Why You Should Care About the Threatened Middle Class
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Job Creation Programs of the Great Depression: the WPA and the CCC Name Redacted Specialist in Labor Economics
Job Creation Programs of the Great Depression: The WPA and the CCC name redacted Specialist in Labor Economics January 14, 2010 Congressional Research Service 7-.... www.crs.gov R41017 CRS Report for Congress Prepared for Members and Committees of Congress Job Creation Programs of the Great Depression: the WPA and the CCC ith the exception of the Great Depression, the recession that began in December 2007 is the nation’s most severe according to various labor market indicators. The W 7.1 million jobs cut from employer payrolls between December 2007 and September 2009, when it is thought the latest recession might have ended, is more than has been recorded for any postwar recession. Job loss was greater in a relative sense during the latest recession as well, recording a 5.1% decrease over the period.1 In addition, long-term unemployment (defined as the proportion of workers without jobs for longer than 26 weeks) was higher in September 2009—at 36%—than at any time since 1948.2 As a result, momentum has been building among some members of the public policy community to augment the job creation and worker assistance measures included in the American Recovery and Reinvestment Act (P.L. 111-5). In an effort to accelerate improvement in the unemployment rate and job growth during the recovery period from the latest recession,3 some policymakers recently have turned their attention to programs that temporarily created jobs for workers unemployed during the nation’s worst economic downturn—the Great Depression—with which the latest recession has been compared.4 This report first describes the social policy environment in which the 1930s job creation programs were developed and examines the reasons for their shortcomings then and as models for current- day countercyclical employment measures. -
Chapter 24 the Great Depression
Chapter 24 The Great Depression 1929-1933 Section 1: Prosperity Shattered • Recount why financial experts issued warnings about business practices during the 1920s. • Describe why the stock market crashed in 1929. • Understand how the banking crisis and subsequent business failures signaled the beginning of the Great Depression. • Analyze the main causes of the Great Depression. Objective 1: Recount why financial experts issued warnings about business practices during the 1920s. • Identify the warnings that financial experts issued during the 1920s: • 1 Agricultural crisis • 2 Sick industry • 3 Consumers buying on credit • 4 Stock speculation • 5 Deion is # 1 Objective 1: Recount why financial experts issued warnings about business practices during the 1920s. • Why did the public ignore these warnings: • 1 Economy was booming • 2 People believed it would continue to grow Objective 2: Describe why the stock market crashed in 1929. Factors That Caused the Stock Market Crash 1. Rising interest rates 2. Investors sell stocks 3. Stock prices plunge 4. Heavy sells continue The Crash Objective 3: Understand how the banking crisis and subsequent business failures signaled the beginning of the Great Depression. Depositor withdrawal Banking Crisis Default on loans The Banking Crisis Margin calls and Subsequent Business Failures Unable to obtain resources Business Failures Lay-offs and closings Objective 4: Analyze the main causes of the Great Depression. • Main causes of the Great Depression and how it contributed to the depression: • Global economic crises, the U.S didn’t have foreign consumers. • The income gap deprived businesses of national consumers • The consumers debt led to economic chaos Section 2: Hard Times • Describe how unemployment during the Great Depression affected the lives of American workers. -
Measuring the Great Depression
Lesson 1 | Measuring the Great Depression Lesson Description In this lesson, students learn about data used to measure an economy’s health—inflation/deflation measured by the Consumer Price Index (CPI), output measured by Gross Domestic Product (GDP) and unemployment measured by the unemployment rate. Students analyze graphs of these data, which provide snapshots of the economy during the Great Depression. These graphs help students develop an understanding of the condition of the economy, which is critical to understanding the Great Depression. Concepts Consumer Price Index Deflation Depression Inflation Nominal Gross Domestic Product Real Gross Domestic Product Unemployment rate Objectives Students will: n Define inflation and deflation, and explain the economic effects of each. n Define Consumer Price Index (CPI). n Define Gross Domestic Product (GDP). n Explain the difference between Nominal Gross Domestic Product and Real Gross Domestic Product. n Interpret and analyze graphs and charts that depict economic data during the Great Depression. Content Standards National Standards for History Era 8, Grades 9-12: n Standard 1: The causes of the Great Depression and how it affected American society. n Standard 1A: The causes of the crash of 1929 and the Great Depression. National Standards in Economics n Standard 18: A nation’s overall levels of income, employment and prices are determined by the interaction of spending and production decisions made by all households, firms, government agencies and others in the economy. • Benchmark 1, Grade 8: Gross Domestic Product (GDP) is a basic measure of a nation’s economic output and income. It is the total market value, measured in dollars, of all final goods and services produced in the economy in a year. -
World War II
World War II [Prepared for the Oxford Handbook of American Economic History] Taylor Jaworski Price V. Fishback Queen’s University University of Arizona Department of Economics Department of Economics Kingston, ON K7L 3N6 Tucson, AZ 85721 [email protected] [email protected] March 2014 Abstract This chapter reviews the evidence connecting World War II to US economic performance in the second half of the twentieth century. We emphasize the substantial costs of mobilizing the economy for war and provide a brief discussion of the institutions created to manage the war effort. We then survey four areas where research on World War II has concentrated: (1) the rise of women’s labor participation, (2) the decrease in wage and wealth inequality, (3) the postwar growth miracle, and (4) the changing role of government in American society. Economic historians and economists have provided important revisions in each area. Along the way, we point in several directions for future research. 1. Introduction World War II was a watershed event in US economic history. Over $26 billion in new capital investment (nearly three-quarters financed by the federal government) flowed to regions and firms as the national economy was converted to fight an “all-out” war. Postwar government programs—many a continuation of New Deal and wartime social programs—permanently altered the view and role of government in American society.1 Moreover, coming at the end of a prolonged economic downturn, the war is frequently ascribed a key role in recovery from the Great Depression as well as a major role in laying the foundation for the postwar “golden age.”2 That story emphasizes the role of demand-side stimulus, due to $108 billion in government spending on prime contracts, and productivity gains from learning-by-doing and R&D spending, to place mobilization for World War II at the center of recovery and postwar economic growth. -
Inflation Expectations and the Recovery from the Great Depression in Germany
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Daniel, Volker; ter Steege, Lucas Working Paper Inflation Expectations and the Recovery from the Great Depression in Germany Working Papers of the Priority Programme 1859 "Experience and Expectation. Historical Foundations of Economic Behaviour", No. 6 Provided in Cooperation with: German Research Foundation's Priority Programme 1859 "Experience and Expectation. Historical Foundations of Economic Behaviour", Humboldt-Universität Berlin Suggested Citation: Daniel, Volker; ter Steege, Lucas (2018) : Inflation Expectations and the Recovery from the Great Depression in Germany, Working Papers of the Priority Programme 1859 "Experience and Expectation. Historical Foundations of Economic Behaviour", No. 6, Humboldt University Berlin, Berlin, http://dx.doi.org/10.18452/19198 This Version is available at: http://hdl.handle.net/10419/223187 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. -
The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics
The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics Heather Boushey and Adam S. Hersh May 2012 WWW.AMERICANPROGRESS.ORG The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics Heather Boushey and Adam S. Hersh May 2012 Contents 1 Introduction and summary 9 The relationship between a strong middle class, the development of human capital, a well-educated citizenry, and economic growth 23 A strong middle class provides a strong and stable source of demand 33 The middle class incubates entrepreneurs 39 A strong middle class supports inclusive political and economic institutions, which underpin growth 44 Conclusion 46 About the authors 47 Acknowledgements 48 Endnotes Introduction and summary To say that the middle class is important to our economy may seem noncontro- versial to most Americans. After all, most of us self-identify as middle class, and members of the middle class observe every day how their work contributes to the economy, hear weekly how their spending is a leading indicator for economic prognosticators, and see every month how jobs numbers, which primarily reflect middle-class jobs, are taken as the key measure of how the economy is faring. And as growing income inequality has risen in the nation’s consciousness, the plight of the middle class has become a common topic in the press and policy circles. For most economists, however, the concepts of “middle class” or even inequal- ity have not had a prominent place in our thinking about how an economy grows. This, however, is beginning to change. -
What's up with the Phillips Curve?
BPEA Conference Drafts, March 19, 2020 What’s Up with the Phillips Curve? Marco Del Negro, Federal Reserve Bank of New York Michele Lenza, European Central Bank Giorgio E. Primiceri, Northwestern University Andrea Tambalotti, Federal Reserve Bank of New York DO NOT DISTRIBUTE – ALL PAPERS ARE EMBARGOED UNTIL 9:01PM ET 3/18/2020 Conflict of Interest Disclosure: Marco Del Negro is Vice President in the Macroeconomic and Monetary Studies Function of the Research and Statistics Group of the Federal Reserve Bank of New York; Michele Lenza is Head of Section for the Monetary Policy Research Division of the European Central Bank, the Forecasting and Business Cycle group leader and research coordinator for the European Central Bank, and a member of the Forecast Steering Committee for the European Central Bank; Giorgio Primiceri is a professor of economics at Northwestern University and co-editor of the American Economics Journal; Andrea Tambalotti is Vice President of the Federal Reserve Bank of New York. Beyond these affiliations, the authors did not receive financial support from any firm or person for this paper or from any firm or person with a financial or political interest in this paper. The views expressed in this paper are those of the authors, and do not necessarily reflect those of Northwestern University, the American Economics Journal, the Federal Reserve Bank of New York, or the European Central Bank. WHAT’S UP WITH THE PHILLIPS CURVE? MARCO DEL NEGRO, MICHELE LENZA, GIORGIO E. PRIMICERI, AND ANDREA TAMBALOTTI Abstract. The business cycle is alive and well, and real variables respond to it more or less as they always did. -
Selected Issues in the Rise of Income Inequality
10922-10a_Gordon.qxd 1/25/08 11:24 AM Page 169 ROBERT J. GORDON Northwestern University IAN DEW-BECKER Harvard University Selected Issues in the Rise of Income Inequality INCREASED AMERICAN INCOME INEQUALITY, in particular the increased skewness at the very top of the income distribution, has received enormous attention. This paper surveys three aspects of rising inequality that are usu- ally discussed separately: inequality within the bottom 90 percent, inequality within the top 10 percent, and international differences in inequality, par- ticularly among top earners. We begin by examining data from the Current Population Survey (CPS) on income ratios between the 90th, 50th, and 10th percentiles, both for men and women separately and for the two sexes combined. We then examine several proposed explanations of changes in relative incomes within the bottom 90 percent, including the impacts of unions, free trade, immigration, the real minimum wage, and top-bracket tax rates. We also assess the hypothesis that the primary driver of increased inequality is skill-biased technological change. We then tackle the most controversial issue, namely, why American incomes at the very top have increased so much, both relative to incomes below the 90th percentile in this country and relative to top incomes in Europe and Japan.1 We distinguish three types of top-level income earners: We are grateful for superb research assistance from two Northwestern undergraduates, Bobby Krenn and Neil Sarkar, and for helpful comments from David Autor, Polly Cleve- land, Xavier Gabaix, James Heckman, and Lawrence Katz. This is a drastically shortened version of a complete survey soon to be available as a National Bureau of Economic Research Working Paper. -
The Great Depression: an Overview by David C
Introduction The Great Depression: An Overview by David C. Wheelock Why should students learn about the Great Depression? Our grandparents and great-grandparents lived through these tough times, but you may think that you should focus on more recent episodes in Ameri- can life. In this essay, I hope to convince you that the Great Depression is worthy of your interest and deserves attention in economics, social studies and history courses. One reason to study the Great Depression is that it was by far the worst economic catastrophe of the 20th century and, perhaps, the worst in our nation’s history. Between 1929 and 1933, the quantity of goods and services produced in the United States fell by one-third, the unemployment rate soared to 25 percent of the labor force, the stock market lost 80 percent of its value and some 7,000 banks failed. At the store, the price of chicken fell from 38 cents a pound to 12 cents, the price of eggs dropped from 50 cents a dozen to just over 13 cents, and the price of gasoline fell from 10 cents a gallon to less than a nickel. Still, many families went hungry, and few could afford to own a car. Another reason to study the Great Depression is that the sheer magnitude of the economic collapse— and the fact that it involved every aspect of our economy and every region of our country—makes this event a great vehicle for teaching important economic concepts. You can learn about inflation and defla- tion, Gross Domestic Product (GDP), and unemployment by comparing the Depression with more recent experiences. -
Congressional Record United States Th of America PROCEEDINGS and DEBATES of the 112 CONGRESS, FIRST SESSION
E PL UR UM IB N U U S Congressional Record United States th of America PROCEEDINGS AND DEBATES OF THE 112 CONGRESS, FIRST SESSION Vol. 157 WASHINGTON, THURSDAY, FEBRUARY 10, 2011 No. 21 House of Representatives The House met at 10 a.m. and was The Lillian Trasher Orphanage, loudest voice on the field because called to order by the Speaker pro tem- begun in 1911 by an American from that’s the kind of person that she is. pore (Mr. CHAFFETZ). Jacksonville, Florida, is one of the old- She is passionate, she is fierce in her f est and longest-serving charities in the dedication to her friends, and she has world. It currently serves over 600 chil- devoted her entire life to making her DESIGNATION OF SPEAKER PRO dren, along with widows and staff. This community, her State, and her country TEMPORE pillar of the community has been home a better place for all Americans. The SPEAKER pro tempore laid be- to thousands of children who needed Bev recently had a curveball thrown fore the House the following commu- food, shelter, and a family. Orphanage at her when she was diagnosed with nication from the Speaker: graduates serve around the world as amyotrophic lateral sclerosis, also WASHINGTON, DC, bankers, doctors, pastors, teachers, and known as ALS—Lou Gehrig’s Disease. February 10, 2011. even in the U.S. Government. Bev has always taken life head-on, and I hereby appoint the Honorable JASON Despite many challenges over the that’s how she addressed this chal- CHAFFETZ to act as Speaker pro tempore on years, the wonderful staff, now led by lenge, the same way she has lived her this day. -
Financial Factors in the Great Depression
Journal of Economic Perspectives—Volume 7, Number 2—Spring 1993—Pages 61–85 Financial Factors in the Great Depression Charles W. Calomiris eginning with Irving Fisher (1933) and John Maynard Keynes (1931 [1963]), macroeconomists have argued that financial markets were Bimportant sources and propagators of decline during the Great De- pression. Turning points during the Depression often coincided with or were preceded by dramatic events in financial markets: stock market collapse, waves of bankruptcy and bank failure, and contractions in the money stock. But the mechanism through which financial factors contributed to the Depression has been a source of controversy, as has been the relative importance of financial factors in explaining the origins and persistence of the Depression. This essay reviews the literature on the role of financial factors in the Depression, and draws some lessons that have more general relevance for the study of the Depression and for macroeconomics. I argue that much of the recent progress that has been made in understanding some of the most important and puzzling aspects of financial-real links in the Depression fol- lowed a paradigm shift in economics. A central, neglected theoretical piece of the story for financial factors was the allocative effects of imperfections in capital markets, which can imply links between disruptions in financial markets and subsequent economic activity. Also, the increasing emphasis on learning and "path-dependence" in economics has helped to explain why financial shocks during the 1930s were so severe and why policy-makers failed to prevent the Depression. • Charles W. Calomiris is Associate Professor of Finance, University of Illinois, Urbana-Champaign, Illinois, and Faculty Research Fellow, National Bureau of Eco- nomic Research, Cambridge, Massachusetts. -
Causes of the Great Depression Article
Main Causes of the Great Depression Paul Alexander Gusmorino The Great Depression was the worst economic slump ever in U.S. history, and one which spread to virtually all of the industrialized world. The depression began in late 1929 and lasted for about a decade. Many factors played a role in bringing about the depression; however, the main cause for the Great Depression was the combination of the greatly unequal distribution of wealth throughout the 1920's, and the extensive stock market speculation that took place during the latter part that same decade. The uneven distribution of wealth in the 1920's existed on many levels. Money was distributed disparately between the rich and the middle- class, between industry and agriculture within the United States, and between the U.S. and Europe. This imbalance of wealth created an unstable economy. The excessive speculation in the late 1920's kept the stock market artificially high, but eventually lead to large market crashes. These market crashes, combined with the maldistribution of wealth, caused the American economy to capsize. The "roaring twenties" was an era when our country prospered tremendously. The nation's total income rose from $74.3 billion in 1923 to $89 billion in 1929. However, the rewards of the prosperity of the 1920's were not shared evenly among all Americans. According to a study done by the Brookings Institute, in 1929 the top 0.1% of Americans had a combined income equal to the bottom 42%. That same top 0.1% of Americans in 1929 controlled 34% of all savings, while 80% of Americans had no savings at all.