Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess FOCUS

BL OL AL ELL Daily Focus Skills Transparencies 19-1 19-2 19-3 TEACH BL 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 ✓ ✓✓✓✓

Differentiated Instruction for the American History BL OL AL ELL ✓ ✓✓✓✓ Classroom BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓ Note: Please refer to the Unit 6 Resource Book for this chapter’s URB materials. * Also available in Spanish

648A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess TEACH (continued) BL OL AL ELL American Music Hits Through History CD ✓ ✓✓✓✓ BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓✓✓✓ Cause and Effect Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities BL OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓✓✓✓ BL OL AL ELL American Issues ✓ ✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓ Strategies, and Activities BL OL AL High School American History Literature Library ✓ ✓✓✓✓ BL OL AL ELL The American Vision Video Program ✓ ✓✓✓✓ Strategies for Success ✓ ✓✓✓✓ Teacher Success with English Learners ✓ ✓✓✓✓ Resources Reading Strategies and Activities for the Social ✓ ✓✓✓✓ Studies Classroom Presentation Plus! with MindJogger CheckPoint ✓ ✓✓✓✓ ASSESS BL 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 CLOSE BL 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 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

648B Chapter Integrating Technology

Using Glencoe’s Tools Vocabulary Teach With Technology

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. How can these products help my students? Vocabulary eFlashcards help students review and test their recall of content vocabulary, academic vocabulary, and people, places, and events for each chapter. ePuzzles and Games are an entertaining way for students to study the key facts, concepts, and vocabulary introduced in each chapter. The Vocabulary PuzzleMaker lets you quickly create word searches, crosswords, and jumbles that students can use to practice vocabulary from each chapter. For Vocabulary eFlashcards and ePuzzles and Games, visit glencoe.com and enter a student ™ code to go directly to student resources for the chapter. For Vocabulary PuzzleMaker, enter a teacher code to go to teacher resources.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAV9399c19T for Chapter 19 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

648C Additional Chapter Resources Chapter

® • Timed Readings Plus in Social Studies helps students increase their reading rate and fluency while The following videotape programs are available from maintaining comprehension. The 400-word passages Glencoe as supplements to this chapter: are similar to those found on state and national • The Valley Authority (ISBN 0-76-700031-5) assessments. • : A Restless Spirit (ISBN 1-56-501405-7) • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom concentrates on six essential reading skills that help resources to accompany many of these videos, check the students better comprehend what they read. The following home pages: book includes 75 high-interest nonfiction passages A&E Television: www.aetv.com written at increasing levels of difficulty. The History Channel: www.historychannel.com • 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

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. Index to National Geographic Magazine: Index to National Geographic Magazine: Leveled reading suggestions for this chapter: For students at a Grade 8 reading level: The following article relates to this chapter: • Franklin D. Roosevelt, by Steve Potts • “The Okies—Beyond the Dust Bowl,” by William For students at a Grade 9 reading level: Howarth, September 1984. • Franklin D. Roosevelt, by Michael Burgan National Geographic Society Products To order the For students at a Grade 10 reading level: following, call National Geographic at 1-800-368-2728: • Empire State Building, by Elizabeth Mann • ZipZapMap! USA (ZipZapMap!) For students at a Grade 11 reading level: Access National Geographic’s new, dynamic MapMachine • Eleanor Roosevelt: First Lady of the World, by Doris Faber Web site and other geography resources at: For students at a Grade 12 reading level: www.nationalgeographic.com • Eleanor Roosevelt: A Life of Discovery, by Russell www.nationalgeographic.com/maps Freedman

648D Introducing Chapter Chapter Focus RRooseveltoosevelt andand MAKING CONNECTIONS the Can Government Fix the Economy? 1933–1941 Ask students to give examples of some of the ways that govern- SECTION 1 The First New Deal ment tries to fix the economy, SECTION 2 The Second New Deal such as the Federal Reserve SECTION 3 The New Deal Coalition 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 Teach The Big Ideas As students study the chapter, remind them to consider the sec- During the 1932 presidential campaign, tion-based Big Ideas included in New York governor Franklin D. Roosevelt each section’s Guide to Reading. greets a coal miner in West . The Essential Questions in the activities below tie in to the Big 1933 1935 Franklin D. • Unemployment 1934 • Ideas and help students think Hoover Roosevelt peaks at 24.9% • Securities and and Wagner Act 1929–1933 1933–1945 about and understand important • FDR’s “100 Days” Exchange are passed results in 9 new Commission is • Supreme Court chapter concepts. In addition, the federal programs created strikes down NIRA Hands-on Chapter Projects with U.S. PRESIDENTS U.S. EVENTS their culminating activities relate 1931 1933 1935 the content from each section to WORLD EVENTS the Big Ideas. These activities 1933 1935 build on each other as students • Hitler becomes German chancellor • Hitler denounces Treaty of Versailles • World Economic Conference fails • Canada creates minimum wage and progress through the chapter. to reduce tariffs unemployment insurance Section activities culminate in the wrap-up activity on the Visual 648 Chapter 19 Roosevelt and the New Deal Summary page. Section 1 Section 2 The First New Deal The Second New Deal Essential Question: In what areas did the Essential Question: How did the Second New Deal attempt to make major economic New Deal assist unions, the elderly, and the improvements? (The New Deal targeted banks unemployed? (The Wagner Act gave workers [FDIC], the stock market [SEC], debt relief for the right to organize in unions. The Social home owners [HOLC], farms [FCA and AAA], Security Act benefited both the elderly workers industry [NRA], and public works programs to aid and the unemployed.) Inform students that in the unemployed [CCC, PWA, CWA].) Tell students this section they will study programs that still that in Section 1 they will learn about many exist. OL programs that were developed to stimulate the economy. OL 648 Introducing Chapter

More About the Photo Visual 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-

Chapter Audio ers. During his first campaign, he delivered almost 60 speeches, 27 MAKING CONNECTIONS of them major addresses, to allay Can Government Fix fears that he was not physically the Economy? strong enough to endure the During the 1930s, New Deal programs increased govern- strain of the presidency. 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 Dinah Zike’s can solve? Foldables • What diffi culties can result when the government tries to regulate the economy? Dinah Zike’s Foldables are three-dimensional, interac- tive graphic organizers that help students practice basic Analyzing Long-Term Effects Make a writing skills, review vocabu- Folded Chart Foldable showing major New Deal lary terms, and identify main programs and their long-term effects. In one col- umn, describe the program’s original purpose. ideas. Instructions for creat- 1936 1937 1938 In the second column, Purpose in New Deal Effects Today ing and using Foldables can • “Court-packing” • Sit-down strikes force • Fair Labor Standards Act identify how those Measures the 1930s Social plan creates General Motors to sets minimum wage and programs still influ- Security be found in the Appendix at National Labor controversy recognize UAW 40-hour workweek Relations ence government Board the end of this book and in it Federal Depos and society today. Insuarance Corporation the Dinah Zike’s Reading and 1937 1939 Study Skills Foldables booklet.

1936 1938 1939 • Wave of sit-down strikes in France • Germany annexes • II Visit glencoe.com

leads to 40-hour workweek Austria begins and enter code TAV9846c19 for • Spanish Civil War begins • Mexico takes control Chapter 19 resources. of U.S. oil companies in Mexico Chapter 19 Roosevelt and the New Deal 649 Visit glencoe.com and enter code TAV9399c19T for Chapter 19 Section 3 resources, including a Chapter The New Deal Coalition Overview, Study Central™, Essential Question: What was the legacy of Study-to-Go, Student Web the New Deal? (New Deal programs gave many Activity, Self-Check Quiz, and people a stronger sense of stability and security other materials. 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

649 Chapter 19 • Section 1 Section 1 Section Audio Spotlight Video Focus The First New Deal

Bellringer ranklin Delano Roosevelt was elected president in Guide to Reading 1932, following his promise of a “new deal” for Daily Focus Transparency 19-1 F Big Ideas Americans. In his first 100 days in office, he let loose a Individual Action Franklin Delano flood of legislation designed to rescue banks, industry, Roosevelt’s character and experiences and agriculture and provide jobs for the unemployed. prepared him for the presidency.

Content Vocabulary • polio (p. 650) • gold standard (p. 652) Roosevelt’s Rise to Power • bank holiday (p. 652) MAIN Idea Franklin D. Roosevelt was governor of New York when he was • (p. 653) elected president in 1932, promising a New Deal for the American people. HISTORY AND YOU Do you believe your past experiences can make you Guide to Reading Academic Vocabulary stronger? Read how FDR’s experiences helped prepare him to be president. • apparent (p. 651) Answer: Major problems • ideology (p. 652) addressed include bank runs, • fundamental (p. 658) A distant cousin of Theodore Roosevelt, Franklin Delano Roosevelt unprotected bank deposits, stock grew up in Hyde Park, New York. In his youth he learned to hunt, People and Events to Identify ride horses, and sail; he also developed a lifelong commitment to fraud, and the plight of farmers. • New Deal (p. 651) conservation and a love of rural America. Roosevelt was educated at • Hundred Days (p. 652) Harvard and Columbia Law School. While at Harvard, he became • Civilian Conservation Corps (p. 658) friends with Theodore Roosevelt’s niece Eleanor, whom he later married. Reading Strategy Intensely competitive, Roosevelt liked to be in control. He also Sequencing As you read about liked being around people. His charming personality, deep rich voice, Roosevelt’s first three months in office, To generate student interest and and wide smile expressed confidence and optimism. In short, his per- complete a time line to record the major sonality seemed made for a life in politics. provide a springboard for class problems he addressed during this time. Roosevelt began his political career in 1910, when he was elected discussion, access the Chapter 19, to the New York State Senate. Three years later, having earned a rep- Section 1 video at glencoe.com or March 5, June 16, utation as a progressive reformer, he became assistant secretary of on the video DVD. 1933 1933 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 Resource Manager Party. In 1928 he ran for governor of New York. He campaigned hard

650 Chapter 19 Roosevelt and the New Deal

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition • Taking Notes, p. 652 • Ident. Central Issues, • Advanced Learners, • Persuasive Writing, • Reading a Time Line, • Predicting, p. 658 p. 651 p. 653 p. 656 p. 654 • Act. Prior Know., p. 659 • Compare/Contrast, p. 652 • Logical/Math., p. 655 • Det. Cause/Effect, p. 654 Additional Resources Additional Resources Additional Resources • Predict. Conseq., p. 656 Additional Resources • Supreme Court Case • Read. Essen., p. 210 • Read Skills Act., URB p. 83 • Analyzing Info, p. 657 • English Learner Act., Studies, p. 49 • Historical Analy., • Guid. Read. Act., URB • Making Gen., p. 658 URB p. 87 URB p. 84 p. 110 • Am. History in Graphic • Past & Present, URB • Prim. Source Read., URB Additional Resources Novel, p. 49 p. 96 p. 97 • Interp. Pol. Cartoons, • Crit. Think. Skills, URB • Foldables, p. 72 URB p. 103 p. 94 • Quizzes and Tests, p. 269 Chapter 19 • Section 1 Roosevelt’s First Inaugural Address

March 4, 1933 “This is preeminently the time to speak the truth, the whole Teach 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 C Critical Thinking itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. Identifying Central Issues . . . Restoration calls, however, not for changes in ethics alone. Ask students to read the Primary This Nation asks for action, and action now. Source quotation. Ask: What did . . . Our greatest primary task is to put people to work. This is Roosevelt consider to be the fail- C no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government ure of the Republican leaders? itself, treating the task as we would treat the emergency of a war. (They failed in national vision and . . . Action in this image and to this end is feasible under the ▲ Franklin Roosevelt delivers his First Inaugural Address. form of government which we have inherited from our ancestors. in holding out hope.) OL 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. 1. Analyzing Primary Sources Why does Roosevelt We do not distrust the future of essential democracy. The peo- think that “nameless, unreasoning, unjustified terror” ple of the have not failed. In their need they have is such a big problem? Answers: registered a mandate that they want direct, vigorous action.” 2. Identifying Central Issues What unspoken fear 1. It keeps people from taking —from The Public Papers and Addresses of Franklin D. Roosevelt does Roosevelt address in the final two paragraphs? action to tackle the Depression. 2. that by taking action, the to demonstrate that his illness had not slowed PRIMARY SOURCE government will somehow him down, and he narrowly won the election. “Let it be from now on the task of our Party to overstep its rights given in Two years later he was reelected in a landslide. break foolish traditions. . . . It is inevitable that the the Constitution and the As governor, Roosevelt oversaw the creation main issue of this campaign should revolve about of the first state relief agency to aid the . . . a depression so deep that it is without prece- nation will lose democracy unemployed. dent. . . . Republican leaders not only have failed in Roosevelt’s popularity in New York paved material things, they have failed in national vision, the way for his presidential nomination in because in disaster they have held out no hope. . . . 1932. Americans saw in him an energy and I pledge you, I pledge myself, to a new deal for the optimism that gave them hope despite the American people.” tough economic times. After Roosevelt became —from The Public Papers and Addresses of president, his serenity and confidence amazed Franklin D. Roosevelt Answer: people. When one aide commented on his privileged upbringing, love of attitude, Roosevelt replied, “If you had spent two years in bed trying to wiggle your big toe, From that point forward, Roosevelt’s poli- outdoors, good marriage, polio, after that anything else would seem easy.” cies for ending the Depression became known experiences as a state senator, In mid-June 1932, with the country deep in as the New Deal. Roosevelt’s confidence that assistant secretary of the Navy, he could make things better contrasted sharply the Depression, Republicans gathered in and a governor and nominated to with Herbert Hoover’s apparent failure to do run for a second term as president. Later that anything effective. On Election Day, Roosevelt month, the Democrats also held their national won in a landslide, receiving the electoral vote convention in Chicago. When Roosevelt won of all but six states. the nomination, he broke with tradition by fly- ing to Chicago to accept it in person. His Interpreting What events in speech set the tone for his campaign: Roosevelt’s life shaped his ideas and character? Hands-On

Chapter 19 Roosevelt and the New Deal 651 Chapter Project Step 1

Writing a Newspaper point of their assigned group during the which to base their own newspapers. OL 1930s. The newspaper will include news (Chapter Project continued on page 663) Step 1: Identifying American Groups stories, editorials, and cartoons. Encourage to Watch Small groups of students receive students to begin a separate section of their their assignments. notebooks to take notes on the chapter from their assigned viewpoint and to record Directions Divide the class into five findings from additional research in the groups, assigning each group one of the fol- library or on the Internet. lowing groups of Americans: women, chil- dren, , Native Americans, Putting It Together Make sure that stu- and Hispanic Americans. Tell students that dents have in-class access to copies of local they will create a newspaper from the view- and national newspapers as a model on

651 Chapter 19 • Section 1 a strong political ideology. The previous The Hundred Days spring, during his campaign for the presiden- MAIN Idea Upon taking office, FDR launched tial nomination, Roosevelt had revealed the the New Deal by sending 15 major pieces of legisla- approach he would take as president. “The C Critical Thinking tion to Congress. country needs,” Roosevelt explained, “bold, HISTORY AND YOU Do you remember reading persistent experimentation . . . . Above all, try Comparing and Contrasting about the “New Nationalism” and “New Freedom”? something.” Ask students to think about the Read how those ideas influenced New Deal The new president began to send bill after C legislation. question: How was the New Deal bill to Congress. Between March 9 and June 16, a continuation of the Progressive 1933—which came to be called the Hundred Days—Congress passed 15 major acts to era? Tell students to write down Although Roosevelt won the presidency in November 1932, the country’s unemployed resolve the economic crisis, setting a pace for ways in which the two were alike and homeless had to endure another winter as new legislation that has never been equaled. and different as they read the sec- they waited for his inauguration on March 4, Together, these programs made up what would later be called the First New Deal. tion. At the end of the section, 1933. All through the winter, unemployment continued to rise and bank runs increased, fur- debate the question. AL ther threatening the banking system. A Divided Administration Some of the bank runs occurred because people feared that Roosevelt would abandon To generate new ideas and programs, R Reading Strategy the gold standard and reduce the value of the Roosevelt deliberately chose advisers who dis- Taking Notes Have students dollar in order to fight the Depression. Under agreed with each other. He wanted to hear the gold standard, one ounce of gold equaled many different points of view, and by setting create graphic organizers to take a set number of dollars. To reduce the value his advisers against one another, Roosevelt notes on the section “A Divided of the dollar, the United States would have ensured that he alone made the final decision Administration.” Suggest they use to stop exchanging dollars for gold. Many on what policies to pursue. Despite their disagreements, Roosevelt’s a three-column chart to jot down Americans, and many foreign investors with deposits in American banks, decided to take advisers generally favored some form of gov- the ideas of the three groups their money out of the banks and convert it to ernment intervention in the economy— within FDR’s administration. BL gold before it lost its value. although they disagreed over what the gov- Across the nation, people stood in long lines ernment’s role should be. with paper bags and suitcases, waiting to with- One influential group during the early years draw their money from banks. By March 1933, of Roosevelt’s administration supported the more than 4,000 banks had collapsed, wiping “New Nationalism” of Theodore Roosevelt. Answer: out nine million savings accounts. In 38 states, These advisers believed that if government R One group wanted joint govern- governors declared bank holidays—closing agencies worked with businesses to regulate the remaining banks before bank runs could wages, prices, and production, they could lift ment-business cooperation, put them out of business. the economy out of the Depression. another wanted government By the day of Roosevelt’s inauguration, most A second group of Roosevelt’s advisers went control of business, and a third of the nation’s banks were closed. One in four even further. They distrusted big business and blamed business leaders for causing the group wanted more competition. workers was unemployed. The economy seemed paralyzed. Roosevelt knew he had to Depression. These advisers wanted govern- restore the nation’s confidence. “First of all,” ment planners to run key parts of the the president declared in his Inaugural Address, economy. “let me assert my firm belief that the only thing A third group in Roosevelt’s administration we have to fear is fear itself. . . . This nation supported the “New Freedom” of Woodrow asks for action, and action now!” Wilson. These advisers wanted Roosevelt to support “trust busting” by breaking up big companies and allowing competition to set The New Deal Begins wages, prices, and production levels. They also thought the government should impose regu- Roosevelt and his advisers, sometimes called lations to keep economic competition fair. the “,” came into office bursting with ideas about how to end the Depression. Summarizing What ideas did Additional Roosevelt had no clear agenda, nor did he have Roosevelt’s advisers support?

Support 652 Chapter 19 Roosevelt and the New Deal

Activity: Collaborative Learning

At the time of the , Making a Plan Before students begin er’s ideas. Allow time for groups to present the United States did not have any reading about actual New Deal programs, their ideas to the class. OL social programs in place for its citi- divide the class into small groups of four or zens. Suggest students use the five. Ask each student within each group to Internet to find current programs concentrate on one of the issues facing that assist those in need. The gov- Roosevelt: safeguarding bank deposits, ernment Web site for HUD, for exam- providing emergency relief, bolstering ple, offers information on housing. business, or creating jobs. Have members of the groups review and refine each oth-

652 Chapter 19 • Section 1

Eleanor Roosevelt 1884–1962 D Differentiated Orphaned at age 10, Eleanor Roosevelt was raised by relatives and later attended boarding school in England. When she returned Instruction home as a young woman, she devoted time to a settlement house Invite on Manhattan’s Lower East Side. During this time, she became Advanced Learners engaged to Franklin D. Roosevelt, a distant cousin. They were mar- students to find out the usual ried in 1905. At their wedding, Eleanor’s uncle, President Theodore Roosevelt, gave her away. amount of time it takes for pres- During FDR’s presidency, Eleanor Roosevelt transformed the role ent-day Congresses to write and of First Lady. Rather than restricting herself to traditional hostess functions, she became an important figure in his administration. She pass a bill. Then have them com- traveled extensively, toured factories and coal mines, and met with pare that to FDR’s request for a factory workers and farmers. She then told her husband what people were thinking. In doing so, she became FDR’s “eyes and ears” when banking bill in less than five days, his disability made travel difficult. perhaps using a chart to explain Eleanor was also a strong supporter of civil rights and prodded her husband to stop discrimination in New Deal programs. When the their findings to the class. AL 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 ▲ In this 1935 photo, Eleanor Roosevelt speaks to Geraldine Answer: If Eleanor Roosevelt had where she helped draft the Universal Declaration of Human Rights. Walker, a five-year-old from Detroit, Michigan, as slums in that not been Franklin’s wife, his politi- city were about to be cleared. How might Franklin Roosevelt’s political career have been cal career may well have ended different if Eleanor had not been his wife? when he contracted polio. His effectiveness as president would have been less without her unan- banks, and called Congress into a special ses- nounced eyewitness observations. Banks and Debt Relief sion scheduled to begin on March 9, 1933. MAIN Idea President Roosevelt took steps to When Congress convened, the House of strengthen banks and the stock market and to help Representatives unanimously passed the farmers and homeowners keep their property. Emergency Banking Relief Act after only 38 HISTORY AND YOU Have you ever watched a minutes of debate. The Senate approved the presidential address? Read about Roosevelt’s “fire- bill that evening, and Roosevelt signed it into side chats” and how they encouraged optimism that law shortly afterward. The new law required the economy would get better. federal examiners to survey the nation’s banks and issue Treasury Department licenses to As the debate over policies and programs those that were financially sound. swirled around him, President Roosevelt took On March 12 President Roosevelt addressed office with one thing clear in his mind. Very few the nation by radio. Sixty million people lis- of the proposed solutions would work as long tened to this first of many “fireside chats,” as the nation’s banks remained closed. The first direct talks in which Roosevelt let the American thing he had to do was restore confidence in people know what he was trying to accom- the banking system. plish. He told people that their money would On his very first night in office, Roosevelt be secure if they put it back into the banks: “I D told Secretary of the Treasury William H. assure you that it is safer to keep your money Woodin that he wanted an emergency banking in a reopened bank than under the mattress.” bill ready for Congress in less than five days. When banks opened the day after the speech, The following afternoon, Roosevelt declared a deposits far outweighed withdrawals. The national bank holiday, temporarily closing all banking crisis was over. Additional

Chapter 19 Roosevelt and the New Deal 653 Support

Extending the Content

Eleanor Roosevelt Not used to public speak- Washington, D.C., Eleanor went down to visit the ing, Eleanor Roosevelt experienced stage fright veterans, who were using an army camp the when confronted with an audience. Her knees president had offered them. Even though the shook, but she soon became one of the most bonuses were still not paid, veterans were offered successful speakers of her time. She was also the food, medical care, and a navy band. One said, first First Lady to hold her own regular press con- “Hoover sent the army. Roosevelt sent his wife.” ferences, which offered female reporters the Eleanor traveled to check on so many govern- opportunity to find out White House informa- ment projects that the Secret Service gave her tion. When the Second Bonus Army marched on the code name “Rover.”

653 Chapter 19 • Section 1 C The FDIC and SEC Insurance Corporation (FDIC) to provide gov- ernment insurance for bank deposits up to a Although President Roosevelt had restored certain amount. By protecting depositors in confidence in the banking system, many of his this way, the FDIC greatly increased public Critical Thinking advisers urged him to go further. They pushed confidence in the banking system. C for new regulations for both banks and the Determining Cause and stock market. Roosevelt agreed with their ideas Effect Have students read the and supported the and Mortgage and Debt Relief section on the FDIC and SEC. Ask the Glass-Steagall Banking Act. While some of Roosevelt’s advisers believed The Securities Act required companies that them to identify the causes for low prices had caused the Depression, others sold stocks and bonds to provide complete believed that debt was the main obstacle to each provision of the Securities and truthful information to investors. The economic recovery. With incomes falling, peo- Act and Glass-Steagall Act. following year, Congress created a govern- ple had to use most of their money to pay their ment agency, the Securities and Exchange (Securities Act: required companies debts and had little left over to buy goods or Commission (SEC), to regulate the stock mar- services. Many Americans, terrified of losing selling stocks and bonds to give ket and prevent fraud. their homes and farms, cut back on their complete and truthful information The Glass-Steagall Act separated commer- spending to make sure they could pay their to investors, because many inves- cial banking from investment banking. mortgages. Roosevelt responded to the crisis Commercial banks handle everyday transac- tors during the 1920s had no reli- by introducing several policies intended to tions. They take deposits, pay interest, cash assist Americans with their debts. able information about companies. checks, and lend money for mortgages. Under Glass-Steagall Act: separated com- the Glass-Steagall Act, these banks were no The Home Owners’ Loan Corporation To longer allowed to risk depositors’ money by help homeowners make their mortgage pay- mercial and investment banking using it to speculate on the stock market. ments, Roosevelt asked Congress to establish firms because banks had lent To further protect depositors, the Glass- the Home Owners’ Loan Corporation (HOLC). money to play the stock market, Steagall Act also created the Federal Deposit The HOLC bought the mortgages of many putting depositors’ funds at risk. It also created the FDIC to insure deposited funds.) OL

May 12 Skill Practice The Agricultural S Adjustment Act is Reading a Time Line Ask: March 9 signed, and farm- Roosevelt signs the ers soon begin On what days did two major Emergency Banking receiving payments events occur and what were they? Relief Act and to destroy their 3 days later delivers ▲ Farmers in receive their AAA checks. crops in an effort (May 12: Agricultural Adjustment Act his fi rst fi reside chat to push up prices signed and Federal Emergency Relief Administration begins making grants to the states; June 16: PWA begins and the NRA begins setting codes for S industry) OL March 31 May 12 The Civilian Conservation The Federal Corps is created and soon Emergency Relief afterward begins hiring Administration 3 million young men to begins making work in the nation’s grants to states forests to help the unemployed

Additional

Support 654 Chapter 19 Roosevelt and the New Deal

Activity: Connection

Personal Debt Americans generally have their findings with the class via a poster high debt levels and low savings levels. Ask stu- presentation. Ask: How can a young person dents to use library or Internet resources to find establish credit wisely? (Students may suggest the latest figures on individual and national limiting the number of credit cards and paying off credit debt. Then have them find recommenda- balances each month, as well as choosing cards tions for wise use of credit. Ask them to share with low interest rates.) OL

654 homeowners who were behind in their pay- Administration (FCA) to help farmers refi- Chapter 19 • Section 1 ments. It then restructured them with longer nance their mortgages. Over the next seven terms of repayment and lower interest rates. months, the FCA lent four times as much Roughly 10 percent of homeowners received money to farmers as the entire banking system HOLC loans. had the year before. It was also able to push D Differentiated The HOLC did not help everyone. It made interest rates substantially lower. These loans Instruction loans only to homeowners who were not farm saved millions of farms from foreclosure. owners and who were still employed. When Although FCA loans helped many farmers Logical/Mathematical D people lost their jobs and could no longer in the short term, their long-term value can be Invite students to create bar make their mortgage payments, the HOLC questioned. FCA loans helped less efficient or circle graphs that show the foreclosed on their property, just as a bank farmers keep their land, but giving loans to would have done. Between 1933 and 1936, the poor farmers meant that the money was not scope of the Home Owners’ Loan three years during which it functioned as a available to lend to more efficient businesses in Corporation. AL loan source, the HOLC made loans to cover the economy. Although FCA loans may have one million mortgages—one out of every ten slowed the overall economic recovery, they did in the United States. help many desperate and impoverished people hold onto their land. Analyzing TIME LINES The Farm Credit Administration Three days after Congress authorized the creation of Explaining How did the govern- Answers: the HOLC, it authorized the Farm Credit ment restore confidence in the banking system? 1. the unemployed, farmers, home owners 2. 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. June 16 The Public Works Administration is created. Under the leadership June 13 of Harold Ickes, it begins spend- May 18 The Home Owners’ Loan ing over $3 billion on public Congress creates Corporation is authorized to works such as new highways, the Tennessee Valley make low interest mortgage dams, and public buildings. The ▲ Workers of the Grand Coulee agency begins spending. Authority loans to homeowners Dam in Washington. Answer: Roosevelt ordered a bank holi- day, signed the Emergency Banking Relief Act into law, and addressed the nation in a “fire-

June 16 side chat.” He also supported the The National Glass-Steagall Act, which created Recovery Analyzing TIME LINES Administration the FDIC to provide government is authorized 1. Analyzing What groups of people were targeted for insurance for bank deposits. to begin set- help in the first hundred days of Roosevelt’s first term? ting codes and 2. Drawing Conclusions What was Roosevelt’s first act regulations for after becoming president? Why do you think he chose industry this as a first step? Additional

Chapter 19 Roosevelt and the New Deal 655 Support

Activity: Interdisciplinary Connection

Language Arts Have students listen to a and delivery compare and contrast. Ask: How recording of one of Roosevelt’s fireside chats, do the styles of speaking reflect the people in which are available at libraries and on the office and the events going on at the time of Internet. Then have them view an address by the speech? (Answers will vary depending on the the current president. Discuss how the speeches speeches that students hear. AL

655 Chapter 19 • Section 1 program, the government would pay some Farms and Industry farmers not to raise certain livestock, and not to MAIN Idea New Deal legislation tried to raise grow certain crops. Some farmers were also crop prices and stabilize industry. asked not to produce dairy products. As the C Critical Thinking HISTORY AND YOU Can you think of a product program went into effect, farmers slaughtered C that gets more expensive when less of it is available? 6 million piglets and 200,000 sows and plowed Predicting Consequences Read to learn how some New Deal programs tried to under 10 million acres of cotton—all in an Have students read only the first raise prices. effort to raise prices. The program was admin- paragraph of the section “The istered by the Agricultural Adjustment AAA.” Then ask them to predict Many of Roosevelt’s advisers believed that Administration (AAA). both farmers and businesses were suffering Over the next two years, farmers withdrew what would happen to prices after because prices were too low and production millions more acres from cultivation and farmers followed the advice of the too high. Several advisers believed competi- received more than $1 billion in support pay- AAA. (They would rise.) BL tion was inefficient and bad for the economy. ments. The program accomplished its goal: the They favored creating federal agencies to man- farm surplus fell greatly by 1936. Food prices age the economy. then rose, as did total farm income, which Writing Support quickly increased by more than 50 percent. W In a nation caught in a Depression, however, Persuasive Writing Ask stu- The AAA raising food prices drew harsh criticism. Further- dents to write a newspaper edito- To further help the nation’s farmers, more, not all farmers benefited. Large commer- Secretary of Agriculture Henry Wallace drafted cial farmers who concentrated on one crop rial in favor of or opposed to the the Agricultural Adjustment Act. President profited more than smaller farmers who raised W policy of slaughtering animals and C Roosevelt asked Congress to pass the act. This several products. Worse, thousands of poor ten- taking fields out of production legislation was based on a simple idea—that ant farmers, many of them African Americans, during a time of hunger. Remind prices for farm goods were low because farm- became homeless and jobless when landlords ers grew too much food. Under Roosevelt’s took their fields out of production. them to support their ideas with facts. OL

The TVA The TVA, 1940 The Tennessee Valley Authority (TVA) was a New Deal project that produced visible benefi ts. N W.Va. The TVA built dams to control fl oods, conserve W E . R io Kentucky S forest lands, and bring electricity to rural areas. h O ree Missouri G n R. Today, TVA power facilities include 17,000 Paducah berland Va. um R miles of transmission lines, 29 hydroelectric Cairo Kentucky Bowling C . Dam Green Bristol dams, 11 fossil-fuel plants, 4 combustion-turbine Norris plants, 3 nuclear power plants, and a pumped- Dam Cherokee Dam Oak Ridge . Douglas Dam storage facility. These combine to bring power to . R Nashville R e Knoxville Ark. e N.C. s Tennessee nearly 8 million people in a seven-state region. i s Watts Bar p e p n Dam i Asheville s n Chickamauga Since 1998, the TVA has been working to s e i s T R. Dam Little s lk i Memphis Wilson E Tennessee R. reduce air pollution. Projects are designed to cut M Corinth Dam Chattanooga harmful emissions released into the air. The TVA Wheeler Huntsville S.C. Dam is committed to developing programs that Be ar Guntersville Cr. Dam protect the environment.

Mississippi Area served by TVA Major dam Power plant

0 100 kilometers

Additional 0 100 miles Albers Equal-Area projection Support 656 Chapter 19 Roosevelt and the New Deal

Activity: Economics Connection

Supply and Demand Remind students of produce. Ask: Do you believe it is right to the economic law of supply and demand in keep fields out of production when people are establishing prices. Discuss any current situa- hungry in order to drive up prices? (Students’ tion in which this law is affecting their lives. For opinions will vary, but may suggest that feeding example, bad weather in California or people is more important than making a affects the availability of fresh, inexpensive profit.) OL

656 Chapter 19 • Section 1 The NRA enforce the codes, but urged consumers to buy goods only from companies that displayed the The government turned its attention to blue eagle. manufacturing in June 1933, when Roosevelt The NRA did revive a few American indus- and Congress enacted the National Industrial tries, but its gains proved short-lived. Small C Critical Thinking Recovery Act (NIRA). The NIRA suspended companies complained, justifiably, that large antitrust laws and allowed business, labor, and corporations wrote the codes to favor them- Analyzing Information Ask government to cooperate in setting up volun- selves. American employers disliked codes that students to analyze why the tary rules for each industry. gave workers the right to form unions and bar- National Recovery Administration These rules were known as codes of fair gain collectively over wages and hours. They largely failed in its task. Tell them competition. Some codes set prices, estab- also argued that paying high minimum wages lished minimum wages, and limited factories forced them to charge higher prices to cover to find at least three reasons for to two shifts per day so that production could their costs. the failure. (Large companies be spread to as many firms as possible. Other C The codes were also difficult to administer, wrote the codes to favor their inter- codes shortened workers’ hours, with the goal and business leaders often ignored them. of creating additional jobs. Another provision Furthermore, businesses could choose not to ests, employers disliked unions and in the law guaranteed workers the right to sign code agreements and thus not be bound paying higher wages, and rules form unions. The codes also helped businesses by their rules. It became obvious that the NRA were difficult to administer and develop codes of fair competition within was failing when industrial production actually voluntary.) OL industries. fell after the organization was established. By Under the leadership of Hugh Johnson, the the time the Supreme Court declared the NRA National Recovery Administration (NRA) ran unconstitutional in 1935, it had already lost the entire program. Business owners who much of its political support. MAKING CONNECTIONS signed code agreements received signs dis- playing the National Recovery Administration’s Examining What were the goals Answers: symbol—a blue eagle—and the slogan, “We of the Agricultural Adjustment Act and the National 1. Kentucky, Alabama, Virginia, Do Our Part.” The NRA had limited power to Industrial Recovery Act? , Georgia, and Mississippi 2. eastern Tennessee

2006 ▲ This photo shows the completed Cherokee Hydroelectric Dam.

Answer: to improve the lot of farmers, set cooperative codes of fair compe- ▲ Tennessee’s Cherokee Dam is today part of tition, and improve the economy the TVA. Workers (upper right) built it in the late 1930s.

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 Additional or glencoe.com. Support

Extending the Content

The National Industrial Recovery had served on the War Industries Board, and Act The NIRA was influenced by the work of New York senator Robert F. Wagner, later to be the War Industries Board that functioned during known for the act that bears his name. . Labor and business leaders also The NIRA also established the Public Works offered suggestions. The primary writers of the Administration, funding it with $3.3 billion. legislation were General Hugh S. Johnson, who

657 Chapter 19 • Section 1 to work under the direction of the forestry ser- Relief Programs vice planting trees, fighting forest fires, and MAIN Idea Programs such as the CCC, the PWA, building reservoirs. To prevent a repeat of the R and the WPA provided jobs for some unemployed Dust Bowl, the workers planted a line of more R Reading Strategy workers. than 200 million trees, known as a Shelter Belt, HISTORY AND YOU Do you know who built your from north Texas to North Dakota. Predicting Ask students if they school, post office, or playground? Read about the The young men lived in camps near their think that young people today projects completed by the New Deal workers. work areas and earned $30 a month, $25 of would be interested in working in which was sent directly to their families. The a group similar to the Civilian While many of President Roosevelt’s advis- average CCC worker returned home after six ers emphasized tinkering with prices and pro- to twelve months, better nourished and with Conservation Corps. Have stu- Student Skill Activity To learn viding debt relief to solve the Depression, greater self-respect. CCC programs also taught dents explain their reasoning. BL how to use a word others maintained that its fundamental cause more than 40,000 of its recruits to read and C processor, visit was low consumption. They thought getting write. By the time the CCC closed down in glencoe.com money into the hands of needy individuals 1942, it had put 3 million young men to work and complete the would be the fastest remedy. Because neither outdoors—including 80,000 Native Americans, C Critical Thinking Skill activity. Roosevelt nor his advisers wanted simply to who helped to reclaim land they had once Making Generalizations give money to the unemployed, they supported owned. After a second Bonus Army March on Invite students to generalize the work programs for the unemployed. Washington in 1933, Roosevelt added some CCC’s effect on the morale of each 250,000 veterans to the CCC as well. of the groups of workers men- The CCC tioned in the final paragraph. Ask The most highly praised New Deal work FERA and the PWA them to imagine as well the effect relief program was the Civilian Conservation A few weeks after authorizing the CCC, R Corps (CCC). The CCC offered unemployed Congress established the Federal Emergency on the families of those men. OL young men 18 to 25 years old the opportunity Relief Administration (FERA). Roosevelt chose

Analyzing VISUALS Did the New Deal Help Americans? 1. People are tossing quack solutions to Uncle Sam, the

▲ This 1935 dock is collapsing, and pieces cartoon shows FDR as a doctor of it are hitting Uncle Sam. with a variety 2. Congress, shown as a nurse to of medicines to help ailing ailing Uncle Sam Uncle Sam.

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- ▲ This cartoon, entitled “How Much More Do We Need?” shows ferring in the cartoon at right? Additional Uncle Sam grasping New Deal lifesavers to stay afloat.

Support 658 Chapter 19 Roosevelt and the New Deal (l r)The Granger Collection, New York

Activity: Interdisciplinary Connection

Science Have interested students use library or national grasslands and forests. Students may Internet resources to find out about current con- want to start their research by visiting the Forest servation efforts by government agencies. For Service Web site at www.fs.fed.us. Ask students example, the United States Forestry Service, a to share their findings with the class during a division of the Department of Agriculture, class discussion. OL manages 193 million acres (78 million ha) of

658 , a former social worker, to run the agency. FERA did Chapter 19 • Section 1 not initially create projects for the unemployed. Instead, it channeled REVIEW money to state and local agencies to fund their relief projects. Section 1 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 R Reading Strategy the next two hours, he spent $5 million on relief projects. When Vocabulary critics charged that some of the projects did not make sense in 1. Explain the significance of: polio, New Activating Prior Knowledge the long run, Hopkins replied, “People don’t eat in the long run— Deal, gold standard, bank holiday, Invite students to recall another they eat every day.” Hundred Days, fireside chats, Civilian example of women being In June 1933 Congress authorized another relief agency, the Conservation Corps. included in a major national Public Works Administration (PWA). One-third of the nation’s unemployed were in the construction industry. To put them back Main Ideas effort. (Women gained new roles to work, the PWA began building highways, dams, sewer systems, 2. Describing What actions did Roosevelt during World War I.) AL schools, and other government facilities. In most cases, the PWA take during the Hundred Days? did not hire workers directly but instead awarded contracts to construction companies. By insisting that contractors not discrim- 3. Explaining How did government regu- inate against African Americans, the agency broke down some of late banks and the stock market in the the long-standing racial barriers in the construction trades. first Roosevelt administration? Answer: 4. Interpreting How did the AAA affect conservation and construction The CWA farm prices? By the fall of 1933 neither FERA nor the PWA had reduced 5. Organizing Use a graphic organizer to unemployment significantly. Hopkins realized that unless the list the major organizations of the First federal government acted quickly, a huge number of unemployed New Deal. citizens would be in severe distress once winter began. After Assess Hopkins explained the situation, President Roosevelt authorized Roosevelt’s him to set up the Civil Works Administration (CWA). New Unlike the PWA, the CWA hired workers directly. That winter Agencies the CWA employed 4 million people, including 300,000 women. R Under Hopkins’s direction, the agency built or improved 1,000 Study Central™ provides airports, 500,000 miles of roads, 40,000 school buildings, and Critical Thinking summaries, interactive games, 3,500 playgrounds and parks. The cost of the CWA was huge— 6. Big Ideas In what ways did FDR’s early and online graphic organizers to the program spent nearly $1 billion in just five months. experiences shape his political ideology? Although the CWA helped many people get through the win- help students review content. ter, President Roosevelt was alarmed by how quickly the agency 7. Analyzing Charts Look at the time line was spending money. He did not want Americans to get used to on pages 654–655. How did the various the federal government providing them with jobs. Warning that agencies listed change the role of Close the CWA would “become a habit with the country,” Roosevelt government? insisted that it be shut down the following spring. Summarizing Ask students Writing About History what they can infer was a second- 8. Expository Writing Interview a mem- ary goal of the relief programs of Success of the First New Deal ber of your community who lived during During his first year in office, Roosevelt convinced Congress to the Great Depression. How did the New the New Deal. (to end racial discrimi- pass an astonishing array of legislation. The programs enacted Deal programs affect your community? nation) Ask: What other example during the first New Deal did not restore prosperity, but they Create a one-page report using a word of this goal have you read about reflected Roosevelt’s zeal for action and his willingness to experi- processor to summarize your findings. ment. Banks were reopened, many more people retained their in this section? (Eleanor Roosevelt’s homes and farms, and more people were employed. Perhaps the support of civil rights, particularly in most important result of the first New Deal was a noticeable the case of Marian Anderson) AL change in the spirit of the American people. Roosevelt’s actions had inspired hope and restored Americans’ faith in their nation. Study Central™ To review this section, go Identifying What types of projects did public works to glencoe.com and click on Study Central. programs undertake? Section 1 REVIEW 659

Answers

1. All definitions can be found in the section 5. Answers may include the following: 6. FDR’s privileged upbringing, love of out- and the Glossary. Major organizations: HOLC (Home doors, good marriage, polio, and various 2. FDR began to fix the banks and stock mar- Owners’ Loan Corporation); FCA (Farm political offices shaped his political ket, help farmers and the unemployed, and Credit Administration); AAA (Agricultural ideology. assist industry, as well as provide debt relief. Adjustment Administration); NRA (National 7. Answers should match text information. 3. Congress created the Securities and Recovery Administration); CCC (Civilian 8. Students’ journal entries will vary but Exchange Commission and the Federal Conservation Corps); FERA (Federal should reflect a working day for a member Deposit Insurance Corporation. Emergency Relief Administration); PWA of one of the relief agencies. (Public Works Administration); CWA (Civil 4. It increased farm prices by providing an Works Administration); TVA (Tennessee incentive to plant and raise less. Valley Authority).

659 ANALYZING PRIMARYSOURCES ANALYZING 1 PRIMARY Inaugural Address, 1933 “I am certain that my fellow Americans expect that on my induction into Focus SOURCES 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 Tell students that prior to the The First New Deal speak the truth, the whole truth, frankly and boldly. . . . “So, first of all, let me assert my firm belief that the only thing we New Deal, most Americans had When FDR took office in 1933, the economy had been have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour very little contact with the federal getting worse for more than of our national life a leadership of frankness and vigor has met with that government or federal agencies three years. During the first one understanding and support of the people themselves which is essential to because the government was hundred days of his presidency, victory. I am convinced that you will again give that support to leadership in much smaller. Before the 1930s, he oversaw 15 major pieces of these critical days. . . . legislation that attempted to “This Nation asks for action, and action now. the only federal agency with revive the nation’s economy “Our greatest primary task is to put people to work. This is no unsolvable which most Americans had regu- and provide relief to the unem- problem if we face it wisely and courageously. It can be accomplished in part lar contact was the U.S. Postal ployed. Never before had the by direct recruiting by the Government itself, treating the task as we would federal government intervened R treat the emergency of a war, but at the same time, through this employment, Service. Ask students to name so directly in the economy. Key accomplishing greatly needed projects to stimulate and reorganize the use of some federal agencies that indi- to stopping the economic our natural resources.“ vidual citizens may come into downslide was FDR’s ability to —President Franklin D. Roosevelt, contact with today. inspire confidence that the first inaugural address, delivered March 4, 1933 nation’s economic problems Excerpted from The Public Papers and Addresses of Franklin D. Roosevelt could be solved. Study these primary sources and answer the questions that Teach follow. 3 R Reading Strategy Magazine Cover, 2 1933

Predicting Ask students to read ▲ carefully the last paragraph in Oral History Interview “The Faces of Victory and Defeat,” Source 1. Ask: To what other “During the whole ’33 one- hundred days’ Congress, people portrayal of Herbert sort of national crisis does didn’t know what was going on, Hoover and President Roosevelt compare the public. Couldn’t understand Roosevelt on these things that were being inauguration day, the challenge of solving the passed so fast. They knew some- March 4, 1933 Depression? (war) Based on his thing was happening, something speech, what would you expect good for them. They began investing and working and him to do next? (take immediate hoping again. . . . action to solve the nation’s eco- “A Depression is much like a run on a bank. It’s a crisis of nomic problems, commit huge gov- confidence. People panic and ernment resources and money to grab their money.” the task) OL AL —Raymond Moley, original member of FDR’s “brains trust” Excerpted from Hard Times: An Oral Additional History of the Great Depression (1970)

Support 660 Chapter 19 Roosevelt and the New Deal Illustration by Peter Arno/Copyright © 1933 Condé Nast Publications

Activity: Interdisciplinary Connection

Political Science Unlike most Western students compare the system of social insur- European nations, the United States did not ance created by the New Deal with similar pro- have any national system of unemployment grams that existed in the 1930s in another insurance or retirement benefits before the country (suggest Canada, Britain, or Germany). 1930s. Today, most Americans do not question Then, ask them to compare the social policies the need to have at least a basic system of social and programs in their chosen country today insurance (for retirees, unemployed workers, with those that exist in the United States persons with disabilities, impoverished chil- today. AL dren). Using library or Internet sources, have

660 ANALYZING 4 5 PRIMARYSOURCES New Deal poster for the CCC, Oral History Interview

c. 1935 ▲ “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 D Differentiated through the whole New Deal was finding a way to make things work. Instruction “Before that, Hoover would loan money to farmers to keep their mules D alive, but wouldn’t loan money to keep their children alive. This was perfectly English Learners Ask students right within the framework of classical thinking. If an individual couldn’t get to study Source 5 and then write 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 a paragraph that paraphrases its because he’s shiftless.” main points. Help students with —Economist Gardiner C. Means, words or idioms (such as “on the economic adviser in the Roosevelt administration ball”) with which they may be Excerpted from Hard Times: An Oral History of the Great Depression (1970) unfamiliar. ELL

7 W Writing Support Political Cartoon, 1933

▲ Persuasive Writing Ask stu- President Roosevelt tries to “prime” the economic pump dents to write an essay in which with government spending. they agree or disagree with the 6 ideas of President Hoover as expressed in Source 6. In their Contemporary Book, 1934 essays, they should critique at “Even if the government conduct of business could give us the maximum of efficiency instead of least efficiency, it would be pur- least one New Deal program as W chased at the cost of freedom. It would increase rather than decrease an example to bolster their abuse and corruption, stifle initiative and invention, undermine the argument. OL 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) Assess/Close Excerpted from The Era of Franklin D. Roosevelt, 1933–1945 Ask students to name some pro- grams, agencies, or policies that were introduced during the First 1. Evaluating What themes did Roosevelt emphasize in his 4. Paraphrasing In Source 5, how does the author define New Deal. Then, as a class, discuss inaugural address? How would you have responded to this Roosevelt’s attitude toward unemployment and Hoover’s whether they were a success, a speech if you had been an unemployed worker? approach to unemployment? failure, or moderately effective. 2. Explaining Study Sources 2 and 3. How did FDR inspire 5. Evaluating In Source 6, why does Herbert Hoover object Which ones are still around today? confidence and optimism? What effect did this have on the to the New Deal? What programs do you think he found economy? most objectionable? 3. Describing In Source 4, the poster highlights four oppor- 6. Speculating Study the picture in Source 7. How does the tunities offered by the CCC. Describe some specific ways the artist feel about the New Deal? What symbols are used to CCC provided such opportunities. convey that message? Review Chapter 19 Roosevelt and the New Deal 661 (r)Illustration by Garretto/Copyright © 1934 Condé Nast Publications

Answers

people felt more confidence about the 5. New Deal gives too much power to govern- economy they were willing to invest and ment, takes away personal freedom, and is Answers: place money in banks again. less efficient than letting the free market solve economic problems. NRA and AAA are 1. Themes include truth and honesty, confi- 3. Answers will vary. Students may draw on examples from the previous section of the two good examples of programs that were dence, taking action, using the government attacked by conservatives. to get people back to work. Answers will chapter. vary, but should note that most unem- 4. Hoover’s approach assumed direct aid, “the 6. The artist thinks the New Deal is failing to ployed workers would respond positively to dole,” to the poor would be bad for their end the Depression and that the New Deal his message of hope. personal character. Roosevelt’s New Deal is too expensive. Despite the buckets of water (representing taxes) taken from the 2. Exerting a positive attitude (compare grin- approach recognized farmers and unem- ployed workers were living in hardship due people, the New Deal pump leaks water in ning FDR to dour Hoover) and getting legis- every direction (wasting taxpayer money). lation enacted inspired confidence. When to forces beyond their control. 661 Chapter 19 • Section 2 Section 2 Section Audio Spotlight Video Focus The Second New Deal

Bellringer n response to criticisms of the New Deal, President Guide to Reading Roosevelt introduced several major pieces of legisla- Daily Focus Transparency 19-2 I

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: F Big Ideas tion in 1935. These laws created the Works Progress Teacher Tip: Remind students to find factual information UNIT to support the answer they choose. 6 DAILY FOCUS SKILLS Chapter 19 TRANSPARENCY 19-2 Economics and Society In 1935 Comparing and Contrasting Administration, the National Labor Relations Board,

Directions: Answer the following UNIONS – PRO AND CON question based on the information at left. Roosevelt introduced new programs What one item was cited by and the Social Security Administration. pro-union and anti-union sides when deciding to help unions, senior citizens, and the whether unions were good or bad for the country? F high wages unemployed. G high prices H number of jobs J workers spending money

John L. Lewis, head of the United Mine Workers, addresses miners in Pennsylvania. Content Vocabulary Launching the Second New Deal PRO: CON: High union wages High union wages would let workers spend more would force companies to charge • (p. 662) money, thus boosting the high prices and to hire deficit spending economy. fewer people. MAIN Idea By 1935, the New Deal faced political and legal challenges, as Dick Sheldon, photographer (p. 666) • binding arbitration well as growing concern that it was not ending the Depression. • sit-down strike (p. 666) HISTORY AND YOU Do you know anyone who can easily convince others Guide to Reading Academic Vocabulary to follow his or her ideas? Read about several people who used this power against Roosevelt and his New Deal policies. • benefit (p. 663) Answers may include the • finance (p. 664) following: Legislation: Wagner Act; • thereby (p. 665) Harry Hopkins, head of the Federal Emergency Relief Administra- Provision: Workers had right to tion, worked long hours in his Washington office, a bare, dingy room People and Events to Identify with exposed water pipes. Hopkins also took to the road to explain organize and to collective bar- • (p. 663) the New Deal. Once in Iowa, where he was discussing spending pro- gaining; Legislation: Social • Works Progress Administration (p. 664) grams, someone called out, “Who’s going to pay for it?” Hopkins (p. 665) Security Act; Provision: security • National Labor Relations Board peeled off his jacket, loosened his tie, and rolled up his sleeves, • Congress of Industrial Organizations before roaring his response: “You are!” for retired workers, who received (p. 667) President Roosevelt appreciated Harry Hopkins’s feistiness. He monthly checks beginning at age • Social Security Act (p. 667) needed effective speakers who were willing to contend with his adversaries. Although Roosevelt had been tremendously popular dur- 65, unemployment insurance, and Reading Strategy ing his first two years in office, opposition to his policies had begun aid for people with certain disabil- Organizing As you read about to grow. President Roosevelt’s Second New Deal, ities and impoverished mothers The economy had shown only a slight improvement, even though complete a graphic organizer similar to with dependent children the New Deal had been in effect for two years. Although the pro- the one below by filling in his main leg- grams had created more than 2 million new jobs, more than 10 mil- islative successes during this period. lion workers remained unemployed, and the nation’s total income Legislation Provisions was about half of what it had been in 1929. Criticism From Left and Right To generate student interest and Hostility toward Roosevelt came from both the political right provide a springboard for class and the left. People on the right generally believed the New Deal discussion, access the Chapter 19, regulated business too tightly. The right wing also included many Section 2 video at glencoe.com or Southern Democrats who believed the New Deal had expanded the on the video DVD. 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 Resource Manager alarmed at the government’s growing deficit.

662 Chapter 19 Roosevelt and the New Deal

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Academic Vocabulary, • Ident. Cent. Issues, • Logical/Math, p. 664 • Expository Writing, • Reinforcing Skills Act., p. 663 p. 665 p. 664 URB p. 93 • Act. Prior Know., p. 666 • Analyzing Prim. Additional Resources • Read. Essen., p. 214 Sources, p. 666 • American Art and Additional Resources Additional Resources Music, URB p. 101 • Content Vocab. Act., • Guid. Read. Act., URB Additional Resources • Enrichment Act., URB URB p. 89 p. 111 • Interp. Political p. 107 • Academic Vocab. Act., • Prim. Source Read., URB Cartoons, URB p. 103 • Differentiated Instruct. URB p. 91 p. 99 • Supreme Court Case Act., URB p. 85 Studies, p. 51 • Quizzes and Tests, p. 270 Chapter 19 • Section 2 ▲ Opposition to the New Deal Dr. Francis Townsend explains his ideas to offer By 1935 some Americans had grown impa- pensions to business tient with the New Deal economic recovery. leaders at a 1936 luncheon in Philadelphia. They believed that the reforms did not go far Teach enough and called for wider-ranging change. R Reading Strategy Academic 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

▲ , who root. (beneficiary, benevolent, served Louisiana in benediction) OL the U.S. Senate, looked for ways to redistribute wealth.

Analyzing VISUALS Analyzing VISUALS 1. Comparing and Contrasting What strikes you as the same and different about these three men? Answers: ▲ Father Coughlin speaks to a crowd of 6,000 members of the National Union for Social Justice at the Hippodrome in Detroit 2. Assessing Which man do you think would have the largest 1. Students’ responses will vary shortly after the stock market collapse in 1929. By the mid- audience, and why? but may mention the more 1930s, Coughlin favored massive taxes. cheerful appearance of Father Coughlin and the different In August 1934 business leaders and anti– corrupt—political machine. In 1930 Long was means each man used to New Deal politicians from both parties joined elected to the U.S. Senate. Student Web spread his message. Each together to create the American Liberty Long’s attacks on the rich were popular in Activity Visit offered specific solutions to League. Its purpose was to organize opposi- the midst of the Great Depression. He capti- glencoe.com tion to the New Deal and “teach the necessity of vated audiences with folksy humor and fiery and complete the the nation’s problems. respect for the rights of person and property.” oratory. By 1934, he had established a national activity on the 2. Students may say that Father New Deal. While criticisms from the right threatened organization, the Share Our Wealth Society, Coughlin had the largest to split the Democratic Party and reduce busi- to promote his plan for massive redistribution ness support for Roosevelt, another serious of wealth. Long announced he would run for audience because he used challenge to the New Deal came from the president in 1936. the modern medium of radio political left. People on the left believed Father Coughlin Roosevelt also faced a rather than the more personal Roosevelt had not gone far enough. They approach Townsend used. wanted even more dramatic government eco- challenge from Father Charles Coughlin, a nomic intervention to shift wealth from the Catholic priest in Detroit. About 30 to 45 mil- rich to middle-income and poor Americans. lion listeners heard his weekly radio show. Originally an ardent New Deal supporter, Huey Long Perhaps the most serious threat Coughlin had become impatient with its mod- came from Huey Long of Louisiana. As gover- erate reforms. He called instead for inflating nor of Louisiana, Long had championed the the currency and nationalizing the banking poor and downtrodden. He had improved system. In 1935 Coughlin organized the schools, colleges, and hospitals, and built roads National Union for Social Justice, which some and bridges. These benefits made Long pop- Democrats feared would become a new politi- R ular, enabling him to build a powerful—but cal party. Hands-On

Chapter 19 Roosevelt and the New Deal 663 Chapter Project (r)The Granger Collection, New York Step 2 Writing a Newspaper plates online or in word processing software that can help them place copy in newspa- Step 2: Write and Plan Newspaper per format. Copy Students begin to write articles and Putting It Together Invite a teacher famil- editorials and to draw cartoons based on iar with word processing programs to class the content of Section 1. to offer a tutorial for students unfamiliar Directions Remind students to include with the software and how to use it. the basic facts in news stories and to sup- (Chapter Project continued on page 669) 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- 663 Chapter 19 • Section 2 The Townsend Plan A third challenge came ers had been convicted of violating the NRA’s from Francis Townsend, a California physician. poultry code. Townsend proposed that the federal govern- The Court ruled that the Constitution did ment pay citizens over age 60 a pension of not allow Congress to delegate its legislative D Differentiated $200 a month. Recipients would have to retire powers to the executive branch. Thus, it Instruction and spend their entire pension check each declared the NRA’s codes unconstitutional. month. He believed the plan would increase Although relieved to be rid of that “awful Logical/Mathematical Invite spending and remove people from the work- headache,” the NRA, Roosevelt still worried students to depict the information force, freeing up jobs for the unemployed. about the ruling. It suggested that the Court on the WPA’s achievements in Townsend’s proposal attracted millions of could strike down the rest of the New Deal. supporters, especially among older Americans, Roosevelt knew he needed a new series of graph form. Suggest they use a who mobilized as a political force for the first programs to keep voters’ support. He called bar or circle graph. OL time. Townsend’s program was particularly congressional leaders to a White House con- popular in the West. When combined with ference. Pounding his desk, he thundered that Long’s support in the Midwest and South, and Congress could not go home until it passed his W Writing Support Coughlin’s support among urban Catholics in new bills. That summer, Congress worked bus- the Northeast, Roosevelt faced the possibility ily to pass Roosevelt’s programs. Expository Writing Have stu- of a coalition that would draw enough votes to Identifying Points of View dents use library or Internet prevent his reelection. What criticisms prompted the Second New Deal? resources to find out more about the women and men supported The WPA through Federal Number One. Ask Roosevelt was also disturbed by the failure students to use their findings to of the New Deal to generate a rapid economic write a short essay describing the recovery. In 1935 he launched a series of pro- grams now known as the Second New Deal. artists or their works. OL 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 Was the New Deal D 1935 and 1941, the WPA spent $11 billion. Its Answer: 8.5 million workers constructed about 650,000 Socialistic? The economy did not improve miles of highways, roads, and streets, 125,000 Franklin Roosevelt took extraordinary quickly after two years. Right public buildings, and more than 8,000 parks. It measures to stimulate the economy built or improved more than 124,000 bridges wing critics of the New Deal felt with his New Deal programs. Many and 853 airports. Americans were divided on the issue of that it regulated business too The WPA’s most controversial program was increased government intervention in tightly. Southern Democrats Federal Number One, a program for artists, the economy. Some claimed the New musicians, theater people, and writers. The art- feared the expansion of the fed- Deal was socialistic and a violation of ists created thousands of murals and sculptures American values. Others thought the eral government. Business lead- for public buildings. Musicians established 30 New Deal did not do enough to help ers opposed Roosevelt’s deficit W symphony orchestras, as well as hundreds of Americans. spending. Critics on the left felt smaller musical groups. The Federal Theater Project financed playwrights, actors, and the New Deal had not gone far directors. It also funded writers who recorded enough. 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 Additional Recovery Administration. The Schechter broth-

Support 664 Chapter 19 Roosevelt and the New Deal

Extending the Content

Federal Writers’ Project The Federal popular guidebooks, the American Guide At its peak in 1936, the Federal Writers’ Writers’ Project was one of four segments of series, was produced for each state, as well Project employed 6,700 writers. Some Federal One, which also included compo- as major counties and cities, interstate high- 10,000 writers gained employment through nents in music, theater, and art. To avoid the way routes, and areas of the nation. the program, producing more than 1,000 controversy that might come from allowing Interviews and oral histories of formerly publications. writers to produce works of the imagina- enslaved persons, farm and mill owners, tion, the Federal Writers’ Project asked and others published in These Are Our Lives authors to focus on nonfiction. A series of gave new dimensions to American history.

664 union wages would give workers more money Chapter 19 • Section 2 Reforms for Workers to spend, thereby boosting the economy. and Senior Citizens Opponents disagreed, arguing that high wages forced companies to charge higher prices and MAIN Idea Roosevelt asked Congress to pass the hire fewer people. Despite these concerns, C Critical Thinking Wagner Act and Social Security to build support Congress pushed ahead with new labor among workers and older Americans. legislation. Identifying Central Issues HISTORY AND YOU Do you have an older relative Have students create word webs who has retired from his or her job? Read about benefits created by the Social Security Act. to record the provisions of the The Wagner Act Wagner Act. Remind them to In July 1935 Congress passed the National use these graphic organizers as When the Supreme Court struck down the Labor Relations Act (also called the Wagner NRA, it also invalidated the section of the Act after its author, Senator Robert Wagner of study aids. BL NIRA that gave workers the right to organize. New York). The act guaranteed workers the President Roosevelt and the Democrats in right to organize unions and to bargain collec- C Congress knew that the working-class vote tively. It also set up the National Labor was very important in winning reelection in Relations Board (NLRB), which organized 1936. They also believed that unions could help factory elections by secret ballot to determine end the Depression. They thought that high whether workers wanted a union.

YES NO Answers: 1. Students may say that Smith’s Alfred E. Smith Norman Thomas call for a balanced budget, Former Democratic Candidate Socialist Party Candidate which was part of the 1932 platform, seems valid. PRIMARY SOURCE PRIMARY SOURCE 2. The New Deal accepts the basic “Now what would I have my “All of these leaders or would- party do? I would have them be leaders out of our wilderness, institutions and loyalties of the re-declare the principles that they however they may abuse one present system, while the put forth in that 1932 platform [reduce another, however loosely they may Socialist Party wants to replace the size of government, balance the federal budget] . . . fling around the charge of socialism or communism—still Just get the platform of the Democratic party and get accept the basic institutions and loyalties of the present the system. the platform of the Socialist party and . . . make your mind system. A true Socialist is resolved to replace that system. . . . 3. Students’ answers will vary. up to pick up the platform that more nearly squares with The New Deal did not say, as socialism would have said, 4. Students’ answers will vary. the record, and you will have your hand on the Socialist ‘Here are so many millions of American people who need platform. . . . to be well fed and well clothed. How much food and cot- [I]t is all right with me, if they want to disguise them- ton do we require?’ We should require more, not less. What selves as Karl Marx or Lenin or any of the rest of that Mr. Roosevelt said was ‘How much food and cotton can be bunch, but I won’t stand for their allowing them to march produced for which the exploited masses must pay a under the banner of Jackson or Cleveland.” higher price?’” —speech delivered January 25, 1936 —speech delivered February 2, 1936

1. Distinguishing Fact From Opinion Compare Smith’s 3. Evaluating Which speaker do you find more persuasive? attack on the New Deal with what you have read about it Why? elsewhere. Does he make any valid points? 4. Hypothesizing Do you think either speaker would be able 2. Contrasting According to Thomas, how are the principles to persuade someone who did not agree with him to recon- of the New Deal and those of the Socialist Party different? sider his or her attitudes? Additional

Chapter 19 Roosevelt and the New Deal 665 Support (l)The Granger Collection, New York

Activity: Interdisciplinary Connection

Language Arts The question of whether day. Ask: How does word choice influ- the Red Scare of 1919. Had the United States the New Deal was socialistic in nature began ence the nature of a debate? (Students not given much attention to the movement, in light of disillusionment with Roosevelt’s may note that name calling and labeling words such as socialism would not be likely to policies. The conservatives charged that inflame opinions but do not clarify issues.) If create such intense feelings.) OL Roosevelt was considering a fascist dicta- the United States had not vigorously torship and later changed their rhetoric to opposed communism and socialism, suggest the administration was proposing would labeling something socialistic pro- “absolute communism.” The debate grew voke such intense feelings? (Students may louder as the 1934 elections approached suggest that these terms gained power to and has continued among historians to this generate intense feelings primarily based on 665 Chapter 19 • Section 2 The Wagner Act also set up a process called The United Auto Workers (UAW), a CIO binding arbitration whereby dissatisfied union, initiated a series of sit-down strikes union members could take their complaints to against General Motors. On December 31, a neutral party who would listen to both sides 1936, the workers at General Motor’s plant in R Reading Skill and decide on the issues. The NLRB could Flint, Michigan, began a sit-down strike. The Activating Prior Knowledge investigate employers’ actions and stop unfair UAW strikers held the factory for weeks, while practices, such as spying on workers. spouses, friends, and other supporters passed Ask: How had unions generally them food and other provisions through win- been organized before the The CIO Is Formed The Wagner Act led to a dows. A journalist who was allowed to enter the Committee for Industrial burst of labor activity. John L. Lewis led the plant reported on conditions in the factory: United Mine Workers union. He worked with Organization? (They were estab- several other unions to organize industrial PRIMARY SOURCE lished for workers of each trade.) workers. They formed the Committee for “Beds were made up on the floor of each car, the AL R Industrial Organization (CIO) in 1935. seats being removed if necessary. . . . I could not The CIO set out to organize unions that see—and I looked for it carefully—the slightest included all workers, skilled and unskilled, in a damage done anywhere to the General Motors C C Critical Thinking particular industry. It focused first on the auto- Corporation. The nearly completed car bodies, for mobile and steel industries—two of the largest example, were as clean as they would be in the Analyzing Primary Sources industries in which workers were not yet salesroom, their glass and metal shining.” Invite a volunteer to read the unionized. —quoted in The Great Depression Primary Source quotation in the Sit-Down Strikes Union organizers used Violence broke out in Flint when police second column. Ask students new tactics, such as the sit-down strike, in launched a tear gas assault on one of the what most impressed the journal- which employees stopped work inside the plants. The police wounded 13 strikers, but the ist being quoted. (The fact that no factory and refused to leave. (This technique strike held. On February 11, 1937, the com- General Motors property had been prevented management from sending in pany gave in and recognized the UAW as its replacement workers.) First used effectively to employees’ sole bargaining agent. The UAW damaged or destroyed.) OL organize rubber workers, the sit-down strike became one of the most powerful unions in became a common CIO tactic for several years. the United States.

Analyzing VISUALS The CIO Uses Sit-Down Strikes Union Membership, 1933–1940 Answers: 10,000 1. They have reading material and are seated comfortably 8,000 on seats intended for the cars 6,000

they are not assembling. 4,000 2. Between 1936 and 1937; the 2,000 Wagner Act gave workers Members (thousands) 0 new rights and the CIO 1933 1934 1935 1936 1937 1938 1939 1940 started organizing industrial Source: Historical Statistics of the United States. workers.

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

▲ Sit-down strikers at the GM Fisher Body plant in Flint, Michigan, 2. Summarizing When did union membership increase take over the plant on December 30, 1936. Their action led to a the most? How can you account for this jump? Additional national strike that lasted until February 11, 1937.

Support 666 Chapter 19 Roosevelt and the New Deal

Activity: Interdisciplinary Connection

Civics Explain to students that sit-down strikes Supreme Court rulings on the legality of the were a form of nonviolent protest that would be strikes. Ask students to write a brief summary or used extensively during the Civil Rights create a time line to show their findings. Invite Movement of the 1960s. Invite students to use volunteers to share their finished work with the library or Internet resources to find other class. AL instances of the technique as well as the 1930s

666 U.S. Steel, the nation’s largest steel producer and a long- Chapter 19 • Section 2 standing opponent of unionizing, decided it did not want to REVIEW repeat the General Motors experience. In March 1937 the com- Section 2 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 Vocabulary the industry. 1. Explain the significance of: deficit spend- Answer: In the late 1930s, workers in other industries worked hard ing, American Liberty League, Works It provided temporary income to to gain union recognition from their employers. Union member- Progress Administration, National Labor unemployed workers looking for ship tripled from roughly 3 million in 1933 to about 9 million Relations Board, binding arbitration, in 1939. In 1938 the CIO changed its name to the Congress of sit-down strike, Congress of Industrial new jobs and a small pension for Industrial Organizations and became a federation of indus- Organizations, Social Security Act. retired workers. trial unions. Main Ideas Social Security 2. Summarizing How did the ideas of Father Coughlin, Senator Long, and After passing the Wagner Act, Congress began work on one of Dr. Townsend differ? America’s most important pieces of legislation. This was the Assess Social Security Act. Its major goal was to provide some security 3. Analyzing Why was the Social Security for older Americans and unemployed workers. Act an important piece of legislation? Roosevelt and his advisers spent months preparing the bill, which they viewed primarily as an insurance measure. Workers Critical Thinking earned the right to receive benefits because they paid premiums, 4. Big Ideas How did the New Deal con- Study Central™ provides just as they did in buying a life insurance policy. The premiums tribute to the growth of industrial unions? summaries, interactive games, were a tax paid to the federal government. The legislation also 5. Organizing Use a graphic organizer and online graphic organizers to provided modest welfare payments to other needy people, includ- similar to the one below to list the politi- ing those with disabilities and poor mothers with dependent help students review content. cal challenges Roosevelt faced in his children. first term. The core of Social Security was the monthly retirement bene- fit, which people could collect when they stopped working at Close Political Challenges age 65. Another important benefit, unemployment insurance, supplied a temporary income to unemployed workers looking for Summarizing Ask: What were new jobs. Some critics did not like the fact that the money came some of the criticisms of the New from payroll taxes imposed on workers and employers, but to Deal? (Some detractors thought Roosevelt these taxes were crucial: “We put those payroll contri- that Roosevelt was not doing butions there so as to give the contributors a legal, moral, and 6. Analyzing Visuals Look again at the political right to collect their pensions and their unemployment photo of Dr. Townsend on page 663. How enough to help the American peo- benefits.” does he intend to prevent economic ple, while others feared the plan Since the people receiving benefits had already paid for them, chaos? resembled socialism and did not he explained, “no . . . politician can ever scrap my social security program.” What Roosevelt did not anticipate was that, in the Writing About History align with American values. There future, Congress would borrow money from the Social Security 7. Persuasive Writing Choose one of was also great concern about the fund to pay for other programs while failing to raise payroll the figures who criticized the New Deal. growing deficit.) OL deductions enough to pay for the benefits. Write an editorial to the local newspaper Although Social Security helped many people, initially it left expressing why people should be in favor out many of the neediest—farm and domestic workers. Some of or opposed to that person’s ideas. 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. Study Central™ To review this section, go Explaining How did the Social Security Act protect to glencoe.com and click on Study Central. workers? Section 2 REVIEW 667

Answers

1. All definitions can be found in the section 5. American Liberty League, left-wing and the Glossary. Democrats, the Depression had not ended 2. Coughlin: tax the rich and nationalize the 6. by putting control of credit in the hands of banking system; Long: share the wealth; the people by giving $200 a month to those Townsend: pensions for the elderly over 60 3. It provided a basic social safety net for the 7. Students’ editorials will vary but should elderly, the unemployed, and other vulnera- express an opinion and support it. ble groups. 4. The Wagner Act encouraged workers to organize unions and set up a process to protect unions as they developed. 667 Chapter 19 • Section 3 Section 3 Section Audio Spotlight Video Focus The New Deal Coalition

Bellringer resident Roosevelt won a landslide reelection vic- Guide to Reading tory in 1936. Early in his second term, however, his Daily Focus Transparency 19-3 P

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: B Big Ideas court-packing plan and a new hurt him politi- Teacher Tip: Students should look carefully at the graphs UNIT to find factual information that confirms their answer. 6 DAILY FOCUS SKILLS Chapter 19 TRANSPARENCY 19-3 Group Action Backed by a new coali- Interpreting Graphs cally. The Fair Labor Standards Act, the last significant

Directions: Answer the following THE ELECTION OF 1936 question based on the graphs. tion of voters FDR easily won reelection, What was the outcome of the presidential election piece of New Deal legislation, provided new protections POPULAR VOTE of 1936? but conservative opposition prevented ELECTORAL VOTE 2.7% A Roosevelt lost to the Republican candidate. 600 B Roosevelt swept the for workers. 36.5% election. the passage of additional reforms. 500 523 C Roosevelt lost the popular 400 vote but won the electoral 60.8% vote. 300 D Roosevelt won the popular 200 vote but lost the electoral Number of Votes vote. Content Vocabulary 100 Roosevelt

8 Landon 0 (p. 670) Franklin D. Roosevelt Alfred Landon Others • court-packing Democratic Candidate Republican Candidate Roosevelt’s Second Term • broker state (p. 673) MAIN Idea Roosevelt was easily reelected, but the New Deal lost momen- • (p. 673) safety net tum during his second term due to his court-packing plan and a new recession. Guide to Reading Academic Vocabulary • recovery (p. 670) HISTORY AND YOU Does your family rent or own your home? Read how The New Deal Coalition • mediate (p. 673) the New Deal started programs that tried to make home ownership more I. Roosevelt’s Second Term affordable. People and Events to Identify A. The Election of 1936 • (p. 669) Since the Civil War, African Americans had been reliable Republican B. The Court-Packing Plan • Henry Morgenthau (p. 670) voters. The Republican Party was the party of both Abraham Lincoln C. The Recession of 1937 • John Maynard Keynes (p. 670) and emancipation. In the 1930s, however, this allegiance unraveled. The II. The New Deal Ends Great Depression had hit African Americans hard, and the Republican Reading Strategy Party had done little to help. To many African Americans, it seemed A. The Last New Deal Reforms Taking Notes As you read, create an their votes were taken for granted. That was certainly the sentiment B. The New Deal’s Legacy outline similar to the one below. of Robert L. Vann, editor of the Pittsburgh Courier, Pennsylvania’s

The New Deal Coalition leading African American newspaper. Vann decided it was time for a I. Roosevelt’s Second Term change and started a campaign to persuade African Americans to join A. B. the Democratic Party. “My friends, go turn Lincoln’s picture to the C. wall,” he told audiences. “That debt has been paid in full.” II. A. The dramatic shift in party allegiance by African Americans was B. To generate student interest and part of a historic political realignment the New Deal triggered. As the election of 1936 approached, millions of voters owed their jobs, mort- provide a springboard for class gages, and bank accounts to the New Deal, and they knew it. discussion, access the Chapter 19, The white South, which had been the core of the Democratic Party, Section 3 video at glencoe.com or now became just one part of a new coalition that included farmers, on the video DVD. 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 . FDR Resource Manager also tried to see that public works projects included African Americans.

668 Chapter 19 Roosevelt and the New Deal

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Teacher Edition Additional Resources • Act. Prior Know., p. 670 • Drawing Con., p. 670 • Visual/Spatial, p. 669 • Expository Writing, • Read. Essen., p. 217 • Read. Prim. Sources, • Analyzing Info., p. 672 p. 669 • Time Line Act., URB p. 672 Additional Resources p. 95 • Academic Vocab., Additional Resources • Auth Assess., p. 43 p. 673 • Quizzes and Tests, • Reteach. Act., URB p. 271 p. 105 Additional Resources • Guid. Read. Act., URB p. 112 Chapter 19 • Section 3 Building the New Deal Coalition

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. Teach

W Writing Support Expository Writing Invite stu- dents to find out more about ▲ New Deal Raises African American Hopes Mary McLeod Bethune, shown with Eleanor Roosevelt, the women whom Roosevelt was appointed in 1936 as director of the Office of Minority Affairs within the National Youth Association. Bethune appointed to government posts. became the first black woman to head a federal agency. Suggest that students focus on Roosevelt also relied on an informal advisory group, the “Black Cabinet,” also known as the “Black Brain Trust.” one woman or on one arena, such FDR failed in some areas of civil rights, such as not opposing poll taxes for fear of causing Southern Democrats as federal judges or diplomats. to block New Deal programs. Have students write a one-page summary of their findings. OL ▲ 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 D Differentiated into the New Deal coalition. Perkins headed Instruction the team that designed the Social Security program and the Fair Labor Standards Act. Visual/Spatial Ask students to Social Security, along with the New Deal’s labor programs, helped bring many workers create election maps of the 1932 into the New Deal coalition. and 1936 elections. Remind them to make a key. Ask them to com- Analyzing VISUALS pare the results and report their 1. Analyzing Look at the photo of Frances Perkins and the workers. findings to the class. OL What clues do you get that she took her job seriously? ▲ A New Deal for Native Americans Commissioner of Indian Affairs John Collier, shown here consulting with Native Analyzing VISUALS 2. Evaluating What mood does the American leaders in South Dakota, helped create the Indian Reorganization Act of 1934. photograph of Mary McLeod Bethune The act reversed the Dawes Act’s policy of assimilation. It restored some reservation and Eleanor Roosevelt convey? lands, gave Native Americans control over those lands, and permitted them to elect Answers: their own governments. 1. She is wearing a hard hat, intending to be on the con- A similar policy guided FDR’s approach to Landon, the governor of Kansas. Although struction site rather than just women. He appointed the first woman to a Landon favored some New Deal policies, cabinet post, Secretary of Labor Frances he declared it was time “to unshackle initia- reading or hearing about it. Perkins, and appointed many other women tive and free the spirit of American enter- 2. Both are laughing, as is one of W to lower-level posts. He also appointed two prise.” Landon was unable to convince the the men in the background. female diplomats and a female federal judge. majority of American voters it was time for a Despite these gains, New Deal programs paid change. Roosevelt and the New Deal that he There is a sense of a pleasant women lower wages than men. represented remained very popular, and on meeting of friends. Election Day, Roosevelt swept to victory in D one of the largest landslides in American his- The Election of 1936 tory. He won more than 60 percent of the To challenge President Roosevelt’s reelec- popular vote and carried every state except tion bid, the Republicans nominated Alfred Maine and Vermont. Hands-On

Chapter 19 Roosevelt and the New Deal 669 Chapter Project Step 3 Writing a Newspaper Putting It Together Remind students that careful editing involves an attention to Step 3: Copyedit and Content Edit detail and to factual accuracy. Encourage the Paper Students submit their articles editors to find positive comments to make to designated “editors” who evaluate both about each piece they edit. the content and the grammar of the pieces. (Chapter Project continued on the Visual Summary page) 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. 669 Chapter 19 • Section 3 The Court-Packing Plan Roosevelt achieved his goal of changing the Court’s view of the New Deal. The fight over Although many people supported the New the court-packing plan, however, hurt his Deal, the Supreme Court saw things differ- reputation and encouraged conservative ently. In January 1936, in United States v. Butler, Critical Thinking Democrats to work with Republicans to block C the Court had declared the Agricultural any further New Deal proposals. Drawing Conclusions Adjustment Act unconstitutional. With cases Ask: What have you already pending on Social Security and the Wagner learned about Roosevelt that Act, it was possible that the Court would strike down most of the major New Deal programs. The Recession of 1937 prepares you to read that he Roosevelt was furious that a handful of In late 1937 Roosevelt’s reputation again was “furious” that the Supreme jurists, “nine old men” as he called them, were suffered when unemployment suddenly Court declared the Agricultural blocking the wishes of a majority of the people. surged. Early in the year, the economy had After winning reelection, he decided to try to seemed on the verge of full recovery. Industrial Adjustment Act unconstitutional? change the political balance on the Court. In output was almost back to pre-Depression lev- (He was intensely competitive; he March 1937 he sent Congress a bill to increase els, and many people believed the worst was had held executive office before on the number of justices. It proposed that if any over. Roosevelt decided it was time to balance C justice had served for 10 years and did not the budget. Concerned about the dangers of the state level and was used to com- retire within six months after reaching the age too much debt, Roosevelt ordered the WPA mand and power) Ask students of 70, the president could appoint an addi- and the PWA to be cut significantly. what other steps might Roosevelt tional justice to the Court. Since four justices Unfortunately, Roosevelt cut spending just as have taken instead of his court- were in their 70s and two more were in their the first Social Security payroll taxes removed late 60s, the bill, if passed, would allow $2 billion from the economy, which plum- packing plan. (He might have gone Roosevelt to quickly appoint as many as six meted. By the end of 1937, about 2 million to the members individually and new justices. people had been thrown out of work. talked with them.) OL The court-packing plan, as the press called The recession of 1937 led to a debate inside it, was Roosevelt’s first serious political mis- Roosevelt’s administration. Treasury Secretary take. Although Congress had the power to Henry Morgenthau favored balancing the R Reading Strategy change the Court’s size, the scheme created budget and cutting spending. This would the impression that the president was trying to encourage business leaders to invest in the Activating Prior Knowledge undermine the Court’s independence. economy. Harry Hopkins, head of the WPA, Ask students how a house of The issue split the Democratic Party. Many and Harold Ickes, head of the PWA, both dis- Congress can “kill” a bill. (Bills Southern Democrats feared Roosevelt’s plan agreed. They pushed for more government would put justices on the Court who would spending using a new theory called can die in committee or never be overturn segregation. At the same time, African Keynesianism to support their arguments. brought to the floor for a vote.) OL American leaders worried that once Roosevelt Keynesianism was based on the theories of set the precedent of changing the Court’s an influential British economist named John makeup, a future president might pack the Maynard Keynes. In 1936 Keynes published Court with justices opposed to civil rights. a book arguing that government should spend Many Americans believed the plan would give heavily in a recession, even if it required deficit Answer: the president too much power. spending, to jump-start the economy. court-packing plan and Despite the uproar, Roosevelt’s actions According to Keynesian economics, appeared to force the Supreme Court to back Roosevelt had done the wrong thing when he recession down. In April 1937, the Court upheld the con- cut back programs in 1937. At first, Roosevelt stitutionality of the Wagner Act by a vote of 5-4 was reluctant to begin deficit spending again. in the case National Labor Relations Board v. Many critics believed the recession proved the Jones and Laughlin Steel Corporation. In May the public was becoming too dependent on gov- Court narrowly upheld the Social Security Act ernment spending. Finally, in the spring of in Steward Machine Company v. Davis. Shortly 1938, with no recovery in sight, Roosevelt afterward, a conservative justice resigned, asked Congress for $3.75 billion for the PWA, enabling Roosevelt to appoint a New Deal the WPA, and other programs. supporter to the Court. R In mid-July the Senate quietly killed the Summarizing What events Additional court-packing bill without bringing it to a vote. weakened Roosevelt’s reputation in 1937?

Support 670 Chapter 19 Roosevelt and the New Deal

Activity: Economics Connection

Keynesian Economics Invite students to tively ended the Great Depression. Ask students use library or Internet resources to find out more to determine how effective they believe about Keynesian theory and how it affected the Keynesian theory was during Roosevelt’s time New Deal. Suggest that students use charts and and if it is a valid theory. Have them record their graphs to show the economic changes between thoughts in a brief essay. AL 1932 and 1941, when the war economy effec-

670 Analyzing Supreme Court Cases Supreme Court Cases Can Government Regulate Business?

★ Schechter Poultry v. United States (1935) ★ NLRB v. Jones & Laughlin Steel Corp. (1937) Teach Background to the Cases Sometimes termed the “Sick These two cases look at the federal government’s right to regulate Chicken Case,” Schechter Poultry v. interstate commerce. In the Schechter case, the Court overturned U.S. brought down the NIRA. Chief the NIRA and the industrial codes that regulated business. In the Justice Hughes made three argu- Jones & Laughlin case, Chief Justice Hughes switched sides from the Schechter case and upheld the Wagner Act’s labor regulations. ments against the NIRA: The case marks the Supreme Court’s shift toward upholding New Deal legislation. 1. The NIRA gave legislative power to the executive branch. How the Court Ruled 2. There was no constitutional Both cases addressed the question of federal power to regulate ▲ In this 1937 cartoon, the donkey, a symbol of the Schechter Democratic Party, kicks up a storm and the dove of peace authority for the legislation. interstate commerce. In the case, the Court ruled that flies off, dropping the olive branch, in response to FDR’s the federal government could regulate only business activity that court-packing plan. 3. Businesses that were intrastate was directly related to interstate commerce. In the NLRB case, the in nature could not be sub- Court extended congressional power to regulate commerce and jected to federal regulation. upheld the constitutionality of the Wagner Act.

PRIMARY SOURCE PRIMARY SOURCE The Court’s Opinion Dissenting Views “The persons employed in slaughtering and selling in “The fundamental principle is that the power to regulate Answers: local trade are not employed in interstate commerce. Their commerce is the power to enact ‘all appropriate legislation’ 1. Their hours and wages have hours and wages have no direct relation to interstate com- for its ‘protection or advancement’ . . . Although activities merce. The question of how many hours these employees may be intrastate in character when separately considered, if no direct relations to inter- should work and what they should be paid differs in no they have such a close and substantial relation to interstate state commerce. essential respect from similar questions in other local busi- commerce that their control is essential or appropriate to pro- 2. It decides that because indus- nesses which handle commodities brought into a state and tect that commerce from burdens and obstructions, Congress tries organize themselves there dealt in as a part of its internal commerce. . . . cannot be denied the power to exercise that control. On both the grounds we have discussed, the attempted When industries organize themselves on a national nationally, industrial labor delegation of legislative power and the attempted regulation scale . . . . how can it be maintained that their industrial labor relations are not a field for- of intrastate transactions which affect interstate commerce relations constitute a forbidden field into which Congress bidden to Congress. only indirectly, we hold the code provisions here in question may not enter when it is necessary to protect interstate com- to be invalid.” merce from the paralyzing consequences of industrial war?” 3. Students may suggest that the Court had adopted a —Chief Justice Charles E. Hughes —Chief Justice Charles E. Hughes writing for the Court in Schechter v. U.S. writing for the Court in NLRB v. Jones & Laughlin Steel Corporation broader interpretation of the commerce clause or the Court was afraid to knock down a popular New Deal program.

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? Differentiated

Chapter 19 Roosevelt and the New Deal 671 Instruction The Granger Collection, New York

Name Date Class

Economics and History Activity 6

Recession and Depression Although can hurt people, they are considered a normal part of doing busi- We have ups and downs—called busi- ness in a free market economy. Recessions ness fluctuations—in our economy. During are worrisome mainly because they can periods of prosperity, new businesses open, open the door to a depression. Economists,

factories are producing at full capacity, and the government, businesses, and investors 6 Identifying Cause-and-Effect: Recession and Depression everyone who wants work can find a job. watch carefully for signs of a recession. The The 1920s, 1950s, and 1990s were periods of main sign is slowdowns in production, such economic prosperity in the United States. as fewer houses being built or fewer jobs UNIT Eventually, however, periods of economic being created. contraction occur, in which business activity People believe the American economy begins to slow down. If the contraction lasts in the second half of the 1900s was very long enough, the economy can continue impressive. As Figure 1 below shows, how- downward until it slips into a recession. A ever, there were many recessions during recession is defined as any period of at least this time. two consecutive quarters during which the Objective: Identify the causes and effects of recessions and Differentiated Instruction Strategies economy is not growing. (A quarter is a THE GREAT DEPRESSION: 1929–1941 three-month period.) In a recession, busi- ness activity starts to fall at a rapid rate. The Great Depression ranks as one of Factories cut back on production and lay off America’s defining periods. The stock mar- workers. Consumers, with less income, cut ket crash in October 1929 caused a serious back on their purchases. Faced with a wors- recession. The downward spiral in the depressions. ening economy, fewer new businesses open economy continued from 1929 until 1933. BL Identify two causes of recession and and some existing ones fail. If a recession Factories shut down, laying off millions of becomes extremely bad, it deepens into a workers. Businesses and banks failed by the depression. Then millions of people are out thousands. Between 1929 and 1933, produc- of work, many businesses fail, and the econ- tivity in the United States fell from $103 omy operates far below capacity. billion a year to $56 billion. Focus: Read the information on recessions and the resulting effects on businesses.

Figure 1—U.S. Recessions, 1953–1991 Start of Recession (Year/Quarter) End of Recession (Year/Quarter) Length of Recession (Quarters) depressions. 1953/III 1954/II 4 AL Research unemployment rates during 1957/IV 1958/I 2 1960/II 1960/IV 3 1969/IV 1970/IV 5 Teach: Define recession and depression and list the 1974/I 1975/I 5 the recession periods and write a short 1980/II 1980/III 2 1981/IV 1982/III 4 1990/III 1991/I 3 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, causes and effects of each. report of the results. Source: Congressional Quarterly’s Desk Reference on the Economy, Richard J. Carroll. CQ Press, p. 8. 7 Assess: Make a list of the things that will need to happen to ELL Underline any words that are unclear. Economics and lift the economy out of a recession or depression. Use a dictionary or develop a defini- History Activity 6, Close: Create a poster illustrating an economic cycle tion for each word. URB p. 7–8 from boom to recession. 671 • Section 3 Chapter 19 The New Deal Ends The Last New Deal Reforms One of the president’s goals for his second MAIN Idea The New Deal expanded federal power over the economy and established a social term was to provide better housing for the R Reading Strategy safety net. nation’s poor. Eleanor Roosevelt, who had toured poverty-stricken and the Reading Primary Sources HISTORY AND YOU Do you think the government should help those in need? Read how people felt rural South, strongly urged the president to do Ask: What does Roosevelt say is about the government as the New Deal came to something. Roosevelt responded with the the test of progress? (whether we an end. National Housing Act, establishing the United provide enough for those who have States Housing Authority. This organization In his second Inaugural Address, Roosevelt received $500 million to subsidize loans for too little) OL had pointed out that despite the nation’s prog- builders willing to provide low-cost housing. C ress in climbing out of the Depression, many Roosevelt also sought to help the nation’s Americans were still poor: tenant farmers. Before being shut down, the C Critical Thinking AAA had paid farmers to take land out of pro- PRIMARY SOURCE Analyzing Information Ask duction. In doing so, it had inadvertently hurt “I see one-third of a nation ill-housed, ill-clad, tenant farmers. Landowners had expelled ten- students to create graphic orga- ill-nourished. . . . The test of our progress is not ants from the land to take it out of production. nizers to note the three final R whether we add more to the abundance of those As a result, some 150,000 white and 195,000 New Deal reforms as they read. who have much; it is whether we provide enough African American tenants left farming during for those who have too little.” the 1930s. To stop this trend, Congress created (National Housing Act, Farm —from The Public Papers and Addresses of the Farm Security Administration to give loans Security Administration, Fair Labor Franklin D. Roosevelt to tenants so they could purchase farms. Standards Act) BL

Analyzing VISUALS What New Deal Programs Still Exist Today?

Answers: ▲ 1. the Securities and Exchange The Federal Deposit Insurance Commission Corporation sign is posted at most banks. 2. Department of Housing and Program Purpose Today Urban Development ▲ All workers are The Social Security Administration provides old age required to have a Social Security Social Security card, pensions, unemployment insurance, and disability insurance. printed on bank paper National Labor Relations The NLRB oversees union elections, investigates complaints to decrease forgeries. Board of unfair labor practices, and mediates labor disputes. Securities and Exchange The SEC regulates and polices the Commission stock market. Federal Deposit Insurance The FDIC insures deposits up to $100,000. Corporation The TVA provides electrical power to more than Tennessee Valley Authority 8 million consumers. Renamed the Department of Housing and Urban Federal Housing Authority Development (HUD) in 1965, it insures mortgage loans, assists low-income renters, and fi ghts housing discrimination.

Analyzing VISUALS

▲ The Federal 1. Identifying Which organization regulates and oversees the Housing Administration stock market policies? Web site uses 2. Listing What is the new name for the Federal Housing Authority? Additional this logo.

Support 672 Chapter 19 Roosevelt and the New Deal

Activity: Collaborative Learning

Analyze Roosevelt’s Inaugural during difficult times. Ask: To what extent did Addresses Divide the class into four groups, the inaugural address set forth an agenda, or assigning each group one of the four inaugural blueprint, to be followed? (Students’ responses addresses that Roosevelt gave. Have students will vary depending on the inaugural address they look for key thoughts in the speech and deter- studied.) OL mine how Roosevelt fostered hope and vision

672 To further help workers, Roosevelt pushed through Congress Chapter 19 • Section 3 the Fair Labor Standards Act, which abolished child labor, limited REVIEW the workweek to 44 hours for most workers, and set the first fed- Section 3 eral minimum wage at 25 cents an hour. The Fair Labor Standards Act was the last major piece of New Deal legislation. The reces- R Reading Strategy sion of 1937 enabled the Republicans to win seats in Congress Vocabulary Academic Vocabulary Tell in the midterm elections of 1938. Together with conservative 1. Explain the significance of: Frances Southern Democrats, they began blocking further New Deal leg- Perkins, court-packing, Henry Morgenthau, students that the Latin root word islation. By 1939, the New Deal era had come to an end. John Maynard Keynes, broker state, used in mediate means “middle.” safety net. Ask them for other words that use The New Deal’s Legacy Main Ideas this same root. (intermediary, The New Deal had only limited success in ending the Depres- intermediate, medium) OL sion. Unemployment remained high, and economic recovery was 2. What caused a recession early in not complete until after World War II. Even so, the New Deal Roosevelt’s second term? gave many Americans a stronger sense of security and stability. 3. How did the New Deal expand federal As a whole, the New Deal tended to balance competing eco- power over the economy? nomic interests. Business leaders, farmers, workers, homeowners, Answer: and others now looked to government to protect their interests. Critical Thinking It increased the government’s The federal government’s ability to take on this new role was 4. Big Ideas What groups made up the enhanced by two important Supreme Court decisions. In 1937, in New Deal coalition? role and fostered the attitude NLRB v. Jones and Laughlin Steel, the Court ruled that the federal that the government was government had the authority to regulate production within a 5. Organizing Use a chart like the one state. Later, in 1942, in Wickard v. Filburn, the Court used a similar below to list the achievements and responsible for a safety net. argument to allow the federal government to regulate consump- defeats of Roosevelt’s second term. tion in the states. These decisions increased federal power over the R economy and allowed it to mediate between competing groups. Achievements Defeats In taking on this mediating role, the New Deal established what some have called the broker state, in which the govern- Assess 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 6. Analyzing Visuals Choose one of the toward government. Roosevelt’s programs had succeeded in cre- photos on page 669 and write a brief ating a safety net for Americans—safeguards and relief programs account of the day’s activities from Study Central™ provides that protected them against economic disaster. By the end of the the viewpoint of one of the people in 1930s, many Americans felt that the government had a duty to the photograph. summaries, interactive games, maintain this safety net, even though doing so required a larger, and online graphic organizers to more expensive federal government. Writing About History help students review content. Critics continue to argue that the New Deal made the govern- 7. Persuasive Writing Imagine that you ment too powerful. Thus, another legacy of the New Deal is a are a staff member in Roosevelt’s cabinet. continuing debate over how much the government should inter- Write a short paper criticizing or defend- Close vene in the economy or support the disadvantaged. Throughout ing FDR’s court-packing plan. the hard times of the Depression, most Americans maintained a Summarizing Ask: At the end surprising degree of confidence in the American system. Journalist of Roosevelt’s second term, how Dorothy Thompson expressed this feeling in 1940: did Americans view the effects of PRIMARY SOURCE the New Deal? (Many felt it was a “We have behind us eight terrible years of a crisis. . . . Here we are, and positive plan that provided a safety our basic institutions are still intact, our people relatively prosperous and most important of all, our society relatively affectionate. . . . No country net against economic disaster.) OL is so well off.” —from the Washington Post, October 9, 1940 Study Central™ To review this section, go Summarizing What was the legacy of Roosevelt’s to glencoe.com and click on Study Central. New Deal? Section 3 REVIEW 673

Answers

1. All definitions can be found in the section 5. Achievements: court upholds reforms, and the Glossary. National Housing Act, Fair Labor Standards 2. The recession was created when Social Act; Defeats: Great Depression continued, Security began making payments just as court-packing plan WPA and PWA programs were cut. 6. Students’ responses will vary but should be 3. The New Deal introduced federal regula- consistent with text material. tions in agriculture, industry, banking, and 7. Students’ papers will vary but should take a the stock market. It also established a mini- position on the court-packing plan and mum wage. defend it. 4. African Americans, farmers, labor, minori- ties, new immigrants, women, intellectuals, and progressives 673 Chapter 19 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Determining Cause and Effect Invite students to write at The New Deal in Action least one cause-and-effect state- ment for each of the four areas Banking and Finances covered by the Visual Summary. • Emergency Banking Relief Act regulated banks. Ask: What was the overall effect • Federal Deposit Insurance Corporation insured bank depos- its. of the New Deal? (Although the • Farm Credit Administration refi nanced farm mortgages. New Deal assisted many people, it • Home Owners’ Loan Corporation fi nanced homeowners’ did not end the Depression. It did, mortgages. however, expand the role of the fed- eral government and offered a Agriculture and Industry social safety net.) OL • Agricultural Adjustment Administration paid farmers to limit surplus production. Expository Writing Have stu- • National Industrial Recovery Act limited industrial produc- dents select one of the four cate- tion and set prices. ▲ A steel worker gories and write a one-page • National Labor Relations Act gave workers the right to labors on the Grand organize unions and bargain collectively. Coulee Dam on the summary of the provisions and Columbia River in effects of the New Deal in that • Tennessee Valley Authority fi nanced rural eastern Washington. electrifi cation and helped develop the area. Ask: In which area do economy of a seven-state region. you think the New Deal had the most lasting and important Work and Relief effect? (Students’ responses will ▲ A Civilian vary but should be supported by • Civilian Conservation Corps Conservation created forestry jobs for Corps member plants trees. reasons.) OL 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

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

Chapter Project 674 Chapter 19 Roosevelt and the New Deal Step 4: Wrap Up 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 674 Chapter 19 • Assessment Chapter ASSESSMENT

Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the Directions: Choose the best answers to the following questions. sentence. 1. B Although all the terms given Section 1 (pp. 650–659) as possible answers to this ques- 1. The purpose of a was to prevent banks from being 6. One of the ways in which Franklin Roosevelt gained political tion do relate to the New Deal, closed completely because of bank runs. experience before being president was by serving as the only bank holiday fully answers A New Deal A U.S. senator for Maine. the question. The New Deal itself B bank holiday B mayor of Boston. was larger than a bank holiday C gold standard C governor of New York. and not designed only to prevent D fireside chat D congressional representative from Connecticut. bank closings. The fear that 2. The period of intense congressional activity after FDR took Roosevelt would take the nation 7. The was created to protect bank deposits. office was known as the off the gold standard actually pro- A Agricultural Adjustment Act A Square Deal. voked some bank runs. The fire- B Home Owners’ Loan Corporation B Securities and Exchange Commission. side chats were intended to calm C Securities and Exchange Commission C New Deal. the nation in general and to give D Federal Deposit Insurance Corporation D Hundred Days. listeners a sense that they had a 8. To , the Agricultural Adjustment Act paid farmers friend in the White House. 3. involves borrowing money to pay for programs. not to grow certain crops. A Deficit spending A raise farm prices 2. D The Square Deal can be easily B The gold standard B lower farm prices eliminated, as it refers to Theodore C States’ rights C feed the homeless Roosevelt’s agenda. The word com- D Binding arbitration D let farmers relax mission does not refer to a time period; the Securities and Exchange 4. Roosevelt ran into major opposition to his plan. 9. The provided work for unemployed young men, Commission was created to control A broker state who planted trees and built reservoirs. the activities of Wall Street. The B gold standard A Civil Works Administration New Deal was a series of broad pro- C recovery B Public Works Administration grams designed to help the nation’s D court-packing C Civilian Conservation Corps economic recovery. D Federal Emergency Relief Administration 5. The New Deal created a new public attitude toward govern- 3. A The gold standard demanded ment, by imagining the federal government used a that an ounce of gold equaled a to protect citizens from economic disasters. certain amount of dollars. States’ A broker state rights was the insistence on the B deficit nation TEST-TAKING TIP right of individual states to con- C safety net Questions sometimes ask for the exception, rather than the one right answer. Be sure to read through the question duct business without the interfer- D gold standard carefully, as well as each response, to see which one does ence of the federal government. In not fit. binding arbitration, two sides in a Need Extra Help? dispute agree to accept the deci- If You Missed Questions . . . 123456789GO ON sion of a neutral party. Go to Page . . . 652 652 662–663 670 673 650–651 654 656 658 4. D By defining each term, stu- Chapter 19 Roosevelt and the New Deal 675 dents can eliminate distractors.

5. C The network of safeguards 7. D Although all the possible answers have to 8. A The key term in the name of this act is and relief programs that the New do with programs that the New Deal created, Adjustment. Students should recall that farm Deal represented made the fed- only “the FDIC” completely answers the ques- prices were already very low. Also, remind stu- eral government highly involved tion. The Agricultural Adjustment Act provided dents that generally in tests, when two possi- in guiding people’s choices and a way to raise farm prices. The Home Owners’ ble answers directly contradict each other, one possibilities. Loan Corporation was designed to help home- of them is the correct answer and the other owners with their mortgage payments. The SEC distractors can be ignored. regulated stock market activities. Reviewing Main Ideas 9. C This question asks students to select 6. C This question asks students among various New Deal programs to find to differentiate from among politi- the correct answer. The term conservation in cal offices and locations. They the correct response should be a clue. need to remember that Roosevelt was from New York. 675 Chapter 19 • Assessment Chapter ASSESSMENT

10. D This question requires stu- (pp. 662–667) dents to place events in sequence Section 2 Critical Thinking and to recall that 1935 was the 10. By 1935 the New Deal was criticized because it Directions: Choose the best answers to the following questions. A had created too many new programs. year before the 1936 presidential Base your answers to questions 15 and 16 on the map below and on election. Knowing that FDR B was focusing only on the Midwest. your knowledge of Chapter 19. wanted a second term and that C had spent too much money on the stock market. the failure to end the Great D had not ended the Great Depression. Presidential Election of 1932 Depression stood in his way can WA NH 4 8 VT 3 ME 11. Benefits for older Americans were guaranteed by the MT ND 5 4 4 MN MA help students find the correct OR NY 17 ID 11 WI A Congress of Industrial Organizations. 5 SD 47 RI 4 4 4 12 MI response. WY 19 PA CT 8 B Works Progress Administration. 3 NE IA 36 NJ 16 NV 11 OH 7 IL IN 26 DE 3 3 UT 29 14 WV VA C Social Security Act. CA 4 CO MD 8 11. C The term benefits can be a 6 KS MO KY 8 11 22 9 15 11 NC 13 D Wagner Act. OK TN 11 key to finding the right answer to AZ NM AR SC 3 11 8 3 9 MS AL GA 9 11 12 this question. Students can link TX LA Section 3 (pp. 668–673) 23 10 FL the word Security in the correct 7 response with benefit and thus 12. Roosevelt split his own party by suggesting the need to eliminate the other programs A appoint additional Supreme Court judges. B include African Americans in New Deal programs. % of mentioned. Presidential Popular Popular Electoral C appoint women to his cabinet. Candidate Votes Vote Votes Roosevelt 22,821,857 57.43% 472 D follow Keynesian economics. 12. A Students may recall the car- Hoover 15,761,841 39.66% 59 toon showing the Democratic donkey kicking the fence and 13. Part of the New Deal’s legacy was an expansion of 15. Which of the following regions remained supportive of A state power over the courts. thereby remember the uproar cre- Republican President Hoover? B federal power over the economy. ated by Roosevelt’s court-packing A Midwest C federal power over the Constitution. plan. B South D state power over social safety nets. C Northeast 13. B The possible answers offer D West a preliminary choice between two 14. The New Deal changed American attitudes toward govern- ment and options: was the New Deal a state 16. Which state gave Hoover the largest number of votes in the A the desire for easy wealth. or federal program? Then students Electoral College? B the challenge of unionization. must decide if the federal expan- A Pennsylvania C the duty to regulate industry. sion was over economy or the B New York D the need to provide a safety net. Constitution. C Connecticut D Texas 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 Need Extra Help? had suffered deeply during the If You Missed Questions . . . 10 11 12 13 14 15 16 GO ON Go to Page . . . 662–664 667 670 673 668–672 R15 R15 Great Depression.

676 Chapter 19 Roosevelt and the New Deal 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.

676 Chapter 19 • Assessment Chapter ASSESSMENT

17. A Social Security provided 17. Social Security was an important piece of legislation Document-Based Questions because it monthly retirement checks. Directions: Analyze the document and answer the short-answer ques- A provided monthly retirement benefits. tions that follow the document. 18. D A careful look at the car- B encouraged state governments to improve schools. toon shows people for as far as C forced the federal government to hire the unemployed. Eleanor Roosevelt wrote in her autobiography of her experiences with people around the country: the horizon extends, following D mandated that workers be issued safety equipment. FDR. Congress is leading the pack. “This trip to the mining areas was my first contact with All other distractors are incorrect. Analyze the cartoon and answer the question that follows. Base your the work being done by the Quakers. I liked the idea of answer on the cartoon and your knowledge of Chapter 19. 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 Document-Based revive any household arts they might once have known but which they had neglected in the drab life of the min- Questions ing village. This was only the first of many trips into the mining 19. It emphasized individual ini- districts but it was the one that started the homestead tiative in improving the lives of idea [placing people in communities with homes, farms, and jobs] . . . . It was all experimental work, but it was the miners. designed to get people off relief, to put them to work building their own homes and to give them enough land 20. She supported the New Deal to start growing food.” programs; this is clear because —from The Autobiography of Eleanor Roosevelt she advised FDR on peoples’ needs and visited projects. 19. Why did Eleanor Roosevelt like the Quaker project?

20. Based on this excerpt, how do you think Eleanor Roosevelt Extended Response felt about New Deal programs? Explain your answer. 21. Answers will vary. Students’ answers should involve one spe- Extended Response cific New Deal program and one 21. Review the various New Deal programs discussed in the current situation to which it might 18. This cartoon was published just after FDR took office. What chapter. Select one that you think could be used or adapted be adapted. message does it send? to a current situation. Explain what group or groups it A Republicans are not very happy about the new would help and how it would do so. legislation. B Congress is slow and stubborn as a donkey. C The new president is not slowed down by being in a STOP wheelchair. D The Congress and many people are happy to follow Roosevelt.

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

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

Chapter 19 Roosevelt and the New Deal 677 The Granger Collection, New York

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

Need Extra Help? Have students refer to the pages listed if they miss any of the questions. 677