Mr.Roosevelt Comes to Champaign County: An Examination of the New Deal

Fellowship Lesson 2009 Marshall Schacht (St. Joseph-Ogden High School) Champaign County Historical Archives

Abstract: This unit will consider the background of the New Deal from a national perspective and focus upon the practical applications of its programs in Central Illinois. Resources in this unit include newspaper articles, photographs and editorials from the Urbana Courier, The Daily Illini and The News Gazette as well as period political cartoons. Also included are photographs of various sites that still stand today as a testimony to the legacy of the New Deal.

Assessment: Students will create several short essays describing the New Deal programs by drawing inferences from a variety of primary sources from the depression era.

Essential Questions:

  • Why did America as a whole accept FDR’s vision for a new direction for America?
  • What problems did the New Deal seek to address?
  • What New Deal programs had an impact on life in Champaign County during the depression?
  • What types of jobs did people in Champaign County do for the Works Progress Administration?
  • How were projects proposed, approved and executed?
  • How did the public criticize FDR’s programs?
  • What lasting impression did the WPA and other programs have on Central Illinois?
  • How does FDR’s New Deal compare to Obama’s national recovery plans today?

Setting the Purpose: Students will appreciate the relevance of this unit to what is happening around them right now. Concerns about rising unemployment and the ever growing-federal deficit and debt will create fertile ground for heart-felt reactions to many of these questions. Many students fear the role of a larger, socialistic government with numerous programs and a budget beyond belief, while others fear the consequences of having no safety-net to catch us if we fall. While times may appear desperate today, it will interest students to consider how lives were impacted by government programs of the past. If Champaign County and the country as a whole can “endure as it has endured”, then there is always hope. But, why did the country turn to FDR in the first place?

Lesson 1:Election of 1932

After learning about the causes of the stock market crash and life during the early depression, students will consider the political choice before them. We will review Herbert Hoover’s reaction to the depression and the subsequent backlash by the public (Hoovervilles, The Bonus Army). Students will have read a brief biographical sketch of Franklin D. Roosevelt and Herbert Hoover to prepare for the simulation.

Students will be given a brief description of three party choices:

Party 1: In power since the end of WWI pledging tobegin a new era of prosperity, democracy, freedom and peace.“Return to Normalcy”. Several years of depression and joblessness have hurt the party’s popularity and legitimacy.

Party 2: Pledges to return the power to the common working man by overthrowing the current system and establishing a communist government. ”Capitalism is the true enemy of man”—Karl Marx

Party 3: Many new ideas for getting the country moving toward greatness again. Progress through order. Supported by youth and frustrated public. “Extreme situations demand extreme measures.”

Students will be given the opportunity to lobby for the party of their choice for 5 minutes. Single, anonymous vote taken on simple ballot (heads down…hands raised works as well). Students will invariably choose Party 3 given the limitations of #1 (more of the same) and #2 (Red Scare).

However, the students will not know that they have just elected Adolf Hitler to be Chancellor of Germany as leader of the National Socialist German Workers Party.

The remainder of the lesson will be drawing conclusions comparing the politics of Germany in the 1930s with the political climate in the United States in 1932. Students will consider the following questions:

--Why would the German public be frustrated with the Weimar Republic (Social Democratic Party)? --How does this compare with the public’s ire directed at Hoover and the Republicans? --Why would many people in both countries consider communism as a real alternative? --Why would the public see Hitler and FDR differently?

As homework, students will read oral histories about Hitler and FDR. (From The American Century: Peter Jennings and Todd Brewster). Students will write a short reaction essay comparing and contrasting the views of citizens in the 1930s about their respective leaders.

Today’s Relevance: Students are invited to discuss Barack Obama’s election, message and popularity.

Enrichment: Three New Deals: Reflections on Roosevelt’s America, Mussolini’s Italy, and Hitler’s Germany, 1933-1939 by Wolfgang Schivelbusch. (See review article by David Boaz from Reason Magazine Oct 2007)

Lesson 2Let’s Make a Deal

Day 1: Now that the students have a concept of why FDR was chosen and how the public perceived him, students will work collectively to design a “New Deal”.

See “Let’s Make a Deal” Worksheet

Immediate Economic Problems RELIEF Programs

Intermediate Economic WeaknessesRECOVERY Programs

Long Term Economic ConcernsREFORM Programs

Students will also be asked about how the programs will be funded. This is a good time to introduce the concept of deficit spending and the current debate regarding the fiscal (ir-)responsibility of local, state and national governments.

Students begin by brainstorming in small groups to develop lists of problems facing FDR as he entered the White House. They will consider problems on a national, state and local level.

Once the problems are assessed, student groups will come up with immediate responses to urgent crises and long term solutions to address the causes.

Lesson 2, continuedLet’s Make a Deal, part II

Day 2: Students will share their ideas with the class and debate the merits of each program. As the class’s “New Deal” takes shape, it is recorded for comparison to FDR’s measures.

See “Let’s Make a Deal” Worksheet (page 2) –Venn Diagram allowing for visual comparisons between our classroom New Deal and FDR’s plan.

Enrichment: Students can actually read the relevant section of the National Industrial Recovery Act of June 16, 1933. While a challenging read, it does give the students a perspective of the entirety of FDR’s focus and how legislation would reflect his intentions.

(entire document)

Title II: Public Works and Construction Projects (section specific to this unit)

For homework, students will do background reading about the New Deal and the legacy that lives regarding local projects.

(More in depth) “Initial Relief” from Champaign-Urbana News Gazette February 16, 1989 (Part I, Part II)

(Direct and to the point) “FDR’s Legacy endures in local sites” from Champaign-Urbana News Gazette May 2, 1997 (Part I, Part II)

Students will write a short essay including the following:

  • What were three New Deal programs that conducted projects in Champaign County?
  • What were some of the projects that were completed that are standing today?
  • How do those workers recall the experience working for the WPA and others?

Lesson 3The Buildings of the PWA

In this lesson students will examine several buildings that stand as lasting and functional symbols of the contributions of the New Deal (specifically the Public Works Administration) to life in Champaign-Urbana. One purpose of this lesson is to demonstrate the fact that history is alive around them. The buildings in focus in this lesson are Leal Elementary School, Champaign Central (formerly Junior) High School, Champaign City Building, Champaign National Guard Armory and the Illini Union.

Students will follow along a pictorial essay of the buildings: “PWA Buildings” (powerpoint)

As students examine the pictures of these PWA projects they will be asked to describe noticeable features of the exteriors of each building (color, brickwork, style, symbols, etc.)

See : The Buildings of the PWA Worksheet

Students will also consider the importance of each individual project.

  • Why would the PWA complete the project?
  • What impact would the project have on the community?

After they visit each of the sites they will be asked to point out similarities across the sites. Also, for what reasons would we see noticeable differences.

At the end of the lesson, students will be asked to consider the following questions:

  • Why is it important to study these (and others) historical buildings?
  • What types of protection should they be given?
  • What type of building should be given special consideration for protection and preservation?
  • Is this worth the time, effort and funding given the other needs of government’s attention?
  • What other methods could be undertaken to preserve landmarks?
  • What buildings or landmarks in your community are deserving of protection?

Resources used in this lesson (photos taken by Marshall Schacht during the Summer of 2009):

  • Photos of Leal Elementary School (Urbana)
  • Photos of Champaign City Building
  • Photos of Champaign (Junior) High School
  • Photos of Champaign National Guard Armory
  • Photos of Illini Union

Lesson 4The New Deal in Action

Note: This lesson involving period newspaper articles can be done as separate lessons over the course of several days or as a single lesson wherefocus groups create presentations to the class as a whole explaining the role, function, impact and significance of each specific agency.

Now that the students have an understanding of the concept of the New Deal and the names of several employment programs, students will consider the impact of specific programs on life in Central Illinois.

The following government agencies will be the focus of this lesson:

  • IERC—Illinois Emergency Relief Commission (Lesson 4.1)
  • WPA—Works Progress Administration
  • Urban (Lesson 4.2)
  • Rural (Lesson 4.3)
  • CCC—Civilian Conservation Corps (Lesson 4.4)
  • REA—Rural Electrification Administration (Lesson 4.5)

Students will read a collection of newspaper articles that help to define the function of the government agency and the manner in which programs were implemented. The students will discuss the content of each article following the provided prompts.

Upon completion of the lesson, students will have a deeper understanding of the role of government in the lives of those living in Champaign County.

To assess their learning, students will write a short summary essay containing the role, function, impact and significance of one of the referenced agencies.

Lesson 4.1 Illinois Emergency Relief Commission (IERC)

“Parasites on Relief” Daily Illini, Editorial: Sept. 21, 1934 (pg. 4)

  • What is the question that the author of this editorial is seeking to address?
  • What did the survey conducted for the president’s committee on economic security find?
  • What attitudes does the author harbor for those that receive financial relief?
  • How do these compare with your own?
  • How does this type of public opinion put FDR in a difficult situation?
  • What advice would you have for him?
  • Do you believe that “relief work” was highly paid?
  • What future threats does the author relay in the second to last paragraph?
  • Have you heard or seen similar criticisms of liberal government action by the Obama administration? Are these criticisms justified?

“Make Second Cut in IERC Relief Funds” Urbana Daily Courier: Nov 14, 1935 (pg. 1)

  • The state office of the Illinois Emergency Relief Commission controls the budget for all counties. They in turn await federal funds from the Federal Emergency Relief Administration, headed by Harry Hopkins.
  • For what reasons would relief funds for the unemployed be decreasing?
  • What did the county relief committee suggest to reduce relief expenses?
  • What does it mean that “the relief load is being absorbed by the WPA”?
  • If “no relief is issued”, what would that mean for recipients and their dependents? Where could they go for help?
  • What agencies do we have in place today to help provide relief for those in need?

“Drastic Cuts in Relief Due Says Miss Gugenheim” Urbana Daily Courier: Dec. 5, 1935 (p. 3)

  • What will happen to men who are assigned to or working on WPA jobs?
  • Do you approve of this decision? Why or why not?
  • The article states that 338 relief cases were closed during November. Why did these people no longer receive relief funds?
  • In what way would relief clients and their families be affected by receiving neither relief nor paychecks for a week?
  • How many relief clients were employed in Champaign County by the WPA during December of 1935?
  • Do you think that the workers themselves were happy to be working for pay rather than receiving relief from the IERC?
  • What might be the emotional impact of being dependent upon receiving relief money (welfare checks) to provide for your family? Ties to the film “The Cinderella Man”?

“IERC Violating Pact, Pogue Says” Urbana Daily Courier: Dec. 6, 1935 (Part I, Part II)

  • What problems does this article indicate regarding the relationship between two agencies: The WPA (Works Progress Administration) and the IERC (Illinois Emergency Relief Commission)?
  • Who is Miss Francis Gugenheim? What is her position in this disagreement?
  • Who are Fred Lohmann and Harold Pogue? What is their position in this disagreement?
  • With which party do you agree? Why?
  • According to Mr. Pogue, what must WPA workers do to adjust to the situation?
  • Why would there be a delay in the delivery of WPA checks?
  • What is the process by which WPA workers receive their wages?
  • Is this system efficient? Do you see any way to speed it along?
  • How have merchants (community business owners) been enlisted to help out?
  • While county relief headquarters have no funds to distribute, of what do they have a surplus to distribute to relief clients?
  • What does Miss Gugenheim and the relief office say about “canned meat”? What is your impression of these comments? How would recipients of relief hear them?

Enrichment: Research depression era cooking and prepare a dish for the class. Cooking with Clara ( is a wonderful site to share with the children. It couples oral history with depression-era food. Wonderful stuff.

Lesson 4.2 Works Progress Administration (WPA)--Urban

“Relief Office Awaits Plans for PWA Here” Urbana Daily Courier: July 8, 1935 (pg. 3)

  • Given that the article is about the Works Progress Administration (WPA) what is wrong with the headline?
  • Who was named the head of the district Works Progress office? Where would the district office be? (District Map…origin unknown)
  • Why was it advantageous that Champaign and Urbana were considered as one city by the WPA?
  • Consider the wage scale indicated in this article. Do you believe that the discrepancy of wage levels between skilled and unskilled workers is fair? Why or why not?
  • Where must proposed projects be referred before they are submitted to the WPA?
  • According to the last paragraph, what projects will be approved first? Why would this be so?

“Wilson Speaks to Supervisors” Urbana Daily Courier: July 25, 1935 (pg. 3) (photo)

  • What position does Ralph Wilson hold?
  • Who was he addressing at this meeting?
  • What was the purpose of this meeting?
  • According to Wilson, how would a proposal be met with more funds for materials and PWA services?
  • The last paragraph involves the distinction between the PWA and the WPA. People back then were struggling to know the difference between these two important New Deal programs. Can you distinguish between the two parts of FDR’s “Alphabet Soup”?

“Work for 3000 Men in County’s WPA” Urbana Daily Courier: Sep. 7, 1935 (pg. 3)

  • Given that 3,000 men had WPA jobs, what happened to the number of people dependent on public relief?
  • What would be the path of a proposed project after it left the desk of WPA Engineer Fred Lohmann?
  • What was the most common type of WPA project in Champaign County in September?
  • What type of recreation programs were advanced by WPA projects?
  • What impresses you most about this extensive list of projects?
  • What types of jobs would be necessary to complete these projects? Skills involved?
  • Do you possess the skills to complete these projects? What training would be necessary?

“WPA Worker Gets in Trouble Trying to Pick His ‘Boss’” Urbana Daily Courier: Dec 6, 1935 (pg. 1)

  • What two jobs did Sidney Gard hold with the WPA in November of 1935?
  • Why did Mr. Gard refuse to return to work for Henry Covert on the project between Sidney and Broadlands?
  • Do you think it is fair that he was “discharged” by the WPA?
  • What did the discharge report claim about Mr. Gard?
  • What additional problem did Mr. Gard face because of his action?
  • What does this article say about the rights of WPA workers?
  • Should they have had the same rights and protections as other workers? More?

“WPA Projects Here Valued Over Million” Urbana Daily Courier: Nov 2, 1936