Unit of Study: The Great Depression & The New Deal Oklahoma State oas standards: (Content) Standard 3

Download 21.97 Kb.
Size21.97 Kb.

Unit of Study:

The Great Depression & The New Deal

Oklahoma State OAS Standards: (Content)

Standard 3: The student will analyze the cycles of boom and bust of the 1920s on the transformation of American government, the economy, and society.

3.2. Cite specific textual and visual evidence to analyze the effects of the destabilization of the American economy.

A. Identify causes contributing to an unstable economy including the overproduction of agriculture products, greater speculation and buying on margin in the Stock Market, and the government’s laissez-faire policy.

B. Examine the role of the Stock Market Crash and bank failures in weakening both the agricultural and manufacturing sectors of the economy leading to the Great Depression.

C. Analyze how President Herbert Hoover’s financial policies and massive unemployment as exemplified by the Bonus Army March and Hoovervilles impacted the presidential election of 1932.

D. Cite specific textual and visual evidence to compare points of view regarding the economic and social impact of the Great Depression on individuals, families, and the nation.

C. Cite specific textual and visual evidence to summarize the causes and impact of the Dust Bowl including the government’s responses.

3.3. Analyze the impact of the New Deal in transforming the federal government’s (expanding) role in domestic economic policies.

A. Assess changing viewpoints regarding the expanding role of government as expressed in President Franklin Roosevelt’s First Inaugural Address and the Four Freedoms speech.

B. Examine how national policies addressed the economic crisis including deficit spending, Roosevelt’s court packing plan, and the new federal agencies of the Social Security Administration, Federal Deposit Insurance Corporation, Works Progress Administration, and Tennessee Valley Authority.

OAS Social Studies Process Skills

Standard 1: Reading Skills.
The student will develop and demonstrate social studies reading skills.
1.. Cite specific textual evidence to support analysis of sources.
2. Determine the central ideas of a primary or secondary source.
3. Analyze in detail a series of events; determining cause and effect.
4. Determine the meaning of words and phrases as they are used in a text.
5. Analyze how a text uses structure to emphasize key points.
6. Compare the point of view of two or more authors.
7. Integrate quantitative analysis (e.g., charts, research data).
8. Assess the extent to which evidence supports the author’s claims.
9.Compare several primary and secondary sources on the same topic.
Standard 2: Writing Skills.
The student will develop social studies writing skills.
1. Write informative and argumentative essays focused on content.
2. Produce clear writing in which the development and organization are appropriate to purpose.
3. Develop writing by planning, revising, editing, and rewriting.
4. Use technology to produce and publish writing products.
5. Conduct short and sustained research projects to answer a question.
6. Gather relevant information from multiple print and digital sources.
7. Draw evidence from informational texts to support analysis.
8. Write routinely over extended time frames for a range of purposes.

Essential Questions:

  • What role should the government play in regulating the economy for the good of society?

  • What economic signs should signal the necessity of government interventions into the economy?

Academic Vocabulary:

EPS Recommended Supplemental Lessons:


business cycle,

court injunction, s


Great Depression,

bread line,


tenant farmer,

Dust Bowl,


distribution of wealth,

trickle-down economics,

deficit spending,
fiscal policy,

deficit spending,

Social Security,

court packing,

welfare state

Depression Venn Diagram

Dust Bowl Diaries

Decade of Democrats map

Depression Business Charts

Depression Employment Charts

Four Freedom speech analysis

Great Depression Read Historian

Gr. Depression Takes Tolls

Gr. Depression Causes debate

Gr. Depression Effects DBQ

Gr. Depression Policy DBQ

Gr. Depression Views

Measuring Gr. Depression

Stock Mkt Timeline

Turn Radio On lesson

Whatdunit Mystery lesson

Dust Bowl docs collection

Great Depression cartoons

Great Depression Mindsparks

Statistics collection

New Deal Mindsparks

New Deal Library Congress Unit

Coughlin & New Deal NY Times

Essentials Relief Speech 1933

FDR Dares Critics NY Times

FDR Half-Baked NY Times

FDR Nomination 1932

FDR’s Ways NY Times

Grapes of Wrath excerpt

Hoover Attacks views

New Deal for Negro

On Brink Crisis 1933

Perkins Social Security

Relief Recovery Reform Acts

TVA map

New Deal Welfare Great Debate

Account of Bonus Army

Bonus Army Attack

Dust Bowl Survivor account

Every Man King Huey Long

Gr. Depression & Arts pkt

Hoover broadside

Hoover campaign speech

Justices Challenge NRA NY Times

Stock Market Crash

Voices Depression Farm Life

W. Rogers Normal Majority

New Deal cartoon collection

Depression & Role Govt DBQ

Effects New Deal lesson

Gr. Depression New Deal mini-DBQ

Images Hopes New Deal

Keynes Econ, Thought (BOR)

New Deal & W. Guthrie

New Deal Continue debate

New Deal DBQ

New Deal GO

New Deal on Trial simulation

New Deal Solutions DBQ

New Deal Welfare Gr. Debate

Schecter Poultry case study

Social Implications New Deal Ickes

WPA Jobs (BOR) lesson

Legacy New Deal reading

Letters to Mrs. Roosevelt

Nations New Faith NY Times

Nat. Units 1936 NY Times

Right to Strike

Starvation Wages

Supreme Court Reform 1937

Essential Library of Primary Sources:

Account of the Bonus Army

Forgotten Man, FDR

Four Freedoms, FDR

Outlining the New Deal, radio address

Suggested Writing Prompts:

Summarize the experiences reported by the New Republic of the Bonus Army, including the reactions of the federal government. Cite evidence, which reveals the reporter’s perspective toward the events witnessed.

Based on the radio address, identify FDR’s conclusions regarding the use of federal expenditures to resolve issues of unemployment, private property, and trade.

Cite specific details from the address in your analysis.

Identify Roosevelt’s purpose and claim expressed in this state of the union address. Cite evidence used by the president to support his purpose.

In informing the public of his proposals to address economic issues of the Great Depression, FDR’s radio address explains various solutions. Cite one example from the categories of “relief”, “recovery” and “reform” introduced by FDR in this speech.

Textbook Focus:

Chapter 12.1 (366 – 372)

Chapter 12.2 (373 – 381)

Chapter 12.3 (384 – 389)

Chapter 13.1 (396 – 403)

Chapter 13.2 (404 – 407, 410)

Chapter 13.3 (412, 416 – 421)

EPS Recommended Media: (video= V; powerpoint= P)

Causes Great Depression (P) FDR & Great Depression (P)

Stock Market Crashes (P) Art Murals New Deal (P)

Hoover’s Banking & Govt Policies (P) FDR Chat 1935 (audio file)

America’s Depressive Decades (P) FDR State Union 1941 (audio file)

Great Depression Crash Course (V) Getting Am. Back to Work (P)

History of Central Banking (P) New Deal Crash Course (V)

Hoover Mixed Legacy (P) TVA (P)

Migrating to California (P) Music of Gr. Depression (audio files & lyrics)

Music of 1930s (P)

OKC Depression (V)

Site & Teacher Resources:

Sample Assessments: (released from Oklahoma State Assessment Test Specifications Information for Teachers)

Depth of Knowledge 1.

Depth of Knowledge 2.

Depth of Knowledge 3.

Edmond Public Schools: U.S. History (High School)

Download 21.97 Kb.

Share with your friends:

The database is protected by copyright ©essaydocs.org 2022
send message

    Main page