Overview & Objectives
This project introduces students to the major relief, recovery, and reform efforts of Franklin D. Roosevelt’s New Deal. Rather than memorizing isolated facts, students engage in historical inquiry by researching five federal programs and evaluating their purposes, effectiveness, and long-term impacts. Through this investigation, students gain a clearer understanding of how the federal government responded to the Great Depression and how these policies shaped modern American society.
Learning Objectives:
- Students will be able to describe the purpose, goals, and outcomes of five New Deal programs.
- Students will analyze primary and secondary sources to determine the effectiveness, impact, and public reception of each program.
- Students will demonstrate digital literacy by creating a clear, accurate slideshow presentation using MLA citations.
- Students will develop historical reasoning skills by evaluating governmental responses to economic crisis.
Standards:
8.1.1 — The Great Depression
Analyze the causes and impact of the Great Depression on the American people.
8.1.2 — The New Deal
Explain and evaluate the major policies and programs of the New Deal, including their purposes, successes/failures, and criticisms.
8.1.3 — Legacy of the New Deal
Evaluate the continuing impact of New Deal reforms on American government and society.
Lesson Activities
1. Research Phase (Guided Packet)
Students begin by selecting five New Deal programs from the reading provided in class. Using only teacher-approved, credible research links, they complete a structured research packet containing one page per program. Each page requires students to address key historical questions:
- Program name
- Purpose and intended outcomes
- Timeline (when enacted, and whether it still exists)
- Who benefited and how
- Measures of success or failure
- Criticisms of the program and the perspectives of its critics
The packet is reviewed and must be approved by the teacher before students move on. This step ensures accuracy, prevents misinformation, and reinforces research process skills.
2. Slideshow Creation
Once approved, students transform their research into a multimedia presentation. They design a slideshow that clearly explains each program in their own words and meets the following requirements:
- Title slide with student name and class hour
- Minimum one slide per program (five total), with additional slides permitted
- At least one relevant image per slide
- MLA-formatted works cited slide as the final slide
- Proper use of quotations and citations when using others’ words
- Visually appealing, full-color slides that demonstrate thoughtful design choices
This stage integrates academic writing, visual communication, and digital competency.
Assessment
Student learning is evaluated through two major components:
1. Research Packet Accuracy
Assesses whether students can gather, synthesize, and correctly interpret significant historical information about New Deal programs. This includes factual accuracy, clear explanations, and completion of all required questions.
2. Final Slideshow Presentation
Measures the student’s ability to communicate complex historical ideas clearly and creatively. Students are evaluated on the accuracy of their explanations, quality of visual organization, proper MLA citation, and effective integration of research into their own writing.
The overall assessment emphasizes historical analysis, clarity of communication, and responsible academic research—skills that transfer directly to future social studies coursework and cross-disciplinary academic demands.
Accommodations: Provide a shortened list of program options, a simplified research packet, and pre-selected or teacher-approved sources. Allow extended time, chunked deadlines, and options to type or dictate notes. Offer a slide template with sentence starters, reduced slide requirements, and alternatives such as a written summary or poster instead of a full presentation.
Below are some student examples of the finished project.