The Great Depression and the Federal Government – Grade 10
Ohio Standards
Connection:
History
Benchmark F
Identify major historical
patterns in the domestic
affairs of the United States
during the 20th century and
explain their significance.
Indicator 10
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.
Economics
Benchmark B
Explain how the U.S.
government provides
public services,
redistributes income,
regulates economic
activity, and promotes
economic growth and
stability.
Indicator 5
Analyze the impact of the
Great Depression and
World War II on the
economy of the United
States and the resulting
expansion of the role of the
federal government.
Lesson Summary:
Students will study the effects of the Great Depression on
the role of the federal government in the American
economy. Students will reflect on the approaches to
government involvement in the economy taken by the
Hoover and Roosevelt administrations. Activities include
examining quotations from the two presidents and
categorizing New Deal programs to see the extent of the
expanding role for the federal government.
Estimated Duration: Four hours and 10 minutes.
Commentary:
While the effects of the Great Depression were extensive,
this lesson focuses on the changed role of government.
Students will use quotes from Presidents Herbert Hoover
and Franklin Roosevelt to understand the different
perspectives on government’s role in economic, political
and social issues.
Pre-Assessment:
 Write the following questions on the chalkboard or project
on an overhead transparency:
1. What were some of the economic effects of the Great
Depression?
2. What was the Hoover administration’s response to the
Great Depression?
3. Why did Franklin Roosevelt defeat Herbert Hoover in
the 1932 election?
4. What was the Roosevelt administration’s response to
the Great Depression?
 Direct students to answer the questions on notebook
paper.
 Allow students 10 or 15 minutes to answer the questions.
Collect the papers and review the answers with the
students.
Scoring Guidelines:
Consider the oral and written responses to the pre-assessment
questions to determine students’ prior knowledge about the
effects of the Great Depression. Plan the content emphasis of
the lesson based on the students’ responses.
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The Great Depression and the Federal Government – Grade 10
Answers may include, but are not limited to:
1. What were some of the economic effects of the Great Depression?
Production declined and many businesses were forced to close or lay-off workers. The
unemployment rate climbed significantly. Wealthy people, especially those who had
invested in the stock market, were affected by financial losses. Many farmers were unable
to pay their debts and lost their farms to foreclosure. A few people involved in
commercial activities enjoyed some success during the Depression by supplying basic
necessities that people continued to purchase.
2. What was the Hoover administration’s response to the Great Depression?
Originally, the Hoover administration maintained the Republican/laissez-faire
philosophy of that time. Hoover urged families to take care of relatives who were
experiencing difficulties. He also encouraged businesses to voluntarily maintain wage
and employment levels. He asked charitable organizations and churches to help the
unemployed and the poor. Later, as the Depression deepened, his administration
supported legislation creating public works projects and programs to refinance banks
and businesses.
3. Why did Franklin Roosevelt defeat Herbert Hoover in the 1932 election?
The main issue in the 1932 election was the Great Depression. Economic conditions
worsened during Hoover’s time in office. A majority of the voters believed that FDR’s
plan to alleviate the Depression more actively addressed the issue than President
Hoover’s plan.
4. What was the Roosevelt administration’s response to the Great Depression?
Roosevelt’s administration instituted a series of policies and programs designed to
provide relief for the needy, stimulate recovery for the economy and institute reforms to
avoid future depressions. Known as the New Deal, it provided jobs, built American
infrastructure, and increased government regulation of the economy.
Post-Assessment:
Assign students to complete Attachment A, Post-Assessment.
Scoring Guidelines:
See Attachment B, Post-Assessment Rubric, and Attachment C, Post-Assessment Sample
Response.
Instructional Procedures:
Day One
1. Administer the pre-assessment.
2. Ask students to volunteer predictions about what might be expected to happen in the
United States because of the Great Depression. Explain that this lesson will examine the
effects of the Depression on the federal government.
3. Distribute copies of Attachment A, Post-Assessment. Review with students and explain
what they will be expected to do at the conclusion of the lesson.
4. Put students in groups of two or three. Distribute Attachment D, Herbert Hoover
Quotations. Have the groups examine the quotations. Have each student answer the
questions based on his/her group discussion.
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The Great Depression and the Federal Government – Grade 10
5. Ask students to share their responses to the questions on Attachment D. Clarify student
responses and answer any questions. Ask students to remember the discussion as they do
their homework.
6. Assign students to read relevant sections in the textbook on the pre-New Deal years of
the Great Depression as homework.
Day Two
7. Have students take out Attachment D, Herbert Hoover Quotations. Ask the following
questions:
a. “How did President Hoover’s position on involving the federal government in
addressing the economic troubles facing the country change as the Great Depression
continued into 1931 and 1932?” (Answers should note a shift from limited
government involvement to the creation of government programs addressing key
aspects of the Depression.)
b. “Can you cite evidence to support your conclusion?” (References can be made to
Hoover’s remarks from Attachment D. Other references can be made to Hoover’s
early position supporting rugged individualism and laissez-faire. At first, Hoover
encouraged businesses to take voluntary steps to prevent a worsening of the
Depression, and urged charitable organizations to aid the unemployed and the poor.
He urged individuals and families to take care of their own needs. As the Depression
deepened, his administration moved in the direction of greater involvement by the
federal government in the economy. Hoover supported public works projects and the
creation of the National Credit Corporation and the Reconstruction Finance
Corporation. Measures such as the Agricultural Marketing Act and the Federal Home
Loan Bank Act were also enacted.)
c. “Why didn’t the measures enacted under the Hoover Administration get the country
out of the Great Depression?” (The measures were initiated only after the Great
Depression had taken a firm hold on the economy and were insufficient to address the
full extent of the economic problems.)
8. Put students in groups of two or three. Distribute Attachment E, Franklin Delano
Roosevelt Quotations. Have the groups examine the quotations. Have each student
answer the questions based on his/her group discussion.
9. Ask students to share their responses to the Attachment E questions. Clarify student
responses and answer any questions. Point out that during the next class, students will be
examining how the new administration put Franklin Roosevelt’s ideas into action.
10. Assign students to read relevant sections in the textbook on the New Deal as homework.
Day Three
11. Have students take out Attachment E, Franklin Delano Roosevelt Quotations. Ask the
following questions:
a. “Why did President Roosevelt feel the New Deal was necessary in 1933?” (Answers
should note that despite the efforts made by the Hoover administration, the Great
Depression had continued to worsen. Roosevelt’s view was that further efforts by the
federal government were necessary.)
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The Great Depression and the Federal Government – Grade 10
b. “Based on the readings in the textbook, what types of measures did Roosevelt
propose to address the Depression? What was each measure designed to do?”
(Answers will vary, but should reflect the textbook’s information on the New Deal
programs. Every New Deal measure does not need to be mentioned, but a range of
measures encompassing labor, banking and business, agriculture, families and
environment should be addressed.)
12. Distribute Attachment F, Relief, Recovery and Reform. Review the definitions and
instructions. Using the Emergency Banking Relief Act of 1933, model how to complete
the attachment and explain the rationale for the categorization. If needed, model a second
example. Answer student questions about the task.
Instructional Tip:
Depending on the needs of the students, use a second example that can be readily categorized
(e.g., Civil Works Administration) to model for the students, or use an initiative that can be
categorized in more than one category (e.g., Tennessee Valley Authority); or use a New Deal
initiative not included on the student list to model and allow students to work on all of the
examples.
13. Divide the students into small groups to work on Attachment F, Relief, Recovery and
Reform. If needed, allow students to complete the assignment as homework.
Day Four
14. Review student responses to each entry on Attachment F, Relief, Recovery and Reform.
Discuss student responses by offering clarifications, extensions, and corrections. Note the
shift in government activity between the administrations of Hoover and Roosevelt. Point
out the variety of programs under the Roosevelt administration and the extensive
involvement of the federal government in addressing the needs of the country.
15. Have students retrieve Attachment A, Post-Assessment. Note that students will now be
examining the nature of the expanding role of the federal government in the economy as
a result of the Great Depression. Using one of the New Deal initiatives, model how to
complete the post-assessment attachment and explain the rationale for the categorization.
If needed, model a second example. Answer student questions about the task.
Day Five
16. Administer the post-assessment.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Provide more time for this lesson if students need help with categorizing examples.
 Permit students to give an oral presentation with a graphic organizer, or create a series of
cartoons instead of completing the post-assessment. Use the rubric as the basis to
evaluate this alternative assessment.
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The Great Depression and the Federal Government – Grade 10



Challenge students to provide and explain more than one example in each category on the
post-assessment chart.
Challenge students to present a chart of national indicators such as unemployment or
GDP/GNP during this time period.
Challenge students to use an inflation calculator to examine what the dollar is currently
worth compared to its value in the 1930s before the New Deal.
Extensions:
 Have students write a biographical sketch showing how someone who lived during the
1930s was affected by a New Deal program.
 Have students explore planks in recent Republican and Democratic party platforms and
analyze them for evidence of individualism, laissez-faire attitudes, and a willingness to
have the government intervene in economic matters.
 Divide the students into two groups—the First New Deal and the Second New Deal.
Have students research and do a visual presentation before the class, depicting the various
programs and policies involved in each of the New Deals. After the presentations, have
students consider if there were any major policy changes between the two “New Deals.”
 Have students create a guide to the local community similar to the guidebooks written by
Works Progress Administration (WPA) authors.
Homework Options and Home Connections:
 Have students interview someone who lived through the Depression to gauge his/her
attitude toward the role of government pre- and post-Great Depression. Require students
to develop a short set of interview questions and/or points of interest related to this lesson
before conducting the interview.
 Have students look for examples in the news of current government policies or programs
that are similar to, or a continuation of, the New Deal policies and programs. They can
also look for examples of New Deal projects still benefiting the community—public
buildings, works of art, bridges, conservation projects, etc.
Interdisciplinary Connections:
English Language Arts
Have students write poetry, short stories or essays that reflect conditions related to the Great
Depression. Have students read their works to the class.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
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The Great Depression and the Federal Government – Grade 10
For the teacher: Chalkboard or overhead projector.
For the students: Writing materials, computers, textbook, reference materials.
Vocabulary:
 laissez-faire
 rugged individualism
 Gross Domestic Product (GDP)
 Gross National Product (GNP)
Technology Connections:
 Instead of writing a response to the post-assessment task, have students use presentation
software to respond to the task. The rubric would still apply. Students could create a main
menu with hyperlinks to various answers.
 Have students use presentation software to create a chart of national indicators, such as
unemployment or the GDP/GNP during the 1920s and 1930s to show the effectiveness of
New Deal programs.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for
Increasing Student Achievement, Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
Identifying similarities and differences enhances students’ understanding of and
ability to use knowledge. This process includes comparing and classifying.
General Tips:
 Prior to the post-assessment, verify that students can apply the classifying skills used as
part of the lesson. Students will need to demonstrate the connections between New Deal
policies/programs and how the U.S. government provides public services, redistributes
income, regulates economic activity and promotes growth and stability. If needed, model
additional examples.
 Help students understand the outcomes of the New Deal were not inevitable, but the
result of decisions by individuals and the influence of other events such as World War II.
Attachments:
Attachment A, Post-Assessment
Attachment B, Post-Assessment Rubric
Attachment C, Post-Assessment Sample Response
Attachment D, Herbert Hoover Quotations
Attachment E, Franklin Delano Roosevelt Quotations
Attachment F, Relief, Recovery and Reform
Attachment G, Relief, Recovery and Reform Key
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The Great Depression and the Federal Government – Grade 10
Attachment A
Post-Assessment
Directions: Complete the chart below by identifying one New Deal policy or program that
fits under each category. Describe the policy or program and explain how it reflects the
selected category. Each category must have a different New Deal program. You can only use
a New Deal policy or program one time. Then, answer the question at the bottom of the page.
Program Description, Explanation and Conclusions
Redistribute
Income
Regulate
Economic
Activity
Promote
Economic
Growth and
Stability
Provide Public
Services
Consider the outcome of the presidential election of 1932. What conclusion can you
draw about the outcome of the election on the role of government in political,
economic, and social matters? Support this conclusion with evidence.
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The Great Depression and the Federal Government – Grade 10
Attachment B
Post-Assessment Rubric
Two Points
Student can describe
an appropriate New
Deal program but
cannot correctly
explain how it
redistributes
income.
Student
can
describe
Student can describe
Regulate Economic
an appropriate New an appropriate New
Activity
Deal program and
Deal program but
explain how it
cannot correctly
regulates economic explain how it
activity.
regulates economic
activity.
Promote Economic Student can describe Student can describe
an appropriate New an appropriate New
Growth and
Deal program and
Deal program but
Stability
explain how it
cannot correctly
promotes economic explain how it
growth and stability. promotes economic
growth and stability.
Redistribute
Income
Provide Public
Services
Conclusions
Three Points
Student can describe
an appropriate New
Deal program and
explain how it
redistributes
income.
One Point
Student attempts but
cannot describe an
appropriate New
Deal program or
correctly explain
how it redistributes
income.
Student attempts but
cannot describe an
appropriate New
Deal program or
correctly explain
how it regulates
economic activity.
Student attempts but
cannot describe an
appropriate New
Deal program or
correctly explain
how it promotes
economic growth
and stability.
Student can describe Student can describe Student attempts but
an appropriate New an appropriate New cannot describe an
Deal program and
Deal program but
appropriate New
explain how it
cannot correctly
Deal program or
provides public
explain how it
correctly explain
services.
provides public
how it provides
services.
public services.
Student can draw an Student can draw an Student cannot draw
accurate conclusion accurate conclusion an accurate
and provide at least but does not provide conclusion.
one supporting
at least one
piece of evidence.
supporting piece of
evidence.
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The Great Depression and the Federal Government – Grade 10
Attachment C
Post-Assessment Sample Response
Program Description, Explanation, and Conclusions
Redistribute
Income
The Social Security System is an example of a program that
redistributes income. Most workers put money into the social security
system. The money is then redistributed to retired Americans, the
unemployed, dependent children and the disabled.
Regulate
Economic
Activity
The Securities and Exchange Commission is an example of an agency
regulating economic activity. This agency was designed to end
manipulation of prices on the stock market. It created and enforced
rules governing corporations, such as outlining what corporations
must include in financial statements to investors.
Promote
Economic
Growth and
Stability
The Emergency Banking Relief Act is an example of a law which
promoted growth and economic stability. This program made sure
banks were sound and encouraged Americans to put their money back
into banks, which helped stabilize these financial institutions and end
bank failures.
Provide Public
Services
Conclusions
The Tennessee Valley Authority is an example of a program which
provided public services. The government provided citizens in the
area with electricity and flood control.
The election of Franklin Roosevelt in 1932 began a major shift in the
role of the federal government in political, economic and social
matters. Campaigning during the Great Depression, Herbert Hoover
stood for a limited federal role in dealing with the economic crisis.
Roosevelt’s call for a “New Deal” represented a willingness to have a
larger role for the government in addressing the challenges of the
times. After the election, New Deal programs provided relief,
promoted economic recovery, and established reforms. New
programs were created, regulations were issued and income was
redistributed. These changes impacted political, economic and social
affairs. If Hoover had been elected, chances are these changes would
not have come about in such a short period of time, if at all.
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The Great Depression and the Federal Government – Grade 10
Attachment D
Herbert Hoover Quotations
No one man is responsible for the Great Depression. However, when America entered the
depression, President Hoover had a certain philosophy, or system of motivating principles,
about how to lead the nation.
Directions: Read the quotes from President Herbert Hoover and answer the questions that
follow.
On Government intervention:
“Economic depression cannot be cured by legislative action or executive pronouncement.
Economic wounds must be healed by the action of the cells of the economic body - the
producers and consumers themselves.”
“We must not be mislead by the claim that the source of all wisdom is in the federal
government.”
On the individual American:
“We shall stimulate effort of each individual to achievement; that through an enlarging
sense of responsibility and understanding we shall assist him to this attainment; while he
in turn must stand up to the emery wheel of competition.”
On getting re-elected:
“We are opposed by six million unemployed, 10,000 bonus marchers, and 10 cent corn.”
On how bad the Depression was:
“Let no man tell you it could not be worse. It could be so much worse that these days
now, distressing as they are, would look like veritable prosperity."
Questions:
1. What did President Hoover believe was the best way to fix the economy?
2. What approaches to meeting the challenge of the Depression was President Hoover
against?
3. What did President Hoover believe were his chances of getting re-elected?
4. Why might President Hoover have been opposed to the government trying to fix the
broken economy?
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The Great Depression and the Federal Government – Grade 10
Attachment E
Franklin Delano Roosevelt Quotations
During the Great Depression, many people believed that America needed to do away with
laissez-faire economics and have the government accept much more responsibility and
power. President Franklin Delano Roosevelt expressed his own philosophy regarding how
our country should get out of the Depression.
Directions: Read the quotes from President Franklin Delano Roosevelt and answer the
questions that follow.
On the Depression:
“The only thing we have to fear is fear itself.”
“I pledge you, I pledge myself, to a new deal for the American people.”
“The country needs and, unless I mistake its temper, the country demands bold, persistent
experimentation. It is common sense to take a method and try it. If it fails, admit it
frankly and try another. But above all, try something."
“If I were asked to state the great objective which Church and State are both demanding
for the sake of every man and woman and child in this country, I would say that that great
objective is ‘a more abundant life.’”
“True individual freedom cannot exist without economic security and independence.
People who are hungry and out of a job are the stuff of which dictatorships are made.”
Questions:
1. What did President Roosevelt believe the government should provide for Americans?
2. What do you think President Roosevelt meant by an “abundant life?”
3. What was President Roosevelt’s philosophy regarding trying new ideas?
4. What evidence do these quotes provide that President Roosevelt was confident that
America would get out of the Depression?
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The Great Depression and the Federal Government – Grade 10
Attachment F
Relief, Recovery and Reform
New Deal programs were classified according to their intended goal. The goals included:
Relief: This goal was to provide Americans with immediate assistance to help them with
the basic necessities of life including food, direct monetary payments and employment.
Recovery: This term referred to a policy or program that had as its primary goal to
promote growth in the American economy.
Reform: This term generally referred to the government making a policy or program that
was designed to ensure that the effects of the Depression did not occur again. The
government frequently became involved in the economy in ways it never had before.
In one sense, some of the New Deal programs incorporated elements of all three “R’s.” The
specifics of each program usually correlated more closely to one “R” than the others.
Directions: Choose which “R” you believe belongs with each program listed below. Then,
on a separate sheet of paper, explain why each program is related to the “R” you chose. A
program may have more than one “R.”

Glass-Steagall Banking Act

Civil Works Administration

Civilian Conservation Corps

National Industrial Recovery Act

Tennessee Valley Authority

Agricultural Adjustment Administration

Securities and Exchange Commission

Federal Housing Administration

National Labor Relations (Wagner) Act

Social Security Act

Farm Security Administration

Fair Labor Standards Act
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The Great Depression and the Federal Government – Grade 10
Attachment G
Relief, Recovery and Reform Key
Note: Many of the programs provided more than just relief, just recovery or just reform. The
Agricultural Adjustment Administration, for example, really provided all three. Answers may
include, but are not limited to, the following:
 Glass-Steagall Banking Act
Recovery/Reform—this act established the Federal Deposit Insurance Corporation. It
was designed to help restore confidence in the banking system. It also involved the
federal government for the first time in providing insurance coverage for bank
deposits.

Civil Works Administration
Relief—this agency provided jobs such as building roads and schools. It provided
relief to the unemployed.

Civilian Conservation Corps
Relief—this program provided jobs related to reforestation and controlling erosion
and flooding. It provided relief to the unemployed.

National Industrial Recovery Act
Recovery—this act made codes for the major industries in an attempt to control
competition and balance out prices to enable the economy to recover. It established
the National Recovery Administration. This agency worked to control prices of
products, regulate wages and working conditions.

Tennessee Valley Authority
Relief/Recovery/Reform–this agency provided relief in the form of jobs building dams
and power plants across the Tennessee Valley. The generation of electrical power
and the implementation of flood control projects enabled the area to develop new
industries and recover from the Depression. The government operated a utility in an
area with few private utilities and this changed how people received their power. It
also set a benchmark for utility costs to measure the fairness of private utility
charges.

Agricultural Adjustment Administration
Relief/Recovery/Reform–this agency provided subsidies (as a form of relief) to
farmers to reduce crop production and help raise the price of crops in order to
protect farmers from bankruptcy (recovery). It also represented reform because it
engaged the government in production decisions previously made by farmers.
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The Great Depression and the Federal Government – Grade 10
Attachment G (continued)
Relief, Recovery and Reform Key

Securities and Exchange Commission
Reform—this agency was responsible for regulating the stock market and curbing
over-speculation. These procedures changed the way the stock market operated in an
effort to avoid another crash.

Federal Housing Administration
Recovery—this agency helped provide financing so people could obtain a mortgage
to purchase a home.

National Labor Relations (Wagner) Act
Reform—this law protected workers’ rights to join labor unions, legalized labor
practices such as collective bargaining, and outlawed unfair labor practices on the
part of employers. It also created the National Labor Relations Board. This reform
inserted the federal government into labor relations.

Social Security Act
Relief/Recovery/Reform—this law provided old-age pensions and unemployment
insurance as a form of relief for the aged and those who lost jobs. It helped the
economy stabilize because those who were affected continued to have a limited
income and could make needed purchases. It redistributed wealth and reformed one
of the conditions that led to the Depression.

Farm Security Administration
Relief/Recovery–this agency helped create camps for migrant workers to improve
their housing. It also made loans to help tenant farmers purchase land to have a more
secure livelihood.

Fair Labor Standards Act
Recovery/Reform–this act helped workers obtain higher wages and increase their
spending. This act injected the influence of the federal government into
labor/management relations by establishing minimum wages and maximum hours.
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