard to understand. However, this book is meant to be understood by this age group of students. I would have it in my classroom as a supplemental book so that the students could see how children living during the Great Depression dealt with the effects of it.

Bulletin Board Who am I?

I graduated high school at 15

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My father was a pastor I was the youngest person to receive

the Nobel Peace Prize I gave the “I have a dream” speech

Who am I? I graduated from Junior High at the top of my class but lost interest in school when

my favorite teacher crushed my dreams. I moved to Harlem, New York & committed some crimes

I got arrested and was in jail for 7 years: while I was there I further my education I got a new outlook on integration after my trip to Mecca

Who am I?

I would not give up my seat on the bus I attended segregation schools in Montgomery

The police arrested me for not giving up my seat I started the bus boycott.

I lost my job at a department store as a result of the civil rights movement. Who am I?

I was a successful mining engineer and businessman I believe in compassion for children, elimination of waste, volunteerism, & equal

opportunity, & individual achievement I was born on August 10, 1874 in West Branch, Iowa

Who am I?

I was an only child. I was born on January 30, 1882.

I had a lifelong hobby of stamp collecting One of my most famous phrases was “the only thing we have to fear, is fear itself.”

Who am I?

Descriptive of Bulletin Board There will be cards that have each of these short “Who am I?” phrases on them.

These cards will remain on the bulletin board. There will also be cards with a picture of each person. Then there will be a small slip

of paper with each person’s name on it as well. These cards and slips will be removable. They will be attached with Velcro.

The students will be expected to put the correct person next to the descriptive.

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The cards with the pictures and the names will be removable so that the students can try and retry to figure out the answers.

This will be a good practice for them.

Who Am I?

I graduated high school at 15 My father was a pastor I was the youngest person to receive

the Nobel Peace Prize I gave the “I have a dream” speech

I graduated from Junior High at the top of my class but lost interest in school when my favorite teacher crushed my dreams.

I moved to Harlem, New York & committed some crimes

I got arrested and was in jail for 7 years: while I was there I further my education

I got a new outlook on integration after my trip to Mecca

MALCOLM

X

Martin Luther King, Jr.

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I would not give up my seat on the bus

I attended segregation schools in Montgomery

The police arrested me for not giving up my seat

I started the bus boycott. I lost my job at a department store as

a result of the civil rights movement.

Rosa

Parks

I was a successful mining engineer and businessman

I believe in compassion for children, elimination of waste, volunteerism, & equal opportunity, & individual achievement

I was born on August 10, 1874 in West Branch, Iowa

HEBERT

HOOVER

I was an only child. I was born on January 30, 1882. I had a lifelong hobby of stamp

collecting One of my most famous phrases

was “the only thing we have to fear, is fear itself.”

FRANKLIN

D.

ROOSEVELT

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Descriptive of Bulletin Board There will be cards that have each of these short “Who am I?” phrases on them.

These cards will remain on the bulletin board. There will also be cards with a picture of each person. Then there will be a small slip

of paper with each person’s name on it as well. These cards and slips will be removable. They will be attached with Velcro.

The students will be expected to put the correct person next to the descriptive. The cards with the pictures and the names will be removable so that the students

can try and retry to figure out the answers. This will be a good practice for them.

Resources for pictures: http://www.crttbuzzbin.com/2011/01/17/five-leadership-lessons-from-martin-luther-king-jr/martin-luther-king2/

http://www.google.com/imgres?q=malcolm+x&um=1&hl=en&sa=N&biw=865&bih=563&tbm=isch&tbnid=pUiw98BWFyLDyM:&imgrefurl=http://www.malcolmxonline.com/&docid=e95C_SvnGvkJPM&imgurl=http://www.malcolmxonline.com/images/malcolm_home.jpg&w=285&h=325&ei=6GPdTuqqEYTy0gH31c25AQ&zoom=1&iact=rc&dur=1&sig=105115036270713509671&page=1&tbnh=171&tbnw=134&start=0&ndsp=9&ved=1t:429,r:4,s:0&tx=12&ty=111

http://www.google.com/imgres?q=Rosa+Parks&hl=en&biw=865&bih=563&gbv=2&tbm=isch&tbnid=bo6uEL10-0SHrM:&imgrefurl=http://www.biographyonline.net/humanitarian/rosa-parks.html&docid=VK1yTALEoUSEYM&imgurl=http://www.biographyonline.net/humanitarian/images/rosa-parks/rosa-parks.jpg&w=333&h=480&ei=VmndTunVCane0QHZ4bjhDQ&zoom=1&iact=rc&dur=236&sig=105115036270713509671&page=1&tbnh=158&tbnw=110&start=0&ndsp=9&ved=1t:429,r:4,s:0&tx=44&ty=73

http://www.google.com/imgres?q=herbert+hoover&um=1&hl=en&biw=865&bih=563&tbm=isch&tbnid=Ry9laeJ-U9eS7M:&imgrefurl=http://en.wikipedia.org/wiki/File:Herbert_Hoover.jpg&docid=8I-AKse8MreErM&imgurl=http://upload.wikimedia.org/wikipedia/commons/9/97/Herbert_Hoover.jpg&w=912&h=1131&ei=uWrdTsOzJYTy0gH31c25AQ&zoom=1&iact=hc&vpx=335&vpy=165&dur=308&hovh=250&hovw=202&tx=105&ty=142&sig=105115036270713509671&page=1&tbnh=154&tbnw=160&start=0&ndsp=8&ved=1t:429,r:1,s:0

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http://www.google.com/imgres?q=FDR&um=1&hl=en&biw=865&bih=563&tbm=isch&tbnid=ac_symeSDdLuRM:&imgrefurl=http://en.wikipedia.org/wiki/Franklin_D._Roosevelt&docid=eXvjDIpiRJxViM&imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/b/b8/FDR_in_1933.jpg/220px-FDR_in_1933.jpg&w=220&h=259&ei=3mvdTtdF5PnSAb2Pqf8E&zoom=1&iact=rc&dur=204&sig=105115036270713509671&page=1&tbnh=162&tbnw=144&start=0&ndsp=8&ved=1t:429,r:0,s:0&tx=58&ty=68

Field trip/ guest speaker:

A possible field trip for this unit would be to the Indiana World War Memorial Plaza Historic District. It is located in Indianapolis, Indiana. If I was teaching in Indiana this would be a perfect field trip. This memorial is known nationally as an important commemorative tribute to Indiana’s war heroes. It is the national headquarters for the American Legion. The American Legion is the largest organization of veterans and their relatives.

I would make sure to do this field trip at the end of the unit so that the students had the background knowledge needed in order to understand the information presented during the field trip.

Before the field trip, I would prearrange for a war veteran to speak to the class while we are there. I will have a conversation with the veteran before we get there to see what he thinks would be beneficial for the students to know before we get there. Also, I will ask the veteran if he/she will be our tour guide while we are there so that he/she can show us important war items.

After the field trip is over, we will have a group discussion about how the field trip went. We will discuss what the students liked, what they did not like, what they learned, etc. After we have discussed the field trip, the students will write a short essay about what they liked, what they did not like, what they learned from the field trip, and what they learned from hearing their peers’ ideas about the field trip.

If we were not able to go on a field trip to Indianapolis to go to the Indiana World War Memorial Plaza Historic District, I would bring in a war veteran to talk about some of their experiences during the war. I would make sure that I had a conversation with the veteran beforehand to ask him/her what he/she was planning on discussing. Therefore, I would be prepared and be able to make sure that what he/she was going to talk about was both school-appropriate and age-appropriate for the students in my classroom.

In order to find out some more information about the Indiana World War Memorial Plaza Historic District, I will make sure that I keep this website in my file so that I can look over it again. http://www.nps.gov/nr/travel/indianapolis/wwmemorialplaza.htm

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Pre-test and Post-Test Assessments

Pre-assessment: At the end of the first lesson, the students will be writing a paragraph about a time in their lives when they saw an example of cause and effect. They will have to circle and label the cause and effect in the story. This will show me if they understand what cause and effect really is. The overall concept of this unit will be cause and effect. If the students cannot figure out what the cause and effect are, then they will not understand the rest of the lessons throughout the unit. The students will be expected write a story with at least two causes and effects.

Post-assessment: For the post-assessment, each student will pick an event (WWI, Great Depression, WWII and Civil Rights Movement). After you have him/her pick an event, have them choose to either be a common resident of Indiana or a specific person from Indiana during that event. Have the students dress how their person would have dressed. The students will then explain how their lives were affected by their chosen event. Then have the students explain how they feel about these changes. As a teacher, observe whether the information is accurate. Also, judge whether each student’s reaction is how someone in that situation would react, feel, or be affected.

Technology and Literature

The students will have to conduct an interview with a former soldier or someone who was affected by World War I. They will use the computer in order to write their interviews once they have interviewed someone. Also, if the students need more information about World War II after their interviews, they may use the internet or research books in order to find out that information. Some of the information explained to them by the person they are interviewing might be confusing to them. If they do not have the background knowledge needed, then it may be difficult to understand what the person is explaining to them. Therefore, it might be beneficial to research more about World War II. However, some teacher guidance will probably be needed for this because there is a lot of information involved in World War II and a lot of details that the students may not understand at such a young age. During the opening lesson I will be

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using If you Give a Mouse a Cookie in order to illustrate to the students the idea of cause and effect. In that story, the idea is that every time the mouse got something he would not be satisfied. He was expected to ask for something else once he received what he original asked for.

Lesson #1

Lesson: What is Cause and Effect?

Length: 30 minutes

Age or Grade Level Intended: 4 th grade

Academic Standard(s): 4.2.1 Use the organization of informational text to strengthen comprehension. Example: Read informational texts that are organized by comparing and contrasting ideas, by discussing causes for and effects of events, or by sequential order and use this organization to understand what is read. Use graphic organizers, such as webs, flow charts, concept maps, or Venn diagrams to show the organization of the text.

Performance Objective(s): Given the story If you Give a Mouse a Cookie, the students will write about a story from their life about cause and effect.

Assessment: At the end of the lesson, the students will be writing a paragraph about a time in their lives when they saw an example of cause and effect. They will have to circle and label the cause and effect in the story. This will show me if they understand what cause and effect really is. The overall concept of this unit will be cause and effect. If the students cannot figure out what the cause and effect are, then they will not understand the rest of the lessons throughout the unit.

Advance Preparation by Teacher: Get a copy of If You Give a Mouse a Cookie. Make the slips of paper for the cause and effect.

Procedure:

Introduction/Motivation: Have you ever mixed two different colors of paint together just to see what happen? Growing up, I was a very curious child who loved to paint. There were times when I did not think that there were enough colors to choose from. I loved color and I always wanted to discover more colors. I wondered what would happen if I mixed colors together. I often did mix colors together just to see what would happen. Have you ever hit your brother to see how he would react? I know growing up with an older brother that was just three years older than me caused me to push my luck. I would test the idea of cause and effect a lot. If I hit my brother, would it hit me

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back? Would he just walk away? I always wanted to know. Like I said I was a curious child who liked to test the cause and effect of different situations in my life. (Bloom’s Application)If you have ever done any of these things, then you were experimenting with cause and effect, maybe without even knowing it. I know I did. Throughout the next few weeks, we will be looking at what cause and effect is and how that concept has to do with Indiana history during the 20th century.

Step-by-Step Plan:

1. Hold up the book If you give a Mouse a Cookie. (Gardner’s Visual-Spatial) a. Read the book to the students. (Gardner’s Linguistics) b. Model a think-aloud with the students.

i. However, instead of it being a traditional think-aloud, it should be a think-aloud, where you wonder about the cause and effect.

ii. If you give a mouse a cookie what happens as a result of it? 2. After reading the book with the students and modeling a think-aloud, explain

what cause and effect are.a. Cause is the reason why something happens; it makes an event happen.b. Effect is what actually happens; it’s the event.

3. Give students examples of causes and effects from everyday life. a. Allow them to give you examples. b. Have students that volunteer write examples on the board.

4. After those examples are given, all students will go back to their seats. 5. I will pass out a paper that has cause on one column, while it has effect on the

other. a. The students will get slips of paper with phrases on them. b. The phrases will be different causes and effects from the book, from

everyday life and some from 20th century Indiana history. c. The student will have to put the cause in the cause column while putting

the matching effect in the effect column. d. Therefore, not only do they have to know what cause and effect are but

they also have to know what caused each event. e. The students will glue their answers (the slips of paper with the phrases

on them) to the paper with the columns that say cause and effect. (Gardner’s Bodily-Kinesthetics since it’s hands-on, but also Intrapersonal because the student gets to work by themselves)

f. While they are working on this, walk around and answer questions. Make sure that each student understands the concept of cause and effect. They will not be able to do this lesson or understand the rest of the unit if they are not able to comprehend cause and effect.

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6. Come back together as a class. a. Have a discussion about what cause goes with what effect. b. If need be, re-explain what cause and effect are. c. Have your own materials for what the students just did. d. Allow volunteers to come to the overhead to put the slips of paper where

they are supposed to be. e. Make sure that all students have make notes of which answers they got

wrong and why.7. Once it appears that everyone understands the concept of cause and effect,

have the students write a paragraph about a time in their life where cause and effect was shown.

8. Once the students are done with their paragraphs, have them raise their hands for you to collect them. While they wait for other to finish, they know to quietly read a book. It is one of our already established procedures for what to do when we finish early with an assignment.

Closure: Today we learned about cause and effect. Can anyone tell me what cause is? (Bloom’s Knowledge & Comprehension) Very good! That is right. Cause is the reason why something happens. Can someone else tell me what effect is? Yes, that is right too! Effect is what actually happens. Now that we know how cause and effect works, we will start learning how certain historical events in the United States in the 20 th century effected life in our state of Indiana.

Adaptations:

Student with ADHD:

Make sure that he/she has lined paper to write his/her paragraph. This should help keep him/her organized with writing. Students with ADHD tend to have sloppy handwriting and tend to be disorganized.

Make eye contact with him or her to make sure that he/she is on task throughout the lesson.

There will be opportunities for the student to get out of their seat during this lesson.

Visual Impaired:

Make sure that this student sits close to you so that he/she can see the book that you are reading. Also, you want them to see the examples that are written on the board and put on the overhead.

If at all possible, get a larger copy of the book If you give a Mouse a Cookie.

Self-Reflection:

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Was this beginning lesson necessary? Did students enjoy this lesson? Did the students already know what cause and effect were? Do the students now know what cause and effect is? What could I have done better? What was good about this activity? What could I do to make this a better lesson?

Cause and Effect of My Life

Teacher Name: Ms. Neill

Student Name: ________________________________________

CATEGORY 4 3 2 1Grammar & spelling (conventions)

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling

Writer makes more than 4 errors in grammar and/or spelling.

Length The paragraph is 8 or more sentences.

The paragraph is 6-7 sentences.

The paragraph is 5 sentences.

The paragraph is less than 5 sentences.

Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the paragraph was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the paragraph was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the paragraph was about.

Cause and Effect The student had at least 3 examples of cause and effect.

The student had at least 2 examples of cause and effect.

The student had at least 1 example of cause and effect.

The student did not follow the prompt. There is no evidence of cause and effect in his/her paper.

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Circled Cause and Effect

The student correctly identified each cause and effect in his/her paper.

The student correctly identified most of the causes and effects in his/her paper.

The student correctly identify few of the causes and effects in his/her paper.

The student did not correctly identify any causes or effects in his/her paper.

Lesson # 2: S.S. Unit Plan

Danielle Neill

Lesson: The Cause Part of World War I

Length: 30 minutes

Age or Grade Level Intended: 4 th grade

Academic Standard(s): 4.1.11Identify and describe important events and movements that changed life in Indiana in the early twentieth century.Example: Women’s suffrage, the Great Depression, World War I, African-American migration from the South and World War II.

Performance Objective(s): By writing an essay, the students will provide at least two details/reasons why the United States got involved with WWI.

Assessment: The students will write an essay at the end of the lesson to show that they learned why the United States got involved with WWI.

Advance Preparation by Teacher: Make copies of the lyrics to the song “Over There!”

Procedure:Introduction/Motivation: Play the song “Over There!” for the class.

http://www.youtube.com/watch?v=B6hRDS3LvQQ&feature=related Have your class sit quietly and listen while the song is being played. (Garder’s Musical) Ask the students to think about how the song makes them feel. Step-by-Step Plan:

1.) Let’s review cause and effect before we get started talking about World War I. Who can tell me what cause is? What about effect? Who can give me an example of each? Can someone give me an example from the book If you give a Mouse a Cookie? Allow students time to think about and answer your questions. (Bloom’s Knowledge)

2.) Now back to our song that we just talked about.

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3.) I will hand out a copy of the BLM Over There! to each student. I will teach the students the tune for the song and sing it together. (Gardner’s Visual/Spatial and Musical)

4.) Tell students that soldiers and people at home sang songs like this one during World War I. Other examples of songs that were sung during this time were Pack Up Your Troubles’. Soldiers like to sing songs that were resigned in tone or that reminded them of home, rather than all of the fighting. The song “The Conscientious Objector's Lament" was intended to ridicule pacifists (a pacifist is someone who is a peacemaker), but it ended up being sung by soldiers longing to go home.

5.) Ask students how the song made them feel when they sang it. While listening to that song, what did it make you think about? Did you make a personal connection with it? Have a class discussion about the song and allow all the students that want to give their opinion share it.

6.) Now the students are introduced and open to how the soldiers may have felt. Start to introduce how this song has to do with the United States.

Lyrics of the Song “Over There!”Over there, over there!

Send the word, send the word, over there!That the Yanks are coming, the Yanks are coming,

The drums rum-tumming ev’rywhere!So prepare, say a prayer, send the word, send the word to beware!

We’ll be over, we’re coming over,And we won’t come back ‘til it’s over Over There!

This song explains that America will be joining the world and they will not back out until the war is over with.

7.) Explain that World War I was called a world war because many countries fought in it. It was the first war of its kind.

8.) Tell students that the United States stayed out of the war for three years. The United States just did not want to get involved. However, the United States was starting to realize that the actions of Germany was becoming too much. The United States could no longer stand by and do nothing.

a. The German attacked the Lusitania in May 1915 with its U−boat-20 German submarine. The Lusitania never had a chance.

b. This attack killed about 1195 people including 128 Americans. It was a huge deal to America.

c. However it took the United States until April of 1917 to declare war on Germany. Germany kept attacking ships that had war supplies.

d. They promised the United States they would stop and still kept doing it. e. The United States had lent a lot of money to Britain and other Allies.

Therefore, it was in their best interest to make sure that the Allies won. Even if that means that they had to join the war.

9.) Inform students that the war was fought mostly in Europe and that this was the first war the United States had fought in a foreign land.

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Closure: We have learned a lot today about why the United States got involved in World War I. Can I have a volunteer give me a reason why the United States joined the war? (Bloom’s Knowledge) How do you feel about the United States joining the war? (Bloom’s Analysis) Now, each of you is going to get a chance to write about why the United States joined the war in an essay that is less than one page. The things that we learned today about why the United States joined World War I would be the cause. Tomorrow, we will learn the effect these events had on Indiana.

Adaptations/Enrichment:Extending the activity: Take a class field trip to a World War I memorial to learn about men and women from Indiana who served in the war. Have students ask an older person if they knew anyone who served in the war. Student with Autism: The student will be allowed to go a desk in the back where there will be silly putty and other stuff for him to play with if he cannot focus.

Self-Reflection: Did the students like this activity? How could I have engaged the students more? Did the students learn what I needed them to learn? Did my assessment align with my objective? Was a really assessing what I wanted to be assessing?

Resources: http://dc.doe.state.in.us/Standards/AcademicStandards/files/soc/ss_4_1_10.pdfhttp://www.eyewitnesstohistory.com/snpwwi2.htmhttp://www.firstworldwar.com/features/lusitania.htmhttp://wiki.answers.com/Q/How_did_the_US_get_involved_in_World_War_1

The Cause of World War I

Teacher Name: Ms. Neill

Student Name: ________________________________________

CATEGORY4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards Score

Accuracy All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

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Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Transitions A variety of thoughtful transitions are used. They clearly show how ideas are connected

Transitions show how ideas are connected, but there is little variety

Some transitions work well, but some connections between ideas are fuzzy.

The transitions between ideas are unclear OR nonexistent.

Sentence Structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

Details/Reasons The student provided 2 or more reasons for why World War I started.

The student provided 1 reason for why World War I started.

The student did not provide any reasons for why World War I started.

Reasons Explained

The student clearly explained the reasons for why World War I started.

The student somewhat explained the reasons for why World War I started.

The student mentioned the reasons for why World War I started but he/she did not go into detail about it.

There is no evidence to prove that the student knows why the war started at all.

Lesson Plan # 3

Lesson: __The Effect Part of WWI on Indiana

Length: 20-30 minutes

Age or Grade Level Intended: 4 th grade

Academic Standard(s): SS.4.1.10 Growth and Development: 1900 to 1950. Describe the participation of Indiana citizens in World War I and World War II.

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Performance Objective(s): Given information about the participation of Indiana citizens in World War I, the students will make a poster encouraging war efforts and present which effort they would promote.

Assessment: A poster and a presentation about the poster explaining what they promote about the war efforts.

Advance Preparation by Teacher: Get supplies for the poster making like markers, crayons, poster board,etc.

Procedure:

Introduction/Motivation: Show the students different examples of war posters. http://www.google.com/imgres?q=wheatless+mondays+and+meatless+tuesdays&hl=en&biw=1093&bih=490&gbv=2&tbm=isch&tbnid=mvK6poG9c3_TlM:&imgrefurl=http://wenchwisdom.blogspot.com/2011_01_01_archive.html&docid=JHfOKqVTEctfxM&imgurl=http://4.bp.blogspot.com/_t4UiD6xu9N0/TULvQFFjjzI/AAAAAAAAAF4/oQ6QNOHrMIk/s1600/Meatless_Monday.png&w=755&h=488&ei=U8-lTv75MKP00gHR0ODOBA&zoom=1&iact=hc&vpx=434&vpy=193&dur=1745&hovh=180&hovw=279&tx=156&ty=199&sig=114647710209596370296&page=2&tbnh=101&tbnw=157&start=12&ndsp=12&ved=1t:429,r:3,s:12

http://www.historylink.org/db_images/WorldWarOneKnit07.jpg

Have a discussion with your class about how important these types of posters were during the war. Explain what the posters are talking about.

Step-by-Step Plan: Remember to add the identification with Gardner’s intelligences. (i.e. Gardner: Musical/Rhythmic)

1.) Explain the following ways in which people in Indiana supported the war effort overseas. List these on a piece of chart paper: (Gardner’s Visual-Spatial) a. 131,000 of the men and women in the military were Hoosiers.b. Indiana farmers grew extra food to help feed soldiers.c. On certain days, people went without wheat or meat to conserve food − the

food saved on “Wheatless Mondays and “Meatless Tuesdays” helped to feed soldiers overseas.

d. To raise money to buy food, guns, and ammunition for its soldiers and for its allies, the government borrowed money from ordinary people by selling war bonds. The war bonds said that the government promised to pay back the money they borrowed and add interest. The war bonds were bought and sold

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by many people, including businesses, women’s groups, churches, and Boy Scouts.

2.) Go into detail about each of these topics listed above. 3.) Show the class some more examples of posters used during this time to

encourage the things listed above.4.) Tell students that they are going to design a poster that promotes one of these

efforts, in a way similar to the posters they viewed earlier. The students can either work in small groups or by themselves.

a. Students will choose to promote one of the efforts that they personally felt a connection with when we were discussing it.

b. They will pick the effort that seems the most interesting to them. 5.) Based on the information that they have been given have students decide which

effort they are going to promote and hand out pieces of poster board and art supplies. The students will make poster to explain which war efforts they agree with. (Gardner’s Bodily Kinetics, Interpersonal, and Intrapersonal)

6.) When students have finished, have them present their poster explaining which effort they were promoting and why. Closure: Now that you have heard from each of your classmates, can you

remember some examples of how Indiana was involved in the war effort during World War I? Allow several students to give ideas. (Bloom’s Knowledge)

Adaptations/Enrichment:

Extending: Health: After reviewing the four main food groups, have students plan a week’s worth of menus for balanced meals. Have them include a “Wheatless Monday” and “Meatless Tuesday.”

Student with Autism: Allow him the option to work by himself if he needs to or put him with students that he can work with.

Self-Reflection:

Did students learn what they were supposed to learn? Did the students enjoy this activity? Were the students engaged? What could have gone better? What went well?

Resources: http://dc.doe.state.in.us/Standards/AcademicStandards/files/soc/ss_4_1_10.pdf

http://www.google.com/imgres?q=wheatless+mondays+and+meatless+tuesdays&hl=en&biw=1093&bih=490&gbv=2&tbm=isch&tbnid=mvK6poG9c3_TlM:&imgrefurl=http://wenchwisdom.blogspot.com/

28

2011_01_01_archive.html&docid=JHfOKqVTEctfxM&imgurl=http://4.bp.blogspot.com/_t4UiD6xu9N0/TULvQFFjjzI/AAAAAAAAAF4/oQ6QNOHrMIk/s1600/Meatless_Monday.png&w=755&h=488&ei=U8-lTv75MKP00gHR0ODOBA&zoom=1&iact=hc&vpx=434&vpy=193&dur=1745&hovh=180&hovw=279&tx=156&ty=199&sig=114647710209596370296&page=2&tbnh=101&tbnw=157&start=12&ndsp=12&ved=1t:429,r:3,s:12

http://www.historylink.org/db_images/WorldWarOneKnit07.jpg

Making A Poster : The Effect of World War I

Teacher Name: Ms. Neill

Student Name: ________________________________________

CATEGORY 4 3 2 1Use of Class Time

Used time well during the whole class period. Focused on getting the project done. Never distracted others.

Usually focused on getting the project done and never distracted others.

There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics - Originality

Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand.

All graphics are related to the topic and most make it easier to understand.

All graphics relate to the topic.

Graphics do not relate to the topic

Knowledge Gained

Student can accurately answer all questions related to facts in the poster.

Student can accurately answer most questions related to facts in the poster.

Student can accurately answer about 75% of questions related to facts in the poster.

Student appears to have insufficient knowledge about the facts.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

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Mechanics Capitalization and punctuation are correct throughout the poster.

There is 1 error in capitalization or punctuation.

There are 2 errors in capitalization or punctuation.

There are more than 2 errors in capitalization or punctuation.

Explanation Student clearly took a stand on a war effort.

Student took a stand but did not stay with that stand.

Student did not take a clear stand on what war effort he/she was promoting.

There is no evidence that the student attempt to take a stand on a specific war effort.

Oral Presentation Rubric : The Effect of World War I

Teacher Name: Ms. Neill

Student Name: ________________________________________

CATEGORY 4 3 2 1Stays on Topic Stays on topic all

(100%) of the time.Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

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Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Poster The student clearly explains what war effort he/she choose, explains the connection he/she had with that war effort and why.

The student clearly explain what war effort he/she choose to promote, the connection he/she had with the war effort but does not explain why.

The student somewhat explains the war effort he/she choose but did not explain why.

There is no evidence that the student explains what war effort he/she choose to promote.

Lesson # 4

Lesson: The Cause of the Great Depression

Length: 30-40 minutes

Age or Grade Level Intended: 4th grade

Academic Standard (s): 4.1.11 Identify and describe important events and movements that changed life in Indiana in the early twentieth century.

Example: Women’s suffrage, the Great Depression, World War I, African-American migration from the South and World War IIMath 4.7.7 Know and use appropriate methods for estimating results of whole-number

computations.Example: You buy 2 CDs for $15.95 each. The cashier tells you that will be $49.90. Does that surprise you?

Performance Objective (s): Given fake money, the students will make decisions on how to use their fake money.

Assessment: This assessment will be strictly based on observation of the teacher during the simulation and during group discussion. It will be participation-based.

Advance Preparation by Teacher: Get all materials for the simulation. Also, know what caused the Great Depression.

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Procedure:

Introduction/Motivation: Read the book Potato: A Tale From The Great Depression by Kate Lied out loud to the students. (Gardner’s Linguistic) Ask the students, “What would it feel like to live during the Great Depression?” “How do you think what happened during the Great Depression effected everyday life in Indiana?” (Bloom’s Application) Have a classroom discussion on how the students will feel living during the Great Depression.

Step-by Step Plan:

1.) Review what cause and effect is. 2.) Explain to the students what the Great Depression was. Explain that the Great

Depression was a major economic slump after the time period of World War I. 3.) Explain that the effect that World War I had on America to cause the Great

Depression is a perfect example of cause and effect in itself. 4.) Because World War I already had “Meatless Mondays” and “Wheatless

Wednesdays” the nation was prepared for having to rationalize their food because of the economic issues during the Great Depression.

5.) Talk about the Stock Market Crash of 1929 and Bank failuresa. I will wait to explain the Stock Market Crash and the bank failures after

they have been able to see how it works with their own eyes in the simulation. I do not want my explanation to influence their decisions on what to do with their money.

b. I will have the students do a simulation about this. (Gardner’s Bodily/Kinetics)

c. This will last a few weeks period. However, it will be important to really explain things here like how the Stock Market Crash and Bank failures worked.

d. Each student will have a job in the classroom. They will get fake money for their work. The students can lose their job by misbehaving a lot. Also, if the student is not doing their job properly, their pay will be reduced. The students will be allowed to buy stocks. Also, they will be allowed to put their money in the bank. They do not have to buy stocks or put their money in the bank. It will be optional. (Gardner’s Logical/Mathematical)

e. After the simulation has been going on for a few weeks and when we get to this lesson, the students who bought stocks will lose money. Also, students who put their money in the bank will lose money if they do not take their money out of the bank at the proper time.

f. Explain to the students about how the Stock Market Crash happened and what caused the Bank failures.

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g. We will do another money simulation later in the year. However, the bank won’t fail and the students will be able to use their money to purchase items in an audition on the end of the year.

h. The first simulation will just be used for fun, instructional purposes and as practice for the money simulation later in the year when we learn more about money and economics.

Closure: Bring the class back together for a group discussion about their experiences with the simulation. Some will have had good experiences while other will have had bad experiences. Allow students to discuss it. Explain to the students that many families went through some of the issues that they went through with money problems. Tell them that we will explore how families were affected because of the Great Depression next class time.

Adaptations/Enrichment: Have the students compare prices from the Great Depression and now. (Gardner’s Bodily/ Kinetics) Give students a certain amount of income, give them the prices of the Great Depression, and have them calculate if they could survive during the Great Depression. Allow the students to write about their experiences if they want to. Another simulation that would be fun for students to do would be a poverty simulation like we had to do as education majors.

Student with Autism: Encourage him to ask and answer questions. Allow him to play with putty if he is having trouble. High Ability: Have the students do a short power point on information that they learned about what caused the Great Depression.

Self-Reflection: Did the students grasp the concepts that I was trying to teach? Did the students like learning about the Great Depression? What could have made this lesson better? What went well in this lesson? Did the students like the simulation? Did they understand how the simulation tied in with the Great Depression?

Lesson # 5

Lesson: The Effect of the Great Depression

Length: 20-30 minutes

Age or Grade Level Intended: 4th grade

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Academic Standard (s): 4.1.11 Identify and describe important events and movements that changed life in Indiana in the early twentieth century.

Example: Women’s suffrage, the Great Depression, World War I, African-American migration from the South and World War II

Performance Objective (s): Given a role in the family, the student will write an essay explaining how they would feel if they lived during the Great Depression.

Assessment: Each student will be given a role. For example, they will each be a father, mother, son or daughter. The student will have to write an essay as if they were that person and they were living during the Great Depression. They will need to use the information that they learned. Also, they can use their information from their simulation if they want.

Advance Preparation by Teacher: Know how the Great Depression affected the lives of families during that time period.

Procedure:

Introduction/Motivation: Have a group discussion re-explaining the purpose of the simulation from last lesson. Ask the students, “Do you know why we did the simulation that we did last lesson?” (Bloom’s Knowledge) The purpose of the simulation was so the students could better understand the Stock Market Crash of 1929 and the bank failures that played a huge part in causing the Great Depression.

Step-by Step Plan:

1.) Explain how the bank failures caused students to go bankrupt. Tie that back into the simulation that they did the lesson before.

2.) Explain that bank failures made simple living difficult for people in America. 3.) In Indiana, farmers were affected greatly by this. Many people went bankrupt and

lost their farms. 4.) Have students select slips of papers out of a container. On the slips of paper,

there will be different family members on it. 5.) Each student will write an essay in the perspective of the role that they randomly

drew. (Gardner’s Linguistic) (Gardner’s Intrapersonal) 6.) In this essay, the students should include how life would be for them as that

person. a. For example, they could write about how it could be difficult to provide for

the family as a father. b. Also, they could write about how food was being rationed during that time.

i. How would that make certain people feel? ii. Would that cause stress on a family?

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iii. How would that impact a family dynamic? c. Encourage the students to be creative. d. Also, encourage the students to think back on how they felt during the

simulation. Imagine that was real. How would you feel if you were living during the Great Depression? How would it feel if the banks really did fail like they did during the simulation and the Great Depression? How would have make you feel in real-life? (Bloom’s Evaluation)

Closure: Have students that are brave enough and want to, share their essays with their classmates.

Adaptations/Enrichment: Have students research about people living during the Great Depression or if they have a great grandparents who lived during the Great Depression they can interview them.

Student with Autism: The student with autism may not be able to comprehend putting themselves in someone else’s shoes. In this activity the student has to put himself in the role of a certain family member. That may be difficult for him to do. Therefore, I will have him write about the simulation from the previous lesson. Also, allow him to use his putty if he loses focus.

High Ability: For the high ability students, I will have them use outside resources in order to go into more depth about how that certain person will feel. I will give them books or website pages so that they can dig deeper into the topic.

Self-Reflection:

Did the students enjoy this activity? Did this lesson accomplish what I wanted it to? What went well in this lesson? What did not go so well this lesson? What would I change if I taught it again?

The Effect of the Great Depression Teacher Name: Ms. Neill

Student Name: ________________________________________

CATEGORY4 - Above Standards

3 - Meets Standards

2 - Approaching Standards

1 - Below Standards Score

Sentence Structure

All sentences are well-constructed with varied structure.

Most sentences are well-constructed and there is some varied sentence

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not well-constructed or varied.

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structure in the essay.

Capitalization & Punctuation

Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.

Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.

Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Attention Grabber

The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.

The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.

The author has an interesting introductory paragraph but the connection to the topic is not clear.

The introductory paragraph is not interesting AND is not relevant to the topic.

Role The student puts himself/herself in the shoes of the role he/she choose.

It is clear that the student attempted to put himself/herself in that person\'s shoes.

The student make little effort to write from the point of view of the role that he/she choose

There is no evidence that the student even tried to write from the point of the view of someone in the Great Depression.

The Cause of World World II (Unit Lesson #6)Writing

Danielle Neill Academic Standard(s):

4.1.10 Describe the participation of Indiana citizens in World War I and World War II. Example: Homefront activities such as planting victory gardens, air raid drills and rationing; the use of Indiana steel mills to manufacture weapons; contribution of troops; and the war reports of Ernie Pyle

4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.

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Performance Objectives: Given the information learned about World War II, the students will write up questions that they want to ask a soldier from Indiana who fought in World War II or a person that was affected by life on the home front. Advanced Preparation by Teacher: The teacher will need to find adults that would not mind being interviewed by fourth grade students about World War II. These adults need to either be former soldiers, or people that stayed home from the war, but were deeply affected by the war. It would be most beneficial if the adults were from Indiana.

Lesson Plan: The teacher will re-explain cause and effect. The teacher will identify what started World War II. The teacher needs to

elaborate on each cause that is believed to have started World War II. The teacher will have the students discuss these causes. The teacher will review the 6 steps about conducting an interview.

o Step 1: Prewrite: Students learn how to choose someone to interview, prepare for the interview, and conduct it.

o Step 2: Draft: Now, they’re ready to organize their work and get their thoughts down on paper.

o Step 3: Revise: Students get tips on how to improve their work.o Step 4: Edit: They check capitalization, organization, punctuation, and

spelling and sentences.o Step 5: Review: It’s time for one final review of their work.o Step 6: Publish: Students will publish their work outside the classroom.

The teacher will explain that the students will be interviewing someone in Indiana who was affected by World War I.

Explain to the students that they must follow each step of the writing process when working on their interviews.

Assessment: The students will have to turn in their plans and questions for their interview. Resources: http://www.scholastic.com/teachers/activity/create-wwii-memory-book

The Effect of WWII on Indiana: (Unit Lesson # 7)Writing

Academic Standard(s): 4.1.10 Describe the participation of Indiana citizens in World War I and World War II. Example: Homefront activities such as planting victory gardens, air raid drills and rationing; the use of Indiana steel mills to manufacture weapons; contribution of troops; and the war reports of Ernie Pyle

4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.

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Performance Objectives: Given the information learned about how WWII affected Indiana, the students will conduct an interview and write what they learned. Advanced Preparation by Teacher: Make sure you know the information that you need to teach. Know how Indiana was affected by WWII.

Lesson Plan: Bring in WWII war newspapers. The teacher will review the causes of WWII from last lesson. Review the steps of planning and conducting the interview. The planning stage should already be completed. The teacher will explain some of the affects that WWII had on Indiana.

o Use those newspapers to explain Ernie Pyle. o Ernie Pyle was important to WWII because he would report about the war.o Explain about how Indiana steel mills started making weapons for the war. o Explain how many people got drafted into the war much like in WWI.

Have the students actually conduct their interviews now. The adults they are interviewing would come into the classroom so that it would

be easier for everyone. The teacher would not have to set up individual times for each of her students to meet with the adults.

The students will then record their results.

Assessment: The assessment will be the interview.

The Cause of the Civil Rights Movement (Unit Lesson # 8)Academic Standard(s): 4.1.11 Identify and describe important events and movements

that changed life in Indiana in the early twentieth century.

Example: Women’s suffrage, the Great Depression, World War I, African-American migration from the South and World War II

Performance Objectives: After reading Remember by Toni Morrison, the students will demonstrate their understanding of the content in the book by writing in their journals, giving a “presentation,” making a short movie clip, making a poster, drawing a picture, etc.Advanced Preparation by Teacher: Think up choices for the students to use to demonstrate their understanding. The teacher will need to get the book Remember by Toni Moore or at least borrow it. Lesson Plan: The teacher will first introduce the lesson by reading Remember by Toni Morrison.

This will not be done as a think aloud. The teacher needs to make sure that she does not give her opinion on this story before the students do.

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The teacher will allow for a class discussion about the book. The teacher will allow students to make comments and connections.

Also, if the students want to or feel complied to they can go back to their desks and write about the connections rather than talk it out with their class.

After the students have had time to sort out their thoughts, teach them some of the causes of the civil rights movement.

o Explain important events, and/or people Give them some options. Give them the freedom to pick how they are going to

express their understanding of the book and of the civil rights movement itself. Assessment: The student will choose an option on how to explain their understanding. For example, they will be allowed to write in their journals, give a “presentation,” make a short movie clip, make a poster, draw a picture, etc. Resources: http://www.houghtonmifflinbooks.com/readers_guides/morrison_remember.shtml

For next lesson, put on an “experiment.” Show the students what separate but equal means. Give them a taste of the experience but do not overwhelm them with how hard it really was for some African Americans.

Lessons #9 and #10Danielle Neill

Unit Lesson # 9: The Effect of the Civil Rights Movement(Science) Academic Standard(s): Science 4.5.5 Explain how reasoning can be distorted by strong feelings.Social Studies 4.1.11 Identify and describe important events and movements that

changed life in Indiana in the early twentieth century.

Performance Objectives: After doing the activity about stereotypes, the students will write a short essay with at least detail of what they learned from this activity. Advanced Preparation by Teacher: Get a kiddy pool with water or some kind of similar container with water. Get slips of paper. Get markers. Lesson Plan:

Have a couple of volunteers explain what the book Remember was about. If needed, explain it yourself or emphasize certain parts.

Summarize how the Civil Rights Movement was started again. Explain to the students that the Civil Rights Movement affected the whole United

States Explain how the Civil Rights Movement specifically affected Indiana Explain how the people might have felt.

o Write those feelings on the board so that students can physically see the effects of the discrimination

Have students write down stereotypes that have been said about them on a slip of paper with marker

o Have any student that wants to share theirs out loud, share it

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o As the student shares the stereotype, have them put the slip of paper into the water.

o Allow them to discover what happens o The words will start to dissolve in the water and wash away. The

stereotypes will be unreadable. Discuss with the students that our stereotypes of others can make us miss out on

getting to know someone else who is a great person. o Stereotypes can keep us from getting close to people and making

connections with people who are different than us. o The water erased the stereotypes. Therefore, we need to not allow the

stereotypes to affect our lives. o Encourage students to get to know people who are different from them. o Explain to the students that everyone is equal. Even though, someone

may look or act differently than you, does not mean that they are any less of a person than you.

o Explain to the students, that the leaders of the Civil Rights Movement, just wanted to be treated as equals with the white people. Black people were not considered equal citizens at that time. They just wanted to be seen as equals.

Assessment: The students will write a short essay about what they learned. As a teacher, I learned that stereotypes are normally not accurate. You need to get to know people as individuals. It is important not to judge other people. Stereotypes can be very hurtful and lead to bullying. Explain to the students that you want them to write a short paper explaining how they feel about this activity and what they learned about stereotypes after doing this activity.

Unit Lesson #10 Wrap-Up Academic Standard(s): Social Studies 4.1.11 Identify and describe important events

and movements that changed life in Indiana in the early twentieth century.4.3.2 Identify the main events of the plot, including their causes and the effects of

each event on future actions, and the major theme from the story action. Example: Discuss the causes and effects of the main event of the plot in each story within Rudyard Kipling’s collection of animal tales, The Jungle Book.

Performance Objectives: Given a specific event, the students will verbally explain how a person from Indiana would have been affected. Advanced Preparation by Teacher: Have a list of people from Indiana that the students could choose from. Have extra clothes and accessories that students could use to dress up in. Lesson Plan:

Review the definitions of cause and effect. Review briefly the cause and effect for each of the events: WWI, Great

Depression, WWII, and Civil Rights Movement.

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Have the students put themselves in the shoes of someone living in Indiana during these events. How would were they affected by each event? And how did they feel about it?

Have each student pick an event. After they have picked an event, have them choose to either be a common

resident of Indiana or a specific person from Indiana during that event. The students will each dress how their person would have dressed. The students will then explain how their lives were affected by their chosen

event. Then the students will explain how they feel about these changes. As the teacher, I will observe whether the information is accurate. Also, I will judge whether their reaction to the how they lives were affected would

be appropriate to the situation.

Assessment: It will be an observational assessment. The students will have to explain how “they” were affected as a resident of Indiana.