STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE:
COURSE: US History
BUNDLE: 8
EST. NUMBER OF DAYS: 10
Title: Great Depression/New Deal
Unit Overview:
Guiding Questions:
1. What were the causes of the Great Depression?
2. Why was Herbert Hoover unable to cope with the Great Depression?
3. What were the effects of the Great Depression?
4. How did the New Deal offer a new approach to confronting the Great Depression?
TEKS
SPECIFICATIONS
(2) History. The student understands
traditional historical points of reference in
U.S. history from 1877 to the present. The
student is expected to:
(A) identify the major characteristics that
define an historical era;
Text Support: 528-579
Individuals:
Herbert Hoover
Dorthea Lang
(B) identify the major eras in U.S. history from
1877 to the present and describe their
defining characteristics;
(C) apply absolute and relative chronology
through the sequencing of significant
individuals, events, and time periods
(D) explain the significance of the following
years as turning points: 1929 (the Great
Learning Activities
Resources:
http://memory.loc.gov/fsowhome.html
http://www.english.illinois.edu/maps/depressio
n/about.htm
http://us.history.wisc.edu/hist102/lectures/lect
ure18.html
http://www.youtube.com/watch?v=TpfY8kh5lU
w
http://www.digitalhistory.uh.edu/modules/gre
at_depression/index.cfm
http://webtech.kennesaw.edu/jcheek3/depress
ion.htm
Edited July 2013
Depression begins)
(12) Geography. The student understands
the impact of geographic factors on major
events. The student is expected to:
(A) analyze the impact of physical and human
geographic, the Dust Bowl
(16) Economics. The student understands
significant economic developments between
World War I and World War II. The student is
expected to:
(B) identify the causes of the Great
Depression, including the impact of tariffs on
world trade, stock market speculation, bank
failures, and the monetary policy of the
Federal Reserve System
(C) analyze the effects of the Great
Depression on the U.S. economy and society
such as widespread unemployment and
deportation and repatriation of people of
European and Mexican heritage and others;
(D) compare the New Deal policies and its
opponents’ approaches to resolving the
economic effects of the Great Depression
(E) describe how various New Deal agencies
and programs, including the Federal Deposit
Insurance Corporation, the Securities and
Exchange Commission, and the Social Security
Administration, continue to affect the lives of
U.S. citizens.
(19) Government. The student understands
changes over time in the role of government.
The student is expected to:
Map:
Dust Bowl
Terms:
Okies
Terms:
Stock Market
Buying on Margin
Bull Market
Bear Market
“Credit Frenzie”
Hoovervilles
Events:
Bonus March
Individuals:
Franklin D. Roosevelt
Father Coughlin
Huey Long
Dr. Francis Townsend
Eleanor Roosevelt
Francis Perkins
Agencies:
TVA
Wagner Act
Fair Labor Standards Act
Rural Electrification Act
Social Security Act
Works Progress Administration Act
CCC
Map: Effect of the TVA
Roosevelt’s Court Packing Plan
Edited July 2013
(A) evaluate the impact of New Deal
legislation on the historical roles of state and
federal government;
(B) explain constitutional issues raised by
federal government policy changes during
times of significant events, the Great
Depression
(20) Government. The student understands
the changing relationships among the three
branches of the federal government. The
student is expected to:
(B) evaluate the impact of relationships
among the legislative, executive, and judicial
branches of government, including Franklin D.
Roosevelt’s attempt to increase the number
of U.S. Supreme Court justices
(26) Culture. The student understands how
people from various groups contribute to our
national identity. The student is expected to:
Resources:
http://xroads.virginia.edu/~ma02/volpe/newde
al/court.html
Resources:
http://www.firstladies.org/biographies/firstladi
es.aspx?biography=33
(D) identify the political, social, and economic
contributions of women such as Eleanor
Roosevelt,
Edited July 2013