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Presentation Plus! The American Republic Since 1877
Prosperity was the theme of the 1920s, and national policy favored business. Although farmers were going through an economic depression, most people remained optimistic about the economy. The middle class bought on credit the many new convenience products available. One of the most popular purchases of the day was the automobile, which had a major impact on how Americans lived.
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Taking Notes As you read about Presidents Harding and Coolidge, use the major headings of the section to create an outline similar to the one on page 510 of your textbook.
• Describe the corruption that tainted the Harding administration.
Reading Objectives
• Explain how Calvin Coolidge restored public confidence after assuming the presidency.
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• Some members used their government positions to sell jobs, pardons, and immunity from prosecution.
• Before most of the scandals became public knowledge, Harding fell ill and died in 1923.
• Harding’s secretary of the interior, Albert B. Fall, secretly allowed private interests to lease lands containing U.S. Navy oil reserves at Teapot Dome, Wyoming.
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• He refused to testify under oath, claiming immunity, or freedom from prosecution, on the grounds that he had confidential dealings with the president.
• The new president, Calvin Coolidge, demanded Daugherty’s resignation.
Harding’s administration was plagued with scandals by cabinet members and other government officials appointed by Harding. Some members of the Ohio Gang used their government positions to sell jobs, pardons, and immunity from prosecution. Colonel Charles R. Forbes, head of the Veteran’s Bureau, sold scarce medical supplies from veteran’s hospitals and kept the money, which cost the taxpayers over $200 million. Secretary of the interior, Albert B. Fall, secretly allowed private interests to lease lands containing U.S. Navy oil reserves at Teapot Dome, Wyoming. Attorney General Harry Daugherty refused to turn over files and bank records for a German-owned American company. Bribe money ended up in a bank account controlled by Daugherty.
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• The Democratic Party’s candidate was John W. Davis.
• Those not wanting to choose between the Republican and Democratic Parties formed a new Progressive Party with Robert M. La Follette as their candidate.
• Coolidge won the 1924 election with more than half the popular vote.
• Coolidge promised to give the United States the normalcy that Harding had not.
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Analyzing Photographs Examine the photograph of Calvin Coolidge on page 513 of your textbook. How did Coolidge’s actions demonstrate effective leadership following the Harding administration?
Coolidge avoided scandal and supported business prosperity.
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the booming era of the 1920s, complete a graphic organizer similar to the one on page 514 of your textbook to analyze the causes of economic growth and prosperity in the 1920s.
• Analyze how the growing importance of the automobile and other new industries improved the U.S. standard of living.
Reading Objectives
• Analyze the growing economic crisis in farming in the 1920s.
• The assembly line, used by carmaker Henry Ford, greatly increased manufacturing efficiency by dividing up operations into simple tasks that unskilled workers could perform.
• Ford’s assembly-line product, the Model T, sold for $850 the first year but dropped to $490 after being mass-produced several years later.
• By 1924 the Model T was selling for just $295.
The Rise of New Industries (cont.)
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• More disposable income made innovations affordable.
• From electric razors to frozen foods and household cleaning supplies to labor-saving appliances, Americans used their new income to make life easier.
• By 1919 the Post Office had expanded airmail service across the continent with the help of the railroad.
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Mass production increased the supply of goods and decreased costs. Greater productivity led to the emergence of new industries. The assembly line greatly increased manufacturing efficiency by dividing up operations into simple tasks that unskilled workers could perform. More disposable income made innovations affordable. From electric razors to frozen foods and household cleaning supplies to labor-saving appliances, Americans used their new income to make life easier. The low prices made possible by mass production and the assembly line created great success in the auto industry and spurred the growth of other industries such as petroleum, rubber, plate glass, nickel, and lead.
Higher wages and shorter workdays led to an economic boom as Americans traded thrift for their new role as consumers. American attitudes about debt shifted, as they became confident that they could pay back what they owed at a later time. Advertising was used to convince Americans that they needed new products. Ads linked products with qualities that were popular to the modern era, such as convenience, leisure, success, fashion, and style. The ads promised consumers self-improvement, happiness, and self-fulfillment.
During wartime, the U.S. government had encouraged farmers to produce more for food supplies needed in Europe. Farmers borrowed money at inflated prices to buy new land and new machinery to raise more crops. Farmers prospered during the war. After the war, Europeans had little money to buy American farm products. After Congress raised tariffs, farmers could no longer sell products overseas, and prices fell. The farmers had technological advances that enabled them to increase production, but because there was no increase in demand, they were forced to lower prices.
__ 1. a workplace where workers are not required to join a union
__ 2. a production system with machines and workers arranged so that each person performs an assigned task again and again as the item passes before him or her
__ 3. the production of large quantities of goods using machinery and often an assembly line
__ 4. system in which companies enable employees to buy stock, participate in profit sharing, and receive benefits such as medical care, common in the 1920s
A. mass production
B. assembly line
C. welfare capitalism
D. open shop
Define Match the terms on the right with their definitions on the left.
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about government policies in the 1920s, complete a graphic organizer similar to the one on page 521 of your textbook by filling in ways the government attempted to stimulate economic growth and prosperity.
• Explain Andrew Mellon’s economic strategies for maintaining prosperity.
Reading Objectives
• Describe how the United States remained involved in world affairs without joining the League of Nations.
• In the end, the government would collect more taxes at a lower rate.
• Secretary of Commerce Herbert Hoover attempted to balance government regulation with cooperative individualism.
• Manufacturers and distributors were asked to form their own trade associations and share information with the federal government’s Bureau of Standards.
• Hoover felt this would reduce waste and costs and lead to economic stability.
Promoting Prosperity (cont.)
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Secretary of the Treasury Andrew Mellon refinanced the national debt to lower the interest on it and persuaded the Federal Reserve to lower interest rates as well. Mellon reduced government spending and cut the federal budget. Mellon applied the idea of supply-side economics to reduce taxes. This idea suggested that lower taxes would allow businesses and consumers to spend and invest their extra money, resulting in economic growth. In the end, the government would collect more taxes at a lower rate. Secretary of Commerce Herbert Hoover attempted to balance government regulation with cooperative individualism. Manufacturers and distributors were asked to form their own trade associations and share information with the federal government’s Bureau of Standards. Hoover felt this would reduce waste and costs and lead to economic stability.
• Americans wanted to be left alone to pursue prosperity.
• The United States, however, was too powerful and interconnected in international affairs to remain isolated.
• Other countries felt the United States should help with the war’s financial debt.
• The United States government disagreed, arguing that the Allies had gained new territory and received reparations, or huge cash payments that Germany paid as punishment for starting the war.
Trade and Arms Control (cont.)
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• As a result, Charles G. Dawes, an American diplomat and banker, negotiated an agreement–the Dawes Plan–with France, Britain, and Germany by which American banks would make loans to Germany so they could meet their reparation payments.
• France and Britain agreed to accept less reparations and pay more on their war debts.
Trade and Arms Control (cont.)
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__ 1. a national policy of avoiding involvement in world affairs
__ 2. President Hoover’s policy of encouraging manufacturers and distributors to form their own organizations and volunteer information to the federal government in an effort to stimulate the economy
__ 3. economic theory that lower taxes will boost the economy as businesses and individuals invest their money, thereby creating higher tax revenue
__ 4. a suspension of activity
A. supply-side economics
B. cooperative individualism
C. isolationism
D. moratorium
Define Match the terms on the right with their definitions on the left.
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Evaluating What efforts did the United States make to promote permanent peace and worldwide economic recovery? Were these efforts successful? Explain your answer.
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Analyzing Photographs Study the photograph on page 522 of your textbook of President Harding’s cabinet of advisers. What differences do you see between politics and the media then and now?
Media coverage in both cases is often staged. However, today there is almost instant access by the media to politicians.
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Reviewing Key Terms
Define Match the terms on the right with their definitions on the left.
__ 1. a workplace where workers are not required to join a union
__ 2. the production of large quantities of goods using machinery and often an assembly line
__ 3. President Hoover’s policy of encouraging manufacturers and distributors to form their own organizations and volunteer information to the federal government in an effort to stimulate the economy
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Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on the left.
__ 6. system in which companies enable employees to buy stock, participate in profit sharing, and receive benefits such as medical care, common in the 1920s
__ 7. freedom from prosecution
__ 8. economic theory that lower taxes will boost the economy as businesses and individuals invest their money, thereby creating higher tax revenue
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Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on the left.
__ 9. a production system with machines and workers arranged so that each person performs an assigned task again and again as the item passes before him or her
__ 10. a national policy of avoiding involvement in world affairs
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Critical Thinking
Analyzing Themes: Culture and Traditions How did automobiles change the standard of living during the 1920s?
Automobiles allowed people to travel much greater distances more quickly and allowed workers to live outside cities. Rural Americans’ sense of isolation also decreased. Successful mass production resulted in new and cheaper consumer goods.
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Critical Thinking (cont.)
Evaluating How effective were President Coolidge’s attempts to distance himself from the Harding administration? Explain your answer.
Coolidge was quite successful in distancing himself from Harding. He did this by choosing effective cabinet members and associating himself with prosperity and big business.
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Directions: Choose the best answer to the following question.
One of the effects of World War I on the American economy was
A a sharp rise in unemployment.
B stronger government control over industry.
C a sharp decrease in taxes.
D the abolition of labor unions, which were seen as unpatriotic.
Test-Taking Tip This question is asking for a cause-and-effect relationship. Look for an answer that can be directly related to the needs of a wartime economy. During the war, it was necessary to produce supplies and munitions for the armed forces (which also needed more personnel), so answer A must be incorrect. In fact, there were more jobs and fewer workers to fill them, so unemployment is not a logical choice.
Explore online information about the topics introduced in this chapter.
Click on the Connect button to launch your browser and go to The American Republic Since 1877 Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to http://tarvol2.glencoe.com
F/F/F 1-Fact
Cartoon Symbols Political cartoonists routinely use symbols to get their message across. Two of the most enduring have been the donkey, representing the Democrats, and the elephant, representing the Republicans (also known as the GOP, or the Grand Old Party). On November 7, 1874, cartoonist Thomas Nast became the first to use the symbols in a cartoon that appeared in Harper’s Weekly.
The news media popularized the elephant and donkey symbols in election coverage.
F/F/F 3-Fact
The Tomb of the Unknown Soldier On March 4, 1921, Congress approved the burial of an unidentified World War I soldier in Arlington National Cemetery on a hill that overlooks Washington, D.C. This burial site, which was dedicated on November 11, 1921, is called the Tomb of the Unknown Soldier.
In 1958 two unknown soldiers from World War II and the Korean War were buried alongside the original unknown soldier. In 1984 a Vietnam War soldier was added.
On the side of the original tomb are inscribed the words: “Here rests in honored glory an American soldier known but to God.” The Tomb is guarded year-round, day and night, regardless of weather.
The identities of the three other soldiers buried in the Tomb of the Unknown Soldier are, in fact, unknown. In 1998, however, DNA analysis allowed the Vietnam War soldier buried there to be identified. He is U.S. Air Force First Lieutenant Michael Joseph Blassie.
FYI Contents 2
Airmail
Charles Lindbergh
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FYI 2-1a
As the automotive industry expanded, another technology was spreading its wings. Airmail was common in the early 1920s, although the beginnings of this service were not so auspicious. Started in 1918, the service connected New York City, Philadelphia, and Washington, D.C. One day President Wilson dropped in to observe and he saw the plane bound for Philadelphia repeatedly fail to take off. After someone remembered to fill it with fuel, the pilot took off in the wrong direction and crash-landed in a field. The mail was sent by rail.
FYI 2-2b
Born in 1902, Charles Lindbergh grew up in Minnesota. After two years at the University of Wisconsin, he started flying as a stunt pilot. Lindbergh completed flight training to become an Army Air Service Reserve pilot. Later he flew mail between Chicago and St. Louis. An offer of $25,000 to become the first pilot to fly nonstop from New York to Paris inspired Lindbergh’s famous flight.
Moment in History 2
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CT Skill Builder 1
Distinguishing Fact From Opinion
Imagine that you are watching two candidates for president debate the merits of the college loan program. One candidate says, “In my view, the college loan program must be reformed. Sixty percent of students do not repay their loans on time.”
The other candidate responds, “College costs are skyrocketing, but only 30 percent of students default on their loans for more than one year. I believe we should spend more money on this worthy program.”
How can you tell who or what to believe? First, you must learn to distinguish a fact from an opinion. Then you will be better prepared to evaluate the statements that other people make.
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CT Skill Builder 2
Learning the Skill
A fact is a statement that can be proven. In the example above, the statement, “Sixty percent of students do not repay their loans on time” may be a fact. By reviewing statistics on the number of student loan recipients who repay their loans, we can determine whether the statement is true or false. To identify potential facts, look for words and phrases indicating specific people, places, events, dates, amounts, or times.
Distinguishing Fact From Opinion
CT Skill Builder 3
Learning the Skill (cont.)
An opinion, on the other hand, expresses a personal belief, viewpoint, or emotion. Because opinions are subjective, we cannot prove or disprove them. In the example above, most statements by the candidates are opinions. To identify opinions, look for qualifying words and phrases such as I think, I believe, probably, seems to me, may, might, could, ought, should, in my judgment, and in my view. Also, look for expressions of approval or disapproval such as good, bad, poor, and satisfactory. Be aware of superlatives such as greatest, worst, finest, and best, and notice words with negative meanings and implications such as squander, contemptible, and disgrace. Also, identify generalizations such as none, every, always, and never.
Distinguishing Fact From Opinion
CT Skill Builder 4
Practicing the Skill
For each pair of statements on the following slides, determine which is a fact and which is an opinion. Give a reason for each of your choices.
Distinguishing Fact From Opinion
1. a. President Harding was born in Ohio in 1865.
b. Harding later became the most scandalous president in United States history.
CT Skill Builder 5
This is an opinion because it expresses a viewpoint and includes the word most.
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Distinguishing Fact From Opinion
This is a fact because it can be proven.
Practicing the Skill (cont.)
CT Skill Builder 6
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Distinguishing Fact From Opinion
2. a. Harding’s administration suffered numerous public scandals, including the Teapot Dome scandal.
b. Calvin Coolidge was probably disgusted with Harding’s poor performance in the White House.
This is an opinion because it includes the word probably.
Practicing the Skill (cont.)
This is a fact because it can be proven.
CT Skill Builder 7
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Distinguishing Fact From Opinion
3. a. Harding stated that the United States needed a return to normalcy, but he did not do anything to help the country.
b. Coolidge took over the White House after Harding’s death and led the nation for the next several years.
This is an opinion because it expresses a viewpoint.
Practicing the Skill (cont.)
This is a fact because it can be proven.
CT Skill Builder 8
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4. a. Henry Ford significantly lowered the price of the automobile with his mass production methods.
b. Ford’s Model T was the most significant invention of the 20th century.
Distinguishing Fact From Opinion
This is a fact because it can be proven.
Practicing the Skill (cont.)
This is an opinion because it expresses a point of view and includes the phrase most significant.
TAR2 Video 1
Tuning in to Radio in the 1920s
Objectives
• Understand the impact that radio had on American life.
• Know that anyone with some talent could perform on radio in the early days.
• Consider differences between early radio and radio today.
After viewing “Tuning in to Radio in the 1920s,” you should:
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TAR2 Video 2
Discussion Questions
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Before radio, what did people do when they wanted music in their homes?
They played the piano or listened to phonograph records.
Tuning in to Radio in the 1920s
TAR2 Video 3
Discussion Questions
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What is one major difference between early radio programming and programming of today?
Early programming was not targeted to specific audiences.
Tuning in to Radio in the 1920s
M/C 2-1a
M/C 2-2b
M/C 3-1
Technology and History 2
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Why It Matters Transparency
Daily Focus Skills Transparency 1
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Daily Focus Skills Transparency 2
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Daily Focus Skills Transparency 3
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Yes, the national debt fell $8 million from 1921 to 1929.
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