SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Teacher(s) Name: Katie Heriot, Katie Messinger, Melissa Rosario, Nicole Sorensen, Alex Venci; Word
Processed by Nicole Sorensen
Thematic Unit Theme/Title/Grade Level: Deep in the Depression, 4th Grade
Wiki space address: http://ucfgr4greatdepressionsp15th.weebly.com/
Daily Lesson Plan Day/Title: Tuesday: The Boom of Doom
Learning Goals/Objectives Learning Goal:
What will students
The student will understand the causes and effects of the Great Depression on
accomplish be able to do at
Florida.
the end of this lesson? Be
sure to set significant
Learning Objectives:
(related to SSS/CCSS),
1. The student will be able to describe the causes and effects of the 1920s
challenging and appropriate
Florida land boom and bust after participating in a Readers Theater
learning goals!
performance about the Florida land boom.
2. The student will be able to identify popular Florida tourist attractions in
the 1920s through websites and explain how these attractions affected
the Florida land boom and Floridas overall economy.
3. After the student examines Florida land advertisements from the 1920s,
the student will create an advertisement to sell Florida land and predict
how these advertisements affected the spending choices of land buyers.
4. After viewing information from two websites about the Florida land
boom, the student will be able to synthesize information from those two
sources to write a letter that depicts at least two problems Floridians
faced during the land boom.
NCSS Themes
NCSS theme(s):
Common Core State
Time, continuity, and change (history)
Standards (CCSS)
Common Core State Standard(s):
Next Generation
LAFS.4.RI.2.5: Describe the overall structure (e.g., chronology,
Sunshine State Standards
comparison, cause/effect, and problem/solution) of events, ideas,
(NGSSS) List each
concepts, or information in a text or part of a text.
standard. Cutting and
LAFS.4.W.2.4: Produce clear and coherent writing in which the
pasting from the website is
development and organization are appropriate to task, purpose, and
allowed.
audience.
http://flstandards.org.
Next Generation Sunshine State Standards:
SS.4.A.7.1: Describe the causes and effects of the 1920's Florida land
boom and bust.
SS.4.A.8.4: Explain how tourism affects Florida's economy and growth.
SS.4.FL.2.6: Predict how peoples spending choices are influenced by
prices as well as many other factors, including advertising, the spending
choices of others, and peer pressure.
SS.4.A.1.2: Synthesize information related to Florida history through
print and electronic media.
Assessment
Unit Pre-Assessment:
How will student learning
Before the start of the unit on Monday, a ten question quiz will be given to
be assessed?
assess what students know about the Roaring Twenties and the Great
Authentic/Alternative
Depression in Florida. This will be used to make modifications to lesson
assessments?
activities.
Does your assessment align
Unit Post-Assessment:
with your objectives,
The students will be given the same quiz at the end of the unit to determine
standards and procedures?
individual student learning.
Informal assessment

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

(multiple modes):
participation rubrics,
journal entries,
collaborative
planning/presentation
notes, etc.

Design for Instruction

Student Activities &
Procedures
What best practice
strategies will be
implemented?
How will you
communicate student
expectations?
What products will be
developed and created by
students?
Consider Contextual
Factors (learning
differences/learning
environment/learning
styles) that may be in place
in your future classroom.
Exceptionalities
What accommodations or
modifications do you make
for ESOL, Gifted/Talented
students, Learning/Reading
disabilities (SLD), etc.

On-going daily (progress-monitoring) Assessment:

The students graphic organizers and writing pieces will be used an informal
assessments to determine students understanding. Through discussions
students will also be monitored and will also be asked levelled questions to
check for comprehension. Students will self-assess themselves using a scale at
each center to determine their understanding. At the end of the unit, students
will use a scale aligned with the learning goal to determine overall
understating:
1- I dont understand the causes and effects of the Great Depression on
Florida.
2- I am aware of few of the causes and effects of the Great Depression on
Florida.
3- With assistance I am able to identify the causes and effects of the Great
Depression on Florida.
4- I am fully aware of the causes and effects of the Great Depression on
Florida and could explain them to someone else.
Review (10 min):
Discuss and review what we learned the last class about the roaring
twenties. Explain to the class that we will be learning more about
how the culture of the 1920s contributed to the Great Depression
and the effects this had on the Great Depression in Florida.
As a short review, have students discuss with a partner what they
remember about the Florida land boom and the Roaring Twenties
from their lesson yesterday. For An ESOL/ESE student, pair the
student with a higher level student to facilitate more informal
discussion. After students finish discussing, have students share
their thoughts with the class, recording their responses on the
interactive white board.
Explain that the Florida land boom, along with the materialistic
culture of the 1920s contributed to Floridas weak financial state
leading up to and during the Great Depression. Together we will
learn more about this important time period.
Anticipatory Set (5 min):
Each student will be given one deed for a piece of land purchased
in Florida.
A map of Florida will be up on the interactive white board that has
the names of the properties students have on their deeds and the
monetary value of them.
Explain that today everyone bought land because as we learned
yesterday ownership of land represents wealth and success and
most people who bought land were just depending on selling it to
get more money as the prices rose.
Explain that throughout todays lesson we will learn about why
people bought so much land in the 1920s and the effects it had on
Florida and the Great Depression through center activities.
For an ESOL/ESE student, simplify your speech and present key
ideas multiple times, using facial expressions and gestures.

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Centers (10 min. each)

Advertisements
1. Students will examine paper advertisements for Florida land
from the 1920s.
2. After looking through the advertisements, have students work
together to create a list of predictions as to how these
advertisements influenced people to buy land.
3. Afterwards, students will create their own advertisement for
land and list at least two persuasive reasons on their
advertisement to convince people to buy land.
4. For an ESOL/ESE student, the visuals of the advertisements
will help them make connections to the lesson content. Make
sure the student is in a group with a buddy who is able to
explain the directions in simpler terms. Instead of listing
reasons on their advertisement, the student can
Cause and Effect
1. Students will learn about the reasons why people wanted to buy
so much land in Florida and the effects of speculating the cost
of land.
2. Students will role play through a Readers Theater script that
depicts a deal made between a land owner in Florida and a land
buyer. Props will be provided for students to wear during the
activity.
3. The script will describe the land buyers reasoning behind
buying land in Florida and the effects of people buying so much
land.
4. Afterwards, students will work together to fill out a graphic
organizer using the Kidspiration Maps App on an iPad that lists
the causes and effects depicted in the Readers Theater script.
5. For an ESOL/ESE student, the graphic organizer application
will help them organize the causes and effects easily by
separating information into chunks. Depending on the level of
the student, he or she can read a simplified version of the
Readers Theater script or read a simplified version of a part
with other students.
Writing A Letter to a Friend
1. Students will be given this situation: Imagine you have just
moved to Florida during the 1920s. Because of your great job
you were able to buy a car to travel to Florida. You love the
beach and going to local attractions such as horse races and
Davis Island. However, the price of your monthly rent became
too expensive because of people buying land and selling it at
higher prices. Now you are upset because not only can you no
longer afford to live here but a myriad of other problems are
occurring in Florida that is making it unpleasant to be here.
2. On an iPad, students will access these links to these websites
about the Florida land boom:
http://fcit.usf.edu/florida/lessons/ld_boom/ld_boom1.htm
http://floridahistory.org/landboom.htm
3. Students will use information from this website about the

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problems that occurred shortly after the land boom to write a

letter to a friend in the point of view of a new Floridian who is
unhappy about their stay in Florida because of all these issues.
4. Students must state at least two problems that happened because
of the land boom.
5. For an ESOL/ESE student, instead of writing a letter the student
can draw the problems that a Floridian encountered during the
land boom.
Tourism
1. Students will use an iPad to scan three QR codes to visit
different websites that state information about vacation spots
created to attract people to buy land in Florida and how it
affected the Florida economy.
2. One of the QR codes will lead to a website about Davis Islands
in Tampa, Florida, a popular attraction built in the 1920s.
http://southtampamagazine.com/the-history-of-davis-islands/
3. Another QR code will lead to a website that has information on
Miami Beach and how it affected the Florida land boom and the
Great Depression.
http://www.miamibeach.org/directory/living/history-of-miamibeach
4. Another QR code will lead to a website that has information on
a variety of Florida attractions during the 1920s.
http://floridahistory.org/landboom.htm
5. Using these websites, students will perform an internet
scavenger hunt to answer five questions about tourism and its
effect on the Florida economy and the land boom:
-What was the purpose of constructing Davis Islands?
-What effect did Miami Beach have on the Great Depression?
-Name three attractions in the Tampa Bay area that were
created in the 1920s.
-Why were so many hotels, resorts, and retirement homes built
in Florida?
-Name two ways the tin-canners changed the tourist industry
in Florida during the 1920s.
6. For an ESOL/ESE student, have the student work
collaboratively with a higher level student to compile the
answers to the questions. If needed, give the student extra time
to finish for homework or throughout the day.

Closure
Pull up the map of the interactive white board with the properties
labeled.
Explain that although each student had purchased a property, they had
not finished paying the money off.
Most people who bought land in Florida only had enough money for the
first payment, called a binder, and planned on selling it before paying
for the rest of the land.
However, because the prices became so expensive due to high demand
of housing, less people were buying and more people were selling. At

SocialStudiesLesson/UnitPlanTemplate(precursortoTeacherWorkSample(TWS)inInternshipII)

Resources/Materials

the point where no one wanted to buy land because the prices were too
high, the land boom ended and transitioned to the land bust.
Explain that the land boom and other natural disasters that we will
discuss later on contributed to Floridas weak financial state even before
the Great Depression hit.

Resources:
Land Deed Template: http://www.samplewords.com/basic-bill-of-sale/
Advertisements for Land Boom:
http://www.library.hbs.edu/hc/crises/forgotten.html
http://clickamericana.com/eras/1950s/florida-year-round-land-of-good-living1958
http://www.thebubblebubble.com/florida-property-bubble/
https://svapicsandmags.files.wordpress.com/2011/03/florida-1949.jpg
Tourist Attractions:
South Tampa Magazine: http://southtampamagazine.com/the-history-of-davisislands/
Miami Beach Official Website:
http://www.miamibeach.org/directory/living/history-of-miami-beach
Florida History: http://floridahistory.org/landboom.htm
Kidspiration App: https://itunes.apple.com/us/app/kidspirationmaps/id675321195?mt=8
Resource about Florida Land Boom:
http://fcit.usf.edu/florida/lessons/ld_boom/ld_boom1.htm
Website to make QR Codes:
www.qrstuff.com
Materials:
-Pencils for each student
-Notebook paper for each student
-Interactive White Board
-Map of Florida
-Land Deed template
-Paper Advertisements (links given to print in resources)
-Markers or colored pencils for students to create advertisements
-Blank paper for students to create advertisements
-Readers Theater script for Cause and Effect center
-Kidspiration App
-Props for students to use during Readers Theater
-Three iPads/Tablets
-QR codes for Tourism center
-Pre-made instructions for each center