US History · 11th Grade · Depression, New Deal & World War II · Weeks 19-27

Causes of the Great Depression: Systemic Issues

Explore the underlying economic weaknesses and policy failures that led to the Great Depression.

• Common Core State Standards
• C3: D2.Eco.1.9-12
• C3: D2.His.16.9-12

About This Topic

The Home Front and Japanese Internment covers the massive social and economic mobilization within the United States during WWII and the tragic violation of civil rights that occurred at home. This topic examines the role of 'Rosie the Riveter' and the 'Double V' campaign, as well as the forced relocation and incarceration of over 120,000 Japanese Americans. Students analyze the legal justification for internment and the long-term impact on the affected communities.

For 11th graders, this topic is essential for understanding the 'total war' effort and the persistent tension between national security and the Constitution. It highlights the contradictions of fighting for democracy abroad while denying it to citizens at home. Students grasp these complex social and legal issues faster through collaborative investigations into wartime propaganda and mock Supreme Court hearings on the Korematsu case.

Key Questions

1. Analyze the systemic economic problems, such as overproduction and unequal wealth distribution, that preceded the crash.
2. Explain how the Federal Reserve's policies contributed to the economic collapse.
3. Evaluate the role of international economic factors, like war debts and tariffs, in globalizing the crisis.

Learning Objectives

• Analyze the impact of overproduction and unequal wealth distribution on economic stability prior to the Great Depression.
• Explain the causal relationship between specific Federal Reserve policies and the deepening of the economic crisis.
• Evaluate the role of international trade policies, such as tariffs, in exacerbating the global economic downturn.
• Synthesize information from primary and secondary sources to construct an argument about the primary systemic causes of the Great Depression.

Before You Start

Industrialization and Economic Growth in the US (Late 19th-Early 20th Century)

Why: Students need to understand the context of rapid industrial growth and the emergence of large corporations that contributed to overproduction.

The Roaring Twenties: Culture and Economy

Why: This topic provides the background on the economic boom, consumer culture, and stock market speculation that preceded the crash.

Key Vocabulary

Overproduction	A situation where the supply of goods exceeds the demand for them, leading to falling prices and potential business failures.
Unequal Wealth Distribution	A significant disparity in the amount of wealth owned by different segments of the population, leading to reduced consumer spending power for the majority.
Monetary Policy	Actions undertaken by a central bank, like the Federal Reserve, to manipulate the money supply and credit conditions to stimulate or restrain economic activity.
Protectionism	An economic policy of shielding domestic industries from foreign competition by taxing imports, often leading to retaliatory tariffs.
Speculative Bubble	A situation where asset prices rise rapidly and unsustainably, driven by market excitement rather than underlying value, often followed by a sharp decline.

Watch Out for These Misconceptions

Common Misconception

Japanese Americans were interned because there was evidence of spying.

What to Teach Instead

There was never any evidence of widespread sabotage or spying by Japanese Americans; the decision was based on 'racial prejudice, war hysteria, and a failure of political leadership.' A 'fact-check' activity helps students see the lack of evidence behind Executive Order 9066.

Common Misconception

The internment only affected Japanese citizens living in the U.S.

What to Teach Instead

Two-thirds of those incarcerated were U.S. citizens born in the United States (Nisei). Peer-led analysis of the 14th Amendment helps students see how the government ignored the rights of its own citizens.

Active Learning Ideas

Mock Supreme Court: Korematsu v. United States

Students take on the roles of lawyers for Fred Korematsu and the U.S. government. They argue whether 'military necessity' justifies the mass incarceration of a specific racial group, followed by a discussion of the Court's controversial ruling.

60 min·Whole Class

Inquiry Circle: The 'Double V' Campaign

Small groups research the efforts of Black Americans to fight for victory over fascism abroad and victory over racism at home. They create a 'front page' for a Black newspaper of the era, highlighting their contributions and their demands.

50 min·Small Groups

Gallery Walk: Life in the Camps

Display photos (including those by Ansel Adams and Dorothea Lange) and letters from Japanese American internment camps. Students move in pairs to identify the daily hardships and the ways people maintained their dignity and community.

40 min·Pairs

Real-World Connections

• Economists at the Treasury Department analyze current global trade agreements and domestic financial regulations to prevent systemic risks similar to those that triggered the Great Depression.
• Federal Reserve officials regularly debate and adjust interest rates, a key monetary policy tool, to manage inflation and unemployment, drawing lessons from historical economic crises.

Assessment Ideas

Discussion Prompt

Pose the question: 'Which systemic issue, overproduction or unequal wealth distribution, do you believe was the more significant contributor to the Great Depression, and why?' Allow students to share their reasoning and engage in respectful debate.

Quick Check

Provide students with a short reading on the Smoot-Hawley Tariff. Ask them to identify two specific negative consequences of this policy on international trade and the US economy in 3-4 sentences.

Exit Ticket

Students write a one-sentence explanation for how the Federal Reserve's actions (or inactions) contributed to the Great Depression, and one sentence explaining how a tariff policy could worsen an economic crisis.

Frequently Asked Questions

What was Executive Order 9066?

Issued by President Roosevelt in 1942, it authorized the military to exclude any person from designated 'military areas.' This was used to forcibly remove Japanese Americans from the West Coast and place them in inland incarceration camps.

How did WWII change the role of women in the workforce?

With millions of men in the military, women entered high-paying industrial jobs previously closed to them. While many were forced out after the war, the experience proved women's capability and laid the groundwork for the later feminist movement.

What was the 'Double V' campaign?

It was a slogan and drive promoted by Black newspapers to encourage African Americans to support the war effort while also fighting for civil rights and an end to segregation within the United States.

How can active learning help students understand the home front?

Active learning strategies like 'Mock Court Hearings' allow students to see the fragility of constitutional rights during a crisis. By arguing the Korematsu case, they realize that the 'rule of law' can be easily swept aside by fear. This hands-on approach helps them understand the importance of vigilance in protecting civil liberties and the long-term damage caused by state-sponsored discrimination.