 Lesson title: Day 1-The Roaring 20s and the Great Depression

 4th grade Social Studies

 Lesson objective(s):
o Students will understand and be able to describe: the causes and effects of the
1920’s Florida land boom and bust, challenges Floridians faced during the Great
Depression. (SS.4.A.7.1, SS.4.A.7.2)
o Students will be able to interpret and explain how information presented visually,
orally, or quantitatively contributes to an understanding of text. (LAFS.4.RI.3.7)

 Florida Standards/Common Core State Standards:

o SS.4.A.7.1, SS.4.A.7.2, LAFS.4.RI.3.7
 Materials:
o Weebly website- https://4thgrunitplan.weebly.com/
o 43 Copies of the articles to be read
o A sheet of legal sized paper for each student
 Motivating activity/anticipatory set/activity to tap prior knowledge:
o The teacher will ask students what they already know about the 1920s or the
Great Depression to activate background knowledge.
o Students will watch the first 1:54 of the video “To Live in the 1920s” (linked on
the roaring 20s page of the weebly)
(https://www.youtube.com/watch?v=684n8FO68LU )
o After reading the passage about the 1920s, before reading about the great
depression, students will watch “Great Depression Rap- Smart Songs” to get them
excited about the topic. (video is linked on the Great Depression page of the
weebly) (https://www.youtube.com/watch?v=fFu7us6bNSQ )
 Procedures:
o Students will watch the first 1:54 of the video “to live in the 1920s”
o The class will then read the passage “The land boom” and “The land bust”
o The class will discuss the passage as it is read and then will analyze the images at
the bottom of the weebly page “the Roaring 1920s”.
o Students will then discuss what they learned in their table groups to write 1-2
sentences about the 1920s on their timelines.
o Students will then watch “Great Depression Rap-Smart Songs”
o The whole class will read through “The Great Depression and the New Deal”
passage on the weebly. They will also analyze the black and white images on the
weebly. The teacher will use the images to help them understand the lives led by
people in the Great Depression.
o Students will then discuss what they learned in their table groups to write 1-2
sentences about the Great Depression on their timelines.
  What is the economy?
 The economy is made up of buyers and sellers. Most of us are both
buyers and sellers. We buy what we want and need for our lives;
we sell our time and expertise to our employers. There are times
when most people have more money than they need to survive.
When that happens, the economy is doing well. There are times
when most people have too little money to buy what they need.
When that happens, the economy is doing badly.

 Why was it called the Great Depression? Were they sad?

 It is called the Great Depression because their economy was
depressed. People lost their jobs and money, so they couldn’t buy
stuff, and then the people selling stuff lost their jobs and couldn’t
buy anything either. So no one had money, and no one was
spending money.
 Assessment:
o Formal assessment: students will write about the Great Depression and the
Roaring 20s on their timelines. (They will do this for each day and create a
timeline for the whole unit.)
 Students will also write one thing they learned and thought was interesting
from the lesson in their red spiral notebooks and turn them in.
o Informal assessment: students will discuss with one another in table teams while
the teacher walks around, monitors, answers questions, and guides small group
conversations. Students will also ask and answer questions throughout the lesson
which will allow the teacher to assess their understanding.
 Closure:
o Students will write one thing that they learned from the lesson, and thought was
interesting in their red spiral notebooks as a wrap up activity.
 Lesson title Day 2- Florida During WWII
 4th grade Social Studies
 Lesson objective(s):
o bulleted or numbered format
o write out what you expect students to learn from lesson
 Florida Standards/Common Core State Standards:
o Students will understand and be able to describe Florida's role in WWII.
(SS.4.A.7.3)
o Students will be able to interpret and explain how information presented visually,
orally, or quantitatively contributes to an understanding of text. (LAFS.4.RI.3.7)
 Materials:
o Weebly website- https://4thgrunitplan.weebly.com/
o 43 Copies of the articles to be read
o The timeline that they started on day 1
 Motivating activity/anticipatory set/activity to tap prior knowledge:
o The teacher will ask students to recall what they know about World War II help
students activate their prior knowledge.
o We will discuss Captain America and the cover of the first issue of that comic
book. The teacher will point out the WWII themes on the cover of that comic
book. The Captain America issue 1 cover art is on the “WWII in Florida” page of
the weebly.
o The teacher will then point segue by pointing out that the events we just discussed
were happing throughout the world, mostly in Europe, but the lesson will focus on
what was happening in Florida during WWII and the role that Florida played in
the war.
 Procedures:
o The class will then read the passage “Florida During WWII”
o The class will discuss the passage as it is read and then will analyze the images at
the bottom of the weebly page “Florida During WII”. The teacher will use the
images to help them understand the propaganda that was spread during WWII.
o The teacher will point out the bar graph that shows the population growth in
Florida between 1900-1950.
 Ask students: what can we learn from this graph?
 How many people lived in Florida between 1900-1950
 How many people lived in Florida in 1920?
 1 million
 How many people lived in Florida in 1950?
 2,750,000
 Why did the population grow so much?
  Because people came to Florida to contribute to the war effort.
The war offered jobs in farming, welding, at military bases, in
shipyards, in hotels (many of these jobs were done by women).

o Students will then discuss what they learned in their table groups to write 1-2
sentences about Florida during World War II on their timelines.
 Assessment:
o Formal assessment: students will write about Florida during WWII. (They will do
this for each day and create a timeline for the whole unit.)
 Students will also write one thing they learned and thought was interesting
from the lesson in their red spiral notebooks and turn them in.
o Informal assessment: students will discuss with one another periodically in table
teams while the teacher walks around, monitors, answers questions, and guides
small group conversations. Students will also ask and answer questions
throughout the lesson which will allow the teacher to assess their understanding.
 Closure:
o Students will write 3-2-1 (3 facts, two questions, one opinion) about what they
learned, in their red spiral notebooks.
 Lesson title: Day 3- The Civil Rights Movement in Florida
 4th grade Social Studies
 Lesson objective(s):
o Students will understand and be able to describe Florida’s role in the Civil Rights
Movement. (SS.4.A.8.1)
o Students will be able to interpret and explain how information presented visually,
orally, or quantitatively contributes to an understanding of text. (LAFS.4.RI.3.7)
o Students will be able to integrate information from two texts on the same topic in
order to write or speak about the subject. ( LAFS.4.RI.3.9)
 Florida Standards/Common Core State Standards:
o (SS.4.8.1, LAFS.4.RI.37, LAFS.4.RI.3.9)
 Materials:
o Weebly website- https://4thgrunitplan.weebly.com/
o 43 Copies of the articles to be read
o The timeline that they started on day 1
 Motivating activity/anticipatory set/activity to tap prior knowledge:
o The teacher will define the civil rights movement for students.
 The Civil Rights Movement began when black Americans were not treated
with the same fairness and equality as white Americans. This is called
discrimination. The Civil Rights Movement worked to gain equality for all
people.
o To activate prior knowledge the teacher will discuss the Black History Month
project that students just completed about African Americans who accomplished
notable things.
 The teacher will do a stand up/ sit down activity with students.
 Stand if…
o The person that you did your project on was famous
because they did something related to civil rights?
o If the person that you did your project on was the first
African American to do something? (ask individuals
standing what their person was the first to do)
o The person you did your project on was alive between
1900-1985? (The Civil Rights Movement probably
impacted them)
 This helps students see that there have been a lot of important African
Americans throughout history (more than MLK and the Obamas), and that
the Civil Rights Movement effected their lives.
 Procedures:
o Students will do the Stand up/sit down activity
 o The class will read the article “Civil Rights Movement in Florida” on the weebly
and discuss it as we read.
o The class will then read the Western Union Telegram on the weebly and discuss
in their table groups the information learned in the telegram and how it relates to
what they already learned in the article.
 Question: What does this telegram tell us about the way people felt about
segregated buses and the bus boycott? Did the article tell us the same
thing?
 It tells us that people did not like segregated busses (or segregated
anything) and felt like it was unjust/unfair. The article told us that
too.
o Students will then analyze the pictures and discuss how they add to their
knowledge of the time period.
o Students will then discuss what they learned in their table groups to write 1-2
sentences about Florida’s role in the Civil Rights Movement on their timelines.

 Assessment:
o Formal assessment: students will write about Florida’s role in the Civil Rights
Movement on their timelines.
 Students will also write one thing they learned and thought was interesting
from the lesson in their red spiral notebooks and turn them in.
o Informal assessment: students will discuss with one another periodically in table
teams while the teacher walks around, monitors, answers questions, and guides
small group conversations. Students will also ask and answer questions
throughout the lesson which will allow the teacher to assess their understanding.
 Closure:
o Students will write one thing that they learned from the lesson, and thought was
interesting in their red spiral notebooks as a wrap up activity.
 Lesson title Day 4- The Space Program in Florida
 4th grade Social Studies
 Lesson objective(s):
o Students will understand and be able to describe the effects of the U.S. space
program on Florida’s economy and growth.(SS.4.A.8.3)
o Students will be able to interpret and explain how information presented visually,
orally, or quantitatively contributes to an understanding of text. (LAFS.4.RI.3.7)
o Students will be able to explain how an author uses reasons and evidence to
support points in a text. (LAFS.4.RI.3.8)
 Florida Standards/Common Core State Standards:
o SS.4.A.8.3, LAFS.4.RI.3.7, LAFS.4.RI.3.8)
 Materials:
o Weebly website- https://4thgrunitplan.weebly.com/
o 43 Copies of the articles to be read
o The timeline that they started on day 1
 Motivating activity/anticipatory set/activity to tap prior knowledge:
o Students will watch a video of a rocket launch from Cape Canaveral (time 1:07-
3:11)
o Teacher will ask students if they have ever been Cape Canaveral? Have they ever
seen a rocket launch? Have they ever been to Kennedy Space Center?
o Students will then watch the short video “Wringing out a Water Soaked
Washcloth in Space | CSA Science HD Video” which will show them a bit about
how astronauts live in space.
 Procedures:
o The class will read the article “NASA and the Space Program Change Florida” on
the weebly and discuss it as we read.
o The teacher will show students the map of Florida on the weebly that shows
where Cape Canaveral is and how close it is to Orlando.
o The class will analyze the pictures and captions to learn more about the space
program, specifically the Challenger mission.
o Students will then discuss what they learned in their table groups to write 1-2
sentences about the effects of the space program on Florida’s economy and
growth on their timelines.

 Assessment:
o Formal assessment: students will write about the effects of the Space Program on
Florida’s economy and growth on their timelines.
o Informal assessment: students will discuss with one another periodically in table
teams while the teacher walks around, monitors, answers questions, and guides
 small group conversations. Students will also ask and answer questions
throughout the lesson which will allow the teacher to assess their understanding.
 Closure:
o Students will write 3-2-1 (3 facts, two questions, one opinion) about what they
learned, in their red spiral notebooks
 Lesson title Day 5- Florida Tourism
 4th grade Social Studies
 Lesson objective(s):
o Students will understand and be able to describe how and why immigration
impacts Florida today, and explain how tourism affects Florida's economy and
growth.( SS.4.A.8.3, SS.4.A.8.4)
o Students will be able to interpret and explain how information presented visually,
orally, or quantitatively contributes to an understanding of text. (LAFS.4.RI.3.7)
 Florida Standards/Common Core State Standards:
o SS.4.A.8.3, SS.4.A.8.4, LAFS.4.RI.3.7

 Materials:
o Weebly website- https://4thgrunitplan.weebly.com/
o 43 Copies of the articles to be read
o The timeline that they started on day 1
 Motivating activity/anticipatory set/activity to tap prior knowledge:
o The class will watch part (1:30-6:02) of an Orlando tourism video from the 1960s
on the weebly.
o We will discuss the things that the video is trying to use to attract people to
Orlando
 Airports, jobs, good schools, good place to raise a family, shopping,
Disney (in the future, being built)
o What things to people to come to Orlando for now? What about the rest of
Florida?
 To help students answer this we can look at the Florida tourism poster on
the weebly, just below the video.
 Disney and other theme parks, beaches, cape Canaveral, Miami, the Keys,
golf, Oranges, Daytona, alligators, the Everglades, St. Augustine, Busch
Gardens, etc.
 Procedures:
o The class will read “Tourism in Florida”, and “A Long History with Florida” and
discuss it throughout.
o Students will Think- Pair- Share about:
 The ways tourism helps Florida, and the economy in Florida, grow.
 The ways immigration helps Florida and the economy grow.
 Half of the class can have one topic, and half can have the other.
o Students will then use the images on the weebly to help support their
understanding of tourism and immigration in Florida.
 Assessment:
 o Formal assessment: students will write about the impact of tourism and
immigration on Florida’s economy and growth on their timelines.
 Students will also write one thing they learned and thought was interesting
from the lesson in their red spiral notebooks and turn them in.
o Informal assessment: students will discuss with one another periodically in table
teams while the teacher walks around, monitors, answers questions, and guides
small group conversations. Students will also ask and answer questions
throughout the lesson which will allow the teacher to assess their understanding.
o
 Closure:
o Students will write one thing that they learned from the lesson, and thought was
interesting in their red spiral notebooks as a wrap up activity.