Lesson Plan

The Aquatic Park Bathhouse and the New Deal: A Palace for the People?

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black and white photo next to a color chart. The photo features a scene of waterfront construction.

A historic photo which includes a sign announcing the upcoming construction which reads, "SITE OF SAN FRANCISCO'S AQUATIC PARK TO BE ERECTED BY THE PARK'S COMMISSIONERS FOR THE PEOPLE OF SAN FRANCISCO." In the background, Black Point, Pumping Station #2, Pier 4, a boathouse, and a railroad trestle.

Original Photo: Randolph Brandt; Photo: NPS

Grade Level:
High School: Ninth Grade through Twelfth Grade
Subject:
Literacy and Language Arts,Social Studies
Lesson Duration:
90 Minutes
Common Core Standards:
11-12.WHST.7, 11-12.WHST.8, 11-12.WHST.9
State Standards:
CA-HSS 11.6.5  [2016 History Social Science Framework (616-625)]
Thinking Skills:
Understanding: Understand the main idea of material heard, viewed, or read. Interpret or summarize the ideas in own words. Applying: Apply an abstract idea in a concrete situation to solve a problem or relate it to a prior experience. Analyzing: Break down a concept or idea into parts and show the relationships among the parts. Creating: Bring together parts (elements, compounds) of knowledge to form a whole and build relationships for NEW situations. Evaluating: Make informed judgements about the value of ideas or materials. Use standards and criteria to support opinions and views.

Essential Question

How is the Aquatic Park Bathhouse a reflection of the New Deal? Was it successful in meeting its goal?

Objective

Students will be engaged in student-centered inquiry, place-based evidence collection, source analysis, research, visual thinking strategies, evaluation of historical outcomes, development and presentation of research and argument, group presentation, structured group discussion, and civic engagement opportunities

Background

In an effort to combat the problems of the Great Depression, President Franklin D. Roosevelt put in a place a series of government-funded programs called the New Deal. The New Deal had three main goals: relief, reform, and recovery. To provide relief for the unemployed, the New Deal created several job programs aimed at getting Americans back to work, with the largest being the Works Progress Administration (WPA). The WPA was responsible for employing millions of workers in building and constructing infrastructure, parks and recreation facilities, and public building across the country. The WPA also employed artists, writers, actors, and musicians under the Federal Art Project (FAP) to provide the public access to the arts and humanities. While the WPA provided much needed jobs to Americans out of work, it also provided numerous communities with state and local projects designed to benefit the public for generations to come. 

Educators and students will need a basic understanding of the following: 

  • Goals of the New Deal were relief, reform, and recovery
  • Role of the WPA and the FAP in funding public buildings and art during the Great Depression
  • Many of the WPA artworks and projects still remain today can be seen all over the U.S. 
  • San Francisco is fortunate to have many examples of WPA art projects that are still available and utilized by the public. 
  • One of the most impressive examples is the Aquatic Park Bathhouse at San Francisco Maritime National Historical Park (known today as the Maritime Museum).
  • As a National Historic Landmark, the Aquatic Park Bathhouse is preserved and maintained by the National Park Service as a place to experience, learn, and explore a shared history. 

Preparation

  • This plan is for a 3-lesson unit, including a virtual or in-person exploration of the Aquatic Park Bathhouse (now the Maritime Museum) in San Francisco Maritime National Historical Park. 
  • If you intend to explore the Aquatic Park Bathhouse in-person, please schedule a field trip through San Francisco Maritime National Historical Park. 
  • Please print out the evidence collection forms and share the resource pages with your students. 

 

Materials

Evidence collection forms for building exploration.

Download Evidence Collection Forms

Collection of articles from the San Francisco Chronicle regarding the Aquatic Park Bathhouse and its opening.

Download Primary Sources - 1939 SF Chronicle Articles

February 1939 Article from TIME on the Sea Murals of the Aquatic Park Bathhouse

Download TIME Article - February 1939

PDF of Summer 2016 Sea Letter issue focusing on the restoration of the Aquatic Park Bathhouse murals.

Download Sea Letter - Summer 2016

Lesson Hook/Preview

What is public art? How does public art benefit a community?
Explore the lasting contributions of the Works Progress Administration and find your own answers to the above questions in this brief 3-lesson research unit on the New Deal and the role of public art in a community. 

Procedure

Pre-Visit Lesson:
Small groups or partners discuss the following questions: 

  1. What is public art? List some examples that come to mind or do a quick internet search and discuss what you find. 
  2. What is the difference between public and private art? Public art is paid for by government funds through either grants, direct funding sources, or tax exemption. Public art must be made accessible to the public and cannot be held for private use. Private art is owned by an individal or organization for their own benefit and does not need to be shared with the public. 
  3. How does public art benefit a community? Share out answers. 
  4. Respond to this comment: "[Republican Congressman Dewey] Short told Congress that good art was the product of suffering artists while 'subsidized art is not art at all'."

Evidence Collection Field Trip:
**See "A Palace for the People Field Trip" webpage for additional resources and information.**
  1. Conduct a brief tour showing students the building - be careful not to provide content information. 
  2. Divide into 8 groups and hand out evidence collection forms. 
  3. Assign each group an artist and the location of their contribution. (See full lesson plan for list of artists and contributions)
  4. Instruct students to complete the form as a group using observation and group discussion. 
  5. Students should spend 15-30 minutes gathering evidence and recording their discussions. Teachers, chaperones, and guides should interject only when necessary. For example, asking critical thinking questions such as, What makes you say that? Where do you see evidence that supports your conclusions? Does anyone in the group disagree or have a different opinion? It is important that students guide their discussions with their observations. 
  6. Regroup and reflect on experience in the space. 
  7. Invite students to take selfies or pictures of the building (no flash!) to document experience or use in presentations. 
  8. Give students an opportunity to look at some of the collection objects on display and visitor comment book. 

Group Research Assignment
Students will use notes from evidence collection form to guide the groups' research presentations. Groups will design and present a presentation based on their observations and research. Students can create their own research questions or be assigned the ones below:
  • Describe the artist's background and experience working on the project. What part of the artist's story is the most interesting to your group? Is the artist successful at getting their message across? How might the work have been perceived at the time? How is it perceived today? Does your group like the work? Why or why not? How does this building compare or contrast to other public works of art? 
  • How did the WPA provide relief for local artists during the Great Depression? What were some of hte struggles the WPA artists encountered in this project? Could those struggles still happen today? Explain. 
  • How did this WPA project meet the needs of the community? How did the WPA artists contribute to this community? How do you think the community perceived the work at the time? What does this project tell us about public art in the 1930s? 
  • How does this building help to tell the story of San Francisco in the 1930s? What makes this WPA project significant? How does this project compare to other WPA projects in the Bay Area? 
Presentations should conclude with answers to the essential questions: 
  • Does the group think the Aquatic Park Bathhouse effectively met the goals of the WPA and the New Deal? If so, how? 
  • Does the building have an impact that reaches beyond its initial purpose? 
Class discussion following presentations may focus on different groups' answers to the essential question and open up the possibility for structured debate. 
 

Assessment Materials

Class Presentation

Students are assessed on their completion, presentation, and personal reflection of the project.

Project Completion
Groups complete a class presentation with images and information on the following:

  • Images, information, and discussion notes collected from the Aquatic Park Bathhouse on the assigned artist. 
  • Research findings addressing the group's chosen inquiry questions. including evidence from primary and secondary sources, analysis of evidence, and the group's conclusions.
  • Group answers to overarching essential questions.
Student Reflection
Students reflect on learning experience in the Aquatic Park Bathhouse, conducting research, and personal relationship to the park.
Reflection prompts:
  • How was learning history in the Aquatic Park Bathhouse different from learning in the classroom? What were some positives? What were some negatives? 
  • What challenges did your group encounter in doing research for your presentation? 
  • In what areas of the project do you think your group was most successful? 
  • If you were to do this assignment again, what would you do differently? What would you repeat?
  • What do you think was the most important lesson you took away from this experience? 
  • How did this experience change or reaffirm your thoughts on public art or public spaces? 
  • What is one thing you were surprised to learn about this topic? 
  • Do you think you will visit the park again? Why or why not? 
  • Would you be interested in volunteering at the Bathhouse/Maritime Museum? 

Rubric/Answer Key

Product: (group grade) presentation content/quality; effectively answers essential questions and shows critical thinking; evidence of historical thinking and source analysis; proper citations
Process: (individual grade) Participation in field trip; group participation and follow-through; time/product management; application of research skills
Reflection: (individual grade) Thoughtful responses to prompts

Enrichment Activities

  1. Create an advertisement or marketing plan for the building today. 
  2. Write a commentary or blog on the building today from a high school student's perspective and email to the park at safr_education@nps.gov
  3. Design a community space for San Francisco residents today, What art would it have? Where would it be located? What purpose would it serve? Present your space in a pitch to the class and vote on the best idea and presentation for a city-funded community space. 

Additional Resources

Contact Information

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Last updated: June 3, 2025