Restoring Hope
Lesson Plan Information
Name: Christina E. Smith
Subject: American History
Grade: 10
Title of Lesson: The New Deal: Restoring Hope
Ohio Academic Content Standards:
History:
Student use materials drawn from the diversity of human experience to analyze and
interpret significant events, patterns and themes in the history of Ohio, United States and
the world.
Benchmarks:
History:
Identify major historical patterns in the domestic affairs of the United States during the
20th century and explain their significance.
Indicators:
History:
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on:
a. The Great Depression;
b. The Dust Bowl;
c. The New Deal.
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Overview:
Time allotted: four 50 minute periods
Objective(s)/Learning Goal(s):
The tenth grade students at Cuyahoga Falls High School will:
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Engage in note taking and discussion
Notes will be checked at the end of each week to ensure correct format has been
executed and in class work has been completed.
Students Grouping: Individual work
Students will read portions of several texts important during the Depression and New
Deal
Material Resources:
Teacher Resources:
Teacher Created Power Point Presentation
LCD Projector
The Grapes of Wrath by John Steinbeck
Student Resources:
Class notebook
Pen or Pencil
Classroom Text
Teacher created reading packets
General Procedure:
Introductory/Anticipatory Set:
1.) Students will briefly review what was discussed and outlined in the previous
section.
a. How did the business practices of the 1920s contribute to the stock market
crash of 19292?
b. How did the crash contribute to the crash, the banking crisis, and the global
depression contribute to the Great Depression?
c. How did rural and urban residents organize to survive?
d. How did popular culture provide an escape from the physiological burdens
of the depression?
e. Why did Hoover oppose direct federal aid for the unemployed?
2.) Students will make predictions about what will be the consequences of the
Roosevelt Administration, based on prompts delivered by the teacher.
a. What did Franklin D. Roosevelt mean by a new deal?
3.) Students will be able to answer the following questions by the end of the section.
a)
b)
c)
d)
how did the New Deal provide relief for the unemployed?
How did the New Deal promote industrial and agricultural recovery?
What were the New Deal goals for the Tennessee Valley region?
How did the Roosevelt Administration address concerns of African Americans and
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American Indians?
e) What were the criticisms aimed at the New Deal?
f) How did the 2nd New Deal enable President Roosevelt to win re-election?
g) How did Roosevelt prevent the Supreme Court from overturning his programs?
h) How did the 2nd New Deal aid agriculture and labor?
i) What was Roosevelt’s recession and what effect did it have?
j) What were the effects of the Dust Bowl?
k) How did the New Deal Agencies use photography to promote their goals?
l) How effective was the New Deal in ending the Great Depression?
m) How did Federal Project Number One aid writers and artists?
n) What common themes emerged in the novels, films, and plays of the New Deal Era?
o) How did music evolve in the 1930s?
p) What subject matter influenced American painters in the 1930s?
Detailed Sequence:
4.) Students will have read the section in the text before they come to class.
5.) Students will take notes from the teacher created Power Point Presentation.
6.) Students will also take notes on the lecture presented by the teacher.
7.) Sections of the Presentation will remain covered so the students don’t go too far
ahead in the notes.
8.) Teacher will reveal the next section on the Power Point when it is time for students
to move on.
9.) Teacher will focus on reading sections from novels and works of non fiction. Most
reading assignments will be due the following day.
a.) John Steinbeck’s The Grapes of Wrath
10.) Teacher will direct students to important vocabulary words, individuals, and
concepts.
Conclusion/Closure:
11.) Teacher will finish notes and lecture, and ask if there are any questions.
12.) Teacher will reiterate important points of the notes.
13.) Students will answer buzz questions, provided by the teacher to quickly review.
14.) Students will be assigned a magazine to be created by the end of the unit.
Extension Activities:
“When the United States sneezes the whole world catches cold” Students will look for
the truth in this quote. Students will investigate how the depression affected the regions of
the United States and the globe. Students will be able to conduct library research or internet
investigations to find out the far reaching affects of the Great Depression.
Differentiated Instruction/Instructional Modifications:
For Audio/Visual Learners I will provide overheads with an outline of concepts, and
vocabulary words. I will also recite the main points on the overhead. Students with ADHD
will have a seat at the front of the room closest to the teacher and board, in order to minimize
distractions. Depending on the severity of the student’s disorder I will provide guided notes
and main points from the lecture. Technology providing, I would create power point
presentations complete with videos and images to capture and maintain the attention of all
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students. For students who have difficulty grasping concepts at the same rate as students of
average ability I will also provide guided notes. I will also reiterate important concepts of the
lecture, and initiate a round of questioning at the close of the class to informally assess
students understanding of the lesson.
Evaluation/Assessment:
Students will be informally evaluated on participation which includes coming to each
class prepared. Students will turn in their notebooks full of notes in at the end of the week
along with any other worksheets, homework of in class assignments. Students will be
formally assessed following the completion of the chapter. The test will include a multiple
choice section, a matching section, three short answer and two long essay questions.
Vocabulary Words and Ids:
New Deal
Federal Deposit Insurance Corporation
Frances Perkins
Harry L. Hopkins
Civilian Conservation Corps
Securities and Exchange Commission
John Maynard Keynes
National Industrial Recovery Act
Agricultural Adjustment Administration
Tennessee Valley Authority
Robert C. Weaver
Marian Anderson
John Collier
Francis E. Townsend
Charles E. Coughlin
Huey Long
Share Our Wealth
Works Progress Administration
Mary McLeod Bethune
Social Security Act
Congress of Industrial Organizations
Dust Bowl
Roy E. Stryker
Walker Evens
Gordon Parks
Margret Bourke-White
Dorothea Lange
Migrant Mother
Federal Project Number One
John Steinbeck
The Grapes of Wrath
Zora Neale Hurston
Richard Wright
Gone With the Wind
Frank Capra
Aaron Copland
Thomas A Dorsey
Mahalia Jackson
Benny Goodman
Jacob Lawrence
Georgia O’Keefe
American Gothic
Anna “Grandma” Moses
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Great Depression Magazine
You will be creating a magazine for some of the most notable events which occurred during
the Great Depression (1929 – 1933). The magazine will include the following items:

Magazine cover and title:
o The magazine cover should include the title of the magazine, three article
heading titles, and photographs.
o The Magazine cover will be worth 20 points
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Three articles:
o Each of the articles should cover one event that occurred during the Great
Depression. Two of the articles must be about the political, economic, or social
effects of the Depression. The last article can be about another event that
occurred during this time period. This can include an article about an
individual, international development, sports, film, fashion, or culture.
o All of the articles must explain who/what the article is about, when and where
this event occurred, and why this event was significant. When you write the
article remember to write the article as if you have witnessed the event first
person.
o Use your text books to begin drafting ideas for your articles.
o Each of the articles should be 1 page in length double spaced (Times New
Roman 12 font)
o Each article will be worth 20points
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Photographs:
o Photographs must be included with each of your articles. 1 photo per article.
Photographs may be found on the Internet.
This will be due by the end of the day on
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Chapter 16.1
Restoring Hope
Roosevelt confronts the emergency
1932 Roosevelt formed an advisory group known as the Brian Trust
Working to pas 15 relief and recovery measures
Roosevelt to the nation there would be a temporary departure from the normal balance of
executive and legislative authority
Necessary to fight the depression
1933 - During the first 100 days of his presidency congress passed the 15 relief measures
This made up the core of the New Deal
First Item on the agenda was to tackle the Banking System
Closed every Bank in the Nation for a few days
March 1933 – Known as the Bank Holiday: designed to stop massive withdrawals
Congress passed the Emergency Banking Act
Authorized the federal government to examine all banks and allow financially sound banks to
reopen
Roosevelt hope that this move would help to restore the public confidence in the Banking
system
Roosevelt also instituted “Fire Side Chats”
Radio Broad Casts from the White House to the American People
Banks began to reopen
Confidence was increasing in the Banking system
Roosevelt and Congress created the FDIC (Federal Deposit Insurance Corporation)
Insured each bank deposit up to 5,000 dollars
Roosevelt also urged Congress to pass HOLC (Home Owners Loan Corporation) to assist
homeowners who couldn’t meet their mortgage payments
Executive Order was created to institute the Farm Credit Administration (FCA)
Low interest and long term loans for farmers to get back on their feet
Relief for the Needy
Large Scale programs to create direct relief for the 13 million unemployed workers
First Lady Eleanor Roosevelt helped to head this project
Frances Perkins (became the Sect of Labor) life long reformer brought in by Roosevelt to
direct New Deal Programs
Congress est. the Federal Emergency Relief Administration: Federal Emergency Relief
Administration (FERA) 1933
Half of the money went directly to families
Other half went to the states and cities as grants
States and cities would create and initiate the work-relief projects
Headed by Harry L. Hopkins
Most Americans disliked direct relief
They wanted jobs not handouts (an underlying goal of the New Deal was to rebuild the
economy and the moral of American citizens)
Hopkins created the Civil Works Administration (CWA) to address this issue
1933 Congress also created the Civilian Conservation Corps (CCC)
Men went to army camps for training and developed campgrounds, beaches, walking paths,
cleared underbrush, and planted millions of trees
Paid $30 month and most was sent back to the families of the workers
Helping the Nation Recover
President Roosevelt pushed forth recovery programs
Relief was a short term effort. His long term goal was recovery.
Roosevelt utilized the beliefs of John Maynard Keynes
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In order to fully recover from a depression the government had to spend money to encourage
investment and consumption
1933 - Congress passed the National Industrial Recovery Act (NIRA)
Created to stimulate industrial and business activity
Was able to do this by stabilizing prices, raising wages, limiting work hours, and providing
jobs
Agricultural Recovery
Roosevelt called for all farmers to cut production
He believe that the cut in production would cause the prices of products to go up
1933 - Agricultural Adjustment Administration (AAA)
Paid farmers to reduce output of products
Increased income farmers would be able to spend money
Revitalizing a Region
1933 - Tennessee Valley Authority Largest New Deal Project)
Aid to rural areas (Tennessee, Kentucky, Virginia, North Carolina, Georgia, Alabama, and
Mississippi)
Building dams, fighting diseases, providing electricity
Equality Under the New Deal
New Deal designed to help people of all races, but discrimination still existed
Many of the Programs were segregated
Discrimination was the Strongest in the South
Roosevelt did little to help the African Americans living in the South because he feared a
backlash form Southern Democrats
Fighting Discrimination
Eleanor Roosevelt was very influential
Asked for over 100 appointments to the Roosevelt administration
Robert C. Weaver- advising the Dept. of Interior
Black Cabinet or Black Brain Trust: fighting to aid African Americans during the Depression
John Collier – commissioner of American Indian affairs
Fought to revitalize Native American life and culture
Chapter 16.2
New Challenges
Critics of the New Deal
Both Conservative and Liberal critics of the New Deal Programs
American Liberty League made up of conservative business leaders
Arguing that the New Deal was destroying Free Enterprise and the Constitution
Huey Long
Wanted to take from the rich and give to the poor
Share Our Wealth government would have the power to take huge amounts of money from
the wealthy through taxes and give it to the poor
Threatened to challenge Roosevelt in the next presidential race
Assassinated in 1935
The Second New Deal
1934 Congressional Election = more democrats in the Hours and Senate
Calling for more New Deal Programs
1935 - Works Progress Administration (WPA)
Headed by Harry L. Hopkins
Designed to help Americans find work
Both blue collar and white collar jobs
Funded by the federal government then turned over to the States
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Works Progress Administration Created another branch known as the National Youth
Administration (NYA)
Provided high school and college students with part time jobs that helped them to stay in
school
Headed by Mary McLeod Bethune, a member of the Black Cabinet
Social Security Act
Established by Congress 1935
Three Main Points
Provided unemployment insurance to workers who lost their jobs
Funding came from payroll tax on business
Pensions provided pensions to retired workers older than 65
Payroll tax and tax on employees wages
Provided payments to people with disabilities, the elderly, and the wives and children of male
workers that have died
Shared federal and state program
New Deal Programs
Roosevelt and the Supreme Court
1936 Roosevelt reelected president
Fighting with the Supreme Court: b/c they had declared several New Deal Measures
Unconstitutional
Attempting to reform the Supreme Court
1937 Roosevelt asked Congress for the ability to appoint a new judge for every justice over the
age of 70
Congress denied the request
Soon after this event justices became more tolerant of the New Deal Programs
With in 4 years several justices died so Roosevelt was able to appoint other justices
Effects of the Second New Deal
Labor
American Federation of Labor working to organize workers
John L. Lewis created Congress on Industrial Organizations (CIO)
Wave of strikes
Most severe was in the winter of 1936-37
General Motors was opposed to the efforts of the United Automobile Workers (UAW)
UAW working to unionize the GM factory workers
Workers were frustrated with the working conditions
December 31, 1936 workers led a sit-down strike instead of leaving the plant
After 6 weeks management gave into and granted the UAW the right to organize the GM
workers
Farmers
Farmers were also helped by the Second New Deal Programs
2nd Agricultural Adjustment Act
Paid farmers to halt production and practice conservation, limited the amount of specific
crops that could be brought to market each year
2nd New Deal brought aid to migrant farm workers, sharecroppers, and tenant farmers
Farm Security Administration (FSA): it provided low-interest loans, to help farmers buy land
Created medical camps where farmers could go seek medical attention and shelter
Roosevelt’s Recession
1936: President Roosevelt began cutting back on his relief and public-works programs
Reacting to criticisms
Private businesses and the economy were not strong enough to survive without government
help
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1937: The economy worsened =“Roosevelt’s Recession”
Roosevelt and Congress approved $3 billion expand New Deal Programs
Chapter 16.3
Life in the New Deal Era
The Dust Bowl and Migration
1930s a severe drought hit the Great Plains = Dust Bowl
Depleted the amount of useful farmland
Farmers were forced to leave their homes and farms to find work
Many of these people were from Oklahoma – “Okies”
Began traveling west to the “promised land”
California and the West Coast
Fierce competition for jobs
Mexican Americans and African Americans also had a hard time finding jobs due to
discrimination
Picturing Life in the Depression
The life styles and experiences of all of those touched by the depression provided powerful
content and subject matter for documentaries, film-makers, photographers, and writers.
Many photographers were hired by the government to document the effects of depression
WPA and FSA
Works Progress Administration and the Farm Security Administration hired photographers
to document the lives of Americans during the depression and in particular the dust bowl
Dorothea Lange
Born in 1895 in New Jersey
Became a photographer and moved to California to open a studio
Began taking pictures of homeless and unemployed in San Francisco when the Depression hit
Government hired her to photograph migrants
Talent was to reveal suffering and poverty with dignity
Continued job during WWII with Japanese Americans living in internment camps
Evaluating the New Deal
Effects of New Deal Programs & Reforms
Boosted family incomes so children could stay in school
Provided jobs, pensions, improved standards for workers, unemployment insurance
Provided services like electricity and plumbing to rural areas
Improved sanitation and increased safe water supplies
Diversified the economy in many parts of the country
FDIC
Social Security
Criticisms of the New Deal
Effects of the New Deal
Creation of a welfare state
Promoted deficit spending
Over-expansion of the presidential powers
Government became too involved in business
Not completely effective: relieved suffering but the economy did not fully recover
The New Deal and the Arts
Chapter 16 Section 4
WPA Programs
WPA created the Federal Project Number One
Federal Writers' Project
Historical Records Survey
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Federal Theatre Project
Federal Music Project
Federal Art Project
Encourage pride to artists in the fields of writing, theater, music, and visual arts
Hired over 6,500 writers to create histories, novels, slave narratives, travel guides, pamphlets
Federal Project Number One
Hired unemployed actors, directors, designers, and play writes
Hired musicians and artists
Portraying the Depression
Novels:
Grapes of Wrath by John Steinbeck
Their Eyes Were Watching God by Zora Neale Hurston
Native Son by Richard Wright
Gone With the Wind by Margret Mitchell
Films:
Frank Capra (director)
Mr. Smith Goes to Washington
Gone With the Wind
Wizard of Oz
Music & Art in the New Deal
Popular Music in the 1930s consisted of American traditions and sounds
Country music, folk music, gospel music, and jazz
Artists utilized their surroundings to inspire their work and document their environments
Regionalists: stressed local folk themes and customs in their work
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