The Great Depression: Investigating Causes and Federal Policy Responses
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How should the federal government respond when the American Dream collapses, and to what extent did the policies of the Great Depression era successfully redefine the social contract between the state and its citizens?Essential Questions
Supporting questions that break down major concepts.- How did the economic policies and consumer behaviors of the 1920s create the 'perfect storm' for the 1929 crash?
- In what ways did the Federal Reserve’s monetary policy decisions initially worsen the Great Depression?
- How did Herbert Hoover’s belief in 'rugged individualism' influence his administration’s response to the economic collapse?
- What were the fundamental differences between Hoover’s and Roosevelt’s approaches to federal intervention and economic relief?
- How did the New Deal legislation passed by Congress change the scope and power of the American presidency?
- Which specific actions taken by the federal government were most successful in providing 'Relief, Recovery, and Reform,' and which were failures?
- How did the Great Depression redefine the social contract between the American citizen and the federal government?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will analyze the economic vulnerabilities of the 1920s, including consumer credit and the stock market, to explain the systemic causes of the 1929 crash.
- Students will critique the Federal Reserve's monetary policy decisions during the early 1930s and evaluate their impact on the severity of the economic crisis.
- Students will compare and contrast the political philosophies of 'rugged individualism' and 'federal intervention' by evaluating the specific policy responses of the Hoover and Roosevelt administrations.
- Students will evaluate the success of New Deal legislation through the framework of 'Relief, Recovery, and Reform' using historical data and primary source evidence.
- Students will argue the extent to which the federal government's response to the Great Depression fundamentally changed the social contract and the scope of the American presidency.
Common Core State Standards (History/Social Studies)
C3 Framework for Social Studies State Standards
Entry Events
Events that will be used to introduce the project to studentsThe Great Savings Erasure
Students enter the room to find their 'digital wallets' (a classroom economy app or paper ledger) have been wiped out by a simulated market crash. They must immediately participate in a 'Bank Run' simulation where only the first three students to reach the 'vault' get their points back, sparking a heated inquiry into the Federal Reserve's role in liquidity and bank stability.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.The Fault Lines of '29: An Economic Autopsy
In this opening activity, students act as 'Economic Autopsy Surgeons' to investigate why the American economy collapsed in 1929. They will look beyond the surface level of the stock market crash to identify the systemic vulnerabilities of the 1920s, including consumer credit bubbles, agricultural overproduction, and the Federal Reserve's failure to maintain liquidity. Students will use the 'Bank Run' entry event as their first piece of evidence to understand the importance of monetary policy.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityAn 'Economic Autopsy Report' (Infographic) that visually maps the 5 primary causes of the crash with supporting data and a brief analysis of the Federal Reserve's initial errors.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.RH.11-12.1 by requiring students to cite specific textual evidence (economic data and policy documents) and D2.His.5.9-12 by analyzing how the historical context of the 1920s shaped the economic perspectives of the time.Philosophical Showdown: Rugged Individualism vs. Federal Intervention
Students will dive into the ideological battle between Herbert Hoover and Franklin D. Roosevelt. By analyzing Hoover’s 'Rugged Individualism' speech and FDR’s 'First Inaugural Address,' students will compare how each leader viewed the role of the federal government. They will evaluate Hoover’s early efforts (like the Reconstruction Finance Corporation) against his refusal to provide direct relief, setting the stage for FDR’s 'New Deal.'Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Philosophical Battle Map' (T-Chart or Venn Diagram) that compares quotes, policy goals, and the underlying view of the 'Social Contract' for both presidents.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with CCSS.ELA-LITERACY.RH.11-12.9 by integrating information from diverse primary sources (Hoover's speeches vs. FDR's) to understand conflicting ideologies, and D2.His.5.9-12 by examining how their personal and political contexts shaped their differing responses.The New Deal Laboratory: Auditing the Three Rs
Students will take on the role of 'Legislative Auditors.' They will be assigned a suite of New Deal programs (e.g., AAA, CCC, WPA, Social Security, SEC, TVA) and must categorize them using FDR's 'Three Rs' framework: Relief (immediate help), Recovery (fixing the economy), and Reform (preventing future crashes). They will evaluate which programs were successful and which faced constitutional or social backlash.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'New Deal Audit Portfolio' containing three 'Policy Briefs.' Each brief evaluates a specific act, its 'R' category, its impact on the economy, and its long-term legacy.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with D2.His.15.9-12 by evaluating the role of government in a market economy through specific legislation and CCSS.ELA-LITERACY.RH.11-12.1 by citing textual evidence from New Deal acts.Witnesses to Change: Mapping the Human Impact
To understand the 'Social Contract,' students must look at the human impact. They will analyze primary sources (letters, photos from the FSA, oral histories) to see how the Great Depression and the federal response affected different groups—African Americans, Dust Bowl migrants, women, and labor unions. This activity bridges the gap between high-level policy and the lived experience of the American citizen.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Voices of the Depression' Digital Story or Journal that synthesizes three different perspectives on how the federal government's role changed in their daily lives.Alignment
How this activity aligns with the learning objectives & standardsThis activity aligns with D2.Eco.10.9-12 by explaining how policies affected the rights of citizens and the distribution of income, and CCSS.ELA-LITERACY.RH.11-12.9 by integrating diverse perspectives from various demographic groups.The Social Contract Manifesto: Redefining the American State
In this final capstone activity, students will answer the project's driving question. They will synthesize everything they have learned—the causes of the crash, the failure of early policies, the shift in presidential power, and the voices of the people—to argue the extent to which the social contract was redefined. They will decide if the New Deal was a 'radical departure' or a 'necessary evolution' of American democracy.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityThe 'Social Contract Manifesto'—a multi-modal argumentative piece (a formal essay, a recorded 'Fireside Chat,' or a policy proposal for a modern economic crisis) that argues a clear position on the federal government's responsibility to its citizens.Alignment
How this activity aligns with the learning objectives & standardsThis activity serves as the summative assessment, aligning with D2.His.15.9-12 (Evaluating government role) and CCSS.ELA-LITERACY.RH.11-12.9 (Synthesizing diverse sources into a coherent understanding).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioMasteryMate: The Great Depression Portfolio Rubric
The Great Depression & The Shifting Social Contract Rubric
This rubric evaluates the student's ability to analyze the economic, political, and social shifts of the Great Depression era. It focuses on the synthesis of primary sources, the evaluation of federal policy, and the construction of an argumentative manifesto regarding the evolving social contract between the American citizen and the state.Economic Causality & Systems Thinking (The Autopsy)
Analyzes the systemic vulnerabilities of the 1920s economy, including the Federal Reserve's monetary policy, consumer credit, and market conditions.
Exemplary
4 PointsExpertly synthesizes the interplay between specific Federal Reserve actions (liquidity/interest rates) and 1920s consumer behaviors to explain the systemic collapse. The infographic provides a sophisticated 'anatomy' of the crash with nuanced data points.
Proficient
3 PointsThoroughly explains the five primary causes of the crash, including a clear analysis of the Federal Reserve’s initial errors and market conditions with relevant data support.
Developing
2 PointsIdentifies some economic causes and mentions the Federal Reserve, but the connections between policy decisions and market failure are inconsistent or lack specific data.
Beginning
1 PointsLists surface-level causes of the crash (e.g., 'the market fell') but fails to analyze the Federal Reserve's role or the systemic errors of the 1920s.
Ideological Comparison & Executive Power
Evaluates the conflicting political philosophies of Hoover and FDR and how those ideologies shaped their respective policy responses.
Exemplary
4 PointsProvides a sophisticated analysis of 'Rugged Individualism' vs. 'Federal Intervention,' connecting specific quotes to policy outcomes and explaining how these philosophies fundamentally redefined the scope of executive power.
Proficient
3 PointsClearly compares and contrasts the philosophies of Hoover and FDR using primary source quotes and connects those ideologies to at least one specific policy from each administration.
Developing
2 PointsIdentifies differences between Hoover and FDR but relies on generalizations; connections between their personal philosophies and specific policies (like the RFC or FERA) are weak.
Beginning
1 PointsShows a limited understanding of the ideological differences between the two presidents; fails to use primary source evidence or specific policy examples.
Policy Evaluation & Historical Evidence (The Audit)
Audits New Deal programs using the 'Relief, Recovery, and Reform' framework, citing primary source critiques and historical evidence of success or failure.
Exemplary
4 PointsEvaluates programs with high rigor, integrating diverse primary source critiques (e.g., Supreme Court rulings, citizen letters) to argue the long-term legacy and efficacy of the Three Rs.
Proficient
3 PointsAccurately categorizes and audits three programs within the Three Rs framework, providing evidence of impact and at least one primary source critique for each.
Developing
2 PointsCategorizes programs but provides a superficial evaluation of their success; critiques are present but may not be linked to primary source evidence.
Beginning
1 PointsIncomplete audit of programs; fails to use the Three Rs framework or provide evidence-based evaluations of policy impact.
Historical Perspective & Human Impact
Synthesizes diverse perspectives—including marginalized groups—to explain how the federal government’s response changed the daily lives of citizens.
Exemplary
4 PointsCrafts a powerful narrative that synthesizes conflicting lived experiences (e.g., CCC vs. sharecroppers) to demonstrate the uneven fulfillment of the new social contract. Integration of visual and textual evidence is seamless.
Proficient
3 PointsIntegrates at least three distinct perspectives (e.g., women, African Americans, laborers) to show how federal policy impacted different demographics, using specific primary source evidence.
Developing
2 PointsPresents different perspectives but fails to synthesize them into a coherent understanding of how the social contract changed; relies on limited demographic groups.
Beginning
1 PointsProvides a one-dimensional view of the Depression’s impact; ignores diverse perspectives or the human cost of policy failures.
Argumentative Synthesis (The Manifesto)
Synthesizes learning into a coherent argument regarding the redefinition of the Social Contract and the modern American state.
Exemplary
4 PointsProduces a masterful manifesto with a complex thesis that argues the extent of the Social Contract's evolution. Connects historical findings to modern implications with exceptional critical thinking and multi-modal clarity.
Proficient
3 PointsDevelops a clear, evidence-based argument answering the driving question. Synthesizes info from the Fed, Hoover, and FDR to define the shift in the federal government’s responsibility.
Developing
2 PointsDrafts a manifesto that addresses the driving question but lacks a strong thesis or fails to synthesize evidence from all previous activities. Argument is primarily descriptive.
Beginning
1 PointsArgument is disorganized or lacks a clear position on the social contract; fails to address the essential questions or provide historical justification.