Eleanor, Franklin & the Re-Thinking of America

Total Page：16

File Type：pdf, Size：1020Kb

ELEANOR, FRANKLIN & THE RE-THINKING OF AMERICA Moderator/Speaker Donald Scarinici, Esq. Scarinci Hollenbeck, LLC (Lyndhurst) Speakers Rene Goodwin [as Mrs. Eleanor Roosevelt] Neill Hartley (as President Franklin D. Roosevelt) S1932.18 1HZ-HUVH\6WDWH%DU$VVRFLDWLRQ$OOULJKWVUHVHUYHG$Q\FRS\LQJRIPDWHULDO KHUHLQLQZKROHRULQSDUWDQGE\DQ\PHDQVZLWKRXWZULWWHQSHUPLVVLRQLVSURKLELWHG 5HTXHVWVIRUVXFKSHUPLVVLRQVKRXOGEHVHQWWR1-,&/(D'LYLVLRQRIWKH1HZ-HUVH\ 6WDWH %DU $VVRFLDWLRQ 1HZ -HUVH\ /DZ &HQWHU 2QH &RQVWLWXWLRQ 6TXDUH 1HZ %UXQVZLFN1HZ-HUVH\ Table of Contents Page Eleanor, Franklin and the Re-Thinking of America 1 Biographies of the Participants 3 Biography of Neill Hartley 5 Biography of Rene Goodwin 6 Biography of Donald Scarinci 7 Biography of Franklin D. Roosevelt 9 Biography of Eleanor Roosevelt 13 Timeline of Franklin D. Roosevelt 17 Timeline of Eleanor Roosevelt 35 Relevant Biographies 43 James Roosevelt 45 Sara Delano Roosevelt 46 Louis McHenry Howe 47 Josephus Daniels 49 Lucy Mercer 51 Frances Perkins 53 John Nance Garner 55 Harry Hopkins 57 James Cox 59 Charles Francis Murphy 61 Alfred E. Smith 63 Henry Agard Wallace 65 Harry S. Truman 67 Brain Trust 69 Hundred Days 71 Court-Packing Plan 73 The Alphabet Agencies 75 Relevant Laws and Cases 77 Wagner-Steagall Housing Act 79 Agricultural Adjustment Administration 81 Civilian Conservation Corps 83 Tennessee Valley Authority 84 Federal Emergency Relief Administration 85 Works Progress Administration 86 Federal Deposit Insurance Corporation 87 DeJonge v. Oregon: The Right to Peaceable Assemble 88 U.S. v. Carolene Products Company: The Importance of Footnotes 89 Erie Railroad Co. v. Tompkins Decision Established Modern Diversity Jurisdiction 91 United States v. Miller: Which Side of the Gun Debate Does It Support? 93 Cantwell v. Connecticut: The Free Exercise of Religion 95 West Virginia State Board of Education v. Barnette 97 Korematsu v. United States: National Security Outweighs Individual Rights 99 Supreme Court Invalidates Agricultural Adjustment Act in United States v. Butler 101 Supreme Court Strikes Down NIRA in A.L.A. Schechter Poultry Corp. v. United States 103 .

Copy Link

Recommended publications

Alphabet Agencies
Alphabet Agencies Alphabet Who this Details Relief, agency (Initials would Recovery or and in full) help... Reform Federal Emergency Relief Administration (FERA) • Led by Harry Hopkins, a • The government former social worker, this agency sent funds to gave each state depleting local relief $1 back for agencies. Within two hours, $5 million was every $3 spent given out . on the relief of • Gave Federal money to individual states to help poverty. Spent the homeless and $500 million in unemployed. total • Formed May 1933 Agricultural Adjustment Act (AAA) To help farmers to • Government increase their profits. money was used to • Schemes were pay farmers to introduced to reduce slaughter their their production and animals and to so to drive up the destroy their crops. price of their produce. • This was very • May 1933 controversial at a time when people were starving. National Recovery Administration (NRA) To encourage • Codes of practice were employers to drawn up minimum improve industrial wage, hour and conditions companies workers’ pay and that signed up to the conditions and to scheme were allowed charge fair prices to display the Blue Eagle Flag for goods From 1933-1935 This work is in the public domain because it is a work of the United States Federal Government. Tennessee Valley Authority (TVA) • Set up to help farmers • Provided cheap and others in the Hydroelectric Power to Tennessee valley half its the farms. population 2.5 million • 20 Dams were people were living below constructed to prevent the poverty line. flooding and provide • Farming had become cheap electricity. poor in the Tennessee • Millions of trees were valley due to over planted to prevent soil cultivating, flooding and erosion.
[Show full text]
Grade 8 History Remote Learning Assignments: Week 2 for Each
Grade 8 History Remote Learning Assignments: Week 2 For each day’s work, be sure to use all of the strategies that you have learned and answer the questions in Illuminate. Day Assignment Links Resources on Google Classroom Monday The New Deal Link to Illuminate https://www.youtube.com/w ● Read through the atch?v=0rjtOWn5mj0 3/30/202 packet and take notes Link to Google Classroom (LES) 0 on a separate sheet of https://www.youtube.com/w paper. *Packet is already in illuminate and on atch?v=WvcWeNf9g6A ● Answer the 2 Multiple Google Classroom Choice Questions and JOY: the Short answer https://www.youtube.com/w Response on *you must know your OSIS ID number in atch?v=hsw4B1PWZLQ order to submit your answers in Illuminate Illuminate. Tuesday Current events - Coronavirus Link to Illuminate Full article on CARES Act Stimulus Package https://apnews.com/be6a3 ● 3/31/202 Read through packet Link to Google Classroom (LES) 43cc5a8ee6672a135a968 0 ● Answer 2 multiple 49a4d4 choice questions and *Packet is already in illuminate and on short response Google Classroom question ● Answer bonus *you must know your ID number in order to question on Google submit your answers in Illuminate. Classroom Wednesday The Treaty of Versaille Link to illuminate Two very short and very ● Read through the helpful video clips from 4/1/2020 packet and analyze Link to Google Classroom (LES) Crash Course History about images The Treaty of Versaille ● Answer the 3 multiple *Packet is already in illuminate and on choice questions in Google Classroom https://www.youtube.com/ watch?v=0jycVFL8CNM Illuminate ● Answer the bonus https://www.youtube.com/ question on Google *you must know your ID number in order to watch?v=vrYhLNQMRro Classroom submit your answers in Illuminate.
[Show full text]
Ch 15 the NEW DEAL
Ch 15 THE NEW DEAL AMERICA GETS BACK TO WORK SECTION 1: A NEW DEAL FIGHTS THE DEPRESSION I. Americans Get a New Deal A. The 1932 presidential election show Americans ready for change 1. Republicans re- nominated Hoover despite his low approval rating 2. The Democrats nominated Franklin D Roosevelt Election of 1932 Roosevelt Hoover ROOSEVELT WINS OVERWHELMING VICTORY a. Democrat Roosevelt, known as FDR, was a 2- term governor of NY b. reform-minded; projects friendliness, confidence B. Democrats overwhelmingly win presidency, Senate, House • Greatest Democratic victory in 80 years FDR easily won the 1932 election Election of 1932 Roosevelt’s Strengths • http://www.history.com/topics/1930s/videos #franklin-roosevelts-easy-charm C. Roosevelt’s Background 1. Distant cousin of Theodore Roosevelt. Came from a wealthy New York family. 2. Wife Eleanor was a niece of Theodore Roosevelt. • Charming, persuasive. • ServeD as secretary of the navy anD New York governor. Franklin and Eleanor Franklin as a young man 3. Polio a. In 1921 Roosevelt caught polio, a crippling disease with no cure. b. Legs were paralyzed and he wore steel braces and a wheelchair later in life. Roosevelt in a wheelchair D. Inauguration (March 4, 1933) 20th Amendment =January 20, ratified Jan 23, 1933 1. Between the election and his inauguration, the Depression worsened. 2. High unemployment, more bank failures. Roosevelt Inaugural speech Roosevelt Inaugural speech "The only thing we have to fear is fear itself. Nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance." The New Deal • http://www.history.com/topics/1930s/videos #the-new-deal-how-does-it-affect-us-today E.
[Show full text]
1933–1941, a New Deal for Forest Service Research in California
The Search for Forest Facts: A History of the Pacific Southwest Forest and Range Experiment Station, 1926–2000 Chapter 4: 1933–1941, A New Deal for Forest Service Research in California By the time President Franklin Delano Roosevelt won his landslide election in 1932, forest research in the United States had grown considerably from the early work of botanical explorers such as Andre Michaux and his classic Flora Boreali- Americana (Michaux 1803), which first revealed the Nation’s wealth and diversity of forest resources in 1803. Exploitation and rapid destruction of forest resources had led to the establishment of a federal Division of Forestry in 1876, and as the number of scientists professionally trained to manage and administer forest land grew in America, it became apparent that our knowledge of forestry was not entirely adequate. So, within 3 years after the reorganization of the Bureau of Forestry into the Forest Service in 1905, a series of experiment stations was estab- lished throughout the country. In 1915, a need for a continuing policy in forest research was recognized by the formation of the Branch of Research (BR) in the Forest Service—an action that paved the way for unified, nationwide attacks on the obvious and the obscure problems of American forestry. This idea developed into A National Program of Forest Research (Clapp 1926) that finally culminated in the McSweeney-McNary Forest Research Act (McSweeney-McNary Act) of 1928, which authorized a series of regional forest experiment stations and the undertaking of research in each of the major fields of forestry. Then on March 4, 1933, President Roosevelt was inaugurated, and during the “first hundred days” of Roosevelt’s administration, Congress passed his New Deal plan, putting the country on a better economic footing during a desperate time in the Nation’s history.
[Show full text]
The Department of Justice and the Limits of the New Deal State, 1933-1945
THE DEPARTMENT OF JUSTICE AND THE LIMITS OF THE NEW DEAL STATE, 1933-1945 A DISSERTATION SUBMITTED TO THE DEPARTMENT OF HISTORY AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Maria Ponomarenko December 2010 © 2011 by Maria Ponomarenko. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/ms252by4094 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. David Kennedy, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Richard White, Co-Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Mariano-Florentino Cuellar Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. An original signed hard copy of the signature page is on file in University Archives. iii Acknowledgements My principal thanks go to my adviser, David M.
[Show full text]
The Journey of FDR's Public Image As the Democratic Dictator
Northwest Passages Volume 1 | Issue 1 Article 4 April 2014 The ourJ ney of FDR's Public Image as the Democratic Dictator Andrew Otton University of Portland Follow this and additional works at: http://pilotscholars.up.edu/nwpassages Part of the History Commons Recommended Citation Otton, Andrew (2014) "The ourJ ney of FDR's Public Image as the Democratic Dictator," Northwest Passages: Vol. 1 : Iss. 1 , Article 4. Available at: http://pilotscholars.up.edu/nwpassages/vol1/iss1/4 This Article is brought to you for free and open access by the History at Pilot Scholars. It has been accepted for inclusion in Northwest Passages by an authorized administrator of Pilot Scholars. For more information, please contact [email protected]. Otton: The Journey of FDR's Public Image as the Democratic Dictator THE JOURNEY OF FDR’S PUBLIC IMAGE AS THE DEMOCRATIC DICTATOR n BY ANDREW W. OTTON ranklin Delano Roosevelt’s (FDR) public image rose in his first Fterm, fell in his second, and rebounded in his third. The essen- tial focus of this paper is to examine how FDR portrayed himself to the public, as well as explain the tumultuous nature of his image over his three terms. This is significant, as other scholarship has overlooked this important part, leaving the understanding of FDR lacking. Other scholarship focuses mostly on policy and politics when concerned with FDR’s speeches, specifically the fireside chats, and the potential societal, economic, cultural, etc. impact the speech might have had. Davis Houck is a good exception to that. He has a discussion of FDR trying to insert the traits of a dictator into his pub- lic image, which one will discuss later.1 Even when looking at rhetoricians, many spend their time discussing the particular way FDR used language to be effectively persuasive.
[Show full text]
Response to the Dust Bowl • to Prevent Similar Disasters in the Future, the Department of Agriculture Started Extensive Programs in Soil‐Erosion Control
(7) 21st Amendment • The Twenty‐first Amendment repealed the 18th Amendment to the US Constuon. • It ended Prohibion. • It is also the only amendment that was passed for the explicit and nearly sole purpose of repealing an earlier amendment to the Constuon. CONGRESS GETS BUSY • FDR’s philosophy was to get people help and work through “deficit” spending . • During the 100 Days, Congress passed more than 15 major pieces of legislaon that significantly expanded government’s role in the naon’s economy and welfare. TO DO LIST: #1 HELP BANKS • First order of business was to get the banking system in order. • On March 5, one day aer taking office, FDR declared a bank holiday. • He persuaded Congress to pass the Emergency Relief Act, which authorized the Treasury Department to inspect the naon’s banks. AMERICANS GAIN CONFIDENCE IN BANKS • Next, FDR passed the Glass‐ Steagall Act which established the Federal Deposit Insurance Corporaon. • The FDIC insured account holders up to $5,000 and set strict standards for banks to follow (today = $250,000) MORE 100 DAYS ACTIVITY • Federal Securies Act: SEC: Security Exchange Commission Required stock info to be accurate and truthful. • Agricultural Adjustment Act: (AAA) Raised crop prices by lowering producon. TVA‐ Tennessee Valley Authority: Focused on direct relief to a hard hit area – Gave the South electricity through hydroelectricity by creang ambious dam projects. ALPHABET AGENCIES • CCC – Civilian Conservaon Corps put young men to work • Men ages 18 to 25 worked building roads, parks, planng trees (200 million trees in Dust Bowl areas) • By 1942 three million men worked for the CCC.
[Show full text]
Introduction
Notes Introduction 1. Schlesinger, A. ‘Origins of the Cold War’, pp. 22–52. 2. Gaddis, J. L. (1997) We Now Know: Rethinking Cold War History (Oxford: Clarendon), p. 292. 3. Feis, H. (1970) From Trust to Terror: The Onset of the Cold War, 1945–50 (London: Blond), p. 5. 4. Woods, R. and Jones, H. (1991) The Dawning of the Cold War (Athens, GA: University of Georgia Press), p. xii. 5. Ulam, A. (1973) Expansion and Coexistence (New York: Holt, Rinehart and Winston), pp. 12–30. 6. Schlesinger, ‘Origins of the Cold War’, pp. 22–52. 7. Gardner, L. (1970) Architects of Illusion: Men and Ideas in American Foreign Policy (Chicago, IL: Quadrangle Books), p. 319. Horowitz argues that con- tainment policies are to be understood as policies for containing social revolution rather than as national expansion. See Horowitz, D. (ed.) (1967) Containment and Revolution: Western Policy Towards Social Revolution: 1917 to Vietnam (London: Blond), p. 53. 8. Williams, W. A. (1968) The Tragedy of American Diplomacy, rev. edn (New York: Norton), p. 15. 9. Lundestad, G. (1978) The American Non-Policy Towards Eastern Europe 1943– 1947 (Tromsö, Oslo and Bergen: Universiteitsforlaget), p. 424. 10. Kolko, G. (1990) Politics of War (New York: Pantheon), pp. 621–2. 11. Kolko, G. and Kolko, J. (1972) The Limits of Power: The World and U.S. Foreign Policy, 1945–1954 (New York: Harper and Row), p. 709. 12. Paterson, T. (1973) Soviet-American Confrontation: Postwar Reconstruction and the Origins of the Cold War (Baltimore, MD and London: Johns Hopkins University Press), pp. 262–4.
[Show full text]
Franklin D. Roosevelt's Brain Trust
Franklin D. Roosevelt’s Brain Trust Background Guide Stanford Model United Nations Conference 2020 1 Table of Contents: Letter from the Chair 2 Background and History 3 International Affairs prior to the Great Depression 3 Beginning of the Great Depression 9 The Dust Bowl 10 Early Response Attempts 13 Political Radicalism 16 Election of 1932 20 Present Situation 22 List of Roles 23 Works Cited 26 2 Letter from the Chair: Dear Delegates, Hello! My name is Matthew Heafey and I am excited to serve as your chair for SMUNC 2020 in Franklin D. Roosevelt’s Brain Trust. I’m currently a sophomore, studying Political Science and Math, from the Bay Area, just about half an hour north of Stanford’s campus. I’ve participated in Model UN for about six years at this point, including attending SMUNC four times, and chairing SMUNC once before. Outside of Model UN, I love singing with my a cappella group, Stanford Talisman, and running, reading, and swimming. I’m looking forward to an educational and exciting committee, taking full advantage of the benefits that our virtual conference will provide us with and making the most of this conference. I hope this committee will provide you with the ability to explore such an important period of American and World history, one with strong connections to our modern world. Our committee will take place immediately following the inauguration of Franklin Delano Roosevelt to the presidency of the United States of America, in the height of the Great Depression. Agricultural and economic crises have ravaged the United States, and have fed political unrest, with reformers and revolutionaries of various political alignments pushing for the reconstruction of the country along their vision.
[Show full text]
Franklin D. Roosevelt and American Catholicism, 1932-1936. George Quitman Flynn Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1966 Franklin D. Roosevelt and American Catholicism, 1932-1936. George Quitman Flynn Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Flynn, George Quitman, "Franklin D. Roosevelt and American Catholicism, 1932-1936." (1966). LSU Historical Dissertations and Theses. 1123. https://digitalcommons.lsu.edu/gradschool_disstheses/1123 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been microfilmed exactly as received 66-6443 FLYNN, George Quitman, 1937- FRANKLIN D. ROOSEVELT AND AMERICAN CATHOLICISM, 1932-1936. Louisiana State University, Ph.D., 1966 History, modem University Microfilms, Inc., Ann Arbor, Michigan FRANKLIN D. ROOSEVELT AND AMERICAN CATHOLICISM, 1932-1936 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by George Quitman Flynn B.S., Loyola University of the South, 1960 M.A., Louisiana State University, 1962 January, 1966 ACKNOWLEDGMENTS The author wishes to thank Professor Burl Noggle for his assistance in directing this dissertation. Due to the author's military obligation, much of the revision of this dissertation was done by mail. Because of Professor Noggle's promptness in reviewing and returning the manuscript, a situation which could have lengthened the time required to complete the work proved to be only a minor inconvenience.
[Show full text]
1 2016 New 1St 100 Days 20
1 2 3 4 The First Hundred Days Americans voted for Franklin Delano Roosevelt in 1932 on the assumption that the Democrats would dole out more federal assistance than Hoover and the Republicans had. Indeed, immediately after taking the oath of office, FDR set out to provide relief, recovery, and reform in his bundle of programs known as the New Deal. Roosevelt drew much of his inspiration for the New Deal from the writings of British economist John Maynard Keynes, who believed that a government’s deficit spending could prime the economic pump and jump-start the economy. With the support of a panicked Democratic Congress, Roosevelt created most of the “alphabet agencies” of the First New Deal within his landmark First Hundred Days in office. The Banking Acts On March 6, 1933, two days after becoming president, Roosevelt declared a five-day national bank holiday to close banks temporarily. During Hoover’s presidency, roughly 1,500 banks had closed each year, and FDR hoped that a short break would give the surviving banks time to reopen on more solid footing. Several days later, Congress passed the Emergency Banking Relief Act, which gave Roosevelt the power to regulate banking transactions and foreign exchange. ESSENTIALLY, SINCE THIS INVOLVED LOANS, THIS WAS A BAILOUT OF THE BANKS!!!!!! Several months later, Congress passed the Glass-Steagall Banking Reform Act to protect savings deposits. The act, in turn, created the Federal Deposit Insurance Corporation (FDIC), which insured an individual’s savings of up to $5,000 (today, it insures deposits of up to $250,000).
[Show full text]
The Forgotten Man: the Rhetorical Construction of Class and Classlessness in Depression Era Media
The Forgotten Man: The Rhetorical Construction of Class and Classlessness in Depression Era Media A dissertation presented to the faculty of the College of Arts of and Sciences of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Lee A. Gray November 2003 @ 2003 Lee A. Gray All Rights Reserved This dissertation entitled The Forgotten Man: The Rhetorical Construction of Class and Classlessness in Depression Era Media By Lee A. Gray has been approved for the Individual Interdisciplinary Program and The College of Arts and Sciences by Katherine Jellison Associate Professor, History Raymie E. McKerrow Professor, Communication Studies Leslie A. Flemming Dean, College of Arts and Sciences Gray, Lee A. Ph.D. November 2003. History/Individual Interdisciplinary Program The Forgotten Man: The Rhetorical Construction of Class and Classlessness in Depression Era Media (206 pp.) Co-Directors of Dissertation: Katherine Jellison and Raymie McKerrow The following study is an analysis of visual and narrative cultural discourses during the interwar years of 1920-1941. These years, specifically those of the 1930s, represent a significant transitional point in American history regarding cultural identity and social class formation. This study seeks to present one profile of how the use of media contributed to a mythic cultural identity of the United States as both classless and middle-class simultaneously. The analysis is interdisciplinary by design and purports to highlight interaction between visual and oral rhetorical strategies used to construct and support the complex myths of class as they formed during this period in American history. I begin my argument with Franklin D.
[Show full text]