U.S. History II
[Implement start year (2013-2014)]
Bernard Boggs, [email protected] 8337; David Ellis, [email protected] 8443; Ron Jensen, [email protected] 8559; Christine Quigley
[email protected] 8753
Unit 4: The Great Depression & New Deal
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(http://www.nj.gov/education/cccs/2009/final.htm)
6.1.12.A.9.a
Analyze how the actions and policies of the United States government
contributed to the Great Depression.
6.1.12.B.9.a
Determine how agricultural practices, overproduction, and the Dust Bowl
intensified the worsening economic situation during the Great Depression.
6.1.12.C.9.a
Explain how government can adjust taxes, interest rates, and spending
and use other policies to restore the country’s economic health.
6.1.12.C.9.b
Explain how economic indicators (i.e., gross domestic product, the
consumer index, the national debt, and the trade deficit) are used to
evaluate the health of the economy.
6.1.12.C.9.c
Explain the interdependence of various parts of a market economy.
6.1.12.C.9.d
Compare and contrast the causes and outcomes of the stock market crash
st
21 Century Themes
( www.21stcenturyskills.org )
_x_ Global Awareness _x_ Financial, Economic, Business and Entrepreneurial Literacy _x_ Civic Literacy ___ Health Literacy ___ Environmental Literacy st
21 Century Skills
Learning and Innovation Skills: _x_ Creativity and Innovation _x__ Critical Thinking and Problem Solving _x__ Communication and Collaboration Information, Media and Technology Skills: _x__ Information Literacy _x_ _Media Literacy ___ICT (Information, Communications and Technology) Literacy Life and Career Skills: ___Flexibility and Adaptability _x__ Initiative and Self-­‐Direction ___Social and Cross-­‐Cultural Skills _x_ Productivity and Accountability LRHSD (2011) Adapted from ASCD © 2004
in 1929 and other periods of economic instability.
___Leadership and Responsibility
6.1.12.D.9.a
Explore the global context of the Great Depression and the reasons for the
worldwide economic collapse.
6.1.12.D.9.b
Analyze the impact of the Great Depression on the American family,
migratory groups, and ethnic and racial minorities.
6.1.12.A.10.a
Explain how and why conflict developed between the Supreme Court and
other branches of government over aspects of the New Deal.
6.1.12.A.10.b
Assess the effectiveness of governmental policies enacted during the New
Deal period (i.e., the FDIC, NLRB, and Social Security) in protecting the
welfare of individuals.
6.1.12.A.10.c
Evaluate the short- and long-term impact of the expanded role of
government on economic policy, capitalism, and society.
6.1.12.B.10.a
Assess the effectiveness of New Deal programs designed to protect the
environment.
6.1.12.C.10.a
Evaluate the effectiveness of economic regulations and standards
established during this time period in combating the Great Depression.
6.1.12.C.10.b
Compare and contrast the economic ideologies of the two major political
parties regarding the role of government during the New Deal and today.
6.1.12.D.10.a
Analyze how other nations responded to the Great Depression.
6.1.12.D.10.b
Compare and contrast the leadership abilities of Franklin Delano
LRHSD (2011) Adapted from ASCD © 2004
Roosevelt and those of past and recent presidents.
6.1.12.D.10.c
Explain how key individuals, including minorities and women (i.e., Eleanor
Roosevelt and Frances Perkins), shaped the core ideologies and policies
of the New Deal.
6.1.12.D.10.d
Determine the extent to which New Deal public works and arts programs
impacted New Jersey and the nation.
Common Core Curriculum Literacy Standards for Social
Studies/History (http://www.corestandards.org/)
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RH.11-12.1. Cite specific textual evidence to support analysis of primary
and secondary sources, connecting insights gained from specific details to
an understanding of the text as a whole.
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RH.11-12.3. Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence,
acknowledging where the text leaves matters uncertain
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RH.11-12.6. Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’ claims, reasoning, and
evidence.
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RH.11-12.7. Integrate and evaluate multiple sources of information
presented in diverse formats and media (e.g., visually, quantitatively, as
well as in words) in order to address a question or solve a problem.
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RH.11-12.9. Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting
discrepancies among sources
RH.11-12.10. By the end of grade 12, read and comprehend history/social
studies texts in the grades 11–CCR text complexity band independently
and proficiently
LRHSD (2011) Adapted from ASCD © 2004
Enduring Understandings:
Students will understand that . . .
EU 1
Political, economic and social influences may cause population shifts.
EU 2
Conflict is a result of a perceived need for political, economic or social
change by a population.
EU 3
Political, economic and social differences shape culture.
EU4
In a capitalist economy, the economic forces of supply and demand
determine price and output.
Essential Questions:
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Was the Great Depression inevitable? (EU4)
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How do business cycles affect socioeconomic groups differently?
(EU 3,4)
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Was the New Deal an effective response to the depression?
(EU2)
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To what extent should the government involves itself in the lives
of people in need? (EU1,3)
•
Are cycles of economic collapse inevitable in a capitalist system?
(EU4)
LRHSD (2011) Adapted from ASCD © 2004
Knowledge:
Students will know . . .
Skills:
Students will be able to . . .
EU 1,2,3,4
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Economic conditions that led to the stock market crash of 1929.
(EU4)
The causes and effects of the Great Depression. (EU1,2,4)
Ways in which the quality of life was affected for Americans during
the Great Depression. (EU1,3)
The approaches of Hoover and FDR in addressing the depression.
(EU2)
The variety of responses in addressing the country’s needs i.e.
(Huey Long, Charles Coughlin). (EU 2,3)
Human and geographic factors which contributed to the Dust
Bowl. (EU1,3)
The programs of the New Deal and their impact. (EU2,4)
Constitutional challenges to the New Deal. (EU3)
The New Deal programs that are still in effect today. (EU2,3)
How the Great Depression affected the global economy. (EU3)
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Read and analyze primary source documents to determine
different points of view
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Draw inferences from factual material
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Recognize and interpret different points of view
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Detect bias in data presented in various forms
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Compare and contrast the credibility of differing ideas, elements
or accounts
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Test the validity of the information, using criteria as source,
objectivity, technical correctness, and currency
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Research useful and valid resources in all forms of media
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
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In the modern day- You are a Congressional Representative from New Jersey on the House Appropriations Committee. Write a speech that
explains how you prioritized federal spending in the following areas: Unemployment, Health, Education, Retirement, and Infrastructure. You
may want to consider the following: your constituency, areas of possible compromise and the needs of other areas of the country
LRHSD (2011) Adapted from ASCD © 2004
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
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Essays
DBQ
Tests (standard and authentic)
Presentations
Research projects
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T=
Transfer.
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Complete a graphic organizer of the causes and effects of the Great Depression. Include the global impact as well. (A)
Using current economic data have students determine where in the business cycle the US economy falls. (M, T)
Use a stock market simulation to teach students how the market operates. (A, M)
Use a photograph from this era (i.e. Dorothea Lange), without explanation, and have students write a story about the Depression that uses
terms from the unit. (M)
Create posters that promote the various New Deal agencies and present them to the class. (A, M)
Listen and analyze Franklin Roosevelt’s First Inaugural Address and scrutinize his ideas and goals for solving the depression. (M)
Write a ‘Fireside Chat’ that addresses a current issue. (M,T)
Create an original, written proposal for how the current Social Security system can be modernized and sustained. (T)
Speculate the future role of government in the lives of the citizens- expansion or contraction. (T)
Analyze the Supreme Court decisions regarding constitutionality of the New Deal. (A,M)
Compare Woody Guthrie’s Dust Bowl songs with contemporary artists and their portrayal of the plight of modern America. (M,T)
LRHSD (2011) Adapted from ASCD © 2004