Stage 1 Desired Results

ESTABLISHED GOALS

Common Core Literacy in

History/Social Studies
Grades 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.
9. Compare and contrast treatments
of the same topic in several primary
and secondary sources
Introduce precise claims, distinguish
claims from alternate or opposing
claims, and create an organization
that establishes clear relationships
among claims , counterclaims,
reasons, and evidence
Curriculum Frameworks: US
History II
USII.11 Describe the various causes and
consequences of the global depression of
the 1930s, and analyze how Americans
responded to the Great Depression. (H, E)

Transfer
Students will be able to independently use their learning to
*analyze social and political changes to develop their own ideologies.
Meaning
UNDERSTANDINGS
U ESSENTIAL QUESTIONS
Students will understand that
*Incurring significant amounts of debt can
have a detrimental impact on the financial
situations of individuals and society as a
whole
*Banks and the stock market play vital
roles in the American economy.
*Consumers and investors must evaluate
the risk involved in their economic
transactions.
*There are differing ideologies, liberal and
conservative, regarding the role of
government in American life

*Should people, businesses, and

governments be able to buy goods and
services using credit?
*When does investment into the stock
market, and other ventures, become to
risky?
*To what extent should the government be
involved in economic practices?
*What is the appropriate role for
government in citizens' lives?

*There is an unresolved debate about the

impact the government can have on the
cyclical nature of a free-market economy.
Students will know

Acquisition
Students will be skilled at

*In the 1920s, many Americans began using

credit to buy new consumers products and
invest in the stock market.

Reading, taking notes that

include the main idea,
supporting details and
summarizing

1. restrictive monetary policies

2. unemployment
3. support for political and economic

reform
USII.12 Analyze the important policies,
institutions, and personalities of the New
Deal era. (H)
People
1. President Herbert Hoover
2. President Franklin D. Roosevelt
3. Eleanor Roosevelt
4. Huey Long
5. Charles Coughlin

Policies
the establishment of
1. the Federal Deposit Insurance

Corporation
2. the Securities and Exchange

Commission

*A slowdown in consumer demand along with

investor panic led to a stock market crash that
set into motion an economic crisis known as
the Great Depression.
*The Great Depression lasted the decade of
the 1930s and was characterized by bank,
farm, and business failures, extremely high
unemployment, homelessness, a lack of
consumer confidence, and a slowdown in
global trade.
*Presidents Herbert Hoover and Franklin
Delano Roosevelt had vastly different ideas
about the role of the federal government in
America.
*The New Deal was the Franklin D. Roosevelt
Administration's attempt to use government
programs to lift the country out of the Great
Depression and create a system to avoid
future collapses of the economy.
*There were critics of the New Deal on the left
and the right, some of whom believed that it
did not go far enough and others who believed
in went too far.
*The effectiveness of the New Deal is still
being debated today, but the legacies are
clearly seen in programs that have remained in
existence, such as Social Security.

Political cartoon analysis

Primary source analysis
Determining bias and Point of
View

3. the Tennessee Valley Authority

4. the Social Security Act
5. the National Labor Relations Act
6. the Works Progress Administration
7. the Fair Labor Standards Act

Institutions
1. the American Federation of Labor
2. the Congress of Industrial

Organizations
3. the American Communist Party

USII.13 Explain how the Great Depression

and the New Deal affected American
society. (H)
1. the increased importance of the

federal government in establishing

economic and social policies

Stage 2 - Evidence
Evaluative Criteria
Historically Accurate

Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE
TASKS)

Well Crafted
Revealing and informative
Good Detail
Mechanically sound

PT
The year is 2013 and you are a 100 year old American who lived through the
Great Depression. A team of historians have been working together on a
new book that is attempting to answer the question: Was the New Deal a
successful approach for dealing with the issues of the Great Depression? You
have been asked by the team to tell your story. They are looking for
information from you about the following :

Biographical Information (Who are you?)

What was your life like before the stock market crash of 1929?
What was your life like after the stock market crash?
Specifically, what parts of the New Deal impacted your life and was
this impact positive or negative?
Do you agree with the way in which the relationship between
government and the people changed as a result of the New Deal? Why
or Why not?

Goal: Your goal is to help a team of historians determine if the New Deal was
successful in dealing with the issues of the Great Depression
Role: You are a 100 an American that lived through the stock market crash
of 1929 and the subsequent Great Depression. You will also be a member of
the team of historians
Audience: A team of historians/authors interested in your story.
Situation: You have been asked by the team to tell your story about what it
was like to live during the Great Depression. Also, you have been asked to
offer your opinion on the New Deal and the changing role of government that
it brought to America.
Product Performance and Purpose: You need to create a personal
artifact that helps convey your story and the reasons and arguments for you
position. This can include letters, diaries, newspaper articles, government
documents, etc. This artifact should specifically address what life was like
for you before, during, and after the stock market crash. You should also
include specific information on the various areas of the New Deal that
impacted you and how? You will meet in a small group to hear differing
perspectives on the impact of the New Deal. Then you must write a

summary explaining you position hearing the four perspectives from your
group.
Standards and Criteria for Success:
Your artifacts should;
Be historically relevant and accurate
Paint a clear picture of life for you in the late 1920s and 1930s
Clearly state and support your position on whether or not the New
Deal was successful and whether or not you support the changes in
the relationship between people and government brought on by the
New Deal.
OTHER EVIDENCE
OE

Historically Accurate
Well Crafted
Revealing and informative

Great Depression DBQ Essay: How did the Great Depression bring the
American people together (Documents for this essay can be found in the
American Anthem textbook at the end of Chapter 22)

Good Detail

Photo analysis of Great Depression images

Mechanically sound

Quizzes:
Causes and Impact of the Stock Market Crash
Americans Face Hard Times Content Note Sheet
Unit Test on Great Depression/New Deal

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
Lesson
Lesson
Lesson
Lesson

1:
2:
3:
4:

The Stock Market Crash of 1929

The Great Depression: Impact of the Crash
Hoover v. Roosevelt: What to do about the Great Depression
The New Deal

Lesson 5: The New Deal: Critics and Controversy

Lesson 1: The Stock Market Crash of 1929

Examine the economic conditions of 1920s America, including individual spending habits, prior to the
stock market crash of 1929. Buying on credit/margin (K1,U1)
Define the terms economy and stock market
Analyze the economic events that led to the stock market crash of 1929. Slowing of business and
massive sell off of stocks (K2,U1,2)

Lesson 2: The Great Depression: Impact of the Crash

Compare and contrast the life of Americans prior to the stock market crash of1929 and after. Use first
20 of Cinderella Man movie (K3)
Analyze the impact the economic depression had the following areas of American society: Individuals,
banks, businesses, farms, foreign nations (K3)
Photo analysis of Great Depression era photographs
Lesson 3: Hoover v. Roosevelt: What to do about the Great Depression
Identify the purpose for and terminology associated with the political spectrum. Use online ideology
test (K4)
Define the beliefs of liberals and conservatives, when it comes to the role of government in the United
States
Compare and contrast the different philosophies on the role government of Roosevelt and Hoover.
Compare and contrast Hoovers reaction and response to the Great Depression to that of Roosevelts
(K4)
Lesson 4: The New Deal
Define the phrase New Deal (K5)
Identify steps FDR took to stop the banking crisis that started as a result of the stock market crash by
analyzing his first Fireside Chat. http://www.youtube.com/watch?v=jt9f-MZX-58
Examine the various government programs created as part of the New Deal designed to provide relief,

recovery and reform to the American people and its economy: CCC, PWA, SEC, FDIC, WPA ,AAA, Social
Security (K5)
Lesson 5: The New Deal: Critics and Controversy
Identify and evaluate the various arguments, from both the left and the right, in favor of and against
the New Deal. (K6)
o Political Cartoon Analysis: Critics of the New Deal http://americanbusiness.org/uploads/posts/2011-02/1298803777_new-deal-programs.jpg
Analyze the actions taken by the Supreme Court to limit the governmental power of the New Deal:
Schechter v. United States (K6)
Analyze the overall impact of the New Deal on the US economy (K7)
Take a position on whether or not the New Deal was a successful approach to dealing with the
economic crisis of the great depression. What should the role of government be? (K7)

Adapted from Understanding by Design 2.0 2011 Grant Wiggins and Jay McTighe Used with Permission
July 2012