"To Kill a Mockingbird": Insights into the American South in the 1930s

Introduction

Do you know how much a gallon of milk cost in the 1930s? What was the average yearly earnings? Was it different for whites and African-Americans? You will be answering these and other questions as you explore the American South in the 1930s.

You will explore this time period in American history on the Internet, focusing on the South, to learn about the people and the conditions in which they lived and to compare them to present day.

Task

You will answer specific questions during your Internet search and then take that information that you have gained to create documents in Google Docs. You will then present your findings to the class.

Process

  1. The class will be divided into teams of two.
  2. First, you will be given a list of specific questions regarding this time period and a list of web sites that you may visit to answer the questions.
  3. Next, you will visit the various web sites and find the answers to the questions.
  4. Once you have found the answers to your questions, you will type the questions and answers in Google Docs.
  5. Then you will create a spreadsheet comparing and contrasting prices from the 1930s and now.
  6. Next, you will write a reflective essay based on what you learned. This was be done individually.
  7. Finally, you will present your findings to the class.

WEB SITES TO BE USED:

http://xroads.virginia.edu/~ug02/NewYorker/Race.html

http://americanradioworks.publicradio.org/features/remembering/laws.html

http://www.ehow.com/info_8161759_wages-1930s.html

http://www.history.com/topics/1930s

http://www.eyewitnesstohistory.com/snprelief.htm

http://www.thepeoplehistory.com/30sfood.html

http://www.ecusd7.org/columbus/columbusstaff/rcanada/09kids/grant/famouspeopleofthe1930s.htm

http://ic.galegroup.com/ic/uhic/ReferenceDetailsPage/ReferenceDetailsWindow?query=&prodId=UHIC&displayGroupName=Reference&limiter=&disableHighlighting=true&displayGroups=&sortBy=&zid=&search_within_results=&action=2&catId=&activityType=&documentId=GALE%7CCX3468301121&source=Bookmark&u=sand55832&jsid=55d9d90c4bad282ee2debc3c18227fed

http://www.paper-dragon.com/1939/priceguide.html

http://www.thepeoplehistory.com/1930s.html

http://www.ferris.edu/jimcrow/what.htm

QUESTIONS

  1. What was this time period in history called? Why?
  2. This was before the television. What forms of entertainment were used?
  3. Who were some of the popular authors?
  4. Choose two well-known people from this time period and give a brief biographical sketch of them. Who were they and why were they important?
  5. What was the educational system like?
  6. Choose 4 items for each category below and find out prices from the 1930s and compare to today's prices.
  • Women's clothes
  • Men's clothes
  • Games and toys
  • Items for the home
  • Food
  • Automobiles

      7. What was the average yearly earnings in the 1930s? What was the average salary for

  • Manufacturing-Production Worker (furniture makers, hat makers, autoworkers, etc.)
  • Cook
  • Doctor
  • Accountant

       8. Look at the "Jim Crow Laws" and choose 5 laws to discuss briefly.

Evaluation

Your group work will be graded as a group and each member of the group will receive the same grade. Your grade will be based on the following rubric.

  4 3 2 1 Score
Amount of Information All topics are addressed and all questions are answered with   at least two (2) sentences about each. All topics are addressed and most questions are answered with at least two (2) sentences about each. All topics are addressed, and most questions answered with   one (1) sentence about each. One   or more topics are not addressed.  
Sources All sources are accurately documented in the desired format. All sources are accurately documented, but a few are not in   the desired format. All   sources are accurately documented, but many are not in the desired format. Some   sources are not accurately documented.  
Internet Use Successfully uses suggested Internet links to find   information and navigates within these sites easily without assistance. Usually   able to use suggested Internet links to find information and navigates within   these sites easily without assistance. Occasionally   able to use suggested Internet links to find information and navigates within   these sites easily without assistance. Needs   assistance or supervision to use suggested Internet links and/or to navigate   within these sites.  
Quality of Information Information clearly relates to the main topic. It includes   several supporting details and/or examples. Information   clearly relates to the main topic. It provides 1-2 supporting details and/or   examples. Information   clearly relates to the main topic. No details and/or examples are given. Information   has little or nothing to do with the main topic.  
Organization The information is very organized with well-constructed   paragraphs. Information   is organized with well-constructed paragraphs. Information   is organized, but paragraphs are not well-constructed. The   information appears to be disorganized.  
Mechanics No   grammatical, spelling, or punctuation errors. Almost   no grammatical, spelling, or punctuation errors. A   few grammatical, spelling, or punctuation errors. Many   grammatical, spelling, or punctuation errors.  
Paragraph Construction All   paragraphs include introductory sentence, explanations or details, and   concluding sentence. Most   paragraphs include introductory sentences, explanations or details, and   concluding sentence. Paragraphs   include related information but are typically not constructed well. Paragraphing   structure is not clear and sentences are not typically related within the   paragraph.  
Total               /28

Your reflective essay will be graded on an individual basis and will be based on the following rubric.

  4 3 2 1 Score
Quality of Information Information   clearly relates to the main topic. It includes several supporting details   and/or examples. Information   clearly relates to the main topic. It provides 1-2 supporting details and/or   examples. Information   clearly relates to the main topic. No details and/or examples are given. Information   has little or nothing to do with the main topic.  
Organization The   information is very organized with well-constructed paragraphs. Information   is organized with well-constructed paragraphs. Information   is organized, but paragraphs are not well-constructed. The   information appears to be disorganized.  
Mechanics No   grammatical, spelling, or punctuation errors. Almost   no grammatical, spelling, or punctuation errors. A   few grammatical, spelling, or punctuation errors. Many   grammatical, spelling, or punctuation errors.  
Paragraph Construction All   paragraphs include introductory sentence, explanations or details, and   concluding sentence. Most   paragraphs include introductory sentences, explanations or details, and   concluding sentence. Paragraphs   include related information but are typically not constructed well. Paragraphing   structure is not clear and sentences are not typically related within the   paragraph.  
Total               /16

Credits

Dorothea Lange photograph of "Migrant Mother

The Library of Congress

Prints & Photographs Reading Room

http://www.loc.gov/rr/print/list/128_migm.html

Web quest originally created by Kari Newell, Kylee Jernigan and Melanie Miller, Drury University

Modified and updated by Kari Newell, August, 2016.