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Teaching Guide To TEACHING GUIDE TO www.HarperAcademic.com www.AmityShlaes.com THE FORGOTTEN MAN A New History of the Great Depression Graphic Editioni AMITY SHLAES Illustrated by Paul Rivoche • Adapted by Chuck Dixon TABLE OF CONTENTS LESSON ONE: The 20s: Champagne and Euphoria or a True Powerhouse Decade? ...................................................................... 1 LESSON TWO: The Crash of 1929: What Made It Unusual? ........................... 4 LESSON THREE: The New Deal, The Alphabet Agencies, and Their Goals ........................................................................................... 6 LESSON FOUR: The Schechter Chicken Case, National Industrial Recovery Act, Abuse of Power ..................................................................... 8 LESSON FIVE: The Economic Theories of the New Deal ............................... 11 LESSON SIX: An Evaluation of the New Deal ................................................ 13 A NOTE FROM AMITY SHLAES The best way to educate students is with primary sources. The best source for these, hands down, is Mortimer J. Adler, ed., “Annals of America,” Volumes 14 and 15, the two collections for the 1920s and the 1930s. Here is a link for purchase, but most students will find these anthologies of primary sources in libraries. This teaching guide was written by Mike Koren. LESSON ONE The 20s: Champagne and Euphoria or a True Powerhouse Decade? Timing: Three to four 40- to 45-minute class periods Objectives: 1. Students will review different views of the economy of the 1920s. 2. Students will decide and debate how prosperous the decade of the 1920s was and how it impacted the Great Depression. LESSON PLAN There has been much discussion about the prosperity of the 1920s. Review the resources below to gather information on the economic prosperity of the 1920s. ONLINE SOURCES Library of Congress: For primary documents, search for Coolidge, 1920s, Roaring Twenties, Great Depression The U.S. Economy in the 1920s by Gene Smiley America in the 1920s US Economy of the 1920s BOOKS OF INTEREST Coolidge by Amity Shlaes 2014: Harper Perennial Economics in One Lesson by Henry Hazlitt Available as a pdf from the Ludwig von Mises Institute The Forgotten Man by Amity Shlaes 2008: Harper Perennial Once in Golconda: A True Drama of Wall Street by John Brooks 1 Middletown by Robert and Helen Lynd An exhaustive portrait of one American town in the 1920s The Great Crash 1929 by John Kenneth Galbraith 2009: Mariner Books Only Yesterday: An Informal History of the 1920s by Frederick L. Allen 1931: Harper Perennial Out of Work: Unemployment and Government in Twentieth-Century America by Richard Vedder 1997: NYU Press The Great Gatsby by F. Scott Fitzgerald 1925: Scribner Taxation, the People’s Business, by Andrew Mellon FILMS OF INTEREST The Great Gatsby 2013: Directed by Baz Luhrmann 1. After viewing numerous sources, students will write a one-page summary explaining if they believe the decade was truly a decade of prosperity or a false illusion of a prosperous decade. 2. Students will prepare for and conduct a debate presenting their side of the issue. Based on the responses of the students from their one-page summary, divide students with similar opinions into groups of three or four. Students will then begin to prepare the defense of their viewpoint in the upcoming debate. (Based on the number of students, there will be several debates to be held in order to involve all students in a debate.) 3. The teacher, students not involved in the debate, staff or department members, or adult volunteers will judge the debate and determine which side was more convincing in their argument. The rubric below could be used to score each side’s presentation of the debate. (A caution should be made about student judges voting for their friends or voting for the side they will present later or have already presented.) 2 4. The teacher may choose to use the sample rubric below or create one of his or her own. SAMPLE DEBATE SCORING RUBRIC A score of one is poor, two is below average, three is above average, and four is excellent. Clarity of the position taken 1 2 3 4 Logic of the points being made 1 2 3 4 Consistent argument throughout 1 2 3 4 Ability to saw audience to your view 1 2 3 4 5. Summarize the main ideas from the lessons and debates. 3 LESSON TWO The Crash of 1929: What Made It Unusual? Timing: Two or three 40- to 45-minute class periods Objectives: 1. Students will learn the basics of the stock market. 2. Students will review different views about the crash of 1929. LESSON PLAN Procedures: 1. Students will view the resources below as well as other sources. Working in groups of three, students will create a one- to two-page handout titled “A Beginners Guide to the Stock Market.” This guide will explain basic terms of the market and basic concepts of how the stock market operates. 2. After completing their research, students, working in groups of three, will develop a flow chart showing events that led to the Great Depression. Students will provide a one- to three- page summary that explains how each component of the flowchart led to the Great Depression. 3. Students will be told they are going to lobby their Congressional representatives about preventing another Great Depression from occurring. Students will create a list of talking points to present to members of Congress explaining what steps the government should take to prevent a depression, similar to the Great Depression, from occurring again. (This list should also include specific points about how government should correct its own mistakes related to the beginning of the Great Depression as well as addressing the other factors involved.) 4. Review the main ideas of the lesson. ONLINE SOURCES The American Experience: The Crash of 1929 (Video) 4 TIME Magazine-The Crash of 1929 Wall Street Whiz: Stock Market Simulation (Students can invest in the 1929 stock market.) National Bureau of Economic Research: Annual Estimates of Unemployment in the United States, 1900 to 1954 Causes of the Great Depression, Econlib.org Causes of the Great Depression by Sarah Carroll What Social Classes Owe Each Other by William Graham Sumner Please see “Forgotten Man” section Cost of Living (for discussing Inflation, Deflation) The Stock Market Crash of 1929 by Jesse Colombo BOOKS OF INTEREST Coolidge by Amity Shlaes 2014: Harper Perennial The Forgotten Man by Amity Shlaes 2008: Harper Perennial The Great Crash 1929 by John Kenneth Galbraith 2009: Mariner Books Rethinking the Great Depression by Gene Smiley 2003: Ivan R. Dee Since Yesterday: The 1930s in America, September 3, 1929 to September 3, 1939 by Frederick L. Allen Harper Perennial 5 LESSON THREE The New Deal, The Alphabet Agencies, and Their Goals Timing: Three to four 40- to 45-minute class periods Objectives: 1. Students will review the programs of the New Deal. 2. Students will evaluate the short and long term effects of each program. Procedures: There were many New Deal Programs presented in the book. Students can use the book and the websites below and other resources to research these programs. New Deal Programs American Heritage Center Museum FDR Library Images of New Deal Era Students will choose at least five of these programs, research what the program was supposed to accomplish, and determine the short and long effects each program had. Students, working in groups of three, will create a New Deal newspaper. The newspaper will have seven articles describing different New Deal programs, two editorials evaluating the short and long term success of two of the programs, at least three political cartoons highlighting three different New Deal programs, and a New Deal crossword puzzle (at least ten items down and ten items across) focusing on programs, people, and events of the New Deal. The newspaper will also have a name and place of publication. 6 The rubric below will be used to evaluate the newspaper. NEWSPAPER GRADING SHEET __________ Seven News Articles (40 points) __________ Two Editorials (20 points) __________ Three Political Cartoons (20 points) __________ Crossword Puzzle (15 points) __________ Name and Place of Publication (5 points) 7 LESSON FOUR Abuse of Power by New Deal Personnel Timing: Three to four class 40- to 45-minute class periods Objectives: 1. Students will list and explain examples where people administering the New Deal may have abused their power. 2. Students will explain if they felt power was abused. 3. Students will create “Most Wanted” posters of various groups or individuals who were targeted by the government. 4. Students will write about “The Forgotten Man” – who was right, Roosevelt with his Forgotten Man, or William Graham Sumner with his? The men have two competing concepts. Describe them. Which man is right? Procedures: 1. There were many examples in which people believed the administrators of the New Deal abused their power. These include, but aren’t limited to, examples involving the Supreme Court, the operation of the Tennessee Valley Authority, the prosecution of the Schechters, the creation of Casa Grande, the attempt to impeach Andrew Mellon, the federal prosecution on mail fraud and antitrust charges of Samuel Insull, and by providing subsidies to farmers. 2. Students will work in groups of the three. By utilizing the book and various websites, including those listed below, students will research three examples of possible abuses of power and prepare a PowerPoint presentation explaining the details of each situation—making certain to describe how each situation could be viewed as an abuse of power. Schechter Chicken Case That’s Not Kosher: How Four Jewish Butchers Brought Down the First New Deal Chicago-Kent College of Law Supreme Court Packing 8 Andrew Mellon Samuel Insull Subsidies to Farmers Middletown in Transition: A Study in Cultural Conflicts by Robert S. Lynd and Helen Merrell Lynd.
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