Grade: 11th Grade U.S. History
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.
11.6.1. Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920’s.
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.
11.6.3 Discuss the human toll of the Great Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts on California.
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.
CCSS. ELA-Literacy. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS. ELA-Literacy. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS. ELA-Literacy. WHST.11-12.7 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.
CCSS. ELA-Literacy. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS. ELA-Literacy. RL.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS. ELA-Literacy. RL. 11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS. ELA-Literacy. RL. 11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS. ELA-Literacy. RL. 11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS. ELA-Literacy. RL. 11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Essential Historical Questions:
What were some of the precursors leading up to the Great Depression?
What were some of the differences in attributes and attitudes between Herbert Hoover and Franklin Delano Roosevelt as they attempted to restore faith in the government?
What are the policies and “jobs” of the Federal Reserve?
Why did people migrate westward away from the now barren area of the Great Plains?
What are some of the fundamental changes as made by the New Deal? Did these changes yield any repercussions after they were implemented? Did the general public have “faith” in these changes and the growing role of federal government?
Big Ideas:
This unit will focus on:
The latter years of the Roaring 20’s and the sudden transition from prosperity to desperation with the Great Depression.
The presidential contributions of Herbert Hoover and Franklin Delano Roosevelt and the attempts to halt the further decline into the Depression.
The roles of the WPA and the employment opportunities it presented, noting the works that are still accessible today.
The New Deal programs and the attempts to settle the Great Depression and restore prosperity throughout the nation, including the Social Security reform, changing the Federal Banking System, and the establishment of the FDIC.
The social influences the Great Depression brought on the American people through changes in ways of life,
Unit Assessments:
Photo/Media Analysis: Have students view photos and other media sources. Allow students to develop their own interpretation of life during the 20’s and differentiate that with life during the Depression years of the 30’s.
T-chart: Graph/Organize the successes and failures of President Hoover and President Roosevelt. Why do you think the public appealed more with Roosevelt versus Hoover?
Brainstorm/Quickwrite: Write and discuss what duties the Federal Reserve is responsible for. Why are these duties important?
Timeline: Develop a timeline displaying particular events throughout the Depression era, drawing from the provided list. Include significance in the form of social, political, or economic. Explain.
Concept Map: Students develop a concept map containing 6 key programs within Roosevelt’s New Deal. Include program contributions, reason(s) behind implementation, and examples of works.
Unit-End Project: Students will be grouped taking on the role as the CCC, FDIC, WPA, Social Security Administration, and the U.S. Securities and Exchange Commission. Students are to gather research regarding the history of these agencies, the specific duties, any internal issues (structure, legal ramnifications, etc), and importance. Include media/photos to further solidify your findings.
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.
11.6.1. Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920’s.
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.
11.6.3 Discuss the human toll of the Great Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts on California.
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.
CCSS. ELA-Literacy. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS. ELA-Literacy. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS. ELA-Literacy. WHST.11-12.7 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.
CCSS. ELA-Literacy. WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS. ELA-Literacy. RL.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS. ELA-Literacy. RL. 11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS. ELA-Literacy. RL. 11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS. ELA-Literacy. RL. 11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS. ELA-Literacy. RL. 11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Essential Historical Questions:
What were some of the precursors leading up to the Great Depression?
What were some of the differences in attributes and attitudes between Herbert Hoover and Franklin Delano Roosevelt as they attempted to restore faith in the government?
What are the policies and “jobs” of the Federal Reserve?
Why did people migrate westward away from the now barren area of the Great Plains?
What are some of the fundamental changes as made by the New Deal? Did these changes yield any repercussions after they were implemented? Did the general public have “faith” in these changes and the growing role of federal government?
Big Ideas:
This unit will focus on:
The latter years of the Roaring 20’s and the sudden transition from prosperity to desperation with the Great Depression.
The presidential contributions of Herbert Hoover and Franklin Delano Roosevelt and the attempts to halt the further decline into the Depression.
The roles of the WPA and the employment opportunities it presented, noting the works that are still accessible today.
The New Deal programs and the attempts to settle the Great Depression and restore prosperity throughout the nation, including the Social Security reform, changing the Federal Banking System, and the establishment of the FDIC.
The social influences the Great Depression brought on the American people through changes in ways of life,
Unit Assessments:
Photo/Media Analysis: Have students view photos and other media sources. Allow students to develop their own interpretation of life during the 20’s and differentiate that with life during the Depression years of the 30’s.
T-chart: Graph/Organize the successes and failures of President Hoover and President Roosevelt. Why do you think the public appealed more with Roosevelt versus Hoover?
Brainstorm/Quickwrite: Write and discuss what duties the Federal Reserve is responsible for. Why are these duties important?
Timeline: Develop a timeline displaying particular events throughout the Depression era, drawing from the provided list. Include significance in the form of social, political, or economic. Explain.
Concept Map: Students develop a concept map containing 6 key programs within Roosevelt’s New Deal. Include program contributions, reason(s) behind implementation, and examples of works.
Unit-End Project: Students will be grouped taking on the role as the CCC, FDIC, WPA, Social Security Administration, and the U.S. Securities and Exchange Commission. Students are to gather research regarding the history of these agencies, the specific duties, any internal issues (structure, legal ramnifications, etc), and importance. Include media/photos to further solidify your findings.