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Weekly\u003Cbr>Teacher Supplement |\n| --- | --- |\n\nThe Great Depression  \nSocial Studies Standards Covered: GA Map and Globe Skill 11, SS5E2a, SS5E2b, SS5E2c, SS5E2d, SS5E3a, SS5H3a, SS5H3b  \nVocabulary  \ncitizens-people who belong to a country by law (noun)  \nplains-large flat area of land between the Mississippi River and the Rocky Mountains (noun) spend-use money (verb)  \nmaterials-what things are made of (noun)  \nelected-to be chosen to represent a group of people by voting (adjective)  \ntaxes-money collected by the government to pay for things the government takes care of, such as roads and schools (noun)  \nprofit-money you make when you sell something after taking off the cost of producing it (noun) states-parts of countries that have their own government (noun)  \nLiterature Links  \nChildren of the Dust Bowl: The True Story of the School at Weedpatch Camp by Jerry Stanley Out of the Dust by Karen Hesse  \nWhat Was the Great Depression by Janet B. Pascal  \nDay 1 (50 minutes)  \nLet’s Add Some Dust  \nThe Great Depression: A Time of Despair  \nSocial Studies Standards Covered: SS5H3a, SS5H3b  \nVocabulary: citizens, plains  \nLesson Tasks  \nThe Great Depression: A Time of Despair  \nDisplay Tray-Use the Display Tray strategy to have students demonstrate knowledge and understanding of the information in “The Great Depression: A Time of Despair” and “Let’s Add Some Dust.” After reading these two articles, provide groups of students with index cards, a soup bowl/soup spoon, wilted vegetables, and pictures of Hoovervilles, soup kitchens, or dust storms from the Dust Bowl. Have students place each item in/on a compartment of an actual or illustrated cafeteria tray and write a few sentences explaining how each item relates to the Great Depression on index cards.  \nBelow Level/Developing: Pair below-level learners with above-level learners to complete the Display Tray activity.  \nTeacher Questions/Discussion Prompts, Cognitive Complexity Levels  \nThe Great Depression: A Time of Despair  \nQ: What types of people, institutions, and organizations helped out with supplying food to soup kitchens?  \nA: Government agencies, churches, restaurants, farmers and even wealthy people in society donated food to help feed the needy.  \nlow/2  \nWeek 12  \nGeorgia Studies Weekly  \nTeacher Supplement  \nThe Great Depression: A Time of Despair  \nQ: Why was soup such a popular dish during the Great Depression?  \nA: It was easy and inexpensive to make, could feed large quantities of people and was easily paired with bread for a good meal. Many people relied on soup kitchens during the Great Depression.  \nmoderate/3  \nLesson Tasks  \nLet’s Add Some Dust  \nDisplay Tray-Use the Display Tray strategy to have students demonstrate knowledge and understanding of the information in “The Great Depression: A Time of Despair” and “Let’s Add Some Dust.” After reading these two articles, provide groups of students with index cards, a soup bowl/soup spoon, wilted vegetables, and pictures of Hoovervilles, soup kitchens, or dust storms from the Dust Bowl. Have students place each item in/on a compartment of an actual or illustrated cafeteria tray and write a few sentences explaining how each item relates to the Great Depression on index cards.  \nBelow Level/Developing: Pair below-level learners with above-level learners during completion of the Display Tray activity.  \nTeacher Questions/Discussion Prompts, Cognitive Complexity Levels  \nLet’s Add Some Dust  \nQ: Was the Dust Bowl a man-made disaster or a natural disaster?  \nA: It was both a natural disaster and a man-made disaster because people did not know how to farm the land properly. There was a lack of rain, which made the problem even worse.  \nhigh/3  \nDay 2 (45 minutes)  \nHooverville Housing and Soup Kitchen Cooking  \nThe Great Depression  \nSocial Studies Standards Covered: SS5E2a, SS5E2b, SS5E2c, SS5E2d, SS5E3a, SS5H3a, SS5H3b  \nVocabulary: spend, materials  \nLesson Tasks  \nThe Great Depression  \n","cbCaihsUXMP79Fzs","https://ap.wps.com/l/cbCaihsUXMP79Fzs","pdf",540940,12,"English","# Day 1 (50 minutes)\n## Let’s Add Some Dust\n## Lesson Tasks\n## Teacher Questions/Discussion Prompts\n# Day 2 (45 minutes)\n## Hooverville Housing and Soup Kitchen Cooking\n## Lesson Tasks\n## Teacher Questions/Discussion Prompts","[{\"question\":\"What is the Display Tray strategy used for in these lessons?\",\"answer\":\"Students demonstrate knowledge and understanding by placing provided items (e.g., soup bowl, wilted vegetables, pictures) on a tray and writing sentences explaining how each item relates to the Great Depression.\"},{\"question\":\"How can teachers differentiate instruction for below-level learners?\",\"answer\":\"Pair below-level learners with above-level learners to complete the Display Tray activity and support comprehension during the tasks.\"},{\"question\":\"What steps are included in the Primary Source Analysis Tool?\",\"answer\":\"Students observe a primary source to determine who, what, when, where, why, and how it was produced or used, then connect the source to today to judge its significance for answering questions.\"}]","Week 12 - Georgia Studies Weekly Teacher Supplement - The Great Depression Lessons | PDF",1790581689]