Mr. Henry

NSJH

The Great Depression

Introduction:

With the stock market crash in October of 1929, the United States went through a time of unprecedented unemployment. The lack of jobs affected the lives of millions of Americans. In response to the economic downturn, President Roosevelt implemented his New Deal Programs to try and alleviate the economic problems faced by the nation.

Task:

Your task is to create a power point using the AHPPA policy analysis model.  You will explain the why the New Deal policies were created and if they were effective.   These will be presented to the class.

§ Every Step of the AHPPA

§ Relevant Information

§ Four Pictures from the 1930’s

Your photograph must be from the time period.

Discuss and interpret each cartoon (4-6 sentences)

§ Two relevant New Deal political Cartoon

What is the issue?

What are the symbols?

What is the opinion of the author?

§ Visually Attractive

§ 16 Font

§ Bonus: **1930’s employment Graph***

§ Power Point

Include at least 3 of the New Deal Programs in your evaluation:

CCC TVA FCA CWA

SSA AAA NRA PWA

Process:

Working in Pairs, you will evaluate the problems facing our nation during the Great Depression. Your power point will contain the six steps of the AHPPA.

Step One: Slide One

Identify the problem (what is it and why is it a problem)

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet1.html

Step Two: Slide Two

Gather the Evidence. (Locate at least three different sources of evidence to support the existence and extent of your problem.)

http://www2.maxwell.syr.edu/plegal/ppa/worksheet2us.html

Step Three: Slide Three

Determine Causes   (identify the causes or factors that contribute to a social problem, then they can try to develop public policies to eliminate or lessen those causes or factors.)

http://www2.maxwell.syr.edu/plegal/ppa/worksheet3us.html

Step Four: Slide Four

Evaluate the Policy. (When evaluating the policy, you want to consider if the problem has been resolved.  Keep in mind the effects that the policy has on the United States economically, politically, and socially.)

http://www2.maxwell.syr.edu/plegal/ppa/worksheet4us.html

Step Five: Slide Five

Develop Solutions (create Three solutions for the problems faced during the Great Depression.)

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet5.html

Step Six: Slide Six

Select the Best Solutions (Pick Three New Deal Programs and evaluate their Feasibility vs. Effectiveness. Then evaluate your three solutions.)

http://www2.maxwell.syr.edu/plegal/TIPS/worksheet6.html

Resources

Use the following websites to research the topic. Also use the library databases to find more information.

http://www.fdrheritage.org/new_deal.htm

http://docs.fdrlibrary.marist.edu/gdphotos.html

http://www.wwcd.org/policy/US/newdeal.html

http://newdeal.feri.org/

http://history1900s.about.com/od/photographs/tp/greatdepressionpictures.htm

http://www.pbs.org/wgbh/americanexperience/collections/1930s/

http://www.pbs.org/wgbh/americanexperience/features/introduction/dustbowl-introduction/

http://www.nps.gov/archive/elro/glossary/great-depression.htm

http://elsa.berkeley.edu/~cromer/great_depression.pdf

http://www.livinghistoryfarm.org/farminginthe30s/water_10.html

http://www.wpamurals.com/

http://www.newdeallegacy.org/

http://xroads.virginia.edu/~MA02/volpe/newdeal/timeline_text.html

Political Cartoon Websites

http://www.nisk.k12.ny.us/fdr/

http://xroads.virginia.edu/~MA02/volpe/newdeal/cartoons.html

http://picturinghistory.gc.cuny.edu/?p=16

http://nieonline.com/aaec/cftc.cfm?cftcfeature=history

EVALUATION

PowerPoint Rubric

ACTIVITY	Exemplary (4)	Proficient (3)		Partially Proficient (2)	Incomplete (1)
Introduction	* The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	* The introduction is clear and coherent and relates to the topic.		* The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	* The introduction does not orient the audience to what will follow. * The sequencing is unclear and does not appear interesting or relevant to the audience.
Content	* The content is written clearly and concisely with a logical progression of ideas and supporting information. * Information is accurate, current and persuasive.	* The content is written with a logical progression of ideas and supporting information. * Includes persuasive information.		* The content is vague in conveying a point of view and does not create a strong sense of purpose. * Includes some persuasive information with few facts. *Some of the information may not seem to fit.	* The content lacks a clear point of view and logical sequence of information. * Includes little persuasive information and only one or two facts about the topic. * Information is incomplete, out of date and/or incorrect. * Sequencing of ideas is unclear.
Text Elements	* The fonts are easy-to-read and point size varies appropriately for headings and text. * Use of italics, bold, and indentations enhances readability. * Text is appropriate in length for the target audience and to the point. * The background and colors enhance the readability of text.	* Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.		* Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	* The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
Layout	* The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.		* The layout uses horizontal and vertical white space appropriately.	* The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	* The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.
Graphics, Sound and/or Animation	* The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. * There is a consistent visual theme.		* The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. * Images are proper size, resolution.	* Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. * Images are too large/small in size. * Images are poorly cropped or the color/resolution is fuzzy.	* The graphics, sounds, and/or animations are unrelated to the content. * Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
Citations	* Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented.		* Most sources are documented to make it possible to check on the accuracy of information.	* Sometimes copyright guidelines are followed and some information, photos and graphics are not properly cited.	* No way to check validity of information.
Writing Mechanics	* The text is written with no errors in grammar, capitalization, punctuation, and spelling.		* The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	* Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	*Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract and major editing and revision is required. (more than 5 errors)

tpscolorado.mscd.edu/LAD_su05/bramhall_scott/PowerPointRubric.doc

NYS Learning Standards Standard

1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.