11th Grade Semester Two Unit Three: The Great Depression / New Deal



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11th Grade Semester Two

Unit Three: The Great Depression / New Deal


Stage 1: Desired Outcomes

Topic / Unit Title: The Great Depression/New Deal

  • How does economic crisis impact society?

NYS Content Standards

Standard 2: Key 2

Standard 2: Key 3

Standard 2: Key 4

Common Core Skills

  • RH 1, 3, 6, 7, 8,

  • W 3, 4, 5

  • SL 1, 4, 6

  • L 1, 2, 4




Understandings:

  • Define: Great Depression, under production, under consumption, distribution of wealth, Stock market crash of 1929, buying on margin, Dust Bowl, unemployment, Black Tuesday and Black Thursday, New Deal Programs, CCC, AAA, WPA, Social Security, Securities Exchanges Commission, FDIC, relief, recovery, reform, immediate relief, Keynesian Economics, laissez faire, hoovervilles, priming the pump, rugged individualism, Scheter Poultry v U.S. court packing

  • Identify and explain the basic causes of the Great Depression.

  • Explain how the policies of the federal government contributed to the onset of the Great Depression.

  • Assess the impact of the stock market crash of 1929 on the economy.

  • Evaluate whether the Great Depression had to occur.

  • Identify and explain the basic effects of the Great Depression on different groups in society: African Americans, elderly, children, middle class, poor, rural farmers, unemployed.

  • Describe the actions taken by Hoover to deal with the growing Depression.

  • Assess the extent to which Hoover should have been blamed for the Great Depression.

  • Identify and explain the basic beliefs FDR and Hoover had on the Great Depression

  • Explain the policies FDR and Hoover proposed in order to aid Americans out of the Depression

  • Assess whether FDR or Hoover is more suitable to become President in 1932 and evaluate why

  • Describe the economic conditions in the United States when Roosevelt took office.

  • Analyze F.D.R.’s style of leadership during the first 100 days.

  • List and explain the relief, recovery, and reform measures of the New Deal.

  • Construct a plan to deal with the problems caused by the Depression.

  • Evaluate whether or not Roosevelt’s New Deal was an effective response to the problems of the Great Depression.

  • Describe Roosevelt’s “Court-packing” proposals and the opposition to these proposals.

  • Assess whether or not the New Deal was unconstitutional and evaluate whether or not the New Deal programs undermined the principles of “Separation of Powers” and “Checks and Balances.”

Essential Questions:


  • What contributed to the Great Depression?

  • How should leaders respond to economic crisis?

  • How were various American groups affected by the Great Depression?

  • Was the New Deal successful in its attempts to solve the problems of the Great Depression?

  • Was FDR a hero or tyrant?




Stage 2: Assessments and Tasks

Common Core Literacy Task

  • Analyze documents and statistical and mathematical data on the causes of Great Depression

  • Create posters describing a cause of the Great Depression. Students must use key words.

  • Prepare four written arguments for a debate on “Were the New Deal programs good or bad for the US?” Use evidence to support each argument.

  • DBQ Essay: New Deal




Performance Task(s) – Other Evidence

  • Discussion on strategies that should be used to solve the problems of the Great Depression

  • Comparison of the Great Depression to economic problems in present day society

  • Media literacy: compare and contrast the life of James Broderick as depicted in the film Cinderella Man.




Accommodations: Scaffolds and Differentiation

Content


  • Modify primary source texts (variety, complexity, length)

  • Incorporate alternative materials (visual, video, audio, internet)

  • Provide supplementary resources for supports

  • Group with a purpose

Process


  • Model skills, task and/or product

  • Utilize graphic organizers / note taking template

  • Provide individual or group intervention and support

  • Re-enforce vocabulary / concept development

  • Provide choice / variety of activities or tasks

  • Group with a purpose

Product

  • Assign specific, purposeful assessments to individuals or groups

  • Allow students to choose from a variety of assessments

  • Provide scaffolds / supports (outlines, templates, models)

  • Provide extension activities to expand thinking or understanding

  • Group with a purpose

How will students reflect upon and self-assess their learning?

  • Exit tickets

  • Template reflection

  • DBQ Essay Rubric

  • Voting Ballot Template—FDR or Hoove




Stage 3: Learning Plan


AIM: Was the Great Depression of the 1930s inevitable?

  • Identify and explain the basic causes of the Great Depression.

  • Explain how the policies of the federal government contributed to the onset of the Great Depression.

  • Assess the impact of the stock market crash of 1929 on the economy.

  • Evaluate whether the Great Depression had to occur.

  • ACTIVITY: Evaluate the different causes of the Great Depression and explain how this caused a Depression. Students pick one of the causes of the Great Depression and draw about it. Students are required to use key words that fit the cause chosen.


AIM: Who is the best candidate to handle the problems of the Great Depression?

  • Identify and explain the basic effects of the Great Depression on different groups in society: African Americans, elderly, children, middle class, poor, rural farmers, unemployed.

  • Describe the actions taken by Hoover to deal with the growing Depression.

  • Assess the extent to which Hoover should have been blamed for the Great Depression.

  • Identify and explain the basic beliefs FDR and Hoover had on the Great Depression

  • Explain the policies FDR and Hoover proposed in order to aid Americans out of the Depression

  • Assess whether FDR or Hoover is more suitable to become President in 1932 and evaluate why

  • ACTIVITY: Students analyze stations and answers questions. Students then evaluate the presidential campaigns of Hoover and FDR and use writing template to answer the aim. Students are required appropriate key words in their argument and explanation.


AIM: Was the New Deal an effective response to the Great Depression?

  • Describe the economic conditions in the United States when Roosevelt took office.

  • Analyze FDR’s style of leadership during the first 100 days.

  • List and explain the relief, recovery, and reform measures of the New Deal.

  • Construct a plan to deal with the problems caused by the Depression.

  • ACTIVITY: Students choose a New Deal mural and create it for the modern day using magazines. Students are to explain the program chosen and use appropriate key words.


AIM: Was the New Deal helpful to all Americans?

  • Evaluate whether or not Roosevelt’s New Deal was an effective response to the problems of the Great Depression.

  • Describe Roosevelt’s “Court-packing” proposals and the opposition to these proposals.

  • Assess whether or not the New Deal was unconstitutional and evaluate whether or not the New Deal programs undermined the principles of “Separation of Powers” and “Checks and Balances.”

  • ACTIVITY: Assess report card about FDR’s New Deal programs. Analyze data as well as the constitutionality of FDR’s presidency and the rulings of the Supreme Court case.


AIM: Was FDR’s New Deal Program was positive or negative for America.

  • Students use regents documents to assess the pros of cons of the New Deal

  • Students are to write argumentative texts based on the documents presented as well as use outside information to support their answer.

  • ACTIVITY: Students answer document-based questions and write essay evaluating if the New Deal was positive or negative for America. (Students can use essay template for guidance if necessary).







Teacher Reflection for Future Planning

  • Evaluate exit tickets and response to questions during discussion.

  • Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.




Regents Essays

January 2013

Theme: Government (Congressional Legislation)

Throughout the United States history, Congress has passed legislation to address important political, social or economic issues. These laws have often had a significant impact on American society.


Task: Select two laws passed by the United States congress and for each

  • Discuss the historical circumstances that led to the passage of the law

  • Discuss the impacts of the law on American society

You may use any federal law that was intended to address and important issue from your study of United States history. Some suggestions you might wish to consider include:



Embargo Act (1807) Pure Food and Drug Act (1906)

Indian Removal Act (1830) Social Security Act (1935)

Kansas-Nebraska Act (1854) GI Bill/Servicemen’s Readjustment Act (1944)

Interstate Commerce Act (1887) Americans with Disabilities Act (1990)

August 2008

Theme: Government Role in Economy

Throughout history, the United States government has taken various actions to address problems with the nation’s economy.


Task: Choose two actions that addressed a problem with the nation’s economy and for each

  • Discuss the historical circumstances that led to the action

  • Discuss the impact of this action on the economic action of the United States


You may use any example from your study of United States history. Some suggestions you might wish to consider include assumption of Revolutionary War debts, building the transcontinental railroad, passage of tariff laws, passage of the Interstate Commerce Act, creation of the Federal Deposit Insurance Corporation, adoption of the Social Security system, passage of federal minimum wage laws, Reagan Era tax cuts, and ratification of the North American Free Trade Agreement (NAFTA)

Multiple Choice

Base your answers to questions 1 and 2 on the photograph below and on your knowledge of social studies.



1 What was the main reason for the emergence of “Hoovervilles” like the one shown in

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