Course Name: U.S. History II: Reconstruction to the Present, 1877-PresentCourse Number:

Core Text: American Anthem

QUARTER 3
Major Concept:The New Deal (1933-1940)
The First New Deal
The Second New Deal
Life During the New Deal
Analyzing the New Deal / US II Learning Standards:
USII.12 Analyze the important policies, institutions, and personalities of the New Deal era. (H)
People
  • President Herbert Hoover
  • President Franklin D. Roosevelt
  • Eleanor Roosevelt
  • Huey Long
  • Charles Coughlin
Policies
the establishment of
  • the Federal Deposit Insurance Corporation
  • the Securities and Exchange Commission
  • the TennesseeValley Authority
  • the Social Security Act, the National Labor Relations Act
  • the Works Progress Administration
  • the Fair Labor Standards Act
Institutions
  • the American Federation of Labor
  • the Congress of Industrial Organizations
  • the American Communist Party
USII.13 Explain how the Great Depression and the New Deal affected American society. (H)
  • the increased importance of the federal government in establishing economic and social policies
  • the emergence of a “New Deal coalition” consisting of African Americans, blue-collar workers, poor farmers, Jews, and Catholics
Pacing Guide: January 26 – February5 (9 days)
Key Questions:
1. What are the three R’s?
2. What initial actions did Roosevelt take to stabilize the economy?
Some reformers believed the New Deal had not gone far enough in reforming the economy, while conservatives felt the government went too far. What do you think?
Section 2
  1. What were the key programs in the Second Hundred Days?
  2. How did the New Deal programs help to revive organized labor?
  3. What were the key events of the 1936 election?
  4. Why was 1937 a troubled year for Roosevelt and the Second New Deal?
Section 3:
  1. How did the public roles of women and African Americans change during the New Deal?
  2. How did artists and writers of the era tell the story of the Great Depression?
  3. What forms of popular entertainment were popular during the Great Depression?
  4. How did people experiencing the Great Depression escape their worries?
/ Skills and Outcomes:
22.1 - Introductory activity. Write on the board/ tell students
FDR, Roosevelt, was elected at the peak of the Depression. Brainstorm What problems will he need to deal with?Think/Pair/Share
Preview Launching the New Deal using the PIC Method
Read the Inside Story, “The Forgotten Man.” Compare it to Roosevelt’s speech on the Forgotten Man.
Interpreting Maps: Examine the map on the Election of 1932 on p. 699 and answer the questions. Compare this map to the election of 1928 on p. 674. What do you think accounts for the differences in the two elections.
Take notesto better understand Roosevelt’s major relief actions (the Hundred Days). Students can make their own GO or use the one on p. 698.
Analyze Political cartoon from Anthem resources: page 41
Analyze the political cartoon on page 704 using the I see/ It means method
Jig saw students to take notes on the three critics of the New Deal. One group works on Huey Long, one on Coughlin, one on Townsend. After notes are taken, have students meet with a new partner and share notes. (optional: take notes on the Schechter Poultry corporation v. US).
Analyze a Fireside Chat w/ FDR primary source from Holt resources book (worksheet) or with the APPARTS chart.
Students create 8.5x11” posters with the name of a New Deal Program, a picture that demonstrates the program, and a paragraph explanation.
22.2 -
Watch video on TVA and discuss the assessment questions afterwards. (See TVA video assessment)
Preview The Second New Deal using the PIC Method
Analyze the photograph on page 709 with the I see/It means method
(Do before hand to create activity: Assign students in pairs to write the name a program on one note card and the definition and creation date on the other note card. Make 5 copies of each card.) Create five groups and give groups one of each note card. Students try to match the name with the correct definition without looking at the book. Then determine if the program was a form of Relief. Reform or Recovery.
Opening/Closing activity: Show clip from Annie where Annie visits FDR at the White House. What does FDR explain about the New Deal and how Annie’s “Tomorrow” relate to the New Deal.
Preview Life During the New Deal using the PIC Method
Play Brother Can you Spare a Dime, from and analyze the song with the APPARTS method and annotate text or I hear/ it means (Don’t pass out the lyrics until after the students listen and analyze)
Venn Diagram for Women and African Americans as affected by the New Deal.
View clip from Cinderella Man Documentary (Jim Braddock applying for relief and the shame that he feels) and discuss the emotions that Jim Braddock might feel
Popular Entertainment stations. Choose a variety of films, songs, sportscasts for students to watch/read/listen and analyze by completing an I see/It means (or I hear/It means) for these. Teacher will likely need to get a laptop cart of 6 or 12 and have students choose which station to go to. View 1930s film clips (Frank Capra films and escapism, Walt Disney, Gone With theWind, etc), Joe Louis or Jessie Owens for Sports and African American perspective, (authentichistory.com 1930s/sports link) Students summarize learning by answering Key Question 4 at left.
Preview Analyzing the New Dealusing the Pic Method
Students prepare a Pros/Cons GO on the relief, recovery, and reform as homework.
Pair/share homework in small groups and discusslegislations from previous sections and the charts on pages 716 and 724. Add value judgments for those legislations and place in the Pros/Cons GO.
Socratic discussion or Small group (accountable talk) on Relief, Recovery, and Reform. (Possible discussion questions: Most important legislation of the New Deal? What was the least effective legislation from the New Deal?) / Suggested Assessments:
Section quiz from Anthem Progress Assessment. Differentiate for levels: give CP level answer bank as is on wkst. For honors level, have students supply own answers. (option: allow students to use notebooks)
(Make copies of some of the best/clearest New Deal Program Reforms and pass out groups) Students work in groups to categorize the programs into relief, reform, or recovery and discuss why it should be categorized as such. Students take notes on topic after teacher checks for accuracy (or sends students to chart on page 712 to self-check)
Write a persuasive letter to the editor in which you either defend or criticize Roosevelt’s New Deal programs. Use details from the section to support your position. (Alternative Assessment Rubric #43)
Section 2
To process the programs of the 2nd new deal, students are assigned groups and a program. In groups, students discuss the problem that the program was supposed to solve and the result of the program (that hopefully solve the problem) Students produce visual representation of discussion. This can be a basic diagram or a before and after picture depending on time available.
Section 3
WPA research project (usually a 2-day project) where students research New Deal photographers and create a poster the exemplifies their work. (located on the public drive and in resource notebook)
Section 4 Assessment
Open Response: How effective was the New Deal? Discussing its successes and failures. Support your answer with evidence from your notebook and the discussion. Use the persuasion rubric to grade writing #43.
After the Socratic seminar have students write an open response about the New Deal.
Quizzes and Topic Test
Required Assessment
  • Select one of your choice