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Lesson Plan New Deal Programs: Brother, Can You Spare a Dime?

The New Deal programs and agencies, created under the leadership of Franklin Delano Roosevelt, had a powerful impact on the relationship of government to the people of the United States. Yet a study of New Deal programs often leaves the student with a disconnected list of 'alphabet soup' programs and no real grasp of the impact of the New Deal.

This lesson takes a student through a process of examining primary sources, both photographs and life histories, to develop a sense of the profound impact the Great Depression had on real people’s lives. Then after studying New Deal Programs, students learn how the WPA programs helped to improve the situations of those people, whose life history interviews they have read. They synthesize the information gathered into an essay which has both an expository and a creative component.

Students will:

• analyze and evaluate primary sources.
• apply research skills to solve problems.
• understand the intent of New Deal programs and their impact on people's lives.

Time Required

Lesson preparation.

Before beginning this lesson, take time to plan with your librarian to see what print and non-print resources are available to support student research on the New Deal. Students may need some guidance in locating information on the New Deal independent research component.

These materials are needed for the lesson (listed in order used):

• Teacher’s Guides and Analysis tool
• Depression refugee family from Tulsa, Oklahoma , Dorothea Lange
• Part of an impoverished family of nine on a New Mexico highway , Dorothea Lange
• Son of depression refugee from Oklahoma now in California , Dorothea Lange
• The only home of a depression-routed family of nine from Iowa , Dorothea Lange
• Shanty built of refuse near the Sunnyside slack pile, Herrin, Illinois , Arthur Rothstein
• Tenement kitchen, Hamilton Co., Ohio , (boy and girl), Carl Maydans
• Tenement kitchen, Hamilton Co. Ohio , (family), Carl Maydans

Hooverville

• Dweller in Circleville's "Hooverville," central Ohio , (man and house), Ben Shahn
• Dwellers in Circleville's "Hooverville," central Ohio , Ben Shahn
• Dwellers in Circleville's "Hooverville," central Ohio , (Man in doorway), Ben Shahn
• William A. Swift, once a farmer, now a resident of Circleville's "Hooverville" , Ben Shahn
• Young boy in Hooverville , Ben Shahn

Men's dormitory

• Corner of dormitory , Russell Lee
• Corner of dormitory, homeless men's bureau, Sioux City, Iowa , Russell Lee
• Men's dormitory at night at the homelessmen's bureau, Sioux City, Iowa , Russell Lee

WPA (Works Progress Administration)

• Children of ex-farmer who is now working on WPA, central Ohio , Ben Shahn
• Ex-farmer and child, now on WPA, central Ohio , Ben Shahn
• Ex-farmer and children, now on WPA, central Ohio , Ben Shahn
• Wife of WPA worker, Charlestown, West Virginia , Marion Post Wolcott

For more photographs,  search  in America from the Great Depression to World War II, 1935-1945

• American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940 .
• New Deal Essay Guide  - an explanation of the assignment for the concluding essay of this study.

New Deal Essay Guide

Introduction.

You have studied photographs and read the life histories of Americans who lived through the Great Depression of the 1930s, and have learned about the New Deal agencies created to help these people.

You have researched some of these New Deal agencies that might have offered help to the person/family whose life history you read.

With this collection of information on the person/family and the New Deal agencies that could help them, it is now your job to pull this information together. Write an essay that is both creative and informed to demonstrate your understanding of the effect of the New Deal on private citizens.

Imagine that you have found that person/family after the Great Depression ended. Conduct a second, imaginary, interview with them asking which New Deal agencies were the most helpful and how the agencies helped them.

Introduction:

• Review the information regarding the person or family. Discuss their problems, concerns, and crises, based on the reading of the first American Life History interview. Reflect on the kind of help they seemed to need.
• Consider the New Deal agencies which were available to help people with such problems.

Using an interview format, provide both questions and answers that reveal the following:

• What experiences and problems occurred to you during the Great Depression?
• Explain at least two New Deal agencies and/or organizations which could have provided help to your person or family. Be very specific about how those agencies could have helped this particular family.
• Include an explanation of what your person/family has been doing since the Great Depression and since the last interview?

Conclusion:

• Reflect on the family's problems.
• Review and summarize the New Deal agencies mentioned and how the agencies helped this particular person/family.
• Farm Security Administration/Office of War Information Black-and-White Negatives
• American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940
• Introduction to Analyzing Primary Sources

Lesson Procedure

Activity one.

Students can be prepared for critically viewing photographs. Analyze with students the first photo from the set of photos in  Photographs from the Great Depression , selecting questions to prompt discussion, closer observation and deeper analysis.

• Students examine  Photographs from the Great Depression , selected from  Farm Security Administration/Office of War Information Black-and-White Negatives .
• Working with a partner, students select two photographs record their thoughts and observations using the  Primary Source Analysis tool  and questions selected from the  Teacher's Guides  and describe the life circumstances portrayed in the photos to review the social conditions occurring during the Great Depression.

Activity Two

• Students skim several  Life Histories  selected from  American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940 .
• Working with a partner, students select one and analyze it using the Primary Source Analysis tool and questions selected from the  Teacher's Guides  as a way to begin to understand the needs of real people which New Deal programs were designed to meet.

NOTE:  Before launching students into the life histories, be aware that:

• Oral histories reflect the experience and attitudes of the narrator and as such, may show biases and prejudices which might seem inappropriate to the reader.
• The interviewer may choose to reflect the speech patterns and pronunciations of the narrator by using misspellings and non-standard English.
• The text of the interviews may have brackets indicating questions and uncertainties of the transcriber.
• Each page of text has a "page image" link at the top to an image of the original manuscript page. The page image is in .tif format and requires viewing software (plug-in) to see it in the Web browser.

Life Histories

Read about people who lived during the Great Depression by choosing from the life histories below. These life histories are from American Life Histories: Manuscripts from the Federal Writer's Project, 1936-1940 in the Library of Congress digital collections. After you have read several life histories carefully, answer the questions on  Reading Oral Histories .

• Minnie Caranfa
• Experiences of a Farm Owner
• Miss Henrietta C. Dozier
• East Durham
• Mountain Town
• Mr. and Mrs. Frederick Goethe
• I Managed to Carry On
• Mrs. Janie Bradberry Harris
• Italian Munitions Worker
• Myron Buxton
• Janie Solomon
• Not Much of a Day for Walking
• Jack Dillin
• Reminiscence
• Laura Bickford
• Unable to Stage a Comeback
• Lolly Bleu-Florida Squatter
• Unwelcome Caller
• Mary Watkins and her Family

For more life histories, search the American Life Histories: Manuscripts from the Federal Writer's Project, 1936-1940

Reading Life Histories

Read the questions below and keep them in mind as you read and study your selected Life History. Then, answer the questions below based on your reading.

• What is the general tone or attitude of the person being interviewed?
• What do you infer about the person/family from their tone or vocabulary as recorded in the interview?
• What are the circumstances of this person's life?
• What seems to have led to these circumstances?
• What can you infer about the general emotional state of this person from what he/she says?
• Is there anything interesting or surprising about the situation represented by this interview?
• What problems or frustrations is the interviewee dealing with?
• What adaptations can you assume or infer the person is making to his/her situation?
• Explain any assistance or programs you can identify that are presently helping this person.
• If you had some power or authority and could make something good happen, something realistic, what would you propose as a way to help the interviewee improve his/her circumstances?

Activity Three

Students research New Deal programs to assess which programs or agencies might have improved the life of the person whose interview was read in Activity Two.

Activity Four

Students use the  New Deal Essay Guide  to help them write an explanation of the New Deal programs they selected and create a follow-up interview with the person whose life history they read. This writing will make clear how the New Deal programs affected the life of the person interviewed.

Lesson Evaluation

This lesson merges the content area of the Great Depression with important information literacy skills. Students interpret and construct meaning from the photographs and life histories and apply the information in a new context. They evaluate the quality of primary sources and learn independently as they research the New Deal programs. Finally, students create a quality product synthesizing information and meaning from several sources.

Student products include:

• A personal interpretation of photographs.
• An evaluation/analysis of an oral history.
• An essay explaining two or more New Deal programs and including a creative interview which demonstrates the ability to apply information gathered through research to a new situation.
• An optional primary source analysis worksheet to provide a process by which to study the effect and impact of primary sources.

Rubrics for these products should be designed in a teacher-student collaboration.

Marilyn Swan and Elaine Kohler

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Lesson Plan: The New Deal

Franklin Roosevelts 1933 Inauguration

Curator Herman Eberhardt gave a tour of the Franklin D. Roosevelt Presidential Library and Museum and discussed the significance of FDR's 1933 inauguration address.

Description

In 1932 the United States was in the depths of the Great Depression with the government struggling on the best way to intervene when Franklin Roosevelt won a landslide victory in the presidential election, promising a "new deal" for Americans. The New Deal was a series of government programs and financial reforms meant to put many Americans back to work, stabilize the economy, and give people hope that the depression would end. In this lesson, students will learn about the creation of the New Deal, its impact on the Great Depression and the economy, as well as its legacy on the role of the government in the lives of the American people.

INTRODUCTION

Have students either complete the Great Depression Lesson or research the causes and impact of the Great Depression prior to the election of Franklin Roosevelt.

Then, as a class watch the following video and have the students answer the questions below:

VIDEO CLIP: Franklin Roosevelts 1933 Inauguration (2:15)

Describe the significance of FDR's line of "there is nothing to fear, but fear itself" in his inauguration speech.

What line changed in the last minute of FDR's inauguration address?

• Do you think FDR's inaugural address would be effective in helping give the nation confidence during the Great Depression? Explain.

Break students into groups and have each group view the following video clips. Students should take notes using the handout provided or answer the individual Bell Ringer questions, and then share their findings with the rest of the class.

HANDOUT: New Deal Handout (Google Doc)

Video Clip: Franklin Roosevelt's First 100 Days (0:52)

Herman Eberhardt discussed the legislation that Franklin Roosevelt passed in his first 100 days as president.

Video Clip: FDR and the New Deal (9:01)

Author and History Professor Eric Rauchway discusses the Great Depression, President Franklin Delano Roosevelt, and the New Deal.

Video Clip: The Great Depression and Public Policy (6:58)

Author Amity Shlaes talks about the various public policy attempts to stimulate the economy during the Great Depression.

Video Clip: New Deal and Economic Recovery (7:35)

University of California, Davis history professor Eric Rauchway talks about the state of the U.S. and global economy after the Wall Street crash of 1929, as well as the President Franklin Delano Roosevelt's New Deal programs that helped to foster economic recovery.

Video Clip: The Legacy of the New Deal (1:48)

Documentary filmmaker Ken Burns discussed the impact and legacy of FDR's New Deal.

After watching the videos and reporting out to the class, have students participate in a "Take a Stand" activity with the following question.

"FDR's New Deal programs were responsible for stabilizing the economy and ending the Great Depression"

Have students line up on a continuum based on their opinion from “Strongly Agree” to “Strongly Disagree.” Ask several students from different points on the line to share their reasoning and defend their position.

After completing the "Take a Stand" activity, have students write an essay (or similar culminating activity) that includes the following information. Students should cite specific examples from the videos and class discussion.

The goal of Franklin Roosevelt's first 100 days as president

Different examples of New Deal programs, their goals, and their impact

The different events that led to the end of the Great Depression

• The lasting impact of the New Deal on the United States today

Additional Resource

In this lesson, students will learn about the causes and impact of the Great Depression as well as the significance of governmental policies on the crisis.

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The Hundred Days

• FDR’s “Fireside Chats,” the role of Eleanor Roosevelt, and crucial New Dealers
• The Second New Deal
• The outcome and legacy of the New Deal

What was the purpose of the New Deal?

What were the new deal programs and what did they do, what were the most important results of the new deal, what new deal programs remain in effect.

Our editors will review what you’ve submitted and determine whether to revise the article.

• Spartacus Educational - New Deal
• University of Massachusetts Lowell - The New Deal
• Social Welfare History Project - The New Deal: Part II
• Roosevelt House Public Policy Institute at Hunter College - The New Deal in New York City, 1933—1943
• Khan Academy - The New Deal
• History Learning Site - Farmers And The New Deal
• University of Hawaiʻi Pressbooks - The First New Deal
• The Balance - New Deal Summary, Programs, Policies, and Its Success
• New Deal - Children's Encyclopedia (Ages 8-11)
• New Deal - Student Encyclopedia (Ages 11 and up)
• Table Of Contents

The United States was in the throes of the Great Depression . Banks were in crisis, and nearly a quarter of the workforce was unemployed. Wages and salaries declined significantly, as did production. U.S. President Franklin D. Roosevelt’s New Deal (1933–39) aimed to provide immediate economic relief and to bring about reforms to stabilize the economy.

• The Agricultural Adjustment Administration (AAA) brought relief to farmers by paying them to curtail production, reducing surpluses, and raising prices for agricultural products.
• The Public Works Administration (PWA) reduced unemployment by hiring the unemployed to build new public buildings, roads, bridges, and subways.
• The Civilian Conservation Corps (CCC) employed hundreds of thousands of young men in reforestation and flood-control work.
• The National Recovery Administration (NRA) established codes to eliminate unfair practices, establish minimum wages and maximum hours, and guarantee the right of collective bargaining .
• The Tennessee Valley Authority (TVA) brought cheap electricity to people in seven states.
• The Home Owners’ Refinancing Act provided mortgage relief to the unemployed.
• The Securities Act of 1933 provided government oversight of stock trading.
• The Federal Deposit Insurance Corporation (FDIC) protected depositors’ bank accounts.
• Later programs included the Social Security Act, the Works Progress Administration (WPA), and the National Labor Relations Act.

The New Deal established federal responsibility for the welfare of the U.S. economy and the American people. Despite the importance of this growth of federal responsibility, perhaps the greatest achievement of the New Deal was to restore faith in American democracy at a time when many people believed that the only choice left was between communism and fascism .

The Federal Deposit Insurance Corporation (FDIC) in banking and Fannie Mae (FNMA) in mortgage lending are among New Deal programs still in operation. Other such programs include the Securities and Exchange Commission (SEC), the Federal Housing Administration (FHA), the Farm Credit Administration, and the Federal Communications Commission (FCC). The Soil Conservation Service remains as the Natural Resources Conservation Service. Perhaps the most notable New Deal program still in effect is the national old-age pension system created by the Social Security Act (1935).

New Deal , domestic program of the administration of U.S. Pres. Franklin D. Roosevelt (FDR) between 1933 and 1939, which took action to bring about immediate economic relief as well as reforms in industry, agriculture, finance, waterpower, labour, and housing, vastly increasing the scope of the federal government’s activities. The term was taken from Roosevelt’s speech accepting the Democratic nomination for the presidency on July 2, 1932. Reacting to the ineffectiveness of the administration of Pres. Herbert Hoover in meeting the ravages of the Great Depression , American voters the following November overwhelmingly voted in favour of the Democratic promise of a “new deal” for the “forgotten man.” Opposed to the traditional American political philosophy of laissez-faire , the New Deal generally embraced the concept of a government-regulated economy aimed at achieving a balance between conflicting economic interests.

Much of the New Deal legislation was enacted within the first three months of Roosevelt’s presidency (March 9–June 16, 1933), which became known as the Hundred Days . The new administration’s first objective was to alleviate the suffering of the nation’s huge number of unemployed workers. Such agencies as the Works Progress Administration (WPA) and the Civilian Conservation Corps (CCC) were established to dispense emergency and short-term governmental aid and to provide temporary jobs, employment on construction projects, and youth work in the national forests. The WPA gave some 8.5 million people jobs. Its construction projects produced more than 650,000 miles of roads, 125,000 public buildings, 75,000 bridges, and 8,000 parks. Also under its aegis were the Federal Art Project , Federal Writers’ Project , and Federal Theatre Project . The CCC provided national conservation work primarily for young unmarried men. Projects included planting trees, building flood barriers, fighting forest fires, and maintaining forest roads and trails.

Before 1935 the New Deal focused on revitalizing the country’s stricken business and agricultural communities . To revive industrial activity, the National Recovery Administration (NRA) was granted authority to help shape industrial codes governing trade practices, wages, hours, child labour , and collective bargaining . The New Deal also tried to regulate the nation’s financial hierarchy in order to avoid a repetition of the stock market crash of 1929 and the massive bank failures that followed. The Federal Deposit Insurance Corporation (FDIC) granted government insurance for bank deposits in member banks of the Federal Reserve System , and the Securities and Exchange Commission (SEC) was established in 1934 to restore investor confidence in the stock market by ending the misleading sales practices and stock manipulations that had led to the stock market crash. The farm program, known as the Agricultural Adjustment Act , was signed in May 1933. It was centred in the Agricultural Adjustment Administration (AAA), which attempted to raise prices by controlling the production of staple crops through cash subsidies to farmers. In addition, the arm of the federal government reached into the area of electric power , establishing in 1933 the Tennessee Valley Authority (TVA), which was to cover a seven-state area and supply cheap electricity, prevent floods, improve navigation, and produce nitrates.

The New Deal

The election of Fran

Guiding Questions:

• What were President Franklin Roosevelt’s objectives as explained in his May 7, 1933 Fireside Chat?
• What problems were New Deal programs intended to solve?
• Why did President Franklin Roosevelt propose reorganization of the judiciary? What was the method he proposed the reorganization? What constitutional principles support his plan? How would reorganization have changed the constitutional system of checks and balances?
• What long-term results came from the New Deal?

Objectives:

• Students will describe the purposes of various New Deal programs.
• Students will analyze the extent to which President Franklin Roosevelt’s New Deal changed the shift of governmental power.
• Students will evaluate Roosevelt’s plan for the judiciary.

Expand Materials Materials

Student handouts.

• The New Deal Essay

Handout A: Franklin D. Roosevelt Fireside Chat “Outlining the New Deal Program”

Handout b: new deal programs.

• Handout C: Franklin D. Roosevelt’s Press Conference about the Composition of the Supreme Court, February 5, 1937

Handout D: Franklin D. Roosevelt’s Fireside Chat “On the Reorganization of the Judiciary”

Educator Resources

• Handout A: Franklin D. Roosevelt Fireside Chat “Outlining the New Deal Program” Answer Key
• Handout C: Franklin D. Roosevelt’s Press Conference about the Composition of the Supreme Court, February 5, 1937 Answer Key

Poster paper and markers for New Deal Programs presentations

Expand Key Terms Key Terms

• Fourteenth Amendment
• Bill of Rights
• due process
• limited government

Expand Prework Prework

Have students read the New Deal Essay .

Expand Warmup Warmup

Review some of the economic, social, and political conditions that faced the nation in 1932: deepening economic crisis and unemployment of the great Depression, stock market weakness and banking shutdown, plummeting industrial production, racial segregation and discrimination, lack of faith in the political system, etc.

Expand Activities Activities

Distribute Handout B: New Deal Programs . Have students work in pairs or trios to select one of the following New Deal programs and create a presentation in which both partners can explain the provisions of the program, which branch of the government would administer the program, and the intended length of the program.

• Agricultural Adjustment Act
• Civilian Conservation Corps
• Federal Communication Act
• Federal Emergency Relief Administration
• Federal Trade Commission
• Indian Reorganization Act
• National Labor Relations (Wagner) Act
• National Industrial Recovery Act
• Public Works Association
• Social Security Act
• Tennessee Valley Authority
• Works Progress Administration

Have students write the required information on poster paper. Encourage students to add illustrations, memory devices, and colorful elements to their posters, and then display the posters in the classroom for a gallery walk. Set a timer to give the audience 2 minutes at each poster. There is no particular order in which students should visit the posters; just spread out wherever there is space. Have one member of the pair responsible for each poster stand beside their poster to explain it to classmates for the first half of the gallery walk time, and then switch to allow the other teammate to present. As they view each poster, the audience should take notes on Handout B to summarize the main provisions of each New Deal program and develop a memory device for the program.

Have students read Handout C: Franklin D. Roosevelt’s Press Conference about the Composition of the Supreme Court, February 5, 1937 . If pressed for time, you might assign just pages 1, 8, and 9 of this document. Ask students what they think of President Roosevelt’s logic in the proposal regarding the Supreme Court. If more people are involved in reaching a decision, does that make the decision process take less time or more time?

Have students read Handout D and discuss the Critical Thinking Questions in small groups. If pressed for time, you might direct students to focus on pages 2,3,4, and 7.

Expand Wrap Up Wrap Up

Hold a debate regarding Roosevelt’s Judiciary Reorganization plan. Divide class in half, assign one half yea and the other half nay regarding this proposition: President Roosevelt’s Reorganization plan would have probably solved the problems he cited in a manner consistent with the Constitution.

In preparation, each side should be able to cite

• Constitutional provisions that affirm their arguments.
• Constitutional principles that affirm their arguments.
• The historical context of the arguments.

Format: 5 minutes for each side’s opening statements; 10 minutes for discussion and questions/cross examination; 5 minute break for each side to hone their final statement; 4 minutes for each side to make their final statement.

Expand Extensions Extensions

Find examples in current events of controversies related to judicial reform, separation of powers, and checks and balances.

Essay: The New Deal

Handout c: franklin d. roosevelt’s press conference about the composition of the supreme court.

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By: History.com Editors

Updated: March 28, 2023 | Original: October 29, 2009

The New Deal was a series of programs and projects instituted during the Great Depression by President Franklin D. Roosevelt that aimed to restore prosperity to Americans. When Roosevelt took office in 1933, he acted swiftly to stabilize the economy and provide jobs and relief to those who were suffering. Over the next eight years, the government instituted a series of experimental New Deal projects and programs, such as the CCC , the WPA , the TVA, the SEC and others. Roosevelt’s New Deal fundamentally and permanently changed the U.S. federal government by expanding its size and scope—especially its role in the economy.

New Deal for the American People

On March 4, 1933, during the bleakest days of the Great Depression , newly elected President Franklin D. Roosevelt delivered his first inaugural address before 100,000 people on Washington’s Capitol Plaza.

“First of all,” he said, “let me assert my firm belief that the only thing we have to fear is fear itself.”

He promised that he would act swiftly to face the “dark realities of the moment” and assured Americans that he would “wage a war against the emergency” just as though “we were in fact invaded by a foreign foe.” His speech gave many people confidence that they’d elected a man who was not afraid to take bold steps to solve the nation’s problems.

Did you know? Unemployment levels in some cities reached staggering levels during the Great Depression: By 1933, Toledo, Ohio's had reached 80 percent, and nearly 90 percent of Lowell, Massachusetts, was unemployed.

The next day, Roosevelt declared a four-day bank holiday to stop people from withdrawing their money from shaky banks. On March 9, Congress passed Roosevelt’s Emergency Banking Act, which reorganized the banks and closed the ones that were insolvent.

In his first “ fireside chat ” three days later, the president urged Americans to put their savings back in the banks, and by the end of the month almost three quarters of them had reopened.

The First Hundred Days

Roosevelt’s quest to end the Great Depression was just beginning, and would ramp up in what came to be known as “ The First 100 Days .” Roosevelt kicked things off by asking Congress to take the first step toward ending Prohibition —one of the more divisive issues of the 1920s—by making it legal once again for Americans to buy beer. (At the end of the year, Congress ratified the 21st Amendment and ended Prohibition for good.)

In May, he signed the Tennessee Valley Authority Act into law, creating the TVA and enabling the federal government to build dams along the Tennessee River that controlled flooding and generated inexpensive hydroelectric power for the people in the region.

That same month, Congress passed a bill that paid commodity farmers (farmers who produced things like wheat, dairy products, tobacco and corn) to leave their fields fallow in order to end agricultural surpluses and boost prices.

June’s National Industrial Recovery Act guaranteed that workers would have the right to unionize and bargain collectively for higher wages and better working conditions; it also suspended some antitrust laws and established a federally funded Public Works Administration.

In addition to the Agricultural Adjustment Act, the Tennessee Valley Authority Act and the National Industrial Recovery Act, Roosevelt had won passage of 12 other major laws, including the Glass-Steagall Act (an important banking bill) and the Home Owners’ Loan Act, in his first 100 days in office.

Almost every American found something to be pleased about and something to complain about in this motley collection of bills, but it was clear to all that FDR was taking the “direct, vigorous” action that he’d promised in his inaugural address.

Second New Deal

Despite the best efforts of President Roosevelt and his cabinet, however, the Great Depression continued. Unemployment persisted, the economy remained unstable, farmers continued to struggle in the Dust Bowl and people grew angrier and more desperate.

So, in the spring of 1935, Roosevelt launched a second, more aggressive series of federal programs, sometimes called the Second New Deal.

In April, he created the Works Progress Administration (WPA) to provide jobs for unemployed people. WPA projects weren’t allowed to compete with private industry, so they focused on building things like post offices, bridges, schools, highways and parks. The WPA also gave work to artists, writers, theater directors and musicians.

In July 1935, the National Labor Relations Act , also known as the Wagner Act, created the National Labor Relations Board to supervise union elections and prevent businesses from treating their workers unfairly. In August, FDR signed the Social Security Act of 1935, which guaranteed pensions to millions of Americans, set up a system of unemployment insurance and stipulated that the federal government would help care for dependent children and the disabled.

In 1936, while campaigning for a second term, FDR told a roaring crowd at Madison Square Garden that “The forces of ‘organized money’ are unanimous in their hate for me—and I welcome their hatred.”

He went on: “I should like to have it said of my first Administration that in it the forces of selfishness and of lust for power met their match, [and] I should like to have it said of my second Administration that in it these forces have met their master.”

This FDR had come a long way from his earlier repudiation of class-based politics and was promising a much more aggressive fight against the people who were profiting from the Depression-era troubles of ordinary Americans. He won the election by a landslide.

Still, the Great Depression dragged on. Workers grew more militant: In December 1936, for example, the United Auto Workers strike at a GM plant in Flint, Michigan lasted for 44 days and spread to some 150,000 autoworkers in 35 cities.

By 1937, to the dismay of most corporate leaders, some 8 million workers had joined unions and were loudly demanding their rights.

The End of the New Deal?

Meanwhile, the New Deal itself confronted one political setback after another. Arguing that they represented an unconstitutional extension of federal authority, the conservative majority on the Supreme Court had already invalidated reform initiatives like the National Recovery Administration and the Agricultural Adjustment Administration.

In order to protect his programs from further meddling, in 1937 President Roosevelt announced a plan to add enough liberal justices to the Court to neutralize the “obstructionist” conservatives.

This “ Court-packing ” turned out to be unnecessary—soon after they caught wind of the plan, the conservative justices started voting to uphold New Deal projects—but the episode did a good deal of public-relations damage to the administration and gave ammunition to many of the president’s Congressional opponents.

That same year, the economy slipped back into a recession when the government reduced its stimulus spending. Despite this seeming vindication of New Deal policies, increasing anti-Roosevelt sentiment made it difficult for him to enact any new programs.

On December 7, 1941, the Japanese bombed Pearl Harbor and the United States entered World War II . The war effort stimulated American industry and, as a result, effectively ended the Great Depression .

The New Deal and American Politics

From 1933 until 1941, President Roosevelt’s New Deal programs and policies did more than just adjust interest rates, tinker with farm subsidies and create short-term make-work programs.

They created a brand-new, if tenuous, political coalition that included white working people, African Americans and left-wing intellectuals. More women entered the workforce as Roosevelt expanded the number of secretarial roles in government. These groups rarely shared the same interests—at least, they rarely thought they did— but they did share a powerful belief that an interventionist government was good for their families, the economy and the nation.

Their coalition has splintered over time, but many of the New Deal programs that bound them together—Social Security, unemployment insurance and federal agricultural subsidies, for instance—are still with us today.

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The New Deal

President roosevelt’s new deal, by  catherine a. paul.

“I pledge you, I pledge myself, to a new deal for the American people.” – Franklin D. Roosevelt

The New Deal was enacted from 1933 to 1939 by President Franklin D. Roosevelt to provide immediate economic relief from the  Great Depression and to address necessary reforms in industry, agriculture, finance, water power, labor, and housing. The New Deal was grounded in the belief that the power of the federal government was needed to lift America from the Great Depression (Library of Congress, n.d.). These programs signaled both an expansion of federal power and a transformation in the relationship between the federal government and the American people (Hopkins, 2011).

Many of the New Deal policies were enacted in the first three months of President Roosevelt’s time in office, which became known as the “Hundred Days.” Roosevelt’s first objective was to address widespread unemployment by establishing agencies such as the Works Progress Administration (WPA) and the Civilian Conservation Corps (CCC) . Such agencies dispensed emergency and short-term government aid and provided temporary jobs, such as work on construction projects and national forests (New Deal, n.d.).

Before 1935, the New Deal’s primary focus was on revitalizing business and agricultural communities. The National Recovery Administration (NRA) shaped  industrial regulations governing trade practices, wages, hours, child labor, and collective bargaining. Moreover, the New Deal sought to regulate the country’s financial hierarchy to prevent another incident like the stock market crash of 1929 and the bank failures that followed. The Federal Deposit  Insurance Corporation (FDIC) granted federal insurance for bank deposits in Federal Reserve System member banks, and the Securities and Exchange Commission (SEC) protected individuals from fraudulent stock market practices. The Agricultural Adjustment Administration (AAA) controlled the production of staple crops through cash subsidies to farmers in order to raise prices, and the Tennessee Valley Authority (TVA) covered seven states to supply cheap electricity, prevent floods, improve navigation, and produce nitrates (New Deal, n.d.).

In 1935, the New Deal shifted its attention to labor and urban groups. The Wagner Act increased the authority of the federal government in industrial relations and gave further organizing power to labor unions under the execution of the National Labor Relations Board (NLRB) . In addition, one of the most notable New Deal programs, the Social Security Board (SSB) , was enacted in 1935 and 1939, providing benefits to the elderly and to widows, unemployment compensation, and disability insurance. Moreover, maximum working hours and a minimum wage were set in some industries in 1938 (New Deal, n.d.).

While many New Deal reforms were generally met with acceptance, certain laws were declared unconstitutional by the U.S. Supreme Court, which stated that the federal government had no authority to regulate industry or undertake social or economic reform. In response, Roosevelt proposed in 1937 to reorganize the court. Ultimately, this effort failed, and the Supreme Court ruled in favor of the contested legislation (New Deal, n.d.). By 1939, the New Deal had improved the lives of Americans suffering from the Great Depression, set a precedent for the federal government to help regulate economic social and economic affairs of the nation, and insisted that even poor individuals had rights, (Venn, 1998).

This work may also be watched through the Internet Archive .

For Further Reading:

“1934: The Art of the New Deal,” courtesy of the Smithsonian

“New Deal,” courtesy of the National Archives 

“The New Deal: Primary Source Set,” courtesy of the Digital Public Library of America

“The New Deal,” courtesy of the National Museum of American History

References:

Hopkins, J. (2011). The New Deal. A Companion to Franklin D. Roosevelt (238-258). Oxford, UK: Wiley-Blackwell.

Library of Congress. (n.d.). President Franklin Delano Roosevelt and the New Deal, 1933-1945. The Library of Congress . Retrieved from https://www.britannica.com/event/New-Deal

New Deal. (n.d.). In Encyclopedia Britannica online . Retrieved from https://www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/great-depression-and-world-war-ii-1929-1945/franklin-delano-roosevelt-and-the-new-dea

Venn, F. (1998). The New Deal . Edinburgh, SCT: Edinburgh University Press.

How to Cite this Article (APA Format):  Paul, C. A. (2017). President Roosevelt’s New Deal.  Social Welfare History Project.  Retrieved from https://socialwelfare.library.vcu.edu/eras/great-depression/the-new-deal/

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Watch CBS News

Project 2025 would overhaul the U.S. tax system. Here's how it could impact you.

By Aimee Picchi

Edited By Anne Marie Lee

Updated on: July 12, 2024 / 1:42 PM EDT / CBS News

Project 2025, a 900-page blueprint for the next Republican president, is gaining attention for its proposals to overhaul the federal government. Among those changes: a major restructuring of the U.S. tax code. 

President Biden and Democrats have been citing Project 2025 in recent weeks as they seek to highlight what could be in store if former President Donald Trump wins at the polls in November and retakes the White House in January.  Many of the blueprint's proposals touch on economic matters that could impact millions of Americans, as well as social issues such as abortion and diversity, equity and inclusion, or DEI, topics. 

Project 2025 , overseen by the conservative Heritage Foundation, is spearheaded by two ex-Trump administration officials: project director Paul Dans, who was chief of staff at the Office of Personnel Management, and Spencer Chretien, former special assistant to Trump who is now the project's associate director.

Trump: "I know nothing about Project 2025"

For his part, Trump has distanced himself from the blueprint, writing on Truth Social early Thursday that he isn't familiar with the plan. His campaign has proposed its own goals through " Agenda 47 ," which tends to focus on social and political issues such as homelessness and immigration rather than taxes.

"I know nothing about Project 2025. I have not seen it, have no idea who is in charge of it, and, unlike our very well received Republican Platform, had nothing to do with it," Trump wrote  Thursday.

His pushback comes after Heritage Foundation President Kevin Roberts opined in a podcast interview that the U.S. is "in the process of the second American Revolution, which will remain bloodless if the left allows it to be." 

According to Project 2025's website, its goal is to have "a governing agenda and the right people in place, ready to carry this agenda out on day one of the next conservative administration."

A shift to two brackets

The tax proposals of Project 2025, if enacted, would likely affect every adult in the U.S. by tossing out the nation's long-standing system of multiple tax brackets, which is designed to help lower-income Americans pay a smaller share of their income in federal taxes compared with middle- or high-income workers. 

Currently, there are seven tax brackets — 10%, 12%, 22%, 24%, 32%, 35% and 37% — with each based on income thresholds. For instance, a married couple pays 10% in federal income tax on their first $23,200 of income, and then 12% on earnings from $23,201 to $94,300, and so on. Married couples need to earn over $487,450 this year to hit the top tax rate of 37%.

Project 2025 argues that the current tax system is too complicated and expensive for taxpayers to navigate. To remedy those problems, it proposes just two tax rates: a 15% flat tax for people earning up to about $168,000, and a 30% income tax for people earning above that, according to the document . It also proposes eliminating "most deductions, credits and exclusions," although the blueprint doesn't specify which ones would go and which would stay.

"The federal income tax system is progressive, and people who make more money pay a higher marginal tax rate than people who make less money," Brendan Duke, senior director for economic policy at the left-leaning Center for American Progress, told CBS MoneyWatch. "Conservatives look at that, and they feel that that's unfair to the wealthy to ask them to pay a greater share of their income in taxes than lower income families."

The Project 2025 proposal "is a dramatic reform of how we fund our government, where we ask the wealthy to pitch in more than lower income families," he said. "This shifts taxes from the wealthy to the middle class, full stop."

Project 2025 didn't immediately respond to a request for comment. 

In a statement, the Heritage Foundation said it will ultimately be up to the next conservative president do decide which recommendations to implement, adding "As we've been saying for more than two years now, Project 2025 does not speak for any candidate or campaign." 

Project 2025's tax rates 

Millions of low- and middle-class households would likely face significantly higher taxes under the Project 2025's proposals.

He estimated that a middle-class family with two children and an annual income of $100,000 would pay $2,600 in additional federal income tax if they faced a 15% flat tax on their income due to the loss of the 10% and 12% tax brackets. If the Child Tax Credit were also eliminated, they would pay an additional $6,600 compared with today's tax system, Duke said. 

By comparison, a married couple with two children and earnings of $5 million a year would enjoy a $325,000 tax cut, he estimated. 

"That 15% bracket is a very big deal in terms of raising taxes on middle-class families," Duke said. 

Millions of U.S. households earning less than $168,000 would likely face higher taxes with a 15% rate. Currently, the bottom half of American taxpayers, who earn less than $46,000 a year, pay an effective tax rate of 3.3%  — which reflects their income taxes after deductions, tax credits and other benefits. 

Among other tax and economic changes proposed by Project 2025: 

• Cutting the corporate tax rate to 18% from its current 21%, which was enacted in 2017's Tax Cuts and Jobs Act. Prior to the TCJA, the corporate tax rate stood at 35%.
• Reducing the capital gains tax to 15%. Currently, high-income earners pay a tax of 20% on their capital gains.
• Eliminating credits for green energy projects created by the Inflation Reduction Act.
• Considering the introduction of a U.S. consumption tax, such as a national sales tax. 
• Eliminating the Federal Reserve's mandate to maintain full employment in the labor market.

To be sure, overhauling the tax system would require lawmakers to approve changes to the tax code, which could be difficult if either the House or Senate is controlled by the opposing party. For instance, Trump was able to get his Tax Cuts and Jobs Act passed by a Republican-led Congress, even though no Democrats voted in support of the measure. 

What does Trump say about taxes?

Trump hasn't yet proposed any concrete tax plans, but analysts expect that he would seek to extend the tax cuts enacted through the TCJA if he is reelected. Currently, many of the provisions of the TCJA, including lower tax brackets, are set to expire at the end of 2025. 

One likely scenario if Trump is reelected is that Republican lawmakers would extend the TJCA's tax cuts, while seeking to fund the reduction in tax revenue by repealing some of the clean energy and climate-related provisions in the Biden administration's Inflation Reduction Act, according to an April report from Oxford Economics. Lawmakers could also seek to cut spending on social benefits to offset the tax cuts, the research firm added.

Trump has suggested a proposal to create a 10% tariff for all imports and a 60% tariff for Chinese imports that could raise enough money to eliminate the federal income tax. 

Tax experts also say the math doesn't work out because money raised from new tariffs would fall far short of replacing the more than $2 trillion in individual income taxes collected by the IRS each year. Consumers are also likely to pay more in higher costs for imported consumer goods and services with tariffs tacked onto them, experts note.

"A tariff is a consumption tax, and there is a throughline between [Project 2025's] tax reform and what Trump has talked about, getting rid of taxes in favor of a consumption tax," Duke noted. 

• Donald Trump

Aimee Picchi is the associate managing editor for CBS MoneyWatch, where she covers business and personal finance. She previously worked at Bloomberg News and has written for national news outlets including USA Today and Consumer Reports.

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House Republicans unite on spending cuts to non-defense programs, but Senate roadblock awaits

Speaker of the House Mike Johnson, R-La., conducts a news conference at the Republican National Committee after a meeting with Republican presidential candidate former President Donald Trump and the House Republican Conference on Thursday, June 13, 2024. Also appearing from left are, Rep. Richard Hudson, R-N.C., chairman of the National Republican Congressional Committee, House Republican Conference Chair Elise Stefanik, R-N.Y., House Majority Leader Steve Scalise, R-La., and House Majority Whip Tom Emmer, R-Minn. (Tom Williams/Pool via AP)

Speaker of the House Mike Johnson, R-La., conducts a news conference at the Republican National Committee after a meeting with Republican presidential candidate former President Donald Trump and the House Republican Conference on Thursday, June 13, 2024. (Tom Williams/Pool via AP)

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WASHINGTON (AP) — House Republicans are off to a quicker, more united start this year when it comes to funding the federal government, passing four of 12 annual appropriations bills before the end of June compared to zero at this time last year when the new majority got off to a rocky start.

But there is no denying the spending fights to come.

All four bills that passed the House so far generated veto threats from President Joe Biden ‘s administration and drew widespread Democratic opposition and they have no chance of passing the Senate in their current form. That means a protracted, months-long battle that will likely require one or more stopgap spending bills to keep the federal government fully open when the new fiscal year begins Oct. 1.

Here’s a snapshot of where things stand in the appropriations process and the likely flashpoints.

Plowing ahead

House Republicans are intent on passing the dozen appropriations bills one at a time rather than combining them into one, massive catchall bill known as an omnibus, which they say leads to excessive spending and faulty government policies because such massive bills are harder to amend or stop without risking a government shutdown.

Earlier this year, Speaker Mike Johnson broke up the discretionary spending into two bills. Congress ended up passing them in March nearly halfway through the fiscal year. Now, House Republicans are intent on moving more quickly for the fiscal year 2025 spending bills. Johnson bragged that the House has passed four of next year’s spending bills compared to zero in the Senate.

“House Republicans have committed to building that muscle memory back and go through with regular order,” Johnson said.

Non-defense spending cuts

The House GOP’s momentum is likely temporary. They decided to go their own way rather than work with Democrats in crafting the bills. GOP leadership jettisoned key aspects of an agreement then-Speaker Kevin McCarthy worked out with Biden that put in place strict spending limits as part of a deal to avoid a crippling default.

The agreement called for defense and non-defense spending to increase 1% during the next fiscal year beginning Oct. 1. But House Republicans have decided that they’ll pursue a course where only defense will go up that amount. Non-defense spending will be cut by about 6%, spurning adjustments McCarthy and the White House agreed to that would allow for more non-defense spending than was specified in the debt ceiling legislation.

The difference between the two paths is significant. If House Republicans stayed with the McCarthy-Biden agreement, non-defense spending would rise from nearly $773 billion this year to more than $780 billion in the next fiscal year. Instead, they are working toward roughly $725 billion in non-defense spending.

Rep. Tom Cole, the Republican chairman of the House Appropriations Committee, argued that House Republicans are going by what was in the debt ceiling bill. Not all of the Biden-McCarthy agreement was in it. The negotiators had agreed to claw back funding approved outside the appropriations process to shore up non-defense spending and keep it relatively flat. For example, negotiators agreed to trim $20 billion from the IRS and apply that money elsewhere.

The White House says that “rather than respecting their agreement” and engaging in a bipartisan process, “House Republicans are again wasting time with partisan bills that would result in deep cuts” to law enforcement, education, housing and other programs.

Cole argues that Democrats have brought the GOP’s course of action on by voting with eight Republicans to oust McCarthy.

“Democrats need to understand that they participated in getting rid of the speaker. It was their choice. They had every right to do it. But if you think you can get rid of the person you cut the deal with, and the deal’s going to stay the same, maybe you need to rethink it,” Cole said.

Meanwhile, House Republicans are adding scores of policy mandates to the spending bills that are dead on arrival with a Democratic-led Senate and White House. For example, the House defense spending bill would not allow the Pentagon to reimburse servicemembers for travel expenses related to getting an abortion. Many troops and their dependents are based in states where abortion is now illegal so they must travel to get abortion care.

Democrats see the House GOP’s action as failing to learn the lessons of last year. Any spending bills passed into law will need bipartisan support. They described the House floor action on the spending bills as a waste of time since the bills have no chance in the Senate.

“Extreme MAGA Republicans are marching us toward a government shutdown,” warned Democratic leader Hakeem Jeffries.

Where things stand in the Senate

Senate Appropriations Committee Chair Patty Murray and the committee’s lead Republican, Sen. Susan Collins, have been in talks behind the scenes negotiating topline spending totals for defense and non-defense programs.

Both are looking to go above the 1% increase slated for defense and non-defense under the agreement that Biden and McCarthy reached.

Boosting the defense budget is a top priority of some Republicans, but Murray is insisting on parity.

“Parity is the order of the day,” she said. “Because investments in our families, in our economy, in communities’ safety and success are no less important than investments at the Pentagon.”

The committee is scheduled to take up its first three spending bills on Thursday and the topline amount of money to be allocated for each of the 12 spending bills.

If the Senate goes beyond the 1% increase, that could complicate passage in the House, where many Republicans viewed the spending caps as too generous. A few months after those caps were approved as part of the debt ceiling bill, eight Republicans sided with Democrats to oust then-Speaker McCarthy from his job.

Lame-duck or wait until next president is sworn into office?

Nobody expects Congress to finish its work on spending before the new fiscal year begins Oct. 1, meaning that lawmakers in both chambers will have to agree to a stopgap spending bill to keep government agencies operating for a few more weeks while they work out their differences.

Congress is not expected to be in session in October, so lawmakers can be at home on the campaign trail. That means spending legislation will be pushed into November and possibly December or it will be pushed off for a new president and Congress to handle. Some Republicans believe they have a good chance of winning the Senate and the White House, so they should wait until next year to pass the spending bills.

But leadership is pushing to deal with spending this year, saying that if Republicans do take the Senate and the White House, they’ll want to focus on other priorities, including tax policy and the border.

“Whether we win the Senate or not, the filibuster is still there, and that’s the real leverage for either side in the Senate,” Cole said. “So why stick a new president, who hasn’t even gotten his people into place, with dealing with it?”

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Boeing Agrees to Plead Guilty to Felony in Deal With Justice Department

As part of the deal, stemming from fatal 737 Max crashes in 2018 and 2019, the company agreed to pay a fine of nearly half a billion dollars and strengthen its safety programs.

By Eileen Sullivan and Danielle Kaye

Eileen Sullivan reported from Washington and Danielle Kaye from New York.

Boeing agreed on Sunday to plead guilty to a felony charge of conspiring to defraud the federal government over two fatal crashes of the 737 Max in 2018 and 2019, according to a late-night court filing.

In the deal with the Justice Department, outlined in part in the court filing, Boeing also agreed to pay a $487.2 million fine — the maximum allowed by law — and invest at least $455 million over the next three years to strengthen its compliance and safety programs.

The company will be put on probation, supervised by the Federal District Court for the Northern District of Texas, for three years. As part of the probation, the Justice Department will appoint an independent compliance monitor who will make sure that safety measures are in place and followed, submitting annual reports to the government. The company will face additional penalties if any of the terms are violated. The company’s board of directors will also be required to meet with crash victims’ families.

The decision by Boeing to plead guilty is significant because the company has not been convicted of a federal felony in decades . In the filing, the department described the charge of conspiring to defraud the federal government as “the most serious readily provable offense.”

The deal reached on Sunday stems from violations of an agreement that Boeing had reached with the Justice Department in 2021 that it would make significant safety changes after the two deadly crashes. The department, during the Biden administration, has made it a priority to ensure that companies like Boeing follow through on such agreements.

The department and Boeing made a joint filing on Sunday night, notifying the District Court that they had agreed in principle. In the next week or so, the formal agreement will be filed. The court will then set a hearing for the company to formally enter its guilty plea. Victims’ families will be able to speak during that hearing.

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Pakistan shares hit fresh record after new IMF deal

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Major Gulf bourses ease as US political jitters weigh on mood

Major stock markets in the Gulf dropped in early trading on Monday, tracking losses in global markets, as investors wagered that the attack on U.S. presidential candidate Donald Trump made his victory more likely.