The Great Depression And New Deal - Social Studies School .
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545The Great Depression and New DealBackwards Planning Curriculum UnitsMichael Hutchison, WriterDr. Aaron Willis, Project CoordinatorKerry Gordonson, EditorJustin Coffey, EditorStarr Balmer, Editorial AssistantEarl Collins, Graphic DesignerSocial Studies School Service10200 Jefferson Blvd., P.O. Box 802Culver City, CA com(800) 421-4246From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545 2008 Social Studies School Service10200 Jefferson Blvd., P.O. Box 802Culver City, CA 90232United States of America(310) 839-2436(800) 421-4246Fax: (800) 944-5432Fax: (310) es.comPermission is granted to reproduce individual worksheets for classroom use only.Printed in the United States of AmericaISBN 978-1-56004-346-1Product Code: ZP396From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545TABLE OF CONTENTSIntroduction. IVLecture Notes. S1Student Handouts. H1Backwards Planning Curriculum:Great Depression and New Deal: Backwards Planning Activities .1Project #1: The New Deal in Your Town .3Project #2: Great Depression and New Deal Primary Source Kits.9Project #3: Did FDR Exceed His Powers? .14Great Depression and New Deal: Multiple-Choice Quiz .21Great Depression and New Deal: Multiple-Choice Quiz Answer Key .26From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545How To Use This UnitBackwards planning offers an innovative yet simple approach to meeting curriculum goals; italso 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 topicrequired by state and/or national standards, they find materials on that topic, they use thosematerials with their students, and then they administer some sort of standard test at the end ofthe unit. Backwards planning, rather than just starting with a required instructional topic, goes astep further by identifying exactly what students need to know by the end of the unit—the socalled “enduring understandings.” The next step involves assessment: devising ways todetermine whether students have learned what they need to know. The final step involvesplanning the teaching/learning process so that students can acquire the knowledge needed.This product uses backwards planning to combine a PowerPoint presentation, activities thatinvolve authentic assessment, and traditional tests (multiple-choice and essay) into a completecurriculum unit. Although the materials have enough built-in flexibility that you can use them ina number of ways, we suggest the following procedure:1. Start with the “essential questions” listed on slide 2 of the PowerPoint presentation (thesealso appear in the teacher support materials). Briefly go over them with students before gettinginto the topic material. These questions will help students focus their learning and note takingduring the course of the unit. You can also choose to use the essential questions as essayquestions at the end of the unit; one way to do this is to let students know at the outset that oneof 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 focustheir learning and note taking, and it will lead them to view the PowerPoint presentation in adifferent 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 pointssummarizing the slide’s topic. The Notes page for each slide contains a paragraph or two ofinformation that you can use as a presentation script, or just as background information for yourown reference. You don’t need to present the entire PowerPoint at once: it’s broken up intoseveral sections, each of which concludes with some discussion questions that echo parts of theessential questions and also help students to get closer to the “enduring understandings.” Spendsome time with the class going over and debating these questions—this will not only helpstudents think critically about the material, but it will also allow you to incorporate differentmodes 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 activitiesare flexible: most can be completed either individually or in groups, and either as homework oras in-class assignments. Each activity includes a rubric; many also have graphic organizers. Youcan choose to have students complete the activities after you have shown them the entirePowerPoint presentation, or you can show them one section of the PowerPoint, go over thediscussion questions, and then have students complete an activity.Permission granted to reproduce for classroom use only. 2008 Social Studies School Service. (800) 421-4246. http://socialstudies.comivFrom 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF415455. End the unit with traditional assessment. The support materials include a 20-questionmultiple-choice quiz; you can combine this with an essay question (you can use one of theessential 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 andremind them what the enduring understandings are.We are dedicated to continually improving our products and working with teachers to developexciting and effective tools for the classroom. We can offer advice on how to maximize the useof the product and share others’ experiences. We would also be happy to work with you on ideasfor customizing the presentation.We value your feedback, so please let us know more about the ways in which you use thisproduct to supplement your lessons; we’re also eager to hear any recommendations you mighthave for ways in which we can expand the functionality of this product in future editions. Youcan e-mail us at access@socialstudies.com. We look forward to hearing from you.Dr. Aaron WillisChief Education OfficerSocial Studies School ServicePermission granted to reproduce for classroom use only. 2008 Social Studies School Service. (800) 421-4246. http://socialstudies.comvFrom 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545The Great Depressionand New DealThe 1920s had been characterized by exceptional economic growth, the development of aconsumer society, an expansion of the middle class, and rapid social change. While manyAmericans revealed these “ballyhoo” years, ominous signs showed an impending financialcatastrophe. The resulting depression—and the government and society’s response to it—revealed much about the American character, broke new ground in terms of sociallegislation and centralized control of the economy, and changed the way in which peopleconceptualized what the role of federal government should be—all legacies which persist tothis day.Many Americans were unable to eat regularly during the Depression years unless they couldget a free meal from a charity soup kitchen or breadline. Gangster Al Capone funded theChicago soup kitchen shown in this slide.From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/S1
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545Essential Questions What underlying issues and conditions led to the GreatDepression? What economic conditions led to the stock market crash of 1929? Why were the policies of the Hoover Administration ineffective indealing with the problems of the Depression? Why did the New Deal seek to solve the problems of theDepression through public works, rather than the dole? What impact did the New Deal have on arts and letters in the1930s? How did President Franklin D. Roosevelt change the role of thepresidency in American history? How successful was the New Deal in solving the problems of theDepression and restoring American prosperity?From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/S2
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545Fundamental Causes ofthe Depression Drop in farm prices Massively uneven distributionof income “Get rich quick” schemes in realestate and especially in stocks Overextension of credit Increased inventories of goods Immediate cause: October 1929stock market crashMany consumers in the1920s bought items such asthis ironer on credit During the 1920s, few farmers shared in the prosperity that supposedly extended nationwide. Thisdiscrepancy 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 Americawere middle class or poor. Since most of the real wealth in the country lay in the hands of only afew 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 easymoney. People also bought stock “on margin,” putting down 10 percent of the stock’s value andthen 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,” demandingpayment for the rest of the amount owed. If the investor couldn’t pay the other 90 percent, thebroker would sell the stock, hoping to recoup his losses. As the market as a whole declined invalue, this process became a vicious circle, further driving down stock prices. Many consumers in the 1920s overextended themselves financially due to the easy availability ofcredit. New consumer goods such as washing machines, radios, automobiles, and refrigeratorsappealed 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 alsoled 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 producemore and more goods. Soon the supply of goods far exceeded demand, and unsold items piled upin producers’ warehouses. The October 1929 stock market crash signaled the start of the Depression. While the U.S. economydid not completely and immediately collapse, the crash marked the beginning of a major decline.From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/S3
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545The Day the Bubble Burst October 29, 1929 More than 16million sharestraded in one day Stock market lost 30 billion Beginning of the“GreatDepression”The trading floor of the New York Stock Exchange in 1929While 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 stockmarket 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 WarI. While the market had rapidly increased in value from 1927–1929 (approximately 140 to360 points), it fell nearly more than 100 points in the months after the crash. As theDepression worsened, the market hit a low of approximately 40 as the election of 1932loomed, and did not approach the 100 mark again until after Franklin D. Roosevelt’sinauguration.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 tobuy stock. Since they refused to purchase shares, much-needed investment and expansiondid not occur, which further hampered economic recovery.From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/S4
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545Banking System Collapse Banks investedheavily in themarket Collapse ofmarket led tobank failures Many depositorspanicked, leadingto even morebank failuresWorried depositors wait outside a bank hoping towithdraw their savingsWhile many investors lost their money in the market, many other people found their savingswiped out because banks had irresponsibly invested depositors’ money in the market aswell. Therefore, when the crash occurred banks also lost millions.Banking was already a risky business, with more than 600 banks failing every year from1920–1929. Following the stock market crash, however, bank failures jumped dramatically.Between 1930 and 1933, nearly 10,000 banks failed nationwide, with 4000 failing in 1933alone.Unfortunately for these banks’ depositors, there was no national “safety net” to protect theirmoney. While some states did have insurance programs for bank deposits, bank failures inthe period before the crash had essentially wiped out those programs, leaving depositorscompletely unprotected.From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/S5
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545Great Depression and New Deal: BackwardsPlanning ActivitiesEnduring understandings:The Great Depression was the worst economic calamity in American historySeveral flawed economic and political policies contributed to the stock market crashThe Depression affected Americans of all economic and social strataThe New Deal demanded significant spending on the federal level to combat theDepressionThe New Deal sought to solve the problems of the Depression by providing public worksprojects, as well as by promoting the artsThe New Deal changed the role of government in American lifeThe reach and impact of the New Deal affected American life from the 1930s into the21st centuryEssential 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 theproblems of the Depression?Why did the New Deal seek to solve the problems of the Depression through publicworks, 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 Americanhistory?How successful was the New Deal in solving the problems of the Depression andrestoring American prosperity?Permission granted to reproduce for classroom use only. 2008 Social Studies School Service. (800) 421-4246. http://socialstudies.com1From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545Learning experiences and instruction:Students will need to know 1. Fundamental causes of the Depression2. Main reasons for the stock marketcrash of October 19293. How the Depression affected ordinaryAmericans4. How the New Deal sought to solve theimmediate problems of the Depression5. How the New Deal transformedAmerican society and the economy6. How President Franklin D. Roosevelt’sleadership style affected the nation’sattitude in dealing with the problems ofthe Depression7. How the Depression and New Dealaffected women and minorities8. How the Depression and thegovernment’s response affects currentAmerican economic policyStudents will need to be able to 1. Read and interpret primary sourcedocuments from the Depression era2. Make conclusions and inferences aboutvarious policies and philosophies fromthe Depression and New Deal periods3. Identify key persons involved indeveloping economic and politicalpolicies during the New Deal4. Recognize emerging trends inAmerican society during the 1930s5. Determine how the New Deal affectedAmerican life in the long term6. Determine how the New Deal affectedpolicy and decision making throughoutthe 1930s and 1940sTeaching and learning activities that equip students to demonstratetargeted understandings:An overview of essential questions and basic understandingsClass discussion of questions posed in the PowerPoint presentationIntroduction of common terms and ideas in the essential questions and related projectsProviding students with primary source materials from which they will complete theunit’s related projectsStudents conduct research in groups to be used later in individual and cooperativeprojectsInformal observation and coaching of students as they work in groupsDelivering feedback and evaluations on projects and research reportsStudent creation and presentation of their projectsA posttest on the presentation, made up of multiple-choice questions and one or moreessential questions as essay questionsPermission granted to reproduce for classroom use only. 2008 Social Studies School Service. (800) 421-4246. http://socialstudies.com2From 'The Great Depression and New Deal'. Product code ZP396.Social Studies School Service. (800) 421-4246. http://www.socialstudies.com/
Sample pages from THE GREAT DEPRESSION AND NEW cord@TF41545Project #1: The New Deal in Your TownLesson overview:In this lesson, students research New Deal–era projects located in their community or geographicarea and speculate on the impact and effectiveness of those projects on easing the hardships ofthe Depression. Using their research, student groups create Web pages in which they analyzethose 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 adaptthe lesson by substituting a multimedia presentation or conventional poster presentation. Youmay, however, wish to consider a free program such as Nvu (h
“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)
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and thousands lost their jobs. The stock market crash marked the end of the boom years and set off a series of events that led to the beginning of the Great Depression. The Great Depression The Great Depression, which lasted from 1929 to the beginning of World War II, was the longest and worst depression in U.S. history. President Herbert .
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