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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of
Student Work, and Teacher Commentary for the U.S. History Course.
United States History Unit – “Changing Role of Government”
Elaborated Unit Focus
This unit examines Conflict and Change, Individuals, Groups and Institutions and Production,
Distribution, Consumption associated with the events surrounding the Great Depression including the
use of Conflict Resolution in order to bring about the necessary changes attempting to end to the Great
Depression. The unit focuses on under consumption and stock market speculation, impact of the drought
in regards to the Dust Bowl. Actions taken by Franklin Delano Roosevelt and Congress are also
addressed within this unit. The impact of Individuals, Groups, and Institutions and Conflict
Resolution will also play a role in the United States during the Civil Rights Era of the United States.
President Harry Truman, the Warren Court, and President Lyndon Johnson are instrumental in creating
opportunities and enforcing the Civil Rights Movement. In the year 2000, the presidential election and
its outcome will be addressed as this presidential election gains international attention.
Standards/Elements
SSUSH17 The student will analyze the causes and consequences of the Great
Depression.
a. Describe the causes, including overproduction, under consumption, and stock market speculation that led to
the stock market crash of 1929 and the Great Depression.
b. Explain the impact of the drought in the creation of the Dust Bowl.
c. Explain the social and political impact of widespread unemployment that resulted in developments such as
Hoovervilles.
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.
a. Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the
environment.
b. Explain the Wagner Act and the rise of industrial unionism.
c. Explain the passage of the Social Security Act as a part of the second New Deal.
e. Identify the political challenges to Roosevelt’s domestic and international leadership; include the role of
Huey Long, the “court packing bill,” and the Neutrality Act.
SSUSH22 The student will identify dimensions of the Civil Rights Movement, 1945-1970.
a. Explain the importance of President Truman’s order to integrate the U.S. military and the federal
government.
SSUSH23 The student will describe and assess the impact of political developments between 1945 and 1970.
a. Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision.
c. Explain Lyndon Johnson’s Great Society; include the establishment of Medicare.
SSUSH25 The student will describe changes in national politics since 1968.
f. Analyze the 2000 presidential election and its outcome, emphasizing the role of the Electoral College.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Thematic Unit Changing Government
Revised 12/04/08  Page 1 of 6
Copyright 2007 © All Rights Reserved
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Enduring Understandings/Essential Questions
The student will understand that when there is a conflict between or within societies, change is the
result.
How did the social and political impact of widespread unemployment result in developments of
Hoovervilles?
The student will understand that the actions of individuals, groups, and/or institutions affect society
through intended and unintended consequences.
How was the Tennessee Valley Authority an effective agency in fighting the Great Depression?
What was the importance of President Truman’s order to integrate the U.S. military and the federal
government?
How did the Warren Court and the expansion of individual rights ultimately evolve in the Miranda
decision?
What was the importance of Lyndon Johnson’s Great Society, including the establishment of Medicare?
The student will understand that the production, distribution, and consumption of goods/services
produced by the society are affected by the location, customs, beliefs, and laws of society.
How did overproduction, under consumption, and stock market speculation lead to the stock market crash
of 1929 and the Great Depression?
What impact did the Dust Bowl in the Midwest have on other parts of the country?
The student will understand that societies resolve conflicts through legal procedures, force, and/or
compromise
What was the Wagner Act and how did it lead to the rise of industrial unionism?
What importance did the passage of the Social Security Act play in the second New Deal?
*NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities.
It is not expected that the teacher complete all assessments for a successful unit.
Balanced Assessment Plan
Description of Assessment
Students will create a chart divided into four sections explaining the
causes of the Stock Market Crash 1929. Those causes of the crash will
be presented with comments for each reason given for the crash.
Justification for the causes will be noted at the end of the chart along
with the solution to the Stock Market Crash of 1929 Crisis.
Using internet sites of gather research and photographs, students will
create a pictorial graph of events leading to the Great Depression. This
graph should include but not limited to events surrounding the Dust
Bowl in the Midwest, as well as the development of Hoovervilles
across the nation.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Thematic Unit Changing Government
Revised 12/04/08  Page 2 of 6
Copyright 2007 © All Rights Reserved
Standard/
Element
17 a,
17 b, c
Type of Assessment
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Self-Assessment
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Self-Assessment
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In class discussion, students will explain the multiple methods used by
Franklin Roosevelt’s New Deal to help end the Great Depression.
Next, students will write a report to explain how the multiple methods
used by President Roosevelt impacted the problems of the Great
Depression.
Students in small groups will create a PowerPoint on one of the
leading individuals or agencies during the Great Depression and
present to class. The reformers should include but not limited Eleanor
Roosevelt, Huey Long and Tennessee Valley Authority. Such topics as
Social Security Act, Wagner Act and Neutrality Act may be included
in the presentations.
*Observation
18 a, b, c, *Dialogue and
Discussion
*Constructed
Response
*Self-Assessment
18 a, b, c, *Observation
*Dialogue and
Discussion
*Constructed
Response
*Multiple Choice
*Self-Assessment
*Observation
*Dialogue and
22 a
Discussion
*Constructed
Response
*Self-Assessment
Students will create a print photo essay of the publicity leading to
President Truman’s order to integrate the U.S. military and the federal
government. This essay should show change over time. Include event
that depicts events prior to and during the integration of U.S. Military
and federal government. To make the project more than just a collage,
the student should include captions or follow a timeline. The
presentation of pictures should summarize the features and importance
of each image.
Socratic questioning about how students relate to theme personally. At
the end of questioning students respond to the prompt “How did the
Truman years in the White change the way individuals interacted with
each other in the coming years?” Teacher may use one or more
22 a
changes in the daily lives of Americans during that era.
Students will complete a graphic organizer on the Warren Court
policies and the expansion of individual rights during that period.
Students will read a selection of primary and secondary sources on the
expansion of individual rights during that period and relate how each
did or did not relate to the evolution of the Miranda Decision.
Students will read documents taken from the Liberman Institute’s
primary sources file of events leading up to and following the election
of 2000. Students, individually or in small groups, will note the
arguments in favor and against the decisions pertaining to the 2000
election. Students will then write a persuasive essay supporting or
opposing the views presented by either one of these documents.
Students should either counter or justify, in their own words, the
arguments in support or against the outcome of the presidential
election of 2000. The essay should include arguments of actions taken
by both members of the Democratic and Republican parties.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Thematic Unit Changing Government
Revised 12/04/08  Page 3 of 6
Copyright 2007 © All Rights Reserved
23 a
25 f
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Self-Assessment
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Self-Assessment
*Observation
*Dialogue and
Discussion
*Constructed
Response
*Self-Assessment
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Students will create a political cartoon portfolio consisting of 10
samples revolving around Franklin Roosevelt’s domestic and
international leadership. The political cartoons should be divided
between domestic and international leadership with an explanation of
each cartoon and its impact on the American public.
SSUSH
18 e
Constructed
response; dialogue
and discussion,
observation, selfassessment
FOR SAMPLE PERFORMANCE TASKS FOR THIS
UNIT, PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
Resources for Unit
www.studysphere.com - Early to mid-20 Century U. S. History notes
www.gpb.org – primary and secondary sources for support of individuals, groups, and institutions
www.nationalarchives.com – primary and secondary sources for support of individuals, groups and
institutions
http://www.georgiaencyclopedia.org/nge/Home.jsp – historical background of 20th century United States
http://gpb.unitedstreaming.com – 10 minutes segments of events pertaining to Stock Market Crash of 1929
and the Great Depression, FDR and the New Deal, and WWII.
www.socialstudieshelp.com/USRA_New_Deal.htm. provides information about FRD, the New Deal and
the Brain Trust
th
*This unit was created by Mary Ann Cooper, Bill Pate, Andy Preston, and Carole Strickland. Additional content
created by Kevin Shivers and Lazarus Osako. Additional input provided by Dr. Bill Cranshaw, Chris Cannon, Marlo
Mong, Sarah Brown, and Sherilyn Narker. It was reviewed and approved by the Social Studies Advisory Council
7/06/07.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Thematic Unit Changing Government
Revised 12/04/08  Page 4 of 6
Copyright 2007 © All Rights Reserved
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Causes of the Stock Market
Crash of 1929
Overproduction
Under consumption
Solution to the Stock Market crash of 1929:
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Thematic Unit Changing Government
Revised 12/04/08  Page 5 of 6
Copyright 2007 © All Rights Reserved
Stock market speculation
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AAA – Agricultural Adjustment Act:
NRA- National Recovery Administration:
CCC – Civilian Conservation Corps:
FERA – Federal Emergency Relief
Agency:
TVA- Tennessee Valley Authority:
New Deal
Programs
SEC- Securities and Exchange Commission:
FDIC- Federal Deposit Insurance
Corporation:
PWA & CWA – Public Works
Administration, Civil Works
Administration
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
US History Thematic Unit Changing Government
Revised 12/04/08  Page 6 of 6
Copyright 2007 © All Rights Reserved