Students will be analyzing New Deal programs and comparing them to similarly funded government programs we have today. They are to determine who the programs benefit and if they should remain in tact. This project is to be a cooperative learning process with students working in pairs to complete the project.
The need for students to analyze the debate over government expansion of federal government programs during the Depression as well as today.
- To understand the connection between the past and present government policies
- To research public documents and come to a decision as to the need for their program to determine whether or not it should continue being funded
- To be able to write, speak and think critically on their topic
Show Me Standards: SOcl Studies
Knowledge Standards:
3. principles and processes of governance systems
4. economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
Performance Goals:
1.6 discover and evaluate patterns and relationships in information, ideas and structures
2. assess costs, benefits and other consequences of proposed solutions
- Kansas State Standards: US History, Benchmark #2, Item #2
- The student analyzes the costs and benefits of the New Deal programs. (e.g., budget deficits v. employment, expanding government: CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsidies)
- Student Text:: The American Republic Since 1877
- Internet sources
- Books
- Magazines
Students will be required to research the Library of Congress, as well as other reputable resources for at least 2 primary resources
Computer and Internet Access
- To begin this lesson, students will review the New Deal measures. After this review, they will look at the question: In what ways do these programs still exist today and, if so, in what form? Students will be guided by the teacher, suggesting to them modern welfare programs, such as farm subsidies, minimum wage, Americorps, FDIC, the Columbia River Reclamation Project, and Social Security as modern day programs with their roots in the New Deal. In groups, students will be assigned one of the existing programs and will research that program and make comparisons with a similar New Deal Program. The students will be required to look at 2 primary documents in regard to their specific topic. After reviewing their documents, they will write a position paper on their program containing an overview of their program and how it compares with a similar New Deal Program, while addressing the following questions:
- Who does this program benefit?
- Given the budgetary restrictions of the government, should the existing program remain intact, be reduced, or be expanded?
- What is your opinion on the pieces of legislation that you investigated?
After composing their position paper, students will then come together and participate in a Congressional Policy Forum where the students will debate the pros and cons of each policy and after completion of this debate; they will vote to decide what three pieces of legislation will be recommended to Congress.
- With this being a group project, it will be assessed using two scoring rubrics.
- The first one will score group collaboration.
- The second rubric will be used to assess each group’s written paper.
- To assess the need for their program, students will be doing this voting which three pieces of legislation will be recommended to Congress.
Writing Rubric
Name____________________
Idea development is clear, interesting, and original. 5 4 3 2 1
___written from writer’s experience
___writing shows instead of tells
___writing is original and/or interesting
___writing is supported with details, research, concrete examples
___a thesis statement or topic sentence is used
Organization helps to clearly convey the message. 5 4 3 2 1
___details are related back to thesis statement
___has an interesting introduction
___has a thoughtful conclusion
___organization flows smoothly
Voice of the writer accomplishes the purpose. 5 4 3 2 1
___reader feels an interaction with the writer
___paper is honest, sincere
___writer’s enthusiasm is evident
Word choice is consistent with the purpose. 5 4 3 2 1
___words are specific, accurate, and suited to the subject
___words are lively, powerful, give energy
___vocabulary is appropriate for the purpose and audience
___figurative language is used when appropriate
Sentence structure helps the paper read smoothly. 5 4 3 2 1
___sentence structure clearly conveys meaning
___writing sounds natural and fluent
___transitional wording is used
___varied sentence structure and length
The writer displayed skillful writing conventions. 5 4 3 2 1
___punctuation
___spelling
___usage
___paragraphing