Flipped Unit Plan for 5th Grade Social Studies: Great Depression, New Deal, American Involvement in WWII

K-12 Blended and Online Learning
Lokey-Vega (2014) 1
Overall Unit Information (Required for MOOC participants)
Unit or Course
Goal(s)
This unit involves a blended learning model known as the “flipped” classroom. Students in this class
will engage in self-paced learning inside and outside of the classroom through a series of online
learning videos and resources. The flipped classroom model gives teachers the chance to help more
students in the learning process than they could ever do for a large group of students.
Face-to-face meetings allow everyone to come together in the physical environment for teacher
facilitation of student-centered learning projects that reinforce the module content. The central repository
and online meeting place for the teacher and students is hosted through Edmodo, an educational social
media site. VoiceThread discussions will be used each week as a part of student participation in learning.
Within Modules 1, students will explore various learning resources needed to explain how the Great
Depression affected the lives of millions of Americans. In Module 2, students will examine how the New
Deal helped Americans recover from the Great Depression. Within Module 3, students will explore the
reasons for America’s involvement in World War II. Also, students will investigate opportunity costs and
their relationship to decision-making, such as decisions to ration goods during WWII.
To demonstrate their understanding of these modules, they will be developing various individual and
group evidences (as explained in the following modules) of their learning to be submitted either online,
or shared with the whole class during face-to-face class time. Weekly online quizzes and module tests
will be conducted during face-to-face class time and results provided within 24 hours. Rubrics, project
guidelines, and exemplars are provided online for viewing on the Edmodo class website.
Accommodations are provided for students in the ESOL or Special Education programs as determined by
individual need.

Lokey-Vega (2014) 2
Standards Name of standards: Georgia Performance Standards
Link to standards: 5th Grade Social Studies Standards
Location information: Title I Elementary School in North Georgia, USA
Grade/Year: 5th grade Subject: Social Studies Standard (as written):
SS5H5 The student will explain how the Great Depression and New Deal affected the lives of
millions of Americans.
 Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and
soup kitchens.
 Analyze the main features of the New Deal; include the significance of the Civilian Conservation
Corps, the Works Progress Administration, and the Tennessee Valley Authority.
 Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and
Jesse Owens.
SS5H6 The student will explain the reasons for America’s involvement in World War II.
Describe Germany’s aggression in Europe and Japan’s aggression in Asia.
 Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima,
D-Day, VE and VJ Days, and the Holocaust.
 Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.
 Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.
 Describe the effects of rationing and the changing role of women and African- Americans; include
“Rosie the Riveter” and the Tuskegee Airmen.
 Explain the U.S. role in the formation of the United Nations.
SS5E1 The student will use the basic economic concepts of trade, opportunity cost,
specialization, voluntary exchange, productivity, and price incentives to illustrate historical
events.
 Describe opportunity costs and their relationship to decision-making across time (such as
decisions to ration goods during WWII).
SS5G1 The student will locate important places in the United States.
 Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA;
 Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

Lokey-Vega (2014) 3
Learner
Characteristics
Students live in the Cherokee County School District located in the southeastern state of Georgia in the
USA. The majority of the students are English Language Learners of Latino descent. A majority of the
students come from lower SES households. The majority of the students have immigrated with their
families from Mexico, Honduras, Columbia, and Guatemala. 25% of the students are in Special Education
and have an IEP. Students have completed the 4th grade History curriculum as required by our Georgia
state assessments. They are ready to begin learning more about American history and prepare to make a
successful transition to middle school at the end of the year.
Technology
requirements
Students should have the following tools available at home for study:
1. Internet connected computer (Dial up is too slow for the videos)
2. Edmodo Student account to access the class’s social learning site
3. Nearpod Student Username that is unique for assessment purposes
4. Keyboard and mouse to communicate and navigate the computer
5. Headphones to plug into the computer to listen to videos
6. VoiceThread account for weekly discussions on learning modules
Students that are bringing their own Wi-Fi capable learning devices from home must review the BYLD
policy and guidelines with their parents as well as the Internet Usage & Acceptable Usage Guidelines
mentioned in the sections above. Technology support is provided by the school district only for the
school- owned technology equipment. Therefore, the school is unable to provide technology support to
students that bring their own learning devices to school. Any students without reliable computer access in
their homes will have the opportunity to use the computers in the classroom to review the learning content
for half of the class time every day. No one is left out!
Prerequisite
Skills
6th grade reading proficiency (differentiation provided)
Edmodo for group project collaborations & VoiceThread usage
Safe and effective Internet research and navigation (information literacy skill)
PC computer use and/or mobile device usage (for BYLD purposes, if applicable)
Social media usage skills (for using Edmodo)
NearPod navigational skills for online learning modules & online assessments
Prezi navigational and basic designing skills using templates provided on the website
Recording podcasts and narrating presentations on Prezi or PowerPoint.

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Introductory
Communication
Plans
 Complete self-paced learning module & online quiz on NearPod every week. (Monitored online)
 Participate in the VoiceThread discussion on module content weekly. (By Wednesday at 8pm)
 Respond to at least one of their peers’ reflection postings each week. (By Wednesday at 8pm)
 Work with the assigned group to complete the module projects. (Monitored in & out of class)
 Come prepared for weekly class meetings with all required materials.
 Participate in study groups for online Unit Review Tests & CRCT reviews. (Monitored in class)
 Complete the module weekly quiz in a timely manner and submit for grading on Fridays.
 Note: Assessment results are provided to students within 24 hours of completion.
 Provide peer feedback using the required forms on Fridays during Project Sharing time.
 All online and in-person communication must adhere to the guidelines outlined in the syllabus for
the class. Teacher communication policy is also included within the syllabus.
Universal
Design
Principles
Considered
Multiple forms of representation: websites, videos, visual presentation, textbook, audio
Multiple forms of expression: quizzes, forums, reflections, creative writing, drama
Multiple forms of engagement: forums, reflections, class dramatic presentation, oral presentation, visual
presentation, peer & teacher feedback
Number of
Modules or
Weeks
This unit comprises three learning modules that are each two weeks in length for a total of six weeks.
New modules are accessible at the end of each two-week module. Each week’s VoiceThread discussion
participation, reflection posts, and peer responses are due on Wednesday evening by 8pm. Module
quizzes and student projects are due on Fridays according to the schedule available for online review on
the Edmodo class website.

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Module 1 Week 1 Plan (Note: “module” and “lesson” used interchangeably) (Required for MOOC participants)
Module
Objective(s)
SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of
Americans.
 Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and
soup kitchens.
The students will be able to identify the reasons why the United States fell into an economic depression
now known as The Great Depression. The students will demonstrate their understanding of the events of
Black Tuesday and how this stock market crash crippled the nation by creating a radio broadcast outlining
the details of the day and its aftermath.
Essential Questions:
 Why did the stock market crash on Black Tuesday in 1929?
 How did lives change in America during the Great Depression?
 How did Americans survive during the Great Depression?
 How does the Great Depression affect our lives today?
Module
Assessment(s)
1. Nearpod Quiz about causes of the Stock Market Crash of 1929, identifying Herbert Hoover, and the
purpose of the soup kitchens during this time.
2. VoiceThread Discussion forum:
 Why did the stock market crash on Black Tuesday in 1929?
 How did lives change in America during the Great Depression?
 Why did many Americans dislike President Hoover?
3. Reflection on Edmodo
 How did families and communities help each other during the Great Depression?
(See rubric on reflection postings & peer responses posted on Edmodo)
4. Project designs and schedules
 Radio Announcement Broadcast (created by assigned students groups)

Lokey-Vega (2014) 6
Description of
Learning
Activities
 Explore websites about Black Tuesday & the Great Depression, and watch the assigned videos in Learning
Module.
 Review the review broadcasting project guidelines with the teacher in class.
 Compose a reflection based on their learning answering the essential questions asked by the teacher &
provide feedback for at least one peer on Edmodo.
 Read the Great Depression overview in their textbook and participate in VoiceThread discussion moderated
by the teacher and write their weekly reflection post.
 Collaborate with the student groups to develop and record their radio broadcasts.
 Complete the weekly quiz on Friday during class & share their broadcasts.
 Provide feedback to the student groups using the required form.
Formative
Evaluation &
Feedback
Mid-week check-in with each student on Wednesday & mid-week check on group projects.
Reflection posting & peer feedback monitored by teacher and assessed on Wednesday.
VoiceThread participation assessed using rubric to determine understanding of reading.
Module weekly quiz completed Friday during class with feedback provided within 24 hours online.
Physical
Learning
Materials
District-provided textbook for study & reading, and peer feedback forms for Project Sharing
Digital Learning
Objects
 The-Great-Depression
 The Stock Market Crash of 1929
 Hiawatha Elementary School: The Great Depression Resources
 The Great Depression: A Woman's Voice (Georgia Oral History)
 Interviews with Survivors of the Great Depression
 Soup Kitchen & Great Depression Video Clips
 NearPod Module Presentation with embedded media & resources
 NearPod Quiz for the Module
 Edmodo Modules with Rubrics, Guidelines, and Exemplars as needed
 Edmodo Module Reflection Forum for Students
 VoiceThread Discussion facilitated by the teacher

Lokey-Vega (2014) 7
Plans for
Differentiation
Students with limited English proficiency or a reading level below 5hth grade will be supported using a
modified reflection rubrics. An outline of notes for the module if needed according to each student’s IEP.
Class meeting times will be used for facilitation purposes to ensure all students are progressing in their
learning. Study buddies will be used for ELL students, and student groups will be assigned in a way that
maximizes the opportunities for success of all students.

Lokey-Vega (2014) 8
Module 1 Week 2 Plan (Optional for MOOC participants) Self-Check
Module
Objective(s)
SS5H5 The student will explain how the Great Depression and New Deal affected the lives
of millions of Americans.
 Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the
Dust Bowl, and soup kitchens.
The students will examine the affects of the Dust Bowl on the lives of many Americans,
explore the shantytowns dubbed “Hoovervilles,” and determine why they had been named
after President Hoover. Students will identify at least 4 ways that individuals survived
during the Great Depression. The students will write a letter outlining how they are
surviving to President Hoover in order to demonstrate their understanding of what life was
like for these individuals. (They will write their letter from the viewpoint of their created
character).
See A1 & A2
Module
Assessment(s)
1. Nearpod Quiz about causes of the Dust Bowl, its effects on Americans & the American
response to President Hoover & the lives of many Americans living in Hoovervilles
 How did the Dust Bowl affect the lives of many Americans?
 Why did many Americans dislike President Hoover?
(See rubric on participation posted on Edmodo)
 How did the Great Depression affect the lives of your family members?
 Alternative question: How would you survive during the Great Depression?
 Great Depression Character Profile & Letter to President Hoover (individual project)
(See specific project plan guidelines & rubrics posted on Edmodo)
See A2 A3 C1 C2 &
C5

Lokey-Vega (2014) 9
Description of
Learning
Activities
 Explore websites about the Dust Bowl, President Hoover, Hoovervilles and watch the
assigned videos in Learning Module.
 Review the character project & letter guidelines with the teacher in class.
 Compose a reflection based on their learning answering the essential questions asked by
the teacher & provide feedback for at least one peer on Edmodo.
 Read the Dust Bowl & Hooverville section in their textbook and participate in VoiceThread
discussion moderated by the teacher and write their weekly reflection post.
 Participate in the Soup Kitchen experience & research information to use for their Great
Depression Character Profile and Letter to President Hoover.
 Complete the weekly quiz on Friday during class & post their profiles/letters online.
 Provide peer feedback for their peer’s letters using the rubric online.
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
Module weekly quiz completed Friday during class with feedback provided within 24 hours
online.
See A3 C1 C3 & C5
Physical
Learning
Materials
Soup kitchen items & food: Broth-based soup that can be “stretched” vegetable soup
works well, cheap white bread, plastic spoons, bowls, napkins, Crock-Pot for heating the
soup, big ladle
See A3, A9, B1, B4,
& B6

Lokey-Vega (2014) 10
Digital Learning
Objects
 Hobos of the Great Depression - Big Rock Candy Mountain
 Hobos of the Great Depression - Big Rock Candy Mountain
 The Dust Bowl Interactive Website (from film by Ken Burns)
 Farming in the 1930s Oral Histories from Dust Bowl Era
 Welcome to Hooverville
 President Herbert Hoover and the Great Depression
 Soup Kitchen & Great Depression Video Clips
See A3, A9, B1, B4,
& B6
Plans for
Differentiation
Students with limited English proficiency or a reading level below 5hth grade will be
supported using a modified reflection rubrics. An outline of notes for the module if needed
according to each student’s IEP. Class meeting times will be used for facilitation purposes
to ensure all students are progressing in their learning. Study buddies will be used for ELL
students, and student groups will be assigned in a way that maximizes the opportunities for
success of all students.
See B1 B4 & B6

Module 2 Plan Week 1 (Optional for MOOC participants) Self-Check
Module
Objective(s)
SS5H5 The student will explain how the Great Depression and New Deal affected the
lives of millions of Americans.
 Analyze the main features of the New Deal; include the significance of the Civilian
Conservation Corps, the Works Progress Administration, and the Tennessee Valley
Authority.
Students will explore the main features of Roosevelt’s New Deal programs that helped
America regain her footing by collaborating in small groups to create a Prezi about the
CCC, WPA, or TVA to share with the other 5th grade classrooms.
How did Roosevelt’s New Deal help America get back on its feet?
See A1 & A2
Module
Assessment(s)
1. Nearpod Quiz about FDR’s New Deal Programs, the effectiveness of these programs
in improving the lives of Americans
 How did Roosevelt’s New Deal program help rebuild the lives of Americans?
 Please locate online & share a place nearby that was built by New Deal workers.
 New Deal Prezi (small group project, program assigned by the teacher)
See A2 A3 C1 C2 &
C5

Description of
Learning
Activities
 Explore websites about the President FDR’s New Deal programs and watch the assigned
videos in Learning Module.
 Review the New Deal project guidelines with the teacher in class.
 Read the New Deal section in their textbook and participate in VoiceThread discussion
moderated by the teacher and write their weekly reflection post.
 Participate in their small groups to complete the New Deal Prezis.
 Complete the weekly quiz on Friday during class & review each group’s Prezi online.
 Provide peer feedback for each group’s Prezis using the rubric online.
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
online.
See A3 C1 C3 & C5
Physical
Learning
Materials
District-provided textbook for study & reading, and peer feedback forms for Project Sharing See A3, A9, B1, B4,
& B6

Digital Learning
Objects
 The New Deal Weebly Information Page
 New Deal: We Work Again - 1930's
 New Deal - 1930's Government Promotional Video
 History Channel: The New Deal Videos
 History Channel Tennessee Valley Authority
 My History Class New Deal Powerpoint
See A3, A9, B1, B4,
& B6
Plans for
Differentiation
See B1 B4 & B6

Module 2 Week 2 Plan (Optional for MOOC participants) Self-Check
Module
Objective(s)
SS5H5 The student will explain how the Great Depression and New Deal affected the
lives of millions of Americans.
 Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret
Mitchell, and Jesse Owens.
Students will explore the cultural elements from the 1930s, including Duke Ellington,
Margaret Mitchell, and Jesse Owens. Students will collaborate on a video overview of
various celebrities from the 1930s that will be uploaded to SchoolTube for public use under
the Creative Commons license.
See A1 & A2
Module
Assessment(s)
1. Nearpod Quiz about 1930s cultural elements, such as Duke Ellington, Margaret
Mitchell, and Jesse Owens.
 How did the 1930s culture icons live on today?
 Please locate online & share a brief summary about another iconic figure from the
1930s American culture with resources that your peers can also explore online.
 1930s Icon Video (small group project, person must be approved by teacher)
See A2 A3 C1 C2 &
C5

Description of
Learning
Activities
 Explore websites about the 1930s icons and watch the assigned videos in Learning Module.
 Review the 1930s video project guidelines with the teacher in class.
 Read the 1930s section in their textbook and participate in VoiceThread discussion
moderated by the teacher and write their weekly reflection post.
 Participate in their small groups to complete their 1930s icon videos for SchoolTube.
 Complete the weekly quiz on Friday during class & review each group’s video online.
 Provide peer feedback for each group’s video using the rubric online.
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
online.
See A3 C1 C3 & C5
Physical
Learning
Materials
District-provided textbook for study & reading, and peer feedback forms for Project Sharing See A3, A9, B1, B4,
& B6

Digital Learning
Objects
 Margaret Mitchell Atlanta Hall of Fame
 Atlanta's Book - Gone With the Wind
 I DONT KNOW WHY I LOVE YOU SO by Duke Ellington 1936
 Duke Ellington / Rhapsody in Blue
 1935-1936 Jesse Owens
 Black History Month- Jesse Owens
 Duke Ellington "...I'm Always Dreaming."
 Hollywood Thirties List of Celebrity Icons
 Hollywood Thirties List of Celebrity Icons #2
See A3, A9, B1, B4,
& B6
Plans for
Differentiation
See B1 B4 & B6

Module 3 Plan Week 1 (Optional for MOOC participants)
Module
Objective(s)
Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
How did the Great Depression in the USA affect Europe?
How did WWII begin?
Why did the U.S. become involved in WWII?
Module
Assessment(s)
1. Nearpod Quiz about America’s involvement in WWII & Germany’s aggression in Europe & Japan’s
aggression for Asia.
 How did the Great Depression in the USA affect Europe?
 How did WWII begin?
Why did the U.S. become involved in WWII?
 World War II Radio News Podcast

Description of
Learning
Activities
 Explore websites about the America’s involvement in WWII & Germany’s aggression in Europe & Japan’s aggression.
 Review the project guidelines with the teacher in class.
 Compose a reflection based on their learning answering the essential questions asked by the teacher & provide
feedback for at least one peer on Edmodo.
 Read the WWII beginning sections in their textbook and participate in VoiceThread discussion moderated by the
teacher and write their weekly reflection post.
 Participate in their small groups to complete their radio podcasts.
 Provide peer feedback for each group’s podcast using the rubric online.
Formative
Evaluation &
Feedback
Physical
Learning
Materials
Digital Learning
Objects
 Pearl Harbor Summary
 Dictators Rise to Power
 World War II The Road to War
 World War II Education-Entertainment – European Theater Animated Presentation

Plans for
Differentiation
Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified
reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting
times will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies
will be used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for

Module 3 Week 2 Plan (Optional for MOOC participants)
Module
Objective(s)
Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.
SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization,
voluntary exchange, productivity, and price incentives to illustrate historical events.
 Describe opportunity costs and their relationship to decision-making across time (such as decisions to ration
goods during WWII).
Essential Questions
How did the Axis powers show their military strength to the rest of the world?
How did life change in America during WWII?
How did the Allies gain the upper hand against the Axis powers?

Module
Assessment(s)
1. Nearpod Quiz about America’s involvement in WWII & the basic economic concepts of opportunity costs
and rationing during efforts on the Home Front.
 How did life change in America during WWII?
 How did the Axis powers show their military strength to the rest of the world?
How did the Allies gain the upper hand against the Axis powers?
 World War II Propaganda Poster
Description of
Learning
Activities
 Explore websites about the America’s involvement in WWII frontlines and on Home Front---including basic economic
concepts of opportunity costs & rationing.
 Review the project guidelines with the teacher in class.
 Compose a reflection based on their learning answering the essential questions asked by the teacher & provide
feedback for at least one peer on Edmodo.
 Read the WWII sections in their textbook and participate in VoiceThread discussion moderated by the teacher and
write their weekly reflection post.
 Participate in their small groups to complete their propaganda poster
 Provide peer feedback for each group’s propaganda poster using the rubric online.
Formative
Evaluation &
Feedback

Physical
Learning
Materials
Digital
Learning
Objects
 Rosie the Riveter: Real Women Workers in World War II
 Wartime Nutrition (1943)
 Churchill - Their Finest Hour (audio slideshow)
 $3.99 PowerPoint Product World-War-II-PowerPoint-Presentation-(Editable)
 WWII Education/Entertainment Animated Presentation (by tdhoanh)
 Victory Garden Radio Announcement WWII 1943
 D-Day 6/6/44 - History Channel Footage
 VE Day Celebrations (1945)
 C-SPAN Japanese Surrender Signing on Missouri
 History Channel Battle of Iwo Jima
Plans for
Differentiation
Students with limited English proficiency or a reading level below 5hth grade will be supported using a modified
reflection rubrics. An outline of notes for the module if needed according to each student’s IEP. Class meeting times
will be used for facilitation purposes to ensure all students are progressing in their learning. Study buddies will be
used for ELL students, and student groups will be assigned in a way that maximizes the opportunities for success of
all students.

Flipped Unit Plan for 5th Grade Social Studies: Great Depression, New Deal, American Involvement in WWII

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Flipped Unit Plan for 5th Grade Social Studies: Great Depression, New Deal, American Involvement in WWII