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The People’s Blueprint: Designing an Inclusive New Deal

Grade 10Social StudiesHistory3 days
In this history project, 10th-grade students step into the role of historical policy consultants to address the systemic exclusions of the New Deal era. By analyzing the social and political tensions of the 1920s, students identify how specific marginalized groups were left behind by original Great Depression-era relief programs. Students ultimately synthesize their research to design a "forgotten" New Deal program that provides equitable relief, recovery, and reform, while drawing critical parallels to modern-day economic gaps.
New DealSocial EquityGreat DepressionPolicy DesignMarginalized CommunitiesHistorical AnalysisSystemic Exclusion
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as historical policy consultants, design a 'forgotten' New Deal program that ensures equitable relief, recovery, and reform for Americans excluded in the 1930s?

Essential Questions

Supporting questions that break down major concepts.
  • How did the social and political tensions of the 1920s shape who the government helped during the Great Depression?
  • In what ways did original New Deal policies fail to provide equitable relief to marginalized groups?
  • What are the necessary components of a program that effectively provides 'Relief, Recovery, and Reform' for all citizens?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Analyze the systemic factors and political tensions of the 1920s and 30s that led to the exclusion or marginalization of Black Americans, Indigenous Peoples, and migrant workers within New Deal legislation.
  • Evaluate the effectiveness of the New Deal's 'Relief, Recovery, and Reform' framework by identifying specific historical gaps and 'missed opportunities' for equitable social safety nets.
  • Synthesize primary and secondary historical sources to design a comprehensive 'forgotten' New Deal program that addresses a specific 1930s socio-economic crisis for a marginalized group.
  • Construct a persuasive historical argument that justifies the need for federal intervention and identifies the constitutional or legislative mechanisms required to implement the proposed 'Blueprint'.

Michigan K-12 Social Studies Standards

USHG 7.1.3
Primary
Explain and evaluate President Franklin Roosevelt’s policies and tactics during the New Deal era, including the changing role of the federal government’s responsibilities to protect the environment, meet challenges of unemployment, and to address the needs of workers, farmers, Indigenous Peoples, the poor, and the elderly.Reason: This standard is the core of the project, as students must evaluate how the New Deal addressed (or failed to address) the needs of diverse groups, specifically mentioned in the project prompt.
USHG 7.1.2
Secondary
Explain and evaluate the multiple causes and consequences of the Great Depression by analyzing the economic and social toll... including unemployment and environmental conditions that affected farmers, industrial workers, and families.Reason: To design an effective program, students must first understand the specific economic and social consequences of the Depression that their 'forgotten' program aims to solve.
USHG 7.1.1
Supporting
Explain and evaluate the significance of the social, cultural, and political changes and tensions in the 'Roaring Twenties' including the NAACP legal strategy to attack segregation and views on and restrictions to immigration.Reason: The project requires students to understand how the tensions of the 1920s (nativism, segregation) created the systemic exclusions found in the 1930s legislation.

Common Core State Standards (History/Social Studies)

CCSS.ELA-LITERACY.RH.9-10.1
Primary
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.Reason: Students act as historical policy consultants, requiring them to use rigorous evidence from 1930s sources to justify their program's design.
CCSS.ELA-LITERACY.RH.9-10.7
Secondary
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.Reason: Designing a 'Blueprint' requires students to balance economic data (unemployment rates, relief spending) with the human stories of marginalized groups.

Entry Events

Events that will be used to introduce the project to students

The 'Missing Page' from the Oval Office

Students enter to find 'Top Secret' folders containing heavily redacted 1930s government documents and a frantic memo from a fictional 'whistleblower' staffer. The memo claims that specific proposals to help Black sharecroppers, Indigenous communities, and women were intentionally buried to appease political allies, challenging students to recover and rebuild these 'lost' blueprints.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

The Fault Lines of the Roaring Twenties

Before students can design a new program, they must understand the systemic barriers that existed before the Great Depression began. In this activity, students select one marginalized group (e.g., Black sharecroppers, Mexican migrant workers, Indigenous Peoples, or women) and investigate how the 'social, cultural, and political tensions' of the 1920s—such as nativism, segregation, and discriminatory economic policies—left this group uniquely vulnerable to the economic crash of 1929.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select one marginalized group from the 1920s-30s era to focus on for the duration of the project.
2. Research three specific political or social tensions from the 1920s (e.g., the resurgence of the KKK, the Indian Citizenship Act, or urban vs. rural economic shifts) that affected your chosen group.
3. Analyze primary sources, such as NAACP legal documents or 1920s advertising, to see how your group was depicted or excluded from the 'Roaring Twenties' prosperity.
4. Summarize your findings in a 'Diagnostic Profile' that identifies the 'pre-existing conditions' of poverty or disenfranchisement your group faced before the Great Depression hit.

Final Product

What students will submit as the final product of the activityA 'Socio-Economic Diagnostic Profile' that includes a map of 'exclusion zones' and a summary explaining how 1920s policies (like the 1924 Immigration Act or Jim Crow laws) weakened this group’s economic safety net.

Alignment

How this activity aligns with the learning objectives & standardsAligns with USHG 7.1.1 (explaining tensions of the 1920s like the Harlem Renaissance, NAACP strategy, and nativism) and 7.1.2 (social and economic toll of the Depression). It requires students to connect pre-existing systemic issues to the specific vulnerabilities of groups during the 1930s.
Activity 2

The Exclusion Audit: Uncovering the Redacted Needs

In this activity, students audit an actual New Deal program (such as the AAA, Social Security Act, or WPA) to identify its 'redacted' or missing elements. Students will use historical data to see who actually received aid and who was excluded due to policy loopholes (e.g., the exclusion of domestic and agricultural workers from Social Security). To deepen their analysis, students will draw parallels between these historical exclusions and modern-day policy challenges, such as the lack of traditional benefits for 'gig economy' workers or the 'digital divide' in contemporary relief efforts. This 'audit' provides the evidence-based justification for their own 'Forgotten Blueprint.'

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select a major New Deal program (e.g., the Agricultural Adjustment Act or the Social Security Act) and research its original intended goals. Compare this to a modern federal program (like the Affordable Care Act or the CARES Act) to see how 'universal' programs are initially framed.
2. Investigate the 'fine print' or implementation of the 1930s program to find evidence of how your chosen marginalized group was excluded. Draw a comparison to modern 'gig economy' workers (like Uber drivers or freelancers) who, like 1930s domestic workers, are often excluded from standard labor protections and benefits.
3. Find at least two primary sources—such as letters to Eleanor Roosevelt or labor statistics—that document the lived experience of someone excluded from this program. Contrast these historical accounts with modern 'digital testimonials' or social media movements (e.g., #DebtFreeDegree or housing rights activism) that highlight contemporary gaps in the social safety net.
4. Create a 'Gap Analysis' chart comparing the 'Stated Goal' of the New Deal program vs. the 'Actual Impact' on your group. Include a 'Historical Continuity' note that identifies one way this 1930s gap contributed to modern-day wealth or opportunity disparities.

Final Product

What students will submit as the final product of the activityAn 'Exclusion Audit Report' featuring: 1) A data visualization (chart or graph) showing the historical gap between those who needed aid and those who received it; 2) A written critique of the 1930s policy's limitations; and 3) A 'Modern Parallel' sidebar that compares a 1930s exclusion to a specific economic or social gap in today’s society.

Alignment

How this activity aligns with the learning objectives & standardsAligns with USHG 7.1.3 (evaluating FDR’s policies and the changing role of government) and CCSS.ELA-LITERACY.RH.9-10.7 (integrating quantitative and qualitative analysis). By drawing parallels to modern policy gaps—such as the gig economy or contemporary healthcare access—students demonstrate a higher-level understanding of how legislative design continues to shape social equity.
Activity 3

The Recovered Mandate: Crafting the Missing Blueprint

This is the capstone activity where students act as 'Historical Policy Consultants.' Using the data and context gathered in the previous two activities, students will draft a formal proposal for a 'forgotten' New Deal program. This program must provide immediate Relief, long-term Recovery, and systemic Reform specifically for their chosen group. The blueprint must be written in the style of 1930s legislation but designed with modern equity in mind.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Draft a 'Statement of Necessity' that uses evidence from your Audit and Diagnostic Profile to justify why the federal government must intervene for this group.
2. Design the 'Three Pillars': Identify one 'Relief' action (direct aid), one 'Recovery' action (job creation), and one 'Reform' action (legal change) your program will provide.
3. Determine the 'Mechanism of Action': Explain which part of the government would run this program and how it would avoid the discriminatory pitfalls of original New Deal programs.
4. Format the final document as a 'Restored Government Filing,' complete with a 'Top Secret' stamp and a persuasive cover letter addressed to the Roosevelt Administration.

Final Product

What students will submit as the final product of the activityThe 'People’s Blueprint': A formal, multi-page policy proposal that includes a preamble (the 'Why'), specific legislative articles (the 'What'), and a budget/implementation plan (the 'How').

Alignment

How this activity aligns with the learning objectives & standardsAligns with the core of USHG 7.1.3 (addressing the needs of workers, farmers, Indigenous Peoples, etc.) and CCSS.ELA-LITERACY.RH.9-10.1 (citing textual evidence). It requires a synthesis of 'Relief, Recovery, and Reform'—the central framework of the New Deal era.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

The People's Blueprint: New New Deal Rubric

Category 1

Historical Analysis and Evaluation

Focuses on the student's ability to investigate historical causes, evaluate existing policies, and understand the long-term impact of systemic exclusion.
Criterion 1

Historical Contextualization & Pre-existing Conditions (USHG 7.1.1 & 7.1.2)

Evaluates the student's ability to analyze how the social, cultural, and political tensions of the 1920s (e.g., nativism, segregation) created systemic vulnerabilities for marginalized groups entering the Great Depression.

Exemplary
4 Points

Provides a sophisticated analysis of 1920s tensions, drawing insightful connections between specific policies (e.g., 1924 Immigration Act) and the systemic disenfranchisement of the chosen group. The Diagnostic Profile is comprehensive and nuanced.

Proficient
3 Points

Provides a thorough analysis of 1920s tensions and explains how they contributed to the group's economic vulnerability. The Diagnostic Profile clearly identifies pre-existing conditions using historical evidence.

Developing
2 Points

Identifies 1920s tensions and mentions their impact on the chosen group, but the connection to 1930s vulnerability is inconsistent or lacks depth. Diagnostic Profile is partially complete.

Beginning
1 Points

Lists historical events from the 1920s with little to no connection to the group's socio-economic status. Diagnostic Profile is incomplete or shows significant misunderstandings.

Criterion 2

Policy Audit & Historical Continuity (USHG 7.1.3 & RH 9-10.7)

Assesses the student's ability to audit a specific New Deal program (AAA, SSA, etc.) to identify policy loopholes and exclusions, while drawing relevant parallels to modern-day economic gaps.

Exemplary
4 Points

Synthesizes complex historical data and primary sources to uncover subtle policy exclusions. The modern parallel (e.g., gig economy) is exceptionally well-articulated, demonstrating a deep understanding of historical continuity.

Proficient
3 Points

Effectively audits a New Deal program and identifies clear exclusions using data and primary sources. Includes a logical modern parallel that illustrates a contemporary social safety net gap.

Developing
2 Points

Audits a New Deal program and identifies basic exclusions, but the use of data is limited. The modern parallel is present but may be superficial or lack a clear connection to the historical context.

Beginning
1 Points

Struggles to identify specific exclusions in New Deal legislation. Modern parallels are absent or irrelevant. Evidence from primary/secondary sources is missing.

Category 2

Legislative Design and Synthesis

Focuses on the creation of the final product, the synthesis of research into policy, and the use of evidence to support the proposal.
Criterion 1

Programmatic Design: Relief, Recovery, & Reform (USHG 7.1.3)

Evaluates the design of the 'Forgotten Blueprint' based on the three pillars of the New Deal: Relief (direct aid), Recovery (jobs), and Reform (legal change).

Exemplary
4 Points

Designs an innovative and equitable program that seamlessly integrates all Three Pillars. The 'Mechanism of Action' is highly realistic for the 1930s while successfully addressing modern equity standards.

Proficient
3 Points

Designs a solid program that includes distinct Relief, Recovery, and Reform actions. The proposal addresses the specific needs of the marginalized group and explains how the program would be implemented.

Developing
2 Points

Proposes a program that addresses some needs, but the 'Three Pillars' are not clearly defined or lack feasibility. The implementation plan is vague or misses the target group's primary crisis.

Beginning
1 Points

Program design is incomplete, missing one or more pillars (Relief, Recovery, or Reform). The proposal does not align with the historical needs of the chosen marginalized group.

Criterion 2

Evidence-Based Argumentation (CCSS RH 9-10.1)

Measures the student's ability to use specific textual evidence from primary and secondary sources to justify their proposed legislation and demonstrate historical accuracy.

Exemplary
4 Points

Cites a wide range of diverse primary and secondary sources with exceptional precision. Uses evidence not just to support facts, but to build a compelling, multi-layered historical argument.

Proficient
3 Points

Cites specific textual evidence from at least two primary sources and relevant secondary research to support the program's necessity. Evidence is used accurately to justify policy decisions.

Developing
2 Points

Uses some historical evidence to support the proposal, but citations may be general or lack specific connection to the legislative claims. Relies more on opinion than historical data.

Beginning
1 Points

Provides little to no textual evidence. Assertions about the need for the program are unsupported by historical facts or documents.

Category 3

Professional Communication and Persona

Focuses on the presentation, tone, and overall quality of the final portfolio deliverable.
Criterion 1

Consultant Persona & Communication Quality

Evaluates the student's ability to adopt the persona of a 'Historical Policy Consultant' and present their findings in a professional, era-appropriate, and persuasive format.

Exemplary
4 Points

The final 'People’s Blueprint' is professionally formatted, using sophisticated legislative language and a compelling 'Consultant' persona. The persuasive cover letter is masterful and era-appropriate.

Proficient
3 Points

The final proposal is clear, organized, and maintains a consistent persona. The document follows the requested format (Preamble, Articles, Budget) and uses persuasive language effectively.

Developing
2 Points

The proposal is organized but may lack the professional tone of a policy consultant. Some sections of the blueprint (Why, What, How) are underdeveloped or missing.

Beginning
1 Points

The final product is disorganized, lacks a clear persona, or fails to follow the format of a policy proposal. Communication is unclear or unpersuasive.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

To what extent has this project changed your perspective on the role of the federal government in protecting marginalized citizens during a crisis?

Scale
Required
Question 2

How did your research into the 1920s 'Fault Lines' (nativism, segregation, or cultural tensions) directly influence the specific 'Reform' laws you included in your 'People's Blueprint'?

Text
Required
Question 3

Which modern-day economic gap did you find most comparable to the 1930s exclusions you studied in your 'Exclusion Audit'?

Multiple choice
Required
Options
The 'Gig Economy' (Uber/freelancers) lacking benefits like 1930s domestic workers
The 'Digital Divide' in education/work compared to 1930s rural isolation
Modern housing/wealth disparities compared to historical FHA/AAA exclusions
Current immigrant labor protections compared to 1930s migrant worker exclusions
Question 4

In designing your blueprint, which of the 'Three Pillars' (Relief vsdf, Recovery sdf, or Reform fds) was the most difficult to draft for your group, and why did it present the greatest historical or political challenge?

Text
Required