Grade 5

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Grade 05 Social Studies Unit 12 Exemplar Lesson 01: The World at WarGrade 05 Social Studies Unit 12 Exemplar Lesson 01: The World at War

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by

supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a

recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementingCSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of

Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

This lesson focuses on the historical significance of the two world wars and the Great Depression as they apply to our sense of nationalism, protection

of American values, and preservation of our rights and responsibilities.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas

law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The

TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

5.5 History. The student understands important issues, events, and individuals in the United States during the 20th and

21st centuries. The student is expected to:

5.5A Analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great

Depression, the world wars, the civil rights movement, and military actions.

5.5C Identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr.,

Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team

who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.

5.9 Geography. The student understands how people adapt to and modify their environment. The student is expected to:

5.9A Describe how and why people have adapted to and modified their environment in the United States, past and

present, such as the use of human resources to meet basic needs.

5.9B Analyze the positive and negative consequences of human modification of the environment in the United States,

past and present.

5.19 Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is

expected to:

5.19C Identify and compare leadership qualities of national leaders, past and present.

5.20 Citizenship. The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and

other amendments to the U.S. Constitution. The student is expected to:

5.20B Describe various amendments to the U.S. Constitution such as those that extended voting rights of U.S. citizens.

5.23 Science, technology, and society. The student understands the impact of science and technology on society in the

United States. The student is expected to:

5.23A Identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John

Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong.

5.23C Explain how scientific discoveries and technological innovations in the fields of medicine, communication, and

transportation have benefited individuals and society in the United States.

Social Studies Skills TEKS

5.24 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety

of valid sources, including electronic technology. The student is expected to:

5.24B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,

contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences

and conclusions.

5.24C Organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

5.24D Identify different points of view about an issue, topic, or current event.

5.25 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

5.25D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and

bibliographies.

5.26 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with

Last Updated 05/28/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 26  

others, in a variety of settings. The student is expected to:

5.26B Use a decision-making process to identify a situation that requires a decision, gather information, identify options,

predict consequences, and take action to implement a decision.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 05 Social Studies Unit 12 PI 02

Create a series of journal entries as if you are a writer gathering information for a nonfiction book covering major events around the world during this time period. The entries

(a) sequentially describe specific events in the time period, (b) depict the feelings of those who experienced the events (point of view), and (c) provide an analysis of the

causes and results of the events.

Standard(s): 5.5A , 5.5C , 5.24B , 5.24D , 5.25D , 5.26B

ELPS ELPS.c.1E

Key Understandings

Major issues, events, and individuals define historial eras.

—    What were significant issues and events of the 20th century?

—   What were the accomplishments of individuals and groups who have made contributions to society in the areas of civil rights, women’s rights, military actions, and

politics?

Vocabulary of Instruction

suffrage

ratification

era

reparations

trench warfare

submarine

epidemic

drought

economic depression

Materials

white paper

pencil colors

butcher paper or chart paper

colored pencils

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,

attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the

public website.

Handout: World War I (1 per student)

Handout: The Roaring Twenties and the Great Depression (1 per student)

Handout: Reflections

Handout: Causes and Effects of the Dust Bowl (1 per student)

Teacher Resource: Causes and Effects of the Dust Bowl KEY

Handout: World War II (1 per student)

Handout: Political Cartoon Analysis (1 per student)

Teacher Resource: Political Cartoon Analysis KEY

Handout: Timeline

Handout: Should We Declare War?

Handout: Decision Making Process Scenario

Resources

State adopted/district approved textbook

Primary Sources: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/

Grade 5

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 26  

Advance Preparation

1. Become familiar with content and procedures for the lesson, including information about World War I, World War II, the Great Depression, limiting

immigration, the Dust Bowl and the 19th amendment.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.

4. Preview materials and websites according to district guidelines.

5. Prepare materials and handouts as necessary.

Background Information

1900 found Americans celebrating but also struggling with change. Within a few decades, the United States had been rapidly transformed from a largely agrarian society of

rural hamlets to an industrial giant whose citizens lived increasingly in cities. The country's population was growing, especially from an influx of immigrants—more than

425,000 in 1900 alone. There were many reasons for Americans to be optimistic. The nation was becoming a world power. Technological innovations—the telephone,

automobile, electric light, and after 1903, the airplane—promised to make life easier and more enjoyable. Medical progress and better nutrition were lowering infant mortality

rates and raising life expectancy.America's growing industrial output brought higher wages but also long hours and difficult working conditions for its workers. In April 1917

theUnited Statesentered World War I againstGermanyandAustria-Hungary. The Federal Government immediately began to mobilize American society to meet the demands of

"total war."

After the Great War ended, the United States pledged to become an isolationist country. Americans celebrated and enjoyed the fun spirit of the 1920s. The American people

enjoyed spending, borrowing to spend and lived a carefree life. Times were good for most people but not for long.

The Great Depression of the 1930s was a worldwide phenomenon. It affected lives across the globe and across all social and economic classes. Its inception cannot be

necessarily traced to one isolated event, such as the Stock Market Crash of 1929, but rather to a number of events that dated as far back as the 1890s. This calamity

challengedAmerica’s economic and political strength like no other event of its kind in the twentieth century. Its legacy has endured the test of time and is evident in our

economic and political framework even today.

World War II: The road towards the Second World War was imminent but far reaching. The experience of the Great War of 1917 was still fresh in the minds and hearts of most

Americans so the thought of another war was unimaginable. America was not prepared for another war. It had its own share of troubles to deal with. The Great Depression

seemed never ending despite the President’s New Deal. Social unrest was spewing in the factories and in the streets of major U.S. cities.

Germany was moving towards territorial domination in Europe and was made obvious with the invasion of countries like Denmark, Norway, the Netherlands, Belgium,

Luxembourg, and France, the United States remained publicly and officially neutral. Few Americans supported the need to intervene in European affairs.

To the country’s dismay, however, the territorial and ideological threat of the fascist and totalitarian forces of the world quickly forced the United States to reconsider its

commitment to isolationism. On December 7, 1941, the United States was attacked by Japan at Pearl Harbor, Hawaii. The following day, Americans joined the allied forces and

engaged in a second world war that lasted through 1945.

Excerpts courtesy of: National Archives and Records Administration. (2013). Picturing the century: A new century. Retrieved from

http://www.archives.gov/exhibits/picturing_the_century/galleries/newcent.html

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one

approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create

original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “MyContent” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Student Discussion

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 10 minutes

1. Write the words (World War) on the board.

2. Students have two to three minutes to write everything that they might associate with

these two words.

3. After the three minutes are up, facilitate a discussion based on student responses

and follow up with questions such as:

What is the difference between a war and a world war?

Why do some wars involve two countries while other wars involve twenty

or more countries?

TEKS: 5.5A

Purpose:

Students are introduced to the concept of alliance

systems.

Instructional Note:

Introduce students to alliance systems which create

a domino effect. Optional Engage: A demonstration

using dominos might be considered. Set five or six

dominos in a row and tip the first domino so that

each domino falls and hits the next domino etc. If

one country (Domino A) goes to war, other dominos

Grade 5

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 26  

are affected and are pulled into the war.

EXPLORE/EXPLAIN – World War I Suggested Day 1 (continued) – 30 minutes

1. Read the story aloud to the class using the Handout: World War I and students follow

along on their own copy.

2. After the reading is completed, students work on a graphic organizer that lists the

causes and effects of World War I. Students may refer to their handout as a

reference. Students may work with a partner or independently. The image below is a

possible sample of a cause and effect graphic organizer.

3. Students write World War I in the center and list three causes and three effects.

4. After students complete their graphic organizer, students explain the causes and

effects to one other student. Encourage students to engage in a discussion if they

have different causes or effects from those of their partner.

Attachments:

Handout: World War I (1 per student)

TEKS: 5.5A; 5.20B; 5.24B

Purpose:

Students organize the information from their reading

into a graphic organizer and differentiate between

the causes and effects of World War I.

ELABORATE – Compare two wars Suggested Day 1 (continued) – 10 minutes

1. How was the Civil War different from World War I? Students may use a Venn diagram.

Write the following statements on the board and discuss them with students to access

prior knowledge.

Consider who was involved.

Consider reasons for the war.

Consider the effects of the war.

TEKS: 5.5A; 5.20B; 5.24B

Purpose:

Students use critical thinking skills by comparing an

event they have studied to an event recently

introduced.

Instructional Note:

If students need more time for this activity it may be

assigned as homework.

EXPLORE – Read and Reflect Suggested Day 2 – 25 minutes 

1. Distribute the Handout: The Roaring Twenties and the Great Depression. (1 per

student)

2. Students sit with a partner. Student A reads the first underlined paragraph. After

reading the first paragraph, both students, use the Handout: Reflections, discuss

and answer the questions. Student B reads the next paragraph (not underlined) and

repeat the process using the Handout: Reflections.

Attachments:

Handout: The Roaring Twenties and the Great

Depression (1 per student)

Handout: Reflections (1 per student)

TEKS: 5.5A; 5.5C; 5.9A; 5.9B; 5.19C; 5.23A

Purpose:

Students read actively about the Dust Bowl and the

Great Depression by pausing and reflecting after

each paragraph.

Instructional Note:

It is important to pace students after each paragraph

is read. Reflections should not take more than five

minutes. Each paragraph should have a reflection.

There are six paragraphs so there should be six

reflections.

EXPLAIN/ELABORATE – Causes and Effects Suggested Day 2 (continued) – 25 minutes

1. Based on the reading, students determine the causes and effects of the Dust Bowl by

using the Handout: Causes and Effects of the Dust Bowl. Students may refer to

their reading from the Handout: The Roaring Twenties and the Great Depression.

2. After students complete the cause and effect chart, they write a story or a poem from

the point of view of a child experiencing the Great Depression or the Dust Bowl.

Materials:

white paper

pencil colors

Attachments:

Grade 5

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 26  

Encourage students to use the images included in their reading (Causes and Effects

of the Dust Bowl) to help them create the story or poem.

3. In groups of four, students share their story or poem with each other.

Handout: Causes and Effects of the Dust Bowl

(1 per student)

Teacher Resource: Causes and Effects of the

Dust Bowl KEY

TEKS: 5.5A; 5.5C; 5.9A; 5.9B; 5.19C; 5.23A; 5.24D

Instructional Note:

Review with students the political, economic,

geographic, and social characteristics of an event.

EXPLORE – World War II Suggested Day 3 – 15 minutes

1. Read aloud the Handout: World War II. Students follow along using their own copy.

2. Facilitate a discussion by pausing and asking students to observe each of the visuals.

Discuss point of view for each of the visuals.

3. Students form groups of four. Using the Handout: Political Cartoon Analysis,

students answer the questions written below the cartoon.

4. Students engage in a short discussion about the political cartoon with a partner and

then share discussion points about the cartoon in a class discussion.

Attachments:

Handout: World War II (1 per student)

Handout: Political Cartoon Analysis (1 per

student)

Teacher Resource: Political Cartoon Analysis

KEY

TEKS: 5.5A; 5.5C; 5.19C; 5.20B; 5.23C; 5.24D

EXPLAIN – Timeline Sketch Suggested Day 3 (continued) – 20 minutes

1. In small groups, students sketch a simple timeline of major events from 1914 to 1945

on a large sheet of butcher paper or chart paper. Students may use the Handout:

Timeline to use as a model for their sketch.

2. For each of the three major events, students include:

Example/s of specific events that occurred during the major event (Example: Great

Depression and Dust Bowl)

List feelings/emotions that people may have experienced during the events)

Causes

Effects

Materials:

butcher paper or chart paper

colored pencils

Attachments:

Handout: Timeline

TEKS: 5.5A; 5.5C; 5.19C; 5.20B; 5.23C; 5.24C; 5.25B

Instructional Note:

Students should use their handouts from throughout this lesson to

assist with the timeline. Possible recommendations for students:

World War I (Trench Warfare)

Great Depression (Dust Bowl)

World War II (D-Day, Homefront,etc.)

ELABORATE – Decision Making Process Suggested Day 3 (continued) – 15 minutes

1. Group students into three or four.

2. Distribute to each of the groups the Handout: Should We Declare War?

3. Each group engages in a discussion making process by reading through the Handout:

Decision Making Process Scenario.

Attachments:

Handout: Should We Declare War?

Handout: Decision Making Process Scenario

TEKS: 5.5A; 5.5C; 5.23C; 5.24D; 5.25B

Instructional Note:

This is a discussion activity but if time permits,

groups may sketch the graphic organizer and write

responses on the graphic organizer.

EVALUATE Suggested Day 4 – 50 minutes

Grade 05 Social Studies Unit 12 PI 02

Create a series of journal entries as if you are a writer gathering information for a nonfiction book

covering major events around the world during this time period. The entries (a) sequentially describe

specific events in the time period, (b) depict the feelings of those who experienced the events (point of

view), and (c) provide an analysis of the causes and results of the events.

Standard(s): 5.5A , 5.5C , 5.24B , 5.24D , 5.25D , 5.26B

ELPS ELPS.c.1E

Grade 5

Social Studies

Unit: 12

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/28/13

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 26  

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 05/03/13 page 1 of 4

World War I

Never before had so many countries in the world

become involved all at once in the same war. World War

I was called “The War to End All Wars” or the “Great

War” by some. People were frightened. Although it was

fought mostly in Europe, the United States was pulled

into the war because Great Britain, France, and Russia

needed help against Germany, the Ottoman Empire,

and Austria-Hungary. Another reason that led the

United States into war was because a German U-boat (submarine) bombed a

passenger ship sailing to England from the United States. The ship’s name was

the Lusitania. The bomb sunk the ship killing many people, including over 100

Americans. Another reason the United States became involved in World War I

was when a telegram was intercepted (Zimmerman telegram) sent from

Germany to Mexico. In the telegram, because Germany was certain they would

win the war, Germany promised to give areas of U.S. land that Mexico once

controlled back to Mexico if they would fight on the side of Germany in the war.

Oh dear! Now Americans were mad at Germany.

Many World War I battles were fought through trench warfare, with soldiers

digging deep ditches or trenches. The trenches extended for miles, especially

along the French border and they helped to keep the enemy from moving

forward. Aside from a ground war, fighting also took place in the skies. Airplanes

were simple and mostly fought by shooting down the enemy planes. These air

fights were called dog fights.

Holshey, K. (Producer). (2005). Private

anthony michael michalski. [Print

Photo]. Retrieved from

http://www.worldwar1.com/dbc/album3.htm

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 05/03/13 page 2 of 4

The fighting was long and hard, costing many, many lives. New weapons were

introduced, such as gas warfare. The Allies had to supply the soldiers with gas

masks. Eventually, by 1918, the Allies (United States, Great Britain, and France)

won the war against Germany, the Ottoman Empire, and Austria-Hungary.

The treaty to end the war, signed in 1919, was called the Treaty of Versailles.

President Woodrow Wilson went to Versailles (a city in France) to sign the

treaty, taking with him a list of 14 points that he considered to be very important

for keeping a lasting peace. He especially wanted free trade (no tariffs), and an

end to secret pacts between nations, freedom of the seas, arms reduction, and

the forming of a world organization called the League of Nations to keep the

peace among all the countries. Now, because of the war, people understood the

real danger of not getting along and being peaceful with other countries. The

peace treaty was signed but some of the 14 Points were thrown out. The 14th

point, The League of Nations, was saved. However, Americans were tired of

foreign involvement and just wanted to keep to themselves, so they opposed the

League of Nations and the United States of America did not join because they

wanted to stay isolated from the rest of the world.

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 05/03/13 page 3 of 4

When a war is over, who is going to pay for all the damage? Paying for the

damage is called war reparations. (Do you hear the word repair within that

word?) The Treaty of Versailles declared that Germany and its allies were

responsible for all the loss and damage suffered in the war, and they had to pay

billions of dollars. Those payments caused Germans to feel frustrated and angry

because they were so poor. That is probably what made it easy later in time for

the dictator Adolf Hitler to rise to power. All he had to do was promise them a

better life and they would follow him. We’ll see him again in World War II.

World War I changed a few things back in America. Toward the end of World

War I, especially in 1918, the Spanish Flu which started during the war followed

the soldier’s home to the United States where it became a terrible epidemic. The

Spanish Flu killed ten times more people than World War I. Control of disease

became a very important issue for Americans and all scientists and doctors.

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 05/03/13 page 4 of 4

Also women had been given more responsibility since the men were away

fighting. Now they were accustomed to more responsibility and independence.

When the war was over, women felt more motivated than ever to become full

citizens by having a vote in all elections. The suffragettes (women who supported

a law that would give women the right to vote) worked harder than ever, and

finally, in 1920 achieved ratification of the 19th Amendment. The 19th Amendment

states that voting cannot be denied on the basis of gender (male or female.)

Before, people could not be denied a vote on the basis of race. What a major

change! Women could now vote in the United States of America. Some results of

the war created positive changes.

1920 Poster Distributed to Women

(1920). A woman living here has registered to vote. (1920). [Print Graphic]. Retrieved from http://www.mohistory.org/American_Visions/exhibit/woman_voted_lg.htm

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 1 of 4

The Roaring Twenties and the Great Depression

The War to End All Wars was over, women suffragettes obtained the legal right to vote, America’s

factories were churning out record numbers of products for sale at record low prices, with faster

transportation and communication becoming available to many households, Americans were excited

about the future. It was a decade (10 years) of prosperity and optimism. People were driving cars,

visiting the cities and spending their money.

Figure 1

These times were called by some, The Jazz Age. There was a new music beat ringing out in

America’s living rooms because of the first ever radio broadcasts in the early 1920s. Big bands and

singers such as Bessie Smith became wildly popular. With the new music beat churning out rhythms,

women called “flappers” cut their hair and shortened their skirts for dancing. Another group of women,

the Temperance Union, continued to believe that the consumption of alcohol was ruining American

society, so they set out to have the sale and consumption alcohol anywhere in the United States

made illegal. By early 1920 the 18th Amendment went into effect. Referred to as Prohibition, the 18th

Amendment banned "the manufacture, sale, and transportation of alcoholic beverages in the United

States…” This created an undercover criminal world for the illegal sale of alcohol.

In the cycle of Boom and Bust economics, often after a boom time of growth and prosperity there will

come a bust, or lack of good economics. Suddenly, almost as suddenly as it came, the good

economic times in America were over. Americans had over spent their money, over-produced goods

in manufacturing, over-used their credit, and over-plowed the farm land. There was no safety net,

even for the banks. By 1929, almost no one had the money to pay back the loans, or to buy anything

else new. Manufactured goods sat on the shelf untouched. Banks closed, and in 1929 the New York

Stock Exchange “crashed.” Americans, along with the entire world, were shocked to suddenly find

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 2 of 4

they were in what was called The Great Depression. Only a few managed to remain wealthy. All other

people found they had no money, no jobs, no credit, and no hope. In the cities there were long lines

of people looking for work and standing in bread lines. In the rural areas, people were able at least to

grow their own food, with one big exception.

Figure 2

In the heartland of America, there was a large section of agricultural land which was suffering from a

severe drought. It did not rain in the area for more than 3 years. Because the farmers had heard that

Russia was buying wheat at high prices, they plowed up more and more land to plant more and more

wheat. The farmers modified the land. Without rain to grow the wheat, the modified land became a

blowing, dusty, hopeless place called the Dust Bowl.

Figure 3

There was no way to make crops grow in the high heat with no rain. The dust blew hard, drifting into

homes and fields. People had to leave their farms or starve. Their animals suffered, too.

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 3 of 4

Figure 4

Figure 5 Figure 6

Many families packed up all they could carry on their Model-T trucks and cars and migrated West

across the hot desert to California in search for jobs. Others some hopped the rails, riding box cars

from place to place looking for work. For every job there were hundreds who applied.

Once again the scientific work of Dr. George Washington Carver helped the farmers in the drought

stricken areas with his methods for renewing depleted soils.

In 1932, Franklin Delano Roosevelt, or FDR as people referred to him, was elected President of the

United States by a landslide victory. President Roosevelt believed the government could help the

American people. Immediately after he became President, Roosevelt closed the banks until they

could become stabilized. He developed a plan that he referred to as the New Deal. These programs

helped people find employment. Some examples included the WPA (Works Progress Administration,)

the AAA (Agricultural Adjustment Administration,) and the CCC (Civilian Conservation Corps) He

said, “I pledge to you, I pledge myself, to a new deal for the American people.” The New Deal was his

attempt to help curb unemployment by hiring and paying people for various projects around America.

The initials of WPA or CCC are on sidewalks, schools, and other places across America today.

A man gets his paycheck from the WPA…Works Progress Administration

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 4 of 4

Figure 1: The jazz age. Retrieved from http://msmoran.wikispaces.com/

Figure 2: Lange, D. (Photographer). (1938). Tractored out. [Print Photo]. Retrieved from

http://en.wikipedia.org/wiki/File:Tenantless_farm_Texas_panhandle_1938.jpg

Figure 3: (2002). The dust bowl. (2002). [Web Map]. Retrieved from

http://www.english.illinois.edu/maps/depression/images/dustbowlmap.gif

Figure 4: Marsh, G. E. (Photographer). (1935). Dust storm approaching stratford, texas. [Print Photo].

Retrieved from http://en.wikipedia.org/wiki/File:Dust-storm-Texas-1935.png

Figure 5: Lange, D. (Photographer). (1936). Migrant mother. [Print Photo]. Retrieved from

http://www.loc.gov/rr/print/list/128_migm.html

Figure 6: Lange, D. (Photographer). (1935). Oklahoma dust bowl refugees. [Print Photo]. Retrieved

from http://www.loc.gov/pictures/item/fsa1998018535/PP/

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 04/29/13 page 1 of 1

Reflections

Who?

What?

Where?

Why?

Who?

What?

Where?

Why?

Who?

What?

Where?

Why?

Who?

What?

Where?

Why?

Image credit: Microsoft. (Designer). (2010). Clip art [Web Graphic]. Retrieved from http://office.microsoft.com/en-us/images/

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 1 of 1

Political, Economic, Geographic and Social Causes and Effects of the Dust Bowl

Political Causes: Political Effects:

Economic Causes: Economic Effects:

Geographic Causes: Geographic Effects:

Social Causes: Social Effects:

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 1 of 2

Political, Economic, Geographic and Social Causes and Effects of the Dust Bowl

Political Causes: Russia wanted and needed more wheat.

Political Effects: Americans were more dependent on trade with Russia.

Economic Causes: Farmers wanted to make more money so they plowed up more land.

Economic Effects: The modified, plowed land with no rain, meant no crop and no money for the farmers.

Geographic Causes: The land is dependent upon rain because there are no rivers or bodies of water nearby. Because the land has been modified by plowing, the strong wind blowing meant the nutritious topsoil was blowing away. Geographic Effects: Permanently damaged topsoil…the nutrient rich part of the soil was blown away.

Social Causes: Farmers wanted to make more money to feed and clothe their families.

Social Effects: Whole families were starving and most had to migrate to other places.

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Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 2 of 2

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 04/29/13 page 1 of 4

World War II

Figure 1

Once again powerful countries formed alliances in the 1930s. The two alliance systems included the

Allies and the Axis Powers. The Allies included Great Britain, France, Russia, and the United States.

The Axis powers included Germany, Italy, and Japan. The world was at war and countries placed

entire economic, industrial, and scientific resources into the war effort. Even civilians gave their time

and effort to the cause.

Germany‟s leader (dictator) was Adolf Hitler. He was a soldier during World War I and was angered

about the losses and war reparations Germany had to pay after WWI. People in Germany

experienced, like many other countries at the time, economic depression, and hopelessness. Hitler

rose to power within a few years.

Exactly how did the United States become involved in another world war after the majority of

Americans were not in favor of ever getting involved in another world war? The most shocking event

for Americans was when Japan launched a surprise air attack on the U.S. in Pearl Harbor (naval base

in Hawaii) on December 7th, 1941. President Franklin Delano Roosevelt responded to the attack with

a quick and courageous decision. In response to the shocking attack, the President and Congress

declared war on Japan. The United States officially entered World War II on the side of the Allies. The

United States was at war from December 8, 1941 through September 1945.

Figure 2

General Eisenhower with troops on D-Day

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 04/29/13 page 2 of 4

Several Americans became famous heroes for their leadership, organization, and inspiration of the

troops during World War II. General Dwight D. Eisenhower was a brave leader for the troops, as were

General George Patton and General Omar Bradley. On June 6, 1944 (D-Day Invasion) the Allies

landed on the beaches of Normandy (France) to liberate the people of France from Germany. It was a

massive invasion that took place on 5 different beaches at once. The United States forces landed on

two of the beaches: Omaha Beach and Normandy Beach. Their efforts were heroic. By nightfall the

Allies were holding French soil and marching on to Germany. Americans fought in many places

including France, Germany, Tunisia, Sicily, Italy, Morocco, Burma, Guam, Malaysia, the Philippine

Island, and Wake Island against Italy, Germany, and Japan.

It was air power that changed the war. With airplanes, cities were bombed causing massive

destruction and casualties. A group of African American airmen became famous as some of the

bravest warriors in the air in spite of being excluded and segregated because they were African

American. Eventually, in spite of the hardships and prejudice, they became known as the Tuskegee

Airmen or Red Tailed Angels because the protection they provided was superior. The term “Tuskegee

Airmen” refers to all who were involved in the Army Air Corps program to train African Americans to

fly and maintain combat aircraft. The Tuskegee Airmen included pilots, navigators, bombardiers,

maintenance and support staff, instructors, and all who kept the planes in the air.

Another group that excelled during World War II was the 442nd Regimental Combat Team, the most

decorated Unit in U. S. military history. Composed of Japanese Americans and Japanese Americans

from Hawaii, their motto was “Go for broke!” After the bombing of Pearl Harbor, all Japanese were

reclassified to 4-C (enemy alien) and not allowed to enlist in the U.S. military. At the same time,

Japanese American citizens living on the West Coast (U.S.) were forced into Internment Camps. But

in 1943, President Roosevelt and the War Department decided to allow Japanese Americans to

volunteer in an all American-Japanese regiment to fight for their country in World War II.

Approximately 4500 Japanese Americans stepped forward without hesitation to serve their country.

The unit fought successfully in Italy, France, and Germany, but was most famous for the “Rescue of

the Lost Battalion” as they recued 211 members of the Texas 1st Battalion of the 141st Regiment,

losing 800 of their own troops.

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 04/29/13 page 3 of 4

Figure 3

American Japanese being moved to Internment Camps

As a reaction to World War II on the home front (United States), many Japanese Americans, German

Americans, and Italian Americans were forced into Internment Camps. Sadly, whole families had to

leave their business and homes. They were relocated to simple barracks located in different parts of

the United States, including Texas.

Americans on the home front did their share of heroic deeds in support of winning the war. Most

citizens had to make sacrifices on behalf of the war effort. There were shortages of foods and goods

such as tires and sugar, so the government issued ration stamps. Consumers could only purchase

goods if they had a ration stamp. People were encouraged to grow their own food and extra food to

share in gardens called “Victory Gardens.” People also sent care packages to the hungry soldiers

who had to live on C-rations during the war. More working women were needed as the factories

ramped up for war production. A campaign was launched to attract women into the work force and

war effort. The campaign focused on patriotism. Women who took the war related factory jobs were

praised. Rosie the Riveter became a symbol of the women who worked during the war effort. Women

also trained as volunteers to scan the skies to watch for and report enemy planes and the coastal

seas for enemy boats.

Throughout the war, President Roosevelt kept the American people informed through his “fireside

chats”. There were no televisions at the time, so people listened to the news from radios. Roosevelt‟s

Book of Ration Stamps Victory Garden Poster Rosie the Riveter

Figure 4

Figure 5 Figure 6

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 04/29/13 page 4 of 4

“fireside chats” helped people to know what was going on during the war. Roosevelt had not forgotten

that he, as President, was a servant to the people. At his fourth inauguration as President of the

United States he stated, “We have learned to be citizens of the world, members of the human

community. We have learned the simple truth, as Emerson said, that „the only way to have a friend is

to be one.”

President Roosevelt knew that war times brought destruction and a loss of lives. He also knew they

were full of achievement and innovation. The world war years for Americans was also a time when

technological developed rapidly. As a result of the war there were many scientific discoveries and

inventions in communication, transportation, radar, and medicine that benefit society to this day.

Music, art, writing, and journalism changed and grew by leaps and bounds, as well.

Society changed for women, for minorities and for immigrants, making way for more hopeful exciting

lives to come. The war years brought sadness and sacrifice, and they also brought change and new

ideas for America. Americans were never the same after living through World War I, the Great

Depression, and World War II. Most Americans appreciated having a strong, decisive leader such as

President Roosevelt to lead them during these hard times.

Image sources:

Figure 1:

Figure 2: U.S. Army. (Photographer). (1944, June 6). General dwight d. eisenhower gives the order of the day [Print Photo]. Retrieved from

http://hdl.loc.gov/loc.pnp/cph.3a26521

Figure 3: Lange, D. (Photographer). (1942, April). Residents of japanese ancestry awaiting the bus [Print Photo]. Retrieved from

http://hdl.loc.gov/loc.pnp/cph.3a25601

Figure 4: Library of Congress. (Photographer). (1945). War ration book four [Print Photo]. Retrieved from

http://www.loc.gov/exhibits/treasures/images/vh0103s.jpg

Figure 5: U.S. Government Printing Office. (Artist). (1945). Garden for victory [Print Graphic]. Retrieved from

http://virtuallibrary.cincinnatilibrary.org/lib/30/360/UWII-0005.pdf

Figure 6: Miller, J. H. (Artist). (1943). We can do it! [Print Graphic]. Retrieved from

http://www.archives.gov/exhibits/powers_of_persuasion/its_a_womans_war_too/images_html/we_can_do_it.html

Text excerpts courtesy of:

The 442nd regimental combat team. (2013). Retrieved from http://library.thinkquest.org/CR0210341/442nd/splash442nd.htm

Yale Law School. (2008). Fourth inaugural address of franklin d. roosevelt. Retrieved from http://avalon.law.yale.edu/20th_century/froos4.asp

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 04/29/13 page 1 of 1

Political Cartoon Analysis

This cartoon was published during World War II.

What do you see happening in the cartoon? Where are the people and what are the people doing?

What question does the cartoon raise in your mind?

What message was the cartoonist trying to give us?

Write an explanation about the meaning of the cartoon.

Photo credit: Barnes, B. (Artist). (1943). "And then in my spare time..." [Print Drawing]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3b43729

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 04/29/13 page 1 of 1

Political Cartoon Analysis KEY

This cartoon was published during World War II.

Answers may vary:

What do you see happening in the cartoon? Where are the people and what are the people doing?

There are two women working in a factory. One of the women has six children with her. One child is high above, and

others are clinging to her, with one baby on the floor. One woman looks surprised, the other is perfectly happy.

What question does the cartoon raise in your mind?

Various questions, like why is the woman bringing her children to work?

What message was the cartoonist trying to give us?

Women do not belong in the work place. They should be home with the children.

Write an explanation about the meaning of the cartoon.

The cartoon is implying with bias that women should be home with their children. Women cannot be responsible

workers in the work place because they will be distracted by the children and the children would not be safe. The

cartoon also makes the mother look irresponsible.

Photo credit: Barnes, B. (Artist). (1943). "And then in my spare time..." [Print Drawing]. Retrieved from http://hdl.loc.gov/loc.pnp/cph.3b43729

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 1 of 1

World War I Great

Depression World War II

Timeline Overview

Grade 5

Social Studies

Unit: 12 Lesson: 01

[©2012, TESCCC 01/14/13 page 1 of 1

Should We Declare War?

Grade 5 Social Studies

Unit: 12 Lesson: 01

©2012, TESCCC 01/14/13 page 1 of 1

Decision Making Process

Pretend that you are President Franklin Delano Roosevelt and your advisors

have just informed you about a surprise attack by Japan on the U.S. naval

base in Pearl Harbor, Hawaii.

You and your group members should consider the following:

1. Identify the situation and make a decision whether to go to war or not.

2. What are your options?

3. What information should you gather?

4. Predict the consequences of going to war or choosing to stay out of

war.

5. What is your decision?

6. What actions should you take after the decision is made?

Advantages Disadvantages