Chapter Planning Guide - Glencoeglencoe.com/ebooks/social_studies/9780078909399/twe/chap19.pdf · BL OL AL ELL Standardized Test Practice Workbook p. 43 ... • Interactive Teacher

648A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 19-1 19-2 19-3

TEACHBL OL ELL Reading Essentials and Note-Taking Guide* p. 210 p. 214 p. 217

OL Historical Analysis Skills Activity, URB p. 84

BL OL ELL Guided Reading Activities, URB* p. 110 p. 111 p. 112

BL OL AL ELL Content Vocabulary Activity, URB* p. 89

BL OL AL ELL Academic Vocabulary Activity, URB p. 91

OL AL Critical Thinking Skills Activity, URB p. 94

BL OL ELL Reading Skills Activity, URB p. 83

BL ELL English Learner Activity, URB p. 87

OL AL Reinforcing Skills Activity, URB p. 93

BL OL AL ELL Differentiated Instruction Activity, URB p. 85

BL OL ELL Time Line Activity, URB p. 95

OL Linking Past and Present Activity, URB p. 96

BL OL AL ELL American Art and Music Activity, URB p. 101

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 103

AL Enrichment Activity, URB p. 107

BL OL AL ELL American Biographies ✓ ✓

BL OL AL ELL Primary Source Reading, URB p. 97 p. 99

BL OL AL ELL Supreme Court Case Studies p. 49

BL OL AL ELL The Living Constitution* ✓ ✓ ✓ ✓ ✓

OL AL American History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Differentiated Instruction for the American History Classroom ✓ ✓ ✓ ✓ ✓

BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

Note: Please refer to the Unit 6 Resource Book for this chapter’s URB materials.

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AL Above Level ELL English Language Learners

Planning GuideChapter

Key to Ability Levels

* Also available in Spanish

Print Material Transparency CD-ROM or DVD

Key to Teaching Resources

Plus

All-In-One Planner and Resource Center

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Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL American Music Hits Through History CD ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓

OL AL ELL American Art and Architecture Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL High School American History Literature Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL The American Vision Video Program ✓ ✓ ✓ ✓ ✓

Teacher Resources

Strategies for Success ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

Reading Strategies and Activities for the SocialStudies Classroom ✓ ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests* p. 269 p. 270 p. 271 p. 253

BL OL AL ELL Authentic Assessment With Rubrics p. 43

BL OL AL ELL Standardized Test Practice Workbook p. 43

BL OL AL ELL ExamView® Assessment Suite 19-1 19-2 19-3 Ch. 19

CLOSEBL ELL Reteaching Activity, URB p. 105

BL OL ELL Reading and Study Skills Foldables™ p. 72

BL OL AL ELL American History in Graphic Novel p. 49

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch

• Differentiated Lesson Plans• Printable reports of daily

assignments• Standards Tracking System

ChapterPlanning Guide

✓ Chapter- or unit-based activities applicable to all sections in this chapter.

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Visit glencoe.com and enter ™ code TAV9399c19T for Chapter 19 resources.

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Integrating TechnologyChapter

What Glencoe technology products improve students’ vocabulary?Vocabulary eFlashcards, ePuzzles and Games, and Vocabulary PuzzleMaker all build students’ vocabulary and help students understand key words and concepts from the textbook.

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The following videotape programs are available from Glencoe as supplements to this chapter:

• The Tennessee Valley Authority (ISBN 0-76-700031-5)

• Eleanor Roosevelt: A Restless Spirit (ISBN 1-56-501405-7)

To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages:

A&E Television: www.aetv.comThe History Channel: www.historychannel.com

Index to National Geographic Magazine:

ChapterAdditional Chapter Resources

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• Franklin D. Roosevelt, by Steve Potts

For students at a Grade 9 reading level:• Franklin D. Roosevelt, by Michael Burgan

For students at a Grade 10 reading level:• Empire State Building, by Elizabeth Mann

For students at a Grade 11 reading level:• Eleanor Roosevelt: First Lady of the World, by Doris Faber

For students at a Grade 12 reading level:• Eleanor Roosevelt: A Life of Discovery, by Russell

Freedman

The following article relates to this chapter:

• “The Okies—Beyond the Dust Bowl,” by William Howarth, September 1984.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728:

• ZipZapMap! USA (ZipZapMap!)

Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.comwww.nationalgeographic.com/maps

Index to National Geographic Magazine:

• Timed Readings Plus in Social Studies helpsstudents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com

®

Reading List Generator

CD-ROM

http://www.aetv.com

http://www.historychannel.com

http://www.jametowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographic.com/maps

FocusMAKING CONNECTIONSCan Government Fix the Economy?Ask students to give examples of some of the ways that govern-ment tries to fix the economy, such as the Federal Reserve Board’s regulation of interest rates. Discuss with students the questions listed on p. 649. Challenge students to activate prior knowledge of regulation of any of the economic sectors mentioned. AL

TeachThe Big IdeasAs students study the chapter, remind them to consider the sec-tion-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the activities below tie in to the Big Ideas and help students think about and understand important chapter concepts. In addition, the Hands-on Chapter Projects with their culminating activities relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page.

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U.S. PRESIDENTS

U.S. EVENTSWORLD EVENTS

Chapter

648 Chapter 19 Roosevelt and the New Deal

Roosevelt and Roosevelt and the New Deal

19331931 1935

1934• Securities and

Exchange Commission is created

1933• Unemployment

peaks at 24.9%• FDR’s “100 Days”

results in 9 new federal programs

During the 1932 presidential campaign, New York governor Franklin D. Roosevelt greets a coal miner in West Virginia.

1933–1941

1935• Social Security Act

and Wagner Act are passed

• Supreme Court strikes down NIRA

SECTION 1 The First New Deal

SECTION 2 The Second New Deal

SECTION 3 The New Deal Coalition

1935• Hitler denounces Treaty of Versailles• Canada creates minimum wage and

unemployment insurance

1933• Hitler becomes German chancellor• World Economic Conference fails

to reduce tariffs

Hoover1929–1933

Franklin D. Roosevelt

1933–1945

Introducing

Chapter

Section 1The First New DealEssential Question: In what areas did the New Deal attempt to make major economic improvements? (The New Deal targeted banks [FDIC], the stock market [SEC], debt relief for home owners [HOLC], farms [FCA and AAA], industry [NRA], and public works programs to aid the unemployed [CCC, PWA, CWA].) Tell students that in Section 1 they will learn about many programs that were developed to stimulate the economy. OL

Section 2The Second New DealEssential Question: How did the Second New Deal assist unions, the elderly, and the unemployed? (The Wagner Act gave workers the right to organize in unions. The Social Security Act benefited both the elderly workers and the unemployed.) Inform students that in this section they will study programs that still exist. OL

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, interac-tive graphic organizers that help students practice basic writing skills, review vocabu-lary terms, and identify main ideas. Instructions for creat-ing and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.

Visit glencoe.com and enter code TAV9399c19T for Chapter 19 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

649

Chapter 19 Roosevelt and the New Deal 649

Analyzing Long-Term Effects Make a Folded Chart Foldable showing major New Deal programs and their long-term effects. In one col-umn, describe the program’s original purpose. In the second column, identify how those programs still influ-ence government and society today.

SocialSecurity

New DealMeasures

Federal DepositInsuaranceCorporation

NationalLabor

RelationsBoard

Purpose inthe 1930s Effects Today

19391937

1938• Fair Labor Standards Act

sets minimum wage and 40-hour workweek

1936• “Court-packing”

plan creates controversy

1939• World War II

begins

1938• Germany annexes

Austria• Mexico takes control

of U.S. oil companies in Mexico

1937• Sit-down strikes force

General Motors to recognize UAW

1936• Wave of sit-down strikes in France

leads to 40-hour workweek• Spanish Civil War begins

MAKING CONNECTIONS

Can Government Fix the Economy?During the 1930s, New Deal programs increased govern-ment regulation of banking, industry, and farming; gave greater rights to workers; and provided government aid to the unemployed and senior citizens.

• What kind of problems do you think government can solve?

• What diffi culties can result when the government tries to regulate the economy?

Chapter Audio

Visit glencoe.com

and enter code TAV9846c19 for Chapter 19 resources.

Introducing

Chapter

Section 3The New Deal CoalitionEssential Question: What was the legacy of the New Deal? (New Deal programs gave many people a stronger sense of stability and security by creating a safety net. It positioned the federal government as conflict mediator in a broker state.) Tell students that in Section 3 they will learn about the lasting effects of the New Deal. OL

More About the PhotoVisual Literacy After becom-ing disabled, Roosevelt had a spe-cial Model A Ford with hand controls built for his use. Driving that car, he could feel physically independent. During campaign-ing, however, he often used a driver to free him for greeting vot-ers. During his first campaign, he delivered almost 60 speeches, 27 of them major addresses, to allay fears that he was not physically strong enough to endure the strain of the presidency.




Section 1

Franklin Delano Roosevelt was elected president in 1932, following his promise of a “new deal” for

Americans. In his first 100 days in office, he let loose a flood of legislation designed to rescue banks, industry, and agriculture and provide jobs for the unemployed.

Roosevelt’s Rise to Power MAIN Idea Franklin D. Roosevelt was governor of New York when he was

elected president in 1932, promising a New Deal for the American people.

HISTORY AND YOU Do you believe your past experiences can make you stronger? Read how FDR’s experiences helped prepare him to be president.

A distant cousin of Theodore Roosevelt, Franklin Delano Roosevelt grew up in Hyde Park, New York. In his youth he learned to hunt, ride horses, and sail; he also developed a lifelong commitment to conservation and a love of rural America. Roosevelt was educated at Harvard and Columbia Law School. While at Harvard, he became friends with Theodore Roosevelt’s niece Eleanor, whom he later married.

Intensely competitive, Roosevelt liked to be in control. He also liked being around people. His charming personality, deep rich voice, and wide smile expressed confidence and optimism. In short, his per-sonality seemed made for a life in politics.

Roosevelt began his political career in 1910, when he was elected to the New York State Senate. Three years later, having earned a rep-utation as a progressive reformer, he became assistant secretary of the navy in the Wilson administration. In 1920 his reputation (and famous surname) helped him win the vice presidential nomination on the unsuccessful Democratic ticket.

After losing the election, Roosevelt temporarily withdrew from politics. The next year he caught the dreaded paralyzing disease polio. Although there was no cure, Roosevelt refused to give in. He began a vigorous exercise program to restore muscle control. Eventually, by wearing heavy steel braces on his legs, he was able to walk short distances by leaning on a cane and someone’s arm and swinging his legs forward from his hips.

While recovering from polio, Roosevelt depended on his wife and his aide Louis Howe to keep his name prominent in the New York Democratic Party. Eleanor Roosevelt became an effective public speaker, and her efforts kept her husband’s political career alive.

By the mid-1920s, Roosevelt was again active in the Democratic Party. In 1928 he ran for governor of New York. He campaigned hard

Guide to ReadingBig IdeasIndividual Action Franklin Delano Roosevelt’s character and experiences prepared him for the presidency.

Content Vocabulary• polio (p. 650)• gold standard (p. 652)• bank holiday (p. 652)• fireside chats (p. 653)

Academic Vocabulary• apparent (p. 651)• ideology (p. 652)• fundamental (p. 658)

People and Events to Identify• New Deal (p. 651)• Hundred Days (p. 652)• Civilian Conservation Corps (p. 658)

Reading StrategySequencing As you read about Roosevelt’s first three months in office, complete a time line to record the major problems he addressed during this time.

March 5,1933

June 16,1933

The First New Deal Section Audio Spotlight Video

Chapter 19 • Section 1

BellringerDaily Focus Transparency 19-1

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Taking Notes, p. 652• Predicting, p. 658• Act. Prior Know., p. 659

Additional Resources• Read Skills Act., URB p. 83• Guid. Read. Act., URB

p. 110• Prim. Source Read., URB

p. 97• Foldables, p. 72

Teacher Edition• Ident. Central Issues,

p. 651• Compare/Contrast, p. 652• Det. Cause/Effect, p. 654• Predict. Conseq., p. 656• Analyzing Info, p. 657• Making Gen., p. 658

Additional Resources• Interp. Pol. Cartoons,

URB p. 103• Quizzes and Tests, p. 269

Teacher Edition• Advanced Learners,

p. 653• Logical/Math., p. 655

Additional Resources• English Learner Act.,

URB p. 87• Am. History in Graphic

Novel, p. 49

Teacher Edition• Persuasive Writing,

p. 656

Additional Resources• Supreme Court Case

Studies, p. 49

Teacher Edition• Reading a Time Line,

p. 654

Additional Resources• Read. Essen., p. 210• Historical Analy.,

URB p. 84• Past & Present, URB

p. 96• Crit. Think. Skills, URB

p. 94

Guide to ReadingAnswer: Major problems addressed include bank runs, unprotected bank deposits, stock fraud, and the plight of farmers.

To generate student interest and provide a springboard for class discussion, access the Chapter 19, Section 1 video at glencoe.com or on the video DVD.

Resource Manager

Focus


1. Analyzing Primary Sources Why does Roosevelt think that “nameless, unreasoning, unjustified terror” is such a big problem?

2. Identifying Central Issues What unspoken fear does Roosevelt address in the final two paragraphs?


to demonstrate that his illness had not slowed him down, and he narrowly won the election. Two years later he was reelected in a landslide. As governor, Roosevelt oversaw the creation of the first state relief agency to aid the unemployed.

Roosevelt’s popularity in New York paved the way for his presidential nomination in 1932. Americans saw in him an energy and optimism that gave them hope despite the tough economic times. After Roosevelt became president, his serenity and confidence amazed people. When one aide commented on his attitude, Roosevelt replied, “If you had spent two years in bed trying to wiggle your big toe, after that anything else would seem easy.”

In mid-June 1932, with the country deep in the Depression, Republicans gathered in Chicago and nominated Herbert Hoover to run for a second term as president. Later that month, the Democrats also held their national convention in Chicago. When Roosevelt won the nomination, he broke with tradition by fly-ing to Chicago to accept it in person. His speech set the tone for his campaign:

PRIMARY SOURCE

“Let it be from now on the task of our Party to break foolish traditions. . . . It is inevitable that the main issue of this campaign should revolve about . . . a depression so deep that it is without prece-dent. . . . Republican leaders not only have failed in material things, they have failed in national vision, because in disaster they have held out no hope. . . . I pledge you, I pledge myself, to a new deal for the American people.”

—from The Public Papers and Addresses of Franklin D. Roosevelt

From that point forward, Roosevelt’s poli-cies for ending the Depression became known as the New Deal. Roosevelt’s confidence that he could make things better contrasted sharply with Herbert Hoover’s apparent failure to do anything effective. On Election Day, Roosevelt won in a landslide, receiving the electoral vote of all but six states.

Interpreting What events in Roosevelt’s life shaped his ideas and character?

March 4, 1933“This is preeminently the time to speak the truth, the whole

truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.

. . . Restoration calls, however, not for changes in ethics alone. This Nation asks for action, and action now.

. . . Our greatest primary task is to put people to work. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government itself, treating the task as we would treat the emergency of a war.

. . . Action in this image and to this end is feasible under the form of government which we have inherited from our ancestors. Our Constitution is so simple and practical that it is possible always to meet extraordinary needs by changes in emphasis and arrangement without loss of essential form.

We do not distrust the future of essential democracy. The peo-ple of the United States have not failed. In their need they have registered a mandate that they want direct, vigorous action.”


Roosevelt’s First Inaugural Address

▲ Franklin Roosevelt delivers his First Inaugural Address.

C


651

Writing a Newspaper

Step 1: Identifying American Groups to Watch Small groups of students receive their assignments.

Directions Divide the class into five groups, assigning each group one of the fol-lowing groups of Americans: women, chil-dren, African Americans, Native Americans, and Hispanic Americans. Tell students that they will create a newspaper from the view-

point of their assigned group during the 1930s. The newspaper will include news stories, editorials, and cartoons. Encourage students to begin a separate section of their notebooks to take notes on the chapter from their assigned viewpoint and to record findings from additional research in the library or on the Internet.

Putting It Together Make sure that stu-dents have in-class access to copies of local and national newspapers as a model on

which to base their own newspapers. OL (Chapter Project continued on page 663)

Hands-On Chapter Project

Step 1

Teach

C Critical ThinkingIdentifying Central Issues Ask students to read the Primary Source quotation. Ask: What did Roosevelt consider to be the fail-ure of the Republican leaders? (They failed in national vision and in holding out hope.) OL

Answers: 1. It keeps people from taking

action to tackle the Depression.

2. that by taking action, the government will somehow overstep its rights given in the Constitution and the nation will lose democracy

Answer: privileged upbringing, love of outdoors, good marriage, polio, experiences as a state senator, assistant secretary of the Navy, and a governor


The Hundred Days MAIN Idea Upon taking office, FDR launched

the New Deal by sending 15 major pieces of legisla-tion to Congress.

HISTORY AND YOU Do you remember reading about the “New Nationalism” and “New Freedom”? Read how those ideas influenced New Deal legislation.

Although Roosevelt won the presidency in November 1932, the country’s unemployed and homeless had to endure another winter as they waited for his inauguration on March 4, 1933. All through the winter, unemployment continued to rise and bank runs increased, fur-ther threatening the banking system.

Some of the bank runs occurred because people feared that Roosevelt would abandon the gold standard and reduce the value of the dollar in order to fight the Depression. Under the gold standard, one ounce of gold equaled a set number of dollars. To reduce the value of the dollar, the United States would have to stop exchanging dollars for gold. Many Americans, and many foreign investors with deposits in American banks, decided to take their money out of the banks and convert it to gold before it lost its value.

Across the nation, people stood in long lines with paper bags and suitcases, waiting to with-draw their money from banks. By March 1933, more than 4,000 banks had collapsed, wiping out nine million savings accounts. In 38 states, governors declared bank holidays—closing the remaining banks before bank runs could put them out of business.

By the day of Roosevelt’s inauguration, most of the nation’s banks were closed. One in four workers was unemployed. The economy seemed paralyzed. Roosevelt knew he had to restore the nation’s confidence. “First of all,” the president declared in his Inaugural Address, “let me assert my firm belief that the only thing we have to fear is fear itself. . . . This nation asks for action, and action now!”

The New Deal BeginsRoosevelt and his advisers, sometimes called

the “brain trust,” came into office bursting with ideas about how to end the Depression. Roosevelt had no clear agenda, nor did he have

a strong political ideology. The previous spring, during his campaign for the presiden-tial nomination, Roosevelt had revealed the approach he would take as president. “The country needs,” Roosevelt explained, “bold, persistent experimentation . . . . Above all, try something.”

The new president began to send bill after bill to Congress. Between March 9 and June 16, 1933—which came to be called the Hundred Days—Congress passed 15 major acts to resolve the economic crisis, setting a pace for new legislation that has never been equaled. Together, these programs made up what would later be called the First New Deal.

A Divided AdministrationTo generate new ideas and programs,

Roosevelt deliberately chose advisers who dis-agreed with each other. He wanted to hear many different points of view, and by setting his advisers against one another, Roosevelt ensured that he alone made the final decision on what policies to pursue.

Despite their disagreements, Roosevelt’s advisers generally favored some form of gov-ernment intervention in the economy—although they disagreed over what the gov-ernment’s role should be.

One influential group during the early years of Roosevelt’s administration supported the “New Nationalism” of Theodore Roosevelt. These advisers believed that if government agencies worked with businesses to regulate wages, prices, and production, they could lift the economy out of the Depression.

A second group of Roosevelt’s advisers went even further. They distrusted big business and blamed business leaders for causing the Depression. These advisers wanted govern-ment planners to run key parts of the economy.

A third group in Roosevelt’s administration supported the “New Freedom” of Woodrow Wilson. These advisers wanted Roosevelt to support “trust busting” by breaking up big companies and allowing competition to set wages, prices, and production levels. They also thought the government should impose regu-lations to keep economic competition fair.

Summarizing What ideas did Roosevelt’s advisers support?

R

C


652

C Critical ThinkingComparing and Contrasting Ask students to think about the question: How was the New Deal a continuation of the Progressive era? Tell students to write down ways in which the two were alike and different as they read the sec-tion. At the end of the section, debate the question. AL

R Reading StrategyTaking Notes Have students create graphic organizers to take notes on the section “A Divided Administration.” Suggest they use a three-column chart to jot down the ideas of the three groups within FDR’s administration. BL

At the time of the Great Depression,

the United States did not have any

social programs in place for its citi-

zens. Suggest students use the

Internet to find current programs

that assist those in need. The gov-

ernment Web site for HUD, for exam-

ple, offers information on housing.

AdditionalSupport

Answer: One group wanted joint govern-ment-business cooperation, another wanted government control of business, and a third group wanted more competition.

Making a Plan Before students begin reading about actual New Deal programs, divide the class into small groups of four or five. Ask each student within each group to concentrate on one of the issues facing Roosevelt: safeguarding bank deposits, providing emergency relief, bolstering business, or creating jobs. Have members of the groups review and refine each oth-

er’s ideas. Allow time for groups to present their ideas to the class. OL

Activity: Collaborative Learning


Banks and Debt ReliefMAIN Idea President Roosevelt took steps to

strengthen banks and the stock market and to help farmers and homeowners keep their property.

HISTORY AND YOU Have you ever watched a presidential address? Read about Roosevelt’s “fire-side chats” and how they encouraged optimism that the economy would get better.

As the debate over policies and programs swirled around him, President Roosevelt took office with one thing clear in his mind. Very few of the proposed solutions would work as long as the nation’s banks remained closed. The first thing he had to do was restore confidence in the banking system.

On his very first night in office, Roosevelt told Secretary of the Treasury William H. Woodin that he wanted an emergency banking bill ready for Congress in less than five days. The following afternoon, Roosevelt declared a national bank holiday, temporarily closing all

Eleanor Roosevelt1884–1962

Orphaned at age 10, Eleanor Roosevelt was raised by relatives and later attended boarding school in England. When she returned home as a young woman, she devoted time to a settlement house on Manhattan’s Lower East Side. During this time, she became engaged to Franklin D. Roosevelt, a distant cousin. They were mar-ried in 1905. At their wedding, Eleanor’s uncle, President Theodore Roosevelt, gave her away.

During FDR’s presidency, Eleanor Roosevelt transformed the role of First Lady. Rather than restricting herself to traditional hostess functions, she became an important figure in his administration. She traveled extensively, toured factories and coal mines, and met with factory workers and farmers. She then told her husband what people were thinking. In doing so, she became FDR’s “eyes and ears” when his disability made travel difficult.

Eleanor was also a strong supporter of civil rights and prodded her husband to stop discrimination in New Deal programs. When the Daughters of the American Revolution barred African American singer Marian Anderson from performing in its auditorium, Eleanor intervened and arranged for Anderson to perform at the Lincoln Memorial instead.

After FDR’s death, Eleanor remained politically active. She contin-ued to write her syndicated newspaper column, “My Day,” which she began in 1936, and became a delegate to the United Nations where she helped draft the Universal Declaration of Human Rights.

How might Franklin Roosevelt’s political career have been different if Eleanor had not been his wife?

banks, and called Congress into a special ses-sion scheduled to begin on March 9, 1933.

When Congress convened, the House of Representatives unanimously passed the Emergency Banking Relief Act after only 38 minutes of debate. The Senate approved the bill that evening, and Roosevelt signed it into law shortly afterward. The new law required federal examiners to survey the nation’s banks and issue Treasury Department licenses to those that were financially sound.

On March 12 President Roosevelt addressed the nation by radio. Sixty million people lis-tened to this first of many “fireside chats,” direct talks in which Roosevelt let the American people know what he was trying to accom-plish. He told people that their money would be secure if they put it back into the banks: “I assure you that it is safer to keep your money in a reopened bank than under the mattress.” When banks opened the day after the speech, deposits far outweighed withdrawals. The banking crisis was over.

▲ In this 1935 photo, Eleanor Roosevelt speaks to Geraldine Walker, a five-year-old from Detroit, Michigan, as slums in that city were about to be cleared.

D


653

D Differentiated Instruction

Advanced Learners Invite students to find out the usual amount of time it takes for pres-ent-day Congresses to write and pass a bill. Then have them com-pare that to FDR’s request for a banking bill in less than five days, perhaps using a chart to explain their findings to the class. AL

Answer: If Eleanor Roosevelt had not been Franklin’s wife, his politi-cal career may well have ended when he contracted polio. His effectiveness as president would have been less without her unan-nounced eyewitness observations.

AdditionalSupport

Eleanor Roosevelt Not used to public speak-ing, Eleanor Roosevelt experienced stage fright when confronted with an audience. Her knees shook, but she soon became one of the most successful speakers of her time. She was also the first First Lady to hold her own regular press con-ferences, which offered female reporters the opportunity to find out White House informa-tion. When the Second Bonus Army marched on

Washington, D.C., Eleanor went down to visit the veterans, who were using an army camp the president had offered them. Even though the bonuses were still not paid, veterans were offered food, medical care, and a navy band. One said, “Hoover sent the army. Roosevelt sent his wife.” Eleanor traveled to check on so many govern-ment projects that the Secret Service gave her the code name “Rover.”

Extending the Content


The FDIC and SECAlthough President Roosevelt had restored

confidence in the banking system, many of his advisers urged him to go further. They pushed for new regulations for both banks and the stock market. Roosevelt agreed with their ideas and supported the Securities Act of 1933 and the Glass-Steagall Banking Act.

The Securities Act required companies that sold stocks and bonds to provide complete and truthful information to investors. The following year, Congress created a govern-ment agency, the Securities and Exchange Commission (SEC), to regulate the stock mar-ket and prevent fraud.

The Glass-Steagall Act separated commer-cial banking from investment banking. Commercial banks handle everyday transac-tions. They take deposits, pay interest, cash checks, and lend money for mortgages. Under the Glass-Steagall Act, these banks were no longer allowed to risk depositors’ money by using it to speculate on the stock market.

To further protect depositors, the Glass- Steagall Act also created the Federal Deposit

Insurance Corporation (FDIC) to provide gov-ernment insurance for bank deposits up to a certain amount. By protecting depositors in this way, the FDIC greatly increased public confidence in the banking system.

Mortgage and Debt ReliefWhile some of Roosevelt’s advisers believed

low prices had caused the Depression, others believed that debt was the main obstacle to economic recovery. With incomes falling, peo-ple had to use most of their money to pay their debts and had little left over to buy goods or services. Many Americans, terrified of losing their homes and farms, cut back on their spending to make sure they could pay their mortgages. Roosevelt responded to the crisis by introducing several policies intended to assist Americans with their debts.

The Home Owners’ Loan Corporation To help homeowners make their mortgage pay-ments, Roosevelt asked Congress to establish the Home Owners’ Loan Corporation (HOLC). The HOLC bought the mortgages of many

March 31The Civilian Conservation Corps is created and soon afterward begins hiring 3 million young men to work in the nation’s forests

May 12The Agricultural Adjustment Act is signed, and farm-ers soon begin receiving payments to destroy their crops in an effort to push up prices

May 12The Federal Emergency Relief Administration begins making grants to states to help the unemployed

March 9Roosevelt signs the Emergency Banking Relief Act and 3 days later delivers his fi rst fi reside chat

▲ Farmers in Texas receive their AAA checks.

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Additional Support

C Critical ThinkingDetermining Cause and Effect Have students read the section on the FDIC and SEC. Ask them to identify the causes for each provision of the Securities Act and Glass-Steagall Act. (Securities Act: required companies selling stocks and bonds to give complete and truthful information to investors, because many inves-tors during the 1920s had no reli-able information about companies. Glass-Steagall Act: separated com-mercial and investment banking firms because banks had lent money to play the stock market, putting depositors’ funds at risk. It also created the FDIC to insure deposited funds.) OL

S Skill PracticeReading a Time Line Ask: On what days did two major events occur and what were they? (May 12: Agricultural Adjustment Act signed and Federal Emergency Relief Administration begins making grants to the states; June 16: PWA begins and the NRA begins setting codes for industry) OL

Personal Debt Americans generally have high debt levels and low savings levels. Ask stu-dents to use library or Internet resources to find the latest figures on individual and national credit debt. Then have them find recommenda-tions for wise use of credit. Ask them to share

their findings with the class via a poster presentation. Ask: How can a young person establish credit wisely? (Students may suggest limiting the number of credit cards and paying off balances each month, as well as choosing cards with low interest rates.) OL

Activity: Economics Connection


Analyzing TIME LINES1. Analyzing What groups of people were targeted for

help in the first hundred days of Roosevelt’s first term?

2. Drawing Conclusions What was Roosevelt’s first act after becoming president? Why do you think he chose this as a first step?

homeowners who were behind in their pay-ments. It then restructured them with longer terms of repayment and lower interest rates. Roughly 10 percent of homeowners received HOLC loans.

The HOLC did not help everyone. It made loans only to homeowners who were not farm owners and who were still employed. When people lost their jobs and could no longer make their mortgage payments, the HOLC foreclosed on their property, just as a bank would have done. Between 1933 and 1936, the three years during which it functioned as a loan source, the HOLC made loans to cover one million mortgages—one out of every ten in the United States.

The Farm Credit Administration Three days after Congress authorized the creation of the HOLC, it authorized the Farm Credit

Administration (FCA) to help farmers refi-nance their mortgages. Over the next seven months, the FCA lent four times as much money to farmers as the entire banking system had the year before. It was also able to push interest rates substantially lower. These loans saved millions of farms from foreclosure.

Although FCA loans helped many farmers in the short term, their long-term value can be questioned. FCA loans helped less efficient farmers keep their land, but giving loans to poor farmers meant that the money was not available to lend to more efficient businesses in the economy. Although FCA loans may have slowed the overall economic recovery, they did help many desperate and impoverished people hold onto their land.

Explaining How did the govern-ment restore confidence in the banking system?

June 16The National Recovery Administration is authorized to begin set-ting codes and regulations for industry

May 18Congress creates the Tennessee Valley Authority

June 16The Public Works Administration is created. Under the leadership of Harold Ickes, it begins spend-ing over $3 billion on public works such as new highways, dams, and public buildings. The agency begins spending.

June 13The Home Owners’ Loan Corporation is authorized to make low interest mortgage loans to homeowners

▲ Workers of the Grand Coulee Dam in Washington.

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Logical/Mathematical Invite students to create bar or circle graphs that show the scope of the Home Owners’ Loan Corporation. AL

Analyzing TIME LINES

Answers:1. the unemployed, farmers,

home owners2. His first act was to sign the

Emergency Banking Relief Act, then to deliver a fireside chat three days later. He wanted to restore confidence in the banks and to reassure people that things were get-ting better.

Answer: Roosevelt ordered a bank holi-day, signed the Emergency Banking Relief Act into law, and addressed the nation in a “fire-side chat.” He also supported the Glass-Steagall Act, which created the FDIC to provide government insurance for bank deposits.

AdditionalSupport

Language Arts Have students listen to a recording of one of Roosevelt’s fireside chats, which are available at libraries and on the Internet. Then have them view an address by the current president. Discuss how the speeches

and delivery compare and contrast. Ask: How do the styles of speaking reflect the people in office and the events going on at the time of the speech? (Answers will vary depending on the speeches that students hear. AL

Activity: Interdisciplinary Connection


The TVAThe Tennessee Valley Authority (TVA) was a

New Deal project that produced visible benefi ts. The TVA built dams to control fl oods, conserve forest lands, and bring electricity to rural areas.

Today, TVA power facilities include 17,000 miles of transmission lines, 29 hydroelectric dams, 11 fossil-fuel plants, 4 combustion-turbine plants, 3 nuclear power plants, and a pumped-storage facility. These combine to bring power to nearly 8 million people in a seven-state region.

Since 1998, the TVA has been working to reduce air pollution. Projects are designed to cut harmful emissions released into the air. The TVA is committed to developing programs that protect the environment.

Farms and IndustryMAIN Idea New Deal legislation tried to raise

crop prices and stabilize industry.

HISTORY AND YOU Can you think of a product that gets more expensive when less of it is available? Read to learn how some New Deal programs tried to raise prices.

Many of Roosevelt’s advisers believed that both farmers and businesses were suffering because prices were too low and production too high. Several advisers believed competi-tion was inefficient and bad for the economy. They favored creating federal agencies to man-age the economy.

The AAA To further help the nation’s farmers,

Secretary of Agriculture Henry Wallace drafted the Agricultural Adjustment Act. President Roosevelt asked Congress to pass the act. This legislation was based on a simple idea—that prices for farm goods were low because farm-ers grew too much food. Under Roosevelt’s

program, the government would pay some farmers not to raise certain livestock, and not to grow certain crops. Some farmers were also asked not to produce dairy products. As the program went into effect, farmers slaughtered 6 million piglets and 200,000 sows and plowed under 10 million acres of cotton—all in an effort to raise prices. The program was admin-istered by the Agri cultural Adjustment Administration (AAA).

Over the next two years, farmers withdrew millions more acres from cultivation and received more than $1 billion in support pay-ments. The program accomplished its goal: the farm surplus fell greatly by 1936. Food prices then rose, as did total farm income, which quickly increased by more than 50 percent.

In a nation caught in a Depression, however, raising food prices drew harsh criticism. Further-more, not all farmers benefited. Large commer-cial farmers who concentrated on one crop profited more than smaller farmers who raised several products. Worse, thousands of poor ten-ant farmers, many of them African Americans, became homeless and jobless when landlords took their fields out of production.

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Missouri

Alabama

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100 miles

100 kilometers

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Area servedby TVAMajor damPower plant

The TVA, 1940

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Additional Support

C Critical ThinkingPredicting Consequences Have students read only the first paragraph of the section “The AAA.” Then ask them to predict what would happen to prices after farmers followed the advice of the AAA. (They would rise.) BL

W Writing SupportPersuasive Writing Ask stu-dents to write a newspaper edito-rial in favor of or opposed to the policy of slaughtering animals and taking fields out of production during a time of hunger. Remind them to support their ideas with facts. OL

Supply and Demand Remind students of the economic law of supply and demand in establishing prices. Discuss any current situa-tion in which this law is affecting their lives. For example, bad weather in California or Florida affects the availability of fresh, inexpensive

produce. Ask: Do you believe it is right to keep fields out of production when people are hungry in order to drive up prices? (Students’ opinions will vary, but may suggest that feeding people is more important than making a profit.) OL


2006

The NRA The government turned its attention to

manufacturing in June 1933, when Roosevelt and Congress enacted the National Industrial Recovery Act (NIRA). The NIRA suspended antitrust laws and allowed business, labor, and government to cooperate in setting up volun-tary rules for each industry.

These rules were known as codes of fair competition. Some codes set prices, estab-lished minimum wages, and limited factories to two shifts per day so that production could be spread to as many firms as possible. Other codes shortened workers’ hours, with the goal of creating additional jobs. Another provision in the law guaranteed workers the right to form unions. The codes also helped businesses develop codes of fair competition within industries.

Under the leadership of Hugh Johnson, the National Recovery Administration (NRA) ran the entire program. Business owners who signed code agreements received signs dis-playing the National Recovery Administration’s symbol—a blue eagle—and the slogan, “We Do Our Part.” The NRA had limited power to

enforce the codes, but urged consumers to buy goods only from companies that displayed the blue eagle.

The NRA did revive a few American indus-tries, but its gains proved short-lived. Small companies complained, justifiably, that large corporations wrote the codes to favor them-selves. American employers disliked codes that gave workers the right to form unions and bar-gain collectively over wages and hours. They also argued that paying high minimum wages forced them to charge higher prices to cover their costs.

The codes were also difficult to administer, and business leaders often ignored them. Furthermore, businesses could choose not to sign code agreements and thus not be bound by their rules. It became obvious that the NRA was failing when industrial production actually fell after the organization was established. By the time the Supreme Court declared the NRA unconstitutional in 1935, it had already lost much of its political support.

Examining What were the goals of the Agricultural Adjustment Act and the National Industrial Recovery Act?

▲

This photo shows the completed Cherokee Hydroelectric Dam.

MAKING CONNECTIONS

1. Listing Look at the map on the previous page. What states other than Tennessee benefited from the TVA projects?

2. Examining Where were most of the projects located?

See StudentWorksTM Plus or glencoe.com.

▲ Tennessee’s Cherokee Dam is today part of the TVA. Workers (upper right) built it in the late 1930s.

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C Critical ThinkingAnalyzing Information Ask students to analyze why the National Recovery Administration largely failed in its task. Tell them to find at least three reasons for the failure. (Large companies wrote the codes to favor their inter-ests, employers disliked unions and paying higher wages, and rules were difficult to administer and voluntary.) OL

Answer: to improve the lot of farmers, set cooperative codes of fair compe-tition, and improve the economy

Answers:1. Kentucky, Alabama, Virginia,

North Carolina, Georgia, and Mississippi

2. eastern Tennessee

MAKING CONNECTIONS

AdditionalSupport

The National Industrial Recovery Act The NIRA was influenced by the work of the War Industries Board that functioned during World War I. Labor and business leaders also offered suggestions. The primary writers of the legislation were General Hugh S. Johnson, who

had served on the War Industries Board, and New York senator Robert F. Wagner, later to be known for the act that bears his name. The NIRA also established the Public Works Administration, funding it with $3.3 billion.




Analyzing VISUALS

1. Interpeting In the cartoon at the left, what is happening to the dock, and why?

2. Analyzing With whom is President Roosevelt con-ferring in the cartoon at right?

Relief ProgramsMAIN Idea Programs such as the CCC, the PWA,

and the WPA provided jobs for some unemployed workers.

HISTORY AND YOU Do you know who built your school, post office, or playground? Read about the projects completed by the New Deal workers.

While many of President Roosevelt’s advis-ers emphasized tinkering with prices and pro-viding debt relief to solve the Depression, others maintained that its fundamental cause was low consumption. They thought getting money into the hands of needy individuals would be the fastest remedy. Because neither Roosevelt nor his advisers wanted simply to give money to the unemployed, they supported work programs for the unemployed.

The CCCThe most highly praised New Deal work

relief program was the Civilian Conservation Corps (CCC). The CCC offered unemployed young men 18 to 25 years old the opportunity

to work under the direction of the forestry ser-vice planting trees, fighting forest fires, and building reservoirs. To prevent a repeat of the Dust Bowl, the workers planted a line of more than 200 million trees, known as a Shelter Belt, from north Texas to North Dakota.

The young men lived in camps near their work areas and earned $30 a month, $25 of which was sent directly to their families. The average CCC worker returned home after six to twelve months, better nourished and with greater self-respect. CCC programs also taught more than 40,000 of its recruits to read and write. By the time the CCC closed down in 1942, it had put 3 million young men to work outdoors—including 80,000 Native Americans, who helped to reclaim land they had once owned. After a second Bonus Army March on Washington in 1933, Roosevelt added some 250,000 veterans to the CCC as well.

FERA and the PWAA few weeks after authorizing the CCC,

Congress established the Federal Emergency Relief Administration (FERA). Roosevelt chose

▲ This cartoon, entitled “How Much More Do We Need?” shows Uncle Sam grasping New Deal lifesavers to stay afloat.

▲ This 1935 cartoon shows FDR as a doctor with a variety of medicines to help ailing Uncle Sam.

Did the New Deal Help Americans?

Student Skill Activity To learn how to use a word processor, visit glencoe.com and complete the Skill activity.

(l r)The Granger Collection, New York

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AdditionalSupport

R Reading StrategyPredicting Ask students if they think that young people today would be interested in working in a group similar to the Civilian Conservation Corps. Have stu-dents explain their reasoning. BL

C Critical ThinkingMaking Generalizations Invite students to generalize the CCC’s effect on the morale of each of the groups of workers men-tioned in the final paragraph. Ask them to imagine as well the effect on the families of those men. OL

Analyzing VISUALS

1. People are tossing quack solutions to Uncle Sam, the dock is collapsing, and pieces of it are hitting Uncle Sam.

2. Congress, shown as a nurse to ailing Uncle Sam

Science Have interested students use library or Internet resources to find out about current con-servation efforts by government agencies. For example, the United States Forestry Service, a division of the Department of Agriculture, manages 193 million acres (78 million ha) of

national grasslands and forests. Students may want to start their research by visiting the Forest Service Web site at www.fs.fed.us. Ask students to share their findings with the class during a class discussion. OL



Section 1 REVIEW

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Harry Hopkins, a former social worker, to run the agency. FERA did not initially create projects for the unemployed. Instead, it channeled money to state and local agencies to fund their relief projects.

Half an hour after meeting with Roosevelt to discuss his new job, Hopkins set up a desk in the hallway outside of his office. In the next two hours, he spent $5 million on relief projects. When critics charged that some of the projects did not make sense in the long run, Hopkins replied, “People don’t eat in the long run—they eat every day.”

In June 1933 Congress authorized another relief agency, the Public Works Administration (PWA). One-third of the nation’s unemployed were in the construction industry. To put them back to work, the PWA began building highways, dams, sewer systems, schools, and other government facilities. In most cases, the PWA did not hire workers directly but instead awarded contracts to construction companies. By insisting that contractors not discrim-inate against African Americans, the agency broke down some of the long-standing racial barriers in the construction trades.

The CWA By the fall of 1933 neither FERA nor the PWA had reduced

unemployment significantly. Hopkins realized that unless the federal government acted quickly, a huge number of unemployed citizens would be in severe distress once winter began. After Hopkins explained the situation, President Roosevelt authorized him to set up the Civil Works Administration (CWA).

Unlike the PWA, the CWA hired workers directly. That winter the CWA employed 4 million people, including 300,000 women. Under Hopkins’s direction, the agency built or improved 1,000 airports, 500,000 miles of roads, 40,000 school buildings, and 3,500 playgrounds and parks. The cost of the CWA was huge—the program spent nearly $1 billion in just five months.

Although the CWA helped many people get through the win-ter, President Roosevelt was alarmed by how quickly the agency was spending money. He did not want Americans to get used to the federal government providing them with jobs. Warning that the CWA would “become a habit with the country,” Roosevelt insisted that it be shut down the following spring.

Success of the First New DealDuring his first year in office, Roosevelt convinced Congress to

pass an astonishing array of legislation. The programs enacted during the first New Deal did not restore prosperity, but they reflected Roosevelt’s zeal for action and his willingness to experi-ment. Banks were reopened, many more people retained their homes and farms, and more people were employed. Perhaps the most important result of the first New Deal was a noticeable change in the spirit of the American people. Roosevelt’s actions had inspired hope and restored Americans’ faith in their nation.

Identifying What types of projects did public works programs undertake?

Vocabulary1. Explain the significance of: polio, New

Deal, gold standard, bank holiday, Hundred Days, fireside chats, Civilian Conservation Corps.

Main Ideas 2. Describing What actions did Roosevelt

take during the Hundred Days?

3. Explaining How did government regu-late banks and the stock market in the first Roosevelt administration?

4. Interpreting How did the AAA affect farm prices?

5. Organizing Use a graphic organizer to list the major organizations of the First New Deal.

Roosevelt’sNew

Agencies

Critical Thinking6. Big Ideas In what ways did FDR’s early

experiences shape his political ideology?

7. Analyzing Charts Look at the time line on pages 654–655. How did the various agencies listed change the role of government?

Writing About History8. Expository Writing Interview a mem-

ber of your community who lived during the Great Depression. How did the New Deal programs affect your community? Create a one-page report using a word processor to summarize your findings.

Study Central™ To review this section, go to glencoe.com and click on Study Central.

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Section 1 REVIEW

Answers

R Reading StrategyActivating Prior Knowledge Invite students to recall another example of women being included in a major national effort. (Women gained new roles during World War I.) AL

Assess

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask students what they can infer was a second-ary goal of the relief programs of the New Deal. (to end racial discrimi-nation) Ask: What other example of this goal have you read about in this section? (Eleanor Roosevelt’s support of civil rights, particularly in the case of Marian Anderson) AL

1. All definitions can be found in the section and the Glossary.

2. FDR began to fix the banks and stock mar-ket, help farmers and the unemployed, and assist industry, as well as provide debt relief.

3. Congress created the Securities and Exchange Commission and the Federal Deposit Insurance Corporation.

4. It increased farm prices by providing an incentive to plant and raise less.

5. Answers may include the following: Major organizations: HOLC (Home Owners’ Loan Corporation); FCA (Farm Credit Administration); AAA (Agricultural Adjustment Administration); NRA (National Recovery Administration); CCC (Civilian Conservation Corps); FERA (Federal Emergency Relief Administration); PWA (Public Works Administration); CWA (Civil Works Administration); TVA (Tennessee Valley Authority).

6. FDR’s privileged upbringing, love of out-doors, good marriage, polio, and various political offices shaped his political ideology.

7. Answers should match text information. 8. Students’ journal entries will vary but

should reflect a working day for a member of one of the relief agencies.

Answer: conservation and construction


ANALYZINGPRIMARYSOURCES ANALYZING

PRIMARYSOURCES


The First New DealWhen FDR took office in

1933, the economy had been getting worse for more than three years. During the first one hundred days of his presidency,he oversaw 15 major pieces of legislation that attempted to revive the nation’s economy and provide relief to the unem-ployed. Never before had the federal government intervened so directly in the economy. Key to stopping the economic downslide was FDR’s ability to inspire confidence that the nation’s economic problems could be solved.

Study these primary sources and answer the questions thatfollow.

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Inaugural Address, 1933“I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our nation impels. This is pre-eminently the time to speak the truth, the whole truth, frankly and boldly. . . .

“So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days. . . .

“This Nation asks for action, and action now. “Our greatest primary task is to put people to work. This is no unsolvable

problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources.“

—President Franklin D. Roosevelt, first inaugural address, delivered March 4, 1933

Excerpted from The Public Papers and Addresses of Franklin D. Roosevelt

Magazine Cover, 1933

▲

“The Faces of Victory and Defeat,” portrayal of Herbert Hoover and Roosevelt on inauguration day, March 4, 1933

Oral History Interview “During the whole ’33 one-hundred days’ Congress, people didn’t know what was going on, the public. Couldn’t understand these things that were being passed so fast. They knew some-thing was happening, something good for them. They began investing and working and hoping again. . . .

“A Depression is much like a run on a bank. It’s a crisis of confidence. People panic and grab their money.”

—Raymond Moley, original member of FDR’s “brains trust”

Excerpted from Hard Times: An Oral History of the Great Depression (1970)

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Illustration by Peter Arno/Copyright © 1933 Condé Nast Publications

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FocusTell students that prior to the New Deal, most Americans had very little contact with the federal government or federal agencies because the government was much smaller. Before the 1930s, the only federal agency with which most Americans had regu-lar contact was the U.S. Postal Service. Ask students to name some federal agencies that indi-vidual citizens may come into contact with today.

Teach

R Reading StrategyPredicting Ask students to read carefully the last paragraph in Source 1. Ask: To what other sort of national crisis does President Roosevelt compare the challenge of solving the Depression? (war) Based on his speech, what would you expect him to do next? (take immediate action to solve the nation’s eco-nomic problems, commit huge gov-ernment resources and money to the task) OL AL

AdditionalSupport

Political Science Unlike most Western European nations, the United States did not have any national system of unemployment insurance or retirement benefits before the 1930s. Today, most Americans do not question the need to have at least a basic system of social insurance (for retirees, unemployed workers, persons with disabilities, impoverished chil-dren). Using library or Internet sources, have

students compare the system of social insur-ance created by the New Deal with similar pro-grams that existed in the 1930s in another country (suggest Canada, Britain, or Germany). Then, ask them to compare the social policies and programs in their chosen country today with those that exist in the United States today. AL


ANALYZINGPRIMARYSOURCES


4 5

1. Evaluating What themes did Roosevelt emphasize in his inaugural address? How would you have responded to this speech if you had been an unemployed worker?

2. Explaining Study Sources 2 and 3. How did FDR inspire confidence and optimism? What effect did this have on the economy?

3. Describing In Source 4, the poster highlights four oppor-tunities offered by the CCC. Describe some specific ways the CCC provided such opportunities.

4. Paraphrasing In Source 5, how does the author define Roosevelt’s attitude toward unemployment and Hoover’s approach to unemployment?

5. Evaluating In Source 6, why does Herbert Hoover object to the New Deal? What programs do you think he found most objectionable?

6. Speculating Study the picture in Source 7. How does the artist feel about the New Deal? What symbols are used to convey that message?

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Oral History Interview “What Roosevelt and the New Deal did was to turn about and face the realities. . . . A hundred years from now, when historians look back on it, they will say a big corner was turned. People agreed that old things didn’t work. What ran through the whole New Deal was finding a way to make things work.

“Before that, Hoover would loan money to farmers to keep their mules alive, but wouldn’t loan money to keep their children alive. This was perfectly right within the framework of classical thinking. If an individual couldn’t get enough to eat, it was because he wasn’t on the ball. It was his responsibility. The New Deal said: Anybody who is unemployed isn’t necessarily unemployed because he’s shiftless.”

—Economist Gardiner C. Means, economic adviser in the Roosevelt administration

Excerpted from Hard Times: An Oral History of the Great Depression (1970)

New Deal poster for the CCC, c. 1935 ▲

Contemporary Book, 1934 “Even if the government conduct of business could give us the maximum of efficiency instead of least efficiency, it would be pur-chased at the cost of freedom. It would increase rather than decrease abuse and corruption, stifle initiative and invention, undermine the development of leadership, cripple the mental and spiritual energies of our people and the forces which make progress.”

—Former president Herbert Hoover in his book, The Challenge to Liberty (1934)

Excerpted from The Era of Franklin D. Roosevelt, 1933–1945

Political Cartoon, 1933

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President Roosevelt tries to “prime” the economic pump with government spending.

(r)Illustration by Garretto/Copyright © 1934 Condé Nast Publications

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English Learners Ask students to study Source 5 and then write a paragraph that paraphrases its main points. Help students with words or idioms (such as “on the ball”) with which they may be unfamiliar. ELL

W Writing SupportPersuasive Writing Ask stu-dents to write an essay in which they agree or disagree with the ideas of President Hoover as expressed in Source 6. In their essays, they should critique at least one New Deal program as an example to bolster their argument. OL

Assess/CloseAsk students to name some pro-grams, agencies, or policies that were introduced during the First New Deal. Then, as a class, discuss whether they were a success, a failure, or moderately effective. Which ones are still around today?

Answers: 1. Themes include truth and honesty, confi-

dence, taking action, using the government to get people back to work. Answers will vary, but should note that most unem-ployed workers would respond positively to his message of hope.

2. Exerting a positive attitude (compare grin-ning FDR to dour Hoover) and getting legis-lation enacted inspired confidence. When

people felt more confidence about the economy they were willing to invest and place money in banks again.

3. Answers will vary. Students may draw on examples from the previous section of the chapter.

4. Hoover’s approach assumed direct aid, “the dole,” to the poor would be bad for their personal character. Roosevelt’s New Deal approach recognized farmers and unem-ployed workers were living in hardship due to forces beyond their control.

5. New Deal gives too much power to govern-ment, takes away personal freedom, and is less efficient than letting the free market solve economic problems. NRA and AAA are two good examples of programs that were attacked by conservatives.

6. The artist thinks the New Deal is failing to end the Depression and that the New Deal is too expensive. Despite the buckets of water (representing taxes) taken from the people, the New Deal pump leaks water in every direction (wasting taxpayer money).

Answers

Review



Section 2

The Second New Deal

In response to criticisms of the New Deal, President Roosevelt introduced several major pieces of legisla-

tion in 1935. These laws created the Works Progress Administration, the National Labor Relations Board, and the Social Security Administration.

Launching the Second New DealMAIN Idea By 1935, the New Deal faced political and legal challenges, as

well as growing concern that it was not ending the Depression.

HISTORY AND YOU Do you know anyone who can easily convince others to follow his or her ideas? Read about several people who used this power against Roosevelt and his New Deal policies.

Harry Hopkins, head of the Federal Emergency Relief Administra-tion, worked long hours in his Washington office, a bare, dingy room with exposed water pipes. Hopkins also took to the road to explain the New Deal. Once in Iowa, where he was discussing spending pro-grams, someone called out, “Who’s going to pay for it?” Hopkins peeled off his jacket, loosened his tie, and rolled up his sleeves, before roaring his response: “You are!”

President Roosevelt appreciated Harry Hopkins’s feistiness. He needed effective speakers who were willing to contend with his adversaries. Although Roosevelt had been tremendously popular dur-ing his first two years in office, opposition to his policies had begun to grow.

The economy had shown only a slight improvement, even though the New Deal had been in effect for two years. Although the pro-grams had created more than 2 million new jobs, more than 10 mil-lion workers remained unemployed, and the nation’s total income was about half of what it had been in 1929.

Criticism From Left and Right Hostility toward Roosevelt came from both the political right

and the left. People on the right generally believed the New Deal regulated business too tightly. The right wing also included many Southern Democrats who believed the New Deal had expanded the federal government’s power at the expense of states’ rights.

The right wing, which had opposed the New Deal from the begin-ning, increased that opposition by late 1934. To pay for his programs, Roosevelt had started deficit spending, abandoning a balanced budget and borrowing money. Many business leaders became greatly alarmed at the government’s growing deficit.

Guide to ReadingBig IdeasEconomics and Society In 1935 Roosevelt introduced new programs to help unions, senior citizens, and the unemployed.

Content Vocabulary• deficit spending (p. 662)• binding arbitration (p. 666)• sit-down strike (p. 666)

Academic Vocabulary• benefit (p. 663)• finance (p. 664)• thereby (p. 665)

People and Events to Identify• American Liberty League (p. 663)• Works Progress Administration (p. 664)• National Labor Relations Board (p. 665)• Congress of Industrial Organizations

(p. 667)• Social Security Act (p. 667)

Reading StrategyOrganizing As you read about President Roosevelt’s Second New Deal, complete a graphic organizer similar to the one below by filling in his main leg-islative successes during this period.

Legislation Provisions

Section Audio Spotlight VideoChapter 19 • Section 2

Comparing and Contrasting

DAILY FOCUS SKILLS TRANSPARENCY 19-2

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: FTeacher Tip: Remind students to find factual informationto support the answer they choose.UNIT

6Chapter 19

UNIONS – PRO AND CON

John L. Lewis, head of the United Mine Workers, addresses miners in Pennsylvania.

PRO:High union wages

would let workers spend moremoney, thus boosting the

economy.

CON:High union wages

would force companies to chargehigh prices and to hire

fewer people.

Directions: Answer the followingquestion based on the informationat left.

What one item was cited bypro-union and anti-unionsides when decidingwhether unions were goodor bad for the country?

F high wages

G high prices

H number of jobs

J workers spending money

Dick Sheldon, photographer

Guide to ReadingAnswers may include the following: Legislation: Wagner Act; Provision: Workers had right to organize and to collective bar-gaining; Legislation: Social Security Act; Provision: security for retired workers, who received monthly checks beginning at age 65, unemployment insurance, and aid for people with certain disabil-ities and impoverished mothers with dependent children





Teacher Edition• Academic Vocabulary,

p. 663• Act. Prior Know., p. 666

Additional Resources• Guid. Read. Act., URB

p. 111• Prim. Source Read., URB

p. 99

Teacher Edition• Ident. Cent. Issues,

p. 665• Analyzing Prim.

Sources, p. 666

Additional Resources• Interp. Political

Cartoons, URB p. 103• Supreme Court Case

Studies, p. 51• Quizzes and Tests,

p. 270

Teacher Edition• Logical/Math, p. 664

Additional Resources• American Art and

Music, URB p. 101• Enrichment Act., URB

p. 107• Differentiated Instruct.

Act., URB p. 85

Teacher Edition• Expository Writing,

p. 664

Additional Resources• Content Vocab. Act.,

URB p. 89• Academic Vocab. Act.,

URB p. 91

Additional Resources• Reinforcing Skills Act.,

URB p. 93• Read. Essen., p. 214

Resource Manager

Focus



In August 1934 business leaders and anti–New Deal politicians from both parties joined together to create the American Liberty League. Its purpose was to organize opposi-tion to the New Deal and “teach the necessity of respect for the rights of person and property.”

While criticisms from the right threatened to split the Democratic Party and reduce busi-ness support for Roosevelt, another serious challenge to the New Deal came from the political left. People on the left believed Roosevelt had not gone far enough. They wanted even more dramatic government eco-nomic intervention to shift wealth from the rich to middle-income and poor Americans.

Huey Long Perhaps the most serious threat came from Huey Long of Louisiana. As gover-nor of Louisiana, Long had championed the poor and downtrodden. He had improved schools, colleges, and hospitals, and built roads and bridges. These benefits made Long pop-ular, enabling him to build a powerful—but

corrupt—political machine. In 1930 Long was elected to the U.S. Senate.

Long’s attacks on the rich were popular in the midst of the Great Depression. He capti-vated audiences with folksy humor and fiery oratory. By 1934, he had established a national organization, the Share Our Wealth Society, to promote his plan for massive redistribution of wealth. Long announced he would run for president in 1936.

Father Coughlin Roosevelt also faced a challenge from Father Charles Coughlin, a Catholic priest in Detroit. About 30 to 45 mil-lion listeners heard his weekly radio show.

Originally an ardent New Deal supporter, Coughlin had become impatient with its mod-erate reforms. He called instead for inflating the currency and nationalizing the banking system. In 1935 Coughlin organized the National Union for Social Justice, which some Democrats feared would become a new politi-cal party.

By 1935 some Americans had grown impa-tient with the New Deal economic recovery. They believed that the reforms did not go far enough and called for wider-ranging change.

Opposition to the New Deal

Analyzing VISUALS

1. Comparing and Contrasting What strikes you as the same and different about these three men?

2. Assessing Which man do you think would have the largest audience, and why?

▲

Huey Long, who served Louisiana in the U.S. Senate, looked for ways to redistribute wealth.

▲ Dr. Francis Townsend

explains his ideas to offer pensions to business leaders at a 1936 luncheon in Philadelphia.

▲ Father Coughlin speaks to a crowd of 6,000 members of the National Union for Social Justice at the Hippodrome in Detroit shortly after the stock market collapse in 1929. By the mid-1930s, Coughlin favored massive taxes.

Student Web Activity Visit glencoe.com and complete the activity on the New Deal.

(r)The Granger Collection, New York

R


Writing a Newspaper

Step 2: Write and Plan Newspaper Copy Students begin to write articles and editorials and to draw cartoons based on the content of Section 1.

Directions Remind students to include the basic facts in news stories and to sup-port opinions in editorials and letters to the editor. Have them plan the length of their newspaper and begin to write to fit that length. Encourage students to find tem-

plates online or in word processing software that can help them place copy in newspa-per format.

Putting It Together Invite a teacher famil-iar with word processing programs to class to offer a tutorial for students unfamiliar with the software and how to use it. (Chapter Project continued on page 669)

663

Teach

R Reading StrategyAcademic Vocabulary Point out the term benefits near the end of the first column. Tell students that the Latin root bene means “well.” Ask students to brainstorm other words that incorporate this root. (beneficiary, benevolent, benediction) OL

Analyzing VISUALS

Answers: 1. Students’ responses will vary

but may mention the more cheerful appearance of Father Coughlin and the different means each man used to spread his message. Each offered specific solutions to the nation’s problems.

2. Students may say that Father Coughlin had the largest audience because he used the modern medium of radio rather than the more personal approach Townsend used.


Step 2



The Townsend Plan A third challenge came from Francis Townsend, a California physician. Townsend proposed that the federal govern-ment pay citizens over age 60 a pension of $200 a month. Recipients would have to retire and spend their entire pension check each month. He believed the plan would increase spending and remove people from the work-force, freeing up jobs for the unemployed.

Townsend’s proposal attracted millions of supporters, especially among older Americans, who mobilized as a political force for the first time. Townsend’s program was particularly popular in the West. When combined with Long’s support in the Midwest and South, and Coughlin’s support among urban Catholics in the Northeast, Roosevelt faced the possibility of a coalition that would draw enough votes to prevent his reelection.

The WPA Roosevelt was also disturbed by the failure

of the New Deal to generate a rapid economic recovery. In 1935 he launched a series of pro-grams now known as the Second New Deal.

Among these new programs was the Works Progress Administration (WPA). Headed by Harry Hopkins, the WPA was the largest pub-lic works program of the New Deal. Between 1935 and 1941, the WPA spent $11 billion. Its 8.5 million workers constructed about 650,000 miles of highways, roads, and streets, 125,000 public buildings, and more than 8,000 parks. It built or improved more than 124,000 bridges and 853 airports.

The WPA’s most controversial program was Federal Number One, a program for artists, musicians, theater people, and writers. The art-ists created thousands of murals and sculptures for public buildings. Musicians established 30 symphony orchestras, as well as hundreds of smaller musical groups. The Federal Theater Project financed playwrights, actors, and directors. It also funded writers who recorded the stories of former slaves and others whose voices were not often heard.

The Supreme Court’s Role In May 1935, in Schechter Poultry Company v.

United States, the Supreme Court unanimously struck down the authority of the National Recovery Administration. The Schechter broth-

ers had been convicted of violating the NRA’s poultry code.

The Court ruled that the Constitution did not allow Congress to delegate its legislative powers to the executive branch. Thus, it declared the NRA’s codes unconstitutional. Although relieved to be rid of that “awful headache,” the NRA, Roosevelt still worried about the ruling. It suggested that the Court could strike down the rest of the New Deal.

Roosevelt knew he needed a new series of programs to keep voters’ support. He called congressional leaders to a White House con-ference. Pounding his desk, he thundered that Congress could not go home until it passed his new bills. That summer, Congress worked bus-ily to pass Roosevelt’s programs.

Identifying Points of View What criticisms prompted the Second New Deal?

Was the New Deal Socialistic?Franklin Roosevelt took extraordinary measures to stimulate the economy with his New Deal programs. Many Americans were divided on the issue of increased government intervention in the economy. Some claimed the New Deal was socialistic and a violation of American values. Others thought the New Deal did not do enough to help Americans.

D

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664

Additional Support


Logical/Mathematical Invite students to depict the information on the WPA’s achievements in graph form. Suggest they use a bar or circle graph. OL

W Writing SupportExpository Writing Have stu-dents use library or Internet resources to find out more about the women and men supported through Federal Number One. Ask students to use their findings to write a short essay describing the artists or their works. OL

Federal Writers’ Project The Federal Writers’ Project was one of four segments of Federal One, which also included compo-nents in music, theater, and art. To avoid the controversy that might come from allowing writers to produce works of the imagina-tion, the Federal Writers’ Project asked authors to focus on nonfiction. A series of

popular guidebooks, the American Guide series, was produced for each state, as well as major counties and cities, interstate high-way routes, and areas of the nation. Interviews and oral histories of formerly enslaved persons, farm and mill owners, and others published in These Are Our Livesgave new dimensions to American history.

At its peak in 1936, the Federal Writers’ Project employed 6,700 writers. Some 10,000 writers gained employment through the program, producing more than 1,000 publications.

Answer: The economy did not improve quickly after two years. Right wing critics of the New Deal felt that it regulated business too tightly. Southern Democrats feared the expansion of the fed-eral government. Business lead-ers opposed Roosevelt’s deficit spending. Critics on the left felt the New Deal had not gone far enough.


YES NO


Reforms for Workers and Senior Citizens MAIN Idea Roosevelt asked Congress to pass the

Wagner Act and Social Security to build support among workers and older Americans.

HISTORY AND YOU Do you have an older relative who has retired from his or her job? Read about benefits created by the Social Security Act.

When the Supreme Court struck down the NRA, it also invalidated the section of the NIRA that gave workers the right to organize. President Roosevelt and the Democrats in Congress knew that the working-class vote was very important in winning reelection in 1936. They also believed that unions could help end the Depression. They thought that high

union wages would give workers more money to spend, thereby boosting the economy. Opponents disagreed, arguing that high wages forced companies to charge higher prices and hire fewer people. Despite these concerns, Congress pushed ahead with new labor legislation.

The Wagner Act In July 1935 Congress passed the National

Labor Relations Act (also called the Wagner Act after its author, Senator Robert Wagner of New York). The act guaranteed workers the right to organize unions and to bargain collec-tively. It also set up the National Labor Relations Board (NLRB), which organized factory elections by secret ballot to determine whether workers wanted a union.

Alfred E. Smith Former Democratic Candidate

PRIMARY SOURCE

“Now what would I have my party do? I would have them re-declare the principles that they put forth in that 1932 platform [reduce the size of government, balance the federal budget] . . .

Just get the platform of the Democratic party and get the platform of the Socialist party and . . . make your mind up to pick up the platform that more nearly squares with the record, and you will have your hand on the Socialist platform. . . .

[I]t is all right with me, if they want to disguise them-selves as Karl Marx or Lenin or any of the rest of that bunch, but I won’t stand for their allowing them to march under the banner of Jackson or Cleveland.”

—speech delivered January 25, 1936

Norman ThomasSocialist Party Candidate

PRIMARY SOURCE

“All of these leaders or would-be leaders out of our wilderness, however they may abuse one another, however loosely they may fling around the charge of socialism or communism—still accept the basic institutions and loyalties of the present system. A true Socialist is resolved to replace that system. . . .

The New Deal did not say, as socialism would have said, ‘Here are so many millions of American people who need to be well fed and well clothed. How much food and cot-ton do we require?’ We should require more, not less. What Mr. Roosevelt said was ‘How much food and cotton can be produced for which the exploited masses must pay a higher price?’”

—speech delivered February 2, 1936

1. Distinguishing Fact From Opinion Compare Smith’s attack on the New Deal with what you have read about it elsewhere. Does he make any valid points?

2. Contrasting According to Thomas, how are the principles of the New Deal and those of the Socialist Party different?

3. Evaluating Which speaker do you find more persuasive? Why?

4. Hypothesizing Do you think either speaker would be able to persuade someone who did not agree with him to recon-sider his or her attitudes?

(l)The Granger Collection, New York

C


665

C Critical ThinkingIdentifying Central Issues Have students create word webs to record the provisions of the Wagner Act. Remind them to use these graphic organizers as study aids. BL

Answers: 1. Students may say that Smith’s

call for a balanced budget, which was part of the 1932 platform, seems valid.

2. The New Deal accepts the basic institutions and loyalties of the present system, while the Socialist Party wants to replace the system.

3. Students’ answers will vary.4. Students’ answers will vary.

Language Arts The question of whether the New Deal was socialistic in nature began in light of disillusionment with Roosevelt’s policies. The conservatives charged that Roosevelt was considering a fascist dicta-torship and later changed their rhetoric to suggest the administration was proposing “absolute communism.” The debate grew louder as the 1934 elections approached and has continued among historians to this

day. Ask: How does word choice influ-ence the nature of a debate? (Students may note that name calling and labeling inflame opinions but do not clarify issues.) If the United States had not vigorously opposed communism and socialism, would labeling something socialistic pro-voke such intense feelings? (Students may suggest that these terms gained power to generate intense feelings primarily based on

the Red Scare of 1919. Had the United States not given much attention to the movement, words such as socialism would not be likely to create such intense feelings.) OL


AdditionalSupport

The CIO Uses Sit-Down Strikes


The Wagner Act also set up a process called binding arbitration whereby dissatisfied union members could take their complaints to a neutral party who would listen to both sides and decide on the issues. The NLRB could investigate employers’ actions and stop unfair practices, such as spying on workers.

The CIO Is Formed The Wagner Act led to a burst of labor activity. John L. Lewis led the United Mine Workers union. He worked with several other unions to organize industrial workers. They formed the Committee for Industrial Organization (CIO) in 1935.

The CIO set out to organize unions that included all workers, skilled and unskilled, in a particular industry. It focused first on the auto-mobile and steel industries—two of the largest industries in which workers were not yet unionized.

Sit-Down Strikes Union organizers used new tactics, such as the sit-down strike, in which employees stopped work inside the factory and refused to leave. (This technique prevented management from sending in replacement workers.) First used effectively to organize rubber workers, the sit-down strike became a common CIO tactic for several years.

The United Auto Workers (UAW), a CIO union, initiated a series of sit-down strikes against General Motors. On December 31, 1936, the workers at General Motor’s plant in Flint, Michigan, began a sit-down strike. The UAW strikers held the factory for weeks, while spouses, friends, and other supporters passed them food and other provisions through win-dows. A journalist who was allowed to enter theplant reported on conditions in the factory:

PRIMARY SOURCE

“Beds were made up on the floor of each car, the seats being removed if necessary. . . . I could not see—and I looked for it carefully—the slightest damage done anywhere to the General Motors Corporation. The nearly completed car bodies, for example, were as clean as they would be in the salesroom, their glass and metal shining.”

—quoted in The Great Depression

Violence broke out in Flint when police launched a tear gas assault on one of the plants. The police wounded 13 strikers, but the strike held. On February 11, 1937, the com-pany gave in and recognized the UAW as its employees’ sole bargaining agent. The UAW became one of the most powerful unions in the United States.

Analyzing VISUALS

1. Analyzing How can you tell from the men’s appear-ance and activities that they intend to stay?

2. Summarizing When did union membership increase the most? How can you account for this jump?

▲ Sit-down strikers at the GM Fisher Body plant in Flint, Michigan, take over the plant on December 30, 1936. Their action led to a national strike that lasted until February 11, 1937.

8,000

10,000

4,000

6,000

2,000

0

Source: Historical Statistics of the United States.

1936193519341933

Mem

bers

(tho

usan

ds)

1937 1938 1939 1940

Union Membership, 1933–1940

C

R


666

AdditionalSupport

R Reading SkillActivating Prior Knowledge Ask: How had unions generally been organized before the Committee for Industrial Organization? (They were estab-lished for workers of each trade.) AL

C Critical ThinkingAnalyzing Primary Sources Invite a volunteer to read the Primary Source quotation in the second column. Ask students what most impressed the journal-ist being quoted. (The fact that no General Motors property had been damaged or destroyed.) OL

Analyzing VISUALS

Answers: 1. They have reading material

and are seated comfortably on seats intended for the cars they are not assembling.

2. Between 1936 and 1937; the Wagner Act gave workers new rights and the CIO started organizing industrial workers.

Civics Explain to students that sit-down strikes were a form of nonviolent protest that would be used extensively during the Civil Rights Movement of the 1960s. Invite students to use library or Internet resources to find other instances of the technique as well as the 1930s

Supreme Court rulings on the legality of the strikes. Ask students to write a brief summary or create a time line to show their findings. Invite volunteers to share their finished work with the class. AL


REVIEWU.S. Steel, the nation’s largest steel producer and a long-

standing opponent of unionizing, decided it did not want to repeat the General Motors experience. In March 1937 the com-pany recognized the CIO’s steelworkers union. Smaller steel pro-ducers did not follow suit and suffered bitter strikes. By 1941, however, the steelworkers union had won contracts throughout the industry.

In the late 1930s, workers in other industries worked hard to gain union recognition from their employers. Union member-ship tripled from roughly 3 million in 1933 to about 9 million in 1939. In 1938 the CIO changed its name to the Congress of Industrial Organizations and became a federation of indus-trial unions.

Social SecurityAfter passing the Wagner Act, Congress began work on one of

America’s most important pieces of legislation. This was the Social Security Act. Its major goal was to provide some security for older Americans and unemployed workers.

Roosevelt and his advisers spent months preparing the bill, which they viewed primarily as an insurance measure. Workers earned the right to receive benefits because they paid premiums, just as they did in buying a life insurance policy. The premiums were a tax paid to the federal government. The legislation also provided modest welfare payments to other needy people, includ-ing those with disabilities and poor mothers with dependent children.

The core of Social Security was the monthly retirement bene-fit, which people could collect when they stopped working at age 65. Another important benefit, unemployment insurance, supplied a temporary income to unemployed workers looking for new jobs. Some critics did not like the fact that the money came from payroll taxes imposed on workers and employers, but to Roosevelt these taxes were crucial: “We put those payroll contri-butions there so as to give the contributors a legal, moral, and political right to collect their pensions and their unemployment benefits.”

Since the people receiving benefits had already paid for them, he explained, “no . . . politician can ever scrap my social security program.” What Roosevelt did not anticipate was that, in the future, Congress would borrow money from the Social Security fund to pay for other programs while failing to raise payroll deductions enough to pay for the benefits.

Although Social Security helped many people, initially it left out many of the neediest—farm and domestic workers. Some 65 percent of all African American workers in the 1930s fell into these two categories. Nevertheless, Social Security established the principle that the federal government should be responsible for those who, through no fault of their own, were unable to work.

Explaining How did the Social Security Act protect workers?

Vocabulary1. Explain the significance of: deficit spend-

ing, American Liberty League, Works Progress Administration, National Labor Relations Board, binding arbitration, sit-down strike, Congress of Industrial Organizations, Social Security Act.

Main Ideas 2. Summarizing How did the ideas of

Father Coughlin, Senator Long, and Dr. Townsend differ?

3. Analyzing Why was the Social Security Act an important piece of legislation?

Critical Thinking4. Big Ideas How did the New Deal con-

tribute to the growth of industrial unions?

5. Organizing Use a graphic organizer similar to the one below to list the politi-cal challenges Roosevelt faced in his first term.

Political Challenges

6. Analyzing Visuals Look again at the photo of Dr. Townsend on page 663. How does he intend to prevent economic chaos?

Writing About History7. Persuasive Writing Choose one of

the figures who criticized the New Deal. Write an editorial to the local newspaper expressing why people should be in favor of or opposed to that person’s ideas.

Section 2

667


667


Answers

Assess


CloseSummarizing Ask: What were some of the criticisms of the New Deal? (Some detractors thought that Roosevelt was not doing enough to help the American peo-ple, while others feared the plan resembled socialism and did not align with American values. There was also great concern about the growing deficit.) OL


2. Coughlin: tax the rich and nationalize the banking system; Long: share the wealth; Townsend: pensions for the elderly

3. It provided a basic social safety net for the elderly, the unemployed, and other vulnera-ble groups.

4. The Wagner Act encouraged workers to organize unions and set up a process to protect unions as they developed.

5. American Liberty League, left-wing Democrats, the Depression had not ended

6. by putting control of credit in the hands of the people by giving $200 a month to those over 60

7. Students’ editorials will vary but should express an opinion and support it.

Section 2 REVIEW

Answer: It provided temporary income to unemployed workers looking for new jobs and a small pension for retired workers.



President Roosevelt won a landslide reelection vic-tory in 1936. Early in his second term, however, his

court-packing plan and a new recession hurt him politi-cally. The Fair Labor Standards Act, the last significant piece of New Deal legislation, provided new protections for workers.

Roosevelt’s Second TermMAIN Idea Roosevelt was easily reelected, but the New Deal lost momen-

tum during his second term due to his court-packing plan and a new recession.

HISTORY AND YOU Does your family rent or own your home? Read how the New Deal started programs that tried to make home ownership more affordable.

Since the Civil War, African Americans had been reliable Republican voters. The Republican Party was the party of both Abraham Lincoln and emancipation. In the 1930s, however, this allegiance unraveled. The Great Depression had hit African Americans hard, and the Republican Party had done little to help. To many African Americans, it seemed their votes were taken for granted. That was certainly the sentiment of Robert L. Vann, editor of the Pittsburgh Courier, Pennsylvania’s leading African American newspaper. Vann decided it was time for a change and started a campaign to persuade African Americans to join the Democratic Party. “My friends, go turn Lincoln’s picture to the wall,” he told audiences. “That debt has been paid in full.”

The dramatic shift in party allegiance by African Americans was part of a historic political realignment the New Deal triggered. As the election of 1936 approached, millions of voters owed their jobs, mort-gages, and bank accounts to the New Deal, and they knew it.

The white South, which had been the core of the Democratic Party, now became just one part of a new coalition that included farmers, industrial workers, African Americans, new immigrants, ethnic minorities, women, progressives, and intellectuals. First Lady Eleanor Roosevelt helped bring about the change in the African American and women’s vote. She had demonstrated strong sympathies toward African Americans in her many tours of the country. She recounted her experiences to her husband and persuaded him to address at least some of their problems in his New Deal programs.

African Americans made some modest gains during the New Deal. The president appointed several African Americans to positions in his adminis-tration, where they informally became known as the Black Cabinet. FDR also tried to see that public works projects included African Americans.

Section 3

The New Deal Coalition

Guide to ReadingBig IdeasGroup Action Backed by a new coali-tion of voters FDR easily won reelection, but conservative opposition prevented the passage of additional reforms.

Content Vocabulary• court-packing (p. 670)• broker state (p. 673)• safety net (p. 673)

Academic Vocabulary• recovery (p. 670)• mediate (p. 673)

People and Events to Identify• Frances Perkins (p. 669)• Henry Morgenthau (p. 670)• John Maynard Keynes (p. 670)

Reading StrategyTaking Notes As you read, create an outline similar to the one below.

The New Deal CoalitionI. Roosevelt’s Second Term

A.B.C.

II.A.B.

Section Audio Spotlight Video


Interpreting Graphs

DAILY FOCUS SKILLS TRANSPARENCY 19-3

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Students should look carefully at the graphsto find factual information that confirms their answer.UNIT

6Chapter 19

THE ELECTION OF 1936

0

100

200

300

400

500

600

523

8

Franklin D. RooseveltDemocratic Candidate

Alfred LandonRepublican Candidate

Num

ber o

f Vot

es

36.5%

2.7%

60.8%

Roosevelt

Landon

Others

POPULAR VOTE

ELECTORAL VOTE

Directions: Answer the following question based on the graphs.

What was the outcome ofthe presidential electionof 1936?

A Roosevelt lost to theRepublican candidate.

B Roosevelt swept the election.

C Roosevelt lost the popularvote but won the electoralvote.

D Roosevelt won the popularvote but lost the electoralvote.

Guide to ReadingThe New Deal Coalition I. Roosevelt’s Second Term A. The Election of 1936 B. The Court-Packing Plan C. The Recession of 1937II. The New Deal Ends A. The Last New Deal Reforms B. The New Deal’s Legacy





Teacher Edition• Act. Prior Know., p. 670• Read. Prim. Sources,

p. 672• Academic Vocab.,

p. 673

Additional Resources• Guid. Read. Act., URB

p. 112

Teacher Edition• Drawing Con., p. 670• Analyzing Info., p. 672

Additional Resources• Quizzes and Tests,

p. 271

Teacher Edition• Visual/Spatial, p. 669

Additional Resources• Auth Assess., p. 43• Reteach. Act., URB

p. 105

Teacher Edition• Expository Writing,

p. 669

Additional Resources• Read. Essen., p. 217• Time Line Act., URB

p. 95


Resource Manager

Focus



A similar policy guided FDR’s approach to women. He appointed the first woman to a cabinet post, Secretary of Labor Frances Perkins, and appointed many other women to lower-level posts. He also appointed two female diplomats and a female federal judge. Despite these gains, New Deal programs paid women lower wages than men.

The Election of 1936To challenge President Roosevelt’s reelec-tion bid, the Republicans nominated Alfred

Landon, the governor of Kansas. Although Landon favored some New Deal policies, he declared it was time “to unshackle initia-tive and free the spirit of American enter-prise.” Landon was unable to convince the majority of American voters it was time for a change. Roosevelt and the New Deal that he represented remained very popular, and on Election Day, Roosevelt swept to victory in one of the largest landslides in American his-tory. He won more than 60 percent of the popular vote and carried every state except Maine and Vermont.

By creating programs that addressed the needs of different groups in American society, the New Deal created a new voting coalition: African Americans, women, and laborers.

Building the New Deal Coalition

▲ A New Deal for Native Americans Commissioner of Indian Affairs John Collier, shown here consulting with Native American leaders in South Dakota, helped create the Indian Reorganization Act of 1934. The act reversed the Dawes Act’s policy of assimilation. It restored some reservation lands, gave Native Americans control over those lands, and permitted them to elect their own governments.

Analyzing VISUALS

1. Analyzing Look at the photo of Frances Perkins and the workers. What clues do you get that she took her job seriously?

2. Evaluating What mood does the photograph of Mary McLeod Bethune and Eleanor Roosevelt convey?

▲ New Deal Raises African American Hopes Mary McLeod Bethune, shown with Eleanor Roosevelt, was appointed in 1936 as director of the Office of Minority Affairs within the National Youth Association. Bethune became the first black woman to head a federal agency. Roosevelt also relied on an informal advisory group, the “Black Cabinet,” also known as the “Black Brain Trust.” FDR failed in some areas of civil rights, such as not opposing poll taxes for fear of causing Southern Democrats to block New Deal programs.

▲ Appealing to Women and Workers The appointment of Secretary of Labor Frances Perkins, shown surveying work on the Golden Gate Bridge in 1935, was one example of Roosevelt’s effort to bring women voters into the New Deal coalition. Perkins headed the team that designed the Social Security program and the Fair Labor Standards Act. Social Security, along with the New Deal’s labor programs, helped bring many workers into the New Deal coalition.

D

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669

Teach

W Writing SupportExpository Writing Invite stu-dents to find out more about the women whom Roosevelt appointed to government posts. Suggest that students focus on one woman or on one arena, such as federal judges or diplomats. Have students write a one-page summary of their findings. OL


Visual/Spatial Ask students to create election maps of the 1932 and 1936 elections. Remind them to make a key. Ask them to com-pare the results and report their findings to the class. OL


Step 3

Writing a Newspaper

Step 3: Copyedit and Content Edit the Paper Students submit their articles to designated “editors” who evaluate both the content and the grammar of the pieces.

Directions Ask each group to choose a person to be the editor. Then have groups exchange their articles so that an objective, outside reader sees each one. Then have students revise according to the feedback they receive.

Putting It Together Remind students that careful editing involves an attention to detail and to factual accuracy. Encourage editors to find positive comments to make about each piece they edit.(Chapter Project continued on the Visual Summary page)

Analyzing VISUALS

Answers: 1. She is wearing a hard hat,

intending to be on the con-struction site rather than just reading or hearing about it.

2. Both are laughing, as is one of the men in the background. There is a sense of a pleasant meeting of friends.


The Court-Packing PlanAlthough many people supported the New

Deal, the Supreme Court saw things differ-ently. In January 1936, in United States v. Butler, the Court had declared the Agricultural Adjustment Act unconstitutional. With cases pending on Social Security and the Wagner Act, it was possible that the Court would strike down most of the major New Deal programs.

Roosevelt was furious that a handful of jurists, “nine old men” as he called them, were blocking the wishes of a majority of the people. After winning reelection, he decided to try to change the political balance on the Court. In March 1937 he sent Congress a bill to increase the number of justices. It proposed that if any justice had served for 10 years and did not retire within six months after reaching the age of 70, the president could appoint an addi-tional justice to the Court. Since four justices were in their 70s and two more were in their late 60s, the bill, if passed, would allow Roosevelt to quickly appoint as many as six new justices.

The court-packing plan, as the press called it, was Roosevelt’s first serious political mis-take. Although Congress had the power to change the Court’s size, the scheme created the impression that the president was trying to undermine the Court’s independence.

The issue split the Democratic Party. Many Southern Democrats feared Roosevelt’s plan would put justices on the Court who would overturn segregation. At the same time, African American leaders worried that once Roosevelt set the precedent of changing the Court’s makeup, a future president might pack the Court with justices opposed to civil rights. Many Americans believed the plan would give the president too much power.

Despite the uproar, Roosevelt’s actions appeared to force the Supreme Court to back down. In April 1937, the Court upheld the con-stitutionality of the Wagner Act by a vote of 5-4 in the case National Labor Relations Board v. Jones and Laughlin Steel Corporation. In May the Court narrowly upheld the Social Security Act in Steward Machine Company v. Davis. Shortly afterward, a conservative justice resigned, enabling Roosevelt to appoint a New Deal supporter to the Court.

In mid-July the Senate quietly killed the court-packing bill without bringing it to a vote.

Roosevelt achieved his goal of changing the Court’s view of the New Deal. The fight over the court-packing plan, however, hurt his reputation and encouraged conservative Democrats to work with Republicans to block any further New Deal proposals.

The Recession of 1937In late 1937 Roosevelt’s reputation again

suffered when unemployment suddenly surged. Early in the year, the economy had seemed on the verge of full recovery. Industrial output was almost back to pre-Depression lev-els, and many people believed the worst was over. Roosevelt decided it was time to balance the budget. Concerned about the dangers of too much debt, Roosevelt ordered the WPA and the PWA to be cut significantly. Unfortunately, Roosevelt cut spending just as the first Social Security payroll taxes removed $2 billion from the economy, which plum-meted. By the end of 1937, about 2 million people had been thrown out of work.

The recession of 1937 led to a debate inside Roosevelt’s administration. Treasury Secretary Henry Morgenthau favored balancing the budget and cutting spending. This would encourage business leaders to invest in the economy. Harry Hopkins, head of the WPA, and Harold Ickes, head of the PWA, both dis-agreed. They pushed for more government spending using a new theory called Keynesianism to support their arguments.

Keynesianism was based on the theories of an influential British economist named John Maynard Keynes. In 1936 Keynes published a book arguing that government should spend heavily in a recession, even if it required deficit spending, to jump-start the economy.

According to Keynesian economics, Roosevelt had done the wrong thing when he cut back programs in 1937. At first, Roosevelt was reluctant to begin deficit spending again. Many critics believed the recession proved the public was becoming too dependent on gov-ernment spending. Finally, in the spring of 1938, with no recovery in sight, Roosevelt asked Congress for $3.75 billion for the PWA, the WPA, and other programs.

Summarizing What events weakened Roosevelt’s reputation in 1937?

C

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670

Additional Support

C Critical ThinkingDrawing Conclusions Ask: What have you already learned about Roosevelt that prepares you to read that he was “furious” that the Supreme Court declared the Agricultural Adjustment Act unconstitutional? (He was intensely competitive; he had held executive office before on the state level and was used to com-mand and power) Ask students what other steps might Roosevelt have taken instead of his court-packing plan. (He might have gone to the members individually and talked with them.) OL

R Reading StrategyActivating Prior Knowledge Ask students how a house of Congress can “kill” a bill. (Bills can die in committee or never be brought to the floor for a vote.) OL

Answer: court-packing plan and recession

Keynesian Economics Invite students to use library or Internet resources to find out more about Keynesian theory and how it affected the New Deal. Suggest that students use charts and graphs to show the economic changes between 1932 and 1941, when the war economy effec-

tively ended the Great Depression. Ask students to determine how effective they believe Keynesian theory was during Roosevelt’s time and if it is a valid theory. Have them record their thoughts in a brief essay. AL



The Court’s Opinion“The persons employed in slaughtering and selling in

local trade are not employed in interstate commerce. Their hours and wages have no direct relation to interstate com-merce. The question of how many hours these employees should work and what they should be paid differs in no essential respect from similar questions in other local busi-nesses which handle commodities brought into a state and there dealt in as a part of its internal commerce. . . . On both the grounds we have discussed, the attempted delegation of legislative power and the attempted regulation of intrastate transactions which affect interstate commerce only indirectly, we hold the code provisions here in question to be invalid.”

—Chief Justice Charles E. Hugheswriting for the Court in Schechter v. U.S.

Dissenting Views“The fundamental principle is that the power to regulate

commerce is the power to enact ‘all appropriate legislation’ for its ‘protection or advancement’ . . . Although activities may be intrastate in character when separately considered, if they have such a close and substantial relation to interstate commerce that their control is essential or appropriate to pro-tect that commerce from burdens and obstructions, Congress cannot be denied the power to exercise that control.

When industries organize themselves on a national scale . . . . how can it be maintained that their industrial labor relations constitute a forbidden field into which Congress may not enter when it is necessary to protect interstate com-merce from the paralyzing consequences of industrial war?”

—Chief Justice Charles E. Hugheswriting for the Court in NLRB v. Jones & Laughlin Steel Corporation

★ Schechter Poultry v. United States (1935)★ NLRB v. Jones & Laughlin Steel Corp. (1937)

Background to the CasesThese two cases look at the federal government’s right to regulate interstate commerce. In the Schechter case, the Court overturned the NIRA and the industrial codes that regulated business. In the Jones & Laughlin case, Chief Justice Hughes switched sides from the Schechter case and upheld the Wagner Act’s labor regulations. The case marks the Supreme Court’s shift toward upholding New Deal legislation.

How the Court RuledBoth cases addressed the question of federal power to regulate interstate commerce. In the Schechter case, the Court ruled that the federal government could regulate only business activity that was directly related to interstate commerce. In the NLRB case, the Court extended congressional power to regulate commerce and upheld the constitutionality of the Wagner Act.

PRIMARY SOURCE PRIMARY SOURCE

▲ In this 1937 cartoon, the donkey, a symbol of the Democratic Party, kicks up a storm and the dove of peace flies off, dropping the olive branch, in response to FDR’s court-packing plan.

Can Government Regulate Business?

Analyzing Supreme Court Cases

1. Explaining In Schechter, why does the Court assert that poultry workers are not engaged in interstate commerce?

2. Analyzing In the NLRB decision, how has the Court’s reasoning changed?

3. Drawing Conclusions How would you explain the shift in the Court’s attitude toward federal labor regulations?

The Granger Collection, New York

7

UN

IT6

Name Date Class

Economics and History Activity 6

Recession and DepressionWe have ups and downs—called busi-

ness fluctuations—in our economy. Duringperiods of prosperity, new businesses open,factories are producing at full capacity, andeveryone who wants work can find a job.The 1920s, 1950s, and 1990s were periods ofeconomic prosperity in the United States.

Eventually, however, periods of economiccontraction occur, in which business activitybegins to slow down. If the contraction lastslong enough, the economy can continuedownward until it slips into a recession. Arecession is defined as any period of at leasttwo consecutive quarters during which theeconomy is not growing. (A quarter is athree-month period.) In a recession, busi-ness activity starts to fall at a rapid rate.Factories cut back on production and lay offworkers. Consumers, with less income, cutback on their purchases. Faced with a wors-ening economy, fewer new businesses openand some existing ones fail. If a recessionbecomes extremely bad, it deepens into adepression. Then millions of people are outof work, many businesses fail, and the econ-omy operates far below capacity.

Although recessions can hurt people, theyare considered a normal part of doing busi-ness in a free market economy. Recessionsare worrisome mainly because they canopen the door to a depression. Economists,the government, businesses, and investorswatch carefully for signs of a recession. Themain sign is slowdowns in production, suchas fewer houses being built or fewer jobsbeing created.

People believe the American economyin the second half of the 1900s was veryimpressive. As Figure 1 below shows, how-ever, there were many recessions duringthis time.

THE GREAT DEPRESSION: 1929–1941The Great Depression ranks as one of

America’s defining periods. The stock mar-ket crash in October 1929 caused a seriousrecession. The downward spiral in theeconomy continued from 1929 until 1933.Factories shut down, laying off millions ofworkers. Businesses and banks failed by thethousands. Between 1929 and 1933, produc-tivity in the United States fell from $103 billion a year to $56 billion.

Figure 1—U.S. Recessions, 1953–1991Start of Recession (Year/Quarter) End of Recession (Year/Quarter) Length of Recession (Quarters)

1953/III 1954/II 4

1957/IV 1958/I 2

1960/II 1960/IV 3

1969/IV 1970/IV 5

1974/I 1975/I 5

1980/II 1980/III 2

1981/IV 1982/III 4

1990/III 1991/I 3Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Source: Congressional Quarterly’s Desk Reference on the Economy, Richard J. Carroll. CQ Press, p. 8.

Economics and History Activity 6, URB p. 7–8

671

Differentiated Instruction

TeachSometimes termed the “Sick Chicken Case,” Schechter Poultry v. U.S. brought down the NIRA. Chief Justice Hughes made three argu-ments against the NIRA:

1. The NIRA gave legislative power to the executive branch.

2. There was no constitutional authority for the legislation.

3. Businesses that were intrastate in nature could not be sub-jected to federal regulation.

Answers: 1. Their hours and wages have

no direct relations to inter-state commerce.

2. It decides that because indus-tries organize themselves nationally, industrial labor relations are not a field for-bidden to Congress.

3. Students may suggest that the Court had adopted a broader interpretation of the commerce clause or the Court was afraid to knock down a popular New Deal program.

Identifying Cause-and-Effect: Recession and Depression

Differentiated Instruction Strategies BL Identify two causes of recession and

the resulting effects on businesses. AL Research unemployment rates during

the recession periods and write a short report of the results.

ELL Underline any words that are unclear. Use a dictionary or develop a defini-tion for each word.

Objective: Identify the causes and effects of recessions and depressions.

Focus: Read the information on recessions and depressions.

Teach: Define recession and depression and list the causes and effects of each.

Assess: Make a list of the things that will need to happen to lift the economy out of a recession or depression.

Close: Create a poster illustrating an economic cycle from boom to recession.

Supreme

Court Cases


The New Deal Ends MAIN Idea The New Deal expanded federal

power over the economy and established a social safety net.

HISTORY AND YOU Do you think the government should help those in need? Read how people felt about the government as the New Deal came to an end.

In his second Inaugural Address, Roosevelt had pointed out that despite the nation’s prog-ress in climbing out of the Depression, many Americans were still poor:

PRIMARY SOURCE

“I see one-third of a nation ill-housed, ill-clad, ill-nourished. . . . The test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.”


The Last New Deal Reforms One of the president’s goals for his second

term was to provide better housing for the nation’s poor. Eleanor Roosevelt, who had toured poverty-stricken Appalachia and the rural South, strongly urged the president to do something. Roosevelt responded with the National Housing Act, establishing the United States Housing Authority. This organization received $500 million to subsidize loans for builders willing to provide low-cost housing.

Roosevelt also sought to help the nation’s tenant farmers. Before being shut down, the AAA had paid farmers to take land out of pro-duction. In doing so, it had inadvertently hurt tenant farmers. Landowners had expelled ten-ants from the land to take it out of production. As a result, some 150,000 white and 195,000 African American tenants left farming during the 1930s. To stop this trend, Congress created the Farm Security Administration to give loans to tenants so they could purchase farms.

Analyzing VISUALS1. Identifying Which organization regulates and oversees the

stock market policies?

2. Listing What is the new name for the Federal Housing Authority?

▲ The Federal Housing Administration Web site uses this logo.

▲

The Federal Deposit Insurance Corporation sign is posted at most banks.

What New Deal Programs Still Exist Today?

▲ All workers are required to have a Social Security card, printed on bank paper to decrease forgeries.

Program Purpose Today

Social Security The Social Security Administration provides old age pensions, unemployment insurance, and disability insurance.

National Labor Relations Board

The NLRB oversees union elections, investigates complaints of unfair labor practices, and mediates labor disputes.

Securities and Exchange Commission

The SEC regulates and polices the stock market.

Federal Deposit Insurance Corporation The FDIC insures deposits up to $100,000.

Tennessee Valley Authority The TVA provides electrical power to more than 8 million consumers.

Federal Housing AuthorityRenamed the Department of Housing and Urban

Development (HUD) in 1965, it insures mortgage loans, assists low-income renters, and fi ghts housing discrimination.

R

C


672

AdditionalSupport

R Reading StrategyReading Primary Sources Ask: What does Roosevelt say is the test of progress? (whether we provide enough for those who have too little) OL

C Critical ThinkingAnalyzing Information Ask students to create graphic orga-nizers to note the three final New Deal reforms as they read. (National Housing Act, Farm Security Administration, Fair Labor Standards Act) BL

Analyzing VISUALS

Answers:1. the Securities and Exchange

Commission 2. Department of Housing and

Urban Development

Analyze Roosevelt’s Inaugural Addresses Divide the class into four groups, assigning each group one of the four inaugural addresses that Roosevelt gave. Have students look for key thoughts in the speech and deter-mine how Roosevelt fostered hope and vision

during difficult times. Ask: To what extent did the inaugural address set forth an agenda, or blueprint, to be followed? (Students’ responses will vary depending on the inaugural address they studied.) OL

Activity: Collaborative Learning

REVIEW

673

To further help workers, Roosevelt pushed through Congress the Fair Labor Standards Act, which abolished child labor, limited the workweek to 44 hours for most workers, and set the first fed-eral minimum wage at 25 cents an hour. The Fair Labor Standards Act was the last major piece of New Deal legislation. The reces-sion of 1937 enabled the Republicans to win seats in Congress in the midterm elections of 1938. Together with conservative Southern Democrats, they began blocking further New Deal leg-islation. By 1939, the New Deal era had come to an end.

The New Deal’s LegacyThe New Deal had only limited success in ending the Depres-

sion. Unemployment remained high, and economic recovery was not complete until after World War II. Even so, the New Deal gave many Americans a stronger sense of security and stability.

As a whole, the New Deal tended to balance competing eco-nomic interests. Business leaders, farmers, workers, homeowners, and others now looked to government to protect their interests. The federal government’s ability to take on this new role was enhanced by two important Supreme Court decisions. In 1937, in NLRB v. Jones and Laughlin Steel, the Court ruled that the federal government had the authority to regulate production within a state. Later, in 1942, in Wickard v. Filburn, the Court used a similar argument to allow the federal government to regulate consump-tion in the states. These decisions increased federal power over the economy and allowed it to mediate between competing groups.

In taking on this mediating role, the New Deal established what some have called the broker state, in which the govern-ment works out conflicts among different interests. This broker role has continued under the administrations of both parties ever since. The New Deal also brought about a new public attitude toward government. Roosevelt’s programs had succeeded in cre-ating a safety net for Americans—safeguards and relief programs that protected them against economic disaster. By the end of the 1930s, many Americans felt that the government had a duty to maintain this safety net, even though doing so required a larger, more expensive federal government.

Critics continue to argue that the New Deal made the govern-ment too powerful. Thus, another legacy of the New Deal is a continuing debate over how much the government should inter-vene in the economy or support the disadvantaged. Throughout the hard times of the Depression, most Americans maintained a surprising degree of confidence in the American system. Journalist Dorothy Thompson expressed this feeling in 1940:

PRIMARY SOURCE

“We have behind us eight terrible years of a crisis. . . . Here we are, and our basic institutions are still intact, our people relatively prosperous and most important of all, our society relatively affectionate. . . . No country is so well off.”

—from the Washington Post, October 9, 1940

Summarizing What was the legacy of Roosevelt’s New Deal?

Vocabulary1. Explain the significance of: Frances

Perkins, court-packing, Henry Morgenthau, John Maynard Keynes, broker state, safety net.

Main Ideas 2. What caused a recession early in

Roosevelt’s second term?

3. How did the New Deal expand federal power over the economy?

Critical Thinking4. Big Ideas What groups made up the

New Deal coalition?

5. Organizing Use a chart like the one below to list the achievements and defeats of Roosevelt’s second term.

Achievements Defeats

6. Analyzing Visuals Choose one of the photos on page 669 and write a brief account of the day’s activities from the viewpoint of one of the people in the photograph.

Writing About History7. Persuasive Writing Imagine that you

are a staff member in Roosevelt’s cabinet. Write a short paper criticizing or defend-ing FDR’s court-packing plan.

Section 33


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673

Answers

R Reading StrategyAcademic Vocabulary Tell students that the Latin root word used in mediate means “middle.” Ask them for other words that use this same root. (intermediary, intermediate, medium) OL

Assess


CloseSummarizing Ask: At the end of Roosevelt’s second term, how did Americans view the effects of the New Deal? (Many felt it was a positive plan that provided a safety net against economic disaster.) OL


2. The recession was created when Social Security began making payments just as WPA and PWA programs were cut.

3. The New Deal introduced federal regula-tions in agriculture, industry, banking, and the stock market. It also established a mini-mum wage.

4. African Americans, farmers, labor, minori-ties, new immigrants, women, intellectuals, and progressives

5. Achievements: court upholds reforms, National Housing Act, Fair Labor Standards Act; Defeats: Great Depression continued, court-packing plan

6. Students’ responses will vary but should be consistent with text material.

7. Students’ papers will vary but should take a position on the court-packing plan and defend it.

Answer: It increased the government’s role and fostered the attitude that the government was responsible for a safety net.

Section 3 REVIEW


Chapter 19 • Visual Summary

674

Chapter


VISUAL SUMMARY

The New Deal in Action

You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

▲ A Civilian Conservation Corps member plants trees.

▲

In 1935 President Roosevelt signs the Social Security Bill while Secretary of Labor Perkins and legislators observe.

▲ A steel worker labors on the Grand Coulee Dam on the Columbia River in eastern Washington.

Banking and Finances • Emergency Banking Relief Act regulated banks.

• Federal Deposit Insurance Corporation insured bank depos-its.

• Farm Credit Administration refi nanced farm mortgages.

• Home Owners’ Loan Corporation fi nanced homeowners’ mortgages.

Agriculture and Industry• Agricultural Adjustment Administration paid farmers to limit

surplus production.

• National Industrial Recovery Act limited industrial produc-tion and set prices.

• National Labor Relations Act gave workers the right to organize unions and bargain collectively.

• Tennessee Valley Authority fi nanced rural electrifi cation and helped develop the economy of a seven-state region.

Work and Relief • Civilian Conservation Corps

created forestry jobs for young men.

• Federal Emergency Relief Administration funded city and state relief programs.

• Public Works Administration created work programs to build public projects, such as roads, bridges, and schools.

Social “Safety Net” • Social Security Act provided

– income for senior citizens, handicapped, and unemployed

– monthly retirement benefi t for people over 65


Step 4: Wrap Up

Determining Cause and Effect Invite students to write at least one cause-and-effect state-ment for each of the four areas covered by the Visual Summary. Ask: What was the overall effect of the New Deal? (Although the New Deal assisted many people, it did not end the Depression. It did, however, expand the role of the fed-eral government and offered a social safety net.) OL

Expository Writing Have stu-dents select one of the four cate-gories and write a one-page summary of the provisions and effects of the New Deal in that area. Ask: In which area do you think the New Deal had the most lasting and important effect? (Students’ responses will vary but should be supported by reasons.) OL

Writing a Newspaper

Step 4: Produce and Distribute the Paper Have students make enough cop-ies of their newspaper for the class. Allow time for students to read and comment on each other’s completed work. Display the completed papers in the classroom.

Putting It Together Use the newspapers as the basis of a classroom display or bulle-tin board. Enhance the display with photos and maps. OL


Chapter 19 • Assessment

675

Need Extra Help?


Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. The purpose of a was to prevent banks from being closed completely because of bank runs.

A New Deal

B bank holiday

C gold standard

D fireside chat

2. The period of intense congressional activity after FDR took office was known as the

A Square Deal.

B Securities and Exchange Commission.

C New Deal.

D Hundred Days.

3. involves borrowing money to pay for programs.

A Deficit spending

B The gold standard

C States’ rights

D Binding arbitration

4. Roosevelt ran into major opposition to his plan.

A broker state

B gold standard

C recovery

D court-packing

5. The New Deal created a new public attitude toward govern-ment, by imagining the federal government used a to protect citizens from economic disasters.

A broker state

B deficit nation

C safety net

D gold standard

Reviewing Main IdeasDirections: Choose the best answers to the following questions.

Section 1 (pp. 650–659)

6. One of the ways in which Franklin Roosevelt gained political experience before being president was by serving as the

A U.S. senator for Maine.

B mayor of Boston.

C governor of New York.

D congressional representative from Connecticut.

7. The was created to protect bank deposits.

A Agricultural Adjustment Act

B Home Owners’ Loan Corporation

C Securities and Exchange Commission

D Federal Deposit Insurance Corporation

8. To , the Agricultural Adjustment Act paid farmers not to grow certain crops.

A raise farm prices

B lower farm prices

C feed the homeless

D let farmers relax

9. The provided work for unemployed young men, who planted trees and built reservoirs.

A Civil Works Administration

B Public Works Administration

C Civilian Conservation Corps

D Federal Emergency Relief Administration

GO ONIf You Missed Questions . . . 1 2 3 4 5 6 7 8 9Go to Page . . . 652 652 662–663 670 673 650–651 654 656 658

Questions sometimes ask for the exception, rather than the one right answer. Be sure to read through the question carefully, as well as each response, to see which one does not fit.

TEST-TAKING TIP

ASSESSMENTChapter

Answers and AnalysesReviewing Vocabulary

1. B Although all the terms given as possible answers to this ques-tion do relate to the New Deal, only bank holiday fully answers the question. The New Deal itself was larger than a bank holiday and not designed only to prevent bank closings. The fear that Roosevelt would take the nation off the gold standard actually pro-voked some bank runs. The fire-side chats were intended to calm the nation in general and to give listeners a sense that they had a friend in the White House.

2. D The Square Deal can be easily eliminated, as it refers to Theodore Roosevelt’s agenda. The word com-mission does not refer to a time period; the Securities and Exchange Commission was created to control the activities of Wall Street. The New Deal was a series of broad pro-grams designed to help the nation’s economic recovery.

3. A The gold standard demanded that an ounce of gold equaled a certain amount of dollars. States’ rights was the insistence on the right of individual states to con-duct business without the interfer-ence of the federal government. In binding arbitration, two sides in a dispute agree to accept the deci-sion of a neutral party.

4. D By defining each term, stu-dents can eliminate distractors.

5. C The network of safeguards and relief programs that the New Deal represented made the fed-eral government highly involved in guiding people’s choices and possibilities.

Reviewing Main Ideas6. C This question asks students to differentiate from among politi-cal offices and locations. They need to remember that Roosevelt was from New York.

7. D Although all the possible answers have to do with programs that the New Deal created, only “the FDIC” completely answers the ques-tion. The Agricultural Adjustment Act provided a way to raise farm prices. The Home Owners’ Loan Corporation was designed to help home-owners with their mortgage payments. The SEC regulated stock market activities.

8. A The key term in the name of this act is Adjustment. Students should recall that farm prices were already very low. Also, remind stu-dents that generally in tests, when two possi-ble answers directly contradict each other, one of them is the correct answer and the other distractors can be ignored.

9. C This question asks students to select among various New Deal programs to find the correct answer. The term conservation in the correct response should be a clue.


676

Need Extra Help?


ASSESSMENTChapter

ME5

MD 8

NH 4VT 3

MA17

CT 8RI 4

NJ 16DE 3

AL11

AR9

NY47

PA36

VA11

WV8

NC13

SC8GA

12

FL7

TN 11

KY11

OH26IN

14

MI19

IL29

IA11

WI12

MN11

MO15

LA10

MS9TX

23

OK11

KS9

NE7

SD4

ND4

MT4

WY3

CO6

NM3

AZ3

UT4

ID4

WA8

OR5

CA22

NV3

PresidentialCandidate

RooseveltHoover

PopularVotes

22,821,85715,761,841

% ofPopular

Vote

57.43%39.66%

ElectoralVotes

47259

Presidential Election of 1932

If You Missed Questions . . . 10 11 12 13 14 15 16Go to Page . . . 662–664 667 670 673 668–672 R15 R15

Section 2 (pp. 662–667)

10. By 1935 the New Deal was criticized because it

A had created too many new programs.

B was focusing only on the Midwest.

C had spent too much money on the stock market.

D had not ended the Great Depression.

11. Benefits for older Americans were guaranteed by the

A Congress of Industrial Organizations.

B Works Progress Administration.

C Social Security Act.

D Wagner Act.

Section 3 (pp. 668–673)

12. Roosevelt split his own party by suggesting the need to

A appoint additional Supreme Court judges.

B include African Americans in New Deal programs.

C appoint women to his cabinet.

D follow Keynesian economics.

13. Part of the New Deal’s legacy was an expansion of

A state power over the courts.

B federal power over the economy.

C federal power over the Constitution.

D state power over social safety nets.

14. The New Deal changed American attitudes toward govern-ment and

A the desire for easy wealth.

B the challenge of unionization.

C the duty to regulate industry.

D the need to provide a safety net.

Critical Thinking Directions: Choose the best answers to the following questions.

Base your answers to questions 15 and 16 on the map below and on your knowledge of Chapter 19.

15. Which of the following regions remained supportive of Republican President Hoover?

A Midwest

B South

C Northeast

D West

16. Which state gave Hoover the largest number of votes in the Electoral College?

A Pennsylvania

B New York

C Connecticut

D Texas

GO ON

10. D This question requires stu-dents to place events in sequence and to recall that 1935 was the year before the 1936 presidential election. Knowing that FDR wanted a second term and that the failure to end the Great Depression stood in his way can help students find the correct response.

11. C The term benefits can be a key to finding the right answer to this question. Students can link the word Security in the correct response with benefit and thus eliminate the other programs mentioned.

12. A Students may recall the car-toon showing the Democratic donkey kicking the fence and thereby remember the uproar cre-ated by Roosevelt’s court-packing plan.

13. B The possible answers offer a preliminary choice between two options: was the New Deal a state or federal program? Then students must decide if the federal expan-sion was over economy or the Constitution.

14. D To answer this question, students can frame it as a then/now issue. By doing so, they can see that the major issue was that of providing a safety net for retired or disabled workers, who had suffered deeply during the Great Depression.

Critical Thinking

15. C By correctly identifying the lighter-colored region on the map as the Northeast, students can answer this question.

16. A Remind students to look carefully at the map to be sure they have not overlooked any state before they answer.


677

Have students visit the Web site at glencoe.com to review Chapter 19 and take the Self-Check Quiz.

Need Extra Help?


For additional test practice, use Self-Check Quizzes— Chapter 19 at glencoe.com.

17. Social Security was an important piece of legislation because it

A provided monthly retirement benefits.

B encouraged state governments to improve schools.

C forced the federal government to hire the unemployed.

D mandated that workers be issued safety equipment.

Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and your knowledge of Chapter 19.

18. This cartoon was published just after FDR took office. What message does it send?

A Republicans are not very happy about the new legislation.

B Congress is slow and stubborn as a donkey.

C The new president is not slowed down by being in a wheelchair.

D The Congress and many people are happy to follow Roosevelt.

Document-Based Questions Directions: Analyze the document and answer the short-answer ques-tions that follow the document.

Eleanor Roosevelt wrote in her autobiography of her experiences with people around the country:

“This trip to the mining areas was my first contact with the work being done by the Quakers. I liked the idea of trying to put people to work to help themselves. The men were started on projects and taught to use their abilities to develop new skills. The women were encouraged to revive any household arts they might once have known but which they had neglected in the drab life of the min-ing village. This was only the first of many trips into the mining districts but it was the one that started the homestead idea [placing people in communities with homes, farms, and jobs] . . . . It was all experimental work, but it was designed to get people off relief, to put them to work building their own homes and to give them enough land to start growing food.”

—from The Autobiography of Eleanor Roosevelt

19. Why did Eleanor Roosevelt like the Quaker project?

20. Based on this excerpt, how do you think Eleanor Roosevelt felt about New Deal programs? Explain your answer.

Extended Response21. Review the various New Deal programs discussed in the

chapter. Select one that you think could be used or adapted to a current situation. Explain what group or groups it would help and how it would do so.

If You Missed Questions . . . 17 18 19 20 21Go to Page . . . 667 R18 677 R19 650–659

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The Granger Collection, New York

ASSESSMENTChapter

Have students refer to the pages listed if they miss any of the questions.

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17. A Social Security provided monthly retirement checks.

18. D A careful look at the car-toon shows people for as far as the horizon extends, following FDR. Congress is leading the pack. All other distractors are incorrect.

Document-Based Questions

19. It emphasized individual ini-tiative in improving the lives of the miners.

20. She supported the New Deal programs; this is clear because she advised FDR on peoples’ needs and visited projects.

Extended Response21. Answers will vary. Students’ answers should involve one spe-cific New Deal program and one current situation to which it might be adapted.

