L4+Conway,+Amelia

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Amelia Conway **Date of Lesson:** Application
 * Grade Level:** 10 **Topic:** The Great Depression: Steps taken by the American Government for Recovery

__**Objectives**__

 * Student will understand that:** (sequence of events)The Great Depression of 1929 was triggered by the Stock market Crash and the Smoot-Hawley Tariff. The Great Depression was a Global Depression. The recovery process began with the Gold Standard Act, monetary fixes, and FDR's "New Deal"
 * Student will know:** The New Deal, Bank Holiday, Alphabet Soup, The process of Relief,Reform, Recovery, Monetary and Fiscal Policy.
 * Student will be able to do:** (Application) Students will be able to use knowledge of the causes of the Great Depression to explain the steps taken by the government to protect people if a similar event was to occur.

__**Maine Learning Results Alignment**__
Grades 9-Diploma: Depression and New deal era (1929-1941) Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and Critique historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.// Rationale: Students will understand how the Great Depression came to be, and why, as well as what was involved in it. **
 * //E1 Social Studies-E. History: Knowledge,concepts, themes, and patterns.

__**Assessment**__
Flow Charts will be used to document the recovery process. (What came first, and how did it lead to the next step in the recovery process)(Co-Op learning) Students will participate in a **Partners** activity, in which, "The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process" ([|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities] Students will have a few moments to work in groups to compare Flow Charts, and leave feedback for their peers. Students will pass in their flow chart with the peer feedback noted in a different color pen, and I will leave comments. Students will be given class time to make changes on their flow charts and will do peer feedback and revision.
 * Formative (Assessment for Learning)**

Students will create a slideshow that demonstrates their knowledge and understanding of the causes of the GD through description of the steps taken by the American government of the 1920's and 30's to get the economy back on track. I also expect the students to be able to describe a few of the precautions we now take as a country to prevent another GD. The project will be a Power Point Presentation completed in small groups based on seasonal partners (TBA). Each presentation will be graded using a detailed point chart in which the groups can earn up to 50 points. Individually, students will turn in group evaluation forms, and self-evaluation forms. Until all group members have turned in their forms, no project will be graded.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology- Students will be creating a PowerPoint Presentation as described above (Summative Assessment). English- Students will be responsible for : proper grammar, sentence structure, and correct spelling/punctuation.

__Groupings__
(Co-Op learning) Students will participate in a **Partners** activity, in which, "The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process" ([]) The entire classroom is open to discussion-large group.

__**Differentiated Instruction**__
**Kinesthetic-** Students will have the opportunity to work in groups and move around the classroom and use the board, or any other materials to teach the entire class the topic they were assigned. (Partners Activity) - Students will also listen to a short video featuring headlines and music from the decade of the Depression.
 * Strategies**
 * Verbal-** Students get the chance to add to, and listen to class discussions/small group discussions.
 * Visual-** The "hook" video includes many images for visual learners to enjoy.
 * Logical-** The Flow Chart students will use throughout the class makes it so students can easily navigate the American economy in the 1920's and 30's.
 * Musical-** The "hook" at the beginning of class incorporates music and images into an effective video presentation.
 * Interpersonal-** Groups are assigned to discuss and compare flow charts, and to evaluate the work of their group members work.

( //**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//)
 * Modifications/Accommodations**

When students are absent, they will be expected to come to the classroom and pick up their materials. Worksheets/handouts will be made available for students via folders set up for each lesson and each individual class. Students can ask myself and/or peers for information regarding the class discussion, in order to catch up. Also, I will allow for 7 mins. at the beginning of the first class following the absent student/s return to school, to work in groups and discuss the graphic organizers.
 * Absent Students**

Students will be using PowerPoint to create a slideshow that describes the steps the American government took to ensure that another Great Depression wouldn't happen again. It starts to explain the recovery process, and how the recovery process allowed a segue into a new dimension of economics, and politics. This assessment will give students the chance to understand how one occurrence could potentially lead to another occurrence at a later point in time, if not addressed.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Writing Materials Flow Charts

__Source for Lesson Plan and Research__
The President's Emergency Committee for Employment (PECE) was PresidentHerbert 's first organizational response to the economic crisis that became the "Great ." In October of 1930, Hoover appointed Colonel Arthur Woods to head PECE, a federal "employment committee," modeled on a similar federal organization established during the recession of 1921 and 1922 [|Reconstruction Finance Corporation] "  This legislation created the Reconstruction Finance Corporation (RFC) under the following terms: [|Glass-Steagall Act of 1932] Established the FDIC, which insured banks, and gave people the comfort of knowing that a fraction of their money was guaranteed safe, if something were to go wrong, and the bank collapsed. [|Emergency Relief and Construction Act 1932] This system was a federally financed loan program which was designed to provide jobs for public works construction. This program, established by Hoover, eventually turned into a 3 million dollar welfare program in the U.S. [|FDIC] This site gives background information on the FDIC, what its duties are, and how it came to be. [|FDIC Now] [|FDIC-History] This website gives an accurate account of the history of the establishment of the FDIC. From its origination during Herbert Hoover's term in the White House, and how it has developed over the years to become what it is today. [|Food,land, etc. of the U.S. economy over the past 10 years] Charts/Diagrams, and a brief explanation of each of the above mentioned economic assets.
 * [|President's Emergency Committee for Employment]**
 * Congress provided the agency with an initial capitalization in the amount of $500 million
 * The RFC was empowered to borrow up to $2 billion to assure the survival of large banks, railroads, farm mortgage associations, savings and loan associations and life insurance companies."

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The purpose of this lesson is to provide students with an understanding of how the economy has changed over time, and what precautionary measures have been set up to ensure another Great depression will not occur again. Students will walk away from this lesson with new knowledge of economic changes that have occurred over the past 10 years, in relation to the economic changes that occurred from 1929-1939. By alluding to how the economic structure was, then and now, students will be able to identify the changes that were made to sustain the economy as it is today. Puppies: Have a chance to get involved in large and small group activities throughout the course of this lesson. The partners activity will be very beneficial to this type of learners because the small group climate makes them feel comfortable to speak up, and contribute to discussions. Clipboard: These students will benefit from having a structured agenda posted on the board before the start of class. The flow charts used to organize the steps taken by the American government to "fix" the economic crises. Microscope: These students have the chance to ask many questions, and provide logical responses during the "hook" activity, along with the "lecture/discussion" period of class. Beach Ball: Students with the Beach Ball personality enjoy variation. The entire lesson provides variety that ranges from listening to music, to watching short video clips, and taking part in group/individual work.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson will start with a pre-assessment of students' knowledge of the economy from 1929-1939 as compared to the economy from 1999-2009. The assessment will be a group assessment in which students will write what they know on the board. Students will then discuss (Chalktalk) what is written on the board and why it is under the category mentioned. Doing this will provide me with enough information to determine what the majority of the class already knows/does not know, and from there, I will be able to determine what in my lesson needs to be changed. Students will be able to APPLY their knowledge of the causes of the Great Depression to demonstrate the steps taken by the government to repair the economy through the creation of a PowerPoint Presentation.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** **Kinesthetic-** Students will have the opportunity to work in groups and move around the classroom and use the board, or any other materials to teach the entire class the topic they were assigned. (Partners Activity) Students will also listen to a short video featuring headlines and music from the decade of the Depression. Technology- Students will be creating a PowerPoint Presentation as described above (Summative Assessment).
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal-** Students get the chance to add to, and listen to class discussions/small group discussions.
 * Visual-** The "hook" video includes many images for visual learners to enjoy.
 * Logical-** The Flow Chart students will use throughout the class makes it so students can easily navigate the American economy in the 1920's and 30's.
 * Musical-** The "hook" at the beginning of class incorporates music and images into an effective video presentation.
 * Interpersonal-** Groups are assigned to discuss and compare flow charts, and to evaluate the work of their group members work.

Rationale:** Students will meet this standard because they will be assed in two different ways, as shown below. Students will not be graded on the formative assessment, or on their graphic organizers. They will however be graded on their PowerPoint Presentations/the actual PowerPoint. In addition to the assessments, students will also be given feedback on their graphic organizers, and their input into group discussions. The feedback will be given to them following the large group discussion, and will highlight the points that they contributed to the discussion, as well as necessary clarification. (As seen below)
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Flow Charts will be used to document the recovery process. (What came first, and how did it lead to the next step in the recovery process)(Co-Op learning) Students will participate in a **Partners** activity, in which, "The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process" ([]Students will have a few moments to work in groups to compare Flow Charts, and leave feedback for their peers. Students will pass in their flow chart with the peer feedback noted in a different color pen, and I will leave comments. Students will be given class time to make changes on their flow charts and will do peer feedback and revision.
 * Formative (Assessment for Learning)**

Students will create a slideshow that demonstrates their knowledge and understanding of the causes of the GD through description of the steps taken by the American government of the 1920's and 30's to get the economy back on track. I also expect the students to be able to describe a few of the precautions we now take as a country to prevent another GD. The project will be a Power Point Presentation completed in small groups based on seasonal partners (TBA). Each presentation will be graded using a detailed point chart in which the groups can earn up to 50 points. Individually, students will turn in group evaluation forms, and self-evaluation forms. Until all group members have turned in their forms, no project will be graded.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The students will be arranged in a large circle, specific to group discussion. Students will be given color cards at the beginning of the class, and they will sit according to their color section within the circle for their mini discussion groups (graphic org.) Pairs will be formed out of those color groups later on when the timeline project is assigned.

their winter partners, and will then ask that two groups of winter partners combine to form a group of four. (8 mins.)
 * Discuss Web Quest assignment with students. (15 mins.)
 * Pass out Flow Charts (2 mins)
 * Watch slideshow of Newspaper Headlines and discuss what was seen. (10 mins.)
 * We will begin a discussion on the President's Emergency Committee for Unemployment, Reconstruction Finance Corp. and how those two attempts by Hoover were deemed unsuccessful. (what is it?) (30 mins.)
 * The next discussion question will be about the Glass- Steagall Act ( What is it? What effect did it have?) (15 mins)
 * We will discuss the upcoming assignment (PowerPoint Presentations), I will ask the students to form groups out of


 * Day 2:** The following day class will begin with a discussion on the FDIC and The Economy over the past ten years which will lead into a chalktalk activity comparing the economy then and now. After that, students will participate in the split-large group (co-op) review activity. The final portion of class time will be designated as workshop time for groups to work on completing their PowerPoint Slideshow.
 * Day 3:** The third and final day of the lesson will be used as a presentation day, in which students will be expected to take notes on each PowerPoint Presentation.

(sequence of events) the Great Depression of 1929 was triggered by the Stock market Crash and the Smoot-Hawley Tariff. The Great Depression was a Global Depression. The recovery process began with the Gold Standard Act, monetary fixes, and FDR's "New Deal" (1&2). We are learning this because it relates to the economy and politics of today. For example, jobs in certain areas of government require knowledge of how the economy works, and how to keep it running smoothly. Also, it will be helpful to understand economic structure of America so you can keep up with what is being talked about on the news, tv shows, movies, and commercials that make reference to the economy. Students will understand major eras, enduring themes, and historical influences in the U.S. and World history, including roots of democratic philosophy, ideals, and institutions in the World. Students will watch a slideshow of newspaper headlines from the day the Stock Market crashed, along with headlines that came out when the Recovery Process began. This slideshow is accompanied by a musical score from the era as well. **Where, Why, What, Hook, Tailors: Kinesthetic, Verbal, Visual, Musical

Students will know: The New Deal, Bank Holiday, Alphabet Soup, The process of Relief,Reform, Recovery, Monetary and Fiscal Policy. (Graphic Organizer) Flow Charts will be used to document the recovery process. (What came first, and how did it lead to the next step in the recovery process) Students will have a few moments to work in groups to compare Flow Charts, and leave feedback for their peers. This kind of group work allows students the chance to interact with their peers which helps them learn the material from a different perspective. Equip, Explore, Rethink, Tailors: Logical, Interpersonal, Intrapersonal

(Graphic Organizer) Flow Charts will be used to document the recovery process. (What came first, and how did it lead to the next step in the recovery process) ** (Co-Op learning) Students will participate in a Partners activity, in which, "The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process" ([]) Students will have a few moments to work in groups to compare Flow Charts, and leave feedback for their peers. Students will pass in their flow chart with the peer feedback noted in a different color pen, and I will leave comments. Students will be given class time to make changes on their flow charts. **Explore, Experience, Rethink, Revise, Refine, Tailors: Logical, Interpersonal

Peer Feedback and revision.-  ****Formative (Assessment for Learning)** Flow Charts will be used to document the recovery process. (What came first, and how did it lead to the next step in the recovery process)(Co-Op learning) Students will participate in a Partners activity, in which, "The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process" ([|http://edtech.kennesaw.edu/intech/cooperativelearning.htm#activities]Students will have a few moments to work in groups to compare Flow Charts, and leave feedback for their peers. Students will pass in their flow chart with the peer feedback noted in a different color pen, and I will leave comments. Students will be given class time to make changes on their flow charts and will do peer feedback and revision.

Students will create a slideshow that demonstrates their knowledge and understanding of the causes of the GD through description of the steps taken by the American government of the 1920's and 30's to get the economy back on track. I also expect the students to be able to describe a few of the precautions we now take as a country to prevent another GD. The project will be a Power Point Presentation completed in small groups based on seasonal partners (TBA). Each presentation will be graded using a detailed point chart in which the groups can earn up to 50 points. Individually, students will turn in group evaluation forms, and self-evaluation forms. Until all group members have turned in their forms, no project will be graded.
 * Summative (Assessment of Learning)**
 * Evaluate, Tailors: Interpersonal, Intrapersonal, Kinesthetic, Visual, Verbal, Logical**

<span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; font-family: Times; font-size: 16px; line-height: normal;"> The President's Emergency Committee for Employment (PECE) was President Herbert Hoover's first organizational response to the economic crisis that became the "Great Depression." In October of 1930, Hoover appointed Colonel Arthur Woods to head PECE, a federal "employment committee," modeled on a similar federal organization established during the recession of 1921 and 1922 (also created by then Secretary of Commerce Hoover and chaired by Woods). PECE's stated goal was "job-creation." This aim was to be accomplished by expanding federal employment, encouraging the expansion of locally financed public construction, and stimulating private sector job-creation schemes. The committee's literature urged Americans to "give a job" and "spread the work." Local governments were called upon to initiate construction projects already planned, and PECE officials advocated a large increase in federal public works spending. The committee also encouraged local private relief efforts and served as a clearinghouse for information on relief. However, the PECE did not raise relief funds directly nor did it attempt to encourage needed public appropriations for direct aid to the unemployed. In hindsight, the PECE has been viewed as an ineffectual response to the emerging Depression, an example of Herbert Hoover's outdated "voluntarism" (reliance on private initiatives) and his resistance to a more aggressive federal policy. But in the fall of 1930, the Depression was not yet "great," and the PECE's re-employment proposals seemed to most Americans to be adequate, even innovative, experiments. By the spring of 1931, however, the administration's anti-Depression policies were in disarray. Unemployment had reached unprecedented levels; private industry was laying off workers rather than creating jobs; and financially strapped local governments were reducing public employment. There was growing sentiment in the social work community and in Congress that a federal relief appropriation might soon be necessary. In April, PECE chairman Arthur Woods, disillusioned by the administration's refusal to fund a more generous federal public employment program, resigned. In August 1931 the PECE was reorganized and renamed the President's Organization for Unemployment Relief (POUR).
 * Content Notes**
 * [|President's Emergency Committee for Employment]**

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; font-family: arial; font-size: 13px; line-height: 19px;">[|Reconstruction Finance Corporation] <span style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-family: Times; font-size: 16px; line-height: normal;"> The president now believed that the decline of industry and agriculture could be halted, unemployment reversed and purchasing power restored if the government would shore up banks and railroads — an approach that had been used with some success during World War I. Hoover presented his plan in his annual address to Congress in December and gained approval from both houses of congress on the same day in January 1932. This legislation created the Reconstruction Finance Corporation (RFC) under the following terms: Charles G. Dawes, a former vice president and ambassador to the [|Court of St. James], was named the first president of the RFC. In time, about $2 billion was loaned to the targeted organizations and, as hoped, bankruptcies in many areas were slowed. Congress seized on the encouraging news and pressed to extend RFC loans to other sectors of the economy. Hoover, however, resisted a broad-based expansion of the program, but did allow some loans to state agencies that sponsored employment-generating construction projects. Despite some initial success, the Reconstruction Finance Corporation never had its intended impact. By its very structure, it was in some ways a self-defeating agency. The law required full transparency — the amounts of all loans and the names of the recipient companies were made public. This requirement had the unfortunate effect of undermining confidence in the institutions that sought loans. Too often, for example, a bank that asked for federal assistance suffered an immediate run on its funds by worried depositors. Further, much of the potential good done by the RFC was erased by tax and [|tariff]policies that seemed to work against economic recovery.Democratic politicians argued with some justification that federal assistance was going to the wrong end of the economic pyramid. They believed that recovery would not occur until the people at the bottom of the heap had their purchasing power restored, but the RFC poured money in at the top. To many Americans, the Reconstruction Finance Corporation was viewed as a relief program for big business only.
 * Congress provided the agency with an initial capitalization in the amount of $500 million
 * The RFC was empowered to borrow up to $2 billion to assure the survival of large banks, railroads, farm mortgage associations, savings and loan associations and life insurance companies.

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; font-size: 13px; line-height: 19px;">[|Glass-Steagall Act of 1932] The Glass-Steagall Act of 1933 established the [|Federal Deposit Insurance Corporation] (FDIC) in the [|United States] and included banking reforms, some of which were designed to control [|speculation]. Some provisions such as [|Regulation Q], which allowed the Federal Reserve to regulate interest rates in savings accounts, were repealed by the [|Depository Institutions Deregulation and Monetary Control Act] of 1980. Provisions that prohibit a [|bank holding company] from owning other financial companies were repealed on November 12, 1999, by the [|Gramm-Leach-Bliley Act]. Two separate United States laws are known as the Glass-Steagall Act. Both bills were sponsored by Democratic [|Senator] [|Carter Glass] of [|Lynchburg, Virginia], a former [|Secretary of the Treasury] , and Democratic [|Congressman] [|Henry B. Steagall] of [|Alabama] , Chairman of the House Committee on Banking and Currency. The first Glass-Steagall Act was passed in February 1932 in an effort to stop deflation and expanded the Federal Reserve's ability to offer rediscounts on more types of assets and issue government bonds as well as [|commercial paper]. The second Glass-Steagall Act was passed in 1933 in reaction to the collapse of a large portion of the American commercial banking system in early 1933. Although Republican President [|Herbert Hoover] had lost reelection in November 1932 to Democratic Governor [|Franklin D. Roosevelt] of New York, the administration did not change hands until March 1933. The [|lame-duck] Hoover Administration and the incoming Roosevelt Administration could not, or would not, coordinate actions to stop the run on banks affiliated with the [|Henry Ford] family that began in [|Detroit, Michigan], in January 1933. The Federal Reserve chairman [|Eugene Meyer] was equally ineffectual. While many economic historians attribute the collapse to the economic problems which followed the Stock Market Crash of 1929, some economists attribute the collapse to gold-backed currency withdrawals by foreigners who had lost confidence in the dollar and by domestic depositors who feared that the United States would go off the [|gold standard], which it did when President Roosevelt signed Executive Order 6102, The Gold Confiscation Act of April 5, 1933. According to a summary by the [|Congressional Research Service] of the [|Library of Congress] : In the nineteenth and early twentieth centuries, bankers and brokers were sometimes indistinguishable. Then, in the Great Depression after 1929, Congress examined the mixing of the “commercial” and “investment” banking industries that occurred in the 1920s. Hearings revealed conflicts of interest and fraud in some banking institutions’ securities activities. A formidable barrier to the mixing of these activities was then set up by the Glass Steagall Act.

[|Emergency Relief and Construction Act 1932] <span style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; font-family: Times; font-size: 16px; line-height: normal;"> The Emergency Relief and Construction Act (ERCA) of 1932, signed by President Hoover on July 27, 1932, appropriated funds for federal relief loans to the states and new public works construction. While the public works provisions of the law proved to be a disappointment, the $300 million relief appropriation financed the first large-scale federal public welfare program in American history. Two forces combined to produce the congressional majorities that approved the law: mounting political pressure for new public works construction and the collapse of state and local relief programs then assisting the unemployed. Numerous congressional proposals for expanded public works spending had surfaced in 1930 and 1931. Even Hoover's own relief officials had initially supported a large public employment program. At the same time, supporters of direct federal relief to the unemployed through local welfare agencies garnered considerable support for a measure that would have provided $375 million in relief grants to the states (the so-called LaFollette-Costigan Bill introduced in in December 1931). Hoover and moderates in Congress had opposed both these measures, instead advocating voluntarist alternatives such as the private fund drive organized by the President's Organization for Unemployment Relief. By the spring of 1932, however, it was clear that the large emergency relief organizations in cities such as Chicago and Philadelphia would collapse without federal aid. On May 12, Hoover announced that he would enlarge the coffers of the newly created Reconstruction Finance Corporation (RFC) to provide funds for public works and relief loans to the states. There followed a politically charged debate over the scope of the public works program and the policies of the RFC, but there now existed a consensus about the need for direct relief aid. In late July, with relief having been discontinued in Philadelphia and on the verge of collapse in Chicago, Hoover signed the ERCA. The ERCA allocated $322 million for federal public works and authorized the RFC to provide funds for "self-liquidating" state, local, and private public works. The law also allocated $300 million in direct relief loans to local welfare agencies through states. These loans were to be repaid through deductions from future federal highway funds. The implementation of the public works provisions of the law proved to be a disappointment to the public works lobby. States and municipalities hesitated to apply for the funds, which would place them further in debt, and the administration was also slow to allocate the $322 million for federal public works. The impact of the provisions for direct relief, however, was significant. Federal aid financed the bulk of relief during the winter of 1932–1933. RFC aid not only bailed out large urban relief organizations on the verge of collapse, it also financed a significant expansion of relief in smaller industrial communities and rural regions that had supplied relatively little relief prior to 1932. The RFC was forced to play a more active role in policymaking and administration than had been intended when the law was passed.Federal helped finance new state-level relief organizations and federal officials played key roles in lobbying for new state welfare appropriations. By the time Franklin D. was inaugurated, the federal government was financing over 60 percent of all relief nationally. In the end, the $300 million in relief loans to the states was never repaid, and the federal had permanently entered the field of public assistance.

[|FDIC]

<span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; font-family: arial; font-size: 13px; line-height: 19px;">[|FDIC Now] The Federal Deposit Insurance Corporation (FDIC) preserves and promotes public confidence in the U.S. financial system by insuring deposits in banks and thrift institutions for at least $250,000; by identifying, monitoring and addressing risks to the deposit insurance funds; and by limiting the effect on the economy and the financial system when a bank or thrift institution fails.

An independent agency of the federal government, the FDIC was created in 1933 in response to the thousands of bank failures that occurred in the 1920s and early 1930s. Since the start of FDIC insurance on January 1, 1934, no depositor has lost a single cent of insured funds as a result of a failure.

The FDIC receives no Congressional appropriations – it is funded by premiums that banks and thrift institutions pay for deposit insurance coverage and from earnings on investments in U.S. Treasury securities. With an insurance fund totaling more than $17.3 billion, the FDIC insures more than $4 trillion of deposits in U.S. banks and thrifts - deposits in virtually every bank and thrift in the country.

Savings, checking and other deposit accounts, when combined, are generally insured to $250,000 per depositor in each bank or thrift the FDIC insures. The standard insurance amount of $250,000 per depositor is in effect through December 31, 2013. On January 1, 2014, the standard insurance amount will return to $100,000 per depositor for all account categories except IRAs and other certain retirement accounts, which will remain at $250,000 per depositor. Deposits held in different categories of ownership – such as single or joint accounts – may be separately insured. The FDIC's [|Electronic Deposit Insurance Estimator] can help you determine if you have adequate deposit insurance for your accounts.

The FDIC insures deposits only. It does not insure securities, mutual funds or similar types of investments that banks and thrift institutions may offer. ([|Insured and Uninsured Investments]distinguishes between what is and is not protected by FDIC insurance.)

The FDIC directly examines and supervises about 5,160 banks and savings banks for operational safety and soundness, more than half of the institutions in the banking system. Banks can be chartered by the states or by the federal government. Banks chartered by states also have the choice of whether to join the Federal Reserve System. The FDIC is the primary federal regulator of banks that are chartered by the states that do not join the Federal Reserve System. In addition, the FDIC is the back-up supervisor for the remaining insured banks and thrift institutions.

The FDIC also examines banks for compliance with consumer protection laws, including the Fair Credit Billing Act, the Fair Credit Reporting Act, the Truth-In-Lending Act, and the Fair Debt Collection Practices Act, to name a few. Finally, the FDIC examines banks for compliance with the Community Reinvestment Act (CRA) which requires banks to help meet the credit needs of the communities they were chartered to serve.

To protect insured depositors, the FDIC responds immediately when a bank or thrift institution fails. Institutions generally are closed by their chartering authority – the state regulator, the Office of the Comptroller of the Currency, or the Office of Thrift Supervision. The FDIC has several options for resolving institution failures, but the one most used is to sell deposits and loans of the failed institution to another institution. Customers of the failed institution automatically become customers of the assuming institution. Most of the time, the transition is seamless from the customer's point of view.

The FDIC employs about 5,000 people. It is headquartered in Washington, D.C., but conducts much of its business in six regional offices and in field offices around the country.

The FDIC is managed by a five-person [|Board of Directors], all of whom are appointed by the President and confirmed by the Senate, with no more than three being from the same political party.

[|FDIC-History] <span style="font-family: Arial,Helvetica,sans-serif;">The FDIC was created in 1933 in response to the thousands of bank failures that occurred in the 1920s and early 1930s. As the FDIC celebrates its 75th anniversary, we present a historical perspective on the rich history of protecting consumers. (More info./Picts./etc.-lots of short video clips)

[|Food,land, etc. of the U.S. economy over the past 10 years]
 * At the present growth rate of 1.1% per year, the U.S. population will double to more than half a billion people within the next 60 years. It is estimated that approximately one acre of land is lost due to urbanization and highway construction alone for every person added to the U.S. population.
 * This means that only 0.6 acres of farmland would be available to grow food for each American in 2050, as opposed to the 1.8 acres per capita available today. At least 1.2 acres per person is required in order to maintain current American dietary standards. Food prices are projected to increase 3 to 5-fold within this period.
 * If present population growth, domestic food consumption and topsoil loss trends continue, the U.S. will most likely cease to be a food exporter by approximately 2025 because food grown in the U.S. will be needed for domestic purposes.
 * Since food exports earn $40 billion for the U.S. annually, the loss of this income source would result in an even greater increase in America's trade deficit.
 * Considering that America is the world's largest food exporter, the future survival of millions of people around the world may also come into question if food exports from the U.S. were to cease.

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