Halle

Robinson

UNIT: Great Depression and New Deal

There are 3 big ideas in this unit that can then be broken up into smaller important
concepts. First there are the economic, and social changes during this time. These rapid
changes had a large impact on the impending depression, and attitudes during the war.
Second, is the Great Depression itself, its causes, and then the implications on society. The
last big idea is the New Deal. This is further broken up into what the New Deal meant for
minorities, what this meant for American politics, and how it helped to ease the Great
Depression. Some of the enduring understandings of this unit are that the Great Depression
was the worst economic crisis in our countries history. It was caused by several economic
and political policies that had been flawed for decades. Significant spending was require
from the government for the New Deal to try and combat the Great Depression. Finally, the
Great Depression and New Deal affect the lives of Americans, even today. Essentials
questions from the unit are what are the underlying issues and conditions that caused the
Great Depression? Why was the Hoover Administration ineffective in dealing with the
Great Depression? Why did the New Deal use public works to try and solve the problems of
the Great Depression? And finally, Was the New Deal successful in restoring American
prosperity?

Halle Robinson

Document 1: A high school textbook

Ayers, Edward L., Jesus F. De La Teja, Deborah Gray White, and Robert Schulzinger.
American Anthem: Reconstruction to the Present. Austin, TX: Holt, Rinehart, and Winston,
2010. Print.
This document is a standard high school textbook. There are a lot of headings, and
subheadings, and paragraphs for the students to read. The reason why I like this
textbook especially is because they have some sort of visual from the time on each page.
These visuals include paintings, political cartoons, maps, and pictures to name a few. I
like this because it reminds students that people actually lived during these events.
Students often look at historical events as just a set of facts and dates to memorize. With
this textbook, you not only get the facts from the events, but also a taste of everyday life
during that time. Apart from the information included in the textbook, I like that the
text is not too busy, so the students wont be distracted while they are reading. The
important vocab words, people, or events are written in a color or bolded, to draw
attention to them, but not in a way that will take away from all of the information.
1. Do you think the New Deal would have been successful in ending the
Great Depression if World War II hadnt started?
2. How did these events transform American Politics
3. Did Franklin Roosevelts New Deal undermine the constitutional
principles of separation of powers and checks and balances?

Halle Robinson

Document 2: A primary source.

http://www.history.com/topics/fireside-chats/speeches
Roosevelt used his fireside chats to try and restore Americans confidence in the
government and the economy. Not only can these chats be used to give students some
information about economics, but they can listen to minor details and thoughts about the
Great Depression that arent included in textbooks. FDR also used these chats to bring
attention to the positive things that were going on, not just all the negatives. The
government was investing a lot in infrastructure and education, so he would talk about the
improvements in those regards. I think that students might have some trouble reading
them so this would probably be more of a group task. I think students will see that
Roosevelt is trying to get the people to feel better about the depression. They will see that
he gives a lot of comparisons to how things were at the beginning of the depression to
show that things are getting better. Also, I think they will see the importance of everyone
participating the economy, and can use what they hear in the fireside chats, to compare the
Great Depression, to the recent recession, and what we saw and are still seeing done to
help the economy.
1. How would you have felt if you were listening to Roosevelts
broadcasts?
2. How did these fireside chats contribute to the recovery of the
economy?
3. What would be an equivalent way for the government to reach out to
the people today?

Halle Robinson

Document 3: A map or interactive geographical tool.

http://wps.pearsoncustom.com/wps/media/objects/2428/2487068/atlas/Resources/ah
5_m005.jpg
This document shows the percentages of people receiving unemployment relief during
the Great Depression, specifically 1934. It also shows different factors that could have
contributed to the unemployment rates, like the migration of people west, or the Dust
Bowl, but this is left open to students interpretation. It gives facts about strikes that were
going on around the United States during this time, another thing that students can explore,
and conjecture about. I think students will first notice the different colors, and how they
seem to be in larger groups around the country instead of each state differing. I think they
will see that in general as you go north, and west with the exception of Florida, the rates
start low, than rise. Then I think they will see the region in the middle of the country with
population decline, and will wonder about that.
1. Vermont and New Hampshire had less than 10% of its people on
Unemployment Relief, what do you think was the difference in these 2
New England States?
2. Why do you think there was a large migration of people to the West,
particularly southern California?
3. What connections can we draw between al of the places listed that
had strikes in the 1940s?
4. Is there a connection between where the largest cities are located and
the unemployment rates?

Halle Robinson

Presidential Elections
http://www.washingtontimes.com/news/2015/oct/14/obama-confident-he-could-win-athird-term-as-presi/?page=all
FDR served 3 full terms as president, and started a fourth due to what was going on
around the world during his presidencies. This article that I have posted is Obama saying
he would be able to win a third term even though it isnt legal.
More so than students just looking at this article, I would want them to follow the
coverage of the elections. They could look at TV coverage, ads, social media, or newspapers
to see information about it. They should follow what the candidates are saying, and make
their own decisions on who they would vote for. They can watch the debates so see the
candidates voice their opinions about issues, and to learn about them more. I think that
high school students will see whats going on today and see the ridiculous things that
candidates say or do, especially since this seems to be at an all time high this election. I also
think they will look for what their parents have taught them, for example if they were
raised by Republicans they might agree with the Republicans based off of that.
1. Do you think that Obama should run for a third term?
2. Could he justify running again, even if it is not constitutional, based on
whats going on in America, and around the world?
3. Who would you vote for and why?
4. Which issues do you think should be the focus of this election?

Halle Robinson

Document 5: A film selection that relates to your unit.

Cinderella Man

In the movie, we see the main character, an up and coming boxer, become a victim of

the Great Depression. The movie shows how he went from a wealthier man, to someone
who cant pay bills and has to go on Public Relief. It shows the lengths that people went
through in order to provide for their families during the Depression. Also, we can see how
workers were dispensable because there was basically and unlimited amount of
unemployed citizens. Like with the man from the electric company, if he didnt do his job,
they could just fire him, and hire someone else. The movie did a good job of showing
families that tried to stay together and not let the Depression beat them, like Braddocks
family. But it also showed families who were not as lucky, like Braddocks friend Mike, who
ended up having to live in Hoover Ville, and eventually dying there.
I think students will see how desperate people were during the depression. Even
though Braddock had broken his hand, he knew he had to find a way to cover that so he
could work. They should also see how the people were talking about the depression, their
opinions about the government, and about FDR, and the New Deal. Lastly, I think they
should take away how many people the Depression affected. We saw at the beginning of
the movie that Braddock, and his manager were very well off. The scene where they go
from showing all of Mrs. Braddocks jewelry, then 4 years later and empty dresser really
gets this message across.
1. Do you think this movie portrayed a sense of progress or decline?
2. How do we see the different classes affected in the film?
3. What issues did we see in the film, that we still see today?