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#609 Great Depression: The New Deal

3/9/2017

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Picture
President Franklin Roosevelt campaigns for a "New Deal."
Picture
Mural from Cincinnati's Union Terminal, 1933.
Preparation:
  • Assignment #609.

Journal

How does the state help people during an economic crisis? What sort of programs or assistance comes to mind? Write a short 2-3 minute response in your journal.
​
The New Deal's "Three Rs"


In his campaign for president in 1932, Franklin Roosevelt promised a “New Deal” for Americans struggling with the Great Depression. President Roosevelt, aided by majorities in Congress, put the full weight of the federal government behind ending the economic crisis. Historians divide New Deal legislation into three categories:
  • Relief – to provide Americans with immediate assistance to help them with basic necessities of life, including food, direct monetary payments and employment
  • Recovery – to promote growth in the U.S. economy
  • Reform – to ensure that economic depression does not occur again

Stations activity

With a partner, visit at least four stations around the classroom that introduce Roosevelt’s New Deal policies. Chart key information about these policies using your graphic organizer.

Discussion

Based on your reading of Hoover’s 1932 speech, do you think he would have changed his mind about the New Deal after seeing the policies Roosevelt ultimately put in place? Why or why not?

What is Hoover’s vision of an “American System”? How is it similar or different from the priorities and values reflected in the New Deal programs?

Ultimately, how do Roosevelt and Hoover articulate competing visions of liberty in these documents? Do you see any significant similarities along with these differences? Which of the two approaches do you view as more compelling in the context of the Great Depression? What about today?

Homework: #610.
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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing