The Great Depression& the New Deal

Standards

Michigan High School Content Expectations

The Great Depression

7.1.2 Causes and Consequences of the Great Depression-Explain and evaluate the multiple causes and consequences of the Great Depression by analyzing:• the political, economic, environmental, and social causes of the Great Depression including fiscal policy, overproduction, under consumption, and speculation, the 1929 crash, and the Dust Bowl. The economic and social toll of the Great Depression, including unemployment and environmental conditions that affected farmers, industrial workers and families Hoover’s policies and their impact (e.g Reconstruction Finance Corporation).

The New Deal

7.1.3 The New Deal– Explain and evaluate Roosevelt’s New Deal Policies including:• expanding the federal government’s responsibilities to protect the environment (e.g., Dust Bowl and the Tennessee Valley), meet challenges of unemployment, address the needs of workers, farmers, poor, and elderly opposition to the New Deal and the impact of the Supreme Court in striking down and then accepting New Deal laws• consequences of New Deal policies (e.g., promoting workers’ rights, development of Social Security program, and banking and financial regulation, conservation practices, crop subsidies).

Common Core State Standards

• SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• SL 9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
• RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
• RH 9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
• RH 9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
• RH 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
• RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
• WHST 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• WHST 9-10.2
• Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

C3 Framework

• D2.His.9.9-12. Analyze the relationship between historical sources and the secondary interpretations made from them.
• D2.His.13.9-12. Critique the appropriateness of the historical sources used in a secondary interpretation.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
• D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
• D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
• D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Unit Compelling Question: Does the government have an obligation to help the needy?

Supporting Questions

How did the economic “boom” of the 1920s come to a crash in 1929, leading to the worst economic time in U.S. history?

How does the stock market work?

What can we learn about the economy and the Great Depression from examining economic statistics?

How did the Great Depression affect the lives of urban and rural Americans?

How closely is the environment & economy related?

What was the relationship between natural causes and human causes of the Dust Bowl?

Can this help us understand other, more contemporary so-called natural disasters?

How do I evaluate sources for accuracy and bias?

What was FDR’s “New Deal” and how did it seek to end the Great Depression?

How did President Franklin D. Roosevelt use fireside chats to inspire confidence during the Great Depression?

Did the New Deal expand the federal government beyond its constitutional limits?

Why did the New Deal exclude some people even though FDR said “We are going to make a country in which no one is left out”?

Should an individual be allowed to pursue economic self-interest without restraint or should economic freedom come to mean economic security – a living wage or a safety net? net?

Instructional Materials/Texts

The Great Depression

1. Causes of the Great Depression

Standards: RH 9-10.3, RH 9-10.7

Learning Targets:

1. I can analyze multiple sources to make a claim about the causes of the Stock Market Crash of 1929.
2. I can interpret quantitative data from the Great Depression era in order to make a claim about which of the changes in the economy most affected average Americans.

Supporting Question: How did the economic “boom” of the 1920s come to a crash in 1929, leading to the worst economic time in U.S. history? What can we learn about the economy and the Great Depression from examining economic statistics?

Intro to the Great Depression Lesson Plan

Lesson Slides

Close Read: The Great Depression Statistical Analysis

Close Read: Teacher Guide

2. Effects of the Great Depression

Standards: RH 9-10.9, WHST 9-10.2

Learning Targets:

1. I can compare and contrast the effects of the Great Depression on urban and rural residents.

Supporting Questions: How closely is the environment & economy related? How do the two forces interact? How do they depend on each other? How does their relationship impact the United States? How did the Great Depression affect the lives of urban and rural Americans?

Effects of the Great Depression Lesson Plan

Lesson Slides

3. The Dust Bowl

Standards: RH 9-10.7, RH 9-10.8, WHST 9-10.1, 9-10.2

Learning Targets:

1. I can integrate quantitative analysis with other sources to make a claim about the cause(s) of the Dust Bowl.
2. I can identify claims about the Dust Bowl that are supported by fact(s) and those that are opinion(s).
3. I can recognize when an author introduces irrelevant evidence (unrelated or unnecessary evidence) to his/her argument.
4. I can analyze multiple sources to describe life for migrant farmers during the Dust Bowl.

Supporting Questions: What caused the Dust Bowl? What was the relationship between natural causes and human causes of the Dust Bowl? Can this help us understand other, more contemporary so-called natural disasters? How do I evaluate sources for accuracy and bias?

Causes of the Dust Bowl Lesson Plan

Lesson Slides

• Effects of the Dust Bowl Primary Source Deep Dive

The New Deal

4. The New Deal

Standards: RH 9-10.7, 9-10.9, WHST 9-10.2

Learning Targets:

1. I can compare and contrast Hoover's response to the Great Depression with Franklin Roosevelt's response.
2. I can explain the arguments of the critics of the New Deal.
3. I can examine a specific economic problem facing the American economy during the Great Depression and explain how FDR addressed that issue during his Fireside Chats.

Supporting Questions: What was the Bonus Army? What was President Hoover's response to the Great Depression? What was FDR’s “New Deal” and how did it seek to end the Great Depression? How did President Franklin D. Roosevelt use fireside chats to inspire confidence during the Great Depression?

5. Understanding Social Security

Standards:

Learning Targets:

Supporting Questions: Which account of Social Security is more accurate? What is Social Security? Where does the money for Social Security come from? How do different historians view Social Security?

6. Evaluating the New Deal: Expansion of the Federal Government

Standards: RH 9-10.8, SL 9-10.3

Learning Targets:

1. I can make a claim supporting laissez faire economic policies or government intervention.
2. I can participate in a collaborative text-based discussion with my peers evaluating their reasoning, use of evidence and identifying any fallacious reasoning or exaggerated or distorted evidence.

Supporting Questions: Did the New Deal expand the federal government beyond its constitutional limits?

7. Evaluating the New Deal: Exclusion of African Americans

Standards: RH 9-10.3, 9-10.9, SL 9-10.1

Learning Targets: I can analyze multiple sources to make explain the lasting effects of the exclusion of African Americans from many New Deal provisions.

I can participate in a collaborative text-based discussion with my peers.

Supporting Question: Why did the New Deal exclude some people even though FDR said “We are going to make a country in which no one is left out”?

8. New Deal Mexican Deportations

Standards: RH 9-10.4, 9-10.9, WHST 9-10.2b

Learning Targets:

1. I can make a claim about which terms best apply in describing what happened to hundreds of thousands of Mexican immigrants and U.S. citizens of Mexican heritage in the 1930s using examples to support my argument.
2. I can compare the Mexican deportations of the 1930s with the Mexican deportations today.

Supporting Questions: What happened to hundreds of thousands of Mexican immigrants and U.S. citizens of Mexican heritage in the 1930s and what can we learn from these events?