Course Content
Technical Support
1-800-234-5832
M–Th: 8:00A.M.–Midnight EST
F: 8:00A.M.–10:00P.M. EST
Lesson Plans
The American Journey: A History of the United States ©2000
by David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, William L. Barney, Robert M. Weir
Focus Lesson 21
Chapter 27: "The Great Depression and the New Deal, 1929–1939"
AP* Course Description
- Depression, 1929–1933
- Wall Street Crash
- Depression economy
- Moods of despair
- Hoover-Stinson diplomacy
- New Deal
- Franklin D. Roosevelt
- 100 Days; "alphabet agencies"
- Second New Deal
- Critics, left and right
- Rise of CIO
- Supreme Court fight
- Recession of 1938
- American people in the Depression
- Women, ethnic groups
Key Components
- Instructor's Manual: pp. 180–186
- Study Guide, Vol. II Since 1877: pp. 79–86
- Test Item File: pp. 307–318
Key Web Sites
Given the changing nature of the Internet, you may wish to preview these sites. Always check PHSchool.com for updated links to U.S. history sites.
- PBS: The American Experience - Eleanor Roosevelt
- The New Deal Network
- Tennessee Valley Authority
- Library of Congress: America's Story
Key Words and Terms
- Eleanor Roosevelt
- Henry Wallace
- New Deal
- Hoovervilles
- Glass-Steagall Act
- Civilian Conservation Corps
- Works Progress Administration
- Federal Deposit Insurance Corporations
- Bureau of Reclamation
Suggested Pacing
Allow two weeks for Chapter 27.
Test Strategy
In answering questions about data on charts, graphs, and tables, students must read the question prompts carefully. A prompt may ask test takers to choose the answer that best supports the data on the visual. In that case, students are being asked an evaluative question; they must determine which answer choice is the most true about the data. That presupposes that some of the choices may be true but may not be the most complete or most compelling information about the visual.
Key Concepts
- Reversing legislation
As a point of interest, note that the provision of the Glass-Steagall Act that prohibited banks from selling stocks and bonds was reversed by Congress in 2000. It was no longer considered necessary and the change was lobbied for by big banking interests. - Looking at reform parties
To help students make connections across eras, point out the similarities between the Populists, the Progressives and the New Deal Democrats. Note also that some of the reforms that New Dealers wanted such as health-care coverage continued to be Democratic issues through the administrations of Harry Truman and John Kennedy and were realized in the Great Society initiatives of Lyndon Johnson.
Summing Up Student Understanding
Make copies of the outline in the Instructor's Manual, pp. 180–182. Have students use the outline as they read this chapter to aid in their understanding of New Deal legislation. After completing the chapter, have students review the "Chronology," p. 794, and the "Overview," p. 801. Instruct students to use all three items to classify New Deal legislation according to the three headings on the following chart:
| NEW DEAL LEGISLATION | ||
|---|---|---|
| RELIEF | RECOVERY | REFORM |
ADDITIONAL RESOURCES
You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:
- American Issues: Vol. II Since 1865, edited by Unger and Tomes—Chapter 9
- The Power of Words: Vol. II From 1865, edited by Breen—Chapter 8
- Constructing the American Past, Vol. II, edited by Gorn, Roberts, and Bilhartz—Chapter 9
- American Experiences: Vol. II From 1877, edited by Roberts and Olson (secondary source readings)—Part Five