Students predict why historians consider the Great Depression a turning point in U.S. history. Then they review arguments for and against the New Deal. Next they analyze how conflict between Roosevelt and the Supreme Court might be viewed as a violation of Constitutional principles. Finally they learn about Roosevelt’s use of radio fireside chats to build public trust, and they write a few paragraphs of an imaginary fireside chat.
Students read an introduction explaining how the New Deal expanded the size and power of the federal government during the Great Depression, then examine a photograph of workers on a Works Progress Administration project. They respond to a collaborative prompt predicting how the United States changed as a result of the Great Depression.
Teacher MovesShare the lesson overview and objectives. Review students’ predictions, accept any reasonable answers, and give time for students to react to one another’s ideas. Briefly explain that many historians see the New Deal as laying the foundation for later stability and prosperity, including ongoing federal responsibilities such as labor regulation, Social Security, and bank regulation.
Students view a front page from March 4, 1933, and read background text describing how the New Deal shifted economic responsibility from local and state governments to the federal government. They read The New Dealers and Roosevelt’s Critics to investigate arguments for and against the New Deal, then complete a graphic organizer contrasting reasons to support and oppose it. Finally, they write brief sentences in a class table summarizing the main ideas behind support for and opposition to the New Deal.
Teacher MovesGuide students as they identify and record arguments for and against the New Deal, then summarize these arguments with the class. If appropriate, note parallels between New Deal debates and contemporary debates about government responses to crises such as the COVID-19 pandemic. Use the sample ideas to clarify why some believed the federal government should intervene in economic crises while others feared overregulation and loss of individual freedom, and prompt students to share their own views on federal intervention.
Students read an explanation of how some New Deal laws were challenged in court over concerns about expanding federal power. They then use the video FDR and the Supreme Court and the article The New Deal in Decline to learn more about the conflict between President Roosevelt and the Supreme Court. Drawing on this information, they post responses analyzing why opponents viewed Roosevelt’s “court packing” proposal as a violation of separation of powers and checks and balances, citing evidence to support their analysis.
Teacher MovesReview student posts and share an interesting or exemplary response with the class to spark discussion. Emphasize that even many New Deal supporters believed the court-packing plan went too far because adding handpicked justices would allow the executive branch to interfere with the Supreme Court’s oversight role.
Students read about 1930s mass media and how Roosevelt used radio “fireside chats” to build empathy and trust with the public, and view an image of families listening to these broadcasts. They learn that New Deal agencies also documented Americans’ lives through photographs, and they read an excerpt from Roosevelt’s May 7, 1933 fireside chat about explaining government actions and restoring confidence. Students then imagine themselves as Roosevelt’s speechwriter and compose at least two additional paragraphs for this fireside chat, matching its voice and tone.
Teacher MovesInvite volunteers to read their fireside chat paragraphs aloud to the class. Refer students to the transcripts of FDR’s fireside chats in the Student Pack for additional examples of his style and tone.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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