New Deal Programs: Goals, Impact, and Efficacy
Lauren Cantacessi
Spring 2014- Loyola University
CIEP 475 Workshop- Teaching with Primary Sources Course
Unit Overview:
Class: United States History, High School
Larger Unit: Inter-War Period (~1917-1940)
Mini-Unit Essential Question: Was the New Deal Effective?
Background:
The three primary source-based lessons in this mini-unit fall at the end of a larger unit that addresses the
period of time between the two World Wars in American history. These lessons focus on the New Deal
programs in the 1930s, and students will have already learned about the impact of the First World War on the
American economy and society, the nature of the 1920s in America, and most recently about the impact of the
Great Depression on Americans. These lessons use primary sources evaluate what some goals of the New Deal
were, how the Federal Government (namely, Franklin Delano Roosevelt) aimed to implement programming to
achieve those goals, who the programs affected, and whether these programs were able to achieve their desired
outcomes. Each lesson is designed to build student understanding of the programs and the era, as well as their
ability to evaluate the role that these programs played in American history generally. These lessons are
designed for a block (90 minute) schedule and a college preparatory curriculum at the high school level—as
such, teachers should adapt these activities and lessons as they see fit for their student population and the arc
of their units and/or course.
Table of Contents:
Lesson 1: What were the Goals of the New Deal?
3
Additional Resources for Lesson 1
11
Lesson 2: What was the impact of the New Deal?
29
Additional Resources for Lesson 2
34
Lesson 3: Was the New Deal Effective?
36
Additional Resources for Lesson 3
41
2 Lesson 1:
1. Title: What were the goals of the New Deal?
2. Overview: Students will have already learned about the beginning of the Great Depression and its effects
on Americans. In this lesson, students will use primary sources to determine what some goals of the New Deal
were, and how the Federal Government (namely, Franklin Delano Roosevelt) aimed to implement the changes
he desired (i.e. what programs). This lesson is designed to offer an introduction to the New Deal and to have
students begin thinking about who was affected by New Deal programs. Student research on New Deal
programs will be discussed formally in the subsequent lesson.
3. Objectives:
Students will be able to describe the state of the nation at the outset of the New Deal.
Students will be able to cooperate with partners to analyze an image of a New Deal poster
Students will be able to categorize sources in order to theorize as to what the goals and proposed procedures of
the New Deal were.
Students will work in pairs/groups to research and summarize central aspects of a specific New Deal program,
as well as analyze provided primary sources illustrating that program
4. Standards:
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the course of the text.
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist,
Jacksonian, Progressivist, New Deal, New Conservative)
5. Time Required:
1 block class period—90 minutes
6. Recommended Grade Range:
10th-11th grade, high school
These lessons are designed for a college preparatory high school curriculum. The expectations or number of
sources used can be adjusted for other types of schools or curricula. See ‘Extension Ideas’ for other possible
activities.
7. Subject/Topic:
3 Class: Social Studies—United States History
Topic: Unit on the Inter-War Period
Mini-Unit Topic: New Deal Programs
PREPARATION
8. Materials Used:
PowerPoint slides with all of the distributed posters included, to allow for class discussion
Google Presentation with slides listing the New Deal Program/Initiatives and including 1-3 images
associated with the initiative. This should be shared with each student in class. (Note: If students do not
have school e-mail addresses, or computers are not available, students can use printed out images and
textbook research)
Poster Analysis worksheet (below)
Optional: PowerPoint slide with the opening and closing question(s) if there is no white board
Laptops or other means to allow for in-class research
Set of textbooks in class or other means to allow for in-class research
Printed (color) copies of the posters listed below
9. Resources Used:
Primary source(s):
New Deal Postershttp://www.loc.gov/pictures/collection/wpapos/item/2001695228/resource/
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Title: "Carmen" Municipal Auditorium, Long Beach.
Date Created/Published: [California : Federal Art Project, between 1936 and 1941]
Medium: 1 print (poster) : silkscreen, color.
Summary: Poster for Federal Music Project presentation of "Carmen" at the Municipal
Auditorium, Long Beach, Calif., showing a woman dancing.
http://www.loc.gov/pictures/collection/wpapos/item/2007676134/resource/
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•
•
•
Title: Zion National Park, Ranger Naturalist Service
Date Created/Published: [Washington, D.C.] : Department of the Interior, National Park
Service, [ca. 1938]
Medium: 1 print (poster) : screen, color ; 48 x 36 cm.
Summary: Poster shows view of a cliff at Zion National Park.
http://www.loc.gov/pictures/collection/wpapos/item/89715174/resource/
4 •
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Title: Winter sports festival, Jr. Chamber of Commerce, Recreation Department, sponsors
Related Names:
Federal Art Project , sponsor
Date Created/Published: [Iowa] : Iowa Art Project, WPA, 1940.
Medium: 1 print on board (poster) : silkscreen, color.
Summary: Poster announcing winter sports festival to be held at Hubbard Park on January
20 and at Gilman Terrace on the 21st, showing three stylized ice skaters.
http://www.loc.gov/pictures/collection/wpapos/item/91795035/
• Title: Exhibition WPA Federal Art Project Pennsylvania / / Milhous.
• Creator(s): Milhous, Katherine, 1894-, artist
• Date Created/Published: [Philadelphia : Federal Art Project, between 1936 and 1938]
• Medi
• um: 1 print (poster) : woodcut, color.
• Summary: Poster for Federal Art Project exhibition , showing head-and-shoulders portrait of
Greek figure holding print.
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•
•
•
•
•
•
http://www.loc.gov/pictures/collection/wpapos/item/92500639/resource/
Title: Visit the zoo
Date Created/Published: Pennsylvania : Federal Art Project, W.P.A., [between 1936 and
1941]
Medium: 1 print on board (poster) : woodblock, color.
Summary: Poster promoting the zoo as a place to visit, showing two herons.
Reproduction Number: LC-USZC2-3734 (color film copy slide) LC-USZC6-55 (color film
copy transparency)
Rights Advisory: No known restrictions on publication.
Call Number: POS - WPA - PA .01 .V585, no. 1 (C size) [P&P]
http://www.loc.gov/pictures/collection/wpapos/item/93511152/
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Title: Report dog bites
Creator(s): Schuler, Earl, artist
Related Names:
Federal Art Project , sponsor
Date Created/Published: Ohio : WPA Art Program, [19]41.
Medium: 1 print on board (poster) : silkscreen, color.
Summary: Poster for the Cleveland Division of Health encouraging dog bite victims to report
dog bites to the proper authorities, showing dog and injured hand.
http://www.loc.gov/pictures/collection/wpapos/item/97502865/
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•
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•
•
Title: Amateur contest for children Final eliminations, Sept. 24, 1936.
Creator(s): Levine, Estelle, artist
Date Created/Published: [New York : Federal Art Project], 1936.
Medium: 1 print on board (poster) : silkscreen, color.
Summary: Poster announcing amateur piano contest, showing two girls playing piano.
http://www.loc.gov/pictures/resource/cph.3g05158/?co=wpapos
Title: Buckingham Fountain on Chicago's lake front, world's largest and most beautiful
illuminated fountain ... / Buczak.
• Creator(s): Buczak, John, artist
•
5 •
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•
•
•
•
•
•
•
•
•
•
•
Date Created/Published: Illinois : Federal Art Project, [1939]
Medium: 1 print (poster) : silkscreen, color.
Summary: Poster showing fountain and Chicago skyline.
http://www.loc.gov/pictures/collection/wpapos/item/96514780/
T itle: Your family needs protection against syphilis Your wife or husband and children should be
examined and treated if necessary.
Creator(s): Verschuuren, Charles, artist
Date Created/Published: NYC : Works Progress Administration Federal Art Project, [between
1936 and 1939]
Medium: 1 print on board (poster) : silkscreen, color.
Summary: Poster for New York State Dept. of Health encouraging examination and treatment
for syphilis, showing stylized mother with child on lap.
http://www.loc.gov/pictures/collection/wpapos/item/97502883/
Title: Federal Dance Theatre presents Salut au monde adapted from a poem of that name by
Walt Whitman.
Creator(s): Halls, Richard, 1906-, artist
Date Created/Published: [New York City] : Federal Art Project, [1936 or 1937]
Medium: 1 print (poster) : silkscreen, color.
Summary: Poster showing nine people dancing.
Presentation Images:
http://www.loc.gov/pictures/resource/fsa.8a04960/
• Title: CCC (Civilian Conservation Corps) working with Soil Conservation Service making diversion
terrace to prevent gullying, Vernon County, Wisconsin
• Creator(s): Vachon, John, 1914-1975, photographer
•
Date Created/Published: 1939 Sept.
http://www.loc.gov/pictures/item/co0778.sheet.00001a/resource/
• Title: Cover Sheet & Site Plan - Civilian Conservation Corps (CCC) Camp NP-5-C, Barracks No. 5, CCC
Camp Historic District at Chapin Mesa, Cortez, Montezuma County, CO
• Creator(s): Corbeil, Donald W., creator
• Date Created/Published: 1999
http://www.loc.gov/pictures/resource/fsa.8b04156/
• Title: Tennessee Valley Authority (TVA). Construction of Douglas Dam. "Big Pete" Ramagos, rigger at
the TVA's new Douglas Dam on the French Broad River, served overseas in the last war, with the 90th
Division, 345th machine gun company. He is a Greek who speaks with a Southern drawl. This dam will
be 161 feet high and 1,682 feet long, with a 31,600 acre reservoir area extending forty-three miles
upstream. With a useful storage capacity of approximately 1,330,000 acre-feet, this reservoir will
make possible the addition of nearly 100,000 kilowatts of continuous power to the TVA in dry years
and almost 170,000 kilowatts in the average year
• Creator(s): Palmer, Alfred T., photographer
• Related Names:
• United States. Office of War Information.
• Date Created/Published: 1942 June.
http://www.loc.gov/pictures/item/owi2001045529/PP/resource/
6 • Title: One of the TVA's (Tennessee Valley Authority) switchyards near Memphis, Tennessee. While
such installations tend to be clearcut and orderly in the nature of their layouts, the TVA also puts
particular stress on the minor buildings which occur in conjuction with them, as demonstations of
architectural design generally applicable to smaller structures
• Date Created/Published: between 1933 and 1945.
http://www.loc.gov/pictures/resource/fsa.8b14276/
• Title: PWA (Public Works Administration) housing project for Negroes. Omaha, Nebraska
• Other Title: Public Works Administration housing
• Creator(s): Vachon, John, 1914-1975, photographer
• Date Created/Published: 1938 Nov.
http://www.loc.gov/pictures/item/or0169.photos.130137p/resource/ PWA power plant
• Title: 18. Photocopy of photograph showing foundation framing of South Bank Substation, 11 June
1939 (from the BPA Photo Archives, Negative No. 347), LOOKING NORTH WITH THE
BONNEVILLE DAM POWERHOUSE IN BACKGROUND - Bonneville Power Administration South
Bank Substation, I-84, South of Bonneville Dam Powerhouse, Bonneville, Multnomah County, OR
• Medium: 4 x 5 in.
http://www.loc.gov/pictures/item/or0204.photos.130228p/resource/
• Title: 13. Photocopy of photograph. Photographer unknown 30 October 1935 TANNER CREEK
RAILROAD VIADUCT COMPLETE, AWAITING INSTALLATION OF RAILROAD TRACKS. Original
historic photograph located at the Bonneville Powerhouse, Bonneville, Oregon. - Bonneville Project,
Fish Hatchery, On Columbia River bordered on South by Union Pacific, Bonneville, Multnomah
County, OR
• Medium: 5 x 7 in.
http://www.loc.gov/pictures/item/oem2002010950/PP/resource/
• Title: Old-age and Survivors Insurance Under the Social Security Act. Every man wants security and
happiness for his family. Wage earners covered by the Federal Old-age and Survivors Insurance
System can look forward []
• Related Names:
• United States. Office for Emergency Management.
• Date Created/Published: [between 1940 and 1946]
http://www.loc.gov/pictures/resource/fsa.8e09022/
• Title: Aid to Dependent Children Under the Social Security Act. A mother's loving care is the best
security a child can have..and regular monthly payments under the federal-state program for aid to
dependent children guarantee..
• Related Names:
• United States. Office for Emergency Management.
• Date Created/Published: [between 1940 and 1946]
• Medium: 1 negative : safety ; 5 x 7 inches or smaller.
http://www.loc.gov/pictures/resource/hec.23544/
• Title: Begin study of security changes. Washington, D.C., Nov. 5. Outstanding business, industrial and
labor leaders attended the first meeting of the Social Security Advisory Council today. Possible
changes in the Social Security Act were discussed at the meeting which was held in the Secretary of
Labor's office. Here we see, left to right: J. [?] Douglas Brown, Princeton University; Gerard Swope,
President of General Electric Co.; Matthew Woll, A.F. of L.; Philip Murray, C.I.O.; as they talk to
Arthur J. Altmeyer, Chairman of the Social Security Board, 11/5/37
7 • Creator(s): Harris & Ewing, photographer
• Date Created/Published: [19]37 November 5.
http://www.loc.gov/pictures/resource/thc.5a42195/
• Title: - Parkside Homes & Addition, PWA Row Houses, Bounded by Connor, East Warren, & Gray
Avenues & Frankfort Road, Detroit, Wayne County, MI
• Medium: 4 x 5 in.
• Reproduction Number: HABS MICH,82-DETRO,63F--9
http://www.loc.gov/pictures/resource/fsa.8c33295/
• Title: There is plenty of fresh air and sunlight for the workers' children in the FHA (Federal Housing
Administration) low income housing project. Holyoke, Massachusetts
• Creator(s): Collier, John, 1913-1992, photographer
• Date Created/Published: 1941 Sept.
http://www.loc.gov/pictures/resource/fsa.8b23919/
• Title: Community leaders at meeting to explain and discuss AAA (Agricultural Adjustment
Administration) program for 1940. Eufaula, Oklahoma
• Creator(s): Lee, Russell, 1903-1986, photographer
• Date Created/Published: 1940 Feb.
http://www.loc.gov/pictures/resource/fsa.8c01863/
• Title: Farm wheat elevator, Walla Walla County, Washington. The estimated 1941 crop was
55,000,000 bushels for the state, 15,000,000 bushels of last year's wheat was still in storage--making
a total of 70,000,000 bushels of wheat to be stored. After all available storage facilities were used
there would be at least 10,000,000 bushels over. State Farm Extension Service and AAA (Agricultural
Adjustment Administration) had drawn up plans for farm elevators to take care of this wheat
• Creator(s): Lee, Russell, 1903-1986, photographer
• Date Created/Published: 1941 July.
Secondary source(s):
Online SourcesStudents complete online research—whichever secondary sources they use online (recommend sources
for students as necessary—this class has done extensive work on how to find and use reliable, legitimate
sources. If students need more guidance, provide websites or suggestions as to how they should begin
the process.)
Textbooks, used for in-class researchMurrin, John M., Paul E. Johnson et al., eds. Liberty, Equality, Power: A History of the American
People, 5th ed. Boston, MA: Cengage Learning, 2008.
PROCEDURE
10. Description of Procedure:
I.
Opener and Discussion: What was the state of the nation in 1930? (10 minutes)
8 As an opener, ask students to respond in their notebooks to the question “What was the
state of the nation in 1930?” Students should be bringing in information from their
textbook reading homework and writing independently for a few minutes. After a few
minutes, share some responses aloud. This discussion should set the stage for a
discussion of the New Deal—use prompting questions as necessary to make sure all
students are aware of the issues facing the nation in the early 1930s.
§ Issues to highlight: Great Depression, election, FDR elected, challenges facing the
U.S.
New Deal Poster Analysis: What were the goals of the New Deal? (20 minutes)
§ Write the question “What were the goals of the New Deal?” on the board and transition
to tell students that one solution to the problems addressed in the opener was the New
Deal. They will be using images to try to create a list of goals of the New Deal.
§ Distribute one image per pair (or group, depending on class size) and a poster analysis
worksheet (see below) to each student, and ask them to discuss the image as they take
notes. Explain these directions and ask if there are any questions—be sure all students
know that they are expected to participate and work towards answering the question on
the board.
§ Note: These students have worked extensively with primary source analysis.
Depending on the class, the teacher can model an example, as necessary.
§ As they begin, both students should be writing and asking questions of one another. The
guiding questions on the worksheet include:
§ What is shown?
§ What program is advertised?
§ Who is the intended audience?
§ How would this help the nation to recover?
§ Prompt student pairs as necessary—point out color schemes, phrasing, etc. Ask
questions if students are stuck—why was this created? What do you know about this time
period—what might this poster have to do with that?
§ (Collect these worksheets at the end of the period)
Class Discussion of Posters (20 minutes)
§ Have each of the posters ready to project on a PowerPoint presentation. After students
have finished their note-taking process, call the class back together for a discussion.
Project each poster, and ask the pairs to report out to the class what some of their key
reflections and questions were
§ Go around the room so that each group presents, and all students have a chance to see
each poster
§ Ask students to think back to the question on the board—based on these posters, what
were some of the goals of the New Deal? Have students raise their hands to volunteer
analysis. Compile a list on the board—tell the students that this is a work in progress and
they will be refining this list of goals, and eventually evaluating whether they were
effective.
Group Research (30 minutes)
§ (Have a Google Presentation created with each of the 10 programs listed as titles of 10
slides. This presentation should be shared with students before class, so that they can log
in and view it immediately.)
§
II.
III.
IV.
9 Divide the class into new partner groups. Tell students they will be researching the New
Deal Programs and initiatives. Students may use laptops and their textbooks to add to
the shared Google Presentation. Each slide should answer:
§ What were the goals of the program?
§ Who participated in the program?
§ Where did the program take place?
§ Name some of the major accomplishments of the program
§ How do the images provided reflect the goals and achievements of the program?
§ The programs assigned to students are: Works Progress Administration, Civilian
Conservation Corps, Tennessee Valley Authority, Public Works Administration, Social
Security Act, Federal Housing Authority, Agricultural Adjustment Administration
Closer and Discussion (10 minutes)
§ Ask students to log out of their computers and take out their notebooks. They should
respond to the following closer individually:
§ How did your assigned program work to achieve one (or several) of the goals
listed on the board?
§ Do you think it was an effective means to address those New Deal goals?
§ Time permitting, ask students to share their opinions about the New Deal program they
researched. Make sure students have taken down in their notebooks the New Deal goals
from the board.
Homework: Student groups should decide what more has to be done on their presentation,
and work on that as necessary
§
V.
VI.
11. Extension Ideas:
Instead of brief in-class research, students could create more formal reports based on their assigned program
and report back to the class the following period. Students could be asked to include at least 2 primary sources
in their presentation slides, they could be directed to the Library of Congress website to obtain those sources.
EVALUATION
12. Assessment/evaluation
Students will be assessed based on their participation in class discussion, their volunteering of analysis with
partners, and their participation in the online research with partners. Students will also be assessed based on
the quality of their work on the poster analysis (collected worksheet). Students will be assessed based on the
depth and accuracy of their research on the New Deal program presentation (shared electronically)
CREDITS
13. Designer
Lauren Cantacessi
Library of Congress—source analysis worksheet adapted from
http://www.loc.gov/teachers/usingprimarysources/guides.html
10 ADDITIONAL RESOURCES FOR LESSON 1
11 12 13 14 15 16 17 18 19 20 In-Class Research Assignment
In your group, research your assigned New Deal Program. Each person should contribute to the research and
the presentation.
Guidelines:
Use reliable sources to research and discuss the following questions/topics:
§
§
§
§
§
What were the goals of the program?
Who participated in the program?
Where did the program take place?
Name some of the major accomplishments of the program
How do the selected images illustrate aspects of the program?
Be prepared to discuss your research at the beginning of next class!
Any work you do not finish in class will be homework. Make a plan with your group to ensure that your work is
21 divided and the tasks will be accomplished.
HUSH In-­‐Class Research
22 23 24 25 26 27 28 Lesson 2:
1. Title: Who did the New Deal Affect?
2. Overview: Since students now have an understanding of what the New Deal was, and what several
programs were, this lesson will focus on the different types of Americans who were affected by such
programming. Students will present their research and teach their classmates about the nature of and effect of
various programs. Students will also explore several recorded narratives and audio files to add to their
understanding of the variety and breadth of New Deal initiatives.
3. Objectives:
Students will understand the variety and breadth of New Deal programs
Students will be able to evaluate the impact of New Deal programs on various groups of individuals
Students will be able to evaluate the different ways in which people perceived and experienced New Deal
programs
4. Standards:
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary
sources, attending to such features as the date and origin of the information.
CCSS.ELA-­‐LITERACY.RH.9-­‐10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-­‐LITERACY.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.
5. Time Required:
1 block class period—90 minutes
6. Recommended Grade Range:
10th-11th grade, high school
These lessons are designed for a college preparatory high school curriculum. The expectations or number of
sources used can be adjusted for other types of schools or curricula. See ‘Extension Ideas’ for other possible
activities.
7. Subject/Topic:
Class: Social Studies—United States History
Topic: Unit on the Inter-War Period
29 Mini-Unit Topic: New Deal Programs
PREPARATION
8. Materials Used:
Google presentation from previous lesson (above) that students would have filled in with information
http://www.loc.gov/teachers/primary-source-analysis-tool/ (online version, ideally)
Overhead projector with audio and internet capabilities
Laptops with internet connection to listen to the audio files and read narratives from LOC website
Headphones for the students to listen to the audio individually
9. Resources Used:
Primary source(s):
Audio Files and Recorded Narrativeshttp://memory.loc.gov/afc/afcflwpa/314/3142a2.wav
Item Title
All Around the Maypole
Author/Creator
Performer: Singleton, Ellabell
Created/Published
June 18, 1939
Notes
duration: 2 minutes, 26 seconds
A ring play known since childhood by the singer, age 33, who grew up in Savannah,
Georgia.
The tempo of this song slows down in the first minute, then speeds up again.
Medium
sound recording
Part of
Florida Folklife from the WPA Collections 1937-1942
http://memory.loc.gov/ammem/wpaintro/thorsten.html
Title
[Chris Thorsten]
Contributor Names
Manoff, Arnold (Interviewer)
Thorsten, Chris (Interviewee)
Created / Published
New York City, New York
Subject Headings
- Labor Unions
- Race Relations
30 - Iron and steel workers
- Narratives
- United States -- New York -- New York City
Genre
Narratives
Source Collection
U.S. Work Projects Administration, Federal Writers' Project
http://memory.loc.gov/afc/afcflwpa/389/3894a1.wav
Item Title
Alligator Song
Author/Creator
Performer: Smith, Morgan
Performer: Johns, Barfield
Performer: Hutts, Sam
Performer: Osceola, Richard
Performer: Tiger, Naha
Created/Published
July 1940
Notes
duration: 4 minutes, 17 seconds
The Alligator Song from the Green Corn Dance.
The Green Corn Dance is a spiritual ritual of purification and thanksgiving held each
spring. In this instance, the song was performed with the purpose of being recorded, not as
part of the ceremony itself.
The sound quality of this recording is poor, and the record concludes with skipping.
Object Type
sound recording
Medium
sound recording
Language
Creek
Part of
Florida Folklife from the WPA Collections 1937-1942
http://memory.loc.gov/afc/afccc/audio/a334/a3348b1.mp3
NOTES
Song is version of "Oh my darling Clementine," composed by Percy Montrose.
John McCready, unaccompanied vocals.
Recorded by Sidney Robertson Cowell at the Arizona Bar in Groveland,
California on August 2, 1939.
Yellow song check-list notes: "Bad; needle wants to jump, shallow cut."
Forms part of a group of field materials documenting John McCready
performing Anglo-American songs on July 31, August 2, and August 5, 1939,
collected by Sidney Robertson Cowell in Groveland, Tuolumne County,
California.
http://memory.loc.gov/afc/afcflwpa/352/3521b3.mp3
31 Item Title
We Hab a Jest Gawd
Author/Creator
Performer: Barnwell, Isabel
Created/Published
August 14, 1939
Notes
duration: 1 minute, 48 seconds
Mrs. Isabel Barnwell, age 85, was raised on Nueva Esperanza (New Hope) Plantation in
Nassau County, Florida.
Object Type
sound recording
Medium
sound recording
Part of
Florida Folklife from the WPA Collections 1937-1942
http://memory.loc.gov/cgibin/ampage?collId=mesn&fileName=050/mesn050.db&recNum=80&itemLink=r?ammem/mesnbib:
@field(DOCID+@lit(mesn/050/081077))
Interview with Dr. John W. Fields, ex-slave of Civil War period.
Lafayette, Indiana
NOTES
Interviewer: Cecil C. Miller
Date of Interview: September 17, 1937
SOURCE
WPA Slave Narrative Project, Indiana Narratives, Volume 5
http://memory.loc.gov/cgibin/ampage?collId=mesn&fileName=100/mesn100.db&recNum=130&itemLink=r?ammem/mesnbib:
@field(DOCID+@lit(mesn/100/131126))
Still carries scars from lashes.
Graves, Sarah
Skidmore Nodaway County, Missouri
NOTES
Narrative Begins: Childhood and girlhood memories are vivid to Sarah Frances Shaw
Graves, an 87 year old Negro woman whose indomitable courage and steadfast purpose
overcame obstacles and made possible the ownership of the 120 acre farm near
Skidmore, on R. F. D. #4, where she lives with her bachelor son, Arza Alexander
Graves...
9 pages
SOURCE
WPA Slave Narrative Project, Missouri Narratives, Volume 10
COLLECTION
Federal Writer's Project, United States Work Projects Administration (USWPA);
Manuscript Division, Library of Congress
Secondary source(s):
Introduction to the WPA Slave Narratives http://memory.loc.gov/ammem/snhtml/snintro00.html
32 Introduction to the Federal Writers’ Project
http://www.loc.gov/teachers/classroommaterials/connections/american-life-hist/
Textbook for homework reading:
Murrin, John M., Paul E. Johnson et al., eds. Liberty, Equality, Power: A History of the American
People, 5th ed. Boston, MA: Cengage Learning, 2008.
PROCEDURE
10. Description of Procedure:
I.
II.
In-Class Presentations and Discussion (45 minutes)
§ Open up the Google Presentation that was shared with all students and project the
Presentation. Proceeding in the order of the Presentation, ask all students in the group to
come to the front of the room and present their findings. Students should focus on:
§ What were the nature of the program?
§ What types of people did they affect?
§ What were the goals of the program?
§ What do the images show?
§ etc.
§ Prompt students, as necessary, to analyze the images in the Google Presentation
§ Allow questions from peers, as time allows. STUDENTS SHOULD BE TAKING NOTES
DURING ALL PRESENTATIONS.
Analyze Audio Files and Narratives Recorded by New Deal Programs (30 minutes)
§ Transition from the presentations and the discussion about various programs to the next
section of the lesson, in which students will be using more primary sources to investigate
specific New Deal efforts to record personal experiences of various Americans.
§ Use the websites listed above (LOC overviews of the slave narratives, Federal Writers’
Project, etc.) to introduce the nature of the audio files and narratives recorded during the
New Deal—show how the websites can be navigated and what types of materials are
available. Explain that students will be adding to their knowledge of how Americans were
affected by the programs that students presented by listening to audio files and reading
narrative excerpts.
§ Listen to one clip as a full class to model the Observe, Reflect, Question process
Model any of the narratives or audio files, here is one suggestion from the Florida Folklife
Collection: http://memory.loc.gov/afc/afcflwpa/337/3379a2.wav This is a 38 second
sound recording that can introduce students to the type of sources they will encounter as
they follow the links.
Item Title
Aunt Jemima
Alternate Title(s)
Yankee Doodle
Author/Creator
33 Performer: [Roberts, Mary Jane]
Performer: Roberts, Wilbur
Created/Published
January 16, 1940
Put the ORQ Analysis Guide on the overhead projector and ask for volunteers to
fill in the form as a class after they have listened to the clip.
§ Go through the prompts above each category to indicate the questions that
students should be answering throughout the process
§ Submit the form to show what fields students should fill in
§ Instruct students to listen to the remaining clips/read narrative excerpts individually
using the laptops, and ask that they submit at least 2 ORQ forms for any 2 recordings or
narratives that they select. Students may explore more audio files or narratives if they
would like. Students who are working ahead should be instructed to explore the LOC
collections such as Florida Folk Life, California Folk Music, etc.
§ http://www.loc.gov/teachers/primary-source-analysis-tool/
Discussion of Recordings and Narratives
§ After the students have listened to or read each source, and submitted their ORQs, bring
the class back to a general discussion. Ask students to report their observations,
reflections, and questions about each of the recordings. Also focus on general trends—
§ Why are these songs and memories recorded?
§ What do we gain from these recordings and narratives?
§ How might this process have been perceived?
§ Why were these part of the New Deal program?
Closer and Discussion (15 minutes)
§ Transition from a full class discussion to a final closer for the period. Write a few
prompting questions on the board and ask students to complete a closer:
§ What types of Americans were affected by the New Deal?
§ How might New Deal programs have been perceived?
§ How might Americans of different walks of life have experienced the
New Deal?
§ E.g. women vs. men, poor vs. rich Americans, White Americans vs.
African Americans, children vs. adults?
§ Ask students to write individually in their notebooks for 5 minutes, responding to the
questions on the board. Explain that they should be thinking back to the previous lessons
as well
§ Time permitting, share out ideas and host a discussion. What types of Americans were
affected by the New Deal? Who benefited from the programs?
Homework: Reading on Impact of New Deal (Textbook)
§ Take notes on the pages 752-763
§
III.
IV.
V.
11. Extension Ideas:
For homework, ask students to find a news article that explains a current issue or event related to federal
programming that can relate to new Deal programming. Have students present their articles/news stories to
34 the class in the next lesson, and explain the similarities and differences between the types of federal
intervention at play in the 1930s versus today.
There are several specific narratives and recordings chosen above, but students could also seek out their own
recordings to analyze using the LOC collections. Each student could find several more and report out to the
class what they found/analyzed.
EVALUATION
12. Assessment/evaluation:
Students will be assessed through their in-class presentations, participation, and discussion. The presentations
will be formal grades, whereas their participation is more informally assessed as part of their larger grade on
effort and participation. Additionally, the closers will be collected and graded for the depth and thoughtfulness
of their responses. The homework reading will be collected and assessed in the next class—the notes should be
graded, but the written response to “In what ways were Americans affected by the New Deal” should
incorporate ideas and information from class as well as the textbook reading.
CREDITS
13. Designer
Lauren Cantacessi
LOC Primary Source Analysis Tool
35 ADDITIONAL RESOURCES FOR LESSON 2
See presentation slides from Lesson 1—these will have been edited and will be used during presentations.
See Primary Source Analysis Tool below:
*This ORQ can be completed online using the link above. The online version also provides prompting questions
depending on the source format that can guide students.
36 Lesson 3:
1. Title: Was the New Deal effective?
2. Overview: Students now know the major programs and goals of the New Deal, and they should be able to
use that knowledge of the goals and programs to assess whether the New Deal was effective. Students will walk
around the room in a gallery walk activity to gather evidence through photos, and students will engage their
peers in a debate about the degree to which the programs achieved their intended goals, and how the New Deal
shaped American history, economy, and society.
3. Objectives:
Students will be able to describe the New Deal goals
Students will be able to analyze primary source photos to evaluate the effectiveness of the New Deal programs
Students will engage with their peers and they will be able to defend their opinions with evidence from the
documents and other class resources
Students will be able to evaluate the impact of the New Deal overall
4. Standards:
16.C.5b (US) Analyze the relationship between an issue in United States economic history and the related
aspects of political, social and environmental history.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features
as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.
5. Time Required:
1 block class period—90 minutes
6. Recommended Grade Range:
10th-11th grade, high school
These lessons are designed for a college preparatory high school curriculum. The expectations or number of
sources used can be adjusted for other types of schools or curricula. See ‘Extension Ideas’ for other possible
activities.
7. Subject/Topic:
Class: Social Studies—United States History
37 Topic: Unit on the Inter-War Period
Mini-Unit Topic: New Deal Programs
PREPARATION
8. Materials Used:
Whiteboard and markers to create a class timeline
Student supplies (notebooks and writing utensils)
Printed color images and tape to create the gallery walk
Gallery Walk source analysis worksheet (below)
9. Resources:
Primary source(s):
http://www.loc.gov/pictures/item/fsa1997000062/PP/
Title: CCC (Civilian Conservation Corps) boys working, Prince George's County, Maryland
Creator(s): Mydans, Carl, photographer
Related Names:
United States. Resettlement Administration.
Date Created/Published: 1935 Nov.
http://www.loc.gov/pictures/resource/fsa.8a38732/?co=fsa
Title: Family living on riverboat, Charleston, West Virginia. Husband now on WPA (Works Progress
Administration) labor
Creator(s): Wolcott, Marion Post, 1910-1990, photographer
Date Created/Published: 1938 Sept.
http://lcweb2.loc.gov/wpaintro/intro01.html
[Tuskeegee, Alabama.] Photographer unknown. Photograph, 1936. Courtesy of the National Archives. (69 MP56-1, box 5).
http://www.loc.gov/pictures/item/owi2001046116/PP/
Title: New York, New York. Bread line beside the Brooklyn Bridge approach
Date Created/Published: between 1930 and 1935?
Medium: 1 negative : safety ; 4 x 5 inches or smaller.
Reproduction Number: LC-USW33-035391-ZC (b&w film neg.)
http://www.loc.gov/pictures/item/acd1996001072/PP/
Title: Christmas Eve, 1933 / Berryman.
Creator(s): Berryman, Clifford Kennedy, 1869-1949, artist
Date Created/Published: 1933 [Dec. 24]
Medium: 1 drawing.
Summary: Cartoon showing Uncle Sam with Franklin D. Roosevelt as boy showing his programs (stockings
hanging at fireplace).
http://www.loc.gov/pictures/item/owi2003050990/PP/
38 Title: General planning. This photograph is included in the series as a vivid document on the impingement of
Twentieth Century technology upon the neglected and backward rural scene. The meter on the wall of the rural
shack indicates that it now receives its share of electricity from the power carried overland by the huge TVA
(Tennessee Valley Authority) transmission line. TVA program must resolve the conflict between between
modern and ancient ways of life so that individuals, similar to those which are shown in the picture, will be
benefited
Date Created/Published: between 1933 and 1945.
Medium: 1 negative : safety ; 4 x 5 inches or smaller.
http://www.loc.gov/pictures/item/2010719733/
Title: "New Deal" WPA art, Clarkson S. Fisher Federal Building & U.S. Courthouse, Trenton, New Jersey
Creator(s): Highsmith, Carol M., 1946-, photographer
Date Created/Published: 2010.
Medium: 1 photograph : digital, TIFF file, color.
Reproduction Number: LC-DIG-highsm-10898 (original digital file)
Rights Advisory: No known restrictions on publication.
Call Number: LC-DIG-highsm- 10898 (ONLINE) [P&P]
Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
http://hdl.loc.gov/loc.pnp/pp.print
Notes:
Built in 1932 and designed by architect James Wetmore. The exterior of the Trenton Federal Building is a well
executed design with a "Stipped Neo-Classical" form, with both Classical and Art Deco terra cotta detailing. The
"New Deal Art" murals are by Charles Wells.
Photographed as part of an assignment for the General Services Administration.
Title, date, and subject note provided by the photographer.
Credit line: Photographs in the Carol M. Highsmith Archive, Library of Congress, Prints and Photographs
Division.
Gift; Carol M. Highsmith; 2009; (DLC/PP-2009:083).
Forms part of the Carol M. Highsmith Archive.
Secondary source(s):
(If needed, for reference) Timeline from the LOC packet at
www.loc.gov/teachers/classroommaterials/primarysourcesets/new-deal/pdf/teacher_guide.pdf
(If needed, for reference) Background information from textbook (Page 752-783)
Murrin, John M., Paul E. Johnson et al., eds. Liberty, Equality, Power: A History of the
American People, 5th ed. Boston, MA: Cengage Learning, 2008.
PROCEDURE
10. Description of Procedure:
I.
Opening Discussion: What were the goals of the New Deal? (10 minutes)
39 Ask students to go back in their notebooks and find the original goals they had
brainstormed about the New Deal.
§ Lead a discussion to add to that list based on the previous lesson—what were the goals of
the New Deal?
§ Tell students that today they will be assessing whether the New Deal achieved those
goals.
Timeline Activity (15 minutes)
§ Ask students to work with a partner to create a timeline of the New Deal era that they
know so far
§ After students have created a timeline, draw a class timeline on the board and ask
volunteers from each group to add points to the timeline
§ Pull out main ideas and make sure students all have the central ideas
§ What were the trends across this period?
§ What came beforehand?
Gallery Walk and Writing (40 minutes)
§ (A Gallery Walk in this classroom activity consists of the photos/images being
taped/tacked around the room. Students walk through the room quietly at their own
pace and observe the images around the room. If printing in color is not possible, these
images could be projected on an overhead and students could take notes in that way.
This class has done many gallery walks before, so they know what the expectations are in
terms of behavior and the level of detail expected in the analysis. As necessary, explain
more clear expectations for students, or model the type of analysis expected.)
§ Tell students that they will have about 20-30 minutes to wander around the room
completing a gallery walk activity. Ask students to complete a source analysis sheet for
each source stationed around the room
§ Students should work on this independently and individually. If students finish early,
they should begin writing. All students are to complete a source analysis sheet, and also
write a response to the prompt “Was the New Deal Effective?” This Gallery Walk will be
fluid as students take different amounts of time viewing vs. writing.
§ As necessary, prompt students to take note of important aspects of the photographs, and
categorize the photos appropriately.
§ As students finish, ask them to write a response in their notebooks for “Was the New
Deal Effective?” Ideally, students have at least 10 minutes to reflect in their
notebooks.
Debate and Discussion: Was the New Deal effective? (25 minutes)
§ Tell students that they will be informally debating the responses they wrote after looking
at the images. The timing of this debate will depend on how long students took in the
gallery walk.
§ Call on students or ask for volunteers to responds to the question: “Was the New Deal
Effective?” and take notes on whiteboard of the main ideas put forth by students on each
side of the debate
§ Make sure students are using evidence in responses—students should refer to
background information as well as the images/sources on the walls
§ Remind students that their participation is recorded and everyone should
respond
§
II.
III.
IV.
40 Try to elicit a variety of responses to create a nuanced discussion that addresses
several perspectives on the question
Homework:
§ Students should formalize their written response for homework—they should create a
thesis and at least 2 body paragraphs of a mini-essay that addresses the question of
“Was the New Deal effective?”
§
V.
11. Extension Ideas:
Students could write a formal essay that states a clear argument answering the question ‘Was the New Deal
effective?’ to be submitted the next class period. They should have an argument and use evidence in their
essays.
Students could also be asked to find their own outside sources/evidence to supplement the sources used in
class. These could be part of the evidence cited in the writing assignments.
The debate could become more formal if students had assigned roles/perspectives, and participation were
noted more deliberately.
12. Assessment/evaluation:
Students will be assessed through their in-class participation in the discussion, timeline activity, note taking
process, and the final discussion. Those assessments are more informal, though the notes from the gallery walk
will be collected and assessed for the degree to which students were thorough and detailed in their observations
and analysis. They will also be submitting the written responses in the next class which will be assessed in
terms of depth, accuracy, and writing skills (the in-class writing will be revised and formalized as a homework
assignment).
CREDITS
13. Designer
Lauren Cantacessi
41 ADDITIONAL RESOURCES FOR LESSON 3
42 43 44 45 46 47 48 Name: ________________________________ Gallery Walk Worksheet—Complete one per image! 1. Source Title: Source Date: What does this image show? Who is the intended audience? Does his prove that the New Deal was effective or not effective? Explain. 2. Source Title: Source Date: What does this image show? Who is the intended audience? Does his prove that the New Deal was effective or not effective? Explain. 49 3. Source Title: Source Date: What does this image show? Who is the intended audience? Does his prove that the New Deal was effective or not effective? Explain. 4. Source Title: Source Date: What does this image show? Who is the intended audience? Does his prove that the New Deal was effective or not effective? Explain. 50 5. Source Title: Source Date: What does this image show? Who is the intended audience? Does his prove that the New Deal was effective or not effective? Explain. 6. Source Title: Source Date: What does this image show? Who is the intended audience? Does his prove that the New Deal was effective or not effective? Explain. 51 7. Source Title: Source Date: What does this image show? Who is the intended audience? Does his prove that the New Deal was effective or not effective? Explain. 52