High School
11th Grade
Classroom Based
Assessment
Checks and Balances CBA
Is the New Deal a good example of checks and balances?
A Note on the Implementation of this Classroom-Based Assessment
To comply with state mandates and OSPI recommendations, Vancouver Public Schools is implementing one social studies
Classroom-Based Assessment (CBA) each year from grades three to twelve. This document should be seen as a model of one
way to implement the CBA. Teachers may use it in its entirety if they so choose. However, as long as the students create a
product aligned to the task set forth by OSPI and the task can be evaluated using OSPI’s rubric, teachers may design their
own implementation plans. In other words, everything presented in this document is optional except the task and the rubric.
Task: You Will:
State a position that evaluates whether the system of checks and balances worked during a particular
administration, court, or congress/legislature by evaluating whether it prevented one branch from
exercising too much power.
Provide background on your position by describing the administration, court, or ocngrss/legislature.
Provide background on your position by explaining how one branch checked or could have checked
another during this time with two or more examples.
Provide reason(s) for your position that include:
An evaluation of whether one branch increased its powr during this administration, court,
or congress/legislature relative to another with two or more examples to support your
position.
Make explicit references within the paper or presentation to three or more credible sources that
provide relevant information AND cite sources within the paper, presentation, or bibliography.
Skills Required to Perform the Task


Taking and supporting a position with evidence and details from resources.
Analyzing primary and secondary resources.
Citing sources
Content Focus of this CBA Implementation Model
NOTE: As indicated above, teachers may choose other issues than the one supported in this plan. This is a model of one way
to do the Checks and Balances CBA.
Fort Vancouver High School
U.S. History
Classroom Based Assessment
Suggested Unit Design
Historical Question:


Ask students if they feel they have enough information from the text, their background information, and the
information shared by other students to answer the question,
Ask the class to think of further questions they would need answers to adequately address the question above.
Research:

Teachers may supply students with any or all of the primary and secondary resources in this packet or they may
require students to find resources on their own.
 Once students have both primary and secondary resources (documents from this packet, supplied by the teacher,
and/or found by the students) have them read and take notes evaluating the New Deal and how it was a good
example of checks and balances.
 At some point, students will need to choose a position and link that position to why we study this event and how it
helps us understand current issues and events. The Resource Analysis Worksheet can help students evaluate
resources and organize and hold their thinking.
NOTE. Talk to your students about the importance of looking for corroborating evidence and bias.
Pre-Writing:



Explain to the class that their task is to write a paper that takes a position and how The New Deal was a good
example of checks and balances and support that position with evidence from their research.
Share the Suggested Paper Organization with students.
Explain how students can take information from the Research Analysis Worksheets to create an outline for their
papers.
Writing:



For the purposes of OSPI, teachers may guide and support students up to the point of writing the paper. There are no
mandated time constraints but it is recommended that the writing take place during class.
Students may use any notes, graphic organizers, or resources while writing, but they should not use peers or the
teacher because the finished product should represent a student’s understanding and skills.
Students are allowed to revise their work but the teacher, peers, or parents should not be guiding the revision beyond
indicating on the rubric where the student may want to put more efforts.
NOTE:
 Once teachers have evaluated the paper with the rubric they may offer more guidance to students.
 This CBA is assessing the students’ understanding of social studies concepts and application of social studies
skills. While teachers may choose to evaluate students’ writing skills (such as conventions, organization, style,
etc.) this should be done separately from the evaluation of the CBA task as this is scored for content only.
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U.S. History
 MEETING STANDARD 
GLE (EALR)
1.2.2 Evaluates the
effectiveness of the
system of checks and
balances during a
particular presidential
administration,
Supreme court, or
Congress.
(EALR 1.2 Understands
the purposes,
organization and
function of
governments, laws and
political systems.)
5.4.1 Evaluates and
interprets other points
of view on an issue
within a paper or
presentation.
1.2.2 Evaluates the
effectiveness of the
system of checks
and balances during
a particular
presidential
administration,
Supreme Court, or
congress (11th
grade)
EALR 1.2
Understands the
purposes,
organization and
function of
governments, laws
and political
systems)
D- Sources
5.4.2: Creates
strategies to avoid
plagiarism and
respects intellectual
property when
developing a paper or
presentation.
5.2.2 Evaluates the
validity, reliability, and
credibility of sources
while researching an
Classroom Based Assessment
 NOT MEETING STANDARD 
4 - Excellent
3 - Proficient
States a position that
evaluates whether the
system of checks and
balances worked during a
particular administration,
court, or
congress/legislature/local
council by:
 Evaluating whether it
prevented one branch
from exercising too
much power.
And
 Discussing the legacy of
the administration, court,
or congress/legislature
for the functioning of
government.
States a position that
evaluates whether the
system of checks and
balances worked during a
particular administration,
court, or
congress/legislature/ local
council by:
Provides background on the
administration, court, or
congress/legislature by:
 Describing the
administration, court, or
congress/legislature and
 Explaining how one
branch checked or could
have checked another
during this time with
three or more examples.
Provides reason (s) for the
position supported by
evidence.
The evidence includes:

An evaluation of
whether one branch
increased its power
during this
administration, court
or congress/legislature
relative to another with
three or more
examples
 Makes explicit references
within the paper or
presentation to four or
more credible sources
that provide relevant
information.
 Cites sources within the
paper, presentation or
bibliography
2 - Partial
1 - Minimal
States a position that
evaluates whether the
system of checks and
balances worked during a
particular administration,
court, or
congress/legislature/ local
council
WITHOUT
 evaluating whether it
prevented one branch
from exercising too much
power.
Discusses the system
of checks and
balances during a
particular
administration,
court, or
congress/legislature/
local council without
taking a position.
Provides background on the
administration, court, or
congress/legislature by
Provides background on the
administration, court, or
congress/legislature by:
 Describing the
administrations court, or
congress/legislature and
 Explaining how one
branch checked or could
have checked another
during this time with one
example.
Provides background
on the administration,
court, or
congress/legislature by
 Describing the
administration,
court, or
congress/legislature
WITHOUT
Explaining how one
branch checked or
could have checked
another during this
time.
Provides reason (s) for the
position supported by
evidence.
The evidence includes:
 An evaluation of whether
one branch increased its
power during this
administration, court or
congress/legislature
relative to another with
two or more examples
Provides reason (s) for the
position supported by
evidence.

The evidence includes:
An evaluation of whether
one branch increased its
power during this
administration, court or
congress/legislature relative
to another with one or more
examples
Provides reason (s) for
the position without
any supporting
evidence.
 Makes explicit references
within the paper or
presentation to three
credible sources that
provide relevant
information.
 Cites sources within the
paper, presentation or
bibliography
 Makes explicit references
within the paper or
presentation to two
sources that provide
relevant information.
 Cites sources within the
paper, presentation or
bibliography
 Makes explicit
references within
the paper or
presentation to one
source that provides
relevant
information.
 Cites sources within
the paper,
presentation or
bibliography
 Evaluating whether it
prevented one branch from
exercising too much
power.
 Describing the administration,
court, or congress/legislature
and
 Explaining how one branch
checked or could have
checked another during this
time with two examples.
issue or event.
 MEETING STANDARD 
 NOT MEETING STANDARD 
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Possible Scope and Sequence of the Unit
1. Teacher chooses how to deliver information about the The Great Depression. This unit focuses on the response
2.
3.
to the Great Depression.
Introduce the CBA and how the process will work. Go over the rubric, outlines etc. . .
Socratic Seminar on excerpt from Franklin D. Roosevelt’s first inaugural address, March 4, 1933.
4. Role of Government discussion: Read the USA Today article on the size of government. Answer questions and
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
discuss the role of government. Make connections from the Great Depression to the recession of 2008.
Read another excerpt from Roosevelt’s first inaugural address, answer document based question.
New Deal overview: Lecture or use PPT to deliver basics of New Deal: Students take C-Notes
Jigsaw out the different New Deal programs. Have students use textbooks, computers or personal devices to
complete basic information on each program and share out with the rest of the class.
Read the presidential signing statement on the SSA: discuss SSA and its impact and legacy
Discuss Supreme Court decisions finding New Deal programs unconstitutional
Read the excerpt from the NRA court decision and answer the questions
Read FDR’s fireside chat from March 9, 1937 and answer the questions. Discuss.
Discuss or lecture about details of the court packing plan
Discuss reaction to the Court Packing plan through analyzing political cartoons of the time.
Go over the CBA writing process with students. Go over the rubric and outline again to ensure there are no
questions.
Remind them that once they start writing they cannot receive help.
Ensure students have completed all the pre writing work
Write the CBA.
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U.S. History
Classroom Based Assessment
Suggested Paper Organization
There are many ways one might organize this paper. Here is one way that has all of the elements in place to
possibly meet the excellent level of the rubric.
Introduction
 Brief background information about the historical question
 Thesis clearly taking a position on whether or not the system of checks and balances worked
during the New Deal.
 Connection to current issues and events
Body Paragraphs: Specific examples of Checks and Balances
I.
Background information
a. Mood of the country
b. Political Climate
c. Brief explanation of events
d. Transition to next paragraph
II. Example #1: Choose a New Deal Program that was found unconstitutional.
a. Specific Background information on the program
1. How, what, why, who etc… about the program.
2. What was the goal of the program?
b. An evaluation of whether one branch increased its power during this
administration, court or congress/legislature relative to another. (what was the
process involved in passing the bill that authorized this program?)
III. Example #2: How and why was the same program was found unconstitutional.
a. Explain how and why the Supreme Court struck down the program.
b. Evaluate how one branch did, or could have checked the other branch.
c. An evaluation of whether one branch increased its power during this
administration, court or congress/legislature relative to another.
IV. Example #3: Court Packing Plan.
a. Specific Background information on the plan.
b. Reaction to the plan, both from the public and the other branches of gov’t.
c. An evaluation of whether one branch increased its power during this
administration, court or congress/legislature relative to another.
Conclusion
 Reiteration of the position of the paper
 Summarization the main points of the paper
 Explanation of how studying this historical question helps us to understand current issues
and events
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U.S. History
Classroom Based Assessment
Detailed Outline
You may use this more detailed outline as you write your essay. It is one way to organize your
thoughts and may be helpful for students who struggle with writing. This is most likely how Mr.
Davolt would organize the essay if he were writing it, but it is certainly not the only way.
Paragraph 1: Introduction
Sentence One: Very broad statement on the importance of checks and balances:
Sentence Two: Sentence reinforcing and adding more detail about the importance of
checks and balances.
Sentence Three: Statement on the New Deal and how it relates to checks and balances.
Sentence Four: Statement relating the New Deal to current events and why studying it is
important.
Sentence Five: Thesis statement taking a position on whether or not the system of
checks and balances worked during the New Deal.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Paragraph II: Body Paragraph #1: Historical Background
Sentence One: Topic Sentence: What is the overall mood of the country during this time period?
Sentence Two: Sentence about the Great Depression and what happened and what the condition of the
economy is. (this could take two sentences to be done well).
Sentence Three: Sentence about the spirit of the country. How do people feel? Hopeful, or depressed?
(may need more than one sentence here)
Sentence Four: Sentence on the political climate: Focus on the President, and Congress. How did they
hope to end the depression?
Sentence Five: More on political climate: Was there a spirit of cooperation? Was their urgency between
the two branches? Was this normal or typical?
Sentence Six: Brief overview of what the President and Congress did? Mention 100 days. (May need
more than one sentence. Can also connect 100 days to current time)
Sentence Seven: The Supreme Court: What was the Supreme Court’s role? How did they react to some
New Deal programs?
Sentence Eight: Court packing plan: Brief sentence explaining the plan.
Sentence Nine: Concluding Sentence: Wrap up preview future body paragraphs and restate again why
studying this is important to understanding current events.
Be sure you use a cited source at least once in each paragraph and preferably more than once.
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U.S. History
Classroom Based Assessment
Paragraph III: Body Paragraph #2: Examine a New Deal Program that was found
unconstitutional
Sentence One: Topic Sentence: Introduce the program, state its full name and abbreviation, and overall
goal.
Sentence Two: Specific background info on the program: What was the goal of the program? Why was
it needed?
Sentence Three: More background: What did the program actually do? How was it implemented?
Sentence Four: Background: How did the program pass the legislature? When did it pass? What type of
support did it have?
Sentence Five: An evaluation of whether one branch increased its power during this administration, court
or congress/legislature relative to another: Did the legislature properly check the
executive’s power?
Sentence Six: You may need to add more sentences to explain if power was increased relative to another
branch of government.
Sentence Seven: Ideally you would quote an expert or other source that directly comments on checks and
balances of the example.
Sentence Eight: Concluding Sentence: Your words taking a position stating whether or not it is a good
example of checks and balances.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Paragraph IV:Body Paragraphs 3: How and why was the same program was found
unconstitutional.
Sentence One: Topic Sentence: Transition to arguments against the program and what happened at the
Supreme Court.
Sentence Two: Background information as to why the court case was brought up? Who did not like the
program and why?
Sentence Three: More background. What happened in the Supreme Court?
Sentence Four: Why did the court find the program unconstitutional? (citing a source would be a very
good idea here).
Sentence Five: An evaluation of whether one branch increased its power during this administration, court
or congress/legislature relative to another. Explain how this court decision was a check
on presidential/congressional power.
Sentence Six: Was this a good example of checks and balances?
Sentence Seven: Elaborate on if this a good example of checks and balances? Ideally you would quote
an expert or other source that directly comments on checks and balances of the example.
Sentence Eight: Concluding Sentence: Your words taking a position stating whether or not it is a good
example of checks and balances.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Paragraph V. Body Paragraph 4: Roosevelt’s Court Packing Plan
Sentence One: Topic Sentence: Introduces the plan, and why Roosevelt thought it was a
good idea.
Sentence Two: Background information: More information as to what Roosevelt
thought he would accomplish through the plan.
Sentence Three: More background. What was the reaction of the plan? Public reaction.
Sentence Four: What was the reaction to the plan? Congressional reaction.
Sentence Five: An evaluation of whether one branch increased its power during this
administration, court or congress/legislature relative to another.
Sentence Six: You may need to add more sentences to explain if power was increased
relative to another branch of government.
Sentence Seven: End results. What was the result of the court packing proposal? Did
Roosevelt’s goal end up being accomplished anyway?
Sentence Eight: Concluding Sentence: Your words taking a position stating whether or
not it is a good example of checks and balances.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Paragraph VI. Conclusion/ Legacy
Sentence One: Topic Sentence: Take a position on what the legacy of this time period
was on government. (Choose one branch to focus on)
Sentence Two: Add more detail to your position. How did one branch of government
change how it interacted with the other branches?
Sentence Three: Cite a source. Find an expert that agrees with your position and use
them to strengthen your argument.
Sentence Four: Relate this to a current event: why should we study this? What does it
tell us about government today?
Sentence Five: Cite specifics about a current event or how government functions today,
and how we can apply our knowledge of the past to today.
Be sure you use a cited source at least once in each paragraph and preferably more
than once.
Annotated Bibliography
Remember you need to use 3 high quality sources effectively to pass. You should 4
or more if you are expecting a grade higher than a C.
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U.S. History
Classroom Based Assessment
Resource Analysis Worksheet
Name:
Source #:
Bibliographic Information:
Source Analysis Questions:
1. How would you describe or summarize the source?
2. When was the source created (era, date, before or after an event)?
3. Who created the source?
4. What do you know about the creator of the source? Age? Gender? Ethnicity? Education? Anything?
5. Do you think this is a credible source?
Explain why or why not.
Using Information Obtained from the Source:
This source is:
 Supportive of my position
 Against my position
 Neutral
Does this source relate to any of the following social studies perspectives? Check all that apply.:
 Geographic  Political
 Economic
 Sociological  Psychological
What information did the source have about the item(s) checked above?:
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U.S. History
Classroom Based Assessment
Document Analysis Worksheet
Document Letter or Number _______
Source _________________________________________________________
Author _____________________________________________________________________________________________
Date/Period of Document _______________________
Primary _____
Secondary_____
Main Idea of Document:
Important Facts
How Can I Use This in my essay?
Document Letter or Number _______
Source _________________________________________________________
Author _____________________________________________________________________________________________
Date/Period of Document _______________________
Primary _____
Secondary_____
Main Idea of Document:
Important Facts
How Can I Use This in My Essay?
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Document Analysis Worksheet
Document Letter or Number _______
Source _________________________________________________________
Author _____________________________________________________________________________________________
Date/Period of Document _______________________
Primary _____
Secondary_____
Main Idea of Document:
Important Facts
How Can I Use This in my essay?
Document Letter or Number _______
Source _________________________________________________________
Author _____________________________________________________________________________________________
Date/Period of Document _______________________
Primary _____
Secondary_____
Main Idea of Document:
Important Facts
How Can I Use This in my essay?
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U.S. History
Franklin D. Roosevelt, Inaugural Address, March 4, 1933
Classroom Based Assessment
Source #1
This speech was given as an outline for how the Roosevelt administration would respond to the Great Depression. This is
just a portion of the speech.
Happiness lies not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort. The joy
and moral stimulation of work no longer must be forgotten in the mad chase of evanescent profits. These dark days will be
worth all they cost us if they teach us that our true destiny is not to be ministered unto but to minister to ourselves and to our
fellow men.
Recognition of the falsity of material wealth as the standard of success goes hand in hand with the abandonment of the false
belief that public office and high political position are to be valued only by the standards of pride of place and personal profit;
and there must be an end to a conduct in banking and in business which too often has given to a sacred trust the likeness of
callous and selfish wrongdoing. Small wonder that confidence languishes, for it thrives only on honesty, on honor, on the
sacredness of obligations, on faithful protection, on unselfish performance; without them it cannot live.
Restoration calls, however, not for changes in ethics alone. This Nation asks for action, and action now.
Rank the following pairs of words in importance to this text?
Happiness - Government
Wealth – Freedom
Power - Action
Speech accessed from: http://historymatters.gmu.edu/d/5057/ Date: 3.20.18
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U.S. History
Classroom Based Assessment
How big government should be, stirs debate
Source #2
10.11.210
By Susan Page, USA TODAY
WASHINGTON — Americans are having a crisis of confidence in their government.
So what size and scope of government do Americans want?
That issue has fueled the Tea Party movement and defined this year's elections. Anti-government feeling — ignited by angst
over the cost of government bailouts and the reach of the sweeping health care law — is the biggest force behind
projected Democratic losses on Nov. 2 that are expected to reshape the capital's politics and could deliver control of Congress
to the Republicans.
Three weeks before Election Day, USA TODAY and Gallup are trying to understand the underlying attitudes driving this
debate with a national survey and an analysis that charts five distinct groups of public opinion. They range from the 22% of
Americans at one end who want government out of their lives — among them many Tea Party supporters — to the 20% at the
other end who endorse an expansive government that protects its citizens from life's travails.
No political issue is more fundamental, and no other question divides the electorate more sharply along partisan lines.
A USA TODAY/Gallup conference in Washington, D.C., on Wednesday will bring together think-tank analysts, government
officials and others to discuss the survey's findings and its implications for public policy.
Rhonda Bryner, 44, of Newark, Ohio, is a small-business owner whose views put her in the midpoint of the USA TODAY
analysis. "They've overstepped their authority," she says of the government. "For sure they've forgotten about the Constitution
and what our forefathers set up."
Like Bryner, 58%% of those surveyed say the government is doing too many things that should be left to individuals and
businesses. That's the highest percentage who say the government is doing too much in more than a decade.
Thirty-six percent say the government should do more to solve the country's problems.
The analysis reveals a complicated landscape of beliefs: Most Americans endorse government activism on a range of issues
— not only national defense but also the environment, civil rights and consumer protection — but doubt the competence of
government to deliver results effectively and efficiently.
Brian Pyle, 45, a truck driver and Teamsters member from Battle Creek, Mich., who was among those called in the poll,
struggles to describe where he stands.
"It's too big, the federal government, and too involved in regulation as far as businesses are concerned, because that tends to
stifle economic growth," he begins. "But it's kind of aCatch-22 situation, in my mind. I think unregulated business to some
degree can be a bad thing, too. That's what got us into this recession in the first place.
"If I had the answer," he says, "I'd be on Capitol Hill."
There are warning flags for Republicans and Democrats when Americans consider the subject:
• The government-is-the-problem mantra of conservatives draws only about one in five voters. There is a broad consensus
that the government ought to build transportation systems, protect consumers from unsafe products, preserve the environment
and combat discrimination.
Nearly six in 10 say the government should make sure all Americans have adequate health care, despite qualms about the
health care overhaul President Obama signed this year.
"They aren't doing enough for the right people, for the poor," says Yvette Chappell, 47, a mother of three from Hawthorne,
Calif., who falls in the bigger-is-better category of views toward government. She wants more public help for the homeless in
her community, especially families with children.
• The government-is-the-solution message of liberals also draws only about one in five voters. Half of those surveyed say
there's too much government regulation of business, a new high. Three in four say business can do things more efficiently
than the government.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Six in 10 even disagree with the notion that the government generally does things in a way that is fairer than business, a
traditional reason for government activism.
Looking for what works
"I basically think Americans as a whole are pragmatic," says Norman Ornstein, a political analyst with the American Enterprise
Institute and co-author of The Broken Branch: How Congress is Failing America and How to Get It Back on Track. "What
they're looking for, is what works."
"It's not black and white," says Frank Newport, editor-in-chief of the Gallup Poll. He sees a "branding problem" for the federal
government, likening it to a cable company that consumers see as essential but hate for inept repairmen and fuzzy reception.
There's no question that there has been a backlash to steps the government took in 2008 and 2009 in the face of a possible
financial meltdown — from the Wall Street bailout signed by President George W. Bush to the stimulus package and autorescue plan signed by Obama. Some voters fear billions of taxpayer dollars have been spent to little effect while their families
still deal with hard times.
"This spending like a madman was just incredible to me," says Trace Oliver, 53, of Eagle, Idaho, a conservative who counts
himself as a Tea Party sympathizer. His earnings as a salesman of high-end RVs has dropped by half since the recession hit.
"We're Americans. We like the great country we live in but, damn it, you're giving it away."
He blames both parties for the nation's missteps but is counting on a resurgent GOP to turn things around. "We need to throw
out the House and Senate," he says, replacing incumbents with "real people that want to quit being foolish and do the right
thing."
Actually, neither party is now held in particularly high regard. A majority of Americans have expressed an unfavorable opinion
of Republicans and Democrats throughout 2010, the first time that dyspeptic perspective has prevailed for such an extended
period of time since Gallup began asking the question almost two decades ago.
Confidence in state government is higher than that in the federal government, and trust in local governments higher still.
A deficit of trust
"Americans historically have been skeptical of government and of concentrations of power generally ... but there are two other
more recent factors at work," says William Galston of the Brookings Institution, a White House adviser to President Clinton and
co-author of Democracy At Risk. "Trust in government is at a very low ebb ... and the perception that spending is out of control
and is not achieving its intended purposes is the central feature of the political landscape right now. It absolutely trumps
everything else."."
A USA TODAY analysis of polling data used responses on five key questions about the government to divide Americans into
five groups with distinct points of view.
The groups in a nutshell:
• Keep it small: This cohesive group wants government to stay away from regulating the free market or morality. They trust
private enterprise over public institutions and overwhelmingly oppose Obama and the Democratic Party. Many support the Tea
Party movement.
They are the wealthiest, the most conservative and the most predominantly white and male of any of the groups.
• Morality first: This group also is decidedly Republican, and they don't endorse a large federal role in addressing income
disparities. But they are solidly in favor of the federal government acting to uphold moral standards and promote traditional
values.
A Republican governing coalition that includes both the first and second groups could risk fracture when the issues turned
from a more limited government on the economic front to questions such as whether to oppose same-sex marriage or restrict
abortion.
• The mushy middle: This pragmatic group avoids the extremes. Those in this category split more evenly on attitudes toward
the GOP, the Democratic Party and Obama than others.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Ninety-five percent of them end up somewhere in the middle when asked to place themselves on a five-point scale on the
proper role of government — "1" meaning the government should provide only the most basic functions and "5" meaning the
government should take active steps in every area it could.
• Obama liberals: This group wants the government to take a big role in addressing economic disparities but a small one in
upholding moral standards. It is the most suspicious of business: Six in 10 say business will harm society unless regulated by
the government.
They are the youngest group and the group with the highest percentage of liberals, Democrats and Obama supporters.
• The bigger the better: The members of this group are the most likely of any to trust government and to endorse its
involvement in areas from upholding morality to addressing income inequality.
This group is the most racially and ethnically diverse of any — 45% of its members are Hispanic, African-American or another
racial minority — and has the lowest income levels.
In their ranks, nine in 10 think the government should take a major role in ensuring adequate health care and a minimum
standard of living for all Americans.
The philosophical debate over what the government should do may soon be joined by a practical debate over what the
government can afford to do. A report is due Dec. 1 from a bipartisan commission charged with addressing the deficit,
including the costs of Social Security and Medicare. The costs of those benefit programs are expected to explode as the huge
Baby Boomer generation retires.
Most of those surveyed acknowledge a disconnect: 56% say most Americans demand more from the government than they
are willing to pay for with taxes.
The crisis of confidence may not end anytime soon
Read the entire article at:
http://usatoday30.usatoday.com/news/washington/2010-10-11-1Abiggovernment11_CV_N.htm
Date Accessed 3.4.14
1. A one-sentence description of the author’s thesis (or the main point of the article) in YOUR OWN WORDS.
2. Key facts/evidence supporting the author’s thesis/main point
3. At least one paragraph giving YOUR response to the main point, and the substance of the editorial/article. An
emotional “gut reaction” is fine . . . but you ALSO must support your opinion with facts and logical analysis.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Source #1
"So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—
nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.
In every dark hour of our national life a leadership of frankness and vigor has met with that
understanding and support of the people themselves which is essential to victory. I am convinced that
you will again give that support to leadership in these critical days.
In such a spirit on my part and on yours we face our common difficulties. They concern, thank
God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay
has fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are
frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find
no markets for their produce; the savings of many years in thousands of families are gone.
More important, a host of unemployed citizens face the grim problem of existence, and an
equally great number toil with little return. Only a foolish optimist can deny the dark realities of the
moment."
—Franklin D. Roosevelt, First Inaugural Address, March 4, 1933
1. In this excerpt from FDR's first inaugural speech, how did he attempt to win the support of
the American people for his leadership during the economic crisis of the Great Depression?
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Source #3
Timeline and
Overview
In July of 1932, in the midst of the
greatest economic crisis in U.S. history,
Franklin D. Roosevelt accepted the
Democratic
Party’s
presidential
nomination, promising “a new deal for the
American people.” That promise became
a series of relief, recovery, and reform
programs designed to provide assistance
to the unemployed and poor, revive the
economy, and change the financial
system to prevent another depression.
A Young Man’s Opportunity for Work, Play, Study & Health
http://www.loc.gov/pictures/item/92513367
Historical Background
The timeline below shows some major events related to the New Deal, beginning
with its antecedents in the four years before Roosevelt’s inauguration:
1929
In October, the stock market crashes, marking the beginning of the Great
Depression.
1930
Unemployment grows from almost 4 million in January to 7 million in December.
President Herbert Hoover appoints the President’s Emergency Committee for
Employment to stimulate state and local relief (no funding for relief was provided
the committee).
1932
Congress authorizes release of government surplus wheat and cotton for relief
purposes.
Emergency Relief and Construction Act is passed. The Act provides funding to help
state and local governments with their relief efforts.
Franklin D. Roosevelt is elected president in November.
1933
In the first two months of 1933, 4,004 banks fail. Unemployment reaches
approximately 14 million (about 25 percent). FDR is inaugurated on March 4. The
following day, he proclaims a four-day bank holiday. He calls a special session of
Congress to begin March 9.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
On the first day of its special session, Congress passes the Emergency Banking
Act, which gives the president power over the banks. Within a few days, many
banks reopen, lifting national spirits. Over the next 100 days, Congress enacts a
number of laws creating New Deal programs.
These include:
• The Reforestation Relief Act, establishing jobs
for 250,000 young men in the Civilian
Conservation Corps (CCC). By the program’s
end in 1941, 2 million people will have worked
on CCC projects.
• The Federal Emergency Relief Act, which
provides funds to states for re-lief.
• The Agricultural Adjustment Act, establishing
prices for farm products and pay-ing subsidies
to farmers, and the Farm Credit Act, providing
agricultural loans.
• Tennessee Valley Authority Act, which creates
the TVA to build dams and power plants.
• Federal Securities Act, which gives the
executive branch the authority to regulate
stocks and bonds.
Better housing: The solution to infant mortality in the
slums http://www.loc.gov/pictures/ item/98518522/
• Home Owners Refinancing Act, providing aid to homeowners in danger of losing
their homes.
• National Industrial Recovery Act, which establishes the Public Works
Administration (PWA) and the National Recovery Administration (NRA).
The PWA provides employment in the building of roads and public build-ings.
The NRA regulates trade to stimulate competition.
• Banking Act of 1933, creating the Federal Deposit Insurance Corporation to
protect depositors’ funds. Roosevelt establishes the National Labor Board (NLB) to
protect workers’ rights to join unions to bargain collectively with employers.
1934 Congress continues to pass relief and reform legislation, including the
Securities Exchange Act, which estab-lishes the Securities and Exchange
Commission (SEC) to regulate sale of securities, and the National Hous-ing Act,
which establishes the Federal Housing Administration (FHA) to provide insurance
for loans needed to build or repair homes.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
1935
Congress passes the Emergency Relief
Appropriation Act, which funds the Works
Progress Administration (WPA) to provide
employment on “useful projects.” Through June
1943, when the WPA ends, the program
will provide jobs for 8.5 million Americans with 30
million dependents. The Supreme Court rules the
NIRA unconstitutional. Congress passes National
Labor Relations Act, Social Security Act, Bank
Act, Public Utilities Act, and Revenue Act. These
acts provide a safety net for the el-derly and
disabled, authorize greater government
regulation of banks and utility companies, and
increase taxes on wealthier Americans.
1936 Supreme Court rules the Agricultural
Adjustment Act unconstitutional. Roosevelt is
reelected.
1937 Roosevelt is inaugurated in January.
Thwarted by Supreme Court decisions, Roosevelt
Grand Canyon National Park, a free
develops a plan to change the Court’s
government service
composition. His proposal would add a judge for
http://www.loc.gov/pictures/item/2007676131/
every justice who does not retire at age 70. The
plan is not well received, even among Roosevelt
supporters. Supreme Court upholds National Labor Relations Act and Social
Security Act.
1938 Congress passes Fair Labor Standards Act, which sets a minimum wage for
workers and a maximum number of work hours. This is the last significant New
Deal legislation.
Historians still debate whether the New Deal succeeded. Those who say it succeeded point out that
economic indicators, while they did not return to pre-De-pression levels, did bounce back
significantly, and also point to the infrastructure created by WPA workers as a long-term benefit.
Critics point out that, while unemployment fell after 1933, it remained high. They argue that the
New Deal did not provide long-term solutions and only the war ended the Depression.
Furthermore, many critics feel the New Deal made changes in the government’s role that were not
a benefit to the nation.
Timeline and Overview from: http://www.loc.gov/teachers/classroommaterials/primarysourcesets/new-deal/pdf/teacher_guide.pdf
Accessed: 3.13.2014
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Source #4
1. Civilian Conservation Corps (CCC) 1933
This environmental program put 2.5 million unmarried men to work maintaining and restoring
forests, beaches, and parks. Workers earned only $1 a day but received free board and job
training. From 1934 to 1937, this program funded similar programs for 8,500 women. The CCC
taught the men and women of America how to live independently, thus, increasing their self esteem.
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Fort Vancouver High School
2.
U.S. History
Classroom Based Assessment
Agriculture Adjustment Administration (AAA) 1933
The AAA tried to raise farm prices. It used proceeds from a new tax to pay farmers not to
raise specific crops and animals. Lower production would, in turn, increase prices.
Farmers killed off certain animals and crops as they were told to by the AAA. Many could
not believe that the federal government was condoning such an action when many
Americans were starving. This was declared unconstitutional later on.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
3. National Industrial Recovery Act (NIRA) 1933
The decline in the industrial prices in 1930s caused business failures and unemployment. The
NIRA was formed in order to boost the declining prices, helping businesses and workers. The
NIRA also allowed trade associations in many industries to write codes regulating wages,
working conditions, production, and prices. It also set a minimum wage. The codes stopped
the tailspin of prices for a short time, but soon, when higher wages went into effect, prices rose
too. Thus, consumers stopped buying. The continuous cycle of overproduction and under
consumption put businesses back into a slump. Some businesses felt that the codes were too
complicated and the NRA was too rigid. It was declared unconstitutional later on.
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
4. Federal Deposit Insurance Corp (FDIC) 1934
The Federal Deposit Insurance Corporation (FDIC) was formed by Congress to insure deposits
up to $2500. Insured institutions are required to place signs at their place of business stating
that "deposits are backed by the full faith and credit of the United States Government." Since
the start of FDIC insurance on January 1, 1934, no depositor has lost a single cent of insured
funds as a result of a failure.
26
Fort Vancouver High School
U.S. History
Classroom Based Assessment
5. Works Progress Administration (WPA) 1935
This agency provided work for 8 million Americans and attempted to decrease
unemployment. The WPA constructed or repaired schools, hospitals, airfields, etc. WPA
had employed more than 8,500,000 different persons on 1,410,000 individual projects, and
had spent about $11 billion. During its 8-year history, the WPA built 651,087 miles of
highways, roads, and streets; and constructed, repaired, or improved 124,031 bridges,
125,110 public buildings, 8,192 parks, and 853 airport landing fields.
27
Fort Vancouver High School
U.S. History
Classroom Based Assessment
6. Social Security Act (SSA) 1935
This act established a system that provided old-age pensions for workers, survivors benefits
for victims of industrial accidents, unemployment insurance, and aid for dependent
mothers and children, the blind and physically disabled. Although the original SSA did not
cover farm and domestic workers, it did help millions of Americans feel more secure.
Summaries of New Deal programs from:
http://www.eastconn.org/tah/0910MB1_FDRNewDealLesson.pdf
Accessed: 3.17.14
28
Fort Vancouver High School
U.S. History
Classroom Based Assessment
New Deal Public Programs
Directions: Use the textbook, a computer or your personal electronic device to answer the
following questions about your new deal program. Be prepared to share your findings with
the class.
New Deal Program Name: ________________________
1..Who was the program intended to help?
2. What was this program intended to do?
3. Does this program fall under the Relief, Recovery, or Reform Program of Roosevelt’s
New Deal? Explain.
4. How successful do you believe this program was at relieving the economic crisis?
5. How does this program add to your understanding of the Great Depression?
6. Does it still exists today? Should it? How long was it around? Why did it end? Write a
solid paragraph here.
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Classroom Based Assessment
U.S. History
Fort Vancouver High School
Full name of
the program
Who was the
program
intended to
help?
What was
the program
intended to
do?
Relief
Recovery or
Reform
How
successful
was the
program in
relieving the
economic
crisis
Does it still
exist today?
Should it? If
not, why did
it end?
CCC
AAA
NRA
FDIC
WPA
SSA
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Source #5
(A) PRESIDENTIAL STATEMENT SIGNING THE SOCIAL SECURITY ACT. AUGUST
14,1935
Today a hope of many years' standing is in large part fulfilled. The civilization of the past
hundred years, with its startling industrial changes, has tended more and more to make life
insecure. Young people have come to wonder what would be their lot when they came to old
age. The man with a job has wondered how long the job would last.
This social security measure gives at least some protection to thirty millions of our citizens who
will reap direct benefits through unemployment compensation, through old-age pensions and
through increased services for the protection of children and the prevention of ill health.
We can never insure one hundred percent of the population against one hundred percent of
the hazards and vicissitudes of life, but we have tried to frame a law which will give some
measure of protection to the average citizen and to his family against the loss of a job and
against poverty ridden old age.
This law, too, represents a cornerstone in a structure which is being built but is by no means
complete. It is a structure intended to lessen the force of possible future depressions. It will act
as a protection to future Administrations against the necessity of going deeply into debt to
furnish relief to the needy. The law will flatten out the peaks and valleys of deflation and of
inflation. It is, in short, a law that will take care of human needs and at the same time provide
the United States an economic structure of vastly greater soundness.
I congratulate all of you ladies and gentlemen, all of you in the Congress, in the executive
departments and all of you who come from private life, and I thank you for your splendid efforts
in behalf of this sound, needed and patriotic legislation.
If the Senate and the House of Representatives in this long and arduous session had done
nothing more than pass this Bill, the session would be regarded as historic for all time.
http://www.presidency.ucsb.edu/ws/?pid=14916
accessed 3.17.2014
Does this support government involvement or a laissez faire
approach to the economic crisis?
What benefits does Roosevelt believe the SSA will bring to the people of the United States?
31
Fort Vancouver High School
U.S. History
Classroom Based Assessment
Source #6
FDR versus Nine Old Men: Schechter v. United States
Stocked with philosophical and economic conservatives, the U.S. Supreme Court proved to be the most
consistent opponent to President Franklin Roosevelt’s New Deal programs. In 1935 the Court struck down the
National Recovery Administration (NRA) as an unconstitutional exercise of legislative authority by the
executive branch. The NRA was supposed to work with labor and management to develop national wage,
price, and production codes that would, theoretically, have systematized and rationalized prices and wages.
The labor movement and large employers welcomed the NRA codes, but smaller companies resented the
NRA’s interference in their business, the domination of big business, and the administrative complexity
required by adherence to the NRA’s codes. In May 1935, the Supreme Court, in the case of Schechter Poultry
Corp. v. United States, invalidated the NRA and the legislation that created it. The lengthy, unanimous
opinion, excerpted here, demonstrated the U.S. Supreme Court’s complete unwillingness to endorse FDR’s
argument that a national crisis demanded innovation
First. Two preliminary points are stressed by the Government with respect to the appropriate approach to the
important questions presented. We are told that the provision of the statute authorizing the adoption of codes must be
viewed in the light of the grave national crisis with which Congress was confronted. Undoubtedly, the conditions to
which power is addressed are always to be considered when the exercise of power is challenged. Extraordinary
conditions may call for extraordinary remedies. But the argument necessarily stops short of an attempt to justify
action which lies outside the sphere of constitutional authority. Extraordinary conditions do not create or enlarge
constitutional power. The Constitution established a national government with powers deemed to be adequate, as they
have proved to be both in war and peace, but these powers of the national government are limited by the
constitutional grants. Those who act under these grants are not at liberty to transcend the imposed limits because they
believe that more or different power is necessary. Such assertions of extra-constitutional authority were anticipated
and precluded by the explicit terms of the Tenth-Amendment,—“The powers not delegated to the United States by the
Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.”
Source: "A.L.A. Schechter Poultry Corp. et al. v. United States." Argued May 2, 3, 1935—Decided May 27, 1935. (Together with No. 854
United States v. A.L.A. Schechter Poultry Corp et al. Certioran to the Circuit Court of Appeals for the Second Circuit), in United States Reports.
Vol. 295. Cases adjudged in The Supreme Court in October Term 1934. From April 1 (concluded) to and including June 3, 1935.Ernest
Knaebel Reporter. (Washington, D.C.: United States Government Printing Office, 1935).
http://historymatters.gmu.edu/d/5093/
Accessed 3.17.14
1. Why did small businesses resent the NRA?
2. What argument does the court make against the expanded powers desired by Roosevelt?
3.
Should government authority expand in times of extraordinary circumstances?
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Source #7
Fireside Chat by President Roosevelt on March 9, 1937.
"What is my proposal? It is simply this: whenever a judge or justice of any federal court has
reached the age of seventy and does not avail himself of the opportunity to retire on a pension, a
new member shall be appointed by the president then in office, with the approval, as required by
the Constitution, of the Senate of the United States.
That plan has two chief purposes. By bringing into the judicial system a steady and continuing
stream of new and younger blood, I hope, first, to make the administration of all federal justice,
from the bottom to the top, speedier and, therefore, less costly; secondly, to bring to the decision of
social and economic problems younger men who have had personal experience and contact with
modern facts and circumstances under which average men have to live and work. This plan will
save our national Constitution from hardening of the judicial arteries.
The number of judges to be appointed would depend wholly on the decision of present judges now
over seventy, or those who would subsequently reach the age of seventy.
If, for instance, any one of the six justices of the Supreme Court now over the age of seventy
should retire as provided under the plan, no additional place would be created. Consequently,
although there never can be more than fifteen, there may be only fourteen, or thirteen, or twelve.
And there may be only nine. "
http://www.presidency.ucsb.edu/ws/?pid=15381
Accessed 3.20.14
1.
What is Roosevelt proposing?
2.
What 2 reasons does Roosevelt have for this plan?
3.
Who would appoint the new justices?
4.
How would this affect Roosevelt's power? The Supreme Courts?
33
Fort Vancouver High School
U.S. History
Classroom Based Assessment
The Court Packing Plan
The cast of characters in the Court Packing fiasco—and newspaper cartoonists were
inclined to consider it a fiasco of the first magnitude—proved a wonderful foil for political
cartoonists on either side of the issue. While some presented Roosevelt in stark terms, as
heroic or evil, most took advantage of the foibles of all the participants in the struggle.
Political humor is best when it punctures the pretensions of the powerful, and in that season
there were plenty of egos in need of deflating
Cartoons from: http://newdeal.feri.org/court/toons.htm
accessed: 3.14.2014
Source #8
Examine the following
primary source political
cartoons.
1.
What is the thesis of the
cartoon?
2.
What does the cartoon
tell us about public
sentiment to FDR’s
Supreme Court plan?
February 8, 1937, Philadelphia Inquirer-Public
Ledger, "The Short Cut"
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
Source #9
February 9, 1937, Brooklyn Eagle, ""I Did Not Vote For That!""
What is the thesis of the cartoon?
What does the cartoon tell us about public sentiment to FDR’s Supreme Court plan?
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
What is the thesis of the cartoon?
What does the cartoon tell us about public sentiment to FDR’s Supreme Court plan?
Source #10
February 10, 1937, Columbus (Ohio) Dispatch, "Trying to Change the
Umpiring"
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
What is the thesis of the cartoon?
What does the cartoon tell us about public sentiment to FDR’s Supreme Court plan?
Source #11
February 14, 1937, Waterbury (Conn.) Republican, "Do We Want A
Ventriloquist Act In The Supreme Court?"
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
What is the thesis of the cartoon?
What does the cartoon tell us about public sentiment to FDR’s Supreme Court plan?
Source #12
April 14, 1937, Richmond (Virginia) Times Dispatch, "Did
the Rooster Make the Sun Rise"
38
Fort Vancouver High School
U.S. History
Classroom Based Assessment
In the paper you will cite your sources in text along including an annotated bibliography.
Basic in-text citation rules
In MLA style, referring to the works of others in your text is done by using what is known as parenthetical
citation. This method involves placing relevant source information in parentheses after a quote or a
paraphrase.
Citing Sources in Text
As you write your research paper, you will select information to include from your various
sources. Whenever you “borrow” from your sources, you must give them proper credit. You
must provide documentation if you 1) use a quotation, text that is quoted word for word and
enclosed in quotation marks; 2) include an idea or theory that belongs to someone else, even if
you write about it in your own words; or 3) refer to a specific fact, statistic, or detail, again,
even if you write about it in your own words. The way that you give credit to your sources is by
using parenthetical documentation. Below are some general guidelines on and examples of
how to cite sources in your essay using parenthetical documentation.




Give credit to a source at the end of a sentence, but before the period. List the
author’s last name and relevant page number(s) in parenthesis. Separate the name
and page numbers with a space and no comma.
Remember that there is no "p." or other page notation, as numbers are just understood
to be page numbers.
If you are providing citation for a quotation, place the parenthetical documentation after
the last quotation mark, but before the final period.
If there is no author provided, use instead the first word of the title, excluding A, An, or
The.
Examples: “The introduction of the microcomputer to America’s high schools has greatly
changed the way students view the research process” (Jones 12-13). School libraries on
average have 1 computer for every 120 students (Wu and Li 7). Just ten years ago, the
statistic was 1 for every 300 (Technology 37).

As an alternative, you can use the author's name in a sentence and then place only the
page number(s) in parenthesis.

Examples: Jones states that the "introduction of the microcomputer to America's high schools
has greatly changed the way students view the research process" (12-13). In their research,
Wu and Li found that school libraries on average have 1 computer for every 120 students (7).
According to Technology in the Classroom, the statistic was 1 for every 300 just ten years ago
(37).
 Exception: Longer quotations (4 lines or longer) are set off and thus do not require the
use of quotation marks.
Starting on a new line, they are indented ten spaces from both margins. Parenthetical
documentation for long quotations is included at the very end of the quotation, one space after
the period.
39
Fort Vancouver High School
U.S. History
Classroom Based Assessment
Annotated Bibliography
In the paper you will cite your sources in text along including an annotated bibliography.
In an annotated bibliography you must:
1. Group your sources into primary and secondary categories.
2. Cite the source (refer to the “Citing Sources” sheet available in the library)using proper format.
3. Explain (in 1-3 sentences) how the source helped you understand your topic.
Do not summarize the source!! (see examples below).
FOR EXAMPLE…
Cite the source:
Bates, Daisy. The Long Shadow of Little Rock. New York: David McKay Co. Inc., 1962.
Annotate the source:
Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the
students each day. This first-hand account was very important to my paper because it made me more
aware of the feelings of the people involved in the movement.
HERE IS HOW YOUR ANNOTATED BIBLIOGRAPHY MIGHT LOOK:
Works Cited
Primary Sources
Bates, Daisy. The Long Shadow of Little Rock. New York: David McKay Co. Inc., 1962.
Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This firsthand account will be very important to my paper because it has made me more aware of the emotions of the people involved
in the movement.
Little Rock 1957: Pages from History. 1997. Counts, Will. Little Rock Newspapers, Inc. 15
October 2007. http://www.ardemgaz.com/prev/central/counts.html
This collection of photographs by Arkansas native Will Counts appeared in the Arkansas papers
as the crisis unfolded. I learned how important the press was, especially the photographers, in
shaping the story for the rest of the nation. The famous photo of Elizabeth Eckford being heckled
by the crowd made me want to understand more about the hatred that so many of the white
residents of Little Rock seemed to feel.
Secondary Sources
Fitzgerald, Stephanie. The Little Rock Nine: Struggle for Integration. New York: Compass Point Books, August 31, 2006.
This young adult book provided a detailed overview of the events leading up to the integration of
Central High School in a format that was easy to understand. It also contained many primary sources in the form of interviews
with the participants. From reading this I decided to focus my research on Daisy Bates and to build my documentary around
her experiences supporting the Black students in their struggle for integration.
The Little Rock Nine. 1997. Rains, Craig. 15 October 2007. http://www.centralhigh57.org/The_Little_Rock_Nine.html
This site provided an overview of what happened to the Little Rock Nine after the crisis at Central High. It reminded me that
the nine young people were each affected very differently by America’s early attempts at forced integration. It also forced me
to think about how this experience may have shaped the future of each of the nine and led me to further research about their
lives after Little Rock.
Roberts, Sam. “1957 The Integration of Central High.” Up Front. 3 September 2007: 24-27.
In addition to an overview of the crisis at Central High School, this article included a Civil Rights timeline stretching from 1896
through 1971. It helped me to place this event in context and helped me understand that this was the precursor to the busing
crises of the 1970’s
40
Fort Vancouver High School
U.S. History
Classroom Based Assessment
Works Cited
Source #1
""Only Thing We Have to Fear Is Fear Itself": FDR's First Inaugural Address." "Only Thing We Have to
Fear Is Fear Itself": FDR's First Inaugural Address. N.p., n.d. Web. 19 Mar. 2014
http://historymatters.gmu.edu/d/5057/
Source #2
Page, Susan. "How Big Government Should Be Stirs Debate - USATODAY.com." How Big
Government Should Be Stirs Debate - USATODAY.com. USA Today, 10 Nov. 2010. Web. 4 Mar. 2014
http://usatoday30.usatoday.com/news/washington/2010-10-11-1Abiggovernment11_CV_N.htm
Source #3
―The New Deal.‖ – Primary Source Set. Library of Congress, 13 Mar. 2014. Web. 20 Mar. 2014
http://www.loc.gov/teachers/classroommaterials/primarysourcesets/new-deal/pdf/teacher_guide.pdf
Source #4
"EASTCONN." EASTCONN. N.p., n.d. Web. 17 Mar. 2014
http://www.eastconn.org/tah/0910MB1_FDRNewDealLesson.pdf
Source #5
"Franklin D. Roosevelt: Statement on Signing the Social Security Act." Franklin D. Roosevelt:
Statement on Signing the Social Security Act. N.p., 17 Mar. 2014. Web. 20 Mar. 2014.
http://www.presidency.ucsb.edu/ws/?pid=14916
Source #6
"FDR versus Nine Old Men: Schechter v. United States." FDR versus Nine Old Men: Schechter v.
United States. N.p., n.d. Web. 17 Mar. 2014.
http://historymatters.gmu.edu/d/5093/
Source #7
"Franklin D. Roosevelt: Fireside Chat." Franklin D. Roosevelt: Fireside Chat. The American Presidency
Project, n.d. Web. 20 Mar. 2014.
http://www.presidency.ucsb.edu/ws/?pid=15381
Source #8-12
"Cartoons: FDR and the Supreme Court." Cartoons: FDR and the Supreme Court. N.p., n.d. Web. 14
Mar. 2014
http://newdeal.feri.org/court/toons.htm
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Fort Vancouver High School
U.S. History
Classroom Based Assessment
More Resources
Below you will find more credible sources from the web where you can do more research. You will
find a mix of Primary and Secondary sources. Be sure to note what sources you use for use in your
bibliography.
The New Deal Network
http://newdeal.feri.org/index.htm
Lots of primary sources: pictures, speeches, documents etc. . Lesson Plans for teachers too.
Library of Congress for Students
http://www.loc.gov/teachers/classroommaterials/themes/great-depression/students.html
Huge collection of primary source material straight from the government.
About.com: Photo Collection
http://history1900s.about.com/od/photographs/tp/greatdepressionpictures.htm
Primary source photographs sorted by theme.
History.com: The Great Depression
http://www.history.com/topics/great-depression
Video and Audio Clips, speeches, pictures, and even some written text on the Great Depression
The Living New Deal
https://livingnewdeal.berkeley.edu/resources/timeline/
Text based time-line with every New Deal Program, both by time and sorted by type of program.
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