Ms. Reed. Please have your MP 2 grade sheet signed and returned. Your exam grade is also written in. If you would like to find out your semester grade,

U.S HISTORY MP 3

Ms. Reed

TUESDAY, JANUARY 21ST FRIDAY, JANUARY 24ND

Please have your MP 2 grade sheet signed and returned. Your exam grade is also written in. If you would like to find out

your semester grade, follow this formula:

(MP1 x 2) + (MP2 x 2) + Mid-Term / 5 = Semester

This will be needed in what we are doing next so make sure you fill it out.

2014-2015 COURSE SELECTION

AP Course Electives

AP U.S History Mrs. Buchanan

World History CP/AppMr. Cole or Mr. Tiberi

AP World HistoryMr. Cole

PsychologyMr. Howell

AP European HistoryMr. Cole

History of ConflictMr. Howell

AP GovernmentMr. Nabb

History of Human RightsMs. Reed

AP EconomicsMr. Nabb

Criminal Law and ProceduresMrs. Moores

COURSE SELECTION FOR SOCIAL STUDIES

Please fill out the top part of the course selection sheet. Do not fill out the Teacher

Recommended Social Studies Course section.

Once this is completed, fill out #1 and #2. Hand this into the basket. I will look over

this while you are working and we will conference.

Once we have talked about a course, I will take the papers and make copies. You will take the originals to your course selection

time with the counselors and I will hold onto a copy in your file.

BLACKBOARD U.S History will be moving to the

website Blackboard. You will be able to download a FREE app for your

phone/tablet to use this as well as the computer.

I’m handing out a Student Information Sheet as well as instructions on how to change your password. Everyone has

the same default password. Please change it as soon as you log in.

Assignments and PowerPoints, as well as assessments will not be on this site.

STUDENT LEARNING MAP This is the first SLM for the 2nd Semester.

Please make sure you are keeping your notebook organized. You can take

everything else out if you would like from the SLM section. Leave anything in

course materials.

IMPERIALISM Complete the imperialism frayer. What is the definition of imperialism? The expansion of empire into foreign countries. What are the characteristics? Occupation of foreign land by force, imposition of new

religion, language, laws, new lands used for profit of mother country.

Give examples/models. British colonization of North America and Spanish

colonization of Central America What are non-examples? War without conquest such as the War of 1812, free

trade with foreign countries, isolationism Fact vs. Interpretation Chart

Complete the fact vs. interpretation chart. Are the statements a fact or an interpretation?

THURSDAY, JANUARY 23RD – WARM UPFRIDAY, JANUARY 24TH – CHECK POINT

What is Imperialism? Why do you think the United

Stated involved themselves in this process?

Hand in your signed grade sheet.

IMPERIALISM Using the book, complete the graphic

organizer. Check for Understanding

Answer the following on the bottom of the graphic organizer. Did the United States engage in imperialism in the

19th century? Why or why not? Support your answer with specific evidence. Answer in complete sentences.

Complete the worksheet on “The Causes of Imperialism” on pages 250-252. This needs to be completed and handed in.During this time, I will call you up to discuss

your course selection.

CRASH COURSE

Crash Course Imperialism

MONDAY, JANUARY 27TH

TUESDAY, JANUARY 28TH Why do you think the United States wanted to

have power in Cuba? Explain.

USS MAINE Close read Document A and B (highlight

main ideas, circle important words and summarize each paragraph).

Complete the graphic organizer on the USS Maine and the questions for each

document. Which newspaper is the better source?

Why?

SUMMARY QUESTIONS Answer the summary questions on the

USS Maine as a group. Make sure all names are on the paper.

ACES – NEWSPAPER EVIDENCE

Answer the ACES on your own. This will

count as an assessment grade so please take it

seriously.

FOUR EXPLANATIONS FOR 19TH CENTURY IMPERIALISM Economic: The “Neo-Imperialism” of the 19th

century was the result of capitalism. Colonies provided raw materials for industrial production, markets for manufactured goods, and cheap labor. Lenin called imperialism the “monopoly stage of capitalism.”

Strategic: The Great Powers (Britain, France, Germany, and the U.S) secured colonies in order to protect their interests abroad and enhance their geo-political influence. For example, Egypt was important to the British because the Suez Canal provided the shortest route to India. Other countries scrambled to acquire their own colonies to compete with the British. Colonial adventures might also unify a nation in a common goal.

FOUR EXPLANATIONS FOR 19TH CENTURY IMPERIALISM Social Darwinism: Herbert Spenser

adapted Charles Darwin’s theory of natural selection to human social relations. Spenser coined the phrase “survival of the fittest” to describe how “superior” peoples (the fittest) should rule the less powerful, or “inferior” people.

Civilizing Mission: The more “advanced” people had a duty to bring the benefits of their higher culture, including Christianity, education, industry, and modern technology.

POLITICAL CARTOONS

CARTOON ANALYSIS WORKSHEET

As you are completing the gallery walk, you will also need to complete the cartoon analysis worksheet for one of the cartoons. You will be allowed to pick the cartoon.

THE CUBAN MELODRAMA

MISS CUBA RECEIVES AN INVITATION

HOW SOME APPREHENSIVE PEOPLE PICTURE UNCLE SAM AFTER THE WAR

AFTER THE FIRST MILE

HURRAH FOR THE FOURTH OF JULY

SPANISH POLITENESS

WELL, I HARDLY KNOW WHAT TO TAKE FIRST

CHECK FOR UNDERSTANDING

On the back of the political cartoon gallery walk, answer the following

question:

How do political cartoonists use symbols to convey their interpretation of an

event or person? Use a specific example to support your answer.

SUMMARY - ACES Complete the ACES sheet for your

summary today. This will be counted as an assessment grade so make sure to answer all the questions and to answer in complete sentences.

WEDNESDAY, FEBRUARY 5TH

THURSDAY, FEBRUARY 6TH Imperialism Test

FRIDAY, FEBRUARY 7TH

MONDAY, FEBRUARY 10TH Think about and be ready to answer:

What happens to a nation after war? Try to think of examples.

EFFECTS OF THE WAR FOLDABLE

Please make sure you follow the directions Ms. Reed and Mrs. Hutchinson are giving. This is

very important.

1. Fold the piece of blue paper in half (like a hamburger bun).

2. On the front of the blue paper, write the following in the top ¼ of the paper:

The 1920’sEssential Question: How did Americans’ desire to

return to normalcy after WWI lead to social unrest and a fear of foreigners?

Vocabulary:

FOLDABLE1. On the small post it notes, write the

following words (one per sticky note): Influenza Inflation

Red Scare Creditor Nation

2. Then place them on the front of the blue sheet.

3. Open up your blue sheet and have it flat in front of you.

FOLDABLE1. Take the white paper and fold in

half then open it back up and fold the two ends into the

middle. 2. Now make 3 cuts on the left

side for 4 flaps and 2 cuts on the right side for 3 flaps. You should have a total of 7 flaps

altogether. 3. Glue to white paper into the

blue paper.

FOLDABLE1. Write these titles on the outside of

each white flap: Flu Epidemic Grips the Nation

Women & African Americans Confront New Realities

Inflation Leads to Labor Unrest Fear of Communism Starts the Red

Scare Sacco and Vanzetti Are Executed

A Quiet American Giant The World Adjusts to a New Order

FOLDABLE Now using the book, pages 311- 315, define the vocabulary under the sticky

flaps and summarize the sections under each white flap. That is all the room you have so you will need to paraphrase and

get to the point. Please hand it in when you are finished.

Put your name on the back.

SUMMARY Write an absent student letter

explaining today’s lesson.

TUESDAY, FEBRUARY 11TH WEDNESDAY, FEBRUARY 12TH

What do you know about the

1920s?

OUR CENTURY – BOOM TO BUST

As you are watching the clip on the 1920s, please fill in the graphic organizer.

Our Century Boom to Bust

HARLEM RENAISSANCE FILL IN NOTES

“BLACK IS BEAUTIFUL.” During the 1920s, African Americans set new goals for themselves as they moved north to the nation’s cities. This migration showed a changing attitude towards themselves – best captured by the phrase – “Black is beautiful.”

THE GREAT MIGRATION The time period between 1910 and 1920 was referred as the Great Migration. Hundreds of thousands of African Americans uprooted from their homes in the South to move to the BIG cities in the North. By the end of the decade, 5.2 million of the nation’s 12 million AA – over 40% - lived in cities.

NAACP Founded in 1901, The

National Association for the Advancement of Colored People (NAACP) urged AA to protest racial violence.

W. E. B. DuBois

James Weldon Johnson a poet, lawyer, & NAACP executive secretary fought for legislation to protect AA rights.One such legislation

was the anti-lynching bills. Though none passed Congress. Gradually the number of lynching dropped. This represented the new, more militant voice of African Americans.

MARCUS GARVEY AND THE UNIA Many AA found their voice in the NAACP. Marcus Garvey, an immigrant from Jamaica, believed that AA should build a separate society. His more radical message of black pride aroused the hopes of many.

•1914 –Universal Negro Improvement Association (UNIA) Founded

•1918 –He appealed to AA with a combination of public speaking, meetings, parades and message of pride.

•He encouraged his followers to return to Africa, help native people there throw off white oppressors, and build a mighty nation. This struck a chord in many AA, as well as blacks in the Caribbean and Africa.

•Declined in the mid-20s when he was convicted of mail fraud and jailed.

MARCUS GARVEY DESIGNED THIS UNIFORM OF PURPLE AND GOLD, COMPLETE WITH FEATHERED HAT, FOR HIS ROLE AS “PROVISIONAL PRESIDENT OF AFRICA.”

HARLEM, NYC Many AA moved to Harlem, a neighborhood on the Upper West Side of New York’s Manhattan Island. By the 1920s, Harlem became the world’s largest black urban community with residents from the South, West Indies, Cuba, Puerto Rico, and Haiti.

Like other neighborhoods, it suffered from the problems of Urbanization such as overcrowding, unemployment, and poverty.

BUT, this was all over shadowed by the flowing of creativity called the Harlem Renaissance, a literary and artistic movement celebrating AA culture.

The Harlem Renaissance was a literary movement led by well-educated, middle-class AA who expressed a NEW pride in the AA experience.

Celebrated their heritage and wrote with defiance and poignancy about being black in a white world.

FRIDAY, FEBRUARY 14TH

TUESDAY, FEBRUARY 18TH

Explain the Harlem Renaissance.

AA WRITERS Claude McKay –

a novelist, poet, and Jamaican immigrant urged AA to resist prejudice and discrimination.

Langston Hughes was the movement’s best-known poet. His poems described the difficult lives of working-class AA.

Zora Neale Hurston portrayed the lives of poor, unschooled Southern blacks.

PERFORMERS By the 1920s, AA had won a large following in the performing arts. tenor Roland Hayes as a concert singer

Ethel Waters as a singer and actress on Broadway Musical Africana

Paul Robeson as a dramatic actor

JAZZ Jazz was born in the early 20th century in New Orleans when ragtime and vocal blues were joined to form a new sound. Joe “King” Oliver and his Creole Jazz Band carried the sound north.

Cab Calloway popularized “scat” or improvised jazz singing using sounds instead of words.

Bessie Smith, a blues singer, was the outstanding vocalist of the decade. She recorded on AA labels produced by major companies. By 1927, she was the highest paid AA artist in the world.

The Harlem Renaissance represented a portion of the great social and cultural changes that swept through America in the ’20s. This period was known for economic prosperity, new ideas, changing values, and personal freedom as well as developments in art, literature, and music.

Most of the social changes were lasting, the economic boom was short lived.

PRIMARY SOURCES Read from “When the Negro Was in Vogue” by Langston Hughes as well as Louis Armstrong and

answer the questions that follow. Please hand in.

SAY WHAT?

Complete the worksheet for 1920s slang.

WEDNESDAY, FEBRUARY 19TH

THURSDAY, FEBRUARY 20TH

Open Note 1920’s Assessment

When you are finished pick up the web on the Booming Economy of the 1920’s. This

is the lead in to the Great Depression.

MONDAY, FEBRUARY 24TH

THURSDAY, FEBRUARY 27TH

What is an economic

depression?

YOUR STOCK MARKET LOSSES

Complete the worksheet on the stock market. Fill out only the chart.

Per Share High on 9/3/29

Value of 100 SharesPer Share Low on

10/29/29Value of 100 Shares

Auburn Auto 498 49800 120 12000

Electric Auto-Lite 154 15400 50 5000

Brooklyn Union Gas 247 24700 100 10000

Purity Bakeries 144.38 14438 55 5500

Montgomery Ward 137.88 13788 49.5 4950

Radio Corporation 101 10100 26 2600

White Sewing Machine

17.88 1788 1 100

Total Value 130014 40150

YOUR STOCK MARKET LOSSES

How much did you lose? $89,864 Total Cost of the Stock on 9/3/29?

$130,014 Balance to Broker 50%? $65,007

Current Value? $40,150 Balance Still Owed? $24,857

THE CENTURY: STORMY WEATHER

Complete the questions as you watch the clip. Please make sure you watch all 3

clips.

Stormy Weather

Hand in the questions when you are finished.

TUESDAY, FEBRUARY 25TH

WEDNESDAY, FEBRUARY 26TH

Why did the Great Depression happen?

ECONOMIC EPISODES Read the handout on the economic episodes of the Great Depression. As

you read, complete the questions. These will need to be handed in when

you are finished.

FRIDAY, FEBRUARY 28TH

WEDNESDAY, MARCH 5TH

How did a mild recession turn into the

Great Depression?

VOCABULARY

InflationA general upward movement in price of

goods and services in an economy. Prices of individual goods and services rise (and

fall) at different rates. Inflation and deflation measure the average or general tendency of price changes. The prices of some things may fall during periods of inflation even though the prices of the majority of goods and services are rising.

During a period of inflation, if prices increase at a faster rate than people’s salaries or wages, people aren’t able to buy as many goods and services.

VOCABULARY

DeflationA general downward movement in the prices of

goods and services in an economy. Although falling prices may seem appealing because

people could buy more goods and services with their incomes than they could before, there are reasons to be concerned about deflation.

Deflation is often accompanied by falling wages and increasing unemployment. Also, during periods of deflation, debtors have to repay their loans with dollars that are more valuable. So, in essence, debtors have borrowed cheap dollars and are repaying with dollars that will buy more. In addition, consumers and producers who are in debt may suffer; as their incomes drop; their loan payments may remain the same.

VOCABULARY

Unemployment RateRepresents the number of unemployed as a

percentage of the labor force. Civilian, noninstitutional persons 16 years of age or older are classified as unemployed if they do not have jobs, have actively looked for work in the prior four weeks and are currently available for work.

VOCABULARY

DepressionA period of severely declining economic

activity spread across the economy (not limited to particular sectors or regions) normally visible in a decline in real GDP, real income, employment, industrial production, wholesale retail credit and the loss of overall confidence in the economy.

VOCABULARY

Bank ReservesThe amount of deposits not loaned out by

banks. A bank’s reserves can be calculated by subtracting a bank’s total loans from its total deposits. The United States, along with most of the rest of

the world, has a fractional reserve banking system. This means that banks take in deposits and lend most of the money that they take in. The banks keep only a fraction of deposits on reserve. Ordinarily, this system works well, but it does depend on the willingness of people to hold bank deposits.

VOCABULARY

Bank Failures Occur when banks are unable to meet depositors’

demand for their money. Throughout history, there have been episodes in which

too many people have tried to take their money out of their banks at the same time and as a result, banks have failed or suspended operations. Regardless of whether a bank suspends operations for some time or it fails, customers lost confidence.

Bank Run This occurs when many depositors run into a bank

at the same time to get their money out. When a bank run begins at one bank and spreads to

other banks, causing people to lose confidence in banks, it is called a bank panic. Bank panic cause more bank failures and the cycle continues.

PROSPERITY HIDES TROUBLES

Prosperity during the 1920s did not include all groups in society.

Not all Americans were improving economically.

The overall feeling after WWI was that ‘times were getting better’.

PROSPERITY DURING THE 1920’S

Consumer consumption increased Gross National Product (market value of

the goods produced in 1 yr) increased Amount of trading on stock market

increased President Hoover encouraged

competition between businesses as well as voluntary cooperation between labor & managementHad been responsible for managing Food

Administration during WWI These were more obvious to the

average American

TROUBLES IN THE 1920’S

Farmers are hit the hardest: Expanded productivity to meet demands of WWI

(bought more land, equipment, farmed more land) = huge debts

Continued to produce @ WWI rates during the 1920s = overproduction = lower prices New equipment was more productive; had to make

payments on debts (mortgages, loans, etc) Surpluses continued but there were no buyers Late 1920s – drought/weather/etc = lower

production Results in overproduction Combined this resulted in rural depression

Lack of cash = dependence on credit

TROUBLES

Uneven distribution of wealth Industrial workers’ wages increased along

with disposable income but wages couldn’t keep up with rising prices Were more productive=more goods to sell=more

$$ for rich businessmen (1929-wealthiest 1% of population earned same amount as bottom 42%)

60% of Americans earned <$2000/year; wealthiest earned 50% more Wealthiest did not purchase 50% more of all

consumer productsResults in overproduction

TROUBLES

CreditCredit was easier to getMore Americans were making purchases on

credit=increased debt Business Cycle

1920s had been the economic expansion portion of cycle Economic peak hit in 1929

Downturns always occur after a peak (not always clear why) & a recession or depression happens

TROUBLES

Multiplier effect (multiple waves of spending)Reverse multiplier: when 1 person reduces

spending that impacts the income of others 1929 – people lost jobs; stopped buying cars &

homes = mild recession Mild recession = unemployment in affected

industries = reduced spending overall Farmers have low productivity + high

indebtedness

Still believe to be temporary “Bank Runs” occurred where citizens

tried to get their cash out of banks

WALL STREET

Stock prices increased because people ‘speculated’ (gambled) with $ they didn’t have, hoping to catch a winning stockPrices became unsteady throughout 1929

(normal) & confidence started to disappear & people started to sell

October 24, 1929 (Black Tuesday)16 million shares sold, mostly at great lossBillions of dollars lostStocks lost value

STOCK MARKET CRASHES

Does not always mean a depression When investors expect

prosperity=increasing prices & fast recovery

Signals other problems in the economy are pulling it down

CAUSES REVIEW SHEET

Complete the chart regarding economic causes of the Great Depression.

On the back, in 15 words (no more, no less), summarize why the US economy

collapsed in 1929.

THURSDAY, MARCH 6TH FRIDAY, MARCH 7TH

Causes Review

What areas of the economy were hit the worst?

What areas of the economy were hit first?

What is the difference between a recession and a depression?

How does consumer confidence impact the way and economy recovers?

CAUSES OF THE GREAT DEPRESSION

We are going to do a budget activity in which you will take on the role of a construction worker, railroad worker, farmer or teacher during 1928 and then again in 1933.

Read the directions at the top of the page and complete the columns on the budget sheet for 1928. Then complete the columns for 1933 and answer the questions that follow on the table.

CONSTRUCTION WORKER

Budget Item

Budget Percent

Dollar Amount

Budget Percent

Dollar Amount

Food 30%$3000 x .30 =

$900

Clothing 15% $450

Housing 30% $900$900/2,200

=41%$900

Medical Care 4% $120

Transportation 10% $300

Miscellaneous 6% $180

Saving 5% $150

Total 100% $3000 $2200

RAILROAD WORKER

Budget Item

Budget Percent

Dollar Amount

Budget Percent

Dollar Amount

Food 30%$3600

x .30=$1080

Clothing 15% $540

Housing 30% $1080$1080/2600=42

%$1080

Medical Care 4% $144

Transportation 10% $360

Miscellaneous 6% $216

Saving 5% $180

Total 100% $3600 $2600

FARMER

Budget Item

Budget Percent

Dollar Amount

Budget Percent

Dollar Amount

Food 25%$3200

x .21=$800

Clothing 15% $480

Housing 30% $960$960/$2400=40

%$960

Medical Care 4% $128

Transportation 12% $384

Miscellaneous 9% $288

Saving 5% $160

Total 100% $3200 $2400

TEACHERBudget

ItemBudget Percent

Dollar Amount

Budget Percent

Dollar Amount

Food 30%$2300

x .03=$690

Clothing 15% $345

Housing 30% $690$690/1800=38

%$690

Medical Care 4% $92

Transportation 10% $230

Miscellaneous 6% $138

Saving 5% $115

Total 100% $2300 $1800

DISCUSSION QUESTIONS In 1933, when your income decreased, why did the percentage of

your income spent on housing and perhaps other items increase? Because income decreased, even if the dollar amount spent on a

category remained constant, the percent of income spent on that category increased.

Raise your hand if your group spent the same dollar amount on food in 1928 as you did in 1933.

What tradeoffs did you make in order to feed yourself and/or your family?

How would these spending decisions affect the economy? Although in your role, you retained your job, one in every four of

the workforce was unemployed. What effect did this have on spending?

It decreased spending. If you were unemployed, what choices might you have had to

make? If you had additional family members come to live with you in

1933, what happened to the income per person-per capita income-for your family?

It decreased.

AMERICA THE STORY OF US

Watch the clip about the Dustbowl as an introduction to the lesson.

HOW DID A MILD RECESSION TURN INTO A GREAT DEPRESSION?

Complete the writing prompt.

You have been asked by an elementary teacher, Mrs. Sonice to help her students to understand

why the Great Depression happened. She will use your response to help her students. Explain how

the Recession of 1929 turned into the Great Depression of 1933. What made the economy fail?

You will be graded on: understanding of the economics behind the depression, how well you explain the causes and your use of vocabulary.

This will be an assessment grade. It will be due as soon as you walk into the room.

MONDAY, MARCH 10TH

TUESDAY, MARCH 11TH Hand in your writing prompt to the

basket.

Why did a mild recession turn into a great depression?

DOWN AND OUTDOCUMENT ANALYSIS

Each of you will receive a letter from the Great Depression. Some of these will be from adults, some will be from children.

Close read the documents.Highlight the main ideas.Circle key wordsSummarize the meaning of the letter at the

bottom.Complete the guiding questions.

JigsawYou will share out with your table and

discuss the letters as a group.

WHAT NATURAL DISASTERS DO YOU THINK IMPACT FARMING THE MOST?

What caused the dust bowl?BackgroundList the

potential causes.

WHAT CAUSED THE DUST BOWL?The Osteen Family

Your Decision:

Reasons to Stay Reason to Leave

WHAT CAUSED THE DUST BOWL?

Background Essay:Highlight/underline the main ideaCircle Key TermsAnswer the questions on the back.

Document Analysis:Document A – Dusters

WEDNESDAY, MARCH 12TH

THURSDAY, MARCH 13TH Complete the chart comparing the rural (country) and the urban (city) and how

their life was affected by the Great Depression.

Use all your notes and worksheets from the last couple of classes and your book

to complete it.

You have 20 minutes.

WHAT CAUSED THE DUST BOWL?

Document Analysis:Document B – GrassDocument C – Fred Folkers and his Tractor

(Picture)Document D – Acreage Under the Plow

(Chart)Document E – Rainfall on the Plains in the

1930sFor each document, answer the questions.

WHAT CAUSED THE DUST BOWL?

Essay Preparation After reading and answering the analysis questions,

what are the 3 causes of the Dust Bowl that you can see? First: Second: Third:

What documents provide evidence for each of your reasons? First: Second: Third:

How does this evidence EXPLAIN what caused the Dust Bowl? First: Second: Third:

WHAT CAUSED THE DUST BOWL?

Homework Assessment Prompt

Answer the following question:

What are 3 causes of the dust bowl and why did they cause the dust bowl. Use the documents to support your answer.

FRIDAY, MARCH 14TH

MONDAY, MARCH 17TH Hand in the Dust Bowl Packet.

Hand in the Dust Bowl Writing Prompt.

WHO WAS LEADING THE COUNTRY?

Herbert Hover – Republican

1928-1932

Franklin D. Roosevelt – Democrat

1932-1945

HOOVER

Born into a family of Quakers in Iowa; orphaned at age 9.

Attended Stanford University in California obtaining a degree in geology to become a mining engineer working in Australia and China

Became head of the US Food Administration during WWI, controlling prices and production of goods to avoid shortages.

Became US Secretary of Commerce from 1920-1928. His goal was to eliminate waste in business and increase efficiency.

HOOVER

Believed the Federal Government should have limited power to regular the US economic system.

Believed ups and downs in the economy as a normal part of the business cycle.Periodic depressions happened and strong

businesses would be able to handle them. Ran for re-election in 1932 (the worst

year of the depression up to that point)Believed relief for the depression should

come from state and local governments and private agencies.

ROOSEVELT

Born into a wealthy NY family; only child.

Attended Harvard and obtained a degree in History, passed the NY bar exam and became a lawyer and traveled extensively.

Became Asst. Secretary of the Navy, unsuccessfully ran for Senate, became Governor of NYFought against Tammany Hall political

machine (briefly made him unpopular with Democrats)

Contracted polio in 1921 and became paralyzed for the rest of this life.

ROOSEVELT

Believed Americans needed a “new deal” and decided to run for President in 1932.Supporter of the Progressive government

(believed government should always be reforming)

Believed overcoming the Great Depression required strong action and leadership from the federal government.

ROOSEVELT ELECTED

Defeated Hoover by more than 7 million votes.

Between elections and inauguration thousands of

banks collapsed and unemployment rose.

“The only things we have to fear is fear itself.”

NEW DEAL PROGRAMS

ReliefGive immediate help

RecoveryGive long-term help and rebuild the

economy Reform

Change the way things operated to prevent another economic collapse

HOW DID THE PRESIDENTS RESPOND TO THE GREAT DEPRESSION?

Use the following pages to answer the questions on the presidents:Hoover – pages 384-388FDR – pages 398-401 and 404-409

TEST REVIEW

Complete the test review. The Great

Depression and New Deal assessment will be during the next class.

THURSDAY, MARCH 20TH FRIDAY, MARCH 21ST

Quarterly Exam Heavy on the Great Depression and New Deal Assessment