Name: _______________________________________________
Date: __________
If the statement is true, write "true" on the line. If it is false, change the underlined word or words to make it true. (4
points each)
__________ 1. Black Tuesday was the day that President Hoover forced the Bonus Army to disband.
__________ 2. During the Depression, charitable organizations tried to help the urban poor by opening soup
kitchens.
__________ 3. During the Depression, many children suffered from diet-related diseases.
__________ 4. One indicator of a weak economy in the 1920s was a decline in housing starts.
__________ 5. American industries first began to show signs of economic trouble after 1929.
Using the exhibit, choose the letter of the best answer. (2 points each)
____ 6. The Dust Bowl included -which state?
A. South Dakota
B. Kansas
C. Arkansas
D. Wyoming
Honors ch14-15 Great Depression.tgt, Version: 1
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____ 7. What city in California probably received a large number of Dust Bowl migrants?
A. Flagstaff
B. Amarillo
C. Bakersfield
D. Albuquerque
____ 8. From north to south, what was the length of the area of damage during the Dust Bowl period?
A. about 1,100 miles
B. about 600 miles
C. about 300 miles
D. about 100 miles
____ 9. Roughly what fraction of the land area of the United States was damaged during the Dust Bowl period?
A. 1/10
B. 1/5
C. 1/2
D. 2/3
____ 10. In which region did most of the damage from the Dust Bowl occur?
A. the Midwest
B. the Great Plains
C. the Rocky Mountains
D. the Pacific Northwest
Using the exhibit, answer the following questions. (5 points each)
11. What causes led to the dust storms and damage in the area shown on the map?
12. What geographic feature may have protected the Pacific Coast from the Dust Bowl?
Honors ch14-15 Great Depression.tgt, Version: 1
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Document-Based Questions. Historical Context: As the nation plunged into the Great Depression, people's lives
were dramatically altered. In the early 1930s, the sharp effects of economic want were felt across the nation.
Study each document carefully and answer the question about it on the back of this paper or on a separate sheet.
(4 points each)
The first hard times I remember came in 1933, when I was in the eighth grade. Travis and Son
shut down and for six months Dad didn't draw a penny. . . .
. . . For a whole week one time we didn't have anything to eat but potatoes. Another time my
brother went around to the grocery stores and got them to give him meat for his dog-only he didn't
have any dog. We ate that dog meat with the potatoes. I went to school hungry and came home
to a house where there wasn't any fire. The lights were cut off. They came out and cut off the
water. . . .
I remember lying in bed one night and thinking. All at once I realized something. We were poor.
Lord! It was weeks before I could get over that. . . .
We lost our car and house and kept moving from one house to another. Bill collectors hunted us
down and came in droves. Every now and then my brother or Dad would find some sort of odd job
to do, or the other brother in Chicago would send us a little something. Then we'd go wild over
food. We'd eat until we were sick. . . . The sight and smell of food sort of made us crazy, I guess.
13. According to this recollection, what hardships did working class families experience during the Depression?
With the financial collapse in October 1929, a large mass of Negroes were faced with the reality
of starvation and they turned sadly to public relief. . . . Meanwhile men, women and children
combed the streets and searched in garbage cans for food, foraging with dogs and cats. . . .
Many families had been reduced to living below street level. . . . Floors were of cracked concrete,
and the walls were whitewashed rock, water-drenched and rust-streaked. There were only slits for
a window and a tin can in a corner was the only toilet.
Shunted into these run-down sections, Negroes were forced to pay exorbitant rents to landlords
who flagrantly violated the city building and sanitary codes. . . . More than half the Negro
families were forced to take in lodgers to augment the family income. Frequently, whole families
slept in one room. Envied was the family who had a night worker as a lodger, for he would occupy
a bed in the day that would be rented out at night. . . . If the family had a bathtub, it, too, was
covered with boards and rented out.
14. During the Depression, what did many African Americans living in New York City do to help pay the rent?
Honors ch14-15 Great Depression.tgt, Version: 1
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Detroit, Mich.
September 29, 1931
Mr. Walter Gifford
Dear Sir:
. . . You have told us to spend to end the [economic] slump, but you did not tell us what to use for
money, after being out of work for two years you tell us this. Pres. Hoover on the other hand tells
the working man to build homes, and in face of the fact nearly every working man has had his
home taken off him. . . . This is a radical letter but the time is here to be radical. When an
average of two a day has to take their own life right in the City of Detroit because they can not
see their way out. Right in the city where one of the worlds riches men lives who made last year
259,000,000 dollars. where hundreds of peoples are starving to death. . . .The other day our Pres.
Hoover came to Detroit and kidded the soldier boys out of their bonus. Pres Hoover a millionaire
worth about 12,000,000 dollars drawing a salary of 75,000 per year from the government asking
some boys to forgo their bonus some of them have not 12 dollars of their own. . . .
15. According to this letter, how did unemployed people feel toward the Hoover administration? Why?
16. How were people's day-to-day lives and mental outlooks affected by long-lasting unemployment during the
Great Depression? Write a brief essay in response to this question, citing examples and evidence from the
three documents. You may use the back of this paper or a separate sheet for your essay. (8 points)
Choose the letter of the best answer. (4 points each)
____ 17. ___ helped organize the "Black Cabinet," a group of influential African Americans who advised the
Roosevelt administration on racial issues.
A. Dorothea Lange
B. Mary McLeod Bethune
C. Frances Perkins
D. Eleanor Roosevelt
____ 18. The Federal Emergency Relief Administration was most helpful to___.
A. farmers in isolated rural areas
B. the unemployed, the aged, and the ill
C. politicians and business owners
D. mass-production industrial workers
____ 19. The _____ reflected President Roosevelt's concern for the natural environment.
A. Civil Works Administration
B. National Youth Administration
C. Civilian Conservation Corps
D. Works Progress Administration
____ 20. The Supreme Court ruled that the ___ was unconstitutional on the grounds that its provisions were local
matters and should be regulated by the states.
A. Federal Securities Act
B. Fair Labor Standards Act
C. Wagner Act
D. Agricultural Adjustment Act
Honors ch14-15 Great Depression.tgt, Version: 1
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____ 21. By
A.
B.
C.
D.
decreasing farm surpluses, New Deal policies helped to ___.
lower the cost of food
increase the food supply
raise the price of farm goods
combat the effects of the Dust Bowl
____ 22. ___ were least likely to be a part of the New Deal coalition.
A. Rural Democrats
B. African Americans
C. Southern Republicans
D. Unionized industrial workers
____ 23. Of
A.
B.
C.
D.
the following New Deal policies, ___ had the biggest long-term impact on the American economy.
Social Security Act
Civilian Conservation Corps
Tennessee Valley Authority
Federal Emergency Relief Administration
____ 24. The American public perceived many characteristics in President Roosevelt, but ___ was probably not
one of them.
A. compassion
B. determination
C. self-confidence
D. economic conservatism
____ 25. ___ claimed that the New Deal policies were inadequate and proposed a social program called
Share-Our-Wealth.
A. Huey Long
B. Francis Townsend
C. John L. Lewis
D. Charles Coughlin
Answer the following question(s) on the back of this paper or on a separate sheet of paper. (10 points each)
26. Describe the effects of New Deal public works projects on the economy, the environment, and people's
personal lives.
Think About:
- the lives of unemployed Americans before the New Deal
- the accomplishments of the CCC, TVA, and WPA
- the difference between receiving charity and being offered a job
27. What are some of the lasting effects of the New Deal on banking and finance in the United States?
Think About:
- the factors that led to the Great Depression
- the Federal Deposit Insurance Corporation (FDIC)
- the Securities and Exchange Commission (SEC)
Honors ch14-15 Great Depression.tgt, Version: 1
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Answer Sheet
1.
False / the stock market crashed
Standards
OH ECON.10.5
OH HIST.10.10.a
NCSS VIIh
NCSS VIi
2.
True
Standards
OH HIST.10.10.a
NCSS Va
NCSS Vb
NCSS VIc
3.
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
apply concepts such as role, status, and social class in describing the connections and
interactions of individuals, groups, and institutions in society;
analyze group and institutional influences on people, events, and elements of culture
in both historical and contemporary settings;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
True
Standards
OH HIST.10.10.a
NCSS Ia
NCSS If
4.
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
apply economic concepts and reasoning when evaluating historical and contemporary
social developments and issues;
evaluate the extent to which governments achieve their stated ideals and policies at
home and abroad;
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
analyze and explain the ways groups, societies, and cultures address human needs and
concerns;
interpret patterns of behavior reflecting values and attitudes that contribute or pose
obstacles to cross-cultural understanding;
True
Standards
OH ECON.10.5
NCSS VIIh
NCSS VIi
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
apply economic concepts and reasoning when evaluating historical and contemporary
social developments and issues;
evaluate the extent to which governments achieve their stated ideals and policies at
home and abroad;
Honors ch14-15 Great Depression.tgt, Version: 1
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5.
False / during the 1920s
Standards
OH ECON.10.5
NCSS VIIh
NCSS VIi
6.
B. Kansas
Standards
OH GEO.10.1.a
NCSS IIId
NCSS IIIe
NCSS IIIg
NCSS IIIb
7.
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
apply economic concepts and reasoning when evaluating historical and contemporary
social developments and issues;
evaluate the extent to which governments achieve their stated ideals and policies at
home and abroad;
Grade Level Indicators-10
Places and Regions
Explain how perceptions and characteristics of geographic regions in the United States
have changed over time including: Urban areas;
calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global
patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural
resources, and population;
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
C. Bakersfield
Standards
OH GEO.10.1.a
NCSS IIId
NCSS IIIe
NCSS IIIg
NCSS IIIb
Grade Level Indicators-10
Places and Regions
Explain how perceptions and characteristics of geographic regions in the United States
have changed over time including: Urban areas;
calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global
patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural
resources, and population;
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
Honors ch14-15 Great Depression.tgt, Version: 1
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8.
A. about 1,100 miles
Standards
OH GEO.10.1.a
NCSS IIId
NCSS IIIe
NCSS IIIg
NCSS IIIb
9.
Grade Level Indicators-10
Places and Regions
Explain how perceptions and characteristics of geographic regions in the United States
have changed over time including: Urban areas;
calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global
patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural
resources, and population;
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
B. 1/5
Standards
OH GEO.10.1.a
NCSS IIId
NCSS IIIe
NCSS IIIg
NCSS IIIb
Grade Level Indicators-10
Places and Regions
Explain how perceptions and characteristics of geographic regions in the United States
have changed over time including: Urban areas;
calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global
patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural
resources, and population;
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
Honors ch14-15 Great Depression.tgt, Version: 1
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10. B. the Great Plains
Standards
OH GEO.10.1.a
OH HIST.10.10.b
NCSS IIId
NCSS IIIe
NCSS IIIg
NCSS IIIb
Grade Level Indicators-10
Places and Regions
Explain how perceptions and characteristics of geographic regions in the United States
have changed over time including: Urban areas;
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Dust Bowl;
calculate distance, scale, area, and density, and distinguish spatial distribution
patterns;
describe, differentiate, and explain the relationships among various regional and
global patterns of geographic phenomena such as landforms, soils, climate,
vegetation, natural resources, and population;
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
11. The damage and dust storms were caused by drought and by the fact that farmers had plowed up the dense
prairie grasses. When drought destroyed the crops, there was nothing to hold the soil and underlying sand in
place, so it was scattered by the winds.
Standards
OH HIST.10.10.b
NCSS IIId
NCSS IIIe
NCSS IIIg
NCSS IIIb
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Dust Bowl;
calculate distance, scale, area, and density, and distinguish spatial distribution
patterns;
describe, differentiate, and explain the relationships among various regional and
global patterns of geographic phenomena such as landforms, soils, climate,
vegetation, natural resources, and population;
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
Honors ch14-15 Great Depression.tgt, Version: 1
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12. If westerly winds overtook the Dust Bowl storms, the Rocky Mountains may have protected the Pacific Coast.
Standards
OH GEO.10.1.a
NCSS IIId
NCSS IIIe
NCSS IIIg
NCSS IIIb
Grade Level Indicators-10
Places and Regions
Explain how perceptions and characteristics of geographic regions in the United States
have changed over time including: Urban areas;
calculate distance, scale, area, and density, and distinguish spatial distribution patterns;
describe, differentiate, and explain the relationships among various regional and global
patterns of geographic phenomena such as landforms, soils, climate, vegetation, natural
resources, and population;
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
13. They had little money to buy food and thus ate less or ate foods of poor quality. They lived without fuel for
heating and cooking and without light. Their cars and homes were repossessed by creditors, and they were
forced to move to more affordable housing.
Standards
OH HIST.10.10.a
OH SSSM.10.1.e
NCSS Ia
NCSS If
NCSS Xc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
Determine the credibility of sources by considering the following: The circumstances
in which the author prepared the source.
analyze and explain the ways groups, societies, and cultures address human needs and
concerns;
interpret patterns of behavior reflecting values and attitudes that contribute or pose
obstacles to cross-cultural understanding;
locate, access, analyze, organize, synthesize, evaluate, and apply information about
selected public issues-identifying, describing, and evaluating multiple points of view;
14. They rented out their beds, and even their bathtubs, to others who needed a place to sleep.
Standards
OH HIST.10.10.a
OH PS.9-10.B
NCSS Ia
NCSS If
NCSS Xc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
Analyze the consequences of oppression, discrimination and conflict between
cultures.
analyze and explain the ways groups, societies, and cultures address human needs and
concerns;
interpret patterns of behavior reflecting values and attitudes that contribute or pose
obstacles to cross-cultural understanding;
locate, access, analyze, organize, synthesize, evaluate, and apply information about
selected public issues-identifying, describing, and evaluating multiple points of view;
Honors ch14-15 Great Depression.tgt, Version: 1
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15. Unemployed people felt angry and impatient toward the Hoover administration because they were still
experiencing hard times after two years. This anger was underscored by the contrast between the incomes of
the rich and those of the poor.
Standards
OH SSSM.9-10.A
OH HIST.10.10.a
OH ECON.10.5
NCSS VIb
NCSS VIc
NCSS Xc
Social Studies Skills and Methods
Grades 9-10 Benchmarks
Evaluate the reliability and credibility of sources.
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
explain the purpose of government and analyze how its powers are acquired, used,
and justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
locate, access, analyze, organize, synthesize, evaluate, and apply information about
selected public issues-identifying, describing, and evaluating multiple points of view;
16. The best essays will point out that unemployment severely reduced people's incomes and forced them to use
what little money they had to buy food and pay for housing. People went hungry: they ate thrown-away food
(Document 2) or bought cheaper foods (Document 1), and some starved to death (Document 3). People lost
their homes (Documents 1 and 3) or were forced to find cheaper shelter (Documents 1 and 2), which was often
run down (Document 2). People also lived without light, running water, and fuel (Documents 1 and 2). Living
in reduced circumstances changed people's outlooks. Working-class people began to feel poor (Document 1),
many people became depressed (Documents 2 and 3), and others became angry at the federal government
for its failure to help people (Document 3).
Standards
OH HIST.10.10.a
NCSS Ia
NCSS If
NCSS Xc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
analyze and explain the ways groups, societies, and cultures address human needs and
concerns;
interpret patterns of behavior reflecting values and attitudes that contribute or pose
obstacles to cross-cultural understanding;
locate, access, analyze, organize, synthesize, evaluate, and apply information about
selected public issues-identifying, describing, and evaluating multiple points of view;
17. B. Mary McLeod Bethune
Standards
OH HIST.10.10.c
NCSS IVe
NCSS Va
NCSS VIb
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
examine the interactions of ethnic, national, or cultural influences in specific
situations or events;
apply concepts such as role, status, and social class in describing the connections and
interactions of individuals, groups, and institutions in society;
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
Honors ch14-15 Great Depression.tgt, Version: 1
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18. B. the unemployed, the aged, and the ill
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
19. C. Civilian Conservation Corps
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
20. D. Agricultural Adjustment Act
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
21. C. raise the price of farm goods
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
22. C. Southern Republicans
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
Honors ch14-15 Great Depression.tgt, Version: 1
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23. A. Social Security Act
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
24. D. economic conservatism
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
25. A. Huey Long
Standards
OH HIST.10.10.c
NCSS VIb
NCSS VIc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
26. Complete answers should include the following points: Public works projects helped improve the economy by
employing people who then became consumers of the nation's goods. Many of these projects helped improve
the environment by preventing soil erosion through reforestation and by controlling floods. Sometimes,
however, the projects increased pollution. People's lives were improved because having useful, paying work
gave them a sense of self-worth and hope. Many people also benefited from the completed projects, which
included hospitals and dams.
Standards
OH HIST.10.10.c
OH ECON.10.5
NCSS VIb
NCSS VIc
NCSS Xc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
explain the purpose of government and analyze how its powers are acquired, used, and
justified;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
locate, access, analyze, organize, synthesize, evaluate, and apply information about
selected public issues-identifying, describing, and evaluating multiple points of view;
Honors ch14-15 Great Depression.tgt, Version: 1
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27. Complete answers should include the following points: The FDIC provides insurance for individual deposits. As
it did in the 1930s, the FDIC gives the public confidence in placing their money in a bank. The SEC monitors
the stock market and sales of stocks and bonds. Public companies are required by law to give complete,
accurate information on all stock offerings. Both of these programs help avoid a recurrence of the Great
Depression, which was caused in part by stock market speculation and bank panics.
Standards
OH HIST.10.10.c
OH ECON.10.5
NCSS VIId
NCSS VIc
NCSS Xc
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
describe relationships among the various economic institutions that comprise
economic systems such as households, business firms, banks, government agencies,
labor unions, and corporations;
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
locate, access, analyze, organize, synthesize, evaluate, and apply information about
selected public issues-identifying, describing, and evaluating multiple points of view;
Honors ch14-15 Great Depression.tgt, Version: 1
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Standards Summary: All Standards In Test
NCSS IIIb
create, interpret, use, and synthesize information from various representations of the
earth, such as maps, globes, and photographs;
NCSS IIId
calculate distance, scale, area, and density, and distinguish spatial distribution
patterns;
describe, differentiate, and explain the relationships among various regional and
global patterns of geographic phenomena such as landforms, soils, climate,
vegetation, natural resources, and population;
NCSS IIIe
use knowledge of physical system changes such as seasons, climate and weather, and
the water cycle to explain geographic phenomena;
NCSS IIIg
examine, interpret, and analyze physical and cultural patterns and their interactions,
such as land use, settlement patterns, cultural transmission of customs and ideas, and
ecosystem changes;
NCSS IVe
examine the interactions of ethnic, national, or cultural influences in specific
situations or events;
NCSS Ia
analyze and explain the ways groups, societies, and cultures address human needs
and concerns;
NCSS If
interpret patterns of behavior reflecting values and attitudes that contribute or pose
obstacles to cross-cultural understanding;
NCSS VIId
describe relationships among the various economic institutions that comprise
economic systems such as households, business firms, banks, government agencies,
labor unions, and corporations;
NCSS VIIh
apply economic concepts and reasoning when evaluating historical and contemporary
social developments and issues;
NCSS VIb
explain the purpose of government and analyze how its powers are acquired, used,
and justified;
NCSS VIc
analyze and explain ideas and mechanisms to meet needs and wants of citizens,
regulate territory, manage conflict, establish order and security, and balance
competing conceptions of a just society;
NCSS VIi
evaluate the extent to which governments achieve their stated ideals and policies at
home and abroad;
NCSS Va
apply concepts such as role, status, and social class in describing the connections and
interactions of individuals, groups, and institutions in society;
NCSS Vb
analyze group and institutional influences on people, events, and elements of culture
in both historical and contemporary settings;
NCSS Xc
locate, access, analyze, organize, synthesize, evaluate, and apply information about
selected public issues-identifying, describing, and evaluating multiple points of view;
OH ECON.10.5
Analyze the impact of the Great Depression and World War II on the economy of the
United States and the resulting expansion of the role of the federal government.
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OH GEO.10.1.a
Grade Level Indicators-10
Places and Regions
Explain how perceptions and characteristics of geographic regions in the United
States have changed over time including: Urban areas;
OH HIST.10.10.a
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Great Depression;
OH HIST.10.10.b
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The Dust Bowl;
OH HIST.10.10.c
Analyze the causes and consequences of major political, economic and social
developments of the 1930s with emphasis on: The New Deal.
OH PS.9-10.B
Analyze the consequences of oppression, discrimination and conflict between
cultures.
OH SSSM.10.1.e
Determine the credibility of sources by considering the following: The circumstances
in which the author prepared the source.
OH SSSM.9-10.A
Social Studies Skills and Methods
Grades 9-10 Benchmarks
Evaluate the reliability and credibility of sources.
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