New Deal Debate
SSUSH18 The student will describe Franklin Roosevelt’s New Deal as a response
to the depression and compare the ways governmental programs aided those in need
EQ – IN the long term, were the programs of the New Deal beneficial or
detrimental to the economy of the United States of America?
Statement that will be opposed or defended: “The New Deal program was
instrumental in America’s long term economic prosperity”
Overview:
The “New Deal” is often viewed as the program that saved our country from the Great
Depression and is often viewed as a positive occurrence for our country. On the contrary,
there are a number of historians and economists who hold an unfavorable view of the
sweeping legislation citing the long term impact of the program as a negative.
Techniques and research:
We will go to the media center to allow you a day of research to prepare for a debate on
whether the New Deal was a positive or negative occurrence for the USA. Each person
in the class should have 2 DIFFERENT facts supporting their side’s argument, and 1
question they would like to ask the other side about the New Deal that should also be
unique from your group.
Debate Procedure:
Each side will make an opening statement detailing how the New Deal positively or
negatively impacted the issues of the 1930’s economy.
Each side of the debate (Pro / con) will send 1 person to the podium to give their opening
statement. The opening statement should last roughly 2-3 minutes and should support the
views of their particular side. The opening statement should address the pros or cons of
the three R’s of the New Deal. (Relief, Recovery, Reform)
After each speaker gives their opening statements, each person in the class will take turns
going to the podium and giving 2 reasons why the “New Deal” was a positive or
detrimental for the USA. (we will alternate sides. 1 pro, 1 con, 1 pro, 1 con, etc….)
Relief programs
FERA
CCC
NYA
WPA
HOLC
Topics Each group MUST address: Chart 1A
Recovery
Reform
Misc.
programs
programs
AAA
FDIC

NIRA
SEC

TVA
WAGNER ACT
Social Security

Court packing plan
Cause of economic
recovery
Constitutionality of
2nd new deal
At the end of the faceoff round, each side will make a 2 minute closing argument
explaining the positive or negative effects of the New Deal in today’s world.
Debate Note Sheet:
Students are required to write down each opponents name and the key points that person
made during the debate.
During the face off round, students can use the notes to attack the opposition.
Face off / “academic battle” round:
Students who covered the same point from opposing sides will go to the front of the room
and have a 90 second “academic battle”.
This “academic battle” should be question based. Each person / people will have the
opportunity to ask 1 question during the academic battle.
Closing Argument:
Must explain the impact the New Deal still has on our country today. 2 mins.
Grade:
See Rubric
Links:
New Deal Informational links
1.
2.
3.
4.
5.
6.
7.
8.
9.
http://americanhistory.about.com/od/greatdepression/tp/new_deal_programs.htm
http://faculty.washington.edu/qtaylor/Courses/101_USH/new_deal.htm
http://www.fdrlibrary.marist.edu/education/resources/periodictable.html
http://dp.la/exhibitions/exhibits/show/new-deal/relief-programs - Relief
http://dp.la/exhibitions/exhibits/show/new-deal/recovery-programs - Recovery
http://www.u-s-history.com/pages/h1851.html
http://www.ushistory.org/us/49g.asp
http://www.authentichistory.com/1930-1939/2-fdr/1-newdeal/
http://www.apstudynotes.org/us-history/outlines/chapter-34-the-great-depressionand-the-new-deal-1933-1939/
Anti New Deal Links
1. http://en.wikipedia.org/wiki/List_of_critics_of_the_New_Deal - critics of new
deal policy
2. http://www.historylearningsite.co.uk/New_Deal_opposition.htm
3. http://ashbrook.org/publications/oped-busch-06-1938/
4. http://www.ushistory.org/us/49f.asp
5. http://www.cato.org/publications/commentary/how-fdrs-new-deal-harmedmillions-poor-people
6. https://www.boundless.com/u-s-history/textbooks/boundless-u-s-historytextbook/the-new-deal-1933-1940-25/critical-interpretations-of-the-new-deal193/critical-interpretations-of-the-new-deal-1068-9736/
Court packing and constitutionality of New Deal
1. http://www.archives.gov/education/lessons/separation-powers/
2. http://xroads.virginia.edu/~ma02/volpe/newdeal/court.html
3. http://www.npr.org/templates/story/story.php?storyId=125789097
New Deal Debate Rubric
Opening statement
4




2 minutes or
more
Addresses all 3
R’s
Gives 3 or
more specifics
reasons of
support
Gives 3 or
more specific
reasons of why
position is
incorrect
3

2
More than 1
minute but less
than 2
Addresses only
2 of 3 R’s
Gives only 1
or 2 specifics
for support
Gives only 1
or 2 specifics
for opposition




0
Less than 1
minute
Addresses 1 of
the R’s
Gives no
specifics for
support
Gives no
specifics for
opposition




No opening
statement.
Fact giving round
4






Each student
participates
Each Student
presents 2 facts
Each fact state
in chart 1A is
represented
4
Every point is
represented by a
person or people
Every person /
group asks an
academic
question
No groups
digress into non
academic battle
3






2
1-3 students do
not participate
2 -5 or more
students did not
present 2 facts
1-3 facts from
chart 1A
missing



Face off Round
3
1-3 points not

represented
1-3 groups do
not ask at least 1

question
1-3 groups
quarrel rather

than ask
questions.
More than 3
students do not
participate
More than 5
students
presented less
than 2 facts
More than 3
facts from chart
1A missing
2
More than 3
groups are not
represented
More than 3
groups do not
ask question
More than 3
groups quarrel
0





5 or more
students do not
participate
Missing 5 or
more facts from
chart 1A
0
5 or more
groups not
represented
5 or more
groups not
represented
5 or more
groups quarrel
Closing


4
3 or more
facts about
today’s
impact
2 or more
mins


3
1-2 facts
about impact
More than 1
min but less
than 2


2
0 facts about
impact
Less than 1
min

0
No closing
New Deal Fact Sheet
Name
Topic
Fact