Substitute Lesson Plan: Geographic Mobility in the U.S., 1920–1950

Objective

Students will analyze and compare maps showing U.S. population density changes across three periods (1920–1930, 1930–1940, 1940–1950) and identify how historical events (industrialization, the Great Depression/Dust Bowl, World War II) influenced geographic mobility. Students will also observe more recent population movement trends (2000–2010).

Materials

• This resource (Student Activity handout, printed or displayed)
• A computer with Internet access for each student (or student pairs if computers are limited)
• Optional: a teacher computer and projector to display the online maps as a class

Online tools needed (have students navigate to these):

• Before and After 1940: Change in Population Density — www.census.gov/dataviz/visualizations/010
• Population Change by Decade, 1910–2010 — www.census.gov/dataviz/visualizations/049

Warm-up (~5 min)

Write these two terms on the board and have students copy definitions into their notes:

• Geographic mobility – the ability of people to move from one geographic location to another
• Population density – the number of people per unit of area

Ask students to briefly discuss with a neighbor: "What are some reasons people might move from one place to another?" Take 2–3 quick verbal answers as a class (no need to write these down — this is just to activate prior thinking).

Main Activity (~25 min)

Have students get out a computer and navigate to the two data visualization tools listed above. Distribute the Student Activity handout (questions 1–10). Students should work through the questions independently or in pairs, using the maps directly.

1. 1920–1930 map (Post-Progressive Era): Students view this map in the "Before and After 1940" tool and answer questions 1–3, summarizing population density trends, noting regions of decline (South, parts of East Coast) versus little movement (Northwest), and considering how industrialization and mechanized farming explain migration from South to North/West cities.

1. 1930–1940 map (Great Depression): Students click to this map and answer questions 4–5, comparing patterns (decline shifting to the Great Plains) and connecting these to the Dust Bowl, boll weevil epidemic, and New Deal programs (Hoover Dam, Civilian Conservation Corps).

1. 1940–1950 map (World War II): Students click to this map and answer questions 6–7, noting increased density in the Northeast, Midwest, and West Coast, and linking this to war mobilization and women moving for wartime jobs.

1. Synthesis: Students answer question 8, identifying major push factors (agricultural depression, farm mechanization) and pull factors (war mobilization, industrial growth).

1. Recent trends: Students switch to the "Population Change by Decade, 1910–2010" tool, press play, and answer question 9, observing that population shifted to the West and South between 2000–2010.

As a substitute, circulate the room while students work to make sure they are on the correct maps and are writing complete answers. There is no need to explain historical content — the maps and questions guide students through it.

Wrap-up / Exit Ticket (~10 min)

Have students answer question 10 from the handout as their exit ticket:

"Using the overall trends you see in this data visualization, what population changes do you expect to see 5 years from now?"

Collect written responses (a few sentences is fine) as students finish. If time allows, ask 2–3 volunteers to share their predictions aloud with the class.

If Time Remains

Ask students to review their answers to questions 1–8 and write one or two sentences summarizing: "What was the purpose of this activity, and why is understanding population movement important?" Have a few students share their thoughts aloud to close the class.