Oklahoma Social Studies USH.C.4.3

USH.C.4.3 is a cluster heading. These are the individual standards under it.

• USH.C.4.3.A

  Assess changing viewpoints regarding the expanding role of government as expressed in President Franklin Roosevelt’s First Inaugural Address.

• USH.C.4.3.B

  Describe how national policies, based upon John Maynard Keynes’ theory of deficit spending, addressed the economic crisis, and evaluate the critiques of central...

• USH.C.4.3.C

  Analyze the controversies arising from New Deal economic policies, including charges of socialism and the effect of President Roosevelt’s court packing plan on ...

• USH.C.4.3.D

  Summarize the goals and effectiveness of new federal agencies to address conditions of the Great Depression (e.g., Social Security Administration, Federal Depos...

• USH.C.4.3.E

  Identify the natural and man-made factors resulting in the environmental disaster known as the Dust Bowl, analyzing its effects on agricultural production, migr...

• USH.C.4.3.F

  Explain how the Indian Reorganization Act intended to reverse federal policy by restoring lands to Tribal trust status and endorsing Tribal constitutions, which...

• USH.C.4.3.G

  Describe the extent that New Deal programs provided relief for African- Americans, including the influence of the “Black Cabinet” and educator Mary McLeod Bethu...

• USH.C.4.3.H

  Explain how the Great Depression and the New Deal affected American politics by the emergence of the New Deal Coalition.

01

What Students Need to Do

Students explain how jobs programs, bank insurance, and retirement payments changed the federal government's role during the Depression. They connect drought and poor farming to Dust Bowl migration. They compare Roosevelt's call for action with objections to spending and federal control, then explain how New Deal policies changed politics.

02

What Mastery Looks Like

Students match the WPA, CCC, TVA, FDIC, and Social Security to the problems each addressed and name a limit of each. They use Roosevelt's First Inaugural Address to explain his case for action, then explain deficit spending, charges of socialism, and opposition to his court plan. They describe the Farm Security Administration's response to the Dust Bowl, Bethune and the Black Cabinet's work, changes in policy toward Oklahoma Tribes, and the New Deal voting coalition.

03

Common Misconceptions

Students may think deficit spending means using money the government already has, rather than borrowing. They may blame the Dust Bowl on drought alone or assume New Deal aid reached Black families equally. They may confuse the court plan with a relief program and miss why it raised concerns about presidential power.

04

How to Assess It

Give students the line from Roosevelt's First Inaugural Address, “Our greatest primary task is to put people to work.” Ask them to name one program that answered that call, explain how it worked, and give one objection a critic might raise.

1. 01

   Give pairs drought and migration maps; have them trace a route from Oklahoma and label one Farm Security Administration response.

2. 02

   Read an inaugural excerpt and a court plan criticism; ask students to write whether Roosevelt's approach helped or threatened democracy.

3. 03

   Run a card sort matching WPA, CCC, TVA, FDIC, and Social Security to a problem, an action, and a limit.

4. 04

   Show an FDIC sticker beside a 1930s bank-run photo; ask how insurance might change a depositor's decision.

• USH.C.4.2.G

  Analyze points of view regarding the economic and social impact of the Great Depression on individuals, families, and the nation.

• OKH.C.7.3

  Examine the effects of the Great Depression on Oklahomans and evaluate the effectiveness of governmental response.