-
528
The GreatDepression Begins
19291932
October 29, 1929 Stock market crashes
on Black Tuesday
1929 Remarques All Quiet on the
Western Front published
1930 Ras Tafari becomes
Emperor Haile Selassieof Ethiopia
1930 Grant Wood paints
American Gothic
Why It MattersProsperity in the United States seemed limitless
before the Great Depression struck.
Overproduction and agricultural problems contributed to the
economic catastrophe. PresidentHoover looked to voluntary business
action and limited government relief as solutions, but these
efforts failed. Meanwhile, millions of Americans lost their jobs
and life savings. Artists and writers depicted this suffering, and
many people turned to lighthearted films to escape their
difficult lives.
The Impact TodayEvents of this period remain important.
Hoovers model of business-government cooperation is still
influential. John Steinbecks novel The Grapes of Wrath and Grant
Woods painting American Gothic are
permanent artistic legacies.
The American Republic Since 1877 VideoThe Chapter 17 video,
Brother, Can You Spare a Dime? chronicles Depression-era life in
the United States.
June 1930 Hawley-Smoot Tariff
passed
1929 1930 1931
Hoover19291933
1931 Gandhi released from prison
in India, ending secondpassive resistance campaignagainst
British rule
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529
January 1932 Reconstruction Finance
Corporation created
1932 Drought sweeps
Great Plains
February 1932 Japan sets up puppet
government inManchukuo innorthern China
1932 Salazar becomes
premier of Portugal
Girls pump for water during a dust storm in Springfield,
Colorado.
July 1932 Bonus Marchers
forced out ofWashington, D.C.
September 21, 1931 Britain abandons gold
standard
October 1931 National Credit
Corporation created
1932 1933
F. Roosevelt19331945
HISTORY
Chapter OverviewVisit the American RepublicSince 1877 Web site
at
and click on Chapter OverviewsChapter 17 to preview
chapterinformation.
tarvol2.glencoe.com
http://tarvol2.glencoe.com
-
In the years just after the 1929 stock market crash, Annetta
Gibson taught English in aRockford, Illinois, grade school. As a
teacher, Gibson was lucky because she was at leastable to keep her
job, unlike many other American workers.
Everyone knew that the teachers salaries were being held up. . .
. The storescharged anything we wanted, and wed pay them when we
got paid, so it wasnt too bad.
The one thing that was bad was that we had worked hard at school
to get the childrento save. . . . The children would bring, oh,
maybe just a few pennies that they would putin their banks. Some of
them had nice little bank accounts when the Depression hit, andsome
of them never got their money back. It wasnt too good a lesson . .
. because theythought they might as well spend their money as save
it and then have it gone.
quoted in Centenarians: The Story of the Twentieth Century by
the Americans Who Lived It
November 1928Herbert Hooverelected president
530 CHAPTER 17 The Great Depression Begins
September 1929 July 1930
The Election of 1928The economic collapse that began in 1929 had
seemed unimaginable only a year ear-
lier. In the election of 1928, the presidential candidates vied
with each other to paint arosy picture of the future. Republican
Herbert Hoover declared, We are nearer to thefinal triumph over
poverty than ever before in the history of any land.
Causes of theDepression
October 24, 1929Stocks fall duringBlack Thursday
October 29, 1929Black Tuesday stockmarket crash
June 1930Congress passesHawley-Smoot Tariff
Bank run
November 1928
1928 Presidential Campaign
Candidate Background Issues
Main IdeaInflated stock prices, overproduction, hightariffs, and
mistakes by the FederalReserve led to the Great Depression.
Key Terms and NamesAlfred E. Smith, stock market, bull
market,margin, margin call, speculation, BlackTuesday, installment,
Hawley-SmootTariff
Reading StrategyCategorizing As you read about theelection of
1928, complete a graphicorganizer similar to the one below
comparing the backgrounds and issues of the presidential
candidates.
Reading Objectives Describe the characteristics of the
1920s stock market. Identify the causes of the Great
Depression.
Section ThemeEconomic Factors The Great Depressionwas caused by
a combination of variouseconomic problems and
governmentpolicies.
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The Candidates When Calvin Coolidge decided notto run for
president in 1928, he cleared the way forHerbert Hoover to head the
Republican ticket. A suc-cessful engineer and former head of the
FoodAdministration during World War I, Hoover had alsospent over
seven years as secretary of commerce inthe Harding and Coolidge
administrations. TheDemocrats chose Alfred E. Smith, four-time
governorof New York. Smith was an Irish American from NewYorks
Lower East Side and the first Roman Catholicever nominated to run
for president.
Campaign Issues By 1928 Prohibition had become amajor issue
among voters. Because he favored theban on liquor sales, Hoover was
considered a dryin the popular language of the day. Smith, who
dis-liked the ban, was a wet.
The candidates religious differences sparked asmear campaign
against Smith. Many Protestantswere willing to believe that the
Catholic Churchfinanced the Democratic Party and would rule
theUnited States if Smith got into the White House.These slurs
embarrassed Hoover, a Quaker, and hetried to quash them, but the
charges seriously dam-aged Smiths candidacy.
Smiths biggest problem, however, was the pros-perity of the
1920s, for which the Republicans tookfull credit. Republican
candidates promised to con-tinue the trend with such slogans as two
cars inevery garage. Hoover received over 6 million morevotes than
Smith and won the Electoral College in alandslide, 444 to 87.
On March 4, 1929, an audience of 50,000 stood inthe rain to hear
Hoovers inaugural speech. Soundmovie cameras covered the
inauguration for the firsttime and radios broadcast the address
worldwide. Ihave no fears for the future of our country,
Hooversaid. It is bright with hope.
Examining What campaign issuesled to Herbert Hoovers election to
the presidency?
The Long Bull MarketThe wave of optimism that swept Hoover into
the
White House also drove stock prices to new highs. Thestock
market was established as a system for buyingand selling shares of
companies. Sometimes circum-stances in the stock market lead to a
long period of ris-ing stock prices, which is known as a bull
market. Inthe late 1920s a prolonged bull market convincedmany
Americans to invest heavily in stocks. By 1929about 3 million
Americans, or roughly 10 percent ofhouseholds, owned stocks.
As the market continued to soar, many investorsbegan buying
stocks on margin, meaning they madeonly a small cash down paymentas
low as 10 per-cent of the price. With $1,000 an investor could
buy$10,000 worth of stock. The other $9,000 would comeas a loan
from a stockbroker, who earned both a com-mission on the sale and
interest on the loan. The bro-ker held the stock as collateral.
As long as stock prices kept rising, buying on mar-gin was safe.
For example, an investor who borrowedmoney to buy $10,000 worth of
stocks had to wait onlya short time for them to rise to $11,000 in
value. Theinvestor could then sell the stock, repay the loan,
andmake $1,000 in profit. The problem came if the stockprice began
to fall. To protect the loan, a broker couldissue a margin call,
demanding the investor repay theloan at once. As a result, many
investors were verysensitive to any fall in stock prices. If prices
fell, theyhad to sell quickly, or they might not be able to
repaytheir loans.
Before the late 1920s, the prices investors paid forstocks had
generally reflected the stocks true value. Ifa company made a
profit or had good future salesprospects, its stock price rose,
while a drop in earningsor an aging product line could send the
price down. Inthe late 1920s, however, hordes of new investors
bidprices up without regard to a companys earnings andprofits.
Buyers, hoping to make a fortune overnight,engaged in speculation.
Instead of investing in thefuture of the companies whose shares
they bought,
Reading Check
Herbert Hoover The nation and its new president felt confident
about thefuture in early 1929. Why were Americans so
optimistic?
History
-
The Great Depression
speculators took risks, betting that the market wouldcontinue to
climb, thus enabling them to sell the stockand make money
quickly.
Summarizing What was the stockmarket like in the 1920s?
The Great CrashThe bull market lasted only as long as
investors
continued putting new money into it. By the latterhalf of 1929,
the market was running out of new cus-tomers. In September
professional investors senseddanger and began to sell off their
holdings. Pricesslipped. Other investors sold shares to pay the
inter-est on their brokerage loans. Prices fell further.
TURNING POINT
Crash! On Monday, October 21, Groucho Marx, thecomic star of
stage and screen, was awakened by atelephone call from his broker.
Youd better get
down here with some cash to cover your margin,the broker said.
The stock market had plunged. Thedazed comedian had to pay back the
money he hadborrowed to buy stocks, which were now selling forfar
less than he had paid.
Other brokers made similar margin calls.Frightened customers put
their stocks up for sale at afrenzied pace, driving the market into
a tailspin.When Marx arrived at the brokerage, he found tickertape
knee-deep on the floor. He further recalled,People were shouting
orders to sell and others werefrantically scribbling checks in vain
efforts to savetheir original investments.
On October 24, a day that came to be called BlackThursday, the
market plummeted further. Marx waswiped out. He had earned a small
fortune from playsand films, and now it was gone in the blink of an
eye.Like many other investors, he was deeply in debt.Arthur Marx
recalled his fathers final visit to thebrokerage, as Groucho looked
around and spottedhis broker:
He was sitting in front of the now-stilled ticker-tape machine,
with his head buried in his hands.Ticker tape was strewn around him
on the floor, and
Reading Check
532 CHAPTER 17 The Great Depression Begins
Price
per
Sha
re
1920 1922 1924 1926 1928 1930 1932
0
$50
$100
$150
$200
$250
$300
$350
Dow-Jones Industrial Averages
Stock Prices, 19201932
Source: Standard and Poors Security Price Index Record.
Annual highAnnual low
Overproduction and low demand leads to employee layoffs
Low wages reduce consumerbuying power
High tariffs restrict foreigndemand for American goods
Unemployment reduces buyingpower further
Causes
Cyclical Effect
Automobile sales declined.This loss of demand meant less demand
for:
OilTextiles
RubberSteel
Industryslowed,
which caused:
Lower wages
Unemployment
Which helpedcontribute further to...
1. Interpreting Graphs Stock prices peaked in 1929.Before this
peak, when did they begin to rise sharply?
2. Making Generalizations How did the decline in autosales
affect many other industries?
-
the place . . . looked as if it hadnt been swept out ina week.
Groucho tapped [him] on the shoulder andsaid, Arent you the fellow
who said nothing could gowrong? I guess I made a mistake, the
broker wearilyreplied. No, Im the one who made a mistake,snapped
Groucho. I listened to you.
quoted in 1929: The Year of the Great Crash
The following week, on October 29, a day laterdubbed Black
Tuesday, prices took the steepest diveyet. That day stocks lost $10
to $15 billion in value.
By mid-November stock prices had dropped by overone-third. Some
$30 billion was lost, a sum roughlyequal to the total wages earned
by Americans in 1929.The stock market crash was not the major cause
of theGreat Depression, but it undermined the economysability to
hold out against its other weaknesses.
Banks in a Tailspin The market crash severelyweakened the
nations banks in two ways. First, manybanks had lent money to stock
speculators. Second,many banks had invested depositors money in
thestock market, hoping for higher returns than theycould get by
using the money for conventional loans.
When stock values collapsed, the banks lostmoney on their
investments, and the speculatorsdefaulted on their loans. Having
suffered seriouslosses, many banks cut back drastically on the
loansthey made. With less credit available, consumers andbusinesses
were unable to borrow as much money asthey had previously. This
helped to put the economyinto a recession.
For some banks, the losses they suffered in thecrash were more
than they could absorb, and theywere forced to close. At that time,
the governmentdid not insure bank deposits; therefore, if a bank
col-lapsed, customers lost their savings. The bank fail-ures in
1929 and early 1930 triggered a crisis ofconfidence in the banking
system.
News of bank failures worried many Americans.They began to make
runs on the nations banks, caus-ing the banks to collapse. A bank
run takes placewhen many depositors decide to withdraw theirmoney
at one time, usually for fear the bank is goingto collapse.
Most banks make a profit by lending moneyreceived from
depositors and collecting interest onthe loans. The bank holds on
to only a fraction ofthe depositors money to cover everyday
business,such as occasional withdrawals. Ordinarily thatreserve is
enough to meet the banks needs, but iftoo many people withdraw
their money, the bankwill eventually collapse. During the first two
years
of the Depression, more than 3,000 banksover 10percent of the
nations totalwere forced to close.
Evaluating How did bank failurescontribute to the Great
Depression?
The Roots of the Great DepressionThe stock market crash helped
put the economy
into a recession. Yet the crash would not have led to
along-lasting depression if other forces had not beenat work. The
roots of the Great Depression weredeeply entangled in the economy
of the 1920s.
The Uneven Distribution of Income Most econo-mists agree that
overproduction was a key cause ofthe Depression. More efficient
machinery increasedthe production capacity of both factories and
farms.
Most Americans did not earn enough to buy upthe flood of goods
they helped produce. While man-ufacturing output per person-hour
rose 32 percent,the average workers wage increased only 8
percent.In 1929 the top 5 percent of all American householdsearned
30 percent of the nations income. By contrast,about two-thirds of
families earned less than $2,500 ayear, leaving them little
expendable income.
Reading Check
History Through Art
Wall Street Panic This painting shows the confusion and chaos
surroundingthe financial industry in October 1929. How does the
artist depict a sense ofdisorder?
-
During the 1920s many Americans bought high-cost items, such as
refrigerators and cars, on theinstallment plan, under which they
would make asmall down payment and pay the rest in
monthlyinstallments. Some buyers reached a point wherepaying off
their debts forced them to reduce otherpurchases. This low
consumption then led manufac-turers to cut production and lay off
employees.
The slowdown in retail manufacturing had reper-cussions
throughout the economy. When radio salesslumped, for example,
makers cut back on their ordersfor copper wire, wood cabinets, and
glass radio tubes.Montana copper miners, Minnesota lumberjacks,
andOhio glassworkers, in turn, lost their jobs. Joblessworkers had
to cut back purchases, further reducingsales. This kind of chain
reaction put more and moreAmericans out of work.
The Loss of Export Sales Many jobs might have beensaved if
American manufacturers had sold more goodsabroad. As the bull
market of the 1920s accelerated,U.S. banks made high-interest loans
to stock specula-tors instead of lending money to foreign
companies.Without these loans from U.S. banks, foreign compa-nies
purchased fewer products from American manu-facturers.
Matters grew worse after June 1930, when Congresspassed the
Hawley-Smoot Tariff raising the averagetariff rate to the highest
level in American history. Rateswent up on more than 900
manufactured items. TheHawley-Smoot Tariff aimed to protect
American manu-facturers from foreign competition, but it
damagedAmerican sales abroad. Because imports now costmuch more,
Americans bought fewer of them. Foreigncountries responded by
raising their own tariffs againstAmerican products, and this caused
fewer Americanproducts to be sold overseas. In 1932 U.S. exports
fell toabout one-fifth of what they had been in 1929, whichhurt
both American companies and farmers.
Mistakes by the Federal Reserve Just as con-sumers were able to
buy more goods on credit, accessto easy money propelled the stock
market. Instead ofraising interest rates to curb excessive
speculation,the Federal Reserve Board kept its rates very
lowthroughout the 1920s.
The Boards failure to raise interest rates signifi-cantly helped
cause the Depression in two ways.First, by keeping rates low, it
encouraged memberbanks to make risky loans. Second, its low
interestrates led business leaders to think the economy wasstill
expanding. As a result, they borrowed moremoney to expand
production, a serious mistakebecause it led to overproduction when
sales werefalling. When the Depression finally hit, companieshad to
lay off workers to cut costs. Then the Fedmade another mistake. It
raised interest rates, tight-ening credit. The economy continued to
spiraldownward.
Examining How did the decline inworldwide trade contribute to
the Depression?
Reading Check
Writing About History
Checking for Understanding1. Define: stock market, bull
market,
margin, margin call, speculation,installment.
2. Identify: Alfred E. Smith, BlackTuesday, Hawley-Smoot
Tariff.
3. Explain the significance of the year1929.
Reviewing Themes4. Economic Factors How did the prac-
tices of buying on margin and specula-tion cause the stock
market to rise?
Critical Thinking5. Determining Cause and Effect Why
did the stock market crash cause banksto fail?
6. Organizing Use a graphic organizersimilar to the one below to
list thecauses of the Great Depression.
Analyzing Visuals7. Analyzing Graphs Study the graphs
on page 532. Note that decreaseddemand for automobiles
ultimately ledto layoffs. These layoffs furtherdecreased the demand
for automobiles.What do you think might have endedthis cycle?
8. Expository Writing Write an article for a financial magazine
explaining therapid decline of the stock market in 1929 and the
reasons for the BlackTuesday crash.
Great Depression
Causes
Newspaper headline the dayafter Black Tuesday
-
1930Grant Wood paintsAmerican Gothic
1940
The Depression WorsensIn 1930, 1,352 banks suspended operations
across the nation, more than twice the num-
ber of bank failures in 1929. The Depression grew steadily worse
during Hoovers admin-istration. By 1933 more than 9,000 banks had
failed. In 1932 alone some 30,000 companies
A young girl with the unusual name of Dynamite Garland was
living with her family inCleveland, Ohio, in the 1930s when her
father, a railroad worker, lost his job. Unable toafford rent, they
gave up their home and moved into a two-car garage.
The hardest aspect of living in a garage was getting through the
frigid winters. We would sleep with rugs and blankets over the top
of us, Garland later recalled. In the morningwed . . . get some
snow and put it on the stove and melt it and wash round our faces.
WhenGarlands father found a part-time job in a Chinese restaurant,
the family lived on those fried noodles.
On Sundays the family looked at houses for sale. That was a
recreation during theDepression, said Garland. Youd go and see
where youd put this and where you could putthat, and this is gonna
be my room. In this way, the family tried to focus on better
times.Movies and radio programs also provided a brief escape from
their troubles, but the struggleto survive left little room for
pleasure.
adapted from Hard Times
Life During theDepression
1932Drought sweepsGreat Plains
1934Dust storms destroy300 million acres
1937Walt Disney releases SnowWhite and the Seven Dwarfs
1939Popular musical TheWizard of Oz released
CHAPTER 17 The Great Depression Begins 535
An unemployed manadvertising his skills
19351930
Main Idea Many people were impoverished duringthe Great
Depression, but some foundways to cope with the hard times.
Key Terms and Namesbailiff, shantytown, Hooverville, hobo,Dust
Bowl, Walt Disney, soap opera,Grant Wood, John Steinbeck,
WilliamFaulkner
Reading StrategyTaking Notes As you read about life inthe United
States during the GreatDepression, use the major headings ofthe
section to create an outline similar tothe one below.
Reading Objectives Describe how the Great Depression
affected American families. Discuss how artists portrayed
the
effects of the Depression.
Section ThemeCulture and Traditions Radio andmotion pictures
provided ways to escapethe worries that plagued people duringthe
Depressions early years.
Life During the DepressionI. The Depression Worsens
A.B.C.
II.
-
went out of business. By 1933 more than 12 millionworkers were
unemployedabout one-fourth of theworkforce. Average family income
dropped from$2,300 in 1929 to $1,600 a few years later.
Lining Up at Soup Kitchens People without jobsoften went hungry.
Whenever possible they joinedbread lines to receive a free handout
of food or linedup outside soup kitchens, which private charities
setup to give poor people a meal.
Peggy Terry, a young girl in Oklahoma City duringthe Depression,
later told an interviewer how each dayafter school, her mother sent
her to the soup kitchen:
If you happened to be one of the first ones in line,you didnt
get anything but water that was on top. Sowed ask the guy that was
ladling out soup into thebucketseverybody had to bring their own
bucket toget the souphed dip the greasy, watery stuff offthe top.
So wed ask him to please dip down to getsome meat and potatoes from
the bottom of the kettle. But he wouldnt do it.
quoted in Hard Times
Living in Makeshift Villages Families or individu-als who could
not pay their rent or mortgage losttheir homes. Some of them,
paralyzed by fear andhumiliation over their sudden misfortune,
simplywould not or could not move. Their landlord wouldthen ask the
court for an eviction notice. Court offi-cers called bailiffs then
ejected the nonpaying ten-ants, piling their belongings in the
street.
Throughout the country, newly homeless peopleput up shacks on
unused or public lands, formingcommunities called shantytowns.
Blaming the presi-dent for their plight, people referred to such
places asHoovervilles.
In search of work or a better life, many homelessand unemployed
Americans began to wanderaround the country, walking, hitchhiking,
or, mostoften, riding the rails. These wanderers, calledhobos,
would sneak past railroad police to slip intoopen boxcars on
freight trains for a ride to some-where else. They camped in hobo
jungles, usuallysituated near rail yards. Hundreds of thousands
ofpeople, mostly boys and young men, wandered fromplace to place in
this fashion.
536 CHAPTER 17 The Great Depression Begins
IMAGE OF AN ERA Lasting a decade, the GreatDepression deprived
manyAmericans of jobs, land, andlivelihoods. Plummeting cropprices
and farms witheringunder drought and dust clouds forced many
families to take to the road in search of work, often with little
suc-cess. Dismayed by scenes of destitution and
homelessness,photographer Dorothea Langejoined the
ResettlementAdministration in 1935.In 1936 in rural
Nipomo,California, Lange photographedthis Migrant Mother, a
32-year-old woman with sevenchildren. She had just sold hercar
tires to buy food.
MOMENTinHISTORY
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N
SE
W
500 kilometers0
500 miles0
Lambert Azimuthal Equal-Area projection 90W120W
30N
40N
Central Valley
PaCIFICOCEaN
Gulf ofMexico
CALIF.NEV.
IDAHO
MONT.
WYO.
COLO.
ARIZ. N. MEX.
TEXAS
OKLA.
KANS.
NEBR.
S. DAK.
N. DAK.
MINN.
WIS.
IOWA
MO.
ILL.
ARK.
LA.
MISS. ALA.
TENN.
KY.
IND.
MICH.
UTAH
OHIO
GA.
S.C.
N.C.
VA.W
VA.
Los Angeles
Bakersfield
Fresno
Flagstaff
GrandJunction
Denver
Santa Fe
Albuquerque
Houston
Dallas
Oklahoma CityTulsa
Kansas City
Omaha
Minneapolis
Fargo
GEOGRAPHY
The Dust Bowl Farmers soon faced a new disaster.Since the
beginnings of homesteading on the GreatPlains, farmers had gambled
with nature. Theirplows had uprooted the wild grasses that held
thesoils moisture. The new settlers then blanketed theregion with
wheat fields.
When crop prices dropped in the 1920s, however,Midwestern
farmers left many of their fields unculti-vated. Then, beginning in
1932, a terrible droughtstruck the Great Plains. With neither grass
nor wheatto hold the scant rainfall, the soil dried to dust.
Fromthe Dakotas to Texas, Americas pastures and wheatfields became
a vast Dust Bowl.
Winds whipped the arid earth, blowing it aloftand blackening the
sky for hundreds of miles. Whenthe dust settled, it buried crops
and livestock andpiled up against farmhouses like snow. No
matterhow carefully farm families sealed their homes, dustcovered
everything in the house. As the drought per-sisted, the number of
yearly dust storms grew, from22 in 1934 to 72 in 1937.
Some Midwestern and Great Plains farmers man-aged to hold on to
their land, but many had no chance.If their withered fields were
mortgaged, they had to
turn them over to the banks.Then, nearly penniless, manyfamilies
packed their belong-ings into old cars or trucksand headed west,
hoping fora better life in California.Since many migrants werefrom
Oklahoma, they becameknown as Okies. InCalifornia, they lived
inmakeshift roadside campsand remained homeless
andimpoverished.
Explaining What chain of events turned the once-fertile
GreatPlains into the Dust Bowl?
Escaping the DepressionDespite the devastatingly hard times,
Americans
could escapeif only for an hour or twothroughentertainment. Most
people could scrape togetherthe money to go to the movies, or they
could sit withtheir families and listen to one of the many radio
pro-grams broadcast across the country.
Reading Check
State with population loss, 19301940Area with severe loss of
topsoil
Area with moderate loss of topsoil
Movement of people
Destination of Dust Bowl emigrants
Dust Bowl, 1930s
Okies escaping theDust Bowl
Student WebActivity Visit theAmerican RepublicSince 1877 Web
site at
and click on StudentWeb ActivitiesChapter 17 for anactivity on
the GreatDepression.
HISTORY
tarvol2.glencoe.com
1. Interpreting Maps Which states lostpopulation in the
1930s?
2. Applying Geography Skills Why didmost of the routes shown on
the maplead to cities?
http://tarvol2.glencoe.com
-
The Hollywood Fantasy Factory Ordinary citizensoften went to the
movies to see people who were rich,happy, and successful. The 60 to
90 million weeklyviewers walked into a fantasy world of thrills
andromance. Comical screenplays offered a welcomerelease from daily
worries. Groucho Marx wise-cracked while his brothers antics
provoked hilarityin such films as Animal Crackers.
Many European actors, writers, and directors, flee-ing economic
hardship and the threat of dictator-ships, went to Hollywood in the
1920s and 1930s.Two European women emerged as superstars.Germanys
Marlene Dietrich portrayed a range ofroles with subtlety. Swedish
actress Greta Garbooften played a doomed beauty, direct and
unhesitat-ing in her speech and actions.
Moviegoers also loved cartoons. Walt Disneyproduced the first
feature-length animated film,Snow White and the Seven Dwarfs, in
1937. Its boxoffice appeal may have spurred MGM two years laterto
produce The Wizard of Oz, a colorful musical thatlifted viewers
spirits.
Even when films focused on serious subjects, theyusually
contained a note of optimism. In Mr. SmithGoes to Washington, James
Stewart plays a naveyouth leader who becomes a senator. He
dramati-cally exposes the corruption of some of his colleaguesand
calls upon his fellow senators to see the
American political system as the peak of whatmans carved out for
himself after centuries of fight-ing for something better than just
jungle law.
Gone with the Wind, an elaborately costumed filmnearly four
hours long, topped the Depression-eraepics. Its heroine, Scarlett
OHara, played by Britishactress Vivien Leigh, struggles to maintain
her life ona Georgia plantation during and after the Civil
War.Romance enters as Clark Gable, playing the master-ful Rhett
Butler, woos Scarlett. Audiences foundinspiration in Scarletts
unassailable will to survive.
On the Air While movie drama captured the imagina-tion, radio
offered entertainment on a more personallevel. People listened to
the radio every day, gatheringaround the big wooden box in the
living room. It couldhave been the voice of the president or a
newscasterthat held their attention. More often it was the comedyof
Jack Benny or George Burns and Gracie Allen, or theadventures of a
hero like the Green Hornet.
One of the most popular heroes was the LoneRanger, who fought
injustice in the Old West with thehelp of his faithful Indian
companion, Tonto. Thelistener needed only to picture the hero with
a blackmask hiding his identity, as he fired a silver bullet
toknock a gun from an outlaws hand.
Daytime radio dramas carried their stories overfrom day to day.
Programs such as The Guiding Lightdepicted middle-class families
confronting illness,conflict, and other problems. These short
dramasallowed listeners to escape into a world more excit-ing than
their own. The shows sponsors were oftenmakers of laundry soaps, so
the shows were nick-named soap operas.
While the Depression tore at the fabric of manytowns, radio
created a new type of community. Evenstrangers found common ground
in discussing thelives of radio characters.
Evaluating What movies and radioshows entertained Americans
during the Depression?
The Depression in ArtArt and literature also flourished in the
harsh
and emotional 1930s. The homeless and unem-ployed became the
subject of pictures and stories asartists and writers tried to
portray life around them.
Thomas Hart Benton and Grant Wood led theregionalist school,
which emphasized traditionalAmerican values, especially those of
the rural Midwestand South. Woods most famous painting,
AmericanGothic, portrays a stern farmer and his daughter in
Reading Check
Hobo Signs The hundreds of thousands of hoboswho roamed the
country developed intricate symbolsthat they wrote on trees,
fences, or buildings to warnor inform other hobos. Many became a
part ofAmerican folklore.
538 CHAPTER 17 The Great Depression Begins
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Writing About History
CHAPTER 17 The Great Depression Begins 539
Checking for Understanding1. Define: bailiff, shantytown,
Hooverville,
hobo, Dust Bowl, soap opera.2. Identify: Walt Disney, Grant
Wood,
John Steinbeck, William Faulkner.3. Explain what caused the Dust
Bowl
conditions on the Great Plains.
Reviewing Themes4. Culture and Traditions In what ways
did people seek to forget about theDepression?
Critical Thinking5. Making Inferences Why do you think
Life magazine was so popular duringthe 1930s?
6. Organizing Use a graphic organizer tolist the effects of the
Great Depression.
Analyzing Visuals7. Analyzing Photos Study the photo-
graph on page 536. Think of threeadjectives that you would use
todescribe the people in the photograph.Using these adjectives,
write a para-graph describing the family pictured.
8. Descriptive Writing Imagine that youare living during the
Great Depression.Write a journal entry describing a dayin your
life.
front of their humble farmhouse. Theportrait pays tribute to
no-nonsenseMidwesterners while at the same timegently making fun of
their severity.
Novelists such as John Steinbeckadded flesh and blood to
journalistsreports of poverty and misfortune. Theirwriting evoked
both sympathy for theircharacters and indignation at
socialinjustice. In The Grapes of Wrath, pub-lished in 1939,
Steinbeck tells the story ofan Oklahoma family fleeing the DustBowl
to find a new life in California.Steinbeck had seen firsthand the
plightof migrant farm families uprooted bythe Dust Bowl. After
visiting camps ofthese families he had a better under-standing of
their fears. He describedpeople in flight along Route 66. Insideone
old jalopy sat the members of a fam-ily, worrying:
There goes a gasket. Got to go on. Find a niceplace to camp. . .
. The foods getting low, themoneys getting low. When we cant buy no
moregaswhat then? Danny in the back seat wants a cupa water. Little
fellas thirsty.
from The Grapes of Wrath
Other novelists of this time influenced literarystyle itself. In
The Sound and the Fury, for example,author William Faulkner shows
what his charactersare thinking and feeling before they speak.
Using thisstream of consciousness technique, he exposes hid-den
attitudes of Southern whites and AfricanAmericans in a fictional
Mississippi county. Another
Southern writer, Thomas Wolfe, used the facts of hisown life to
examine the theme of artistic creation insuch powerful novels as
Look Homeward Angel.
While the written word remained powerful, theprinted image was
growing in influence. Magazinephotographers roamed the nation armed
with thenew 35-millimeter cameras, seeking new
subjects.Photojournalist Margaret Bourke-Whites strikingpictures,
displayed in Fortune magazine, showed theravages of drought. In
1936 Time magazine publisher Henry Luce introduced Life, a weekly
pho-tojournalism magazine that enjoyed instant success.
Examining How did artists, photog-raphers, and writers, such as
John Steinbeck, reflect the charac-teristics of the 1930s?
Reading Check
Effects of the Great Depression
i n H i s t o r yDorothea Lange 18951965
Before she had ever used a camera,Dorothea Lange knew she wanted
to bea photographer. After finishing highschool, she took a
photography coursein New York, then traveled around theworld. Lange
earned her keep by takingand selling photos. Her trip ended inSan
Francisco.
In San Francisco, Lange photo-graphed homeless people and
uncov-ered the desperation of her subjects.One day, while driving
throughCalifornias Central Valley, Langenoticed a sign: Pea-Pickers
Camp.On impulse, she stopped. Sheapproached a woman and her
children
gazing listlessly outof a tattered tent.Lange took five pictures
while themother sat in thatlean-to tent withher children huddled
around her, andseemed to know that my picturesmight help her, and
so she helped me.
In the mid-1930s, Lange traveledthrough the Dust Bowl states,
capturingthe ravages of dust storms. When theimages were reproduced
in a best-selling book, American Exodus, thestate of California
created camps toshelter migrant workers.
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Lake Mohave
Callville
L AK E
BoulderCity
93
95
SentinelIsland
BoulderIslands
Boulder
Fortification Hill
EL DORADOM
OUNTAIN
S
Black CanyonB L A C K
MO
UN
T AI N
S
3718 ft. (1133 m)
HOOVERDAM
to Flagstaff
ARIZONA
NEVADA
ARIZONA
NEVADA
Power line
N
SW
E
Geography&History
LakePowell
LakeMead
Colora
doRi
ver
Hoover Dam
N E V A D A
A R I Z O N A
CA
LI
FO
R
NI
A
Los Angeles
LasVegas
E
WN
S
540 CHAPTER 17 The Great Depression Begins
THE FLOW OF ELECTRICITYToday Hoover Dam generates more than 4
billion kilowatt-hoursof electricity per yearenough to keep
machines humming andlights burning for over a million people. More
than half of thatelectricity is sent to California; the remainder
goes to Nevada andArizona (see inset map).
-
Las Vegas Bay
SwallowBay
Bay
M E AD
Henderson582
515
SaddleIsland
Beach
McCullough Range
River Mountains
toLas Vegas
Aqueduc
t
LEARNING FROM GEOGRAPHY1. Why did the federal government
decide to dam the Colorado River?
2. Why did engineers choose theBlack Canyon site?
temperatures climbed higher than120 degrees in the canyon, and
eventhose who worked at night had toendure temperatures of more
than 85 degrees. Still, the project was completed in less than five
years.Lake Mead, the 115-mile-long reser-voir created by the dam,
is largeenough to hold two years worth ofthe average flow of the
ColoradoRiverenough to cover the entirestate of New York with one
foot ofwater. The benefits to the Southwestwere immense. Hoover Dam
createdmuch-needed employment. It alsoprovided a regular supply of
water,irrigating over a million acres of rich agricultural land and
producinghydroelectric power, which hasallowed Southwestern cities
to grow.
American farmers and settlers in the low-lyingvalleys of
southernCalifornia and southwest-ern Arizona have been tap-
ping the waters of the Colorado Riverfor more than a century.
Thanks toirrigation canals, the parched desertvalleys became
year-round gardensthat provided fruit and vegetables for the
nation. At times, however, theunpredictable river would decrease to
a trickle. Other times, it became araging torrent, destroying all
in itspath.The federal government decidedto dam the Colorado to
control it.In 1931 construction began in BlackCanyon, whose high
rock walls madeit an ideal site. Here, on the borderbetween Arizona
and Nevada, wouldrise one of the most ambitious engi-neering
projects the world had everseen: the Hoover Dam.
Named after President HerbertHoover, the dam was built in the
mid-dle of a forbidding desert. Everythinghad to be imported,
including labor.There was no shortage of candidates.The country was
in the grips of the Great Depression; thousands ofunemployed
workers flocked to theremote canyon.To accommodatethem, an entire
town was builtBoulder City, Nevada.
The new arrivals faced brutal conditions. Men worked in
threeshifts around the clock. Summer
Suspended on ropes, high scalers armed withdynamite and
jackhammers prepare the walls ofBlack Canyon to take the concrete
of Hoover Dam.Such work was hazardous. Twenty-four workersfell to
their deaths during construction of the dam.
Hoover Dam, a major supplierof hydroelectric power, is morethan
700 feet (213 m) tall andcontains about 4,360,000cubic yards of
concreteenough for a two-lane highwayfrom Los Angeles to
Boston.
State boundaryAqueductRoadPower lineUrban area
Scale varies in this perspective
Hoover Dam and Environs
Hoover Dam
541
-
October 1931National CreditCorporation created
542 CHAPTER 17 The Great Depression Begins
1933
Promoting RecoveryOn Friday, October 25, the day after Black
Thursday, President Hoover issued a state-
ment assuring the nation that industry was on a sound and
prosperous basis. InMarch 1930 he told the public that the worst
effects of the crash . . . will have passedduring the next 60 days.
Critics derided his optimism as conditions worsened. Hoover,
In December 1929, Mayor Joseph Heffernan of Youngstown, Ohio,
listened impa-tiently to fellow public officials assembled in the
Cleveland Chamber of Commerce hall.He had been called to one of a
series of conferences on unemployment that PresidentHoover had
arranged. At the conference, Heffernan grew restless as he listened
to theother speakers. He felt that it would take too long to pass
their confident proposals forending unemployment, and by that time,
it would be too late to prevent a depression. He asked the other
conference members, Why not tell people the truth?
Youngstown business leaders criticized Heffernan for trying to
tell his constituentshow bad the economic outlook was. Heffernan
later recalled that one of them said tohim, Dont emphasize hard
times and everything will be all right.
The man who rebuked Mayor Heffernan expressed what many,
including PresidentHoover himself, believed in late 1929: The
country merely needed to regain its confidence. As the crisis
worsened, Hoover took steps to help the economy recover, but only
within the limits of his philosophy of government.
adapted from The Great Depression
Hoover Responds
1931
January 1932Congress approves ReconstructionFinance
Corporation
July 1932Congress passes Emergency Relief and ConstructionAct;
soldiers rout the Bonus Marchers
1932
Joseph Heffernan
Main Idea President Hoovers philosophy of government guided his
response to the Depression.
Key Terms and Namespublic works, Reconstruction
FinanceCorporation, relief, foreclose, BonusArmy
Reading StrategyCategorizing As you read aboutHoovers response
to the Depression,complete a graphic organizer by listinghis major
initiatives and their results.
Reading Objectives Evaluate President Hoovers attempts
to revive the economy. Analyze the limitations of Hoovers
recovery plans.
Section ThemeGroups and Institutions PresidentHoover began using
new governmentagencies to improve the nations slump-ing
economy.
Major Recovery Plans
Results Results Results
-
however, hoped to downplay the publics fears. Hewanted to avoid
more bank runs and layoffs by urg-ing consumers and business
leaders to become morerational in their decision making.
Voluntary Efforts and Public Works Despite hissoothing words,
Hoover was seriously worried aboutthe economy. He organized a
series of conferences,bringing together the heads of banks,
railroads, andother big businesses, as well as labor and
govern-ment officials.
He won a pledge from industry to keep factoriesopen and to stop
slashing wages. By 1931, however,business leaders had abandoned
those pledges.Hoovers next step was to increase public
worksgovernment-financed building projects. The result-ing
construction jobs could replace some of those lost
in the private sector. He urged governors and mayorsthroughout
the nation to increase public worksspending.
Hoovers actions did spur construction increases,but the effort
made up for only a small fraction ofthe jobs lost in the private
sector. The only way thegovernment could create enough new jobs
would beto massively increase government spending, whichHoover
refused to do.
The problem was that someone had to pay for pub-lic works
projects. If the government raised taxes topay for them, it would
take money away from con-sumers and hurt businesses that were
already strug-gling. If the government decided to keep taxes low
andrun a budget deficit insteadspending more moneythan it collected
in taxesit would have to borrow themoney from banks. If the
government did this, less
What Should the GovernmentsRole in the Economy Be?
The governments role in the economy was an importantissue in the
1932 presidential election, when the country was in the throes of
the Depression. President Herbert Hooverexplained in a 1928 speech
why a limited government rolewas best, while President Franklin
Roosevelt argued in hisinaugural address in 1933 that an expanded
government rolewas necessary.
from Roosevelts Inaugural Address, 1933
Our greatest primary task is to put people to work. This is
nounsolvable problem if we face it wisely and courageously. It
canbe accomplished in part by direct recruiting by the
Governmentitself, treating the task as we would treat the emergency
of a war,but at the same time, through this employment,
accomplishinggreatly needed projects to stimulate and reorganize
the use of ournatural resources.
. . . The task can be helped . . . by national planning for
andsupervision of all forms of transportation and of
communicationsand other utilities which have a definitely public
character. Thereare many ways in which it can be helped, but it can
never behelped merely by talking about it. We must act and act
quickly.
. . . We now realize as we have never realized before
ourinterdependence on each other; . . . that if we are to go
forward,we must move as a trained and loyal army willing to
sacrifice forthe good of a common discipline.
from Hoovers Madison Square Garden Address, 1928
During one hundred and fifty years we have built up aform of
self-government and a social system which ispeculiarly our own. . .
. It is founded upon a particularconception of self-government in
which decentralized localresponsibility is the very base. . . .
During the war we necessarily turned to the govern-ment to solve
every difficult economic problem. . . .However justified in time of
war, if continued in peacetimeit would destroy . . . our progress
and freedom. . . . Theacceptance of these ideas would have meant
the destruc-tion of self-government through centralization of
govern-ment. It would have meant the undermining of theindividual
initiative and enterprise through which our people have grown to
unparalleled greatness.
Learning From History1. Analyzing Arguments What did
Hoover fear would happen if gov-ernment programs started
duringWorld War I were continued afterthe war?
2. Making Inferences Do you thinkRoosevelt would have agreed
withHoovers assessment of the govern-ments role during World War
I?Why or why not?
-
money would be available for businesses that wantedto expand and
for consumers who wanted mortgagesor other loans. Hoover feared
that deficit spendingwould actually delay an economic recovery.
The Midterm Election As the congressional electionsof 1930
approached, most Americans felt that worsen-ing unemployment posed
a grave threat to their well-being. Citizens blamed the party in
power for thestumbling economy. The Republicans lost 49 seats
andtheir majority in the House of Representatives; theyheld on to
the Senate by a single vote.
Examining Why did Hoover opposedeficit spending?
Pumping Money Into the EconomyHoover soon turned his attention
to the problem
of money. There was very little in the economy nowthat so many
banks had collapsed. The government,he believed, had to make sure
that banks could makeloans to corporations so they could expand
produc-tion and rehire workers.
GOVERNMENT
Trying to Rescue the Banks The president askedthe Federal
Reserve Board to put more currency intocirculation, but the Board
refused. In an attempt toease the money shortage, Hoover set up the
NationalCredit Corporation (NCC) in October 1931. The NCCcreated a
pool of money to enable troubled banks tocontinue lending money in
their communities.Hoover then persuaded a number of New Yorkbankers
to contribute to the NCC. Their contribu-tions, however, did not
meet the nations needs.
By 1932 Hoover concluded that the only way toprovide funding for
borrowers was for the govern-ment to do the lending. He requested
that Congressset up the Reconstruction Finance Corporation(RFC) to
make loans to banks, railroads, and agricul-tural institutions. By
early 1932, the RFC had lentabout $238 million to approximately 160
banks, 60 railroads, and 18 building-and-loan organizations.The RFC
was overly cautious, however. It failed toincrease its loans in
sufficient amounts to meet theneed, and the economy continued its
decline.
Direct Help for Citizens From the start, Hooverstrongly opposed
the federal governments participa-tion in reliefmoney that went
directly to impover-ished families. He believed that only state and
citygovernments should dole out relief. By the spring of1932,
however, they were running out of money.
In 1932 political support was building for a reliefmeasure, and
Congress passed the Emergency Reliefand Construction Act. Although
reluctant, Hooversigned the bill on July 21. The new act called for
$1.5billion for public works and $300 million in loansto the states
for direct relief. By this time, however,the new program could not
reverse the acceleratingcollapse.
Summarizing Why did Hooveroppose the federal governments
participation in relief programs?
In an Angry MoodIn the months after the Wall Street crash,
Americans
had seemed resigned to bad economic news. By 1931,however, they
were growing increasingly discon-tented, and open acts of revolt
began to occur.
Hunger Marches In January 1931, around 500men and women in
Oklahoma City, shoutingangrily about hunger and joblessness, broke
into agrocery store and looted it. Crowds began showing
Reading Check
Reading Check
White Angel Breadline In 1932 a wealthy woman nicknamed theWhite
Angel set up a breadline in San Francisco. Dorothea Lange cap-tured
the hopelessness of the Depression in this famous photograph ofthe
breadline.
-
Poverty and Plenty Spattered with milk, dairy farmers are shown
here destroying their product ina vain effort to drive up prices.
For the hungry and unemployed, like the families at left, the
farmersactions were unthinkable. Why did the farmers think their
actions would drive up prices?
History
CHAPTER 17 The Great Depression Begins 545
up at rallies and hunger marches held by theAmerican Communist
Party, which was eager totake advantage of national problems to
change theAmerican form of government. On December 5,1932, a
freezing day in the nations capital, around1,200 hunger marchers
assembled and chanted,Feed the hungry, tax the rich. Police herded
theminto a blocked-off area, where they had to spend thenight
sleeping on the sidewalk or in trucks. Thepolice denied them food,
water, and medical treat-ment until some members of Congress
insisted onthe marchers right to petition their government.They
were then released and permitted to march toCapitol Hill.
Farmers Revolt In the summer of 1932, farmers alsotook matters
into their own hands. Beginning in theboom days of World War I,
many farmers had heavily mortgaged their land to pay for seed,
feed, andequipment. After the war, prices sank so low that farm-ers
could not even earn back their costs, let alone makea profit.
Between 1930 and 1934 creditors foreclosed onnearly one million
farms, taking possession of themand evicting the families.
Some farmers began destroying their crops in adesperate attempt
to raise crop prices by reducingthe supply. In Nebraska grain
growers burned corn
to heat their homes in the winter. In Iowa food grow-ers
forcibly prevented the delivery of vegetables todistributors.
Georgia dairy farmers blocked high-ways and stopped milk trucks,
emptying the milkcans into ditches.
The Bonus Marchers In appreciation of the WorldWar I service of
American soldiers and sailors,Congress in 1924 had enacted a $1,000
bonus for eachveteran, to be distributed in 1945. The economic
crisis,however, made the wait more difficult. In 1931
Texascongressman Wright Patman introduced a bill in theHouse of
Representatives that authorized early pay-ment of the veterans
bonuses. The bill later passedthe House and moved to the Senate for
debate.
In May 1932 several hundred Portland, Oregon,veterans set off on
a month-long march toWashington to lobby Congress to pass the
legislation.As they moved east, other veterans joined them
untilthey numbered about 1,000. Wearing ragged militaryuniforms,
they trudged along the highways or rodethe rails, singing old war
songs and reminiscing aboutarmy days. The press termed the marchers
theBonus Army.
Once in Washington, the marchers camped inHoovervilles. As weeks
went by, additional veter-ans joined them, until the Bonus Army
swelled to
-
15,000. President Hoover acknowledged the veter-ans petition
rights but refused to meet with them.
When the Senate voted the new bonus bill down,veterans waiting
outside the Capitol began to grumble,until one of their leaders
started them singingAmerica. Gradually their anger cooled, and
manyreturned home. A significant number of the marchers,however,
stayed on since they had no job prospects.Some moved from the camps
to unoccupied buildingsdowntown.
In late July, Hoover ordered the buildings cleared.The police
made the first try, but one of them pan-icked and fired into a
crowd, killing two veterans.The Washington, D.C., government then
called in thearmy. Army chief of staff Douglas MacArthur
ignored Hoovers orders to clear thebuildings but to leave the
camps alone.He sent cavalry, infantry, and tanks toclear the
veterans from the city.
A Federal Trade Commission mem-ber, A. Everette McIntyre,
watched asthe infantry fixed their bayonets andalso fixed their gas
masks over theirfaces. At orders they brought their bay-onets at
thrust and moved in. The bay-onets were used to jab people to
makethem move. Soon unarmed veteranswere on the run with 700
soldiers attheir heels. The soldiers tear-gassedstragglers and
burned the shacks. Teargas killed a baby boy.
The nationwide press coverage andnewsreel images of veterans
underassault by troops presented an uglypicture to the public. The
routing of
the veterans hounded the president throughout his1932
re-election campaign.
Hoover failed to resolve the crisis of theDepression, but he did
more to expand the economicrole of the federal government than any
previouspresident. The Reconstruction Finance Corporationmarked the
first time the federal government hadestablished a federal agency
to stimulate the econ-omy during peacetime. It was the image of the
routedBonus Marchers and the lingering Depression, how-ever, that
shaped the publics perception of PresidentHoover.
Evaluating How did Americansreact as the Depression
continued?
Reading Check
Writing About History
Checking for Understanding1. Define: public works, relief,
foreclose.2. Identify: Reconstruction Finance
Corporation, Bonus Army.3. Summarize three major initiatives
taken by Hoover to improve the economy and the results of
each.
Reviewing Themes4. Groups and Institutions What did
business leaders promise Hoover theywould do to help the
economy? Didthey keep their promises?
Critical Thinking5. Interpreting How did President
Hoovers philosophy of governmentguide his response to the
Depression?
6. Organizing Use a graphic organizersimilar to the one below to
listAmerican reactions to the Depression.
Analyzing Visuals7. Picturing History Study the photo-
graphs on page 545. The farmersshown would rather dump their
milkthan sell it. What did they hope toachieve by their
actions?
8. Persuasive Writing Imagine that youare a veteran of World War
I. Write aletter to members of Congress explain-ing your
circumstances and askingthem to give you your bonus early.
AmericanReactions
546 CHAPTER 17 The Great Depression Begins
Clearing Out the Bonus Marchers Fierce battles resulted when
President Hoover ordered theWashington, D.C., police to evict the
Bonus Army from public buildings and land they had been occupying.
How did the public feel when they saw or heard about this
event?
History
-
547
Technology
Building a DatabaseWhy Learn This Skill?
Do you have a collection of sports cards, CDs,or DVDs? Have you
ever kept a list of the names,addresses, and phone numbers of
friends and rel-atives? If you have collected information andkept
it in a list or file, then you have created adatabase.
Learning the Skill An electronic database is a collection of
facts that
are stored in a file on a computer. The informationis organized
in fields.
A database can be organized and reorganized inany way that is
useful to you. By using a databasemanagement system (DBMS)special
softwaredeveloped for record keepingyou can easily add,delete,
change, or update information. You givecommands to the computer
that tell it what to dowith the information, and it follows these
com-mands. When you want to retrieve information, thecomputer
searches through the file, finds the infor-mation, and displays it
on the screen.
Practicing the SkillThe Great Depression is a well-known period
in
American history. Follow these steps to build adatabase
containing the events that led to the GreatDepression and its
effects on the country.
1 Determine what facts you want to include inyour database.
2 Follow instructions to set up fields in the DBMSthat you are
using. Then enter each item of datain its assigned field.
3 Determine how you want to organize the factsin the
databasechronologically by the date ofthe event, or alphabetically
by the name of theevent.
4 Follow the instructions in your computer pro-gram to place the
information in the order youselected.
Skills AssessmentComplete the Practicing Skills questions on
page 549 and the Chapter 17 Skill ReinforcementActivity to
assess your mastery of this skill.
Applying the SkillBuilding a Database Bring current newspapers
ornews magazines to class. Using the steps just described,build a
database of current political events in theUnited States. Include a
brief explanation of why thedatabase is organized the way it is and
how it might beused in class.
Glencoes Skillbuilder Interactive WorkbookCD-ROM, Level 2,
provides instruction andpractice in key social studies skills.
-
Reviewing Key Facts16. Identify: Black Tuesday, Hawley-Smoot
Tariff, Walt Disney,
Grant Wood, John Steinbeck, Reconstruction FinanceCorporation,
Bonus Army.
17. What was the character of the stock market in the late
1920s,and what caused it to crash?
18. How did artists and writers capture the effects of the
GreatDepression?
19. Why did Okies migrate to California during the
GreatDepression, and what happened to them once they gotthere?
20. What three major initiatives did President Hoover take to
tryto help the economy of the United States?
21. What did World War I veterans do to try to get their
servicebonuses early?
Critical Thinking22. Analyzing Themes: Culture and Traditions
Many people
in the United States were impoverished during theDepression, yet
60 to 90 million weekly viewers paid to see movies. Why do you
think movies were so popular?
23. Evaluating Do you think President Hoover could have donemore
to end the Great Depression? Why or why not?
24. Identifying What approaches were used in literature
andphotography to highlight social problems during
theDepression?
25. Categorizing Use a graphic organizer similar to the onebelow
to list the causes and effects of the Great Depression.
26. Interpreting Primary Sources E.Y. Harburg lived during
theGreat Depression. After he lost his business, he became apoet
and lyricist. He wrote the lyrics to one of the mostfamous songs of
the time, Brother, Can You Spare a Dime?Read an excerpt of the
lyrics to this song and answer thequestions that follow.
They used to tell me I was building a dreamWith peace and glory
aheadWhy should I be standing on lineJust waiting for bread?
1. stock market
2. bull market
3. margin
4. margin call
5. speculation
6. installment
7. bailiff
8. shantytown
9. Hooverville
10. hobo
11. Dust Bowl
12. soap opera
13. public works
14. relief
15. foreclose
Reviewing Key TermsOn a sheet of paper, use each of these terms
in a sentence.
Causes Effects
Bull market encouraged widespread speculation. Many investors
bought stocks on margin. Sharp drop in market prices left investors
in debt. Bank closings left many in debt.
Stock Market Helps Trigger Depression
Low Sales
Lower Sales
Job LayoffsLess Income
Fewer Purchases
More Job Layoffs
Downward Momentum of the Great Depression
Overproduction and low interest rates Uneven distribution of
income, which led to low demand Depressed farm sector Weak
international market with high tariffs
Underlying Causes of Great Depression
548 CHAPTER 17 The Great Depression Begins
-
Once I built a railroad, made it run,Made it run against time.
Once I built a railroad,Now its doneBrother, can you spare a
dime?
Once I built a tower to the sun.Brick and rivet and lime,Once I
built a tower,Now its doneBrother, can you spare a dime?a. How was
the narrators life different before the Great
Depression than it was during it?
b. During the 1932 presidential campaign, the Republicanstried
to discourage the radio networks from playing thissong. Why do you
think they did that?
Practicing Skills 27. Building a Database Use the business
section of your local
newspaper to prepare a database that lists the prices of
threedifferent stocks for one week. Use the following informationin
your database:
Stock symbol
Date
Stock price at the end of each day (closing price)
Be sure to follow these steps to build your database:
a. Follow instructions in the DBMS that you are using. Thenenter
each item in its assigned field.
b. Determine how you want to organize the information inthe
database.
c. Place the information in the order you choose (by
date,alphabetically by symbol, by price, etc.).
d. Check the accuracy of the information. Make
necessarychanges.
Writing Activity28. Creating a Dictionary Create a dictionary of
words and
phrases that grew out of the Great Depression. If
possible,include pictures or photographs that illustrate the
entries.
Chapter Activity29. Creative Presentations Analyze the
statistical information
you gathered in building the computer database in
question 27. Write a short report describing the progress ofthe
stocks you followed. Create a chart and a graph as avisual aid to
present your findings to the class.
Economics and History30. The graph above shows changes in crop
prices from
1910 to 1935. Study the graph and answer the questionsbelow. a.
Interpreting Graphs What trend does this graph show
about wheat and corn prices in the 1930s?
b. Analyzing Between which 10-year span did the greatestincrease
and decrease in farm prices occur?
Directions: Choose the phrase that bestcompletes the following
sentence.
A major reason for the collapse of the American economyafter
1929 was
A high interest rates.B decreased farm production.C low tariffs
at home and abroad.D overproduction of consumer goods.
Test-Taking Tip: If you are not sure of the answer, use
theprocess of elimination. For example, farmers were not
pros-perous in the 1920s because their huge crops forced
downagricultural prices. Therefore, answer B is incorrect.
Price
of C
rops
1910 1915 1920 1925 1930 1935
$0.20
$0.60
$1.00
$1.40
$1.80
$2.20
$2.60
Year
Crop Prices, 19101935
Source: Historical Statistics of the United States: Colonial
Times to 1970.
Wheat (price per bushel)Corn (price per bushel)Cotton (price per
pound)
CHAPTER 17 The Great Depression Begins 549
StandardizedTest Practice
Self-Check QuizVisit the American Republic Since 1877 Web site
at
and click on Self-Check QuizzesChapter 17 to assess your
knowledge of chapter content.
HISTORY
tarvol2.glencoe.com
542-549 ARCH17S3-860712 10/18/03 10:20 AM Page 549
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The American Republic Since 1877Table of ContentsPreviewing Your
TextbookScavenger HuntReading for InformationHow Do I Study
History?Early American History Review TestReading Skills
HandbookIdentifying Words and Building VocabularyReading for a
ReasonUnderstanding What You ReadThinking About Your
ReadingUnderstanding Text StructureReading for Research
National Geographic Reference AtlasUnited States PoliticalUnited
States PhysicalUnited States 2000 Congressional
ReapportionmentUnited States Territorial GrowthMiddle America
Physical/PoliticalCanada Physical/PoliticalMiddle East
Physical/PoliticalWorld PoliticalUnited States Facts
National Geographic Geography HandbookIntroductionGlobes and
MapsUsing MapsThe Elements of GeographyGeographic Dictionary
Unit 1: Foundations of Liberty, Beginnings1848Chapter 1:
Converging Cultures, Prehistory to 1620Section 1: The Migration to
AmericaSection 2: Europe and AfricaSection 3: Europe Encounters
AmericaSection 4: Spain and France Build EmpiresChapter 1
Assessment and Activities
Chapter 2: The English Arrive in America, 16071763Section 1:
England's First ColoniesSection 2: The New England ColoniesSection
3: The Middle and Southern ColoniesSection 4: Colonial Ways of
LifeSection 5: A Diverse SocietyChapter 2 Assessment and
Activities
Chapter 3: The American Revolution, 17541789Section 1: The
Colonies Fight for Their RightsSection 2: The Revolution BeginsThe
Declaration of IndependenceSection 3: The War for
IndependenceSection 4: The ConfederationSection 5: A New
ConstitutionChapter 3 Assessment and Activities
The Constitution HandbookThe Constitution of the United
StatesChapter 4: Federalists and Republicans, 17891820Section 1:
The Federalist EraSection 2: The Republicans Take PowerSection 3:
The Growth of American NationalismChapter 4 Assessment and
Activities
Chapter 5: The Young Republic, 18161848Section 1: A Growing
NationSection 2: The Age of JacksonSection 3: The Reform
SpiritSection 4: Manifest DestinyChapter 5 Assessment and
Activities
Unit 2: The Crisis of Union, 18481877Chapter 6: Sectional
Conflict Intensifies, 18481860Section 1: Slavery and Western
ExpansionSection 2: The Crisis DeepensSection 3: The Union
DissolvesChapter 6 Assessment and Activities
Chapter 7: The Civil War and Reconstruction, 18611877Section 1:
The Opposing SidesSection 2: The Early StagesSection 3: The Turning
PointSection 4: Reconstruction BeginsSection 5: Reconstruction and
Republican RuleChapter 7 Assessment and Activities
Unit 3: The Birth of Modern America, 18651900Chapter 8: Settling
the West, 18651900Section 1: Miners and RanchersSection 2: Farming
the PlainsSection 3: Native AmericansChapter 8 Assessment and
Activities
Chapter 9: Industrialization, 18651901Section 1: The Rise of
IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4:
UnionsChapter 9 Assessment and Activities
Chapter 10: Urban America, 18651896Section 1: ImmigrationSection
2: UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of
ReformChapter 10 Assessment and Activities
Chapter 11: Politics and Reform, 18771896Section 1: Stalemate in
WashingtonSection 2: PopulismSection 3: The Rise of
SegregationChapter 11 Assessment and Activities
Unit 4: Imperialism and Progressivism, 18901919Chapter 12:
Becoming a World Power, 18721912Section 1: The Imperialist
VisionSection 2: The Spanish-American WarSection 3: New American
DiplomacyChapter 12 Assessment and Activities
Chapter 13: The Progressive Movement, 18901919Section 1: The
Roots of ProgressivismSection 2: Roosevelt in OfficeSection 3: The
Taft AdministrationSection 4: The Wilson YearsChapter 13 Assessment
and Activities
Chapter 14: World War I and Its Aftermath, 19141920Section 1:
The United States Enters World War ISection 2: The Home
FrontSection 3: A Bloody ConflictSection 4: The War's ImpactChapter
14 Assessment and Activities
Unit 5: Boom and Bust, 19201941Chapter 15: The Jazz Age,
19211929Section 1: A Clash of ValuesSection 2: Cultural
InnovationsSection 3: African American CultureChapter 15 Assessment
and Activities
Chapter 16: Normalcy and Good Times, 19211929Section 1:
Presidential PoliticsSection 2: A Growing EconomySection 3: The
Policies of ProsperityChapter 16 Assessment and Activities
Chapter 17: The Great Depression Begins, 19291932Section 1:
Causes of the DepressionSection 2: Life During the
DepressionSection 3: Hoover RespondsChapter 17 Assessment and
Activities
Chapter 18: Roosevelt and the New Deal, 19331939Section 1:
Roosevelt Takes OfficeSection 2: The First New DealSection 3: The
Second New DealSection 4: The New Deal CoalitionChapter 18
Assessment and Activities
Unit 6: Global Struggles, 19311960Chapter 19: A World in Flames,
19311941Section 1: America and the WorldSection 2: World War II
BeginsSection 3: The HolocaustSection 4: America Enters the
WarChapter 19 Assessment and Activities
Chapter 20: America and World War II, 19411945Section 1:
Mobilizing for WarSection 2: The Early BattlesSection 3: Life on
the Home FrontSection 4: Pushing the Axis BackSection 5: The War
EndsChapter 20 Assessment and Activities
Chapter 21: The Cold War Begins, 19451960Section 1: Origins of
the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold
War and American SocietySection 4: Eisenhower's PoliciesChapter 21
Assessment and Activities
Chapter 22: Postwar America, 19451960Section 1: Truman and
EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture
of the 1950sSection 4: The Other Side of American LifeChapter 22
Assessment and Activities
Unit 7: A Time of Upheaval, 19541980Chapter 23: The New Frontier
and the Great Society, 19611968Section 1: The New FrontierSection
2: JFK and the Cold WarSection 3: The Great SocietyChapter 23
Assessment and Activities
Chapter 24: The Civil Rights Movement, 19541968Section 1: The
Movement BeginsSection 2: Challenging SegregationSection 3: New
IssuesChapter 24 Assessment and Activities
Chapter 25: The Vietnam War, 19541975Section 1: The United
States Focuses on VietnamSection 2: Going to War in VietnamSection
3: Vietnam Divides the NationSection 4: The War Winds DownChapter
25 Assessment and Activities
Chapter 26: The Politics of Protest, 19601980Section 1: The
Student Movement and the CountercultureSection 2: The Feminist
MovementSection 3: New Approaches to Civil RightsSection 4: Saving
the EarthChapter 26 Assessment and Activities
Unit 8: A Changing Society, 1968PresentChapter 27: Politics and
Economics, 19711980Section 1: The Nixon AdministrationSection 2:
The Watergate ScandalSection 3: Ford and CarterSection 4: The "Me"
Decade: Life in the 1970sChapter 27 Assessment and Activities
Chapter 28: Resurgence of Conservatism, 19801992Section 1: The
New ConservatismSection 2: The Reagan YearsSection 3: Life in the
1980sSection 4: The End of the Cold WarChapter 28 Assessment and
Activities
Chapter 29: Into a New Century, 1992presentSection 1: The
Technological RevolutionSection 2: The Clinton YearsSection 3: An
Interdependent WorldSection 4: America Enters a New CenturySection
5: The War on TerrorismChapter 29 Assessment and Activities
AppendixPresidents of the United StatesPrimary Sources
LibraryDocuments of American HistorySupreme Court Case
SummariesFlag EtiquetteGlossarySpanish GlossaryIndexAcknowledgments
and Photo Credits
Feature ContentsPrimary Sources LibraryDocuments of American
HistoryAmerican LiteratureDifferent ViewpointsTechnology &
HistoryNational Geographic Moment in HistoryNational Geographic
Geography & HistoryWhat IfWhat Life Was LikeWorld History
ConnectionWorld Geography ConnectionLooking BackLinking Past &
PresentTIME NotebookWhy It MattersYou're the
HistorianSkillBuilderCritical ThinkingSocial StudiesStudy &
WritingTechnology
Profiles in HistoryFact Fiction FolkloreCauses and
EffectsPrimary Source QuotesNational Geographic MapsCharts &
Graphs
Student WorkbooksActive Reading Note-Taking Guide - Student
EditionChapter 1: Converging CulturesSection 1: The Migration to
AmericaSection 2: Europe and AfricaSection 3: Europe Encounters
AmericaSection 4: Spain and France Build Empires
Chapter 2: The English Arrive in AmericaSection 1: Englands
First ColoniesSection 2: The New England ColoniesSection 3: The
Middle and Southern ColoniesSection 4: Colonial Ways of LifeSection
5: A Diverse Society
Chapter 3: The American RevolutionSection 1: The Colonies Fight
for Their RightsSection 2: The Revolution BeginsSection 3: The War
for IndependenceSection 4: The ConfederationSection 5: A New
Constitution
Chapter 4: Federalists and RepublicansSection 1: The Federalist
EraSection 2: The Republicans Take PowerSection 3: The Growth of
American Nationalism
Chapter 5: The Young RepublicSection 1: A Growing NationSection
2: The Age of JacksonSection 3: The Reform SpiritSection 4:
Manifest Destiny
Chapter 6: Sectional Conflict IntensifiesSection 1: Slavery and
Western ExpansionSection 2: The Crisis DeepensSection 3: The Union
Dissolves
Chapter 7: The Civil War and ReconstructionSection 1: The
Opposing SidesSection 2: The Early StagesSection 3: The Turning
PointSection 4: Reconstruction BeginsSection 5: Reconstruction and
Republican Rule
Chapter 8: Settling the WestSection 1: Miners and
RanchersSection 2: Farming the PlainsSection 3: Native
Americans
Chapter 9: IndustrializationSection 1: The Rise of
IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4:
Unions
Chapter 10: Urban AmericaSection 1: ImmigrationSection 2:
UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of
Reform
Chapter 11: Politics and ReformSection 1: Stalemate in
WashingtonSection 2: PopulismSection 3: The Rise of Segregation
Chapter 12: Becoming a World PowerSection 1: The Imperialist
VisionSection 2: The Spanish-American WarSection 3: New American
Diplomacy
Chapter 13: The Progressive MovementSection 1: The Roots of
ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft
AdministrationSection 4: The Wilson Years
Chapter 14: World War I and Its AftermathSection 1: The United
States Enters World War ISection 2: The Home FrontSection 3: A
Bloody ConflictSection 4: The Wars Impact
Chapter 15: The Jazz AgeSection 1: A Clash of ValuesSection 2:
Cultural InnovationsSection 3: African American Culture
Chapter 16: Normalcy and Good TimesSection 1: Presidential
PoliticsSection 2: A Growing EconomySection 3: The Policies of
Prosperity
Chapter 17: The Great Depression BeginsSection 1: Causes of the
DepressionSection 2: Life During the DepressionSection 3: Hoover
Responds
Chapter 18: Roosevelt and the New DealSection 1: Roosevelt Takes
OfficeSection 2: The First New DealSection 3: The Second New
DealSection 4: The New Deal Coalition
Chapter 19: A World in FlamesSection 1: America and the
WorldSection 2: World War II BeginsSection 3: The HolocaustSection
4: America Enters the War
Chapter 20: America and World War IISection 1: Mobilizing for
WarSection 2: The Early BattlesSection 3: Life on the Home
FrontSection 4: Pushing the Axis BackSection 5: The War Ends
Chapter 21: The Cold War BeginsSection 1: Origins of the Cold
WarSection 2: The Early Cold War YearsSection 3: The Cold War and
American SocietySection 4: Eisenhowers Policies
Chapter 22: Postwar AmericaSection 1: Truman and
EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture
of the 1950sSection 4: The Other Side of American Life
Chapter 23: The New Frontier and the Great SocietySection 1: The
New FrontierSection 2: JFK and the Cold WarSection 3: The Great
Society
Chapter 24: The Civil Rights MovementSection 1: The Movement
BeginsSection 2: Challenging SegregationSection 3: New Issues
Chapter 25: The Vietnam WarSection 1: The United States Focuses
on VietnamSection 2: Going to War in VietnamSection 3: Vietnam
Divides the NationSection 4: The War Winds Down
Chapter 26: The Politics of ProtestSection 1: The Student
Movement and the CountercultureSection 2: The Feminist
MovementSection 3: New Approaches to Civil RightsSection 4: Saving
the Earth
Chapter 27: Politics and EconomicsSection 1: The Nixon
AdministrationSection 2: The Watergate ScandalSection 3: Ford and
CarterSection 4: The Me Decade: Life in the 1970s
Chapter 28: Resurgence of ConservatismSection 1: The New
ConservatismSection 2: The Reagan YearsSection 3: Life in the
1980sSection 4: The End of the Cold War
Chapter 29: Into a New CenturySection 1: The Technological
RevolutionSection 2: The Clinton YearsSection 3: An Interdependent
WorldSection 4: America Enters a New CenturySection 5: The War on
Terrorism
Haitian Creole SummariesChapit 1: Rankont Kilti yo, Preyistwa
jouk 1620Chapit 2: Angl yo Rive nan Lamerik, 16071763Chapit 3:
Revolisyon Ameriken, 17541789Chapit 4: Federalis ak Repibliken,
17891820Chapit 5: Jenn Repiblik la, 18161848Chapit 6: Konfli Gwoup
yo Ogmante, 18481860Chapit 7: Lag Sivil ak Rekonstriksyon,
18611877Chapit 8: Kolonizasyon Lws, 18651900Chapit 9:
Endistriyalizasyon, 18651901Chapit 10: Mdvi nan Vil Ameriken yo,
18651896Chapit 11: Politik ak Refm, 18771896Chapit 12: Peyi a vin
yon Puisans Mondyal, 18721912Chapit 13: Mouvman Pwogresif,
18901919Chapit 14: Premye G Mondyal ak Konsekans li yo,
19141920Chapit 15: Epk Djaz la, 19211929Chapit 16: Nmalite ak
Pwosperite, 19211929Chapit 17: Lagrann Depresyon Koumanse,
19291932Chapit 18: Roosvelt ak Nyoudil, 19331939Chapit 19: Yon Monn
Vyolan, 19311941Chapit 20: Amerik ak Dezym G Mondyal,
19411945Chapit 21: Lagfwad Koumanse, 19451960Chapit 22: Amerik Apre
Lag, 19451960Chapit 23: Fwonty ak Gran Sosyete, 19611968Chapit 24:
Mouvman pou Dwa Sivil yo, 19541968Chapit 25: Lag Vyetnam,
19541975Chapit 26: Politiik Pwotestasyon, 19601980Chapit 27:
Politik ak Ekonomi, 19711980Chapit 28: Remonte Konsvatis,
19801992Chapit 29: Nan yon Nouvo Syk, 1992Jouk Kounye a
Reading Essentials and Study Guide - Student EditionChapter 1:
Converging CulturesSection 1: The Migration to AmericaSection 2:
Europe and AfricaSection 3: Europe Encounters AmericaSection 4:
Spain and France Build Empires
Chapter 2: The English Arrive in AmericaSection 1: Englands
First ColoniesSection 2: The New England ColoniesSection 3: The
Middle and Southern ColoniesSection 4: Colonial Ways of LifeSection
5: A Diverse Society
Chapter 3: The American RevolutionSection 1: The Colonies Fight
for Their RightsSection 2: The Revolution BeginsSection 3: The War
for IndependenceSection 4: The ConfederationSection 5: A New
Constitution
Chapter 4: Federalists and RepublicansSection 1: The Federalist
EraSection 2: The Republicans Take PowerSection 3: The Growth of
American Nationalism
Chapter 5: The Young RepublicSection 1: A Growing NationSection
2: The Age of JacksonSection 3: The Reform SpiritSection 4:
Manifest Destiny
Chapter 6: Sectional Conflict IntensifiesSection 1: Slavery and
Western ExpansionSection 2: The Crisis DeepensSection 3: The Union
Dissolves
Chapter 7: The Civil War and ReconstructionSection 1: The
Opposing SidesSection 2: The Early StagesSection 3: The Turning
PointSection 4: Reconstruction BeginsSection 5: Reconstruction and
Republican Rule
Chapter 8: Settling the WestSection 1: Miners and
RanchersSection 2: Farming the PlainsSection 3: Native
Americans
Chapter 9: IndustrializationSection 1: The Rise of
IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4:
Unions
Chapter 10: Urban AmericaSection 1: ImmigrationSection 2:
UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of
Reform
Chapter 11: Politics and ReformSection 1: Stalemate in
WashingtonSection 2: PopulismSection 3: The Rise of Segregation
Chapter 12: Becoming a World PowerSection 1: The Imperialist
VisionSection 2: The Spanish-American WarSection 3: New American
Diplomacy
Chapter 13: The Progressive MovementSection 1: The Roots of
ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft
AdministrationSection 4: The Wilson Years
Chapter 14: World War I and Its AftermathSection 1: The United
States Enters World War ISection 2: The Home FrontSection 3: A
Bloody ConflictSection 4: The Wars Impact
Chapter 15: The Jazz AgeSection 1: A Clash of ValuesSection 2:
Cultural InnovationsSection 3: African American Culture
Chapter 16: Normalcy and Good TimesSection 1: Presidential
PoliticsSection 2: A Growing EconomySection 3: The Policies of
Prosperity
Chapter 17: The Great Depression BeginsSection 1: Causes of the
DepressionSection 2: Life During the DepressionSection 3: Hoover
Responds
Chapter 18: Roosevelt and the New DealSection 1: Roosevelt Takes
OfficeSection 2: The First New DealSection 3: The Second New
DealSection 4: The New Deal Coalition
Chapter 19: A World in FlamesSection 1: America and the
WorldSection 2: World War II BeginsSection 3: The HolocaustSection
4: America Enters the War
Chapter 20: America and World War IISection 1: Mobilizing for
WarSection 2: The Early BattlesSection 3: Life on the Home
FrontSection 4: Pushing the Axis BackSection 5: The War Ends
Chapter 21: The Cold War BeginsSection 1: Origins of the Cold
WarSection 2: The Early Cold War YearsSection 3: The Cold War and
American SocietySection 4: Eisenhowers Policies
Chapter 22: Postwar AmericaSection 1: Truman and
EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture
of the 1950sSection 4: The Other Side of American Life
Chapter 23: The New Frontier and the Great SocietySection 1: The
New FrontierSection 2: JFK and the Cold WarSection 3: The Great
Society
Chapter 24: The Civil Rights MovementSection 1: The Movement
BeginsSection 2: Challenging SegregationSection 3: New Issues
Chapter 25: The Vietnam WarSection 1: The United States Focuses
on VietnamSection 2: Going to War in VietnamSection 3: Vietnam
Divides the NationSection 4: The War Winds Down
Chapter 26: The Politics of ProtestSection 1: The Student
Movement and the CountercultureSection 2: The Feminist
MovementSection 3: New Approaches to Civil RightsSection 4: Saving
the Earth
Chapter 27: Politics and EconomicsSection 1: The Nixon
AdministrationSection 2: The Watergate ScandalSection 3: Ford and
CarterSection 4: The Me Decade: Life in the 1970s
Chapter 28: Resurgence of ConservatismSection 1: The New
ConservatismSection 2: The Reagan YearsSection 3: Life in the
1980sSection 4: The End of the Cold War
Chapter 29: Into a New CenturySection 1: The Technological
RevolutionSection 2: The Clinton YearsSection 3: An Interdependent
WorldSection 4: America Enters a New CenturySection 5: The War on
Terrorism
Spanish Reading Essentials and Study Guide - Student
EditionCaptulo 1: Encuentro de culturas, prehistoria a 1620Seccin
1: La migracin hacia AmricaSeccin 2: Europa y fricaSeccin 3: Europa
encuentra AmricaSeccin 4: Espaa y Francia construyen imperios
Captulo 2: Los ingleses llegan a Norteamrica, 1607 a 1763Seccin
1: Las primeras colonias de InglaterraSeccin 2: Las colonias de
Nueva InglaterraSeccin 3: Las colonias del Medio Este y del
SuresteSeccin 4: Estilos de vida colonialSeccin 5: Una sociedad
diversa
Captulo 3: La independencia de los Estados Unidos, 1754 a
1789Seccin 1: La lucha de las colonias por sus derechosSeccin 2:
Inicio de la RevolucinSeccin 3: La guerra por la
independenciaSeccin 4: La ConfederacinSeccin 5: Una nueva
Constitucin
Captulo 4: Federalistas y republicanos, 1789 a 1820Seccin 1: La
era federalistaSeccin 2: Los republicanos toman el poderSeccin 3:
Incremento del nacionalismo americano
Captulo 5: La joven repblica, 1816 a 1848Seccin 1: Una nacin en
crecimientoSeccin 2: La era JacksonSeccin 3: El espritu de la
reformaSeccin 4: El Destino Manifiesto
Captulo 6: Conflicto local, 1848 a 1860Seccin 1: La esclavitud y
la expansin hacia el oesteSeccin 2: La crisis se profundizaSeccin
3: Disolucin de la unin
Captulo 7: La Guerra Civil y la Reconstruccin, 1861 a 1877Seccin
1: Los contrincantesSeccin 2: Las primeras etapasSeccin 3: El
momento decisivoSeccin 4: Comienza la reconstruccinSeccin 5:
Reconstruccin y gobierno republicano
Captulo 8: La colonizacin del oeste, 1865 a 1900Seccin 1:
Mineros y rancherosSeccin 2: El cultivo de las llanurasSeccin 3:
Los indgenas americanos
Captulo 9: El crecimiento industrial, 1865 a 1901Seccin 1: El
surgimiento de la industriaSeccin 2: Los ferrocarrilesSeccin 3: Los
grandes negociosSeccin 4: Los sindicatos
Captulo 10: La vida urbana de los Estados Unidos, 1865 a
1896Seccin 1: La inmigracinSeccin 2: La urbanizacinSeccin 3: La
poca doradaSeccin 4: El renacimiento de la reforma
Captulo 11: Poltica y reforma, 1877 a 1896Seccin 1:
Estancamiento en washingtonSeccin 2: PopulismoSeccin 3: El origen
de la segregacin
Captulo 12: Una potencia mundial, 1872 a 1912Seccin 1: La visin
imperialistaSeccin 2: La guerra hispano-americanaSeccin 3: La nueva
diplomacia americana
Captulo 13: El Movimiento Progresista, 1890 a 1919Seccin 1: Las
races del movimiento progresistaSeccin 2: Roosevelt en el
gobiernoSeccin 3: La administracin de taftSeccin 4: Los aos de
Wilson
Captulo 14: La Primera Guerra Mundial y sus repercusiones, 1914
a 1920Seccin 1: Estados Unidos entra a la primera guerra
mundialSeccin 2: El frente domsticoSeccin 3: Un conflicto
sangrientoSeccin 4: El impacto de la guerra
Captulo 15: La poca del jazz, 1921 a 1929Seccin 1: El colapso de
los valoresSeccin 2: Innovaciones culturalesSeccin 3: Cultura
afroamericana
Captulo 16: Normalidad y prosperidad, 1921 a 1929Seccin 1:
Poltica presidencialSeccin 2: Una economia crecienteSeccin 3: Las
polticas de la prosperidad
Captulo 17: Inicio de la Gran Depresin, 1929 a 1932Seccin 1:
Causas de la depresinSeccin 2: La vida durante la depresinSeccin 3:
La respuesta de hoover
Captulo 18: Roosevelt y el Nuevo Trato, 1933 a 1939Seccin 1:
Roosevelt asume el poderSeccin 2: El primer nuevo tratoSeccin 3: El
segundo nuevo tratoSeccin 4: El nuevo trato de la coalicin
Captulo 19: Un mundo en llamas, 1934 a 1941Seccin 1: Estados
Unidos y el mundoSeccin 2: La segunda guerra mundialSeccin 3: El
holocaustoSeccin 4: Estados Unidos entra a la guerra
Captulo 20: Los Estados Unidos y la Segunda Guerra Mundial, 1941
a 1945Seccin 1: Movilizacin para la guerraSeccin 2: Las primeras
batallasSeccin 3: La vida en el frente internoSeccin 4: La retirada
de las potencias del ejeSeccin 5: El fin de la guerra
Captulo 21: El comienzo de la Guerra Fra, 1945 a 1960Seccin 1:
Los orgenes de la guerra fraSeccin 2: Los primeros aos de la guerra
fraSeccin 3: La guerra fra y la sociedad estadounidenseSeccin 4:
Las polticas de Eisenhower
Captulo 22: Los Estados Unidos despus de la guerra, 1945 a
1960Seccin 1: Truman y EisenhowerSeccin 2: La sociedad
opulentaSeccin 3: La cultura popular de los aos cincuentaSeccin 4:
El reverso de la vida americana
Captulo 23: La nueva frontera y la gran sociedad, 1961 a
1968Seccin 1: La nueva fronteraSeccin 2: JFK y la guerra fraSeccin
3: La gran sociedad
Captulo 24: El movimiento por los Derechos Civiles, 1954 a
1968Seccin 1: Comienza el movimientoSeccin 2: El desafo a la
segregacinSeccin 3: Nuevos asuntos
Captulo 25: La Guerra de Vietnam, 1954 a 1975Seccin 1: Estados
Unidos se concentra en VietnamSeccin 2: En camino a la guerra de
VietnamSeccin 3: Vietnam divide a Estados UnidosSeccin 4: El final
de la guerra
Captulo 26: La poltica de protesta, 1960 a 1980Seccin 1: El
movimiento estudiantil y la contraculturaSeccin 2: El movimiento
feministaSeccin 3: Nuevos acercamientos a los derechos
civilesSeccin 4: Salven a la tierra
Captulo 27: Poltica y economa, 1971 a 1980Seccin 1: La
administracin de NixonSeccin 2: El escndalo watergateSeccin 3: Ford
y CarterSeccin 4: La dcada del yo: la vida en los aos 70
Captulo 28: Resurgimiento del conservadurismo, 1980 a 1992Seccin
1: El nuevo conservadurismoSeccin 2: Los aos de ReaganSeccin 3: La
vida en los aos 80Seccin 4: El final de la guerra fra
Captulo 29: Hacia un nuevo siglo, 1992 al presenteSeccin 1: La
revolucin tecnolgicaSeccin 2: La era de ClintonSeccin 3: Un mundo
interdependienteSeccin 4: Amrica comienza un nuevo sigloSeccin 5:
La guerra contra el terrorismo
Spanish