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The Great Depression and New Deal

Backwards Planning Curriculum Units

Michael Hutchison, Writer

Dr. Aaron Willis, Project Coordinator

Kerry Gordonson, Editor

Justin Coffey, Editor

Starr Balmer, Editorial Assistant

Earl Collins, Graphic Designer

Social Studies School Service

10200 Jefferson Blvd., P.O. Box 802

Culver City, CA 90232

http://socialstudies.com

access@socialstudies.com

(800) 421-4246

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

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Culver City, CA 90232

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(800) 421-4246

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access@socialstudies.com

Permission is granted to reproduce individual worksheets for classroom use only.

Printed in the United States of America

ISBN 978-1-56004-346-1

Product Code: ZP396

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

TABLE OF CONTENTS

Introduction.............................................................................................................. IV

Lecture Notes............................................................................................................. S1

Student Handouts..................................................................................................... H1

Backwards Planning Curriculum:

Great Depression and New Deal: Backwards Planning Activities....................1

Project #1: The New Deal in Your Town..........................................................3

Project #2: Great Depression and New Deal Primary Source Kits....................9

Project #3: Did FDR Exceed His Powers? ......................................................14

Great Depression and New Deal: Multiple-Choice Quiz ................................21

Great Depression and New Deal: Multiple-Choice Quiz Answer Key ...........26

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

How To Use This Unit

Backwards planning offers an innovative yet simple approach to meeting curriculum goals; it

also provides a way to keep students engaged and focused throughout the learning process.

Many teachers approach history instruction in the following manner: they identify a topic

required by state and/or national standards, they find materials on that topic, they use those

materials with their students, and then they administer some sort of standard test at the end of

the unit. Backwards planning, rather than just starting with a required instructional topic, goes a

step further by identifying exactly what students need to know by the end of the unit—the so-

called “enduring understandings.” The next step involves assessment: devising ways to

determine whether students have learned what they need to know. The final step involves

planning the teaching/learning process so that students can acquire the knowledge needed.

This product uses backwards planning to combine a PowerPoint presentation, activities that

involve authentic assessment, and traditional tests (multiple-choice and essay) into a complete

curriculum unit. Although the materials have enough built-in flexibility that you can use them in

a number of ways, we suggest the following procedure:

1. Start with the “essential questions” listed on slide 2 of the PowerPoint presentation (these

also appear in the teacher support materials). Briefly go over them with students before getting

into the topic material. These questions will help students focus their learning and note taking

during the course of the unit. You can also choose to use the essential questions as essay

questions at the end of the unit; one way to do this is to let students know at the outset that one

of the essential questions will be on the test—they just won’t know which one.

2. Next, discuss the activities students will complete during the unit. This will also help focus

their learning and note taking, and it will lead them to view the PowerPoint presentation in a

different light, considering it a source of ideas for authentic-assessment projects.

3. Present the PowerPoint to the class. Most slides have an image and bullet points

summarizing the slide’s topic. The Notes page for each slide contains a paragraph or two of

information that you can use as a presentation script, or just as background information for your

own reference. You don’t need to present the entire PowerPoint at once

: it’s broken up into

several sections, each of which concludes with some discussion questions that echo parts of the

essential questions and also help students to get closer to the “enduring understandings.” Spend

some time with the class going over and debating these questions—this will not only help

students think critically about the material, but it will also allow you to incorporate different

modes of instruction during a single class period, offering a better chance to engage students.

4. Have students complete one or more of the authentic-assessment activities. These activities

are flexible: most can be completed either individually or in groups, and either as homework or

as in-class assignments. Each activity includes a rubric; many also have graphic organizers. You

can choose to have students complete the activities after you have shown them the entire

PowerPoint presentation, or you can show them one section of the PowerPoint, go over the

discussion questions, and then have students complete an activity.

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

5. End the unit with traditional assessment. The support materials include a 20-question

multiple-choice quiz; you can combine this with an essay question (you can use one of the

essential questions or come up with one of your own) to create a full-period test.

6. If desired, debrief with students by going over the essential questions with them again and

remind them what the enduring understandings are.

We are dedicated to continually improving our products and working with teachers to develop

exciting and effective tools for the classroom. We can offer advice on how to maximize the use

of the product and share others’ experiences. We would also be happy to work with you on ideas

for customizing the presentation.

We value your feedback, so please let us know more about the ways in which you use this

product to supplement your lessons; we’re also eager to hear any recommendations you might

have for ways in which we can expand the functionality of this product in future editions. You

can e-mail us at access@socialstudies.com. We look forward to hearing from you.

Dr. Aaron Willis

Chief Education Officer

Social Studies School Service

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

The Great Depression

and New Deal

The 1920s had been characterized by exceptional economic growth, the development of a

consumer society, an expansion of the middle class, and rapid social change. While many

Americans revealed these “ballyhoo” years, ominous signs showed an impending financial

catastrophe. The resulting depression—and the government and society’s response to it—

revealed much about the American character, broke new ground in terms of social

legislation and centralized control of the economy, and changed the way in which people

conceptualized what the role of federal government should be—all legacies which persist to

this day.

Many Americans were unable to eat regularly during the Depression years unless they could

get a free meal from a charity soup kitchen or breadline. Gangster Al Capone funded the

Chicago soup kitchen shown in this slide.

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

Essential Questions

• What underlying issues and conditions led to the Great

Depression?

• What economic conditions led to the stock market crash of 1929?

• Why were the policies of the Hoover Administration ineffective in

dealing with the problems of the Depression?

• Why did the New Deal seek to solve the problems of the

Depression through public works, rather than the dole?

• What impact did the New Deal have on arts and letters in the

1930s?

• How did President Franklin D. Roosevelt change the role of the

presidency in American history?

• How successful was the New Deal in solving the problems of the

Depression and restoring American prosperity?

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

Fundamental Causes of

the Depression

• Drop in farm prices

• Massively uneven distribution

of income

• “Get rich quick” schemes in real

estate and especially in stocks

• Overextension of credit

• Increased inventories of goods

• Immediate cause: October 1929

stock market crash

Many consumers in the

1920s bought items such as

this ironer on credit

• During the 1920s, few farmers shared in the prosperity that supposedly extended nationwide. This

discrepancy in farm prices was a warning sign that the economy was in serious trouble.

• Although many viewed the 1920s as an “era of prosperity,” the vast majority of people in America

were middle class or poor. Since most of the real wealth in the country lay in the hands of only a

few people, most citizens didn’t have the cash to purchase goods.

• Many believed that speculation in real estate—and especially in stocks—would result in easy

money. People also bought stock “on margin,” putting down 10 percent of the stock’s value and

then owing the rest to a broker. If the stock continued to climb in value, the investor was safe.

However, if the value of the stock declined the broker would make a “margin call,” demanding

payment for the rest of the amount owed. If the investor couldn’t pay the other 90 percent, the

broker would sell the stock, hoping to recoup his losses. As the market as a whole declined in

value, this process became a vicious circle, further driving down stock prices.

• Many consumers in the 1920s overextended themselves financially due to the easy availability of

credit. New consumer goods such as washing machines, radios, automobiles, and refrigerators

appealed to consumers, even though they might not have had the financial resources to buy them.

The ability to pay in installments put these goods in the reach of more people. However, this also

led to industries showing only “paper profits,” thereby further creating the illusion of prosperity.

• As more people bought products with money they didn’t have, manufacturers continued to produce

more and more goods. Soon the supply of goods far exceeded demand, and unsold items piled up

in producers’ warehouses.

• The October 1929 stock market crash signaled the start of the Depression. While the U.S. economy

did not completely and immediately collapse, the crash marked the beginning of a major decline.

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

The Day the Bubble Burst

• October 29, 1929

• More than 16

million shares

traded in one day

•Stock market lost

$30 billion

• Beginning of the

“Great

Depression”

The trading floor of the New York Stock Exchange in 1929

While the fundamental causes of the Depression took years to lead to financial calamity,

many point to a single day when the Depression began: October 29, 1929, when the stock

market crashed. On that day, more than 16 million shares were traded (a record at the time)

and the market lost $30 billion—nearly the amount the U.S. had spent fighting World War

I. While the market had rapidly increased in value from 1927–1929 (approximately 140 to

360 points), it fell nearly more than 100 points in the months after the crash. As the

Depression worsened, the market hit a low of approximately 40 as the election of 1932

loomed, and did not approach the 100 mark again until after Franklin D. Roosevelt’s

inauguration.

By the time Roosevelt took office, stocks had lost 80 percent of their total value.

Confidence in the market declined sharply as former investors felt betrayed and unwilling to

buy stock. Since they refused to purchase shares, much-needed investment and expansion

did not occur, which further hampered economic recovery.

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

Banking System Collapse

• Banks invested

heavily in the

market

• Collapse of

market led to

bank failures

• Many depositors

panicked, leading

to even more

bank failures

Worried depositors wait outside a bank hoping to

withdraw their savings

While many investors lost their money in the market, many other people found their savings

wiped out because banks had irresponsibly invested depositors’ money in the market as

well. Therefore, when the crash occurred banks also lost millions.

Banking was already a risky business, with more than 600 banks failing every year from

1920–1929. Following the stock market crash, however, bank failures jumped dramatically.

Between 1930 and 1933, nearly 10,000 banks failed nationwide, with 4000 failing in 1933

alone.

Unfortunately for these banks’ depositors, there was no national “safety net” to protect their

money. While some states did have insurance programs for bank deposits, bank failures in

the period before the crash had essentially wiped out those programs, leaving depositors

completely unprotected.

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

Great Depression and New Deal: Backwards

Planning Activities

Enduring understandings:

The Great Depression was the worst economic calamity in American history

Several flawed economic and political policies contributed to the stock market crash

The Depression affected Americans of all economic and social strata

The New Deal demanded significant spending on the federal level to combat the

Depression

The New Deal sought to solve the problems of the Depression by providing public works

projects, as well as by promoting the arts

The New Deal changed the role of government in American life

The reach and impact of the New Deal affected American life from the 1930s into the

21st century

Essential questions:

What underlying issues and conditions led to the Great Depression?

What economic conditions led to the stock market crash of 1929?

Why were the policies of the Hoover Administration ineffective in dealing with the

problems of the Depression?

Why did the New Deal seek to solve the problems of the Depression through public

works, rather than the dole?

What impact did the New Deal have on arts and letters in the 1930s?

How did President Franklin D. Roosevelt change the role of the presidency in American

history?

How successful was the New Deal in solving the problems of the Depression and

restoring American prosperity?

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

Learning experiences and instruction:

Students will need to know… Students will need to be able to…

1. Fundamental causes of the Depression

2. Main reasons for the stock market

crash of October 1929

3. How the Depression affected ordinary

Americans

4. How the New Deal sought to solve the

immediate problems of the Depression

5. How the New Deal transformed

American society and the economy

6. How President Franklin D. Roosevelt’s

leadership style affected the nation’s

attitude in dealing with the problems of

the Depression

7. How the Depression and New Deal

affected women and minorities

8. How the Depression and the

government’s response affects current

American economic policy

1. Read and interpret primary source

documents from the Depression era

2. Make conclusions and inferences about

various policies and philosophies from

the Depression and New Deal periods

3. Identify key persons involved in

developing economic and political

policies during the New Deal

4. Recognize emerging trends in

American society during the 1930s

5. Determine how the New Deal affected

American life in the long term

6. Determine how the New Deal affected

policy and decision making throughout

the 1930s and 1940s

Teaching and learning activities that equip students to demonstrate

targeted understandings:

An overview of essential questions and basic understandings

Class discussion of questions posed in the PowerPoint presentation

Introduction of common terms and ideas in the essential questions and related projects

Providing students with primary source materials from which they will complete the

unit’s related projects

Students conduct research in groups to be used later in individual and cooperative

projects

Informal observation and coaching of students as they work in groups

Delivering feedback and evaluations on projects and research reports

Student creation and presentation of their projects

A posttest on the presentation, made up of multiple-choice questions and one or more

essential questions as essay questions

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

Project #1: The New Deal in Your Town

Lesson overview:

In this lesson, students research New Deal–era projects located in their community or geographic

area and speculate on the impact and effectiveness of those projects on easing the hardships of

the Depression. Using their research, student groups create Web pages in which they analyze

those projects and make conclusions as to their importance in revitalizing local economies.

(Note: If your class does not have access to Web page editing software, you may elect to adapt

the lesson by substituting a multimedia presentation or conventional poster presentation. You

may, however, wish to consider a free program such as Nvu (http://www.nvu.com/

) for building

Web pages. In addition, many Microsoft Office programs such as Word, PowerPoint, or

Publisher can be used to create basic Web pages.)

Lesson objectives:

Having completed this lesson, students will:

Understand the impact of the New Deal on local communities and their economies

Develop research skills targeted at gathering information on local history

Synthesize this information and make conclusions regarding the effect of New Deal

programs on their towns or geographic areas

Time required:

Five to seven class periods, depending on the time needed for research

Materials needed:

Computer(s) with Internet access, Web editing software or multimedia presentation software,

sources of local historical information (if available), and a scanner or digital camera (if needed)

Methodology:

Begin the lesson by discussing New Deal relief programs and how they attempted to provide

jobs as well as revitalize cities and towns hit hard by the Depression. If you are aware of

programs that had a specific or significant local impact, highlight those in the class discussion.

The PowerPoint presentation references several New Deal programs you may wish to focus on,

including the Works Progress Administration (WPA), Civilian Conservation Corps (CCC),

National Youth Administration (NYA), Civil Works Administration (CWA), and Public Works

Administration (PWA).

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

At the end of the discussion, explain to students that they will be working in groups to research

and collect information regarding local New Deal projects and how those projects affected the

local economic revitalization.

(Note: You should base the size of each group on the size and ability of the particular class

participating in the project. You may also wish to assign tasks to individual students in each

group; for example, one student might focus on finding related photos, another might concentrate

on writing a script for the Web page, etc.)

Once you’ve introduced the project, allow students to research and collect information about

various local New Deal programs. Since differences in location may require students to narrow

their research, you might suggest that they focus their Internet searches in a way as to limit the

results to local projects. You should also encourage students to conduct “conventional” research

and explore things such as newspaper microfilm archives, oral histories, or other local history

resources.

You may wish to have students collect and sort information using a graphic organizer, such as

the four-column chart on the next page.

Sample pages from THE GREAT DEPRESSION AND NEW DEAL

From 'The Great Depression and New Deal'. Product code ZP396.

Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/

http://www.socialstudies.com/c/product.html?record@TF41545

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