1 Cultural Elements of the 1930sSS5H3 Prior to this mini unit, print or project carousel pictures and quote. Have students use sticky notes to think about what they will be learning. Make sure students read the questions that go along with President Roosevelt’s inaugural address. New Deal & Cultural Elements of the 1930s

2 Stock Market Crash Of 1929 SS5H3aRemind students of the pictures and quotes they have just wondered about. With those in mind, read the compelling question and have students turn and talk about what the think the “American dream” is and what would the end of it mean. Is this the end of the American dream?

3 Learning Targets I Can define the Stock Market and soup kitchens.identify Herbert Hoover, Franklin Roosevelt, and the Dust Bowl. discuss the causes and effects of the Stock Market Crash of 1929. explain the purpose of soup kitchens. analyze Hoover’s reaction to the Stock Market Crash and policies FDR implemented to deal with it. analyze how the dust bowl impacted farming in the mid-west. Read and discuss learning targets.

4 Give students graphic organizer, The Great Depression and New DealGive students graphic organizer, The Great Depression and New Deal. Discuss what is included on the organizer. Tell students that they will be adding their own bullet notes to the organizer as they research and learn about these two events in US History.

5 This caused the Great DepressionThe prosperity of the 1920s caused millions of people to invest unwisely in the stock market with money they couldn’t afford to lose. This led to a growth in business which in turn led to business expansion – much too quickly. When growth slowed down and in some cases businesses scaled back, stock prices dropped Inexperienced investors panicked and began selling their stocks This out of control spiral caused a run on the banks which caused the economy to grind to a halt. This caused the Great Depression Use the bullet points to give a quick overview of the causes leading up to the Great Depression. Click bold words stock market for the definition and example. After reading and briefly discussing, have students add bullet notes to their graphic organizer. You should model adding one bullet prior to students doing independently.

6 Cause/Effect of Great Depressionoverproduction/under-consumption Businesses begin to lay off workers Dust bowl Farm products die Farmers take out large loans to grow their farms Banks call in loans when farmers unable to pay their debt Inexperienced investors panic sell stocks Stock Market crashes Investors rush to withdraw savings Banks collapse Factories cutback or close, farm income declines close Unemployment rises (1 in 4 out of work) (1/3 lose farms) Use cause and effect questions on the Thinking Like a Historian anchor chart (see Mini Unit 1: The Cattle Trails) to spark conversations about each cause and effect. Have students work with partner to answer each of the questions to each cause and effect. Who or what made the causes happen? Were the effects accidental or intended? How would the events affect the people’s lives, community, and the world? (These are all questions included on Thinking Like a Historian). Bring class back together and debrief, making sure to clear up any misunderstandings about the cause or the effect. Students should be given time to add bullet points to their graphic organizer.

7 Great Depression NumbersUnemployment In 1929 3.2% In 1930 8.9% In 1931 16.3% In 1932 24.1% In 1933 24.9% ½ of country’s banks failed 50% decrease in industrial production 12.9 million stocks traded on Black Thursday 16 million stocks traded on Black Tuesday (5 days later) 14 billion dollars lost in stock market on Black Tuesday 50% of children did not have adequate food, shelter, or medical care 60-80 million Americans went to the movie every week 1000s of schools shut down or cut hours in half; 3,000,000 children left school Discuss the numbers shown on this slide. Make sure students understand the significance of the unemployment rate, Black Thursday, and Black Tuesday. Students should be given time to add information to graphic organizer.

8 Great Depression Interesting FActsPeople who lost their homes often lived in what were called “Hoovervilles,” or shanty towns, that were named after President Herbert Hoover. There was also “Hoover Stew” (food dished out in soup kitchens), “Hoover Blankets” (newspapers that served as blankets), “Hoover Hogs” (jack rabbits used as food), and “Hoover Wagons” (broken cars that were pulled by mules). Chicago gangster Al Capone ( ), in one of his sporadic attempts at public relations, opened a soup kitchen during the Great Depression. For millions, soup kitchens provided the only food they would see all day. The board game Monopoly, which first became available in 1935, became immensely popular perhaps because players could become rich—at least in their imagination. The “Three Little Pigs“—released May 27, 1933, and produced by Walt Disney—was seen as symbolic of the Great Depression, with the wolf representing the Depression and the three little pigs representing average citizens who eventually succeeded by working together. During the Great Depression, a record million Americans went to the movies every week. One of the biggest blockbusters was Merian C. Cooper’s 1933 King Kong. Other popular movies included The Wizard of Oz (1939) and Gone with the Wind (1939). As the Depression became worse calls grew for increased federal intervention and spending. But Hoover refused to involve the federal government in forcing fixed prices, controlling businesses, or manipulating the value of the currency, all of which he felt were steps towards socialism. He was inclined to give indirect aid to banks or local public works projects, but he refused to use federal money for direct aid to citizens, believing it would weaken public morale. Instead, he focused on volunteerism to raise money. Hoover’s opponents painted him as uncaring toward the common citizen, even though he was in fact a philanthropist and a progressive before becoming president. During his reelection campaign, Hoover tried to convince Americans that the measures they were calling for might seem to help in the short term, but would be ruinous in the long run. He asserted that he cared for common Americans too much to destroy the country’s foundations with deficits and socialist institutions. He was soundly defeated by Franklin D. Roosevelt in 1932. After reading the blurb (bold words should be further explained and emphasized),show first bullet and ask students why they think Herbert Hoover was considered to do too little too late (on graphic organizer). Give students copies of the two letters written by Herbert Hoover. One in 1931 and the other in Have students discuss with a partner the change in tone between the two letters. Students should use information they have gathered on their graphic organizer to add to the discussion. Have students add bullet points on organizer in the box for Herbert Hoover. The next slide shows photographs of Hoovervilles. Read the second bullet to students. Explain the history of soup kitchens: The history of soup kitchens in America can be traced back to the year 1929 with the effects of a growing depression. When soup kitchens first appeared, they were run by churches or private charities and served mostly soup and bread. Soup was economical because water could be added to serve more people. Soup kitchens continue to exist for the homeless and struggling families across America. The remaining bullets should be found interesting by students. The social culture of Americans was trying to provide relief from the trials and tribulations of the economic depression.

9 Hoovervilles

10 Many economists believe that it was not the fall of the stock market that helped cause the Great Depression but instead the failings of the institution of banking. Show students the photograph and have them share their thinking. What do they see, why is this happening?

11 Factors contributing to the dust storms of the mid 1930s: Farmers made lots of money in the late 1920’s growing wheat so they began to plow more fields for more wheat People were flocking to the mid west to own land and become farmers (began in early 1900s) Climate changes occurred- extreme drought; extreme high temperatures Price of wheat began to fall because of the Great Depression Quickly read the bullet points on slide. Explain to students they will be viewing a video on the dust bowl and reading personal accounts from a woman living during the Dust Bowl.

12 Prior to showing video (hyperlinked on title), set purposePrior to showing video (hyperlinked on title), set purpose. (You may choose to have students work in partnerships, to make gathering information easier) Give students graphic organizer and explain that as they listen to the introduction, you want them to gather two pieces of information: the states the personal accounts are from and any key phrases that describe the dust storms. Stop at 1:00 and have students put information on graphic organizer. Continue to show video, stopping at 2:00. Students should put information on graphic organizer. Show the remaining video (which gives a broad overview of the dust storms) without stopping. Debrief with class by having them share the states and any key phrases they gathered. Ask compelling questions about the video. (Students may not know the complete answers to these questions since this is just an introduction.) For example: The dust storms are called the worst man made environmental disaster. Why do you think this? How could the dust storms kill children? Share recordings and answers as a class. Show the clip, Caroline Henderson. Have groups discuss what life was like in the Midwest earlier in the 1900s. Break students into groups and give them a copy of the letter written by Caroline Henderson for The Atlantic in June Assign groups sections of letter. First have students read for the gist of their section. Then have students compare what they saw on the video to the letter she wrote to a friend. How is her description of life in the mid west different from the video.? What has caused these differences? After students have worked with their group, have them pair with another group to share their findings. Debrief as a class.

13 The Dust Bowl in PhotographsExplain to students that just like with the photographs they analyzed about WWI, photographers were capturing the human despair caused by the Dust Bowl. Explain to students the graphic organizer they will be using to analyze photographs from this time and location.

14 During the 1930s, photographers working for the Farm Security Administration and the Office of War Information (FSA-OWI) took more than 160,000 photographs, many depicting the Dust Bowl. These photos provide a unique historical record of the period, one that makes the era come alive for later generations. Divide the class into groups of four to five students. Explain that they will be selecting the "single Greatest Dust Bowl photograph" for inclusion in a national exhibit of 1930s-era photography. Have students browse the photo collection on the Dust Bowl using the websites listed (see files) Once the group has agreed on a photograph have them complete the graphic organizer. Students should use the organizer to write a persuasive speech about why the photograph they chose should be included in the exhibit. Photographs and reasons should be shared with class.

15 How did the New Deal change the role of government in America?SS5H3b Quickly read and discuss the compelling question How did the New Deal change the role of government in America?

16 Learning Targets I Can define the New Deal, CCC, WPA, TVAanalyze Roosevelt’s New Deal approach to the Great Depression. discuss the main features of the New Deal. explain the significance of the Civilian Conservation Corps. (CCC) explain the significance of the Works Progress Administration. (WPA) explain the significance of the Tennessee Valley Authority. (TVA) Read and discuss learning targets.

17 A new president, Franklin Delano Roosevelt, was elected in 1932. He promised a “New Deal” for the American people. FDR’s government took an active role in trying to help the economy recover. He began by pumping money into the economy and he sent federal money to states to help the needy. The New Deal was the collection of programs and legislation initiated by President Franklin Roosevelt to bring an end to the Great Depression. Beginning with Roosevelt’s inauguration in 1933, the programs revolved around what are now called the three R’s: relief (for those suffering from poverty); recovery (helping the nation get back on its feet economically); and reform (to prevent a similar economic situation in the future). The large number of agencies and programs created to combat the Depression are often referred to as an “alphabet soup,” as most were known by their acronyms. While not all Americans agreed that the federal government should take such an active role in the economy, or create these social programs, some of them survive today. Read bullet points and give any additional information. The next slides will explain each of the programs specifically listed in standards.

18 Roosevelt set up the Works Progress Administration (WPA). This program’s purpose was to provide jobs to the unemployed. People who worked in the WPA built bridges, airports, buildings, parks, and roads. The WPA also paid artists to paint murals and create sculptures to decorate buildings across the country. Works Progress Administration: Established in 1935, this largest of the New Deal programs affected the lives of millions of Americans. It provided jobs for unemployed people, and simultaneously allowed for the development of American infrastructure. The WPA also supported the work of artists, academics, and others in such activities as recording American history, creating public art, and sponsoring public musical performances. Read bullet points. Remind students of the specific projects that were located in Troup County and surrounding areas. Pictures located as part of carousel pictures.

19 WPA Workers Building a Road,1932 Have students jot notes about WPA on their Depression and New Deal graphic organizer.

20 The Civilian Conservation Corps (CCC) gave jobs to men between the ages of 18 to 25. The CCC built roads, planted forests, and worked on irrigation and national park projects. Projects in Georgia included planting trees in the Chattahoochee National Forest and working on the Appalachian Trail. By 1941, more than 2 million young men had worked for the CCC. Established in 1933 to employ young men, the CCC worked to preserve natural resources and areas, with the goal of conservation for future generations. In March 1933, within weeks of his inauguration, President Franklin Roosevelt sent legislation to Congress aimed at providing relief for unemployed American workers. He proposed the Civilian Conservation Corps to provide jobs in natural resource conservation. Over the next decade, the CCC put more than 3 million young men to work in the nation's forests and parks, planting trees, building flood barriers, fighting fires, and maintaining roads and trails, conserving both private and federal land. The CCC was President Roosevelt’s answer to the environmental and economic challenges facing the country during the height of the Great Depression. Enlisting 250,000 workers in just two months, the CCC was an ambitious undertaking that brought several government agencies together in the effort. The Department of Labor recruited men from the ages of 18 to 25; the War Department clothed and trained them for two weeks, and the Department of Agriculture designed and managed the specific work assignments. After planting 3 billion trees in nine years of service, the CCC dissolved in July of 1942. Read and discuss bullet points.

21 CCC Workers Building Telephone PolesHave students jot notes about CCC on Depression and New Deal graphic organizer. CCC Workers Building Telephone Poles

22 The Tennessee Valley Authority (TVA) built dams and electric power stations in the Tennessee River Valley. The TVA built dams throughout 7 states to help control flooding and to generate electricity. The dams provided irrigation and electricity to people living in the area and they still work today. Tennessee Valley Authority: Established in 1933 to rejuvenate the Tennessee River Valley, the TVA supported farmers in investigating modern farming practices, and also created a network of dams and power plants that supplied electricity to a large region that had never seen it before. Still in existence today, the TVA continues to work to provide power to the region while managing its natural resources.

23 Fontana Dam, Constructed by the TVA© 2014 Brain Wrinkles

24 Today, the TVA is the Nation’s Biggest Power Provider.Show map paying specific attention to the impact to Georgia. Have students jot notes on Depression and New Deal graphic organizer. Today, the TVA is the Nation’s Biggest Power Provider.

25 Photo Analysis Explain to students that the background knowledge of the New Deal programs will help them analyze a painting. Students will observe, Paintings: Murals: Conrad A. Albrizio: titled "The New Deal": dedicated to President Roosevelt: placed in the auditorium of the Leonardo Da Vinci Art School 149 East 34th Street New York New York, ca by quadrant. Discuss the organizer they will use to observe the painting.

26 Quadrant 1: Have students observe and record on graphic organizerQuadrant 1: Have students observe and record on graphic organizer. Make sure students are analyzing the painting within the context of The New Deal.

27 Quadrant 2: Have students observe and record on graphic organizerQuadrant 2: Have students observe and record on graphic organizer. Make sure students are analyzing the painting within the context of The New Deal.

28 Quadrant 3: Have students observe and record on graphic organizerQuadrant 3: Have students observe and record on graphic organizer. Make sure students are analyzing the painting within the context of The New Deal.

29 Quadrant 4: Have students observe and record on graphic organizerQuadrant 4: Have students observe and record on graphic organizer. Make sure students are analyzing the painting within the context of The New Deal.

30 Entire mural. Have students use their graphic organizer to discuss their findings with a partner. Share out as a class. Go back to slide 15 to revisit the compelling question. Have students Think, Jot, Share compelling question.

31 Cultural Elements SS5H5cWhy were music, movies, and sports so important to Americans in the 1930s?

32 Learning Targets I Can identify Duke Ellington, Margaret Mitchell, and Jesse Owens discuss how Duke Ellington, Margaret Mitchell, and Jesse Owens influenced American culture in the 1930s. Read and discuss learning targets.

33 People looked for ways to forget about their troubles. The Great Depression was a very difficult time period for most Americans. People looked for ways to forget about their troubles. Going to movies, watching sports, reading books, and listening to new music were popular ways for people to forget life for awhile. Despite the Great Depression, popular culture flourished in the United States in the 1930s. Similar to visual arts and literature, popular culture of the era focused on emphasizing what was presented as uniquely American experiences and contributions. Technological advances like radio and sound in film contributed to the massive popularity these forms of entertainment. Next to jazz, blues, gospel, and folk music, swing jazz became immensely popular in the 1930s.  Radio, increasingly easily accessibly to most Americans, was the main source of entertainment, information, and political news.  Despite the Great Depression, Hollywood and popular film production flourished. The 1936 Summer Olympics in Berlin, Germany, were a key popular sporting event of the era that caused controversy over Hitler's politics.  The New Deal included several programs to help the arts flourish during this time. The Federal Arts Program provided monetary support for writers and artists to develop their work. FAP provided funding for artists and artisans to create murals, easel paintings, sculpture, graphic art, posters, photography, theater design, and arts and crafts. It established more than 100 community art centers throughout the country, researched and documented American design, commissioned a significant body of public art without restriction to content or subject matter, and sustained some 10,000 artists and craft workers during the Great Depression. 

34 He was a pianist, a composer, and a bandleader. During the 1930s, jazz had developed into a new kind of music called “swing” or “big band”. Duke Ellington was one of the most famous and talented musicians during the “Swing Era”. He was a pianist, a composer, and a bandleader. His band traveled all over the US and Europe. Read through the bullet points to students. Explain to students they will be learning about three more historical figures these important during the 1930s. These historical figures will be further researched as part of the culminating task for quarter one.

35

36 Mitchell was an Atlanta native who won a Pulitzer Prize for her work.Margaret Mitchell was an author who wrote one of the most popular novels of all times, Gone With the Wind. Mitchell was an Atlanta native who won a Pulitzer Prize for her work. The novel is about Scarlett O’Hara’s struggles in the South during the Civil War. In the 1930s, people were inspired by the story because its theme was about overcoming tragedy. The book was made into a movie in 1939. Read bullet points and notes with photographs on the next two slides.

37 “The novel was released in the era of“The novel was released in the era of the Great Depression and Margaret Mitchell worried the high $3.00 price would ruin its chance for success.”

38 Adjusted for inflation, it is still the most Gone With the Wind was made into a film in It won 10 Academy Awards, setting records for the total number of wins and records at the time. Adjusted for inflation, it is still the most successful film in box office history.

39 Jesse Owens was an African American track-and-field athlete. He broke 3 world records while he was in college. In 1936, he competed in the Berlin Olympic Games and won 4 gold medals. This angered Germany’s chancellor Adolf Hitler because he believed Owens to be inferior because of his race. Read bullet points and show photographs

40 1936 Olympics in Berlin Go back to slide 31 and revisit compelling question. Students should Think, Jot, Share why these historical figures were so important to American culture at this point in history. What events were occurring that made escaping into sports, movies, and music so important? Have students share with a partner and then debrief as a class.

41 Culminating Performance Task: Quarter One Historical Role PlayingYou and your partner will choose one of the historical figures studied during this quarter. These include: Wright Brothers, George Washington Carver, Thomas Edison, Louis Armstrong, Langston Hughes, Babe Ruth, Henry Ford, Charles Lindbergh, Duke Ellington, Margaret Mitchell, or Jesse Owens. Conduct research to gather additional historical information about the figure – remember to use the notes you have gathered this quarter as well as any of the graphic organizers. Blank organizers will be provided as well. Decide who will play each part –historical figure or talk show host Write a script for questions and answers for the historical figure. Remember to become the figure and to be in the historical timeframe. Practice then Perform! During the past weeks we have been learning about different historical figures that have had an impact on American life, economics, and culture. Today you and a partner will conduct additional research in order to write a script for an historical figure talk show. One partner will play the historical figure and the other will play the talk show host. It will be important that your script includes questions and answers that allows the audience to better know the historical figure as well as the historical timeframe. In addition your script should include the affect the historical figure had on the American people.

42 What is the stock market?The stock market is an everyday term we use to talk about a place where stocks and bonds are "traded" – meaning bought and sold. For many people, that is the first thing that comes to mind for investing. The goal is to buy the stock, hold it for a time, and then sell the stock for more than you paid for it.  Imagine you go to a food market. You buy a box of apples for $1 each. The next day, you open up a stall in the market and sell each of your apples for $2 each. At the end of the day you’ll find that you have doubled the original amount you spent. Perhaps some of the customers might realize that your prices are higher, and they’ll go elsewhere instead. The stock market works in a similar way, although stocks are not physical things. Instead, a stock represents a percentage of the company. For example, if a company has a hundred stocks for sale and you buy just one, that would mean that you own one percent of that company. The great thing about the stock market is that you can buy stocks from many companies and sell them when you wish. People buy the stocks in the hopes that the company will be successful and make a profit. When this happens, the price of the stock rises, so each of the stockholders get a share of the profit. If they see that the business is not successful anymore, then they sell their stocks quickly, before the price drops too low.  Read bullet points and show photographs BACK