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Frederick Douglass Academy

Mr. Devery

pdevery@schools.nyc.gov

THE GREAT DEPRESSION AND FDR’S NEW DEAL

The Great Depression has struck the nation with a ferocity never seen before. On October 29, 1929, the Stock Market crashed marking the beginning of the Great Depression. Over fourteen billion dollars was lost in a matter of a week. Soon the crash was felt in other financial sectors of the economy. Thousands of banks that had previously loaned out ready cash did not receive payment. By 1933 over 11,000 banks had shut their doors. Millions of American’s life savings were wiped out. All around the country poverty crept up and destroyed the livelihood of the once vibrant nation. Long lines outside soup kitchens dotted major cities around the country. Out in the South and West, farmers saw their farms swept up by the Dust Bowl. Businesses closed and migrations for labor increased. Soon it was apparent this depression was different than previous ones. President Herbert Hoover attempted to assuage the depression, but had little luck.

But in 1932 Presidential election, brought one of America’s greatest visionaries into the White House. Franklin Delano Roosevelt was elected as the thirty second president of the United States. Unlike previous presidents, FDR believed it was the Federal government’s responsibility to take care of the general welfare of its citizens. FDR would go on to pass more legislation than any previous president in his first hundred days in office. FDR’s economic plan called the New Deal had three core beliefs: relief of the needy, economic recovery, and financial reform to prevent future depressions.

Step #1: The class will be divided into teams of five. Each team will be assigned the topic of slavery and it expansion in the new territories.

Step #2: As a member of FDR’s cabinet you will be asked to analyze the policies that President Franklin Delano Roosevelt implemented to combat the Great Depression. Using the AHPPA you will be asked to determine the successfulness of FDR’s New Deal. You will then be responsible for the following:

a. Each team will be responsible for a research paper. The paper requirements will be handed out separately but can are linked here: Fall Research paper Checklist

b. Each team of delegates is responsible for a collaborative PowerPoint presentation that uses the steps of the AHPPA.

Step #3: You must use internet sites, books, and teacher handouts as resources for your report. These resources will be provided by your teacher. You must use them within your PowerPoint presentation and research paper.

Step#4: All PowerPoint presentations must be citied in correct MLA format at the end of the presentation in a bibliography

a. The Introduction and bibliography slides do not count as part of the total.

b. MUST ADHERE TO PowerPoint Guidelines

c. Throughout your PowerPoint, graphs, pictures, and audio clips are strongly encouraged to be added to your team of historians PowerPoint presentation.

Step#1: The class will be divided into groups of FIVE as follows. Each team member will have individual responsibilities decided upon by the group members. The grading for both products will be done on a group basis so cooperation is a necessity.

TWO RESEARCHERS-These students will access the resource sites, take notes and complete the AHPPA worksheets. These worksheets will then be given to the Power point creator. All group members may take part in research but the researcher will coordinate completion of the worksheets. These students must be good internet researchers and have an in-depth understanding of the problems of the Articles of the Confederation and the compromises that were created.

TWO POWER-POINT CREATORS-These students will complete the power point slides using the data from the AHPPA worksheets and from the input of the two researchers. These students will also be the TME KEEPERS and make sure the group is on task and on deadline. The power point must include all the steps from the AHPPA with a focus on steps # 4.

ORAL PRESENTERS & ORGANIZERS-All students will coordinate the oral presentation, create a script and construct props along with acquiring detailed knowledge of the power point slides. The group presenters MUST use all the steps in the AHPPA.

WRITERS: RESEARCH PAPER: All students will contribute in writing the research paper. But there will be one student who will be the chief editor. This student will delegate instructions to the other delegates in the team. ALL members of the team must contribute in the research paper aspect of the WebQuest. Failure to do so will result in a zero.

You must use specific citations from the resources provided in the section below including your textbook. Using your resources you must complete the worksheets for the AHPPA.

• Step # 1: Identify Problem: What was the problem that led to the New Deal?
• Step # 2: Gather the Evidence: What evidence can you find that there was a Great Depression?
• Step # 3: Determine Causes: What were the causes of the Great Depression?
• Step # 4: Evaluate the Policy Were FDR’s New Deal policies successful in combating the Great Depression?

Search Engines

https://www.google.com/

http://www.yahoo.com/

AHPPA Websites

Identify Problem:

Gather the Evidence:

Determine Causes:

Evaluate Policy:

Great Depression Websites

http://en.wikipedia.org/wiki/Great_Depression

http://204.244.141.13/writ_den/h15/direct.htm

http://www.library.csi.cuny.edu/dept/history/lavender/cherries.html

http://www.42explore2.com/depresn.htm

http://www.ingrimayne.com/econ/EconomicCatastrophe/GreatDepression.html

New Deal Websites

http://www.spartacus.schoolnet.co.uk/USAnewdeal.htm

PowerPoint and use of AHPPA

CATEGORY

4 EXCELLENT

3 VERY GOOD

2 SATISFACTORY

1 UNACEPTABLE

Research

Group researched the subject and integrated 3 or more "tidbits" from their research into their newscast.

Group researched the subject and integrated 2 "tidbits" from their research into their newscast.

Group researched the subject and integrated 1 "tidbit" from their research into their newscast.

Either no research was done or it was not clear that the group used it in the newscast.

Accuracy of Facts

All supportive facts are reported accurately (3 of 3).

Almost all facts are reported accurately (2 of 3).

One fact is reported accurately.

No facts are reported accurately OR no facts were reported.

Speaks clearly

Speaks clearly and distinctly all of the time and mispronounces no words.

Speaks clearly and distinctly all of the time but mispronounces 1 or more words.

Speaks clearly and distinctly most of the time and mispronounces no words.

Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word.

Group Work

The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!

The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task!

The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task!

Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members.

USE OF PPA

USES PPA EXTENSIVELY IN ORAL PRESENTATION

USES PPA IN MANY PARTS OF THE PRESENTATION

USES PPA BUT INACCURATELY AND SPORATICALLY

SHOWS NO USE OF THE PPA MODEL

Grading

A = 18-20

B = 16-17

C = 14-15

D = 13

F = ≥ 13

Your total score on the PowerPoint will then be multiplied by 5 so it then will be out of 100 points.

For example: 16 points were earned on the rubric. 16 x 5 = 80 points out of 100, thus the group earned a B.

From this web quest you should have learned that the New Deal was a controversial stage in the development of our modern government. You should be able to make a stand on the merits of the New Deal.

THIS WEB QUEST ADDRESSES THE FOLLOWING SOCIAL STUDIES STANDARDS

New York State American History Standards Website

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 #3 Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

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 U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market 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 U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts Standards

STANDARD #1 Students will read, write, listen, and speak 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 to acquire, interpret, apply, and transmit information.

Standard #3 Students will read, write, listen, and speak 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 present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Research Paper Checklist

USH & Government Name:________________________

Frederick Douglass Academy

Mr. Devery

Research Paper Checklist

□ Paper must be a minimum of three PAGES and maximum five pages long

□ ALL papers MUST be TYPED! No hand written essays will be accepted.

□ Doubles spaced, Times New Roman or Garamond, Black Ink Only

□ Standard margins Top and Bottom = 1 inch Left and Right = 1.25 inches

□ You must have a BIBLIOGRAPHY that properly sites all your sources (Internet, Books, etc.) using MLA CITATION STYLE.

Introduction: provides a general background on the Great Depression. Thesis statement was the FDR’s New Deal successful or was it a failure?” (4-6 sentences)

Body Paragraph I: A background on the causes of the Great Depression: What were the fundamental causes of the Great Depression? How did the Roaring twenties contribute to the Depression? How did the Stock Market Crash catapult the country into depression? (6-8 sentences)

Body Paragraph II: A background on Herbert Hoover’s Presidency and attempt to combat the Depression and Franklin Delano Roosevelt’s election to the Presidency: How was Hoover thought of before the depression? How did he try to combat the depression once it began? What happened to him with the Bonus Army? Describe the election of 1932 and why FDR was elected and what promises he made. (6-8 sentences)

Body Paragraph III: A Background on President Roosevelt’s New Deal policies: Describe what the FDR set out to do in his New Deal. What were its objectives and plan to combat the Depression that made it different than any previous president or government? ! (6-8 sentences)

Body Paragraph IV: Background on the specific plans of the New Deal: What were four specific programs under the New Deal? What were their objectives and aims? How did they attempt to help the poor? (6-8 sentences)

Body Paragraph V: Analysis of New Deal: Was the New Deal successful? Provide data to support your answer. Why do you think it was successful or not? What were the positives and negatives of the New Deal? How has the New Deal lived on today? (6-8 sentences)

Conclusion: Was the New Deal Successful? Why or why not? (4-6 sentences)

Continue on next page

Deadlines:

Outline of paper with FULL Bibliography attached due: Monday, November 27, 2006

First Draft due:

Final Draft due:

Late papers will be accepted only with a note from guardian/parent and will bear a severe penalty! This project is part of your 8^th grade graduation requirements. You cannot receive a passing grade for the Fall semester if you do not complete this project.

Print your name:________________________________________ Class_____________

Parent’s signature_______________________________________ Date: _____________