Goals and Objectives
Students will know the purpose and impact of the New Deal reforms and programs during the Great Depression.
- Students will be able to demonstrate, through a simulation, how certain New Deal programs dealt with various issues and hardships brought on by the Great Depression.
History-Social Science CA Content Standards
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
11.6.2. Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
11.6.4 Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
11.6.2. Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
11.6.4 Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
CA Common Core State Standards
CCSS_H/SS_RH Grade 9-10
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS_H/SS_WHST Grade 9-10
1b. Develop claim(s) and counterclaims fairly,supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
1e. Provide a concluding statement or section that follows from or supports the argument presented.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS_H/SS_WHST Grade 9-10
1b. Develop claim(s) and counterclaims fairly,supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
1e. Provide a concluding statement or section that follows from or supports the argument presented.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s
capacity to link to other information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Lesson Introduction
The teacher will already have the classroom desks organized into groups of four before the class period has begun. Each group of desks will be labeled with the group members for each group. The teacher will instruct the students to take out their daily journal. The teacher will provide the students with following questions to answer and respond to in their journal: "what is the purpose of a brain trust?" and "how do you solve problems in your life?" Students will be given precisely 5 minutes to think about and respond to those questions. The teacher will then give the students to discuss and share their thoughts with the rest of the class.
Vocabulary
Agricultural Adjustment Act – AAA
Civil Works Administration – CWA Civilian Conservation Corps – CCC Federal Emergency Relief Act – FERA Glass-Steagall Act - FDIC National Industrial Recovery Act – NIRA National Youth Administration – NYA |
Public Works Administration – PWA
Rural Electrification Administration – REA Securities and Exchange Commission – SEC Social Security Act – SSA Tennessee Valley Authority – TVA Wagner Act – NLRB Works Progress Administration - WPA |
Content Delivery
The purpose of this lesson is to get the students to demonstrate (through a simulation) how certain New Deal programs dealt with various issues and hardships brought on by the Great Depression. The teacher will hand out the handout with instruction (see below). Students have already been divided into groups of 3 or 4. Each group has been assigned to President Roosevelt's "Brain Trust". The groups' task is to identify three problems that have been caused by the Great Depression, and to propose certain New Deal programs designed to solve these specific issues to President Roosevelt. Instructions are clearly and concisely detailed on the handout.
Student Engagement
Students will be divided up into groups of 3 or 4. Each group collaborate and work together to accomplish a task. They are to write up a formal proposal of solutions (New Deal programs) designed to solve specific problems caused by the Great Depression. The proposal is to be submitted to President Roosevelt's approval. Students will get two days to complete this task and have the proposal assignment completed. Each group will be given two iPads in which they may use for research.
Lesson Closure
On Day 2 of the lesson, each group will present their proposal to the rest of the class. Each group will be given 5 minutes to present their formal proposal. All students who are not presenting will be assigned to take notes on what the other groups have chosen to do
Assessments
Formative Progress-Monitoring: The teacher will be circulating around the room, moving from group to group, assessing the students' progress and understanding of the lesson content.
Summative: The final proposal assignment and group presentation will serve as the summative assessment for this lesson.
Summative: The final proposal assignment and group presentation will serve as the summative assessment for this lesson.