Transcript 5th Grade content 42-88

5.2.2 differentiate between an economic boom and bust
Most likely refers to 1920’s and 1930’s
5.2.2 differentiate between an economic boom and bust
Most likely refers to 1920’s and 1930’s
JOBS! CONSUMERISM!
5.2.2 differentiate between an economic boom and bust
Most likely refers to 1920’s and 1930’s
5.2.2 differentiate between an economic boom and bust
Most likely refers to 1920’s and 1930’s
5.2.2 differentiate between an economic boom and bust
Most likely refers to 1920’s and 1930’s
Boom
Bust
Lots of jobs and
opportunities for small
business and expansion
High unemployment
High demand for consumer
goods
Production falls as demand
falls
Moderate or low interest
rates
Interest rates skyrocket
Credit buying and
speculation
Excessive credit buying
without ability to pay back
5.2.3 recognize the concept of buying on credit
Connects mainly to a cause of the
Depression Too much credit buying led to problems
when production slowed down and
people lost their jobs - couldn’t make
payments on their Model T’s or new
washing machines or homes.
5.2.4 interpret economic issues as expressed in maps, tables, diagrams, and
charts (i.e., automobile sales, unemployment rates, or airplane production)
Auto Registrations 1920-29
25,000,000
In Millions
20,000,000
15,000,000
10,000,000
5,000,000
0
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929
5.2.4 interpret economic issues as expressed in maps, tables,
diagrams, and charts (i.e., automobile sales, unemployment rates, or
airplane production)
Great chart to duplicate - students
can interpret.
Why more cars in small towns
than large cities?
Why more radios in small towns
than large cities?
Why more phonographs and
pianos in large cities than small
towns?
http://www.railsandtrails.com/AutoFa
cts/1927p38-100-8.jpg
**Students must note the
difference in reading a total
number and reading a
percentage.
Automobile Ownership 1927 by Size of Town or City
62
60.5
60.4
60.4
Percentage
60
59.8
58.7
58
56
57.4
57.4
55.7
54
54
52
50
Total
Under
1000
10002500
25005000
500010,000
Population
10,00025,000
25,00050,000
50,000- 100,000
100,000
Over
5.2.4 interpret economic issues as expressed in maps, tables,
diagrams, and charts (i.e., automobile sales, unemployment rates, or
airplane production)
5.2.4 interpret economic issues as expressed in maps, tables,
diagrams, and charts (i.e., automobile sales, unemployment rates, or
airplane production)
Aircraft Production World War II
60,000
in thousands
50,000
40,000
30,000
20,000
10,000
0
United States
Great Britain
USSR
by Country
Germany
Japan
5.2.5 analyze how environmental changes and crisis affected the economy
across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great
Depression, Hoovervilles)
http://www.tnhistoryforkids.org/students/5_history_5
Section on the Great Depression
5.2.5 analyze how environmental changes and crisis affected the economy
across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great
Depression, Hoovervilles)
http://drought.unl.edu/kids/impacts/dustbowl.htm
Visuals, maps, graphs, even a video of the Dust Storms
5.2.5 analyze how environmental changes and crisis affected the economy
across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great
Depression, Hoovervilles)
http://pbskids.org/bigapplehistory/business/topic19.html
http://www.time.com/time/nation/article/0,8599,1854569,00.html
http://www.english.illinois.edu/maps/depression/photoessay.htm
http://facts.randomhistory.com/2009/04/12_great-depression.html
5.2.5 analyze how environmental changes and crisis affected the economy
across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great
Depression, Hoovervilles)
"Black Tuesday" was the single most devastating financial day in the history of the
New York Stock Exchange. Within the first few hours the stock market was open,
prices collapsed and wiped out all the financial gains of the previous year. Since most
Americans viewed the stock market as the chief indicator of the health of the
American economy, the Great Crash shattered public confidence. Between October
29 and November 13, the day when stock prices hit their lowest point, over $30
billion disappeared from the American economy. This amount was comparable to the
total amount of money that the federal government had spent to fight the First World
War.
5.2.5 analyze how environmental changes and crisis affected the economy
across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great
Depression, Hoovervilles)
In the 1930s, Hoovervilles
(shantytowns) formed coast to coast in
cities of the United States. Some
families were fortunate enough to stay
with friends and family members that
hadn't been evicted yet, but homeless
men, women and children were forced
to take up residence in shacks as a
result of the Great Depression. Angry,
cold and hungry Americans, who had
no other place to reside, dubbed
groups of those shacks in honor of
President Herbert Hoover.
5.2.5 analyze how environmental changes and crisis affected the economy
across the nation in the 1930’s (i.e., Dust Bowl, Black Tuesday, Great
Depression, Hoovervilles)
http://www.42explore2.com/depresn.htm
Excellent summary of economic effects of the Great
Depression
Lots of linked websites
5.2.6 recognize how Americans used credit/installment plans to purchase
consumer goods in the 1920’s (i.e., vacuum cleaners, washing machines,
radios, and other home appliances)
http://www.137.com/museum/
enerad1.gif
5.2.6 recognize how Americans used credit/installment plans to purchase
consumer goods in the 1920’s (i.e., vacuum cleaners, washing machines,
radios, and other home appliances)
5.2.6 recognize how Americans used credit/installment plans to
purchase consumer goods in the 1920’s (i.e., vacuum cleaners,
washing machines, radios, and other home appliances)
Two strategies that were used by advertisers to drive sales were largely targeted
at stay-at-home wives. The first was the time-saving factor of new appliances.
Advertisers appealed to housewives to free themselves from the drudgery of
housework and have more leisure time by using mechanical devices to speed up
labor-intensive tasks. The second was that savings in costs from using new and
improved products would leave more disposable income which could then be
spent on luxuries. Processed food advertisements also stressed the time saved
in food preparation.
5.2.6 recognize how Americans used credit/installment plans to
purchase consumer goods in the 1920’s (i.e., vacuum cleaners,
washing machines, radios, and other home appliances)
Installment credit soared during the 1920s. Banks offered the country's first
home mortgages. Manufacturers of everything--from cars to irons--allowed
consumers to pay "on time." About 60 percent of all furniture and 75 percent of
all radios were purchased on installment plans. In contrast to a Victorian society
that had placed a high premium on thrift and saving, the new consumer society
emphasized spending and borrowing.
A fundamental shift took place in the American economy during the 1920s. The
nation's families spent a declining proportion of their income on necessities-food, clothing, and utilities--and an increasing share on appliances, recreation,
and a host of new consumer products. As a result, older industries, such as
textiles, railroads, and steel, declined, while newer industries, such as
appliances, automobiles, aviation, chemicals, entertainment, and processed
foods, surged ahead rapidly.
5.3.1 locate continents and significant bodies of water (I.e., Great Lakes;
Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande,
Ohio, Tennessee, St. Lawrence, Mississippi rivers)
http://www.worldatlas
.com/webimage/testm
aps/maps.htm
5.3.1 locate continents and significant bodies of water (I.e., Great Lakes;
Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande,
Ohio, Tennessee, St. Lawrence, Mississippi rivers)
5.3.1 locate continents and significant bodies of water (I.e., Great Lakes;
Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande,
Ohio, Tennessee, St. Lawrence, Mississippi rivers)
5.3.1 locate continents and significant bodies of water (I.e., Great Lakes;
Atlantic, Arctic, Pacific oceans; Columbia, Missouri, Colorado, Rio Grande,
Ohio, Tennessee, St. Lawrence, Mississippi rivers)
http://www.worldatlas.com/webimage/countrys/nariv.htm
Besides the map, also has brief descriptions of each river.
5.3.2 determine America’s population shifts by interpreting a population
map
5.3.2 determine America’s population shifts by interpreting a population
map
http://www.lib.utexas.edu/map
s
The big shifts to concentrate on 1890 census showed more urban
than rural pop for the first time
1920’s - migration of black
Americans to northern cities for
jobs during and after WW I
5.3.3 locate information from an atlas entry
https://www.cia.gov/library/publications/the-world-factbook/
http://www.onlineatlas.us/
http://go.hrw.com/atlas/norm_htm/world.htm
5.3.4 locate a major United States city using latitude and longitude
http://www.worldatlas.com/aatlas/imageg.htm
http://www.enchantedlearning.com/usa/statesbw/
5.3.5 identify the physical and political boundaries of TN
5.3.6 locate the 50 states using a map with each state outlined.
5.3.7 recognize and compare landforms, climate, and natural resources of
the three grand divisions of TN
http://www.tnhistoryforkids.org/geography/e_4
An entire section on the 3 grand divisions
Also see Grand Divisions resource activity in shared server!
5.3.8 interpret a climograph
5.4.1 distinguish between the local, state, and federal levels of the
legislative, executive, and judicial branches of the American
government.
Branch
Federal
State
Local
Executive
President
Governor
Mayor or
County Judge
Legislative
Congress House of
Reps and
Senate
TN General
Assembly
City Council
or County
Commission
Judicial
Supreme
Court
State
Supreme
Court
District,
circuit, and
county courts
5.4.2 select examples using illustrations of First Amendment freedoms
(i.e., speech, assembly, and religion)
Does “illustrations” mean pictures only??
5.4.3 recognize the rights established by the 13th, 14th, 15th, and
19th amendments
13th
Abolished slavery
14th
Citizenship for AfricanAmerican males
15th
Right to vote for
African-American
males
Women’s suffrage right to vote
19th
5.4.4 recognize the differences between the TN state constitution and the
U.S. Constitution
U.S. CONSTITUTION 1788
TN CONSTITUTION 1870
Legislative Branch - Congress
Full time lawmakers
Legislative Branch - General
Assembly - part time lawmakers
Executive Branch - President
Veto power - takes 2/3 vote of
Congress to override
Executive Branch - Governor
Veto power - takes a simple
majority in General Assembly
to override
Judicial Branch - U.S. Supreme
Court - judges serve for life
Judicial Branch - TN Supreme
Court - judges serve 8 yr terms
Bill of Rights - first 10
Declaration of Rights - contains
amendments - covers basic rights basically the same rights as Bill of
like trial by jury, freedom of
Rights
speech and religion, etc.
5.4.5 differentiate among the purposes stated in the Declaration of
Independence, the U.S. Constitution, and the Bill of Rights
Declaration of Independence
Listed “natural rights” of life, liberty,
pursuit of happiness
Purpose of government is to secure
those rights for all Americans
5.4.5 differentiate among the purposes stated in the
Declaration of Independence, the U.S. Constitution, and the Bill
of Rights
U.S. Constitution - purposes are listed in the
Preamble
•Form a tighter union
•Establish justice
•Insure domestic tranquility
•Provide for the common defense
•Promote the general welfare
•Secure the blessings of liberty for posterity
5.4.5 differentiate among the purposes stated in the
Declaration of Independence, the U.S. Constitution, and the Bill
of Rights
Bill of Rights
First 10 amendments
Lists the individual freedoms of all
Americans
By putting them in written form, they would
be clearly established
5.5.1 interpret sectional differences in the North and South in pre-Civil
War (i.e., map of the Union, Confederate, and border states; pictorial
representations of crop production; reading timelines; and interpreting
bar graphs showing human, natural, and manmade resources.)
5.5.1 interpret sectional differences in the North and South in pre-Civil
War (i.e., map of the Union, Confederate, and border states; pictorial
representations of crop production; reading timelines; and interpreting
bar graphs showing human, natural, and manmade resources.)
http://mappinghistory.uore
gon.edu/english/US/map16.
html
5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of
the Union, Confederate, and border states; pictorial representations of crop production;
reading timelines; and interpreting bar graphs showing human, natural, and manmade
resources.)
1619
First slaves to Jamestown (South)
1787
Northwest Ordinance forbade slavery in Old Northwest
territory and pattern continued across the north and west
1808
Constitutional ban on importing slaves begins - all slaves
now auctioned in the South
1820
Missouri Compromise - draws line at 36’ 30 - slavery
forbidden in northern part of LA Purchase
1850
Compromise of 1850 - slavery contained in the South popular sovereignty to determine Mexican Cession territory
Fugitive Slave Law - heightens tensions between N and S
1854
Kansas-Nebraska Act - nullifies the Missouri Compromise
line
1857
Dred Scott Decision - states slaves are property and can be
transported anywhere in U.S.
5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the
Union, Confederate, and border states; pictorial representations of crop production; reading
timelines; and interpreting bar graphs showing human, natural, and manmade resources.)
http://web000.greece.k12.ny.us/
SocialStudiesResources/Social_St
udies_Resources/SS_8_Document
s/SS_8_Documents_06.05/Union
Resources-2005.jpg
5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the
Union, Confederate, and border states; pictorial representations of crop production; reading
timelines; and interpreting bar graphs showing human, natural, and manmade resources.)
http://web000.greece.k12.ny.us/
SocialStudiesResources/Social_St
udies_Resources/SS_8_Document
s/SS_8_Documents_06.04/CivilW
ar-2004.jpg
5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the
Union, Confederate, and border states; pictorial representations of crop production; reading
timelines; and interpreting bar graphs showing human, natural, and manmade resources.)
5.5.1 interpret sectional differences in the North and South in pre-Civil War (i.e., map of the
Union, Confederate, and border states; pictorial representations of crop production; reading
timelines; and interpreting bar graphs showing human, natural, and manmade resources.)
http://www2.lhric.org/pocantico/civilwar/graphs.htm - bar graphs by students
http://www.teacheroz.com/Civil_War_Causes.htm - all kinds of info on Civil War to
click and look over