Activity Overview
Understanding the background of the New Deal and the issues it aimed to solve will help students understand how and why the programs were implemented and how it helped the American economy recover. Using a spider map, students will analyze and define the 5 Ws for the New Deal. This activity can serve as both an activity to introduce students to the New Deal and it's programs as well as a summative assessment at the end of the unit.
Students will ask the following questions:
- WHO created the New Deal?
- WHAT was the New Deal?
- WHEN was the New Deal?
- WHERE did the New Deal affect?
- WHY was the New Deal created?
Extended Activity
For this extended activity, students should create a spider map that details and represents the 5Ws of the Great Depression. As the Great Depression is seen as the impetus for the New Deal, having students begin with the Great Depression may be a very useful classroom strategy to provide them with a more comprehensive background.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the New Deal programs: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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New Deal
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