L1+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: Perspective**
 * Grade Level:** 10 **Topic:** Great Depression-Causes (e,s,p)

__**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" (1&2).
 * Student will know-** Students will know: Sequence of events (timeline activity), Black Tuesday/Thursday, Stock Market Crash, Smoot-Hawley Tariff, Hoover's Presidency, FDR's Presidency, New Deal (1&2),
 * Student will be able to do- (**Perspective) Students will analyze and critique major historical events, eras, and turning points of the Great Depression.

__**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**__
Students will do a pre-assessment which entails filling out a [|KWL] form (based on the 5 W's chart) in order to determine what they know, what they want to know, and what they have learned so far. The students will fill out the same form half-way through the lesson to track growth in the subject area. Doing so will give me a chance to evaluate both the students, and myself/my lesson plan, and determine what is working/what is not working, and so on.
 * Formative (Assessment for Learning)**

A [|rubric] will be used to grade this project.
 * Summative (Assessment of Learning)**
 * Timelinemaker.com**- Create a sequence of BIG events from the stock market crash to the New Deal, and everything in between. Provide a brief explanation of every event on the timeline. The timeline will help you understand, step by step, how the Great Depression came to be. What events caused the stock market crash, and when, also, include a few big events from throughout the era.

__**Integration**__

 * Technology-**Students will be using www.timelinemaker.com to build timelines so they can understand the order of events of the Great Depression. The timeline will start with the stock market crash, and end with the 2nd new deal. Students will provide a very brief description of each event on the timeline. This will be helpful as we continue to discuss each lesson in depth.
 * English-** Students will be expected to use proper grammar, spelling and mechanics in the creation of their timeline projects.

__Groupings__
- [|Numbered Heads together:] Each group of three students (groups determined by color cards that will be passed out at the beginning of class) will get 1-2 BIG events/people/terms following a sequence of events. Each group will report out to the rest of the class (going in correct order) discussing their events regarding the G.D. to re-iterate what we have been talking about, and to give students another example of the order and a brief description of each of the most major events. Students will think about why the main points -highlighted in the use of 4 graphic organizers- are the main points when talking about the Great Depression, as far as the BIG PICTURE is concerned. (everything else is information that can fit into those categories, or can connect directly to the main ideas of the four organizers).

__**Differentiated Instruction**__
**Verbal**-Students will listen to the song, "Puttin on the Ritz" while reading along with the lyrics and taking notes on the lyric sheet as to what the song means. Afterwards, the whole class will discuss possible meanings of the [[[] |song]], and what certain parts of the song mean.(This is a song that was written during the Depression.) Students will also lead a discussion following a brief [[[] |documentary]] on the Great Depression.
 * Strategies**
 * Visua**l- Students will have a chance to analyze a cartoon on Wall Street (NYSE). Students will also have a chance to watch a brief documentary on the Great Depression which will be followed by a discussion. Students will also do an analysis on a set of images taken during the Great Depression, in which they will be expected to use the information that they already know, and have learned about the Great depression. The analysis will be used for constructive feedback. Also, the end of unit assessment will ask students to use Timeline Maker to make a sequence of events including at least 6 pictures in it.
 * Kinesthetic**- Students will be involved in a game that involves standing in a circle and passing a ball around to their peers while answering questions regarding their graphic organizers.
 * Naturalistic-**
 * Musical-** Students will analyze the song, "Puttin on the Ritz". Students will also be able to enjoy a documentary on the Great Depression, which features a musical selection based on the 20's and 30's.
 * Logical-** Students will be asked to use graphic organizers to arrange facts and opinions of the 4 main ideas with regards to the Great Depression. The timeline assessment that will be produced following the completion of the final day of the lesson, will be especially appealing for logical thinkers who like to organize information into sections.
 * Interpersonal-** Students will have a chance to share information and ideas with a group using the "Numbered Heads Together" strategy. Students will also be asked to partake in both small and large group discussions throughout the course of the lesson. The Timeline Maker assessment piece will be completed in teams of two, with each member evaluating theirs and their peers contribution to the project.

( //**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. Students will be using timelinemaker to create their own timelines digitally, by developing a graphic organizer first, and then then placing it into timeline formation. Doing this will ensure that students understand the sequence of events from the start of the Great Depression to to 2nd New Deal. This is because, students have to think about every event, and what each event is all about. Timelinemaker is a Type II technology because it is allowing students to interact using technology, and since they aren't just plotting points on the timeline it also becomes type II technology.
 * Absent Students**
 * Extensions**

__**Materials, Resources and Technology**__
Laptops Pens/colored pencils Colored note cards KWL Charts 5 W's charts Rubric for timelinemaker project Timelinemaker Software Speakers Squishy Ball Comment Sheets for each student

[|Black Thursday]** [|Black Thursday-2] [|Black Tuesday] [|Stock Charts] [|Life in the U.S. from 1929-1930] [|Election of 1932] [|ESP in the 20's] [|FDR] [|Hoover] [|New Deal Programs] [|Bank Holiday]
 * Resources

__Source for Lesson Plan and Research__
[|Black Thursday]**[|Black Thursday-2] These links explains what the term "black Thursday" means, and provide a detailed account of how it came to be. These links describe how the stock market started to deplete and why investors neglected the signs following black thursday and continued to invest, and purchase shares. Both links have the same information, but they both provide slightly different perspectives because one is from an investment business (people that study financial blunders), and the other is a document of the US Government. [|Black Tuesday] This link provides accounts of how Black Thursday (when stocks took their first major hit) turned into the event known as black tuesday, and ultimately the beginning of the Depression. It shows stock charts that depict the Dow jones Industrial Average and how it started at a high plateau and took dramatic dips throughout 1929 and on into 1932. [|Stock Charts] Stock charts can be seen when this link is viewed. The stock charts are just a way to visualize the few major drops that occurred in a 4 day span. [|Life in the U.S. from 1929-1930] This link provides an account of what life was like from the time the stock market initially crashed, through 1930. It explains how unemployment rose drastically in as little as a year. I chose to use this link because it includes details about what unemployment did to the country collectively, and how people tried to deal with it. Contains information from unemployment, to home foreclosures to Hoovervilles. [|Election of 1932] == This link recaps the election of 1932. It gives the reasons for FDR becoming elected over Hoover. Hoover was seen as the cause of the Great Depression by many people, so FDR provided hope for a nation facing desperate circumstances. [|ESP in the 20's] == This website includes facts about the decade surrounding the Great depression. It includes culture, politics, and economics of the era. Also, this website provides a few facts regarding population and unemployment throughout the Depression years. [|FDR] This website is one that belongs to the US government, and gives details about the life and times of President Franklin Delano Roosevelt. It also provides a rich account of his works during the depression years, stemming from his creation of the bank holiday, the New deal, and "packing the court". [|Hoover] This website is one that belongs to the US government, and gives details about the life and times of President Herbert Hoover. It also provides a rich account of his works/lack thereof (according to a large amount of the population in the 20's) during the depression years. [|New Deal Programs] This website lists the New deal programs enacted by FDR, along with the date they were enacted and the significance behind the act/program. [|Bank Holiday]
 * Links for this Lesson Plan:

This website explains why the bank holiday came to be, and the purpose it served at the beginning of FDR's presidency. It also explains how the creation of the bank holiday helped popularize FDR in his first weeks as president.

[|Timeline of entire Depression/Questions] - This teacher created a timeline of events from beginning to end of the Great depression, and included questions which will come in handy when I do a quizbowl game.
 * Pre-Designed Lesson Plans:**

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** The purpose of this lesson is to provide students with an understanding of the sequence of events of the Great Depression, starting with the Stock Market Crash during Hoover's Presidency and ending with FDR's New Deal programs. Students will learn and understand this lesson through a variety of class and small group discussions, as well as the timeline project that is at the conclusion of the lesson. Students will be able to know what each event/term is, when it occurred, and the effect it had on the economy/politics/social "things".
 * //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 begin with a pre-assessment to find out what students already know regarding the Great Depression. Students' progress will be assessed at various points throughout the lesson either by completion of graphic organizers, group activities and discussion, and teacher feedback. The final project of the lesson requires students to work in pairs to develop a timeline of events. I will provide comments on their timelines to check for understanding.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale: //  ****Verbal**-Students will listen to the song, "Puttin on the Ritz" while reading along with the lyrics and taking notes on the lyric sheet as to what the song means. Afterwards, the whole class will discuss possible meanings of the [[[] |song]], and what certain parts of the song mean.(This is a song that was written during the Depression.) Students will also lead a discussion following a brief [[[] |documentary]] on the Great Depression. Musical-** Students will analyze the song, "Puttin on the Ritz". Students will also be able to enjoy a documentary on the Great Depression, which features a musical selection based on the 20's and 30's.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Visual**- Students will have a chance to analyze a cartoon on Wall Street (NYSE). Students will also have a chance to watch a brief documentary on the Great Depression which will be followed by a discussion. Students will also do an analysis on a set of images taken during the Great Depression, in which they will be expected to use the information that they already know, and have learned about the Great depression. The analysis will be used for constructive feedback. Also, the end of unit assessment will ask students to use Timeline Maker to make a sequence of events including at least 6 pictures in it.
 * Kinesthetic-** Students will be involved in a game that involves standing in a circle and passing a ball around to their peers while answering questions regarding their graphic organizers.
 * Naturalistic-
 * Logical-** Students will be asked to use graphic organizers to arrange facts and opinions of the 4 main ideas with regards to the Great Depression. The timeline assessment that will be produced following the completion of the final day of the lesson, will be especially appealing for logical thinkers who like to organize information into sections.
 * Interpersonal-** Students will have a chance to share information and ideas with a group using the "Numbered Heads Together" strategy. Students will also be asked to partake in both small and large group discussions throughout the course of the lesson. The Timeline Maker assessment piece will be completed in teams of two, with each member evaluating theirs and their peers contribution to the project.
 * Type Two Technology-** Timeline Maker Activity- Students will be using www.timelinemaker.com to build timelines so they can understand the order of events of the Great Depression. The timeline will start with the stock market crash, and end with the 2nd new deal. Students will provide a very brief description of each event on the timeline. This will be helpful as we continue to discuss each lesson in depth.

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 timelines. In addition to grading their timelines, I will leave comments/feedback telling each group what concepts they explained well, and what concepts need better explanation and why. //** Students will do a pre-assessment which entails filling out a [|KWL] form (based on the 5 W's chart) in order to determine what they know, what they want to know, and what they have learned so far. The students will fill out the same form half-way through the lesson to track growth in the subject area. Doing so will give me a chance to evaluate both the students, and myself/my lesson plan, and determine what is working/what is not working, and so on.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Formative (Assessment for Learning)**

Timelinemaker.com- Create a sequence of BIG events from the stock market crash to the New Deal, and everything in between. Provide a brief explanation of every event on the timeline. The timeline will help you understand, step by step, how the Great Depression came to be. What events caused the stock market crash, and when, also, include a few big events from throughout the era. A rubric will be used to grade this project.
 * 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.

(20 mins.)
 * Students will fill out a [|KWL] Chart about the Great Depression Era, which will be passed in for me to evaluate, and determine what level the students are at. (10 mins.)
 * Students will view a [|cartoon] of Wall Street, and will then answer several questions about what they see in the cartoon, and what they think it means. ( 5 mins.) (Alternative)- Buying/selling shares (candy)-plan attached.
 * Students will listen to [|"Puttin on the Ritz"] while following along with the lyrics. Students will be asked to take notes on the song (which will be listened to 2X), and following that, we will discuss briefly, its meaning, and how it relates to the Great Depression. (10 mins.)
 * We will discuss the initial causes of the Great Depression while the students fill out 1 of their [|5 W's Charts.] We will discuss Black Thursday/Black Tuesday, and the Stock Market Crash/Shares collectively. The floor is always open to discussion regarding the these events, and students are encouraged to offer their opinions and thoughts on the matter.
 * The topic will switch from the causes of the Depression to the series of events and a very brief discussion of each event through the New Deal Programs. Students will start to fill in the three remaining 5 W's Charts as we discuss the remaining Main Topics/subtopics of the unit. The purpose of covering these events so quickly is to get students to understand what happened and when, or in other words, I want the students to understand that there is a sequence to what they are learning. Later on in the unit, we will elaborate greatly on the details of each of the main topics and subtopics.(25 mins.)
 * Students will meet in color groups to compare graphic organizers. (10 Mins.)
 * Day 2:** We will start the class by reviewing discussing what we talked about during the previous class. I will ask students to take another look at the song lyrics, and jot down anything that they may have thought of, that we talked about during the previous class. We will then spend the remainder of class breaking down each of the Main topics and subtopics from the graphic organizer. During the last 20 mins. of class I will show a[| tutorial] on timelinemaker, and assign the students their project of designing a timeline of events which we covered in class. I will also give them partners based on their color groups. At the end of class, students will fill out the "L" section of of the KWL chart.


 * Day 3:** I will ask students to do the numbered heads together activity based on their color groups. After each group reports out, we will finish up our discussion on the remaining details of each event in their 5 W's Charts. Students will participate in a game where they will answer [|Quizbowl] questions, and following the game, I will answer any outstanding questions that remain. The class will end with a brief Documentary on the Great Depression, and will pass in their graphic organizers for me to leave feedback on.

(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 view a [[[] |cartoon image]] of Wall Street (NYSE). As a class, we will discuss what we think the image is showing. For example, what is the building in the picture? who are the people? what is going on? what do the words mean? What does this cartoon have to do with the G.D.? ****Where,Why,What,Hook,Tailors: Musical, Visual, Verbal**

Students will know: Sequence of events (timeline activity), Black Tuesday/Thursday, Stock Market Crash, Smoot-Hawley Tariff, Hoover's Presidency, FDR's Presidency, New Deal (1&2), Students will then use a graphic organizer: [|5 W's chart] (4 graphic organizers) to organize discussion information. Students will think about why the main points -highlighted in the use of 4 graphic organizers- are the main points when talking about the Great Depression, as far as the BIG PICTURE is concerned. (everything else is information that can fit into those categories, or can connect directly to the main ideas of the four organizers). Students will receive **feedback** on the pre-assessment, and the graphic organizers that were added to after group meetings. **Equip,Explore,Rethink,Tailors: Kinesthetic, Logical, Inter/Intra-personal**

Students will be able to understand the sequence of events that led to and through the Great Depression by filling in graphic organizers and at the end of the lesson, composing a timeline of events. The timeline will be worked on with their colored notecard partner, and will include events from a list that I will provide them. Each event will need a brief description in order to help students remember the information. Throughout this lesson I will provide clarifying information following each discussion. The classroom will always be open for discussion of any topic related to the lesson.
 * Explore,Experience,Rethink,Revise,Refine,Tailors: Logical, Inter/Intra-personal,Visual, Verbal**

****Evaluate, Tailors: Inter/Intra personal, Verbal, Visual,Logical**
 * Students will have a chance to fill out a comment sheet following the completion of the lesson, to let me know how they feel they did, what new information they learned, and how I can improve the lesson. I would also like the students to use this opportunity to let me know how they think they did on class projects/assignments. Also, students will evaluate their own work while working on the graphic organizers, and their peers will also be able to provide feedback to their groups/partners. Students will receive prompt feedback from me following the collection of the KWL chart, and the 5 W's charts. This lesson connects to every other lesson because it provides a frame of the most important events of the Great Depression Era.

[|Black Thursday] __**What It Is:**__ Black Thursday refers to October 24, 1929, when panicked sellers traded nearly 13 million shares on the New York Stock Exchange (more than three times the normal volume at the time), and investors suffered $5 billion in losses.
 * Content Notes**

__**How It Works/Example:**__ The years preceding Black Thursday were filled with irrational exuberance. Stock prices had risen across the board, even for companies that posted little profit, and investors were very optimistic that the general upward trend of the market and the economy would continue for some time. On October 10, 1929, the Dow Jones Industrial Average closed above 350 for the first time in ten trading days. This respite sparked profit taking, and the Dow Jones Industrial Average began falling again amid the selling. The selling became intense on Wednesday, October 23, and the market fell 6.3%. By October 24, Black Thursday, the selling frenzy reached a critical mass and turned to flat-out panic. The trading volume got so high that it delayed the ticker tape by over an hour, which created confusion and anxiety. Some exchanges were so overwhelmed that they closed early. The Dow Jones Industrial Average closed at 299.27 that day. Black Thursday actually included an afternoon rally that started when Richard Whitey, then head of the New York Stock Exchange, calmly began buying shares of U.S. Steel and other companies. His confidence encouraged others to begin buying. This did little more than temporarily stem the tide because from Black Thursday to October 29, 1929, Black Tuesday, stocks still lost over $26 billion of value and over 30 million shares traded. After this dismal week, prices continued to fall, wiping out an estimated $30 billion in stock values by mid-November 1929. The days surrounding Black Thursday were especially painful for investors who had borrowed money to purchase stocks that had become worthless or close to it. The situation influenced what became a major turning point for the American economy, because many of these borrowers, who had leveraged themselves considerably in an effort to participate in the bull market, were ruined financially.

[|Black Tuesday] Black Tuesday refers to October 29, 1929, when panicked sellers traded nearly 16 million shares on the New York Stock Exchange (four times the normal volume at the time), and the Dow Jones Industrial Average fell 12%. This means that the prices for stock were too high, far higher than they were really worth. Then they fell sharply. People who had unwisely borrowed money to buy high-priced stocks (intending to sell the stocks at a profit and repay lenders), went bankrupt. Black Tuesday marked the beginning of the Great Depression, a period of economic hardship in the United States lasting from 1929 to 1939.
 * What It Is:**

[|Stock Charts] This site has images of stock charts from 1929-1932.

[|Life in the US during the Great Depression] The depression had a rippling and devastating effect on the economy of every country and market. While international trade dropped to about two-thirds, personal income and inflation hit hard. With heavy industries such as construction coming to a grinding halt and farming hit by deflated crop prices, unemployment reached an all time high.

Unemployment during the Great Depression worsened with the non-availability of alternate job sources and a total dependency on primary sector industries, which were also hit by associated prices. People turned to farming and mining as sources of livelihood, alongside the Wall Street crash. The Great Depression did end at different times, across the globe, but the unemployment ratio skyrocketed into figures that the world would not forget in a hurry, for generations to come. In different countries, there were relief programs amidst political upheaval. This unemployment was one of the major reasons for the rise of the fanatic demagogues, like [|Adolf Hitler] and [|Benito Mussolini].

Unemployment was the result of a number of factors during the Great Depression. Some of the trigger factors included: The effects of unemployment were doubled due to over-indebtedness and severe deflation. Many businessmen indulged in random and panic-driven debt liquidation and selling assets in distress. The overall fall in asset prices and business net worth only precipitated [|bankruptcy filings]and fanned the cinders of growing unemployment. While businesses shut down and rendered the employees 'jobless', family members took up any available task to ensure a meal. The payments in most cases were by kind. Reduction in output and trade made the employment opportunity bleak. Not only was the common man battling the forces of morale destruction, but he was also becoming a pessimist. Those who had money simply hoarded it and those who did not, looked for equivalents in kind.
 * Complete collapse of the [|stock market], worldwide
 * Cut-back business and government expenditures
 * Drought conditions that ravaged agricultural regions worldwide
 * Low credit availability that added to debt by borrowing
 * Deflation in prices of consumer goods made worse by a drop in wages
 * Few alternate job resources
 * Increase in retaliatory tariffs that led to exacerbated collapse of world trade

The drop in interest rates and sudden rise in deflation witnessed a crash in the money market. Government guarantees did nothing to ease the situation and neither did the Federal Reserve banking regulations. The bank failures drowned public investments in billions of dollars, increasing outstanding debts. Unemployment was the direct result of the sudden plunge in capital investment. Homes were brought down to the bare minimum and in countries like Russia, even leather articles made it to the dining table! What started as a crash in the stock market resulted in a vicious cycle that spiraled downward.

The common man was victimized by the reduction in international trade and overall economic activity. Farm products like cash crops were hit hard in the absence of a buyer's market. Collapse of the export of such commodities led to farmers defaulting on their loans. There were no jobs available as an alternative resource and those available were paying little or nothing at all. Not only did money drop in quantum, but also in evaluation. Monetary inflation caused an [|economic recession]. Labor unions and farmers were at the paying end of raised taxes and the bipartisan deregulation. Lowered aggregate expenditure led to decline in income and high unemployment. Investors in the private sector refused to invest enough to help raise production levels or reverse the recession.

[|Election of 1932] The election of 1932 was very significant. The main candidates were Franklin Delano Roosevelt (FDR) and Herbert Hoover. FDR won in a landslide. His 472 electoral votes easily beat Hoover's 59. For more detailed information see the [|election results] links. In order to understand why FDR won the election by such a large margin, it is helpful to know some background information about both Roosevelt and Hoover. In 1928, which was only seven years after he was stricken with polio, he was elected governor of New York. When he ran again in 1930, he won by the biggest majority ever. With this in mind, and his ability to cheer people up, it should be no surprise that in the Democratic convention on 1932, he was chosen to run for president. So why did the people love him? Quite simply, he was a wonderful persuader, and he had the ability to reassure Americans that the Depression would soon come an end. Herbert Clark Hoover was an engineer before he got into politics. Indeed, he was a very intelligent man. Unfortunately for him, he lacked what was needed most during the depression: the ability that FDR had to communicate, and to reassure the general public. Hoover's presidency was dominated by the [|Great Depression]. He was blamed by many Americans for the Depression, although he really was not the cause of it. He simply had the misfortune of beginning his presidency just months before the depression hit. Since Hoover was blamed for the Depression, and it did not seem to the people that he as doing anything to stop it, his fate in the 1932 election was sealed. Now you know why FDR won, but why was it so important? It marked the beginning of the presidency of who many say was America's greatest leader. FDR's [|New Deal] programs, although they put the country into debt, drastically reduced the unemployment and restored Americans' trust in banks. The people liked FDR so much that he was elected for an unprecedented four terms until he died in office in April of 1945. [|ESP in the 20's] **FACTS about this decade. ** > [|FDR]
 * **106,521,537 people in the United States **
 * **2,132,000 unemployed, Unemployment 5.2% **
 * **Life expectancy: Male 53.6, Female 54.6 **
 * **<span style="font-family: Arial,Helvetica;">343.000 in military (down from 1,172,601 in 1919) **
 * **<span style="font-family: Arial,Helvetica;">Average annual earnings $1236; Teacher's salary $970 **
 * **<span style="font-family: Arial,Helvetica;">Dow Jones High 100 Low 67 **
 * **<span style="font-family: Arial,Helvetica;">Illiteracy rate reached a new low of 6% of the population. **
 * **<span style="font-family: Arial,Helvetica;">Gangland crime included murder, swindles, racketeering **
 * **<span style="font-family: Arial,Helvetica;">It took 13 days to reach California from New York There were 387,000 miles of paved road. **

**FRANKLIN D. ROOSEVELT 1933-1945 **
Assuming the Presidency at the depth of the Great Depression, Franklin D. Roosevelt helped the American people regain faith in themselves. He brought hope as he promised prompt, vigorous action, and asserted in his Inaugural Address, "the only thing we have to fear is fear itself."Born in 1882 at Hyde Park, New York--now a national historic site--he attended Harvard University and Columbia Law School. On St. Patrick's Day, 1905, he married Eleanor Roosevelt.Following the example of his fifth cousin, President Theodore Roosevelt, whom he greatly admired, Franklin D. Roosevelt entered public service through politics, but as a Democrat. He won election to the New York Senate in 1910. President Wilson appointed him Assistant Secretary of the Navy, and he was the Democratic nominee for Vice President in 1920.In the summer of 1921, when he was 39, disaster hit-he was stricken with poliomyelitis. Demonstrating indomitable courage, he fought to regain the use of his legs, particularly through swimming. At the 1924 Democratic Convention he dramatically appeared on crutches to nominate Alfred E. Smith as "the Happy Warrior." In 1928 Roosevelt became Governor of New York.He was elected President in November 1932, to the first of four terms. By March there were 13,000,000 unemployed, and almost every bank was closed. In his first "hundred days," he proposed, and Congress enacted, a sweeping program to bring recovery to business and agriculture, relief to the unemployed and to those in danger of losing farms and homes, and reform, especially through the establishment of the Tennessee Valley Authority.By 1935 the Nation had achieved some measure of recovery, but businessmen and bankers were turning more and more against Roosevelt's New Deal program. They feared his experiments, were appalled because he had taken the Nation off the gold standard and allowed deficits in the budget, and disliked the concessions to labor. Roosevelt responded with a new program of reform: Social Security, heavier taxes on the wealthy, new controls over banks and public utilities, and an enormous work relief program for the unemployed. [|Herbert Hoover]

**HERBERT HOOVER 1929-1933 **
Son of a Quaker blacksmith, Herbert Clark Hoover brought to the Presidency an unparalleled reputation for public service as an engineer, administrator, and humanitarian.Born in an Iowa village in 1874, he grew up in Oregon. He enrolled at Stanford University when it opened in 1891, graduating as a mining engineer.He married his Stanford sweetheart, Lou Henry, and they went to China, where he worked for a private corporation as China's leading engineer. In June 1900 the Boxer Rebellion caught the Hoovers in Tientsin. For almost a month the settlement was under heavy fire. While his wife worked in the hospitals, Hoover directed the building of barricades, and once risked his life rescuing Chinese children.One week before Hoover celebrated his 40th birthday in London, Germany declared war on France, and the American Consul General asked his help in getting stranded tourists home. In six weeks his committee helped 120,000 Americans return to the United States. Next Hoover turned to a far more difficult task, to feed Belgium, which had been overrun by the German army.After the United States entered the war, President Wilson appointed Hoover head of the Food Administration. He succeeded in cutting consumption of foods needed overseas and avoided rationing at home, yet kept the Allies fed.After the Armistice, Hoover, a member of the Supreme Economic Council and head of the American Relief Administration, organized shipments of food for starving millions in central Europe. He extended aid to famine-stricken Soviet Russia in 1921. When a critic inquired if he was not thus helping Bolshevism, Hoover retorted, "Twenty million people are starving. Whatever their politics, they shall be fed!"After capably serving as Secretary of Commerce under Presidents Harding and Coolidge, Hoover became the Republican Presidential nominee in 1928. He said then: "We in America today are nearer to the final triumph over poverty than ever before in the history of any land." His election seemed to ensure prosperity. Yet within months the stock market crashed, and the Nation spiraled downward into depression.After the crash Hoover announced that while he would keep the Federal budget balanced, he would cut taxes and expand public works spending.In 1931 repercussions from Europe deepened the crisis, even though the President presented to Congress a program asking for creation of the Reconstruction Finance Corporation to aid business, additional help for farmers facing mortgage foreclosures, banking reform, a loan to states for feeding the unemployed, expansion of public works, and drastic governmental economy.At the same time he reiterated his view that while people must not suffer from hunger and cold, caring for them must be primarily a local and voluntary responsibility.His opponents in Congress, who he felt were sabotaging his program for their own political gain, unfairly painted him as a callous and cruel President. Hoover became the scapegoat for the depression and was badly defeated in 1932. In the 1930's he became a powerful critic of the New Deal, warning against tendencies toward statism. [|New Deal Programs]

[|Bank Holiday]
 * March 5, 1933**

Roosevelt declares bank holiday
When Franklin Roosevelt started his first term in the White House in 1933, he inherited a nation in the depths of the Depression. A record 13 million Americans were unemployed and businesses were drowning in red ink. Perhaps even more pressing was the head-spinning string of bank failures which had triggered a frantic run on the nationÝs savings vaults. The wave of withdrawals by panic-stricken depositors further dried up banks' already-depleted supply of liquid assets and pushed the nation's banking system to the brink of disaster. On March 5--the day after being sworn into office--Roosevelt stepped into the breach and declared a "bank holiday," which, for four days forced the closure of the nation's banks and halted all financial transactions. The "holiday" not only helped stem the frantic run on banks, but gave Roosevelt time to push the Emergency Banking Act through the legislative chain. Passed by Congress on March 9, the act handed the president a far-reaching grip over bank dealings and "foreign transactions." The legislation also paved the path for solvent banks to resume business as early as March 10. Three short days later nearly 1,000 banks were up and running again. [|Hawley-Smoot Tariff] <span style="-webkit-border-horizontal-spacing: 3px; -webkit-border-vertical-spacing: 3px; font-family: Times; font-size: 16px;"> The Hawley-Smoot Tariff established some of the highest rates in American history, raising, for example, average agricultural rates from 38 percent under Fordney to 49 percent. Special protection given to U.S sugar producers apparently played a role in deepening an existing economic crisis in Cuba, where low prices had plagued the industry for years. The imposition of Hawley-Smoot rates made it almost impossible for Cuban sugar to sell in America, prompting further economic turmoil and weakening the Cuban government's grasp on power. Many historians also have maintained that the high U.S. rates exerted a dramatic impact on Europe as well. Manufacturers on the continent found it difficult to market their goods in America, which contributed to the former allies' increased difficulty with meeting war debt obligations, and stagnating international trade.


 * Handouts**
 * KWL Chart
 * (4) 5 W's Chart
 * Color Notecards
 * Rubric for TimelineMaker.com Project
 * **Lyrics-"Puttin' on the Ritz**