Lesson Number:
Lesson Title:
Unit Title:
Grade/Subject:
Teacher:
Four (This lesson may take 2 days or more to complete.)
Roosevelt’s New Deal
The Great Depression and New Depression
Eighth Grade U.S. History from 1880
Debra Krawetz
1.
Expectations
Students will learn how President Roosevelt’s New Deal helped Americans through the depression
and the main arguments of the New Deal critics. Students will discuss the responsibility of government
to maintaining the economy and addressing the needs of American people.
2.






Engagement
Ask students what they feel the general mood was when FDR was sworn into office March 4,
1933. Next, show the cartoon, “Man of the Hour” on a transparency, and have the students in
groups discuss and answer the questions about the cartoon. The different tables will discuss
and answer questions. –Handout #1
Introduce, the New Deal and explain how FDR had both supporters and critics. Students will
take notes on this. –Handout #2
Read the section in your textbook on the New Deal. Call to Freedom: 737-743 or check the text
your school uses. While reading, students will list what the supporters and critics said about
the New Deal.
Present the alphabet agencies and acts the FDR created, and discuss how they addressed both
individual needs and larger scale economic issues. –Handout #3
Start Alphabet Agency Poster Project: Have students create a poster of one of the Alphabet
Agencies: You may want to go to the computer lab for one day for the students to take notes
on the different agencies. –Handout #4 with the directions is attached.
–See: http://en.wikipedia.org/wiki/Alphabet_agencies
Closure the lesson by showing the cartoon of FDR playing with the New Deal cards. Ask
students what the meaning is of the cartoon.
3. Exploration
Pre-Reading: Tell the students that they will study New Deal texts and images, exploring how FDR
helped to address America’s problems in the early 1930’s.
Reading: While reading, students will list what the supporters and critics said about the New Deal
programs.
Post-Reading: Each student will research one alphabet agency, and create a poster
4. Explanation
Each student will design a New Deal agency poster, and write an explanation of their agency.
5. Evaluation
The work the student so will be graded according to the requirements and rubrics stated on the
assignment handout.
6. Differentiation
Students will use their own creativity and learning style, to research and design a poster about one of
the New Deal’s alphabet agencies. Students who require more time or need to work with a parent or
resource teacher will be given that opportunity. The writing component of the activity will be adjusted
for students who have difficulty writing.
7. Handouts and Resources
-See handouts in this packet
New Deal Websites:
http://www.authentichistory.com/1930s.html#images
http://memory.loc.gov/ammem/wpaposters/wpahome.html
http://en.wikipedia.org/wiki/Alphabet_agencies
http://newdeal.feri.org/library/index.htm
http://www.bergen.org/AAST/projects/depression/successes.html
http://www.nps.gov/fdrm/home.htm
Lesson Four: Handout #1
“ The Man of the Hour ”
Fred O. Seibel Richmond Times Dispatch, 1933
1. How is FDR portrayed?
2. What challenges does FDR face as he embarks on his
new job as president?
3. What objects are included in the cartoon, and what do
they symbolize?
4. What does, “man of the hour” mean?
Lesson Four: Handout #2
The New Deal: “I pledge you, I pledge
myself, to a new deal for the American
people.” –Acceptance speech at democratic
Convention, 1932
The New Deal is the name given to the
programs launched by President Franklin
D. Roosevelt during 1933-1937, with the goal of RELIEF,
RECOVERY, and REFORM to the national economy.
During FDR’s first “100 Days” in office, he created many
“alphabet agencies,” some set up by Congress, others by
executive order, to help Americans during this difficult
period. FDR told the American people at his inaugural: “This
nation asks for action, & action now.”
Supporters Said …
 Brought economic recovery
 Prevented the economic and
political collapse of the U.S.
 Created government jobs for
unemployed
 Created programs to prevent
future depressions
 Gave relief to the farmers
 Created jobs for young American
 Instilled more hope in the future
 Supported the work of artists
 Set a precedent for the federal
government playing a key role in
the economic and social policies
of the nation
Critics thought that…
 The New Deal did not do enough
for people
 Too expensive
 It was disorganized and the
programs were not well thought
out.
 It did not address African
Americans’ troubles
 Tremendous cost would further
bankrupt the country
 The Supreme Court and others felt
it gave the president too much
power. Some judges felt it was
unconstitutional.
 It expanded the role of the federal
government
Lesson Four: Handout #3
Vocabulary List #2:
The New Deal, Alphabet Agencies and Acts
AAA:
CCC:
CWA
EBA
Agriculture Adjustment
Act
Civilians Conservation
Corps
Civil Works
Administration
Emergency Banking Act
FDIC
National Recovery
Administration
Federal Deposit
Insurance Corporation
FERA
Federal Emergency
Relief Administration
NRA
FLSA
FSA:
PWA
SEC
SSA
Fair Labor Standard Act
Farming Security
Administration
Public Works
Administration
Securities and Exchange
Commission
Social Security Act
TVA
Tennessee Valley
Authority
WPA
Works Progress
Administration
Paid farmers to produce crops and taught soil
erosion prevention methods
A work and relief program that sent young,
unemployed men to work on conservation projects
in rural areas for $1 per day.
Provided public works jobs at $15/week to four
million workers in 1934.
This act gave the executive branch to right to
regulate banks
Authorized the president to regulate industry and to
raise wages and prices.
Insured deposits in bank accounts; the FDIC
currently guarantees checking and savings deposits
in member banks up to $100,000 per depositor.
Provided “relief” to the needy. FERA provided
state assistance for the unemployed and their
families
Established a minimum wage and a 40-hour work
week.
Brought farmers together to work on large
government-owned farms using modern
techniques; Provided loans for farmers to buy land
Received $3.3 billion appropriation from Congress
for public works projects.
An agency of the U.S. government that regulates
transactions in securities (stocks and bonds) to
protect investors against malpractice.
Provided pensions, unemployment insurance, and
aid to blind, deaf, disabled, and dependent children.
Build dams, provided electricity, and bought
modern farming methods to the Tennessee River
Valley, a poor and region of the U.S. at that time.
Employed 8.5 million workers in construction and
other jobs; provided work in arts, theater, and
literary projects.
Lesson Four: Handout #4
Cartoon Parody of New Deal:
FDR Playing with Alphabet Cards, 1933
What is the message here about Roosevelt’s New Deal?
How is FDR portrayed here? Explain
Lesson Four: Handout #5
Project:
Alphabet Agency Posters
The Great Depression and New Deal Unit
Directions: The New Deal introduced government agencies to address the
problems that Americans faced. You will investigate one agency and then create a 9” x
24” poster that explains the agency’s role to the American people. Study the actual
posters from the 1930’s are available in class to look at before you produce your own.
Materials: Books, the Internet, colored pencils, 9” x 24,” drawing paper.
Your design will be graded on the following criteria:
Grading Rubric and Requirements:
Your Poster Will...
1. Show its agency’s work and how the public benefits from the agency to solve the
problems of the depression.
2. Advertise and win public support for the agency.
3. Be neatly and creatively completed
4. Include a 3-paragraph explanation about your agency and poster. (Paraphrase
information if you take information from websites or books.) *This part will be
completed in school but may need to be taken home.
Paragraph 1: State the year the agency was founded, its main purpose and, and if it
was created by FDR in an “executive order” or enacted by congress. State if this
agency is still around today? In not, when did it cease and why? *You will need to
research this.
Paragraph 2: Explain “who” the workers were, where (the state/region) they worked,
and the specific type of work they performed, training they received, and how much
they were paid. Include information of how many people worked in this agency if
available. *Include a photograph of the workers.
Paragraph 3: Describe your poster, the designs and colors you used, and how it
represents the agency that you studied. How does your poster depict your agency and
its work? If there are words on your poster, explain them.
Websites to find more information about the New Deal alphabet agencies:
1. http://www.authentichistory.com/1930s.html#images
2. http://memory.loc.gov/ammem/wpaposters/wpahome.html
3. http://en.wikipedia.org/wiki/Alphabet_agencies
4. http://newdeal.feri.org/library/index.htm
http://www.bergen.org/AAST/projects/depression/successes.html
New Deal Posters
NRA, 1934
Lesson Four: Handout #6
WPA
Travel Poster
WPA
Poster
Lesson Four: Handout #7
CCC Poster, 1935
1939
By Albert Bender
WPA Poster,
Unknown Artist
WPA, Federal Art Project
WPA Poster
National Parks Poster
Lesson Four: Handout #8
WPA
United Mine Workers of America
WPA
Federal Music project
TVA
Logo
Lesson Number:
Lesson Title:
Unit Title:
Grade/Subject:
Teacher:
Five
FDR’s Fireside Chats
The Great Depression and New Deal
Eighth Grade U.S. History from 1880
Debra Krawetz
1. Expectations
Students will learn how FDR used his radio addresses, Fireside Chats to calm people’s fears, discuss and
explain his new program and enlist public support.
Students will read a transcript, or listen to an audio recording of a Fireside Chat.
Students will write and perform a Fireside Chat of their own, designed to persuade or sell a New Deal
proposal to the American people.
Students will submit a transcript for evaluation.
Background for Teacher
From 1929 and 1931, 4,000 banks closed for good; by 1933 the number rose to more than 9,000, with
$2.5 billion in lost deposits. Banks never have as much in their vaults as people deposited. Right after
FRD was inaugurated, he declared a national 4-day "bank holiday," closing banks to examine the assets
each bank had and actually closed banks that were found financially insolvent. In FRD’S first Fireside
Chat, He said, “….it is safer to keep your money in a reopened bank than under the mattress.”
2. Engagement
 To introduce the topic, first ask students how “today” U.S. Presidents communicates information
to the public. List the answers. (24 hour TV news channels like CNN, web news, and point out
that the president still has a weekly radio address.) Tell students that in this lesson, we will
explore the Fireside Chats that Franklin Roosevelt used to address the nation. Mention that in the
1930’s, the radio became a popular method for communicating both news and entertainment, and
by the late 1930’s about 80% of U.S. household owned radios.
 Display the introduction transparency on Fireside Chats. Read and discuss, and have students
take notes. –Handout #1
 Distribute a copy of the transcript of the March 12, 1933 Fireside Chat, and Sound Recording
Analysis Worksheet for students to fill out while/after they listen. –Handouts # 2 and #3 .
 Play an audio version of the first Fire Side Chat.
Activity:
In pair (or individually), students will write and perform a Fireside Chat where they sell a New
Deal program to the American people. For evaluation, students will turn in a copy of their
transcript and perform their talk for the class. See the assignment sheet and evaluation rubrics for
this assignment. –Handout #4
A list of real Fireside chat topics is at: http://www.fdrlibrary.marist.edu/firesi90.html or a list
of the Alphabet Agencies is at: http://en.wikipedia.org/wiki/Alphabet_agencies
NOTE: Students can research their agency/program in the computer lab, or the teacher can make
handouts on all of the different programs for students to use (See Wikipedia for this)
3. Exploration
Pre-Listening: Tell the students that they will hear a primary source audio recording of FDR’s first
Fireside Chat from March 1933. Provide background schema on Fireside Chats and the banking crisis.
Tell students that as they listen, think about ideas for their own Fireside Chat that they will write later in
the lesson.
Listening--Reading: While listening to the Fireside Chat recording, students will answer questions on a
[primary source] recording analysis worksheet about the audio they listened to.
Post-Reading: Each student will complete the recording analysis worksheet, and begin the assignment to
Write their own Fireside Chat talk to the American people. –See Handout #4
4. Explanation
When students write their own versions of FDR’s Fireside Chats, they will explain one of the New
Deal programs, describe “who” the program will benefit, and make a persuasive appeal for the
support of the American People
5. Evaluation
The work the student so will be graded according to the requirements and rubrics stated on the
assignment handout.
6. Differentiation
Students will use their own creativity and learning style, to research, writer and perform a Fireside Chat.
Students who require more time or need to work with a parent or resource teacher will be given that
opportunity. The writing or performance aspects of the activity will be adjusted for students who need
learning accommodations.
7. Handouts and Resources
See handouts in this packet
http://www.mhric.org/fdr/fdr.html
http://www.fdrlibrary.marist.edu/firesi90.html
http://www.americanrhetoric.com/speeches/fdrfirstfiresidechat.html
http://en.wikipedia.org/wiki/Fireside_chats
Lesson Five: Handout #1
Fireside Chats
The fireside chats were a
series of 30 evening radio
talks given by President
Roosevelt between 1933 and
1944, in an attempt to gain support for his New
Deal. The Fireside Chats, broadcasted from the
White House, gave people a sense of hope and
security during difficult times, and helped keep
Roosevelt popular despite the continuing
depression.
FDR’s first Fireside Chat was on March 12, 1933,
and the theme was on the banking crisis He
explained the measures taken to solve it, and made
clear to the country the various facts that might
otherwise have been confusing. His talk did much
to restore confidence in the government. On May 7,
1933 Fireside Chat broadcast, FDR outlined his
plans for the New Deal.
Lesson Five: Handout #2
Fireside Chat
March 12 1933, Ten O’clock p.m., EST
Live from the White House
Topic: The Banking Crisis
Audio available at: http://history.acusd.edu/gen/20th/fc/01.html or
http://www.museum.tv/exhibitionssection.php?page=79
M
y Friends, I want to talk for a few minutes with the people of the United States about banking
-- with the comparatively few who understand the mechanics of banking but more particularly
with the overwhelming majority who use banks for the making of deposits and the drawing of
checks. I want to tell you what has been done in the last few days, why it was done, and what the next
steps are going to be. I recognize that the many proclamations from State Capitols and from
Washington, the legislation, the Treasury regulations, etc., couched for the most part in banking and
legal terms should be explained for the benefit of the average citizen. I owe this in particular because of
the fortitude and good temper with which everybody has accepted the inconvenience and hardships of
the banking holiday. I know that when you understand what we in Washington have been about I shall
continue to have your cooperation as fully as I have had your sympathy and help during the past week.
First of all let me state the simple fact that when you deposit money in a bank the bank does not put the
money into a safe deposit vault. It invests your money in many different forms of credit-bonds,
commercial paper, mortgages and many other kinds of loans. In other words, the bank puts your money
to work to keep the wheels of industry and of agriculture turning around. A comparatively small part of
the money you put into the bank is kept in currency -- an amount which in normal times is wholly
sufficient to cover the cash needs of the average citizen. In other words the total amount of all the
currency in the country is only a small fraction of the total deposits in all of the banks.
What, then, happened during the last few days of February and the first few days of March? Because of
undermined confidence on the part of the public, there was a general rush by a large portion of our
population to turn bank deposits into currency or gold. -- A rush so great that the soundest banks could
not get enough currency to meet the demand. The reason for this was that on the spur of the moment it
was, of course, impossible to sell perfectly sound assets of a bank and convert them into cash except at
panic prices far below their real value.
By the afternoon of March 3 scarcely a bank in the country was open to do business. Proclamations
temporarily closing them in whose or in part had been issued by the Governors in almost all the states.
It was then that I issued the proclamation providing for the nation-wide bank holiday, and this was the
first step in the Government's reconstruction of our financial and economic fabric.
The second step was the legislation promptly and patriotically passed by the Congress confirming my
proclamation and broadening my powers so that it became possible in view of the requirement of time to
extend (sic) the holiday and lift the ban of that holiday gradually. This law also gave authority to
develop a program of rehabilitation of our banking facilities. I want to tell our citizens in every part of
the Nation that the national Congress -- Republicans and Democrats alike -- showed by this action a
devotion to public welfare and a realization of the emergency and the necessity for speed that it is
difficult to match in our history.
The third stage has been the series of regulations permitting the banks to continue their functions to take
care of the distribution of food and household necessities and the payment of payrolls.
This bank holiday while resulting in many cases in great inconvenience is affording us the opportunity
to supply the currency necessary to meet the situation. No sound bank is a dollar worse off than it was
when it closed its doors last Monday. Neither is any bank which may turn out not to be in a position for
immediate opening. The new law allows the twelve Federal Reserve banks to issue additional currency
on good assets and thus the banks which reopen will be able to meet every legitimate call. The new
currency is being sent out by the Bureau of Engraving and Printing in large volume to every part of the
country. It is sound currency because it is backed by actual, good assets.
As a result we start tomorrow, Monday, with the opening of banks in the twelve Federal Reserve bank
cities -- those banks which on first examination by the Treasury have already been found to be all right.
This will be followed on Tuesday by the resumption of all their functions by banks already found to be
sound in cities where there are recognized clearing houses. That means about 250 cities of the United
States.
On Wednesday and succeeding days banks in smaller places all through the country will resume
business, subject, of course, to the Government's physical ability to complete its survey. It is necessary
that the reopening of banks be extended over a period in order to permit the banks to make applications
for necessary loans, to obtain currency needed to meet their requirements and to enable the Government
to make common sense checkups. Let me make it clear to you that if your bank does not open the first
day you are by no means justified in believing that it will not open. A bank that opens on one of the
subsequent days is in exactly the same status as the bank that opens tomorrow.
I know that many people are worrying about State banks not members of the Federal Reserve System.
These banks can and will receive assistance from members banks and from the Reconstruction Finance
Corporation. These state banks are following the same course as the national banks except that they get
their licenses to resume business from the state authorities, and these authorities have been asked by the
Secretary of the Treasury to permit their good banks to open up on the same schedule as the national
banks. I am confident that the state banking departments will be as careful as the National Government
in the policy relating to the opening of banks and will follow the same broad policy. It is possible that
when the banks resume a very few people who have not recovered from their fear may again begin
withdrawals. Let me make it clear that the banks will take care of all needs -- and it is my belief that
hoarding during the past week has become an exceedingly unfashionable pastime. It needs no prophet to
tell you that when the people find that they can get their money -- that they can get it when they want it
for all legitimate purposes -- the phantom of fear will soon be laid. People will again be glad to have
their money where it will be safely taken care of and where they can use it conveniently at any time. I
can assure you that it is safer to keep your money in a reopened bank than under the mattress.
The success of our whole great national program depends, of course, upon the cooperation of the public
-- on its intelligent support and use of a reliable system.
Remember that the essential accomplishment of the new legislation is that it makes it possible for banks
more readily to convert their assets into cash than was the case before. More liberal provision has been
made for banks to borrow on these assets at the Reserve Banks and more liberal provision has also been
made for issuing currency on the security of those good assets. This currency is not fiat currency. It is
issued only on adequate security -- and every good bank has an abundance of such security.
One more point before I close. There will be, of course, some banks unable to reopen without being
reorganized. The new law allows the Government to assist in making these reorganizations quickly and
effectively and even allows the Government to subscribe to at least a part of new capital which may be
required.
I hope you can see from this elemental recital of what your government is doing that there is nothing
complex, or radical in the process.
We had a bad banking situation. Some of our bankers had shown themselves either incompetent or
dishonest in their handling of the people's funds. They had used the money entrusted to them in
speculations and unwise loans. This was of course not true in the vast majority of our banks but it was
true in enough of them to shock the people for a time into a sense of insecurity and to put them into a
frame of mind where they did not differentiate, but seemed to assume that the acts of a comparative few
had tainted them all. It was the Government's job to straighten out this situation and do it as quickly as
possible -- and the job is being performed .
I do not promise you that every bank will be reopened or that individual losses will not be suffered, but
there will be no losses that possibly could be avoided; and there would have been more and greater
losses had we continued to drift. I can even promise you salvation for some at least of the sorely pressed
banks. We shall be engaged not merely in reopening sound banks but in the creation of sound banks
through reorganization. It has been wonderful to me to catch the note of confidence from all over the
country. I can never be sufficiently grateful to the people for the loyal support they have given me in
their acceptance of the judgment that has dictated our course, even though all of our processes may not
have seemed clear to them.
After all there is an element in the readjustment of our financial system more important than currency,
more important than gold, and that is the confidence of the people. Confidence and courage are the
essentials of success in carrying out our plan. You people must have faith; you must not be stampeded
by rumors or guesses. Let us unite in banishing fear. We have provided the machinery to restore our
financial system; it is up to you to support and make it work. It is your problem no less than it is mine.
Together we cannot fail.
The End
Lesson Five: Handout #3
Name
Period
Sound Recording Analysis Worksheet
1. Pre-Listening
A. Whose voices will you hear on this recording?
B. What is the date of the recording?
C. Where was this recording made?
D. Why is the purpose of this recording?
2. Listening
A. Type of sound recording. (Speech, Interview…)
B.
Unique physical qualities of the recording. Write an “x__Music
__Live broadcast
__Narrated
__One voice
__More than one voice
__Special sound effects
__Background sound
Other qualities?______________________
Y or N: Pre Television Era
C. What is the tone or mood of the country at this time?
D. How does the speaker add or change this mood?
3. Post-Listening
A. List three things in this sound recording that you think are important:
1.
2.
3.
A. Why do you think the original broadcast was made?
For what audience was it made?
C. Remark on the quality of the speaker’s voice and articulation.
D. What do you know about the time-period and this person?
E. List 3 things this sound recording tells you about life in the United States at this time
F. Write a question to the broadcaster that is left unanswered by this sound recording.
G. What information do you gain about this recording that would not be conveyed by a
written transcript? –Provide specific examples
Lesson Five: Handout #4
FDR Memorial in DC
Fireside Chat
Activity
Assignment:
In a group of two or working
alone, you will write a 2-page
Fireside Chat, and perform it to
the class. Your job is to explain
the new program and sell the
idea, gaining support from the
American public. Bring simple
props to school when you perform your chat.
Web Help:
For the real Fireside Chat transcripts see:
http://www.fdrlibrary.marist.edu/firesi90.html To learn about the different
agencies see: http://en.wikipedia.org/wiki/Alphabet_agencies
Topics to choose from: Banking Relief, Farms Programs, Regulating
Wall Street, Labor Issues, Unemployment, Social Security, Relief
proposals, Programs for the Young (CCC), the Dust Bowl and Drought.
–See p. 742 in Call to Freedom for a list of New Deal programs.
Requirements/Rubric: Fireside Chat -50 Points
1.
2.
3.
4.
5.
A full explanation of the program. –10 points
A description of “who” the program will benefit. –10 points
An appeal for the support of the American People. –10 points
Be persuasive in both your writing and speaking. –10 points
Speak clearly and convincingly. –10 points
Length: 2-Pages