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Created byBenjamin Fry

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The New Deal: Evaluating Economic Policy and Federal Power

Grade 11History5 days

This 11th-grade history project challenges students to evaluate the New Deal’s transformation of the American federal government and its impact on individual liberty. By analyzing key agencies like the WPA and Social Security alongside massive infrastructure projects like the TVA, students investigate how the 1930s redefined the relationship between the state and its citizens. The experience culminates in a contemporary analysis, where students use historical evidence to argue the New Deal’s relevance as either a blueprint or a cautionary tale for modern economic policy.

New DealFederalismGreat DepressionSocial Safety NetEconomic SecurityIndividual LibertyInfrastructure

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How should the federal government balance its responsibility for the economic security of its citizens with the preservation of individual liberty, and to what extent does the legacy of the New Deal serve as a successful blueprint or a cautionary tale for modern America?

Essential Questions

Supporting questions that break down major concepts.

How should the federal government balance the responsibility for economic security with the preservation of individual liberty?
What economic conditions in the 1930s led to the demand for a "New Deal," and how did the government's response differ from previous economic crises?
In what ways did specific programs like Social Security, the WPA, and the NLRB fundamentally redefine the relationship between the American citizen and the state?
Why did various groups (constitutionalists, business leaders, and political rivals) view the expansion of federal power as a threat to American democracy?
How did large-scale regional development projects like the TVA and the Central Valley Project transform the physical, economic, and social landscape of the United States?
To what extent are contemporary political debates over the "social safety net" and federal spending a direct legacy of the New Deal era?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Evaluate the economic and social impacts of key New Deal programs, including the WPA, Social Security, and the NLRB, on various demographics of the American population.
Analyze the shifting role of the federal government from the 1920s to the 1930s, specifically regarding its responsibility for citizen welfare and economic regulation.
Synthesize primary and secondary sources to construct a reasoned argument regarding the tension between federal economic intervention and individual liberty.
Assess the long-term environmental and economic consequences of regional development projects such as the TVA and the California Central Valley Project.
Connect historical New Deal debates to contemporary political discussions concerning the social safety net, federal spending, and the scope of executive power.

California History-Social Science Content Standards

CA.HSS.11.6.4

Primary

Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).Reason: This standard directly matches the project's core focus on analyzing specific New Deal programs and the resulting expansion of federal power.

Common Core State Standards (Literacy in History/Social Studies)

CCSS.ELA-LITERACY.RH.11-12.7

Secondary

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.Reason: The project requires students to synthesize information from various programs, maps, and economic data to answer the driving question about the New Deal's legacy.

CCSS.ELA-LITERACY.RH.11-12.6

Secondary

Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.Reason: The project asks students to explore why different groups (business leaders vs. labor, constitutionalists vs. reformers) viewed federal expansion differently.

C3 Framework for Social Studies State Standards

C3.D2.His.10.9-12

Supporting

Evaluate the influence of historical contexts on explanations of the past.Reason: Students must understand the context of the Great Depression to explain why the New Deal's expansion of power was both sought after and feared.

Entry Events

Events that will be used to introduce the project to students

The Infrastructure Erasure Mystery

Students are presented with a series of photographs and locations of local bridges, parks, and infrastructure they use daily, but with a twist: all 'New Deal' influence has been digitally erased. They must investigate the 'Ghost of the 1930s' to discover how their physical world would collapse or disappear without the massive federal expansion of the WPA and TVA.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

The Great Pivot: Auditing the Crisis

Before diving into specific programs, students must understand the 'why' behind the New Deal. In this activity, students act as historical auditors, comparing the 'Laissez-faire' approach of the 1920s with the economic desperation of the early 1930s. They will analyze economic indicators (unemployment rates, bank failures) and early Hoover-era responses to determine the exact moment the public demand for federal intervention surpassed the desire for limited government.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research and list three major economic characteristics of the 1920s (e.g., deregulation, consumerism).

2. Analyze primary source data (graphs or charts) showing the spike in unemployment and bank closures between 1929 and 1932.

3. Compare President Hoover’s 'Rugged Individualism' speech with FDR’s first Inaugural Address to identify the shift in tone regarding government responsibility.

4. Draft a brief explaining why the 'old way' of governing was no longer sufficient to meet the needs of the 1930s.

Final Product

What students will submit as the final product of the activityA 'Crisis Comparison Brief' that uses a T-chart or Venn diagram to contrast 1920s federal policy with 1933 economic realities, including a 250-word justification for federal expansion.

Alignment

How this activity aligns with the learning objectives & standardsThis activity aligns with C3.D2.His.10.9-12 by requiring students to evaluate how the historical context of the Great Depression necessitated a shift in government policy. It also supports CA.HSS.11.6.4 by introducing the 'expanded role' of the federal government.

Activity 2

Alphabet Soup: Agency Impact Dossier

Students will select one of the core 'Alphabet Soup' agencies (WPA, SSA, or NLRB) to investigate deeply. They will look beyond the acronym to find out who the program helped, how much it cost, and what physical or social 'footprint' it left behind. This activity helps students understand the direct relationship between a federal agency and the daily life of a citizen.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose one agency: WPA, Social Security, or NLRB.

2. Locate a primary source (photo, poster, or interview) from the Library of Congress or National Archives related to that agency.

3. Identify the specific problem the agency was designed to solve (e.g., elderly poverty, unemployment, labor strikes).

4. Create a 'Success Metric'—list three tangible outcomes of this agency’s work during the 1930s.

Final Product

What students will submit as the final product of the activityAn 'Agency Impact Dossier' featuring a program summary, a primary source image of the program in action, and a 'persona profile' of a citizen whose life was changed by the agency.

Alignment

How this activity aligns with the learning objectives & standardsDirectly aligns with CA.HSS.11.6.4, specifically the analysis of the Works Progress Administration (WPA), Social Security, and the National Labor Relations Board (NLRB). It also meets CCSS.ELA-LITERACY.RH.11-12.7 by integrating visual and written sources.

Activity 3

Reshaping the Land: Mega-Projects and Power

This activity focuses on how the New Deal literally reshaped the American landscape. Students will examine large-scale infrastructure projects like the Tennessee Valley Authority (TVA) or the California Central Valley Project. They will analyze how federal money was used to bring electricity and water to rural areas, and the long-term economic and environmental trade-offs of these massive engineering feats.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a major regional project: TVA, Central Valley Project, or Bonneville Dam.

2. Use a map to identify the geographic area affected and the communities that lived there before the project.

3. Research two major benefits the project provided (e.g., rural electrification, flood control).

4. Investigate one 'controversy' or cost associated with the project, such as the displacement of families or environmental impact.

Final Product

What students will submit as the final product of the activityA 'Landscape Transformation Map'—a visual or digital annotation of a specific regional project that identifies the economic benefits (jobs, power) vs. the social/environmental costs (displacement, habitat loss).

Alignment

How this activity aligns with the learning objectives & standardsAligns with CA.HSS.11.6.4 regarding regional development policies (TVA, Central Valley Project, Bonneville Dam). It also utilizes CCSS.ELA-LITERACY.RH.11-12.7 through the integration of geographic and quantitative data.

Activity 4

The Liberty vs. Security Courthouse

Not everyone welcomed the New Deal. In this activity, students explore the fierce opposition to FDR’s policies. They will analyze the arguments of the 'Old Guard' Republicans, business leaders who feared socialism, and the Supreme Court's rulings on the constitutionality of New Deal programs. Students must evaluate whether the expansion of federal power was a necessary rescue or a dangerous overreach.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Read a primary source excerpt from a New Deal critic (e.g., Herbert Hoover or a member of the American Liberty League).

2. Identify the specific constitutional or economic fear mentioned by the critic (e.g., 'executive tyranny' or 'deficit spending').

3. Review a brief summary of a Supreme Court case that struck down a New Deal law (like Schechter Poultry Corp. v. United States).

4. Summarize the 'Middle Ground'—was there a way to help citizens without expanding federal power to such an extent?

Final Product

What students will submit as the final product of the activityA 'Perspective Matrix' that outlines the claims, evidence, and underlying values of New Deal supporters versus New Deal critics.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RH.11-12.6 by requiring students to evaluate differing points of view (business leaders, constitutionalists, and political rivals) on federal expansion. It also covers the 'controversies' mentioned in CA.HSS.11.6.4.

Activity 5

Modern Blueprint: The New Deal’s Living Legacy

In this final portfolio activity, students bridge the gap between 1935 and today. They will choose a modern economic or social issue (e.g., student debt, climate change infrastructure, or social security reform) and evaluate how the 'New Deal Blueprint' is being used or rejected in current political debates. This activity asks students to take a final stand on the driving question of the project.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify a modern government program or proposed policy that mirrors a New Deal initiative (e.g., The Green New Deal vs. the CCC/TVA).

2. Compare the arguments used today with the arguments used in the 1930s—how have the 'controversies' stayed the same?

3. Synthesize your findings from Activities 1-4 to form a reasoned argument.

4. Answer the Driving Question: Is the New Deal a successful blueprint or a cautionary tale for modern America? Provide three specific historical examples to support your claim.

Final Product

What students will submit as the final product of the activityA 'Blueprint for Balance' essay or multimedia presentation that argues for the ideal balance between federal responsibility and individual liberty, using New Deal history as evidence.

Alignment

How this activity aligns with the learning objectives & standardsSynthesizes all standards, specifically CA.HSS.11.6.4 (legacy of the New Deal) and CCSS.ELA-LITERACY.RH.11-12.7 (addressing a problem). It directly answers the driving question.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The New Deal: Legacy of Security vs. Liberty Rubric

Category 1

Historical Analysis and Impact

Evaluates the student's ability to analyze historical causes and the direct social impact of federal programs.

Criterion 1

Historical Context and the Pivot to Intervention

Analyzes the transition from 1920s Laissez-faire policies to 1930s federal intervention using economic data and primary source speeches.

Exemplary

4 Points

Provides a sophisticated analysis of the 1920s economic climate versus 1930s realities; uses precise data (unemployment, bank failures) and nuanced comparisons of Hoover and FDR to justify the necessity of federal expansion.

Proficient

3 Points

Clearly explains the shift from 1920s deregulation to 1930s intervention; uses relevant economic data and identifies key differences between Hoover and FDR's governing philosophies.

Developing

2 Points

Identifies basic differences between the 1920s and 1930s but analysis of economic data is inconsistent; comparison of Hoover and FDR lacks specific evidence from the speeches.

Beginning

1 Points

Provides a minimal description of the economic shift; fails to use data or primary sources to explain why the federal government's role expanded.

Criterion 2

Agency Impact and Citizen Persona Analysis

Evaluates the specific impact of New Deal agencies (WPA, SSA, NLRB) on the relationship between citizens and the state using primary source evidence.

Exemplary

4 Points

Deeply investigates an agency's 'footprint' using compelling primary sources; creates a rich persona profile that demonstrates a profound understanding of how the agency redefined the citizen-state relationship.

Proficient

3 Points

Thoroughly researches a chosen agency; identifies clear problems and successes using a primary source and creates a realistic persona profile of a beneficiary.

Developing

2 Points

Identifies an agency and its basic function but uses limited primary source evidence; persona profile is broad or lacks specific details about the program's impact.

Beginning

1 Points

Lists basic facts about an agency without meaningful analysis of its impact or use of primary sources; persona profile is incomplete.

Category 2

Geographic and Environmental Evaluation

Focuses on the physical and economic reshaping of the American landscape through large-scale infrastructure.

Criterion 1

Regional Transformation and Trade-offs

Assesses the economic benefits and social/environmental costs of regional development projects (TVA, CVP, Bonneville Dam) using geographic data.

Exemplary

4 Points

Synthesizes complex geographic and economic data to map the transformation of a region; provides a balanced and critical evaluation of massive benefits versus significant social and environmental trade-offs.

Proficient

3 Points

Uses maps and research to clearly identify the economic gains and at least one significant controversy or cost (displacement/environment) associated with a regional project.

Developing

2 Points

Identifies a regional project and its benefits but offers a superficial analysis of the costs or controversies; map annotations are basic.

Beginning

1 Points

Provides minimal information on a regional project; fails to address the controversies or the long-term environmental/social consequences.

Category 3

Controversy and Constitutional Debate

Assesses the ability to analyze conflicting historical viewpoints and the legal/ethical controversies of government expansion.

Criterion 1

Perspectives on Federal Power and Liberty

Evaluates the arguments of New Deal critics and the constitutional challenges to the expansion of executive and federal power.

Exemplary

4 Points

Evaluates complex, competing viewpoints with high rigor; uses specific evidence from constitutionalists and business leaders to argue the tension between security and liberty with historical depth.

Proficient

3 Points

Accurately outlines the claims and evidence of both New Deal supporters and critics; references specific fears (tyranny, spending) and Supreme Court challenges.

Developing

2 Points

Identifies that opposition existed but struggles to articulate the specific constitutional or economic logic used by critics; perspective matrix is partially complete.

Beginning

1 Points

Provides a one-sided view of the New Deal; fails to recognize or explain the arguments of those who viewed federal expansion as a threat.

Category 4

Contemporary Application and Synthesis

Evaluates the student's ability to apply historical knowledge to contemporary political and economic contexts.

Criterion 1

Modern Synthesis and the Driving Question

Synthesizes historical New Deal lessons to argue a position on modern economic policy and the federal government's role today.

Exemplary

4 Points

Constructs a masterful argument answering the driving question; provides a seamless bridge between 1930s policy and modern issues with three specific, high-quality historical examples.

Proficient

3 Points

Develops a reasoned argument regarding the New Deal's legacy; makes clear connections to a modern policy and uses three historical examples to support the claim.

Developing

2 Points

Attempts to connect the New Deal to modern times but the comparison is weak or historically inaccurate; argument lacks sufficient evidence or clarity.

Beginning

1 Points

Fails to connect historical findings to modern debates; does not provide a clear answer to the driving question or support it with evidence.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflecting on the tension between economic security and individual liberty, which New Deal program do you think achieved the best balance, and why? Support your answer with evidence from your portfolio.

Text

Required

Question 2

How much did the 'Infrastructure Erasure Mystery' and the 'Landscape Transformation Map' change your awareness of the federal government's physical presence in your daily life?

Scale

Required

Question 3

Having completed your 'Blueprint for Balance,' which statement best reflects your final conclusion on the legacy of the New Deal for modern America?

Multiple choice

Required

Options

A successful blueprint: It provides the necessary tools for the government to protect its citizens during any crisis.

A cautionary tale: It represents a dangerous expansion of power that threatens long-term individual liberty.

A necessary middle-ground: It was a vital response to a unique crisis, but many parts are now outdated and need reform.

A flawed experiment: While well-intentioned, the social and environmental costs outweighed the economic benefits.

Question 4

If you were advising a modern leader today, what is the most important lesson from the 1930s you would share regarding how to balance federal power with the rights of the individual?

Text

Optional