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

1

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

Intended Grade Level: 4th

Danielle Neill

EDUC 327

December 2, 2011

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

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

· 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 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 #4

o 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

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:

· 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 Stein

If 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 Mohr

Rosa by Nikki Giovanni

Bud, Not Buddy by Christopher Paul Curtis

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 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.