Idaho Social Studies 9-12.US2.14
The Standard
Evaluate the social tensions of the era, including: • Race • Labor • Domestic Migration • Changing social values • The Rise of Political Extremism
Idaho Content Standards: K-12 Social Studies · The Great Depression and the New Deal 1929-1939
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how racial discrimination, union organizing, Dust Bowl migration, and changing views of women's work caused conflict during the Depression. They also examine why extremist political messages gained followers.
What Mastery Looks Like
- Students can use a photo or short text to name the groups in a conflict, cite evidence, and explain what each group wanted. They can compare two conflicts and explain how economic hardship made them worse.
Common Misconceptions
- Students may think Dust Bowl migrants crossed an international border or that New Deal programs ended racial discrimination. They may see strikes as only fights over pay, rather than bargaining rights. Some call any criticism of the government extremist, without looking for scapegoating.
How to Assess It
- Exit ticket: “A Dust Bowl family moves to California and faces hostility. A factory worker joins a strike for union recognition. What caused each conflict, and how are the conflicts alike?”
Lesson moves
Ways to Teach It
Set out photo cards of Black sharecroppers, Dust Bowl migrants, and union picketers; pairs add sticky notes naming who opposed each group and why.
Write a response to the claim, “Married women should give their jobs to unemployed men.” Whose needs does it ignore?
Teams match cards naming union strikes, Dust Bowl migrants, and Father Coughlin's antisemitic broadcasts to cards naming bargaining rights, job fears, and scapegoating.
Compare a 1930s union picket sign with a current strike sign; circle shared demands and write one difference.
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