Understanding The New Deal

Lesson Overview:

In the mid-1930s, the southern Plains were gripped by drought, high winds, and massive dust storms that threatened the health and safety of tens of thousands of people. To aid in the crisis, the Roosevelt administration was willing to experiment, see what worked, abandon what didn’t and move on. But these solutions sometimes ran afoul with political opponents who felt government shouldn’t step in or objected to the cost, or felt the solutions didn’t go far enough. Groups affected by the Dust Bowl had varied views about how to solve the problems, but which solution provided the most effective remedy? How could different groups deliberate a common solution?

In this activity, students will view four segments from Ken Burns: The Dust Bowl that explore the Dust Bowl, New Deal programs, and government relief and reform during the Great Depression. Students will answer questions and complete the corresponding activity sheets.

Lesson Objectives:

The student will:

• Analyze liberal and conservative political philosophies
• Describe the views of various groups regarding the causes and solutions for Dust Bowl problems
• Complete activity sheets related to information shared in four segments from Ken Burns: The Dust Bowl

Lesson Methodology:

1. Begin the lesson by reminding students that President Franklin D. Roosevelt sought to solve Depression-era problems by providing government solutions via “relief,” “recovery,” and “reform.” Explain to the class the meaning behind each of FDR’s “Three R’s.”
   • Relief: Actions the government can take to solve the immediate problem, in this case, the destruction of people’s livelihoods caused by the Dust Bowl.
   • Recovery: Actions by government to return people and the land back to their condition prior to the Dust Bowl.
   • Reform: Policies created by government to ensure that destruction caused by the Dust Bowl does not recur in the future.
2. Conduct a class discussion in which students identify New Deal agency legislation that fits one of the “Three R’s”. Ask students why their selection is a good example of “relief,” “recovery,” or “reform.”
3. Ask students to view the four video clips and complete the “Video Notes/ Discussion
   Organizer” on the segments, answering the content and discussion questions. (Note: You may also assign the video segments as homework to allow students to view the clips multiple times or pause the clip if needed to write notes or answer questions. You may want to make arrangements for students without home Internet access to view the clips during class time, study hall, or non-instructional period.)
4. Review and discuss the worksheets for each segment as a class.

Assessment Strategies:

Student groups should submit their completed “Video Notes/Discussion Organizer” worksheets for assessment.

Extension Activity:

Students can conduct a talk show featuring various “players” in the Dust Bowl debate regarding possible solutions to the crisis.

Related Academic Standards

This lesson meets the following standards set by the Mid-Continent Research for Education and Learning (McREL) (http://www.mcrel.org/standards-benchmarks/)

History:

• Standard 22: Understands how the United States changed between the post- World War I years and the eve of the Great Depression
• Standard 24: Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
• Standard 24, Level III, Benchmark I: Understands renewed efforts to protect the environment during the Great Depression and their success in places such as the Dust Bowl and the Tennessee Valley
• Standard 24, Level III, Benchmark 5: Understands various challenges to the New Deal (e.g., arguments of leading opponents, the roots of opposition to Roosevelt’s policies, the ideas of the Townsend Plan and the “Share the Wealth” program of Dr. Francis Townsend and Senator Huey Long)

Historical Understanding:

• Standard 1: Understands and knows how to analyze chronological relationships and patterns
• Standard 2: Understands the historical perspective

Civics:

• Standard 11: Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society
• Standard 12: Understands the relationships among liberalism, republicanism, and American constitutional democracy
• Standard 13: Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity
• Standard 14: Understands issues concerning the disparities between ideals and reality in American political and social life
• Standard 21: Understands the formulation and implementation of public policy
• Standard 28: Understands how participation in civic and political life can help citizens attain individual and public goals

Language Arts:

• Standard 4: Gathers and uses information for research purposes
• Standard 8: Uses listening and speaking strategies for different purposes

Earth Science:

• Standard 1: Understands atmospheric processes and the water cycle
• Standard 2: Understands Earth’s composition and structure