UNIT 6 RESOURCES

Boom and Bust,

1920 –1941
CHAPTER 17 The Jazz Age, 1921–1929
CHAPTER 18 The Great Depression Begins,
1929 –1932
CHAPTER 19 Roosevelt and the New Deal,
1933 –1939
Book Organization
Glencoe offers resources that accompany The American Vision to expand, enrich, review,
and assess every lesson you teach and for every student you teach. Now Glencoe has orga-
nized its many resources for the way you teach.

HOW THIS BOOK IS ORGANIZED

Each Unit Resources book offers blackline masters at unit, chapter, and section levels
for each unit. Each book is divided into three parts—unit-based resources, chapter-based
resources, and section-based resources. Glencoe has included tabs at the side of every
activity page in this book to help you navigate through it.

UNIT-BASED RESOURCES
We have organized this book so that all unit resources appear at the beginning. Although
you may choose to use the specific activities at any time during the course of unit study,
Glencoe has placed these resources up front so that you can review your options. For exam-
ple, the Geography and History Activities and American Literature Readings appear in the
front part of this book, but you may plan to use these activities in class at any time during
the study of the unit.

CHAPTER-BASED AND SECTION-BASED RESOURCES

Chapter-based resources follow the unit materials. For example, Chapter 17 blackline mas-
ters appear in this book immediately following Unit 6 materials. The materials appear in the
order you teach—Chapter 17 activities; Chapter 17 section activities; Chapter 18 activities;
Chapter 18 section activities; and so on.

A COMPLETE ANSWER KEY

A complete answer key appears at the back of this book. This answer key includes
answers for all activities in this book in the order in which the activities appear.
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Unit 6

Table of Contents
To the Teacher ...........................................................v Chapter 18 Resources ...................................51
Reading Skills Activity 18.......................................53
Unit 6 Resources ...............................................1 Historical Analysis Skills Activity 18.....................54
Geography and History Activity 6...........................3 Differentiated Instruction Activity 18 ...................55
Economics and History Activity 6............................7 English Learner Activity 18 ....................................57
History Simulations and Problem Solving 6 ..........9 Content Vocabulary Activity 18 .............................59
American Literature Readings 6 ............................13 Academic Vocabulary Activity 18 ..........................61
Reinforcing Skills Activity 18 .................................63
Chapter 17 Resources ...................................19 Critical Thinking Skills Activity 18 ........................64
Reading Skills Activity 17 .......................................21 Time Line Activity 18..............................................65
Historical Analysis Skills Activity 17 .....................22 Linking Past and Present Activity 18 ....................66
Differentiated Instruction Activity 17....................23 Primary Source Reading 18-1................................67
English Learner Activity 17 ....................................25 Primary Source Reading 18-2................................69
Content Vocabulary Activity 17 .............................27 American Art and Music Activity 18......................71
Academic Vocabulary Activity 17 ..........................29 Interpreting Political Cartoons Activity 18 ...........73
Reinforcing Skills Activity 17..................................31 Reteaching Activity 18 ............................................75
Critical Thinking Skills Activity 17.........................32 Enrichment Activity 18............................................76
Time Line Activity 17 ..............................................33
Linking Past and Present Activity 17 ....................34 Chapter 18 Section Resources ..................77
Primary Source Reading 17-1 ................................35 Guided Reading Activity 18-1 ................................78
Primary Source Reading 17-2 ................................37 Guided Reading Activity 18-2 ................................79
American Art and Music Activity 17 .....................39 Guided Reading Activity 18-3 ................................80
Interpreting Political Cartoons Activity 17 ...........41
Reteaching Activity 17 ............................................43
Chapter 19 Resources ...................................81
Enrichment Activity 17............................................44 Reading Skills Activity 19.......................................83
Historical Analysis Skills Activity 19.....................84
Chapter 17 Section Resources ..................45 Differentiated Instruction Activity 19 ...................85
Guided Reading Activity 17-1 ................................46 English Learner Activity 19 ....................................87
Guided Reading Activity 17-2 ................................47 Content Vocabulary Activity 19 .............................89
Guided Reading Activity 17-3 ................................48 Academic Vocabulary Activity 19 ..........................91
Guided Reading Activity 17-4 ................................49 Reinforcing Skills Activity 19 .................................93
Guided Reading Activity 17-5 ................................50 Critical Thinking Skills Activity 19 ........................94

iii
Time Line Activity 19..............................................95
Linking Past and Present Activity 19 ....................96
Primary Source Reading 19-1 ................................97
Primary Source Reading 19-2................................99
American Art and Music Activity 19....................101
Interpreting Political Cartoons Activity 19 .........103
Reteaching Activity 19 ..........................................105
Enrichment Activity 19..........................................107

Chapter 19 Section Resources ................110

Guided Reading Activity 19-1...............................111
Guided Reading Activity 19-2...............................112
Guided Reading Activity 19-3...............................113

iv
To the Teacher
THE AMERICAN VISION– Differentiated Instruction Activities
THE TOTAL PACKAGE These activities use a variety of reading
materials to help students understand the
Glencoe’s Unit Resource books are packed with
history being taught. In each activity the
activities for the varied needs of all of your stu-
source material is followed by questions that
dents. They include the following activities:
require students to think critically about the
Geography and History Activities information presented. On the second page
These activities help students become familiar are teaching strategies designed to assist
with map skills and the role that geography has teachers in tailoring the activity to different
played in history. Students will interpret and learning styles.
analyze maps in relation to historical events.
English Learner Activities
Economics and History Activities These worksheets provide a variety of activities
These activities are designed to provide students that enable students to revisit the connections
with the opportunity to analyze and interpret among facts in their textbook and to review
economic concepts and events in relation to his- major concepts. These activities may be used
tory. These assignments make use of graphs and for remediation or reinforcement.
economic data to help students appreciate how
history and economics are interrelated. Content Vocabulary Activities
These review and reinforcement activities
History Simulations and Problem Solving help students master unfamiliar terms used
These activities provide situations for students to in the student text. The worksheets emphasize
use critical thinking and other skills in simulated identification of word meanings and provide
historical settings. These reenactment activities reinforcement of language skills.
give students the experience of participating in
debates, political campaigns, journalism, literary Academic Vocabulary Activities
salons, and more. These review and reinforcement activities help
students master unfamiliar terms used in their
American Literature Readings
text. The worksheets emphasize identification
These readings provide students with the oppor-
of word meanings and provide reinforcement
tunity to read literature by or about people who
of language skills.
lived during different historical periods. Each
selection is preceded by background information
Reinforcing Skills Activities
and a guided reading suggestion, and followed
These activities allow students to practice their
by comprehension and critical thinking questions.
critical thinking and social studies skills with
Reading Skills Activities the information learned in the student text, and
These activities are designed to emphasize the then apply them to other situations. These
skills that students need to develop strategies chapter-based activities will help students
for organizing and processing information. Each develop the basic skills needed to adapt to
activity provides students with an opportunity new situations and content.
to practice and apply the skill using selected
passages from their texts. Critical Thinking Skills Activities
These activities help students develop their
Historical Analysis Skills Activities abilities to interpret, compare, contrast, and
These activities allow students to practice ana- assess information, and then use these abilities
lyzing, evaluating, and interpreting historical to analyze, make predictions, and reach logical
events and their effects. Each activity provides and valid judgments and conclusions. These
students with an opportunity to practice and high-level thinking activities are vitally impor-
apply the skill using a particular event or tant to a student’s ability to function in an
passage from related primary sources. ever-changing world.

(continued)
v
To the Teacher (continued)
Time Line Activities Interpreting Political Cartoons Activities
Time lines are used to help students become These activities give students the opportunity
aware of chronology in major historical events. to review different periods of history by learning
Comparative time lines allow students to see how to interpret political cartoons. Each activity
relationships among events in different regions provides a political cartoon, background infor-
of the country or among events in different mation about it, and critical thinking questions
countries. to help students interpret the cartoon’s message.

Linking Past and Present Activities Reteaching Activities

By recognizing the link between the past and These are a variety of activities designed to
the present, students will better understand the enable students to visualize the connections
relevancy of history to their lives. These activi- among facts in their textbook and to review
ties take a look at the development and changes major concepts. Graphs, charts, and tables are
that have occurred in such areas as crime and among the many types of graphic organizers
punishment, taxation, women’s rights, sports, used.
and even animation and music.
Enrichment Activities
Primary Source Readings These activities introduce students to content
These activities allow students to “see” history that is different from, but related to, the themes,
through the eyes of those who witnessed historic ideas, and information in the student textbook.
events, lived during historic periods, and partici- Enrichment activities help students develop
pated in historic movements or changes. Each a broader and deeper understanding of the
reading is preceded by an interpretive paragraph concepts and ideas presented in the chapters.
and concludes with questions related to the
primary source. Guided Reading Activities
These activities provide help for students who
American Art and Music Activities are having difficulty organizing the information
These activities provide an opportunity for found in the sections. Students fill in missing
students to sample the cultural history of a information in outlines and sentence completion
period and to compare and contrast cultural activities and respond to short-answer questions.
contributions, both past and present. A brief
biography of each artist is followed by compre-
hension and critical thinking questions.

vi
 6
Unit 6 Resources

UNIT
Geography and History Activity 6
Changing the Face of America: Dams, Roads, and Bridges . . . . . . . . . . . . . . . .3

Economics and History Activity 6

Recession and Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

History Simulations and Problem Solving 6

An Artistic Explosion, 1921–1929 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

American Literature Readings 6

“The Negro Speaks of Rivers” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
“#38” from The People, Yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
From “The Strike” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

1
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 6

Changing the Face of America: Dams, Roads, and Bridges

HOOVER DAM flooded, tore open the canal system, and put

6
150 square miles of land under water. After
Hoover Dam was one of many projects,

UNIT
several more floods, there was much public
large and small, built during the Great
outcry for a dam. In 1920 the Boulder
Depression that changed the landscape of
Canyon Project was formed. After four
the United States. Hoover Dam tamed one
years of surveys and tests, the Black Canyon
of this country’s wildest rivers—the on the Arizona-Nevada border was chosen
Colorado. The Colorado River challenged as the site to harness the Colorado River.
settlers, ranchers, and farmers in the water- By the time construction of the Hoover
starved West and Southwest. They saw the Dam started in 1931, the country was in the
1,400-mile-long river as a potential source of grips of the Great Depression. Unemploy-
water and power. The Colorado, however, ment in the United States reached a high of
could not be relied on to cooperate with almost 13 million in 1933. (See Figure 1.)
them. A canal system, dug in 1901, chan- Millions of people desperate for work
neled river water to Imperial Valley in flocked to the desert when they heard about
southern California to irrigate crops, chang- the Hoover Dam construction. The dam’s
ing the valley from a desert into an agricul- employment office received 12,000 letters
tural paradise. In 1905 the Colorado River of inquiry in the first three weeks alone.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Figure
Figure 1—Unemployment
1—Unemploymentin
inthe
theUnited
UnitedStates,
States,1929 – 1940
1929–1940

13
12
Recession
11
Unemployed People (in millions)

10
9
8
7
Outbreak of World War II
6
5
4
3
2
Stock Market Crash
1
0
29

30

31

32

33

34

35

36

37

38

39

40
19

19

19

19

19

19

19

19

19

19

19

19

Years

3
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 6 (continued)

Throughout the years of its construction,

Figure 2—Shenandoah National Park
from 1931 to 1935, a total of approximately
16,000 people were employed at the dam. Front Royale (North) Entrance Station
People from nearly every state in the nation
UNIT

worked at Hoover Dam. In the short term,

Hoover Dam provided jobs and helped
move the country toward economic recov-
6

ery. In the long term, it changed the land-

scape of the West.

SKYLINE DRIVE
While workers were creating Hoover
Dam in the desert of the West, others were

Valley
building a scenic highway through the Park

e
Border

Driv
mountains in the East. Skyline Drive is a
two-lane highway running 105 miles

line
through the center of Shenandoah National

Sky
v er
Park. It runs along the crest of the Blue
Shenandoah Ri

Ridge Mountains in Virginia, which form

the eastern wall of the Appalachian
Mountains. Shenandoah National Park is a
long, narrow stretch in a beautiful section of
these mountains. (See Figure 2.) To the east

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

of Skyline Drive are the rolling hills of the

d m o nt
Virginia Piedmont, a hilly, elevated region
between the Atlantic Ocean coastal plain
er

and the Appalachians. The Shenandoah

Riv

n i a P ie
River valley lies to the west of Skyline
oah

Drive.
d
nan

President Herbert Hoover, who fished

She

and relaxed in this area, wanted a road

V irg i

built there so everyone could have a chance

to see the magnificent views from the
mountains. Only a few unpaved roads and
paths ran through the mountains at the
time. The groundbreaking ceremony for
Skyline Drive was held on July 18, 1931,
and the highway was completed in 1939.

Rockfish Gap (South) Entrance Station

Shenandoah National Park is located in the Blue Ridge Mountains of Virginia. Skyline Drive runs
through the center of the park along the top of the ridge. The Shenandoah River valley lies to the
west and the Virginia Piedmont to the east.

4
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 6 (continued)

Local farmers, whose crops had been were at the site at any given time. As the
destroyed by a drought in 1930, built the July 1936 deadline for completion drew
first 12-mile segment of the highway. As the closer, the number of construction workers
highway lengthened, workers from many grew to 2,800. Building the Triborough
areas took part in the construction. At least Bridge provided more than 31,000,000 hours

6
1,000 men in a government-sponsored job of work in 134 cities in 20 states and created

UNIT
program worked daily grading the slopes a major roadway that is still used today.
on either side of the road, building
guardrails and guard walls, constructing
overlooks, and landscaping both sides of Figure 3—Cloverleaf
1—Cloverleaf Design
the roadbed. Herbert Hoover would be
pleased to know that every year, nearly Triborough
1,500,000 people visit Shenandoah National Bridge diagram
Park, drive on Skyline Drive, and enjoy the

DO

UP
W

N
magnificent mountain views.

W
N

UP

DO
OVERPASS
TRIBOROUGH BRIDGE
Triborough Bridge in New York City is

UP
W

DO
another example of a massive project of

DO

W
UP

N
the 1930s that changed the landscape. Like
Hoover Dam and Skyline Drive, Triborough
Bridge was built during the Depression,
with its construction beginning during
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Hoover’s administration and ending during The cloverleaf design was pioneered during the
Roosevelt’s. Construction of the bridge construction of the Triborough Bridge.
began in 1929 but soon came to a halt after
the stock market crashed that same year.
Work resumed in 1934 and the bridge was
completed in 1936. DID YOU KNOW?
Triborough is not a single bridge but
a network of bridges and 14 miles of
The summer of 1931 was one of the hottest
approach roads that connect the boroughs ever recorded. By August of that year, heat
of Manhattan, Queens, and the Bronx. The and dehydration caused the death of 14
Triborough pioneered the now-familiar people working on Hoover Dam.
cloverleaf design used on highways and
The crystal-clear views from Skyline Drive
bridges across the country at interchanges have decreased by 50 percent in the last 50
between major highways or streets. The years. This is due to hazy conditions caused
interchange forms the outline of a four-leaf by pollution from coal-burning power
clover. (See Figure 3.) It allows traffic to plants and other industries as far away as
move without stopping from one highway the Ohio River valley and Indiana.
to another by means of an overpass with
curving ramps.
In 1937, the first year of completion, 30,000
The number of people employed directly vehicles per day passed through the
on the bridge or indirectly by providing Triborough Bridge complex. Today more
building materials was huge. In an average than 200,000 vehicles travel through it.
month, about 1,000 construction workers
5
 Name Date Class

★ GEOGRAPHY AND HISTORY ACTIVITY 6 (continued)

APPLYING GEOGRAPHY TO HISTORY

Directions: Write the answer to each ques- Critical Thinking
tion in the space provided.
4. Predicting What difficulties do you
UNIT

Recalling Information think the workers at Skyline Drive may

have encountered? Think about the cli-
1. List four things that Hoover Dam,
6

mate and terrain of the region, as well

Skyline Drive, and the Triborough as the places where they had to work.
Bridge had in common during the
time they were being built.

2. Before Hoover Dam was built, what 5. Making Inferences List some of the
method was used to move water from industries that indirectly benefited from
the Colorado River to outlying areas? the Triborough Bridge project.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. On the line graph showing unemploy- 6. Determining Cause and Effect
ment, mark the start and completion Think of a structure like a dam, road,
dates of each of these projects. (Use or bridge near your home, particularly
1929 for the start date of the Tri- one built recently. How did the struc-
borough Bridge.) Then describe the ture change the landscape? How did it
changes in unemployment from 1929 change the day-to-day lives of people
to 1940. living in or visiting the area?

6
 Name Date Class

Economics and History Activity 6

Recession and Depression Although recessions can hurt people, they

are considered a normal part of doing busi-
We have ups and downs—called busi- ness in a free market economy. Recessions
ness fluctuations—in our economy. During are worrisome mainly because they can
periods of prosperity, new businesses open, open the door to a depression. Economists,
factories are producing at full capacity, and the government, businesses, and investors

6
everyone who wants work can find a job. watch carefully for signs of a recession. The

UNIT
The 1920s, 1950s, and 1990s were periods of main sign is slowdowns in production, such
economic prosperity in the United States. as fewer houses being built or fewer jobs
Eventually, however, periods of economic being created.
contraction occur, in which business activity People believe the American economy
begins to slow down. If the contraction lasts in the second half of the 1900s was very
long enough, the economy can continue impressive. As Figure 1 below shows, how-
downward until it slips into a recession. A ever, there were many recessions during
recession is defined as any period of at least this time.
two consecutive quarters during which the
economy is not growing. (A quarter is a
three-month period.) In a recession, busi-
THE GREAT DEPRESSION: 1929–1941
ness activity starts to fall at a rapid rate. The Great Depression ranks as one of
Factories cut back on production and lay off America’s defining periods. The stock mar-
workers. Consumers, with less income, cut ket crash in October 1929 caused a serious
back on their purchases. Faced with a wors- recession. The downward spiral in the
ening economy, fewer new businesses open economy continued from 1929 until 1933.
and some existing ones fail. If a recession Factories shut down, laying off millions of
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

becomes extremely bad, it deepens into a workers. Businesses and banks failed by the
depression. Then millions of people are out thousands. Between 1929 and 1933, produc-
of work, many businesses fail, and the econ- tivity in the United States fell from $103
omy operates far below capacity. billion a year to $56 billion.

Figure 1—U.S. Recessions, 1953–1991

Start of Recession (Year/Quarter) End of Recession (Year/Quarter) Length of Recession (Quarters)

1953/III 1954/II 4
1957/IV 1958/I 2
1960/II 1960/IV 3
1969/IV 1970/IV 5
1974/I 1975/I 5
1980/II 1980/III 2
1981/IV 1982/III 4
1990/III 1991/I 3
Source: Congressional Quarterly’s Desk Reference on the Economy, Richard J. Carroll. CQ Press, p. 8.

7
 Name Date Class

Economics and History Activity 6 (continued)

UNEMPLOYMENT a free market. Before the Great Depression,

The worst effect of a depression is unem- economists believed that the market would
ployment. In 1933 unemployment reached always naturally move toward a production
25 percent. That means one in four able and level at full employment. The Great Depres-
willing adults were out of work. In addi- sion taught us otherwise. After World War
UNIT

tion, many people were underemployed, or II, the United States government adopted
working at jobs significantly below their full employment as a national policy.
skill levels for little money. Unemployment Economists today generally have come to
6

results in less money to spend, which low- consider the economy at full employment
ers demand. When demand shrinks, pro- when the unemployment rate is less than
ductivity declines. When productivity 5 percent.
declines, businesses lay off workers, adding
to unemployment and underemployment. APPLYING ECONOMICS TO HISTORY
During the 1930s, the government intro-
duced New Deal economic measures that Directions: Use the information you have
helped improve conditions. However, only read and the information in Figure 1 and
the production necessary to fight World Figure 2 to answer the following questions
War II brought the country out of the catas- on a separate sheet of paper.
trophe of the Great Depression.
RECALLING INFORMATION
Figure 2–Unemployment Rate 1. How many months did the recession
1929–1939 that began in 1974 last?
2. What was the unemployment rate at

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1939 the height of the Great Depression?
3. Explain the cycle that makes recover-
1937 ing from an economic depression so
difficult.
1935 4. What is meant by full employment?

1933 CRITICAL THINKING

5. Making Generalizations The Great
1931 Depression was a time of high unem-
ployment and underemployment in
1929 America. What other countries around
the world are in a similar condition
0 5 10 15 20 25 30 today? Should the United States help
Percent them become economically stronger?
Explain your reasoning.

POLICY RESPONSES 6. Drawing Conclusions Look at Figure

1 showing the recessions from
The most significant long-term effect of
1953–1991. What do you think helped
the Great Depression was increased govern-
the economy avoid a recession during
ment involvement in the economy to pre-
much of the 1990s?
vent such a crisis from happening again in

8
 History Simulations and Problem Solving 6 —Teaching Strategy
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

★ Simulation 6: An Artistic Explosion, 1921–1929

Topic Day 1—Introduce the Simulation

In this simulation, students will create Have the students read Simulation
an art gallery, participate in a literary Sheet 1 and answer the questions. Guide
salon, or become a music critic. students in a broad discussion of the vari-

6
ous artistic expressions of the 1920s, par-
Purpose

UNIT
ticularly in relation to the changes that
It has been said that the surest way occurred in society during the period.
to understand a people and the time in Near the end of class, organize students
which they lived is to look at the art they into one of the following three groups:
created. The 1920s in America were an
especially rich time for artistic expression. Art Gallery—In this group, each stu-
This simulation will allow students to dent will select a visual artist of the
study various forms of this art firsthand. period and a representative piece of
By considering the art in connection with the artist’s work. Students will obtain
the social factors present at the time, stu- color photos or copies of the work and
dents will form conclusions about sources display them in art gallery style. During
of artistic expression and about the rela- the simulation, the students in this
tionship between art and the society that group will be tour guides for the art
created it. gallery. As the other groups pass by
each work of art, the student who dis-
Objectives played that piece takes his or her turn
By participating in this simulation, as the tour guide. Students can ask the
students will: tour guides questions about the pieces.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

• Examine the new and vibrant art that Literary Salon—Students in this group
emerged in America in the 1920s. will pose as writers of the period and
• Study the sources of inspiration for bring a representative piece of work
artists of the period. (an excerpt from a poem, short story,
• Gain a greater appreciation for the or novel) to a “literary salon” for read-
connection between social/historical ing, explanation, and critique from the
conditions and artistic expression. other writers. The students will take
Suggested Resources turns reading their excerpts to the
group, explaining what the excerpts
✓ Examples and historical analyses of the mean and what they intend to achieve
music, literature, and visual arts of the with the piece. Other “writers” can
period 1921–1929 offer comments and criticisms. Dis-
✓ Tape or CD players and materials for cussion might be especially interest-
creating an art gallery ing if the group includes writers who
admired and influenced each other’s
Procedures/Pacing Guide
work (e.g., Ezra Pound and T.S. Eliot)
This simulation activity is designed to or who did not respect each other’s
be conducted over the course of one work (e.g., Wallace Stevens and Robert
week (five class periods, plus out-of-class Frost).
preparation time).

(continued)
9
 History Simulations and Problem Solving 6 —Teaching Strategy
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

★ Simulation 6: An Artistic Explosion, 1921–1929 (continued)

A “Platter Party”—Students in this ensure that all of their selections can be

group will simulate a “platter (record) presented in the allotted time.
party” in which guests bring something
to play on the host’s new Victrola
UNIT

record player. Students may select Day 4—Conduct the Simulation

either popular (e.g., Louis Armstrong, Use the following format as the basis
Carter Family) or classical (e.g., George
6

for the simulation:

Gershwin, Aaron Copeland) recordings. ★ Step One—Set Up. Each group
Before playing each selection, the stu- should take a few moments to set up
dent will tell why he or she brought their art gallery, literary salon, or record
that particular record to the party, why party.
it is an important selection, and how it ★ Step Two—Present the Selection.
is reflective of the 1920s. Party guests A student designated by the group
are encouraged to comment on the should lead off each simulation by pre-
selections. senting his or her selection.
Tell students that each group will pre- ★ Step Three—Discussion Time.
sent its simulation (lasting approximately After the selection has been presented,
15 minutes) on Day 4. Distribute copies other group members can briefly discuss
of Simulation Sheet 2 to all students and it or ask questions about it before moving
ask them to begin their out-of-class on to the next selection.
research immediately. ★ Step Four—Close. After all selec-
tions have been presented in the first

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Day 2—Prepare for the Simulation group, the second group should present
Use Simulation Sheet 2 as the basis for its simulation, followed by the third
this lesson. Students should research infor- group. Encourage all students to take
mation about their artist using library notes throughout each simulation.
resources, the Internet, and materials that
you provide. Urge students to look at sev-
eral examples of their subject’s work and Day 5—Solve the Problem
select a piece that is particularly important Pose the following questions to stu-
and captures their imagination. Encourage dents as homework or as a basis for
students to consider other artists who are classroom discussion about the simula-
not named on Simulation Sheet 1. Make tion: Which three factors do you think
sure that each student chooses a different most influenced American art in the
writer, artist, or musician. 1920s? Explain your answer. How does
contemporary art, literature, and music
Day 3—Prepare for the Simulation
reflect American society at the beginning
Students should meet in their of the twenty-first century? Cite specific
assigned groups to share the results of examples. Some have claimed that art
their research and plan for the next simply reflects social conditions and does
day’s simulation. Provide students with not influence society. Do you agree or
the simulation format (given under Day 4 disagree with this statement? Explain
procedures). Students in the salon and your answer.
party groups should take special care to

10
 Name Date Class

i ns and Problem Solvi

History Simulat ng 6 S i m u l a ti o n S h ee t 1

An Artistic Explosion, 1921–1929

6
Directions: In this simulation, you will religious fundamentalism. This decade was

UNIT
study various forms of art created in also the start of the Prohibition era. The
America during the 1920s. By considering decade’s tensions were perhaps best sym-
the art in connection with the social factors bolized by the Scopes Monkey Trial in
present at the time, you will form conclu- Dayton, Tennessee, in 1925. This trial pitted
sions about sources of artistic expression a traditional, Christian view of the world
and about the relationship between art and against a more modern, scientific view.
the society that creates it. To help you pre- In the midst of all this turmoil, great
pare, read the background information. artistic expression and innovation took
Then answer the questions that follow. place. In the visual arts, artists such as
Stuart Davis, Edward Hopper, Georgia
BACKGROUND INFORMATION O’Keeffe, John Marin, Thomas Hart Benton,
As the 1920s began, the United States had Charles Demuth, and Charles Scheeler rev-
just emerged from a bloody World War that olutionized American painting. The literacy
had shocked the nation by its brutality. field introduced new works from writers
Cynicism, disillusionment, and a sense of such as William Faulkner, T.S. Eliot, Zora
confusion filled the minds of many Neale Hurston, Ernest Hemingway, F. Scott
Americans. To add to the general uncertain- Fitzgerald, Langston Hughes, Gertrude
ty of the period, traditional ways of life, par- Stein, and Eugene O’Neill. In music,
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

ticularly in rural parts of the country, were African American performers Louis
changing on a number of fronts—technolog- Armstrong, Robert Johnson, Bessie Smith,
ical (radio, movies, automobiles), economic and Duke Ellington—as well as white
(rising wages, easier credit), and philosophi- Appalachian singers such as the Carter
cal (Freudian theories of the “new morality,” Family and Jimmie Rodgers—began to be
changing roles for women). Although many recorded and heard by wider audiences.
Americans embraced these changes, others Composers such as Oscar Hammerstein
did not. Some Americans shared nativist, or and George Gershwin were also active dur-
anti-immigrant, sentiments or returned to ing the period.

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

1. Describe some of the changes 2. Name some artists who emerged during
Americans faced during the 1920s. the 1920s.

11
 Name Date Class

i ns and Problem Solvi

History Simulat ng 6 Simulation Sheet 2

An Artistic Explosion, 1921–1929

UNIT

Directions: Complete the following worksheet as you research an artist of the 1920s and a
representative work. Use this information to prepare for the simulation.
6

★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

Artist:

Name of Work:

Year of Work:

Description of Work:

Artist Influenced by:

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Influence of Artist on Society:

Public Reaction to the Artist’s Work:

Why the Work Is Important:

Other Pertinent Information:

12
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
6 ★ ★ ★ ★ ★

The Roaring Twenties and the Great Depression

INTRODUCTION

6
The United States was a study in contrasts during the 1920s. New ideas and lifestyles

UNIT
conflicted with traditional patterns of life, but it was an age of optimism and new economic
freedom for many. During this period, outstanding literary works and personalities blos-
somed. In New York City, a group of writers known as the Algonquin Hotel Round Table
included Dorothy Parker, Harold Ross, Alexander Woolcott, Franklin P. Adams, and Edna
Ferber. Across town the Harlem Renaissance was in full swing. Its stars were Langston
Hughes, Zora Neale Hurston, Countee Cullen, and Dorothy West, among others. The theater
district supported Eugene O’Neill, Thornton Wilder, and Clifford Odets. Elsewhere, Carl
Sandburg and Edna St. Vincent Millay were making their mark on poetry.
The economic boom that characterized much of the decade came to an abrupt end in
1929, however, and Americans faced the worst economic collapse in United States history.
The Great Depression resulted in millions of unemployed people and violent labor unrest
among those who did have jobs but were overworked and underpaid.

“The Negro Speaks of Rivers”

Langston Hughes
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ About the Selection Langston Hughes (1902–1967) first began writing

poetry in high school, eventually becoming one of the leading figures of the
Harlem Renaissance. He published many books, including collections of poems
and short stories, plays, novels, essays, and two autobiographical works. Many of
Hughes’s works take a deep look at the African ancestry of African Americans.

GUIDED READING
As you read, consider the symbolism of the major rivers mentioned in the poem.
Then answer the questions that follow.

I ’ve known rivers:

I’ve known rivers ancient as the world and older
than the flow of human blood in human veins.
I heard the singing of the Mississippi when Abe
Lincoln went down to New Orleans, and I’ve seen
its muddy bosom turn all golden in the sunset.

My soul has grown deep like the rivers. I’ve known rivers:
Ancient, dusky rivers.
I bathed in the Euphrates when dawns were young. My soul has grown deep like the rivers.
I built my hut near the Congo and it lulled me to
“The Negro Speaks of Rivers,” from The Collected Poems of Langston
sleep. Hughes by Langston Hughes. Copyright © 1994 by The Estate of
I looked upon the Nile and raised the pyramids Langston Hughes. Used by permission of Alfred A. Knopf, a division
above it. of Random House.

13
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★
American
★ ★
Literature
★ ★
Readings
★ ★
6 ★ ★ ★ ★ ★

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. What rivers does the poet say he has known?
UNIT
6

2. Why are the rivers mentioned in the poem significant?

3. What does the poet mean when he states he has “known rivers”?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. CRITICAL THINKING Who is named in the poem? What is the significance of that person
to the poet?

14
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
6 ★ ★ ★ ★ ★

“#38” from The People, Yes

Carl Sandburg

6
UNIT
★ About the Selection Carl Sandburg (1878–1967) has been called the Poet
of the People. He finished the eighth grade and then went to work at various
manual labor jobs before becoming a hobo—an experience that deepened his
insight into economic and class disparity. In the early 1900s, he adopted socialist
views of politics and began organizing and educating on behalf of the worker. In
1919, as a reporter for the Chicago Daily News, he wrote a series, later pub-
lished in book form, about the race riots of 1919. His poems reflect the best and
the worst of America.

GUIDED READING
As you read, imagine that you are living during the 1930s, when millions of peo-
ple are out of work and confidence in the future has plummeted. Then answer
the questions that follow.

H ave you seen men handed refusals Have you seen them with savings gone
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

till they begin to laugh furniture and keepsakes pawned

at the notion of ever landing a job again— and the pawntickets blown away in cold winds?
Muttering with the laugh, by one letdown and another ending
“It’s driving me nuts and the family too,” in what you might call slums—
Mumbling of hoodoos and jinx, To be named perhaps in case reports
fear of defeat creeping in their vitals— and tabulated and classified
Have you never seen this? among those who have crossed over
or do you kid yourself from the employables into the unemployables?
with the fond soothing syrup of four words What is the saga of the employables?
“Some folks won’t work”?? what are the breaks they get?
Of course some folks won’t work— What are the dramas of personal fate
they are sick or wornout or lazy spilled over from industrial transitions?
or misled with the big idea what punishments handed bottom people
the idle poor should imitate the idle rich. who have wronged no man’s house
or things or person?
Have you seen women and kids
step out and hustle for the family Stocks are property, yes.
some in night life on the streets Bonds are property, yes.
some fighting other women and kids Machines, land, buildings, are property, yes.
for the leavings of fruit and vegetable markets A job is property,
or searching alleys and garbage dumps for scraps? no, nix, nah nah.

(continued)
15
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
6 ★ ★ ★ ★ ★

The rights of property are guarded and why does it speak

by ten thousand laws and fortresses. and though put down speak again
The right of a man to live by his work— with strengths out of the earth?
what is this right?
UNIT

“#38” from The People, Yes by Carl Sandburg, Copyright © 1936 by

and why does it clamor? Harcourt, Inc., and renewed 1964 by Carl Sandburg, reprinted by
and who can hush it? permission of the publisher.
so it will stay hushed?
6

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. What does Sandburg say people do when they have no work?

2. How does Sandburg say some people kid themselves about the unemployed?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. What does Sandburg mean when he says men laugh at receiving refusals?

4. CRITICAL THINKING What do you think Sandburg implies about the future of people
who have been unemployed for a long time?

16
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
6 ★ ★ ★ ★ ★

from “The Strike”

Tillie (Lerner) Olsen

6
UNIT
★ About the Selection Tillie (Lerner) Olsen (1913–2007) was a unionist and
worker-sympathizer from birth. Her parents settled in Nebraska after fleeing
Russia in 1905 for their part in a revolution attempt there, and they continued
their fight for the oppressed in this country. Olsen grew up reading revolutionary
writings and listening to socialist and Communist speakers such as Eugene V.
Debs. She went to jail the first time at the age of 18 for distributing organization
flyers at a packinghouse. The following excerpt is her weary eyewitness account
of the violent days of the Longshoreman’s Strike of 1934.

GUIDED READING
As you read, consider the point of view of the strikers, the shipowners, and the
police. Then answer the questions that follow.

T here was a night that was the climax of those to settle by peaceful means, wanting only violence,
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

first days—when the workers of San Francisco and voices ripped from every corner. “Who started
packed into the Auditorium to fling a warning to the the violence?” “Who calls the bulls to the water-
shipowners. . . . 20,000 jammed in and the dim blue front?” “Who ordered the clubbing?”—and in a tor-
ring of copy back in the hall was wavering, was rent of anger shouted, “Shut up, we have to put up
stretching itself thin and unseeable. It was OUR audi- with your clubs but not with your words, get out of
torium, we had taken it over. And for blocks around here, GET OUT OF HERE.” That memory clamped
they hear OUR voice. The thunder of our applause, into his heart, into the hearts of those who com-
the mighty roar of it. . . . mand him, that bruise became the cancer of fear
There was the moment—the first bruise in the that flowered into the monstrous Bloody Thursday,
hearts of our masters—when Mayor Rossi entered, that opened into the pus of Terror—but the cancer
padding himself from the fists of boos smashing grows, grows; there is no cure. . . .
around him with 60 heavyfoots, and bulls, and hon- The city became a camp, a battlefield, the
oraries. The boos had filled into breasts feeling and screams of ambulances sent the day reeling, class
seeing the tattoo of his clubs on the embarcadero, lines fell sharply—everywhere, on streetcars, on cor-
and Rossi hearing tried to lose himself into this top- ners, in stores, people talked, cursing, stirred with
coat, failing, tried to puff himself invincible with the something strange in their breasts, incomprehensi-
majesty of his office. “Remember, I am your chief ble, shaken with fury at the police, the papers, the
executive, the respect . . . the honor . . . due that shipowners . . . going down to the waterfront, not
office . . . don’t listen to me then but listen to your curious spectators, but to stand there, watching,
mayor . . . listen,” and the boos rolled over him silent, trying to read the lesson the moving bodies
again and again so that the reptile voice smothered, underneath were writing, trying to grope to the
stopped. He never forgot the moment he called for meaning of it all, police “protecting lives” smashing
law and order, charging the meeting with not caring clubs and gas bombs into masses of men like
(continued)
17
 Name Date Class

★
American
★ ★
Literature
★ ★
Readings
★ ★
6 ★ ★ ★ ★ ★

themselves, papers screaming lies. . . . Coming down down to the waterfront to take it over, to “protect
to headquarters from the waterfront, the faces of the interests of the people.”
comrades had the strained look of men in battle, But what can be said of Howard Sperry [a worker
that strangely intense look of living, of feeling too shot and presumed dying], exserviceman, struggling
UNIT

much in too brief a space of time. . . . through the horrors of war [World War I] for his
“It was as close to war . . . as actual war could country, remembering the dead men and the nearly
be,” the papers blared triumphantly, but Bridges dead men lashing about blindly on the battlefield,
6

told them, “not war . . . MASSACRE, armed forces who came home to die in a new war, a war he had
massacreing unarmed.” Words I read through tears not known existed. . . . And the story was the story
of anger so that they writhed and came alive like of any worker’s life, of the thousand small depriva-
snakes, you rear in me again, “and once again the tions and frustrations suffered, of the courage forged
policemen, finding their gas bombs and gas shells out of the cold and darkness of poverty, of the deter-
ineffective poured lead from their revolvers into mination welded out of the helpless anger scalding
the jammed streets. Men (MEN) fell right and left.” the heart, the plodding hours of labor and weari-
. . . “And everywhere was the sight of men, beaten to ness, of the life, given simply, as it had lived, that the
their knees to lie in a pool of blood.” “Swiftly, from things which he had suffered should not be, must
intersection to intersection the battle moved, stub- not be. . . .
bornly the rioters refused to fall back so that the Listen, it is late, I am feverish and tired. Forgive
police were forced . . .” “and the police shot forty me that the words are feverish and blurred. You see,
rounds of tear gas bombs into the mob before it if I had time, If I could go away. But I write this on a
would move. . . .” battlefield.
They called the guard out . . . “admitting their The rest, the General Strike, the terror, arrests
inability to control the situation,” and Barrows and jail, the songs in the night, must be written

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

boasted, “my men will not use clubs or gas, they will some other time, must be written later. . . . But there
talk with bayonets,” . . . “Shoot to kill. Any man firing is so much happening now. . . .
into the air will be court-martialed.” With two baby Source: In Partisan Review, Volume 1, No. 4, September–October 1934.
tanks, and machine guns, and howitzers, they went

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. Olsen uses the term “bulls” in her report. About whom is she talking? Why are the
workers gathered in the Auditorium angry with the mayor?

2. How does Olsen sum up the sadness and pathos of the police attack on the workers?

3. Which side do the newspapers support? How can you tell?

4. CRITICAL THINKING List some examples of Olsen’s bias toward the workers and against
the newspapers and the government.

18
 Chapter 17 Resources
The Jazz Age, 1921–1929
Reading Skills Activity 17 Linking Past and Present Activity 17

17
Identifying the Main Idea . . . . . . . . . . . 21 Vacations . . . . . . . . . . . . . . . . . . . . . . . 34

CHAPTER
Historical Analysis Skills Activity 17 Primary Source Reading 17-1
Analyzing Primary Sources . . . . . . . . . 22 What Is a Flapper? . . . . . . . . . . . . . . . . 35

Differentiated Instruction Activity 17 Primary Source Reading 17-2

Writing From the Harlem Renaissance 23 Garvey, African Americans,
and Reading . . . . . . . . . . . . . . . . . . . . . 37
English Learner Activity 17
The Jazz Age, 1921–1929 . . . . . . . . . . . 25 American Art and Music Activity 17
Duke Ellington . . . . . . . . . . . . . . . . . . . 39
Content Vocabulary Activity 17
The Jazz Age, 1921–1929 . . . . . . . . . . . 27 Interpreting Political
Cartoons Activity 17
Academic Vocabulary Activity 17
The Gates to Immigration Close . . . . . 41
The Jazz Age, 1921–1929 . . . . . . . . . . . 29
Reteaching Activity 17
Reinforcing Skills Activity 17
The Jazz Age, 1921–1929 . . . . . . . . . . . 43
Sequencing Events . . . . . . . . . . . . . . . . 31
Enrichment Activity 17
Critical Thinking Skills Activity 17
The 1920s . . . . . . . . . . . . . . . . . . . . . . . 44
Detecting Bias . . . . . . . . . . . . . . . . . . . . 32

Time Line Activity 17

Henry Ford . . . . . . . . . . . . . . . . . . . . . . 33

19
 Name Date Class

★ Reading Skills Activity 17

Identifying the Main Idea

★ LEARNING THE SKILL
To be a good reader, you need to be able to identify the main idea or the general
theme of a paragraph in the text. This is the most important piece of information that
the author wants you to know. This main idea is stated either at the beginning, mid-
dle, or end of the paragraph in what is known as the topic sentence. Identifying the
main idea and the supporting details and the relationship between them helps you
to understand what the author is trying to express. It is central to other complex
thinking skills, such as drawing conclusions or evaluating what you have read.

17
The first thing you need to be able to do is to figure out the topic or subject of the

CHAPTER
paragraph. Ask yourself the question: What is this paragraph about? Write down
this topic and if you can find the topic sentence highlight it or underline it. Next,
look for supporting sentences that help explain or prove the main idea. They provide
the facts, reasons, examples, comparisons or other details that help the author per-
suade you of his or her point of view. Write down those details on a separate piece of
paper. Finally, restate the main idea to check your understanding of the information.

★ PRACTICING THE SKILL

DIRECTIONS: Read the following paragraph. Underline the topic sentence and circle the sup-
porting details that help prove the author's point. With a partner, take turns restating the
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

main idea of the paragraph in a sentence or two.

Many factors contributed to this “quiet depression” in American agriculture. During the war, the
government had urged farmers to produce more to meet the great need for food supplies in
Europe. Many farmers borrowed heavily to buy new land (at inflated prices) and new machinery in
order to raise more crops. Sales were strong, prices were high, and farmers prospered. After the
war, however, European farm output rose, and the debt-ridden countries of Europe had little to
spend on American farm products. Congress had unintentionally made matters worse when it
passed the Fordney-McCumber Act in 1922. This act raised tariffs dramatically in an effort to protect
American industry from foreign competition. By dampening the American market for foreign goods,
it provoked a reaction in foreign markets against American agricultural products. Farmers in the
United States could no longer sell as much of their output overseas, and prices tumbled.

★ APPLYING THE SKILL

DIRECTIONS: Use the skills of finding the main idea and supporting details to summarize
and explore what you have learned in this chapter. Divide up into five groups. Each group
should find several paragraphs in their section and summarize the main idea. Make a list of
the main ideas in the section on a separate sheet of paper. Use the headings in each section to
develop your lists. Circle key words to help create a summary statement of the main idea for
each topic. Then share your summary statements with the class as a whole.

21
 Name Date Class

★ Historical Analysis Skills Activity 17

Analyzing Primary Sources

★ LEARNING THE SKILL
Primary sources are the original records of events made by the people who wit-
nessed them. They include letters, newspaper articles, journals, legal documents,
photographs, maps, paintings, and autobiographies. Images such as photographs may
present special problems of interpretation that are different from those presented by
other historical documents. Describing the image requires gathering basic information.
Use the following questions to guide your analysis of photographic evidence:
• What is the main subject of the photograph?
• What do you think interested the photographer in this subject?
CHAPTER

• When and where was the photograph taken?

• What was happening in history at the time it was made?
• Who are the people? What are they doing?
• What do you know about the photographer and his or her social background?
• Does anything in the picture have a symbolic meaning?
17

★ PRACTICING THE SKILL

DIRECTIONS: Study the following photograph of a Ford assembly line and answer the
questions that follow on a separate sheet of paper:

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Bettmann/CORBIS

1. Describe what you see in the photograph.

2. Why do you think everyone in the line is working on the same item?
3. What effect do you think this method of production had on consumers during the 1920s?
★ APPLYING THE SKILL
DIRECTIONS: Find a photograph in your history book from a section of this chapter. On a
separate sheet of paper analyze the image using the guidelines above. Then write one or
more questions about the photograph that would further your understanding of the time
period when the photograph was taken and the event depicted.

22
 Name Date Class

Differentiated Instruction Activity 17 ★ ★ ★ ★ ★

Writing from the Harlem Renaissance

Langston Hughes was among the great new voices of African American culture
that spoke during the 1920s. One of his poems follows.

“I, TOO” BY LANGSTON HUGHES

I, too, sing America.

17
I am the darker brother.
They send me to eat in the kitchen

CHAPTER
When company comes,
But I laugh,
And eat well,
And grow strong.

Tomorrow,
I’ll be at the table
When company comes.
Nobody’ll dare
Say to me,
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

“Eat in the kitchen,”

Then.

Besides,
They’ll see how beautiful I am
And be ashamed—

I, too, am America.

Directions: Answer the following questions on a separate sheet of paper.

1. Problems and Solutions What social problem does Langston Hughes infer (describe)
in this poem?
2. Problems and Solutions Explain how a member of another group during the 1920s,
such as women, recently arrived immigrants, or members of religious minorities, might
have stated their own “problem” in words that are similar to or different from those
of Langston Hughes in this poem.

(continued)
23
 Name Date Class

Differentiated Instruction Activity 17 (continued) ★ ★ ★ ★

★ For the Teacher

Teaching Strategies for Different Learning Styles
The following activities are ways the basic lesson can be modified to accommodate
students’ different learning styles:
English Learners (EL) Explain the unusual wording “sing America.” Use a cluster
diagram to discuss the many possible senses of sing, including “to celebrate” and
“to write poetry.” Note that the usual way of expressing this is “I sing of America,”
or “I sing about America,” but poems often say things in unexpected ways in
order to call attention to the words or create a new emphasis. Also explain that
CHAPTER

“Nobody’ll” means “Nobody will” and, though accurate in speech, is not used
in formal writing.
Advanced Learners (AL) Explain that this poem is, in part, an answer to a poem by
Walt Whitman called “I Hear America Singing.” Ask students to find the poem, read
17

it, and write a short essay comparing and contrasting it with “I, Too.”
Below Grade Level (BL) Provide a two-column chart like the one below to help stu-
dents understand the speaker and the speaker’s message. Help students fill it in by
asking, “Who is the ‘I’ in the poem? Who are ‘they’?”

Suggested answers are in italics.

“I” “They”

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the speaker; the black man people who make the speaker sit in the kitchen;
people who discriminate against the speaker
someone who thinks black is beautiful white Americans
someone who is getting stronger people who will one day be ashamed
someone who is angry people in power

On Grade Level (OL) Have students read the poem and work independently to
answer the questions in complete sentences or a paragraph.

24
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English Learner Activity 17 ★ ★ ★ ★ ★ ★ ★

The Jazz Age, 1921–1929

★ A. PRE-READING ACTIVITY
Previewing the Material
Directions: Before reading the Primary Source selection from “Perils of Prosperity” on page
591 answer the following questions.
1. What kinds of activities do you think government officials should engage in?

17
CHAPTER
2. What kind of behaviors would show disrespect for public office?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ B. PRE-READING ACTIVITY
Vocabulary Review
Directions: Reviewing the words and expressions below will help you understand the reading.
heavy (adj.) having a great weight; oppressive
bottle (n.) container made of glass or plastic having a narrow neck or mouth and
no handle
containing (v.) to have within or hold
imaginable (adj.) capable of being imagined or forming a mental picture (of some-
thing not present)
atmosphere (n.) the whole mass of air around the Earth; influence or environment
alongside (adv.) at the side, beside, close by
perils (n.) dangers or something that places one at risk
prosperity (n.) condition of being financially successful or thriving (continued)
25
 Name Date Class

English Learner Activity 17 (continued) ★ ★ ★ ★ ★

★ C. WORD BUILDING ACTIVITY

Vocabulary in Context
Directions: Use the Vocabulary Review on the previous page to help you complete the sen-
tences below with one of the following words or expressions:
bottles, imaginable, perils, prosperity, atmosphere, heavy
1. Harding’s charming manner brought an easy-going ___________________ to the White
House.
2. The wide range of styles in the modern art movement is nearly not
CHAPTER

___________________.
3. The whiskey ___________________ Harding’s poker-playing friends brought were ille-
gal because of the ban on alcohol sales.
4. The 1920s were a time of great economic growth and ___________________ for the
17

nation.
5. Many farmers had borrowed money to buy new machinery and had
___________________ debts.
6. Religious fundamentalists wanted to protect traditional American values from the
___________________ represented by the new morality.

★ D. WORD BUILDING ACTIVITY

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Word Forms
Directions: Fill in the chart below by providing the missing word forms.
Remember a noun is a word that names a person, place, thing, or idea. Examples include bot-
tles, perils, or prosperity. Common noun forms are -ity, -ist, and -ment. A verb is a word that
names an action, experience, or state of being. Examples include containing or unbutton.
Common verb ending are -ing, -ize, or -ify. An adjective is a word that describes a noun.
Examples include historical, imaginable, or powerful. Common adjective endings include -able,
-al, -ive, and -ous.

Noun Verb Adjective

prosperity
containing
imaginable
peril

26
 Name Date Class

★ Content Vocabulary Activity 17

The Jazz Age, 1921–1929

DIRECTIONS: Unscramble the terms in the left column. Choose the term that best fits each
description in the right column. Write the letter of the correct term in the space provided.

A. reewafl plaitsicam 1. workplace where workers are not required to join

a union
B. laisstmoonii 2. production of large quantities of goods using
machinery and often an assembly line

17
C. pluspy-dsie mooniescc 3. production system where each person performs

CHAPTER
an assigned task
D. nope hosp 4. a place where alcoholic beverages were sold ille-
gally
E. slabyesm neli 5. belief that the world was created exactly as
described in the Bible
F. sams cordpunoti 6. style of music with a melancholy sound derived
from African American spirituals
G. setoiimnarc
7. artistic and unconventional
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. theory that humans and other forms of life have

H. smas deaim
evolved over time

I. hambeion 9. national policy of having no involvement in

world affairs

J. kepaseysa 10. someone who opposes all forms of government

11. a form of communication such as television or

K. sacaihtnr radio intended to reach a large audience

12. American style of music using syncopated

L. uoeovlnti rhythms and melodies

13. system in which companies enable employees to

M. zazj buy stock, receive benefits, and participate in
profit sharing

N. tivanism 14. a belief that one’s homeland needs to be protected

against immigrants

O. ebuls 15. economic theory that lower taxes will boost the
economy as businesses and individuals invest
their money

27
 Name Date Class

Academic Vocabulary Activity 17 ★ ★ ★ ★ ★

The Jazz Age, 1921–1929

Key Words

Academic Words Words with Multiple Meanings Content Vocabulary

credit stock anarchist
deny cooperative individualism
disposable Model T
diverse

17
impact

CHAPTER
investigation
ongoing
revelation
source
symbolize
unity
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ A. WORD MEANING ACTIVITY

Synonyms and Antonyms
Words that have similar meanings are synonyms; words that have opposite meanings are
antonyms.
Directions: Label the following pairs of words as synonyms (S) or antonyms (A).
1. ____ stand for/ symbolize 8. ____ anarchist/ radical
2. ____ allow/ deny 9. ____ investigation/ search
3. ____ revelation/ announcement 10. ____ automobile/ Model T
4. ____ origin/ source 11. ____ credit/ loan
5. ____ result/ impact 12. ____ ongoing/ finished
6. ____ division/ unity 13. ____ diverse/ different
7. ____ ownership/ stock 14. ____ disposable/ temporary

(continued)
29
 Name Date Class

Academic Vocabulary Activity 17 (continued) ★ ★ ★ ★

★ B. WORD FAMILY ACTIVITY

Word Chart

Directions: Complete the following chart by supplying the missing noun or verb forms.

Noun Verb
unity
deny
CHAPTER

revelation
investigation
symbolize
17

TEST YOUR KNOWLEDGE

Directions: Choose the word or phrase that is similar to the word given.
1. source
A. destination B. place of rest C. beginning point
2. impact

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A. complication B. contact C. return
3. symbolize
A. write B. continue C. represent
4. deny
A. refuse B. replay C. recline
5. ongoing
A. old-fashioned B. continual C. unneeded
6. diverse
A. creative B. similar C. varied
7. cooperative individualism
A. group B. idea C. law
8. unity
A. division B. separation C. cohesion
9. credit
A. purchase B. loan C. withdraw
10. stock
A. supply B. play C. hold

30
 Name Date Class

★ Reinforcing Skills Activity 17

Sequencing Events
★ LEARNING THE SKILL
A time line is a chart based on chronology, or the time when events took place. It
lists events that occurred between specific dates, giving you a visual picture of history
and the relationships between the events. To read a time line, first determine the time
span, or the number of years between the beginning and ending dates. Next, deter-
mine the time intervals, or the smaller segments of time used to divide the period on
the time line. Then identify the individual events labeled along the time line.

17
CHAPTER
★ PRACTICING THE SKILL
DIRECTIONS: Read the time line below, and then answer the questions that follow on a
separate sheet of paper.

1916 President 1921 Warren 1925 Ford producing a 1933 The Twenty-First
Woodrow Wilson Harding becomes car every 10 seconds Amendment ends
wins reelection President. Prohibition.

1919 Eighteenth Amendment, 1923 President 1927 Lindbergh flies

prohibiting alcohol, ratified Harding dies. solo across Atlantic
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1915 1920 1925 1930 1935

1918 World 1923 Vice President Coolidge 1928 Herbert Hoover 1932 Franklin D. Roosevelt
War I ends. becomes president. elected president elected president

1920 First radio broadcast 1924 Coolidge wins 1929 Stock Market Crash
of presidential elections presidential election.

1. What are the time span and time intervals for this time line?
2. How many years did Prohibition last?
3. Who were the United States presidents during the 1920s?
4. What are the technological achievements listed on the time line?

★ APPLYING THE SKILL

DIRECTIONS: Draw a time line of your life on a separate sheet of paper. Be sure to label
the time span and time intervals, and to identify and label key events in your life.

31
 Name Date Class

Critical Thinking Skills Activity 17 Detecting Bias

LEARNING THE SKILL

Stereotypes are a form of bias that depicts all members of a group as being alike,
without individual differences. Stereotypes are usually exaggerations and are not
based on all of the facts. Because stereotypes often affect the way that we behave
toward other people or groups, it is important to recognize stereotypical statements.
Use the following guidelines to help you recognize this form of bias:
• Watch for statements that seem to apply to entire groups of people or that
include limiting or all-inclusive words such as every, all, any, and always.
• Identify vague or overgeneralized words and phrases. Many stereotypes con-
CHAPTER

tain words that are either very positive or very negative.

• Look for illogical connections, or ideas, that do not make sense when linked.

PRACTICING THE SKILL

17

DIRECTIONS: Read the excerpt below from journalist H.L. Mencken’s article on the 1925
Scopes “Monkey Trial” in Dayton, Tennessee. Then answer the questions that follow.
It was hot weather when they tried the infidel Scopes at Dayton, Tenn., but I went down there very
willingly, for I was eager to see something of evangelical Christianity as a going concern. . . . The
Scopes jury . . . was composed mostly of [country folk], with a few Dayton sophisticates added to
leaven the mass. It would thus be instructive to climb the heights [i.e., go into the hill country] and
observe the former at their ceremonies . . . [but] the upland worshippers were very shy, and at the
first sight of a strange face they would adjourn their orgy and slink into the forest. . . . [After a preacher

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

delivered a sermon], there arose out of the darkness a woman with her hair pulled back into a little
tight knot. . . . She was denouncing the reading of books. Some wandering book agent, it appeared,
had come to her cabin and tried to sell her a specimen of his wares. She refused to touch it. Why
indeed, read a book? If what was in it was true, then everything in it was already in the Bible. . . .
Finally, we got tired of the show and returned to Dayton. . . . The whole town was still gathered in the
courthouse yard, listening to the disputes of theologians. The Scopes trial had brought them in from
all directions. There was a friar wearing a sandwich sign announcing that he was the Bible champion
of the world. There was a Seventh Day Adventist arguing that Clarence Darrow was the beast with
seven heads and ten horns described in Revelation XIII. . . . There was William Jennings Bryan, fol-
lowed everywhere by a gaping crowd. Dayton was having a roaring time. It was better than the circus.

1. What groups are being stereotyped in Mencken’s article? In what way are they
stereotyped?

2. Identify any words or phrases that seem particularly vague or negative.

3. Identify any words or phrases that are used in an ironic or mocking way.

32
 Name Date Class

★ Time Line Activity 17

Henry Ford
DIRECTIONS: Use the information on the time line to write two paragraphs about Henry
Ford—one detailing personal information about Ford and the other telling about his profes-
sional life and products.

1914 Ford introduces the first moving assembly

line in Highland Park, Michigan. A Model T rolls
1888 Ford marries Clara Bryant and moves
off the line every 93 minutes.
to an 80-acre farm in Dearborn, Michigan.

17
1908 Ford begins
1879 Ford leaves 1903 Ford
manufacturing

CHAPTER
his father’s farm Motor
the Model T,
1863 Henry Ford is to work in a Company is
which sells for 1947 Henry Ford
born in Greenfield Detroit machine officially
$850. dies at age 83.
Township, Michigan. shop. incorporated.

1850 1875 1900 1925 1950

1890 Ford works 1914 Ford announces his 1943 Ford’s son,
1893 Ford’s 1896 Ford com-
as a machinist plan to pay workers $5 Edsel, dies at age
only son, Edsel pletes his first
and engineer for an eight-hour day. 49.
Bryant Ford, is automobile, the
with the Edison
born. Quadricycle.
Company. 1927 Model T is discontinued 1932 First Ford
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

after nearly 20 years of pro- V-8-powered car

duction and over 15 million is produced.
sales. Model A is introduced.

Personal Life:

Professional Life and Products:

33
 Name Date Class

d Present Activ
Lin king Past an it y 17

Vacations
In colonial America, pleasure The growth of airlines after
THEN travel was a luxury available NOW World War II opened literally a
only to the rich. Most Americans world of new vacation options.
could not leave their farms unat- Less travel time to reach a desti-
tended for long, even if they had the money to travel. nation plus more paid time off means that vacationers
The nature of work began to change after the Civil can go anywhere in the world. No-frills airlines have
War. Industrialization opened more salaried white- made air travel affordable for more people. Now 27
collar jobs, creating a new middle class. Businesses percent of Americans vacation by plane, whereas driv-
CHAPTER

began to give these workers paid time off. White- ing vacations still lure 43 percent.
collar workers could arrange their activi- Many vacationers still choose destina-
ties to make time to vacation. tions at the shore or mountains as their
As railroads expanded their reach, ancestors did. Others, however, seek new
17

more vacation spots opened for those kinds of experiences. Disneyland, the first
who could afford the expense and time to American theme park, opened in
travel. Resorts grew along rail lines in California in 1955. Now parks of many
places like the Catskills, Yellowstone, and themes, from religion to roller coasters,
eastern beaches. beckon tourists. For the adventurous,
The 1920s marked a major shift in tourist destinations offer everything from
vacation patterns. Industrialists began to view time off whitewater rafting to bungee-jumping.
for factory workers as potentially profitable. A rested Where might technology lead vacationers of the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

workforce would repay the lost work time in increased future? How about space? In 2001 millionaire Dennis
productivity. Slowly, businesses began to grant paid Tito became the first space tourist. Rejected as a pas-
time off to its blue-collar, or manual, laborers. senger by NASA, Tito paid the Russians $20 million to
As the price of cars dropped during the 1920s, peo- accompany them to the International Space Station.
ple of modest means could own one. Cars brought Tito was not an average tourist. A former NASA engi-
inexpensive vacations to the masses. Travelers were neer, Tito endured 8 months of grueling cosmonaut
no longer restricted to spots served by rail lines. training before his trip.
Paved roads began to replace dirt roads, and car Space tourism may be on the way. It is potentially a
camps and diners sprung up to serve driving vacation- multibillion-dollar business. Yet many technical prob-
ers. Whether their destination was the beach, moun- lems must be solved and the costs must decline before
tains, or a national park, people could now get there the average American can plan a trip to the moon.
in their own cars.

CRITICAL THINKING
Directions: Answer the questions below on a separate sheet of paper.
1. Identifying the Main Idea What factors caused vacationing to evolve to include all classes?
2. Determining Cause and Effect How have changes in transportation influenced vacations?
3. Problems and Solutions What kinds of problems do you think would have to be solved
for space to become a tourist destination?

34
 Name Date Class

Primary Source Reading 17-1 ★ ★ ★ ★ ★ ★

What Is a Flapper? Reader’s Dictionary

★ About the Selection standardized: made the same
The flapper was the 1920s version of the
liberated woman. She was free from long
skirts, long hair, and long-held ideas about
a woman’s place in society. In the following
selection from a 1925 article in Collier’s GUIDED READING
magazine, Samuel Crowther concludes that As you read, take note of the outstanding

17
“the flapper is today our most important characteristics of a flapper. Then answer the
national institution.” questions that follow.

CHAPTER
★ ★
T he real flapper is what used to be known as the “poor working girl”—who,
if the accounts are true, dragged herself off day by day to work until some-
one came along and married her. Sometimes she was a Cinderella, but more
often she graduated a household drudge.
The flapper of to-day is a very different person. In dress she is as standard-
ized as a chain hotel—and incidentally hotel bedrooms are becoming so alike
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

that you can remember what city you are in only by tacking a local newspa-
per on the wall.
Barring size, flappers at a hundred feet are as standardized as Ford cars. As
far as dress goes, they are a simplified national product. . . . There is no dis-
tinction between the town flapper and the farm flapper—the automobile has
wiped them out. There is no distinction in the cut of clothing between the
rich flapper and the poor flapper—national advertising has attended to that.
The rich flapper has better clothing than the poor one, but a block away they
are all flappers.
The outstanding characteristic of the flapper is not her uniform but her
independence and her will to be prosperous.
She is no clinging vine. I was in the office of the president of a good-sized
bank on the Pacific Coast when his daughter and several of her high-school
friends burst in—flappers all. We got to talking and I found that these girls,
not one of whom had any need to work, all intended to find jobs during the
summer, and they thought that most of the girls in school would do the
same. They all wanted to know how to make a living—and to have a good
time doing it. That seems to be common everywhere.
Girls will no longer marry men who can merely support them—they can
support themselves better than can many of the men of their own age. They
have awakened to the fact that the “superior sex” stuff is all bunk. They will
not meekly bow their heads to the valiant man who roars, “Where is that
dress I bought you three years ago?” . . .
(continued)
35
 Name Date Class

Primary Source Reading 17-1 (continued) ★ ★ ★ ★ ★

The flapper wants to look well, and she is willing to provide for herself—
employers everywhere told me that the women were doing better work than
the men, and they do seem to be mentally more alert. All of which means
that the man who marries the modern flapper has got to provide for her—she
will not be merely an unpaid servant. And this in turn means that the men
have got to work—which nothing better could happen for the country. The
flapper is to-day our most important national institution. . . .
The will to be prosperous has brought prosperity. We have practically
no poverty, and I judge that at least two-thirds of what little we have is
voluntary.
CHAPTER

Source: “Aren’t We All Rich Now?” Collier’s, November 7, 1925.

READER RESPONSE
17

Directions: Answer the following questions on the lines below.

1. How do employers feel about flappers?

2. What effect does the flapper’s economic independence have on relations between men

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

and women?

3. What two traits are common to all flappers?

4. Critical Thinking What do you think the writer means when he says the flapper is “as
standardized as a chain hotel”?

5. Critical Thinking What is the author’s point of view about the flapper?

36
 Name Date Class

Primary Source Reading 17-2 ★ ★ ★ ★ ★ ★

Garvey, African Americans, Reader’s Dictionary

and Reading
incessantly: continually, without interruption
★ About the Selection
Frederick Douglass pointed out that
slaveholders feared teaching enslaved
members of the Universal Negro
African Americans to read. Reading was
Improvement Association (UNIA).
the first step on the path of education, and
education provided the doorway to

17
demanding freedom and was key to thriv- GUIDED READING

CHAPTER
ing as a free person. It comes as no sur- As you read, think about the benefits
prise, then, that Marcus Garvey stressed of reading. Then answer the questions that
the power of reading and education to follow.

★ ★
Y ou must never stop learning. The world’s greatest men and women were
people who educated themselves outside of the university with all the
knowledge that the university gives, as you have the opportunity of doing the
same thing the university student does—read and study.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

One must never stop reading. Read everything that you can that is of stan-
dard knowledge. . . . Where there is a good plot and a good story in the form
of a novel, read it. It is necessary to read it for the purpose of getting infor-
mation on human nature. The idea is that personal experience is not enough
for a human to get all the useful knowledge of life, because the individual life
is too short, so we must feed on the experience of others. The literature we
read should include the biography and autobiography of men and women
who have accomplished greatness in their particular line. . . . Make pencil or
pen notes of the striking sentences and paragraphs that you should like to
remember. . . .
You should also read the best poetry for inspiration. The standard poets
have always been the most inspirational creators. From a good line of
poetry, you may get the inspiration for the career of a lifetime. Many a great
man and woman was first inspired by some attractive line or verse of
poetry.
Read history incessantly until you master it. This means your own national
history, the history of the world—social history, industrial history, the history of
the different sciences; but primarily the history of man. If you do not know
what went on before you came here and what is happening at the time you
live, but away from you, you will not know the world and will be ignorant of
the world and mankind. R

(continued)
37
 Name Date Class

Primary Source Reading 17-2 (continued) ★ ★ ★ ★ ★

You can only make the best out of life by knowing and understanding it. To
know, you must fall back on the intelligence of others who came before you
and have left their records behind.
To be able to read intelligently, you must first be able to master the lan-
guage of your country. To do this, you must be well acquainted with its gram-
mar and the science of it. Every six months you should read over again the
science of the language that you speak, so as not to forget the rules.
Never write or speak on a subject you know nothing about. . . .
You should read at least four hours a day.
. . . NEVER GO DOWN IN INTELLIGENCE to those who are below you. . . .
CHAPTER

From Marcus Garvey: Life and Lessons, edited by Robert A. Hill. Copyright © 1987 The Regents of the University of California.
Reprinted by permission of the University of California Press.
17

READER RESPONSE
Directions: Answer the following questions on the lines below.
1. What does poetry do for a reader?

2. What are the two kinds of history one should read?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. What practice should readers adopt to get the most out of their reading?

4. What must one do to be able to read intelligently?

5. Critical Thinking How does reading help people make the most out of their lives?

38
 Name Date Class

★ American Art and Music Activity 17

Duke Ellington
✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

E
dward Kennedy Ellington, who was In 1918, Duke Ellington began his first
affectionately called “Duke” as a child, band in Washington, but moved to New
was born on April 29, 1899, in York City in 1923. While working as a piano
Washington, D.C. From a very early age, player in a popular club, the young com-
he showed artistic talent both in the fine arts poser also began to seek out musicians to
and in music. As a young adult, Ellington form his new orchestra.
turned down a scholarship to study art in As a group, Ellington and his new

17
New York City. Instead, he decided to pur- orchestra members recorded their first
sue a musical career—and what a career songs in the 1920s. With no formal training

CHAPTER
that turned out to be! in musical composition, it might have
Ellington’s musical interest began with seemed impossible for Ellington to become
the piano; for the most part, he taught him- successful with his orchestra. His innate
self how to play. He enjoyed jazz music musical talent, however, was considerable,
and ragtime bands: two forms of music and he used many daring elements, such
that would have a great influence in his as rhythms based on “jungle” effects in
own compositions. his early compositions.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Stock Montage, Inc.

Edward Kennedy “Duke” Ellington

(continued)
39
 Name Date Class

★ American Art and Music Activity 17 (continued)

From 1927 to 1932, Duke Ellington and In addition to composing popular music,
his orchestra became nationally known as Ellington wrote orchestral pieces for the
they performed for radio broadcasts at New NBC Symphony Orchestra in 1950. Between
York City’s popular Cotton Club. These new 1950 and 1965, he composed numerous songs
songs, “Echoes of Harlem” and “Mood and tunes, not only for motion pictures but
Indigo,” for example, spread Ellington’s fame for stage productions such as Shakespeare’s
all the way to Europe. It was not long after Timon of Athens. There seemed nothing that
these musical releases that he appeared on Duke Ellington couldn’t accomplish, at least
Broadway, in movies, and on tours through musically, if he set his mind to it.
Europe and the United States, thus establish- In 1965, Ellington composed and per-
ing his orchestra’s reputation. Meanwhile, the formed his first Sacred Concert, a program
CHAPTER

group still continued to produce recordings of religious music that was showcased in
that became jazz classics, such as “Ko Ko.” New York City. This work became so popu-
This prompted Ellington to compose longer lar that it traveled to Europe and then back
and more complex works. to New York City’s famous Cathedral of
In 1943, one of his songs was premiered at St. John the Divine.
17

Carnegie Hall in New York City, and in 1947, From his jazz beginnings, Duke Ellington
he wrote music for the country’s centennial broke new ground into many different types
celebration. Both of these musical works fur- of music, thus becoming one of the leading
ther established Ellington as a musical great. American composers of the twentieth century.
1. What instrument and types of music first interested Ellington?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. How did Ellington gain worldwide popularity?

3. What were two musical works composed by Ellington in the 1940s that further established
him as a musical great?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Evaluating Information In what ways did Ellington’s musical compositions for the American
centennial and the NBC Symphony Orchestra change his direction in music?

5. Analyzing Information How did Ellington and his orchestra initially break from traditional
jazz music?

40
 Name Date Class

I NTERPRETING P OLITICAL C ARTOONS Activity 17

THE GATES TO IMMIGRATION CLOSE

During World War I, there was a rise in antiforeign feelings among
Americans. All over the country, for example, German street names were
replaced with non-German names. After the war, a new flood of immi-
grants entered the country, and antiforeign feelings rose to a fever pitch.
Workers worried that immigrants would compete for jobs and, because
they would work for lower wages, drive down wages. Many feared that a
wave of communism would spread over the land. As a result, many
Americans grew suspicious of people who were “different.” During the

17
1920s, the United States government passed a series of laws restricting

CHAPTER
immigration. These new laws established a quota system, which limited
the number of immigrants entering the United States.

Directions: The cartoon on this page represents the feelings of millions of

Americans as the decade of the 1920s got underway. Study the cartoon, and
then answer the questions that follow.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Library of Congress

(continued)
41
 Name Date Class

ANALYZING THE CARTOON ACTIVITY 17 (continued)

1. Who is the main character in the cartoon? What is he doing?

2. Who are the people on shore? Why are they happy?

CHAPTER

3. How does the cartoonist use stereotyping and caricature to show his
opposition to immigration?
17

CRITICAL THINKING
4. Drawing Conclusions What factors mentioned in the introduction to
this activity have led to anti-immigrant feelings in the United States in
recent years? What factors behind opposition to immigration today are

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

not mentioned in the introduction?

5. Predicting What kind of impact do you think such a cartoon would

have today?

6. Making Generalizations Do you think there was an outcry when this

cartoon appeared in a newspaper in the 1920s? Why was it acceptable
then and would not be acceptable today?

42
 Name Date Class

★ Reteaching Activity 17

The Jazz Age, 1921–1929

“Keep America American” became the refrain of the 1920s. Nativists tried to protect
American values by restricting immigration. At the same time, African Americans who
migrated North influenced both cultural trends and politics. Prohibition and fundamental-
ism attempted to counteract the modern culture and new morality that emerged during the
Jazz Age.
DIRECTIONS: Listed below are individuals or terms that represented various aspects of the
cultural transformation of the 1920s. Match each with its category. Then briefly explain its
significance to the cultural movement it represents.

17
• Marcus Garvey • Speakeasies • Emergency Quota Act

CHAPTER
• Flapper • Langston Hughes • William Jennings Bryan
• Ernest Hemingway

1. : Negro Nationalism

2. : New morality

3. : Nativism
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. : Modern American art

5. : Prohibition

6. : Fundamentalism

7. : Harlem Renaissance

8. Critical Thinking Of all aspects of the Harlem Renaissance, the music of jazz emerged
as its most enduring cultural symbol. Briefly describe why you think jazz played a role
in the achievement of civil rights for African Americans.

43
 Name Date Class

★ Enrichment Activity 17 ★ ★

The 1920s
In the 1920s, America underwent rapid others. These changes, in turn, resulted
change in a number of areas—technologi- in widespread behavioral and cultural
cal, social, political, and moral, among responses by Americans of all kinds.

DIRECTIONS: Below is an excerpt about the 1920s written by Bruce Catton, who has won
both the Pulitzer Prize and the National Book Award. Read the excerpt, and then answer the
questions that follow on a separate sheet of paper.

★ ★
CHAPTER

The age of the automobile was arriving. In 1920 the average American did not own an automobile and
did not suppose that he ever would; by 1930 the automobile was a necessity of daily life, and incalculable
change it was going to inflict on America—change for city, town, and countryside, for ways of living and
17

habits of thought—was already visible. At the same time the era of mass production was coming into full
effect, and mankind (most especially in America) was beginning to lay its hands on the fabulous capacity
to solve any problem on earth so long as the problem was material. This of course was most unsettling,
because it brought with it the uneasy awareness that the real problem was going to be man himself and
not his ability to reshape his environment, and no one was ready to tell people what they ought to do
about themselves. But it was a miraculous age. The instruments, skills, and techniques—airplanes, electron-
ics, automation—that would change the world forever were appearing. . . .
If all of this was exciting it was not really satisfying, and people knew it. They were hungry for some-
thing they were not getting—an appeal to idealism, to the belief that the greatest values cannot be

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

expressed in cash or set forth in headlines. The amazing response to Charles A. Lindbergh’s flight proves
the point. . . .
Lindbergh became the hero of the decade. We have not felt quite that way about anybody since; he
lifted up the heart, and all of a sudden it was possible to believe in something once more.
Bruce Catton’s “A Restless Decade”
from American Heritage. Copyright © 1965 by American Heritage, A Division of Forbes, Inc.

★ ★
Questions to Consider

1. According to Catton, what were the material proofs that the 1920s were a miraculous
age?
2. What did the technology of the 1920s lead people to believe was possible? Why was this
realization unsettling?
3. What distinction does Catton make between excitement and satisfaction?
4. What values does Catton suggest Americans responded to when Lindbergh made his
record-breaking flight?
5. GO A STEP FURTHER ➤ Write a description of how the invention of the automobile
changed the world. Then think of three other inventions that you believe have brought
about as much change as the automobile. Justify your choices.

44
 Chapter 17
Section Resources

Guided Reading Activity 17-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Guided Reading Activity 17-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Guided Reading Activity 17-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

SECTIONS
Guided Reading Activity 17-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Guided Reading Activity 17-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

45
 Name Date Class

★ Guided Reading Activity 17-1

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to
supply the details that support or explain each main idea.

★ Main Idea: The presidency of Warren Harding was marred by scandals.

1. Detail: Harding made several distinguished appointments to his ,

including Charles Evans Hughes, Herbert Hoover, and Andrew Mellon.

2. Detail: Harding also gave high-level jobs to his and

from Ohio.
3. Detail: Harding's head of the Veterans’ Bureau sold scarce from
veterans' hospitals and kept the money at a cost to the taxpayers of about
.
4. Detail: Harding’s secretary of the interior was secretly bribed by ,
in an incident that became known as the .
SECTION

5. Detail: Attorney General Harry Daugherty participated in a bribe involving a German-

owned American company and its valuable .
6. Detail: Rather than testifying under oath, Daugherty claimed on
17-1

the basis of his confidential dealings with the president.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ Main Idea: During the 1920s, the United States sought to promote peace and stability
using economic policies and arms control agreements.

7. Detail: Treasury Secretary Andrew Mellon convinced Congress to create the

in order to track government spending.
8. Detail: The idea that lower taxes cause the economy to grow by increasing consumer
spending is known as economics.

9. Detail: Herbert Hoover sought to promote economic growth with his philosophy of
, which encouraged businesses to form trade associations.

10. Detail: In 1921, representatives from eight nations came to the , to

discuss how to end their costly naval arms race.

11. Detail: One of the most notable foreign policy achievements of the Coolidge adminis-
tration was the , which stated that all signing nations would settle
disputes by peaceful means.

46
 Name Date Class

★ Guided Reading Activity 17-2

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best
complete the sentence. Refer to your textbook to fill in the blanks.

1. In a 1925 survey conducted in Muncie, Indiana, most of the families who owned cars
did not have .

2. In 1926, Henry Ford cut the of his employees from six days to five.
3. Henry Ford’s divided operations into simple tasks and cut unnec-
essary motion to a minimum.
4. Ford was able to reduce the price of his from $850 in 1908 to
in 1924.
5. The success of automakers spurred growth in other such as rubber,
plate glass, nickel and lead.
6. Auto workers were expected to meet requirements set by Ford’s
and workers who transgressed could be or even fired.

17-2
7. Cars created a new kind of consumer and worker, the .
8. Rising led to many new consumer products, including facial tis-

SECTION
sues and frozen foods.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. American Glenn Curtiss invented , which can be used to help steer

an airplane.

10. The transatlantic solo flight of in 1927 demonstrated the possibilities

of commercial aviation.

11. In 1926 the established a network of radio stations to distribute daily

programs.

12. In 1928 Americans experienced the first conducted over the airwaves.

13. One notable aspect of the economic boom of the 1920s was a change in attitudes toward
.

14. To create consumers for their new products, manufacturers turned to .

15. The managerial revolution in companies created a new career, the .

16. Although farmers produced higher yields, without a corresponding increase in

.they received lower .

17. The of 1922 dampened the American market for foreign goods and
provoked a reaction in foreign markets against .
47
 Name Date Class

★ Guided Reading Activity 17-3

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best
complete the sentence. Refer to your textbook to fill in the blanks.
1. In the early 1920s, an economic recession, an influx of immigrants, and cultural tensions
created an atmosphere of and .
2. The a case reflected fear and prejudice against immigrants.
3. The Ku Klux Klan claimed it was fighting for and had nearly
members by 1924.
4. According to the Emergency Quota Act, only three per cent of the total number of peo-
ple in any already living in the United States could be admitted in
a single year.
5. The National Origins Act of 1924 deliberately used data from the to
favor immigrant groups from northwestern Europe.
6. Employers desperately needed laborers for ,
SECTION

and work and immigrants from Mexico filled this need.

7. Many groups that wanted to restrict immigration also feared the “new morality” that
glorified and .
8. Many women in the 1920s wanted to break free from and
17-3

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

expected .
9. A was a woman who personified the fashion and social changes
of the 1920s.
10. Many Americans embraced the new morality, while others feared the loss of
.
11. Evangelist conducted revivals and faith healings in a flamboyant
theatrical style.
12. The was about the teaching of evolution in schools.
13. The Eighteenth Amendment specifically granted and
governments the power to enforce Prohibition.
14. As the Treasury Department struggled to enforce Prohibition,
thrived on the illegal trade in alcohol.
15. Prohibition ended in with the ratification of the
.

48
 Name Date Class

★ Guided Reading Activity 17-4

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to your
textbook to write the answers.

1. What does “Bohemian” mean in relation to artists, writers, and musicians?

2. What themes were conveyed by the paintings of Edward Hopper?

3. In what poem did T.S. Eliot describe a world filled with empty dreams?

4. What event caused disillusionment among the novelists known as “the lost generation”?

5. Who were some of the famous writers of this era?

17-4
6. What did the economic prosperity of the 1920s provide more of, to many Americans?

SECTION
7. Why did movie theaters hire piano players in the 1920s?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. What was significant about a 1927 film called The Jazz Singer?

9. What were “Yes! We Have No Bananas” and “Ain’t We Got Fun” examples of in the
1920s?

10. What professional sport did Jack Dempsey and Gene Tunney participate in?

11. Who was known as the “Galloping Ghost” for his ability to evade members of the
opposing team?
12. What action brought recognition to Gertrude Ederle in 1927?

49
 Name Date Class

★ Guided Reading Activity 17-5

DIRECTIONS: Recording Who, What When, Where, Why and How Read the section and
answer the questions below. Refer to your textbook to write the answers.
1. What were the reasons African Americans migrated from the rural South to the indus-
trial cities of the North?

2. Where did African Americans create an environment that stimulated artistic develop-
ment, racial pride, a sense of community, and political organization?

3. What were two striking characteristics of Harlem Renaissance writing?

4. Who was one of the most prolific, original, and versatile writers of the Harlem
Renaissance?
5. Who wrote the first major stories that featured African American females as central char-
SECTION

acters?
6. Who became the first great cornet and trumpet soloist in jazz music?
17-5

7. Who was known as the “Empress of the Blues”?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. What was notable about the musical “Shuffle Along”?

9. Why did African American voters in Northern cities usually vote for Republicans?

10. What did the NAACP’s persistent efforts lead to in 1922?

11. What was “Negro Nationalism”?

12. What were the two levels of Marcus Garvey’s message to African Americans?

13. What did Garvey propose to his followers in 1920?

14. Who distanced themselves from Garvey and his message?

15. When did Marcus Garvey’s sense of racial pride and hope for the future reemerge?

50
 Chapter 18 Resources
The Great Depression Begins, 1929–1932
Reading Skills Activity 18 Linking Past and Present Activity 18

18
Determining Cause and Effect . . . . . . . 53 Animation . . . . . . . . . . . . . . . . . . . . . . . 66

CHAPTER
Historical Analysis Skills Activity 18 Primary Source Reading 18-1
How to Read Stock Market Reports . . 54 Republican Prinicples . . . . . . . . . . . . . . 67

Differentiated Instruction Activity 18 Primary Source Reading 18-2

The Human Toll of the Depression . . . 55 American Literature . . . . . . . . . . . . . . . 69

English Learner Activity 18 American Art and Music Activity 18

The Great Depression Begins, Georgia O’Keeffe . . . . . . . . . . . . . . . . . 71
1929–1932 . . . . . . . . . . . . . . . . . . . . . . . 57
Interpreting Political Cartoons
Content Vocabulary Activity 18 Activity 18
The Great Depression Begins, The Great Depression . . . . . . . . . . . . . 73
1929–1932 . . . . . . . . . . . . . . . . . . . . . . .59
Reteaching Activity 18
Academic Vocabulary Activity 18 The Great Depression Begins,
The Great Depression Begins, 1929–1932 . . . . . . . . . . . . . . . . . . . . . . . 75
1929–1932 . . . . . . . . . . . . . . . . . . . . . . .61
Enrichment Activity 18
Reinforcing Skills Activity 18 The Great Depression Begins,
Sequencing Events . . . . . . . . . . . . . . . . 63 1929–1932 . . . . . . . . . . . . . . . . . . . . . . . 76

Critical Thinking Skills Activity 18

Making Inferences . . . . . . . . . . . . . . . . 64

Time Line Activity 18

Early Days of the Great Depression . . 65

51
 Name Date Class

★ Reading
Reinforcing
Skills
Chapter
Activity 18 Activity 17
Skills

Determining
Guided ReadingCause
Activity and
20-3 Effect
DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your
★ LEARNING
textbook THE
to fill in SKILL
the blanks.
Cause and effect is a structure authors use to organize information so that you, the
1. What
reader, can were the reasons
understand whatAfrican Americans
they have written. migrated
Cause and from theisrural
effect usedSouth to the indus-
to explain
an event
trial or action
cities (theNorth?
of the cause) and the results (the effect) of that event or action. You
may think of cause and effect as the “how” and “why” of events. By thinking in
terms of cause and effect, you can understand how and why an event occurred.
Sometimes
2. Whereone didevent
Africanis the cause ofcreate
Americans manyanothers. Sometimes
environment thatmany eventsartistic
stimulated lead updevelop-
to, or cause, one big event, or effect. In this way, cause and effect is a very useful tool
ment, racial pride, a sense of community, and political organization?

18
for understanding how history unfolds.

CHAPTER
★3.PRACTICING
What wereTHE
twoSKILL
striking characteristics of Harlem Renaissance writing?

DIRECTIONS: Read the following paragraphs about Dorothea Lange and her photography.
4. Who
Trace was one
the causes ofeffects
and the most prolific,
of how original,
Dorothea and versatile
Lange’s book camewriters
to beofmade
the Harlem
and published
by answering the
Renaissance? following questions.

5. WhoInwrote
San Francisco,
the firstLange
major photographed
stories thathomeless people
featured and uncovered
African American the desperation
females as of central
her
subjects. One day, while driving through California’s Central Valley, Lange noticed a sign: “Pea-
characters?
Pickers Camp.” On impulse, she stopped. She approached a woman and her children gazing list-
6. Who
lesslybecame
out of a the firsttent.
tattered great cornet
Lange and
took five trumpet
pictures whilesoloist in jazz
the mother “sat inmusic?
that lean-to tent with
her children huddled around her, and seemed to know that my pictures might help her, and so she
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

helped me.”
7. Who was known as the “Empress of the Blues”?
In the mid-1930s, Lange traveled through the Dust Bowl states, capturing the ravages of dust
8. What
storms.was notable
When about
the images werethereproduced
musical in “Shuffle Along”?
a best-selling book, American Exodus, the state of
California created camps to shelter migrant workers.
1.9.What
Why caused Dorothea
did African Lange to
American stopin
voters her car as she
Northern wasusually
cities drivingvote
through California’s
for Republicans?
Central Valley?
2. What did Dorothea Lange believe caused the woman to “help” her take the photographs?
10. What did the NAACP's persistent efforts lead to in 1922?
3. What effect did the publication of American Exodus have on California’s migrant
workers?
11. What was “Negro Nationalism”?
★ APPLYING
12. THEthe
What were SKILL
two levels of Marcus Garvey's message to African Americans?
DIRECTIONS: On a separate sheet of paper, make a two-column chart with the headings
“Cause” and “Effect.” Section 1 of Chapter 18 lists the causes of the Great Depression. List
13. What
these underdidtheGarvey propose
column, to his
“Cause.” Thenfollowers in 1920?
read through the rest of the chapter, listing the
effects of each cause as you go. Some causes may have more than one effect.

14. Who distanced themselves from Garvey and his message?

53
 Name Date Class

★ Historical Analysis Skills Activity 18

How to Read Stock Market Reports

★ LEARNING THE SKILL
U.S. Steel was only one company that was hit by the Great Depression. A leader in
the steel industry, U.S. Steel saw its stock prices fall from a phenomenal high of
$205.00 in September of 1928 to a low of $21.25 in 1932. In studying the Great
Depression, historians often use graphs as a way of illustrating how businesses were
affected. The graph below shows how the value of shares in U.S. Steel stock was
affected during the Great Depression.
★ PRACTICING THE SKILL
CHAPTER

DIRECTIONS: Study the graph below. Then answer the questions that follow.

Stock Market Prices for U.S. Steel

18

1928-1932
230
220
210
$205
200 Cra
et sh
$ per share

190 ark
lM $186
180 B ul
170
160
150 $160
140
130
120

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

110
100

$21.25

1928 Sept Nov 1932

1929 1929

1. How much was one share of U.S. Steel worth in September of 1929?
2. How much was one share of U.S. Steel worth in November of 1929?
3. By how much did the value of one share of U.S. Steel drop between September and
November of 1929?

★ APPLYING THE SKILL

DIRECTIONS: Using the information from the graph, answer the questions below.
4. Calculate the amount 10,000 shares of U.S. Steel would have cost in 1928 at $160 per
share.
5. Calculate the amount 10,000 shares of U.S. Steel would have cost in September 1929 at
$205 per share.
6. Calculate the amount 10,000 shares would have cost in 1932 at $21.25 per share. How
much money would a U.S. Steel stockholder have lost on 10,000 shares between
September of 1929 and 1932?

54
 Name Date Class

Differentiated Instruction Activity 18 ★ ★ ★ ★ ★

The Human Toll of the Depression

Many Dust Bowl refugees ended up in migrant camps in California. This song
was sung in the Shafter FSA (Federal Security Administration) Camp in 1940.

“A TRAVELER’S LINE” AS PERFORMED BY MRS. MARY SULLIVAN

As I was walking this morning,

I spied a man old and gray.
A story to share with someone
So these words to me he did say.

18
For two long years now I have wandered

CHAPTER
Away from loved ones at home.
It seemed that starvation was on us,
And then we decided to roam.

At first we camped out on my prairies.

Then state to state we did try
To find work enough for provisions
But there seems there was no use to try.

I finally wound up in a chapter

In a FSA camp by the way.
A man walked up in and told me
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

You can sign for a grant check today.

Then groceries brought in by the armfuls,

The children no longer did sigh.
The camp’s such a nice place to live in.
My manager’s so nice in reply.

So now you all hear my sad story

And how we all first ventured out.
The welfare will clothe all your family
When you stop at a farm-workers’ camp.

Source: Library of Congress

Directions: On a separate sheet of paper, answer the following questions based on

the chart.
1. Identifying the Main Idea What is the main idea of “A Traveler’s Line?”
2. Comparing and Contrasting How does the man’s life prior to finding the camp
compare with his life after stopping at the farm-worker’s camp?

(continued)
55
 Differentiated Instruction Activity 18 (continued) ★ ★ ★ ★

FOR THE TEACHER

Teaching Strategies for Different Learning Styles

The following activities are ways the basic lesson can be modified to
accommodate students’ different learning styles:

English Learners (EL) Have students listen to the song as they read it by visiting
“Voices from the Dust Bowl: The Charles L. Todd and Robert Sonkin Migrant Worker
Collection, 1940–1941” on the Library of Congress Web site. Then ask students to
make a poster with images of each section.
CHAPTER

Advanced Learners (AL) Invite students to recreate the story told in this song in
a storyboard, comic book, picture book, power-point presentation, monologue,
dialogue, or other medium.
18

Below Grade Level (BL) Suggest that students use a who-what-when-where-why

organizer similar to the one below to interpret the song.
Suggested answers are in italics.

Who A man in a migrant camp

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

What A migrant; someone who has traveled with his family in search of work
When 1940
Where California, after having traveled through many other states
Why He and his family are poor and hungry; he cannot find work

On Grade Level (OL) Have students read the song and work independently to
answer the questions in complete sentences. In addition, have students write another
question they could ask about the song, and provide an answer.

56
 Name Date Class

English Learner Activity 18 ★ ★ ★ ★ ★ ★

The Great Depression Begins, 1929–1932

★ A. PRE-READING ACTIVITY
Previewing the Material
Directions: Before reading the quotes from Dust to Eat: Drought and Depression on pages 635
and 637, answer the following questions.
1. How did farmers contribute to the problem of the Great Plains turning into the “Dust
Bowl”?

18
CHAPTER
2. How did the weather contribute to this problem?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ B. PRE-READING ACTIVITY
Vocabulary Review
Reviewing the words and expressions below will help you understand the reading.
store (n.): place for people to buy food and other supplies
worst (adj.): the most damaging
equally (adv.): having the same amount
flour bin (n.): container that holds flour
shacks (n.): small, one-room houses, usually not very sturdily built
iron wood stove (n.): a stove made of iron that burns wood
faucet (n.): fixture for drawing and regulating the flow of water

(continued)
57
 Name Date Class

English Learner Activity 18 (continued) ★ ★ ★ ★

★ C. LANGUAGE STUDY ACTIVITY

Past, Past Progressive, and Past Perfect

Language Study Note: Past, Past Progressive, and Past Perfect

When writing about the past, three verb tenses are used; past, past progressive, and
past perfect.
The past is used for actions begun and completed in the past: she studied last week;
the war began in 1812. A regular past verb is formed by adding -ed to the base verb (V
+ ed): represent - represented; review irregular past verbs.
CHAPTER

The past progressive is used to describe actions that were ongoing, usually at the same
time another action occurred. It is used specifically to emphasize the continuous quality
of the action or to show that one action was in progress when another occurred. The
past progressive is formed by the verbs was/were and a present participle (was/were +
18

V + ing): was finding, were looking.

The past perfect is used to show that one action occurred before or by a specific point
or action in the past. The past perfect is formed by the verb had + a past participle (had
+ V + ed/en/t): had spoken, had elected, had ended.

Directions: Circle the correct verb in each of the following sentences.

1. Herbert Hoover (ran/had run/was running) the Food Administration before he ran for

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the presidency in 1928.
2. In the 1928 election, Hoover (received/had received/was receiving) over six million
more votes than his Democratic opponent Alfred E. Smith.
3. Sound movie cameras (covered/had covered/were covering) the inauguration for the
first time in the 1928 election.
4. When the stock market (crashed/was crashing/had crashed) on Black Tuesday, stocks
lost between ten and fifteen billion dollars in value.
5. Because foreign countries responded by raising tariffs on their own goods, the Hawley-
Smoot Tariff (failed/had failed/was failing) to help American businesses.
6. Since settling on the Great Plains, farmers (gambled/had gambled/were gambling)
with nature.
7. Between 1932 and 1935, Dorothea Lange (photographed/had photographed/was pho-
tographing) the homeless while she was traveling through the Dust Bowl states.
8. By early 1932, the Reconstruction Finance Corporation (lent/had lent/was lending)
more than 200 million dollars to approximately 160 banks.
9. Hoover (believed/did believe/was believing) that only local government should pro-
vide relief to impoverished families.
10. National press coverage of troops assaulting veterans (harmed/had harmed/was harm-
ing) Hoover's reputation.

58
 Name Date Class

★ Content Vocabulary Activity 18

The Great Depression Begins, 1929–1932

DIRECTIONS: Fill in the missing words in the clues below, and circle each word in the
puzzle.

N A C Q T B P W C Z M E S R
T W A R S V A L M T O R K A
N C Y M N H K F E I L E R O
E R P T O C K F W U X E O I

18
M S S B Y N L I B S P T W T

CHAPTER
L T O R S W Z L U O A N C F
L B L R N T N I P K H E I C
A S I B A L L A R F Y M L K
T W A O E W O B H T N T B G
S T B Y C S M L I R E O U L
N R O Z T E M Z I L Y E P Y
I I N L S E S O L C E R O F
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

CLUES
1. Welfare or aid for the needy is known 5. Buying on an
as . plan refers to buying an item on credit
with a monthly plan to pay off the
2. A good.
is a homeless, penniless vagabond.
6. When a bank
3. A minor officer of the courts is called a on a property, it takes possession from
. a mortgager because of defaults on
payments.
4. Projects built with public funds for
public use are referred to as 7. A melodramatic serial drama on
television or radio is called a
.
.

8. On a separate sheet of paper, explain some of the problems that led to the Great
Depression by using the following terms: stock market, bull market, margin, margin call,
speculation, bank run.

59
 Name Date Class

Academic Vocabulary Activity 18 ★ ★ ★ ★ ★

The Great Depression Begins, 1929–1932

Key Words

18
CHAPTER
★ A. WORD STUDY ACTIVITY
Analogies

Word Study Note: Analogies

A word analogy is like an equation that represents the relationship between words. To
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

solve an analogy, it is necessary to first find that relationship and then choose a word that
repeats or completes the same relationship. Analogies are written and read as follows:
country : France :: city : Paris — Country is to France as city is to Paris.
In this analogy, the relationship is that the second word is an example of the first. Other
common relationships in analogies are synonyms, antonyms, definitions, characteristics,
and sizes.

Directions: Fill in the blanks with the words that best complete the analogy.
1. sum : __________________ total :: fraction
A. whole B. part C. equal
2. invest : __________________ :: keep : give
A. use B. spend C. save
3. price : cost :: series : __________________
A. sequence B. disorder C. strike

(continued)
61
 Name Date Class

Academic Vocabulary Activity 18 (continued) ★ ★ ★ ★

★ B. WORD STUDY ACTIVITY

Synonyms/Antonyms
Directions: Read each pair of words. If the words are synonyms, write S. If they are
antonyms, write A. Remember: Synonyms are words that mean the same. Antonyms are
words that mean the opposite.
4. ____ installment/payment
5. ____ relief/aid
6. ____ bailiff/prisoner
CHAPTER

7. ____ margin/loan
8. ____ speculation/guess

TEST YOUR KNOWLEDGE

18

Directions: Match the words with their definitions.

1. ____ community A. method
2. ____ collapse B. associate in a profession
3. ____ invest C. group of people
4. ____ sum D. defer

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. ____ colleague E. total
6. ____ suspend F. chain of events
7. ____ series G. spend
8. ____ technique H. fall apart

Directions: Complete the following analogies.

Example: city : Paris :: country : France

9. collapse : __________________:: cease : stop

A. crumble B. begin C. try
10. _________________ : system :: practice : skill
A. style B. retreat C. technique

62
 Name Date Class

★ Reinforcing Skills Activity 18

Sequencing Events
★ LEARNING THE SKILL
Sequencing events is an important skill in learning and understanding history.
Historians group or sequence past events in order to understand why events in his-
tory have unfolded the way they have. Sequencing events can be done by making a
timeline or by charting events in chronological order. Here we are making a chart of
events.

PRACTICING THE SKILL

18
★

DIRECTIONS: Review the information from Section 1 of Chapter 18 and use it to complete the

CHAPTER
chart below.
Events are listed in each box. Number each box as the event occurs in chronological order.
Then draw arrows to show how one event led to another.

____ ____
speculation stock market
buying on crash
margin
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

____ ____ ____

prolonged heavy selling falling prices
bull market to cover
interest on
loans

★ APPLYING THE SKILL

DIRECTIONS: Review the information in Section 3 of Chapter 18. Using the information from
the chapter, list events in the left-hand column, and their corresponding dates in the right-
hand column. On a separate sheet of paper or on a computer, re-order the events so that they
appear in chronological order.
Event Year
Hoover sets up the National Credit Corporation. October 1931
500 people break into and loot a grocery store in
January 1931
Oklahoma City, Oklahoma.
Hunger marchers march in the nation's capital. December 1932
Oregon veterans begin marching to Washington to lobby
May 1932
the passage of legislation for $1,000 bonuses to veterans.

63
 Name Date Class

Critical Thinking Skills Activity 18 Making Inferences

LEARNING THE SKILL

To be an effective reader, you must search for clues to the meaning of the text. It is
a bit like being a detective, because some of these clues are not stated openly. You
have to search for them by making inferences, or “reading between the lines.” This
simply means that because the author cannot include all of the details about a given
subject, it is your job, as the reader, to infer those details. You can use what you
already know to come up with possible explanations for what is happening in the
text. By using your knowledge, along with making predictions and asking questions,
you can put together the hidden details about the text. In this way, you can better
understand its meaning.
CHAPTER

★ PRACTICING THE SKILL

DIRECTIONS: Read the introduction and article below about the Motion Picture Production
Code. Then answer the questions that follow.
18

All American movies produced during the Great Depression needed to submit to a series of guidelines
known as the Motion Picture Production Code, which was established in 1930 by the Motion Picture
Producers and Distributors of America. The following article provides some typical examples of the regula-
tions found in the code.
[The Code] forbade depicting “scenes of passion” in all but the most puerile [childish] terms, and
it required that the of the institution of marriage be upheld at all times. . . . Also prohibited were the
use of profanity (a term extended to include “vulgar” expressions like “cripes,” “guts,” and “nuts”)
and racial epithets; . . . drug addiction, nudity of all sorts; sexually suggestive dances or costumes;

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

“excessive and lustful kissing”; and excessive drinking. It was forbidden to ridicule or criticize any
aspect of any religious faith, to show cruelty to animals or children, or to represent surgical opera-
tions. . . . It was [also] forbidden to show the details of a crime, or to display machine guns, subma-
chine guns, or other illegal weapons, or to discuss weapons at all in dialogue scenes. It was further
required that law enforcement officers never be shown dying at the hands of criminals, and that all
criminal activities within a given film were shown to be punished. Under no circumstances could a
crime be shown to be justified. Suicide and murder were to be avoided unless absolutely necessary
to the plot. . . .
1. How do you think the film industry was affected by the Motion Picture Production Code?

2. Why do you think the Motion Picture Production Code was established?

64
 Name Date Class

★ Time Line Activity 18

Early Days of the Great Depression

In October 1929, the stock market crashed, marking the end of the prosperity
of the 1920s. The “crash” began on October 24, which came to be known as Black
Thursday. By November, stock values had dropped by an estimated $30 billion.

Despite assurances by President Hoover of a quick recovery, the situation continued to

worsen. In June 1930, Hoover signed the Hawley-Smoot Tariff into law, exacerbating the prob-
lem of overproduction. Foreign countries responded by raising their own tariffs. Unemployment
spiked. By December of 1930, about 26,000 businesses collapsed. By January 1931, food riots had

18
begun to break out. During that same month, rioters in Oklahoma City broke into and looted a

CHAPTER
grocery store. In December 1932, 1,200 hunger marchers took their protest to the nation's capi-
tal. Banks began to fail, and by 1932, more than 10 percent of the nation's banks had closed.

The government took measures to help the economy, but their early efforts were largely
unsuccessful. Hoover set up the National Credit Corporation in October 1931, only to see the
program fail to meet the nation's needs. In January of 1932, Congress set up the Reconstruction
Finance Corporation (RFC) to help banks, railroads, and other businesses. However, the RFC
was overly cautious, and the economy continued to decline. In July of 1932, Congress passed
the Emergency Relief and Construction Act, which called for $1.5 billion in public works and
another $300 million in loans to the states for direct relief. However, even this move could not
reverse the accelerating collapse.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

DIRECTIONS: Use the background information above to create a time line about the early years
of the Great Depression.

1929 1930 1931 1932 1933

65
 Name Date Class

d Present Activ
Lin king Past an it y 18

Animation
Depression-weary Americans Rising production costs plus
THEN sought escape at the movies. NOW the increasing popularity of tele-
Many laughed at the antics of vision caused the decline of full-
cartoon characters such as Betty length animated films in the
Boop, Popeye, and Mickey Mouse. Mickey, introduced 1950s and 1960s. In the 1980s, new technology—com-
by Walt Disney in 1928, reached stardom in puter animation—revived them. Computer techniques
Steamboat Willie, the first animated cartoon with have replaced cels and much of the time-consuming
music and voice synchronized to the action. Disney hand work of drawing and coloring. Computers can
CHAPTER

added color animation in 1932. In 1937 he produced create characters and backgrounds and animate them
America’s first full-length animated film: Snow White without having to photograph individual drawings.
and the Seven Dwarfs. Computer assistance plus hand-drawing produced the
Animation is the art of making nonliving objects full-length animated films The Lion King (1994) and
18

appear to move. Artists would draw a series of images The Prince of Egypt (1998).
in different stages of an action. For example, to make Not only can computers produce images faster and
a character walk, the artist would draw the sequence cheaper, but they enable new forms of animations.
of tiny movements involved in a step. The filmmaker Tron (1982) and Jurassic Park (1993) combined live
would photograph the drawings and play them back action with computer-generated images to create spe-
in rapid succession, giving the illusion of unbroken cial effects. Toy Story (1995) was the first completely
motion. computer-animated feature film, and it popularized
Animators had to make as many as 24 drawings for three-dimensional animation.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

each second of film. Cel animation, the use of clear Animation came to primetime television with “The
celluloid (plastic) for images, made the Flintstones” in 1960, and continues its popularity with
process more efficient. Cels reduced “The Simpsons” and “Family Guy.” Computer-gener-
the number of times an image ated “worlds” turn computer games into adventures.
had to be redrawn. Different Computer-generated special effects now appear in
drawings of moving parts most Hollywood films. As computer animation contin-
could be laid over a single ues to become more life-like, it is blurring the line
stationary image. Still, Snow between live action and animation.
White required tens of thou-
sands of individual cels.

CRITICAL THINKING
Directions: Answer the questions below on a separate sheet of paper.
1. Determining Cause and Effect Mickey Mouse is relatively easy to draw. He is mostly
circles with legs. Why do you think Disney created him this way?
2. Making Inferences Why do you think Disney’s characters were so popular?
3. Comparing and Contrasting How do you think the films of the Great Depression
compare with the films of today?

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Primary Source Reading 18-1 ★ ★ ★ ★ ★ ★

Republican Principles Reader’s Dictionary

★ About the Selection decentralized: the delegation of power from a
Republican Herbert Hoover traveled to national authority to local authorities
his opponent’s turf in the closing days of utilities: services, such as electricity or water,
the 1928 presidential election campaign. He provided by a public or government organization
delivered the speech he entitled “New York
City” on October 22 at Madison Square
Garden in Manhattan. It was broadcast on

18
national radio. Hoover’s speech had two
goals: to rally the New York business com-

CHAPTER
munity, and to discredit Democrat Al Smith GUIDED READING
by arguing that his proposals were un- As you read, determine what Hoover
American. The speech recalled the themes believes is the correct relationship between
Hoover had presented in his book, government and business. Then answer the
American Individualism. questions that follow.

★ ★
Iconducted.
intend rather to discuss some of those more fundamental principles and
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

ideals upon which I believe the government of the United States should be

. . . [T]here has been a further fundamental contribution—a contribution

underlying and sustaining all the others—and that is the resistance of the
Republican Party to every attempt to inject the government into business in
competition with its citizens. . . . During one hundred and fifty years we have
builded up a form of self-government and a social system which is peculiarly
our own. . . . It is founded upon a particular conception of self-government in
which decentralized local responsibility is the very base. Further than this, it is
founded upon the conception that only through ordered liberty, freedom, and
equal opportunity to the individual will his initiative and enterprise spur on
the march of progress.
During the war we necessarily turned to the government to solve every
difficult economic problem. . . . To a large degree we regimented our whole
people temporarily into a socialistic state. . . .
. . . When the war closed . . . we were challenged with a peace-time choice
between the American system of rugged individualism and a European phi-
losophy of diametrically opposed doctrines—doctrines of paternalism and
state socialism. The acceptance of these ideas would have meant the
destruction of self-government through centralization of government. It would
have meant the undermining of the individual initiative and enterprise
through which our people have grown to unparalleled greatness.

(continued)
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Primary Source Reading 18-1 (continued) ★ ★ ★ ★ ★

There has been revived in this campaign, however, a series of proposals

which, if adopted, would be a long step toward the abandonment of our
American system and a surrender to the destructive operation of governmen-
tal conduct of commercial business. Because the country is faced with diffi-
culty and doubt over certain national problems—that is, prohibition, farm
relief, and electrical power—our opponents propose that we must thrust gov-
ernment a long way into the businesses which give rise to these problems. In
effect, they abandon the tenets of their own party and turn to state socialism
as a solution. . . . It is proposed that we shall change from prohibition to the
state purchase and sale of liquor. If their agricultural relief program means
CHAPTER

anything, it means that the government shall directly or indirectly buy and
sell and fix prices of agricultural products. And we are to go into the hydro-
electric power business. In other words, we are confronted with a huge pro-
gram of government in business.
The American people from bitter experience have a rightful fear that great
18

business units might be used to dominate our industrial life and by illegal
and unethical practices destroy equality of opportunity.
Years ago the Republican administration established the principle that such
evils could be corrected by regulation. . . . It insisted upon the principle that
when great public utilities were clothed with the security of partial monopoly
. . . there must be the complete control of rates. . . .
As to our manufacturing and distributing industries, the Republican Party
insisted upon the enactment of laws that not only would maintain competi-

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

tion but would destroy conspiracies to destroy the smaller unit or dominate
and limit the equality of opportunity amongst our people. . . .
To me the foundation of American life rests upon the home and the family.
I read into these great economic forces . . . but one supreme end—that we
reinforce the ties that bind together the millions of our families, that we
strengthen the security, the happiness, and the independence of every home.
Source: The New Day: Campaign Speeches of Herbert Hoover. Palo Alto, California: Stanford University Press, 1928.

READER RESPONSE
Directions: Answer the following questions on a separate sheet of paper.
1. What is the basic Republican principle of the relation of government to business, accord-
ing to Hoover?
2. How does Hoover characterize the Democrats’ proposals?
3. What does Hoover say is the basis of the American conception of self-government?
4. Critical Thinking Why do you think Hoover thought it necessary to turn America
“temporarily into a socialistic state” during World War I?

68
 Name Date Class

Primary Source Reading 18-2 ★ ★ ★ ★ ★ ★

American Literature Reader’s Dictionary

★ About the Selection edify: to instruct for one’s moral or spiritual
Sinclair Lewis was the first American to improvement
win the prestigious Nobel Prize for pastoral: a rural area that is quiet and peaceful
Literature (1930). Lewis made his mark
principally with novels—such as Babbitt,
Main Street, and Elmer Gantry—that
exposed a cultural and spiritual emptiness

18
at the heart of America’s preoccupation
with business, its material plenty, and its GUIDED READING

CHAPTER
can-do optimism. In his acceptance speech As you read, identify the evidence
to the Swedish Academy, Lewis discusses Lewis gives to support his statement that
the American fear of literature and, by Americans fear literature. Then answer the
extension, culture. questions that follow.

★ ★
N o, I have for myself no conceivable complaint to make, and yet for
American literature in general, and its standing in a country where indus-
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

trialism and finance and science flourish and the only arts that are vital and
respected are architecture and film, I have a considerable complaint.
. . . America, with all her wealth and power, has not yet produced a civiliza-
tion good enough to satisfy the deepest wants of human creatures.
. . . [I]n America most of us—not readers alone, but even writers—are still
afraid of any literature which is not a glorification of everything American, a
glorification of our faults as well as our virtues.
. . . [W]e still most revere the writers of the popular magazines who in a
hearty and edifying chorus chant that the America of a hundred and twenty
million is still as simple, as pastoral, as it was when it had but forty million; that
in an industrial plant with ten thousand employees, the relationship between
the worker and the manager is still as neighborly and uncomplex as in a factory
in 1840, with five employees; that the relationships between father and son,
between husband and wife, are precisely the same in an apartment in a thirty-
story palace today, with three motor cars awaiting the family below and five
books on the library shelves and a divorce imminent in the family next week,
as were those relationships in a rose-veiled five-room cottage in 1880. . . .
. . . [L]et me sketch a fantasy which has pleased me the last few days in
the unavoidable idleness of a rough trip on the Atlantic.
Suppose you had taken Theodore Dreiser.
. . . Dreiser more than any other man, marching alone, usually unappreci-
ated, often hated, cleared the trail from Victorian . . . timidity and gentility in
American fiction to honesty and boldness and passion of life. Without his
(continued)
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 Name Date Class

Primary Source Reading 18-2 (continued) ★ ★ ★ ★ ★

pioneering, I doubt if any of us could, unless we liked to be sent to jail,

seek to express life and beauty and terror.
. . . Dreiser’s great first novel, Sister Carrie . . . which I read twenty-five
years ago, came to housebound and airless America like a great free Western
wind, and to our stuffy domesticity gave us the first fresh air since Mark
Twain and Whitman.
Yet had you given the Prize to Mr. Dreiser . . . respectable scholars would
complain that in Mr. Dreiser’s world, men and women are often sinful and
tragic and despairing, instead of being forever sunny and full of song and
virtue, as befits authentic Americans.
CHAPTER

And had you chosen Mr. Eugene O’Neill, who has done nothing much in
American drama save to transform it utterly, in ten or twelve years, from a
false world of neat and competent trickery to a world of splendor and fear
and greatness . . . he has seen life as not to be neatly arranged in the study
of a scholar but as a terrifying, magnificent, and often quite horrible thing
18

akin to the tornado, the earthquake, the devastating fire. . . .

It is my fate in this paper to swing constantly from optimism to pessimism
and back, but so is it the fate of any one who writes or speaks of anything in
America—the most contradictory, the most depressing, the most stirring, of
any land in the world today.
. . . [Y]es, we who have such pregnant and vigorous standards in com-
merce and science—have no [literary] standards, no healing communication,
no heroes to be followed nor villains to be condemned, no certain ways to

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

be pursued and no dangerous paths to be avoided.
. . . [P]overty is not for the artist in America. . . . But he is oppressed ever
by something worse than poverty—by the feeling that what he creates does
not matter, that he is expected by his readers to be only a decorator or a
clown, or that he is good-naturedly accepted as a scoffer whose bark is
worse than his bite and who probably is a good fellow at heart, who in any
case does not count in a land that produces eighty-story buildings, motors by
the million, and wheat by the billions of bushels.
Source: An American Primer. Chicago: The University of Chicago Press, 1966.

READER RESPONSE
Directions: Answer the following questions on a separate sheet of paper.
1. According to Lewis, what has America not been able to do, even with all its wealth
and power?
2. What oppresses the artist in America?
3. What did Lewis believe Theodore Dreiser had done for American literature?
4. Critical Thinking In one sentence, express the main idea of this selection from Sinclair
Lewis.

70
 Name Date Class

★ American Art and Music Activity 18

Georgia O’Keeffe
✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

D
uring the early twentieth century a generally lacking in the conventional art
new style of painting emerged in world. The only woman among this group
America. This style was colorful and was Georgia O’Keeffe, a painter who also
abstract, often using shapes and designs to embraced modernism.
represent figures or events instead of the O’Keeffe studied at the Art Institute of
more realistic images of conventional art. Chicago from 1904 to 1905, and at the Art
The artists who were drawn to this style Students League in New York City in 1908.
and who used it in their paintings became She also attended a few classes at Columbia

18
known as modern artists. University, where she was introduced to the
Several of the painters who embraced modern style of form and color by her profes-

CHAPTER
this modern style were associated with sor, Arthur Wesley Dow. In 1915, Alfred
Alfred Stieglitz. Stieglitz himself was a pho- Stieglitz first viewed a group of O’Keeffe’s
tographer. In 1905, he opened a gallery in drawings and watercolors, then exhibited
New York City to promote modern works her work himself at the 291 gallery. From that
of art, both in photography and in other time on, Georgia O’Keeffe was a member of
media. The gallery, located at 291 Fifth the circle of modern artists who made their
Avenue, came to be known simply as 291. aesthetic home at 291.
It became a hub for modern artists such as In 1917, Stieglitz organized O’Keeffe’s first
Max Weber, Arthur Dove, John Marin, and individual art show. It consisted of water-
others who found in the gallery the support color paintings that were inspired by nature.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Burstein Collections/CORBIS

Landscape by Georgia O’Keeffe (continued)

71
 Name Date Class

★ American Art and Music Activity 18 (continued)

She treated color and form separately, in such an abstract way that some are not
sometimes turning to a single color for an recognizable as the objects they represent
entire series of works, as in her “Blue” series to the unprepared eye.
of 1916. O’Keeffe also experimented with a differ-
Nature remained an essential ingredient ent style of severe edges, patterns, and dark-
in O’Keeffe’s work. One watercolor, Evening ened tones. One of her most famous paintings
Star III, reduces a hillside scene to a few done in this style is Radiator Building—Night,
bold colors and equally bold shapes. New York. Produced in 1927, this painting
Stieglitz and O’Keeffe, finding they had shows O’Keeffe’s talent as she presents the
more in common than just art, married in stark geometry of the New York skyscraper.
1924 and drew inspiration from one another From the 1930s on, O’Keeffe spent her
CHAPTER

over the years. In the late 1920s, O’Keeffe winters in New Mexico, and moved there
created a series of abstract flowers in water- permanently after the death of Arthur
color. Her focused use of a single subject Stieglitz in 1946. In New Mexico, her work
resembled Stieglitz’s photographs, which became increasingly abstract as she painted
focused on clouds and landscape features. the landscapes of the adobe buildings and
18

Her flower series, for which she is best rolling hills. O’Keeffe painted well into her
remembered, depicts the details of the flower 90s. She lived to be 101.

1. What style of painting did the modern artists use?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. What was 291? ___________________________________________________________________

3. What was different about O’Keeffe’s painting Radiator Building—Night, New York?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Analyzing Information Why were O’Keeffe’s paintings labeled “modern art”? _____________

5. Drawing Conclusions In what ways did O’Keeffe’s association with Arthur Stieglitz aid her
career? __________________________________________________________________________

72
 Name Date Class

I NTERPRETING P OLITICAL C ARTOONS Activity 18

THE GREAT DEPRESSION

By 1932—three years after the crash of the stock market—almost half of
the banks in the United States had failed, unemployment was nearing 30
percent, and stocks had fallen to about 20 percent of their pre-crash value.
It may seem that such a situation was no laughing matter and that politi-
cal cartooning would, therefore, decline. As the following cartoon shows,
however, people still found a way to satirize events even when conditions
were at their worst.

18
Directions: Study the cartoon below, and then answer the questions that
follow.

CHAPTER
A WISE ECONOMIST ASKS A QUESTION
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Tribune Media Services, Inc. All rights reserved. Reprinted with permission.
(continued)
73
 Name Date Class

ANALYZING THE CARTOON ACTIVITY 18 (continued)

1. What does the man on the park bench represent?

2. What does the location of the man (sitting on a park bench) add to the
cartoon?
CHAPTER

3. How is the man caricatured to show that he is a responsible citizen?

18

CRITICAL THINKING
4. Making Inferences Way do you think the cartoonist chose a squirrel
for this cartoon? What can you infer about the cartoonist’s choice?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Determining Cause and Effect What were the causes of the Great
Depression?

6. Synthesizing Information Read the next chapter in your textbook.

What short-term and long-term measures did President Franklin
Roosevelt take to handle the rash of bank failures?

74
 Name Date Class

★ Reteaching Activity 18

The Great Depression Begins, 1929–1932

The stock market crash set off a chain reaction of economic failures that impacted the
entire nation. Few government officials, including President Hoover, initially recognized the
severity of the Depression. Public works projects and relief acts came too late to prevent the
tidal wave of business failures and unemployment from devastating the nation.
DIRECTIONS: Use the four terms below to fill in the missing links in the chain reaction of
economic failures that swept the nation. Then write a brief explanation of how each link
contributed to the start of the Great Depression. The first one is completed for you.

• hobos • Bank runs • Speculation • installment debt

18
CHAPTER
1. Bull Market: Enticed buyers to buy on margin and pushed prices up without regard to
value.

2. :

3. Stock Market Crash:

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. :

5. Bank Failures:

6. :

7. Mass Layoffs:

8. :

9. Critical Thinking The Great Depression demonstrated how interconnected a free mar-
ket economy is. Write the name of your local grocery store. If this business were to fail,
how would other businesses be affected? How would the people in your community be
affected?

75
 Name Date Class

★ Enrichment Activity 18 ★ ★

The Great Depression Begins

After the stock market crash of 1929, some be more realistic about the situation. Very
Americans denied the seriousness of the eco- few people were unaffected by the
nomic picture, whereas others appeared to Depression, and all had opinions about it.

DIRECTIONS: Read each of the short quotes below. Then imagine you are the quoted person.
Answer the reporters’ questions below on a separate sheet of paper.

★ ★
CHAPTER

President Herbert Hoover, before the crash:

“[This] has been a twelvemonth of unprecedented advance, of wonderful prosperity. . . . If there is any
way of judging the future by the past, this new year may well be one of felicitation and hopefulness.”
18

Secretary of Treasury Mellon, early 1930:

“I see nothing in the present situation that is either menacing or warrants pessimism. During the winter
months there may be some slackness or unemployment, but hardly more than at this season each year.”

Virgil Jordan, writer, 1930:

“Probably no nation in modern times has suffered so frequently or so greatly as the United States from

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

recurrent periods of exaggerated optimism and unrealistic interpretation of its economic situation.”

John Dewey, educator, 1932:

“The breakdown in which we are living is the breakdown of the particular romance known as business,
the revelation that the elated excitement of the romantic adventure has to be paid for with an equal
depression.”

★ ★
Questions to Consider

1. Mr. President, many economic analysts say that the stock market cannot continue its wild
buying spree, that it must ultimately bottom out. Will you comment, please?
2. Mr. Secretary, millions of people have lost jobs, homes, and don’t know where their next
meal is coming from. How can you continue to be so optimistic?
3. Mr. Jordan, why do you think America has been so unrealistic about its economic
situation?
4. Mr. Dewey, what romantic ideas do you think many Americans have about business?
How are these ideas dangerous?
5. GO A STEP FURTHER ➤ Research the stock market. How does today’s stock market
differ from the 1930s?

76
 Chapter 18
Section Resources

Guided Reading Activity 18-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

Guided Reading Activity 18-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Guided Reading Activity 18-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

SECTIONS

77
 Name Date Class

★ Guided Reading Activity 18-1

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best
complete the sentence. Refer to your textbook to fill in the blanks.
1. When Calvin Coolidge declined to run for re-election in 1928, the Republicans nomi-
nated for president.
2. The Democrats chose Alfred E. Smith, who became the first nomi-
nated for president.
3. A long period of rising stock prices is known as a .
4. By 1929, approximately 10 percent of American households owned .
5. Many investors bought stocks on , meaning they made only a
small cash down payment with the rest coming as a loan from a .
6. If the stock began to fall in price, a broker could issue a , demand-
ing that the investor repay the loan at once.
7. The stock market crash was not the major cause of the , but it
SECTION

undermined the economy's ability to overcome other weaknesses.

8. Banks had invested their depositors' money in the , hoping
for higher returns than they could get by using the money for .
9. A takes place when many depositors decide to withdraw their
18-1

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

money at the same time.
10. Most economists agree that of goods was a key cause of the
Depression.
11. Many people who had bought high-cost items on the reached a
point where paying off their debts forced them to reduce other purchases.
12. When sales of goods slowed, manufacturers cut production and .
13. As a result of the , foreign countries raised their tariff rates and
American sales abroad declined.

78
 Name Date Class

★ Guided Reading Activity 18-2

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-
book to fill in the blanks.
I. The Depression Worsens
A. In 1932 alone, some 30,000 companies .
B. Throughout the country, newly homeless people put up shacks on unused or public
land, forming communities called .
C. Blaming the president for their plight, people referred to such places as
.
D. From the to , America's
wheat fields became a vast “Dust Bowl.”
E. Many families packed their belongings into old cars or trucks and headed
, hoping for a better life in .
II. Art and Entertainment
A. During the 1930s, more than Americans went to the

18-2
movies each week.
B. Millions of people listened to

SECTION
such as Jack Benny, George
Burns, and Gracie Allen.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

C. Radio melodramas were often sponsored by makers of laundry soaps, causing the
shows to be nicknamed .
D. During the Depression, and
portrayed the life around them.
E. The writing of novelists such as John Steinbeck evoked sympathy for their characters
and indignation at .
F. In 1936, magazine publisher Henry Luce introduced , a weekly
photojournalism magazine that enjoyed instant success.

79
 Name Date Class

★ Guided Reading Activity 18-3

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to your
textbook to write the answers.
1. When did President Hoover assure the nation that “the fundamental business of the
country…is on a sound and prosperous basis.”?

2. What did President Hoover do to devise strategies for improving the economy?

3. What did President Hoover increase the funding for, to replace jobs lost in the private
sector?

4. What was President Hoover's fear about deficit spending?

5. What was the purpose of the National Credit Corporation (NCC)?

SECTION

6. Why did the Reconstruction Finance Corporation (RFC) fail?

7. Why did President Hoover oppose the federal government's participation in relief pro-
18-3

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

grams?

8. What was the purpose of the Emergency Relief and Construction Act?

9. What caused nearly one million farmers to lose their farms between 1930 and 1934?

10. What did some farmers do to try to raise crop prices?

11. How did the effort of the Bonus Army end in July of 1932?

12. What did President Hoover expand more than any previous president?

80
 Chapter 19 Resources
Roosevelt and the New Deal, 1933–1939

19
CHAPTER
Reading Skills Activity 19 Time Line Activity 19
Problems and Solutions . . . . . . . . . . . . 83 Agencies of the New Deal . . . . . . . . . . 95

Historical Analysis Skills Activity 19 Linking Past and Present Activity 19

Sequencing Events . . . . . . . . . . . . . . . . 84 Role of the First Lady . . . . . . . . . . . . . . 96

Differentiated Instruction Activity 19 Primary Source Reading 19-1

Effects and Controversies of the New Fighting for Labor . . . . . . . . . . . . . . . . 97
Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Primary Source Reading 19-2
English Learner Activity 19 FDR Takes on the Supreme Court . . . . 99
Roosevelt and the New Deal,
American Art and Music Activity 19
1933–1939 . . . . . . . . . . . . . . . . . . . . . . 87
Frank Lloyd Wright . . . . . . . . . . . . . . . 101
Content Vocabulary Activity 19
Interpreting Political Cartoons
Roosevelt and the New Deal,
1933–1939 . . . . . . . . . . . . . . . . . . . . . . 89 Activity 19
The New Deal . . . . . . . . . . . . . . . . . . . 103
Academic Vocabulary Activity 19
Roosevelt and the New Deal, Reteaching Activity 19
1933–1939 . . . . . . . . . . . . . . . . . . . . . . 91 Roosevelt and the New Deal,
1933–1939 . . . . . . . . . . . . . . . . . . . . . 105
Reinforcing Skills Activity 19
Interpreting a Bar Graph . . . . . . . . . . . 93 Enrichment Activity 19
Reaction to the New Deal . . . . . . . . . 107
Critical Thinking Skills Activity 19
Determining Cause and Effect . . . . . . . 94
81
 Name Date Class

★ Reading Skills Activity 19

Problems and Solutions

★ LEARNING THE SKILL
Some texts are organized using problems and solutions. First, the author presents
a problem. Then the author explains how people attempted to solve the problem. As
you read, try to identify problems described in the text. Look for causes of the prob-
lem and their effects. Then look for solutions to the problems described in the text.
Find who came up with the solution, and how the solution worked. This will help
you better understand historical events.

19
★ PRACTICING THE SKILL

CHAPTER
DIRECTIONS: Read the following paragraphs. Circle the problems that are listed. Then under-
line the solutions to those problems.
When Franklin Roosevelt took office, the American people were feeling demoralized and hope-
less. Banks were failing at an alarming rate. Falling incomes had caused many people to fall into
debt. Unemployment made it difficult for many people to feed themselves and their families.
Roosevelt took immediate action to restore the confidence of the nation's citizens. He declared a
bank holiday and worked with Congress to stabilize the nation's banking system. He asked
Congress to establish the Home Owners' Loan Corporation to help people who were behind in
payments on their mortgages. Roosevelt also started the Civilian Conservation Corps, which gave
young men jobs working for the forestry service planting trees, fighting forest fires, and building
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

dams.

★ APPLYING THE SKILL

DIRECTIONS: Use the problem and solution skill to better understand what you have learned
in this chapter. Reread Section 2 to review the programs instituted under the Second New
Deal. Find three problems that the country suffered from. Then find the solutions proposed
by Roosevelt under the Second New Deal. Write three paragraphs explaining the problems
and their solutions.

83
 Name Date Class

★ Historical Analysis Skills Activity 19

Sequencing Events
★ LEARNING THE SKILL
When you read about history, you need to know the order in which events hap-
pened. In order to understand events in history, and their causes and effects, you
have to be able to place them in a time sequence. Authors use various words to show
you the order of events in time, called chronological order. These words include first,
second, finally, next, then, since, soon, previously, before, after, meanwhile, at the same time,
and last. Dates and times also are signals that show you when an event occurred in
relation to other events. Graphs and time lines help as well to place events in a time
CHAPTER

sequence. All of these tools are clues you can use in your reading to help you under-
stand how events in history unfolded.

★ PRACTICING THE SKILL

19

DIRECTIONS: Read the following paragraph and underline the signal words that show you
the chronological order of events.
Three days after Congress authorized the creation of the HOLC, it authorized the Farm Credit
Administration (FCA) to begin helping farmers refinance their mortgages. Over the next seven
months, the FCA lent four times as much money to farmers as the entire banking system had done
the year before. It was also able to push interest rates substantially lower.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

★ APPLYING THE SKILL
DIRECTIONS: Use the Sequencing Events skill to explore what you have learned in this
chapter. Pick a section of the chapter and go through it, writing down on a separate sheet of
paper the words that give you clues to the time sequence of events in the section. Then use
the clues you have found to create a detailed time line of the events in that section. Even if
you don’t have the exact dates of the events, you can still estimate when things happened,
using the clue words the author has provided for you in the text.

84
 Name Date Class

Differentiated Instruction Activity 19 ★ ★ ★ ★ ★

Effects and Controversies of the New Deal

One of the largest New Deal programs was the Works Progress Administration.
Study the chart to learn some of its accomplishments and drawbacks.

The Works Progress Administration (WPA)

Accomplishments/Effects Drawbacks/Controversies
Employed more than 8 million people Cost $11 billion
Built 125,0000 public buildings, including Two years after the program began in
schools, hospitals, and libraries 1935, the number of unemployed had

19
risen, and business appeared worse off

CHAPTER
Constructed or repaired about 650,000 Funded by deficit spending
miles of road and built 853 airports
Sewed 300 million garments for the Set a precedent for future government
needy funding/spending
Programs helped artists and writers Helped artists, who had never been
such as Saul Bellow, Richard Wright, helped before, and therefore put the
Zora Neale Hurston, and John Steinbeck government in the role of patron—and
potentially controller—of the arts
Funded murals, sculptures, and Funded arts projects while millions were
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

symphonies, as well as playwrights, hungry

actors, and directors
Aided students in schools and colleges With other programs, increased
government control over the economy
With other programs, helped U.S. survive With other programs, led to bigger and
the worst disaster it had ever faced in a bigger government and increased federal,
time of peace rather than state, power

DIRECTIONS: On a separate sheet of paper, answer the following questions based on

the chart.
1. Evaluating Information Which accomplishment of the WPA do you think was most
significant? Which drawback? Explain.
2. Evaluating Information In sum, do you think the WPA was a good program or
a bad one? Explain.

(continued)
85
 Differentiated Instruction Activity 19 (continued) ★ ★ ★ ★

FOR THE TEACHER

Teaching Strategies for Different Learning Styles

The following activities are ways the basic lesson can be modified to accommo-
date students’ different learning styles:
English Learners (EL) Review the terms effects, controversies, deficit spending, prece-
dent, and patron. Be sure students understand that the authors listed in column 1
are among the great literary artists of our century and that each, in some way,
represents the voices of minorities in America: Saul Bellow is a Jewish American;
Hurston and Wright wrote about the African American experience; and John
CHAPTER

Steinbeck wrote about the Dust Bowl refugees, farm workers, and others who
suffered during the Great Depression.
Advanced Learners (AL) Have students investigate and list works of lasting value
that were created under the WPA. (For example, slave narratives were collected, and
19

guides to cities were created.) Ask whether further knowledge of the program helps
them understand its scope and impact better, and whether it affects their opinion
of how positive or negative the program was for the United States.
Below Grade Level (BL) Be sure students understand the term big government, and
review why big government is controversial. Create a tree diagram like the one
shown and help students explore the concept before they complete Activity 19.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Big Government

Benefits Drawbacks

Social Equality of Increased More federal

programs, benefits/ federal than state
“safety net” treatment spending/ control
from state to taxes
state

On Grade Level (OL) Have students study the chart and work independently to
answer the questions in complete sentences.

86
 Name Date Class

English Learner Activity 19 ★ ★ ★ ★ ★ ★

Roosevelt and the New Deal, 1933–1939

★ A. PRE-READING ACTIVITY
Previewing the Material
Directions: Before reading the quote on page 651, answer the following questions.
1. What did President Hoover do to help end the Depression? Were his efforts successful?

19
CHAPTER
2. Do you think that criticizing an opposing political party is a successful strategy for
politicians today? Why or why not?

★ B. PRE-READING ACTIVITY
Vocabulary Review
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Directions: Reviewing the words and expressions below will help you understand the reading.
task (n.): a piece of work to be finished within a certain time
foolish (adj.): lacking in sense or judgment
tradition (n.): an established pattern of thought, action, or behavior
inevitable (adj.): incapable of being avoided
campaign (n.): a series of events, such as rallies or speeches, designed to persuade
voters to elect a particular candidate
revolve (v.): to focus or center on
depression (n.): a period of low economic activity
precedent (n.): an earlier occurrence of something similar
material (adj.): being of a physical or worldly nature
vision (n.): foresight or imagination
disaster (n.): an event bringing damage, loss, or destruction
pledge (v.): to promise

(continued)
87
 Name Date Class

English Learner Activity 19 (continued) ★ ★ ★ ★ ★

★ C. WORD BUILDING ACTIVITY

Word Forms
Directions: Circle the correct form of the word to complete these sentences so they are gram-
matically correct.
1. Roosevelt's (campaign / campaigning) focused on economic issues.
2. The president's speech (revolving / revolved) around the issue of reform.
3. The winner of the nomination did not (tradition / traditionally) accept it in person.
4. There was no (precedent / precedents) for the court to follow in making its decision.
CHAPTER

5. An economic (depress / depression) can be very hard on a nation's citizens.

6. Roosevelt's (vision / visionary) for the future involved helping people out of poverty.

D. WORD BUILDING ACTIVITY

19

Synonyms
DIRECTIONS: Synonyms are words that have the same meaning; liberty and freedom are syn-
onyms. Match the words in column one with their synonyms in column two.
1. _______ disaster A. certain
2. _______ material B. catastrophe

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. _______ pledge C. unwise
4. _______ task D. job
5. _______ inevitable E. physical
6. _______ foolish F. promise

88
 Name Date Class

★ Content Vocabulary Activity 19

Roosevelt and the New Deal, 1933–1939

DIRECTIONS: Choose the content vocabulary word or term that best completes each sen-
tence. Write the correct term in the space provided.

sit-down strike safety net broker state gold standard court packing

binding deficit
polio bank holiday fireside chats
arbitration spending

19
1. Some lawmakers were alarmed by Roosevelt’s policies because he abandoned a bal-

CHAPTER
anced budget and began to rely on , which is spending borrowed
money rather than raising taxes to pay for his programs.

2. President Roosevelt suffered from , an incurable disease that

causes paralysis.

3. Roosevelt’s policies provided a for Americans, giving them some

security against misfortune through government relief programs.

4. General Motors workers participated in the first by refusing to

leave the establishment.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. People began withdrawing their money from banks in the early 1930s because of their
concern that Roosevelt would abandon the .

6. The National Labor Relations Act set up a process called , in

which a neutral party listens to opposing sides of a conflict and makes a decision that
both sides must accept.

7. The New Deal established the , in which the government played

a mediating role in working out conflicts among competing interest groups.

8. Some state governors declared , closing banks before bank runs

could put them out of business.

9. Roosevelt spoke to the nation in his , radio addresses in which he

told the American people what he hoped to accomplish.

10. The president's attempt to add more justices to the Supreme Court in order to increase
his influence with the court became known as in the press.

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 Name Date Class

Academic Vocabulary Activity 19 ★ ★ ★ ★ ★

Roosevelt and the New Deal, 1933–1939

Key Words

Academic Words Words with Multiple Meanings Content Vocabulary

apparent shift broker state
benefit deficit spending
demonstrate fireside chats
finance safety net

19
fundamental
ideology

CHAPTER
mediate
recovery
thereby

★ A. WORD MEANING ACTIVITY

Vocabulary in Context
DIRECTIONS: Using the context clues, choose the best definition for each underlined word.
1. It was apparent to Roosevelt that American citizens were losing faith in the banking system.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

A. strange B. clear C. ideal

2. Roosevelt's fundamental strategy was to listen to many opposing views before coming
to a decision.
A. basic B. useful C. intelligent
3. Social Security is one benefit included in the government safety net created by the New
Deal.
A. something B. something good C. something unpleasant
unusual and new or helpful
4. The president and Congress used deficit spending to finance programs intended to end
the Depression.
A. order B. hold C. pay for
5. Roosevelt often discussed his plans for economic recovery on the radio because he
wanted to assure Americans that the economy was getting better.
A. improvement B. disaster C. programs
6. Congress hoped to demonstrate its sympathy for the working class by passing new
labor legislation.
A. create B. unfold C. show
7. The government's position as a broker state allowed it to mediate between different
groups in society.
A. to work with both B. to win a lawsuit C. to help people who are
sides in a dispute disadvantaged (continued)
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 Name Date Class

Academic Vocabulary Activity 19 (continued) ★ ★ ★ ★

TEST YOUR KNOWLEDGE

Directions: Fill in the blank with the word from the box that best completes the sentence.
apparent ideology fundamental benefit recovery
finance thereby demonstrate mediate shift
1. The president established the Civilian Conservation Corps, pro-
viding jobs for unemployed people.
2. Roosevelt hoped to conflicts between his advisors in order to
arrive at an agreement.
CHAPTER

3. The of the New Nationalists included a belief that government

and industry should work together.
4. Treasury Secretary Henry Morganthau pointed out that the treasury did not have the
money to all the programs of the New Deal.
19

5. Roosevelt's sympathy for the hardships faced by citizens was

when he spoke about the millions who lived in poverty.
6. The New Deal brought about a in the government's role, causing
it to become more involved in people's lives than ever before.
7. The Townsend Plan proposed a for older Americans, allowing
each citizen over age 60 a pension of $200 a month.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8. The American Liberty League believed that the New Deal was a violation of
personal and property rights guaranteed by the Constitution.
9. The Supreme Court's ruling in Schechter Poultry Company v. United States served to
that it would not allow the president to overstep his authority.
10. While the New Deal helped many people, it did not cause the economy to make a full
.

92
 Name Date Class

★ Reinforcing Skills Activity 19

Interpreting a Bar Graph

★ LEARNING THE SKILL
Bar graphs can be used to understand how numbers change over time. These
graphs have an x-axis and a y-axis. The x-axis runs along the bottom of the graph. It
usually shows a period of time. The y-axis runs up the side of the graph. It is usually
labeled with numbers representing a measurable quantity. When you encounter a
bar graph, read the title to understand the graph's subject. Then read the labels on
the x-axis and the y-axis to find the period of time and quantities shown in the
graph.

19
CHAPTER
★ PRACTICING THE SKILL
DIRECTIONS: Study the bar graph below. Then answer the questions that follow on a
separate sheet of paper.

1. What is the subject of this graph? Union Membership, 1933–1943

2. What information is given on the
x-axis? 14

3. What information is given on the 12

y-axis?
Members (in millions)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

10
4. How would you describe trends in
union membership as shown on the 8
graph?
6
5. Between which two years did the
greatest increase in union member- 4
ship take place?
2

0
33
34
35
36
37
38
39
40
41
42
43
19
19
19
19
19
19
19
19
19
19
19

Year
Source: Historical Statistics of the United States: Colonial Times to 1970.

★ APPLYING THE SKILL

DIRECTIONS: Use a newspaper or the Internet to find an extended weather forecast for your
area. Find the forecast high temperatures for the next few days, and create a bar graph to
display them. Be sure to label the x- and y- axes and give your graph a title. What trend does
your graph show?

93
 Name Date Class

Critical Thinking Skills Activity 19 Determining Cause and Effect

LEARNING THE SKILL

You can enhance your study of history by learning to identify and determine cause
and effect. Understanding cause and effect involves understanding why an event
occurred. Any condition or event that makes something happen is called a cause.
What happens as a result is an effect. Many effects have more than one cause, and a
cause may have several effects.
Use the following guidelines to help you determine cause and effect:
• Identify two or more events.
• Ask questions about why the events occurred.
CHAPTER

• Look for vocabulary cues to help decide whether one event caused the other.
Words or phrases such as because, as a result of, for this reason, therefore, thus, as a
consequence, brought about, and if . . . then indicate cause-and-effect relationships.
• Look for relationships between the events.
19

• Identify the outcomes of the events.

PRACTICING THE SKILL

DIRECTIONS: Read the excerpt below from a speech delivered by Franklin D. Roosevelt on
March 12, 1933, explaining his declaration of a national bank holiday. Then answer the ques-
tions that follow.
What, then, happened during the last few days of February and the first few days of March?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Because of undermined confidence [in the banks] on the part of the public, there was a general
rush by a large portion of our population to turn bank deposits into currency or gold. A rush so
great that the soundest banks could not get enough currency to meet the demand. The reason for
this was that on the spur of the moment it was, of course, impossible to sell perfectly sound assets
of a bank and convert them into cash except at panic prices far below their real value. . . . By the
afternoon of March 3 scarcely a bank in the country was open to do business. . . . It was then that I
issued the proclamation providing for the nation-wide bank holiday, and this was the first step in
the Government’s reconstruction of our financial and economic fabric.

1. In the diagram below, list what Roosevelt cites as the cause and effects of the “general
rush” on the banks in February/March 1933.

Cause Effects

2. Why, specifically, were the banks unable to get enough currency to meet the demands of
the public?

94
 Name Date Class

★ Time Line Activity 19

Agencies of the New Deal

During the years of Franklin D. Roosevelt’s presidency, numerous federal
agencies were created. Some expired or were eventually absorbed into other
agencies. However, others continue to exist to the present day.
DIRECTIONS: Imagine that you are living during the Great Depression. Use the time line infor-
mation to decide what agency was created to help you in each situation described below. Use
a separate sheet of paper for your answers.

19
1933 National 1934 Federal 1939 Federal Loan
1934 Securities

CHAPTER
Recovery Communications 1935 National Labor Agency is created
and Exchange
Administration Commission is Relations Board is to direct all agen-
Commission
is created to created to over- created to protect cies, except
is created to
draw up trade see interstate employees’ rights to agricultural
oversee stock
codes of fair and foreign self-organization and agencies, lending
exchanges.
competition. communication. collective bargaining. federal funds.

1932 1934 1936 1938 1940

1933 Federal Deposit 1935 Social Security 1939 The Federal

1933 Home Owners’ 1934 Federal Housing
Insurance Corporation Board is created Works Agency is
Loan Corporation is Administration is cre-
is created to insure to control and created to coor-
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

created to grant ated to insure loans

the deposits of distribute federal dinate all public
long-term mortgage and mortgages and
approved banks retirement funds. construction.
loans on homes. encourage residential
against loss in the
event of bank failure. construction.

1. If you retired, what agency would distribute your Social Security benefits to you?
2. If you needed to extend the length of your mortgage, what agency would grant you a
long-term loan?
3. If you wished to invest in stocks, what agency would oversee and regulate the stock
exchange?
4. If you and a group of coworkers wanted to negotiate for better benefits, what agency
would protect your rights?
5. If your organization needed federal funds, what agency would direct the lending of those
funds?
6. If you were to deposit money in the bank, what agency would insure that deposit for you?
7. If you purchased a house, what agency would insure your mortgage?

95
 Name Date Class

d Present Activ
Lin king Past an it y 19

Role of the First Lady

The president’s spouse holds Eleanor Roosevelt paved the
THEN a unique position in American NOW way for modern activist first
politics. The first lady is neither ladies such as Lady Bird
elected nor appointed. Yet her Johnson, Rosalynn Carter, and
close relationship with the president and her place in Hillary Rodham Clinton. These first ladies formed pro-
the public spotlight offer the potential for significant fessional partnerships with their husbands based on
influence on public policy as well as fashion and mutual political respect.
social custom. Lady Bird Johnson advised her husband on
CHAPTER

Most early first ladies limited their activities to that speeches and appointments, and took an active role
of hostess and social role model. Some, however, took in his campaigns. In her effort to promote beautifica-
more politically active roles. Abigail Adams supported tion, she became the first presidential spouse to par-
women’s rights, urging John to “remember the ladies” ticipate in legislative and lobbying strategy sessions,
19

in making laws. Lucy Webb Hayes, the first first lady resulting in the Highway Beautification Act.
to have a college degree, advocated for social causes. The Carters were best friends and full partners in
Eleanor Roosevelt, however, extended the limits of their peanut business. Unlike Eleanor’s fact-finding
what a first lady could do. She was a public figure in trips, Rosalynn traveled to seven Latin American coun-
her own right, traveling extensively to speak on social tries to discuss matters such as trade and defense with
issues. She served as Franklin’s unofficial adviser. political leaders. She was the first to attend cabinet
The first to hold regular press conferences, Eleanor meetings and used her influence to pass the Mental
allowed only women to attend to force news agencies Health Systems Act.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

to hire more women reporters. She openly expressed No first lady since Eleanor Roosevelt took more of
her opinions in her daily newspaper column, “My an active role than Hillary Rodham Clinton. A lawyer
Day.” When the Daughters of the American Revolution and activist for children’s rights for over 20 years,
(DAR), a prominent social group, refused to allow Hillary brought a solid reputation with her to the White
African American singer Marian Anderson to appear House. At the president’s request, Hillary chaired a
in concert at Constitution Hall, Eleanor publicly task force on health care reform and presented its rec-
resigned from the DAR, focusing the national spotlight ommendations to Congress. At one time, the New York
on racial discrimination. After her term as first lady, political establishment tried unsuccessfully to enlist
Eleanor served as a delegate to the United Nations. Eleanor Roosevelt in a campaign for the U.S. Senate. In
2000 Hillary Rodham Clinton won that seat.

CRITICAL THINKING
Directions: Answer the questions below on a separate sheet of paper.
1. Analyzing Information Why is the position of first lady potentially influential? Explain.
2. Drawing Conclusions In what ways did Eleanor Roosevelt change the role of first lady?
3. Identifying the Main Idea In what ways did Lady Bird Johnson, Rosalynn Carter, and
Hillary Rodham Clinton break new ground for first ladies?

96
 Name Date Class

Primary Source Reading 19-1 ★ ★ ★ ★ ★ ★

Fighting for Labor Reader’s Dictionary

★ About the Selection desisting: to halt
Lucy Randolph Mason spent her adult eviction: to force out
life fighting for the rights of working peo-
ple. Her American family tree included
George Mason (one of three relatives who
recounts an experience when she and
signed the Declaration of Independence),
others helped unionize textile mills, includ-
Chief Justice John Marshall, and General
ing the Marlboro Mills in McColl, Virginia.

19
Robert E. Lee. Beginning in 1937, Mason
spent 15 years organizing for the Congress

CHAPTER
of Industrial Organizations (CIO) in the GUIDED READING
South. Federal legislation at that time began As you read, identify how the company
to change the relationship between manage- tries to keep the union from organizing.
ment and labor. In the excerpt below, she Then answer the questions that follow.

★ ★
T he lawyer said that Mr. McColl, the president of the Marlboro Mills, had
gotten a bonus of nearly $100,000, over and above his salary, the preced-
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

ing year, while the mill’s employees were receiving very low wages. . . .
That night, Chess Manning, one of the committee leaders and spokesman
for the workers who wanted a union, had his house fired into. . . . Rocks
were thrown through the windows of two other men who had come to see
me. The little girl of one of these men was cut by flying glass and had to be
taken to the doctor. . . .
Within a week we had signed up over one hundred members in spite of
constant threats.
While waiting for the Labor Board hearing preparatory to holding an elec-
tion (the first in the South after the National Labor Relations Act had been
upheld by the Supreme Court), Bennett Schauffller, NLRB regional director,
asked our cooperation in seeing to it that there was no strike during this try-
ing period. The company was asked for its cooperation by ceasing to fire
union people and desisting from any other form of discrimination which
would have the effect of further postponing the Board hearing as new
charges were filed. We gave our pledge. . . .
The day before the Labor Board hearing was to start . . . I was notified that
the workers in Jennings Mill were out on strike. On investigation I learned
that the employees had been ordered to increase their work-load fifty per
cent. This, a foreman told me, would have been impossible, as the work-load
was already too heavy. . . . When the workers told the foreman that it was
not possible to do more work than they were already doing, they were
ordered to ‘take the stretch-out, or get out.’
(continued)
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 Name Date Class

Primary Source Reading 19-1 (continued) ★ ★ ★ ★ ★

It was obvious to me and to the Board’s representatives that the company

had deliberately forced the workers to walk out, in an effort to disrupt the dis-
crimination hearings. . . . The company’s purpose was to break the people’s
morale and disrupt their union by constant postponement of the hearings.
The workers had put their whole faith in the NLRB, which they regarded as
a government agency to defend the rights of labor. . . .
The company began to fire people for joining the union, and also to serve
eviction notices on workers who lived in company houses. It also cut off
credit at the . . . Company Store.
CHAPTER

From To Win These Rights: A Personal Story of the CIO in the South by Lucy Randolph. Foreword by Eleanor Roosevelt. Introduction
by George Sinclair Mitchell. Copyright © 1952 by Harper & Brothers. Reprinted by permission of HarperCollins Publishers Inc.

READER RESPONSE
19

Directions: Answer the following questions on the lines below.

1. According to Mason, how are the union organizers treated?

2. What tactics did the company use to discourage the workers from joining the union?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. What pledge did the company give to the National Labor Relations Board?

4. How do the workers feel about the NLRB?

5. Critical Thinking What was the company’s strategy to postpone the NLRB hearing?

98
 Name Date Class

Primary Source Reading 19-2 ★ ★ ★ ★ ★ ★

FDR Takes on Reader’s Dictionary

the Supreme Court
executive: president
★ About the Selection pension: a fixed sum paid regularly to a person

During President Franklin Roosevelt’s

first term, the Supreme Court ruled some
directly to the people in the “fireside chat”
New Deal programs unconstitutional.
excerpted below.
Worried that the Court might undo his plan
to fight the Great Depression, Roosevelt

19
proposed to “pack” the Supreme Court GUIDED READING

CHAPTER
with extra justices. This proposal caused a As you read, note what is wrong with
great controversy, and Roosevelt tried to the Supreme Court, according to Roosevelt.
win public support by taking his case Then answer the questions that follow.

★ ★
Iill-nourished,
want to talk with you very simply about the need for present action in this
crisis—the need to meet the unanswered challenge of one third of a nation
ill-clad, ill-housed.
Last Thursday, I described the American form of government as a three-
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

horse team provided by the Constitution to the American people so that their
field might be plowed. The three horses are, of course, the three branches of
government—the Congress, the Executive, and the Courts. Two of the horses
are pulling in unison today. The third is not. . . . The Court has been acting
not as a judicial body but as a policymaking body.
When the Congress has sought to stabilize national agriculture, to improve
the conditions of labor, . . . and in many other ways to serve our clearly
national needs, the majority of the Court has been assuming the power to
pass on the wisdom of these acts of the Congress—and to approve or disap-
prove the public policy written into these laws. . . .
We have, therefore, reached the point as a nation where we must take
action to save the Constitution from the Court and the Court from itself. . . .
We want a Supreme Court which will do justice under the Constitution—not
over it.
In our courts, we want a government of laws and not of men. . . .
In 45 out of the 48 states of the union, judges are chosen not for life but
for a period of years. In many states, judges must retire at the age of 70. . . .
But all federal judges, once appointed, can, if they choose, hold office for life,
no matter how old they may get to be.
What is my proposal? It is simply this: Whenever a judge or justice of any
federal court has reached the age of 70 and does not avail himself of the
opportunity to retire on a pension, a new member shall be appointed by the
(continued)
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 Name Date Class

Primary Source Reading 19-2 (continued) ★ ★ ★ ★ ★

President then in office—with the approval, as required by the Constitution,

of the Senate of the United States.
That plan has two chief purposes. By bringing into the judicial system a
steady and continuing stream of new and younger blood, I hope, first, to
make the administration of all federal justice speedier and, therefore, less
costly. Secondly, [I hope] to bring to the decision of social and economic
problems younger men who have had personal experience and contact
with modern facts and circumstances under which average men have to
live and work. . . .
CHAPTER

Source: New York Times, March 10, 1937. Copyright © 1937 The New York Times Company.

READER RESPONSE
19

Directions: Answer the following questions on the lines below.

1. What reasons does Roosevelt give for his proposed Court restrictions?

2. How does the appointment of federal judges and Supreme Court justices differ from that

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

of most other judges?

3. What change to the federal bench does Roosevelt propose?

4. Critical Thinking What other reason besides the ones given might Roosevelt have had for
restructuring the Supreme Court?

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★ American Art and Music Activity 19

Frank Lloyd Wright

✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

A
rchitects shape the spaces in which styles of ancient Greece and Rome. Wright’s
we live. In the early twentieth cen- Prairie Style was new, and quite different
tury, architecture changed the way from these European styles.
houses and buildings were designed. Frank A Prairie Style house tended to be low
Lloyd Wright, an architect from the and flat, with an open design where one
Midwest, helped bring about this change. room flowed into another. Long rows of
Wright was born in Wisconsin in 1867. windows filled large rooms with natural
He grew up there and spent summers on his light and provided a view outside. Materials

19
uncle’s farm. It was there that he gained a like wood and stone were used as decora-
love for nature. Wright felt connected to the tion to give the home a natural feel. Wright

CHAPTER
land of the Midwest, which in the late 1800s called his approach organic architecture,
was very rural. He attended the University indicating how the land and the structure
of Wisconsin for a while and studied engi- were in harmony with each other.
neering. He was drawn to the new buildings While Wright’s designs were closely
rising one hundred miles away in Chicago. linked to nature, he used new technology to
In 1887 the twenty-year-old Wright make them possible. Steel and concrete were
moved to Chicago and was employed by used to make broad, flat roofs that needed
the creative architect Louis Sullivan. Wright
studied architecture while he worked for
Sullivan, and six years later, he opened his
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

own architecture firm.

Wright developed a new style of archi-
tecture known as the Prairie Style. It was
inspired by the landscape and values of the
Midwest. The Midwest was a rugged land.
Its climate could be harsh and the people
who lived in the region often had to strug-
gle to survive. This environment of hard
work and lives connected to nature led to a
spirit of practicality in Wright’s Prairie Style
architecture. Wright designed dozens of
houses that reflected his appreciation of
open space, simplicity, and naturalism.
The Prairie Style was uniquely
Midwestern and contrasted with styles used
in the rest of the United States. For example,
architectural styles in the eastern United
SuperStock

States often contained European influences.

Victorian homes tended to be tall and narrow
and covered in elaborate ornamentation.
Georgian homes, generally simpler than Fallingwater sits over a waterfall in western
Victorian, resembled British imitations of the Pennsylvania

(continued)
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★ American Art and Music Activity 19 (continued)

minimal support, allowing large windows him honorary degrees. His design projects
and open spaces. Wright used mass-pro- increased in prestige. In 1943 he began
duced materials to reduce building costs. designing the Guggenheim Museum in New
By the early 1930s, Wright was consid- York City, considered one of his most cre-
ered a great architect, but one whose career ative designs. The museum, set among the
was in decline. He had designed more than box-like skyscrapers of Manhattan, resem-
fifty houses by 1910, but during the next bles a seashell. Art is displayed along a spi-
two decades he designed only a few notable ral ramp that descends from the museum’s
hotels and apartment buildings. Then in ceiling to the floor. Natural light from above
1936, at the age of sixty-eight, Wright shines on the open, continuous space.
designed a house called Fallingwater that Frank Lloyd Wright had a great impact
CHAPTER

brought him new praise and fame. The house on architecture. He broke with traditions
was built in the mountains of Pennsylvania and created a new style—one that was dis-
and sat directly over a waterfall. Again, tinctly American. He also had an impact on
Wright had joined nature and design in an the sweeping European movement that
unusual and exciting way. The sounds of began in the 1920s called Modernism.
19

water floated through the house and boulders Certain elements of Wright’s unique style
from the hillside stuck out into its rooms. can be seen in the stark, simple houses built
In his seventies, Wright was at the by the European Modernists. The new tech-
height of his popularity. Exhibits of his nologies Wright used and his celebration of
designs were in museums around the world. open space, practicality, and simplicity
He wrote many books, including an autobi- would dominate architecture for the rest
ography, and various universities awarded of the twentieth century.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. Describe one of Wright’s works and discuss how it relates to nature.

2. Explain how Wright created organic architecture.

3. Why was new technology necessary for Wright’s designs?

Critical Thinking ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯ ✯

4. Synthesizing Information How did Wright’s style differ from previous architectural styles?

5. Drawing Conclusions How did different aspects of life in the Midwest impact Wright’s
architectural style?

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I NTERPRETING P OLITICAL C ARTOONS Activity 19

THE NEW DEAL TROJAN HORSE AT OUR GATE

Franklin Roosevelt’s New Deal had

three main goals in response to the Great
Depression: to provide immediate help to
millions of Americans, to improve the econ-
omy, and to reform laws that favored the
rich and powerful over the poor and the
powerless. These goals were dubbed the
“Three Rs:” relief, recovery, and reform.

19
Historians consider the New Deal one of

CHAPTER
the most important events in American
history. At the time, however, many
Americans were skeptical or critical of the
tactics and policies of the New Deal. Here
are two cartoons that raise questions about
it. Both were drawn in 1935.

Directions: Study the cartoons, and then

answer the questions that follow. Tribune Media Services, Inc. All rights reserved. Reprinted with
permission.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Library of Congress
(continued)
103
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ANALYZING THE CARTOONS ACTIVITY 19 (continued)

1. Explain the horse in the top cartoon.

2. In the top cartoon, what is the gate to the city? Who is guarding
the city?

3. What New Deal programs or legislation might the cartoonist of

the top cartoon think were not constitutional?
CHAPTER

4. In the bottom cartoon, what does the hat of the person in the rear
19

tell you about his work?

CRITICAL THINKING
5. Analyzing Information In the bottom cartoon, look at the person

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

holding the mask and the person holding the document that
reads “Redistribution of Wealth” What pieces of caricature has
the cartoonist used to identify them as certain types?

6. Comparing and Contrasting Compare the smile on the mask and

of the men in the bottom cartoon. What is different about them?

7. Making Generalizations What point do both cartoons make

about those behind the New Deal?

8. Identifying the Main Idea What is the point of view of the bot-
tom cartoonist about the New Deal?

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 Name Date Class

★ Reteaching Activity 19

Roosevelt and the New Deal, 1933–1939

President Roosevelt faced the challenge of stimulating the economy and providing relief
while minimizing deficit spending. Guided by his brain trust advisers, he introduced many
initiatives designed to provide relief, encourage recovery, or create reform. The underlying
goal of the New Deal programs was to offer a measure of economic security for all citizens.
DIRECTIONS: Briefly describe what each New Deal program listed below was to accomplish.
Then identify a specific group who benefitted from it. The first is completed for you.

19
New Deal Programs

CHAPTER
Name of Program Description Opposition
1. Glass-Steagall Prohibited commercial banks from involve- People
Act ment in stock market; created Federal depositing
Deposit Insurance Corporation to insure money in
bank deposits up to a certain amount banks
2. Securities Act a. b.
of 1933

3. Public Works a. b.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Administration

4. Agricultural a. b.
Adjustment Act

5. National Industrial a. b.
Recovery Act

6. Tennessee Valley a. b.
Authority

7. Social Security Act a. b.

8. Critical Thinking Many New Deal programs provided work relief rather than just
handouts. In your opinion, should people be required to work for benefits? Why or
why not? If so, under what circumstances should exceptions be allowed?

105
 Name Date Class

★ Enrichment Activity 19 ★ ★

Reaction to the New Deal

Although many business leaders sup- community. Much of this conflict centered
ported President Roosevelt, hostility toward around the belief that New Deal reforms
government soon began in the business were harmful to business.

DIRECTIONS: In 1934 W.M. Kiplinger, who is now famous for his Washington newsletter, The
Kiplinger Report, wrote an article in Scribner’s magazine that summarized the feelings of
American business leaders about the New Deal. Read the excerpts from the article below,
and then answer the questions that follow.

19
★ ★

CHAPTER
In talking about businessmen, let’s not fix a type, for there really isn’t any type. . . . “Big businessmen”
are more prominent, but they aren’t numerous. The “average businessman” is small, with few employees,
with plenty of troubles.
Most are concrete in their thinking. Many have no understanding of broad economic or social abstrac-
tions. Consequently they are apt to think that anything which interferes with their operations, their “free-
dom,” their “liberty,” is wrong. . . .
Turning to Washington officially you find no “average type” among them. Most have become public offi-
cials only recently. A majority are amateurs at this governing business. A minority are professional public
servants or politicians.
The big idea of this new set of amateur officials is to make political power ascendant over business or
economic power—perhaps temporarily, perhaps permanently. The assumption is that government acting
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

for all the people, should discipline, direct, supervise, control, and regulate the course of business. . . .
Let me tell you the stories of a few businessmen. . . .
Man A: Small paper manufacturer. Finds the industry code fixes prices. This compels him to raise his
price. Finds customers dropping off, going to larger manufacturers who make better known, better-adver-
tised brands, and whose delivery service is prompter. Thus he fears the code and the government.
Man B: Middle-aged merchant with six children. Has a fortune of about $100,000. Wants to know
whether inflation will destroy this fortune and leave his children with nothing. He is frightened over
inflation.
Man M: Large employer. I was threatened with a strike. Says the government may not know that it is
fomenting strikes, but the thing works out this way.
“The indefiniteness of Washington” is subject of complaint by three out of four businessmen. They say
business itself contains enough natural hazards, and on these are now super imposed a whole new set of
political hazards. The objection is rather to a hodgepodge of policies which are sometimes conflicting,
which are explained in different ways by different sets of officials, and which create in business minds the
impression that the government is in a great state of indefiniteness and confusion. . . .
“The troublemakers,” from the business viewpoint, are the highly theoretical young reformers suddenly
thrust into high positions. They mean well, they are honest, they have zeal, they have imagination, but
they don’t have experience. They think in terms of blueprints rather than in terms of machines. . . .
From W.M. Kiplinger’s “Why Business Men Fear Washington” from Scribner ’s, October 1934.
Copyright © 1934 Charles Scribner’s Sons; copyright renewed 1962.

★ ★
(continued)
107
 Name Date Class

★ Enrichment Activity 19 (continued)

Questions to Consider

1. According to this magazine article, what was the chief complaint that business leaders
had about the New Deal, and why did they have it?
CHAPTER

2. Why was “Man B” frightened that inflation would result from the New Deal?
19

3. The article accuses New Deal officials of trying “a new set of ideas” on the economy and
business community. Explain whether you agree or disagree with this charge.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. GO A STEP FURTHER ➤ You are writing a speech for Roosevelt to give to a group of
business leaders. In the speech, Roosevelt wants to defend himself against criticisms that
his programs are indefinite, conflicting, and a “hodgepodge.”

108
 Chapter 19
Section Resources

Guided Reading Activity 19-1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Guided Reading Activity 19-2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Guided Reading Activity 19-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

SECTIONS

109
 Name Date Class

★ Guided Reading Activity 19-1

DIRECTIONS: Filling in the Blanks In the space provided, write the word or words that best
complete the sentence. Refer to your textbook to fill in the blanks.

1. Even though there was no cure for , Franklin D. Roosevelt began

an exercise program to restore his muscle control.

2. Roosevelt's popularity in helped pave the way for his presidential

nomination in 1932.

3. After becoming president, Roosevelt addressed the nation by radio in a series of

.

4. The was created to regulate the stock market and prevent fraud.

5. Under the Glass-Steagall Act, commercial banks could no longer risk

by using it to speculate on the stock market.

6. The Federal Deposit Insurance Corporation (FDIC) greatly increased

in the banking system.
SECTION

7. The Home Owners' Loan Corporation (HOLC) was designed to help homeowners
.
19-1

8. The idea behind the was that prices for farm goods were low

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

because farmers grew too much food.

9. The National Industrial Recovery Act (NIRA) provided industry with a set of rules that
were known as .

10. The Civilian Conservation Corps (CCC) offered unemployed the

work of planting trees, fighting forest fires, and building reservoirs.

11. The Federal Emergency Relief Administration (FERA) channeled money to

to fund their relief projects.

12. By insisting that contractors not discriminate against , the Public

Works Administration broke down some of the longstanding racial barriers in the
construction trades.

13. The Civil Works Administration employed four million people in the winter of 1933-
1934, including women.

14. Perhaps the most important result of the first New Deal was a noticeable change in
.

110
 Name Date Class

★ Guided Reading Activity 19-2

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-
book. Then use the information under the correct subheading to help you write each answer.
I. Criticism from Left and Right
A. How did people on the right criticize the New Deal?

B. How did people on the left criticize the New Deal?

C. What did Father Charles Coughlin call for to make life better for many Americans?

D. How did Dr. Francis Townshend propose to free up jobs for the unemployed?

II. The WPA

A. What was the result of the Works Progress Administration?

19-2
III. The Supreme Court's Role

SECTION
A. What was the ruling of the Supreme Court in Schechter Poultry Company v. United
States?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

IV. The Wagner Act

A. How did the National Labor Relations Act protect workers?

B. What was the main goal of the Committee for Industrial Organization (CIO)?

C. How were the sit-down strikes at the General Motors plants finally resolved?

V. Social Security
A. What was the major goal of the Social Security Act?

B. Who did the Social Security Act initially leave out?

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 Name Date Class

★ Guided Reading Activity 19-3

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook to
supply the details that support or explain each main idea.

★ Main Idea: Franklin Roosevelt was easily re-elected, but the New Deal lost momentum
during his second term due to his court-packing plan and a new recession.

1. Detail: Support for the New Deal came from a that included
farmers, industrial workers, African Americans, new immigrants, ethnic minorities,
women, progressives, and intellectuals.

2. Detail: The Republicans nominated to oppose Roosevelt in 1936.

3. Detail: After winning re-election, Roosevelt tried to change the political balance on the
Supreme Court through a plan.
4. Detail: Economist John Maynard Keynes argued that government should spend heavily
in a , even if it requires deficit spending.
SECTION

★ Main Idea: The New Deal expanded federal power over the economy and established a
social safety net.

5. Detail: The Farm Security Administration gave loans to so they

19-3

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

could purchase farms.
6. Detail: The provided for the abolition of child labor, and also set
the first federal mininum wage.

7. Detail: As Republicans and conservative Southern Democrats began blocking New Deal
legislation, Roosevelt became increasingly preoccupied with the growing threats posed
by .

8. Detail: As a whole, the New Deal tended to operate so that it .

9. Detail: In 1937, the Supreme Court ruled that the federal government had the constitu-
tional authority, under the , to regulate production within a state.

10. Detail: By the end of the 1930s, the American people felt that the government had a
duty to maintain a for its citizens.

112
Answer Key
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

GEOGRAPHY AND HISTORY ACTIVITY 6 needed for the forms into which the con-
crete was poured. Tools and machinery
1. Each of these projects was constructed were also required.
during the Great Depression, changed the
landscape in its region, provided jobs for 6. Answers will vary depending on the
unemployed people, and was started dur- structure the students choose and the
ing Hoover’s administration and com- area where it was built. Students should
pleted during Roosevelt’s. describe the landscape, explain how con-
struction of the structure impacted the
2. Before Hoover Dam was built, a canal environment, and explain how the com-
system was used to move water from pletion of the structure has changed peo-
the Colorado River to outlying areas. ple’s lives. For example, a new highway
3. Triborough Bridge 1929–1936, Hoover may be convenient and make the lives of
Dam 1931–1935, Skyline Drive 1931–1939; some people easier, but others may have
Unemployment increased sharply from been forced to move from their homes in
1929 to 1932. It was increasing as each of order for the highway to be built.
these projects got underway. It increased
but was nearly stable from 1932 to 1933. ECONOMICS AND HISTORY ACTIVITY 6
From 1933 to 1937, unemployment
1. It lasted 5 quarters, or 15 months.
decreased steadily. From 1937 to 1938, it
increased sharply due to the recession. 2. At the height of the Great Depression, the
Unemployment then steadily decreased unemployment rate was 25%.
through 1942, dropping significantly after
3. The cycle that makes recovering from a
the start of World War II.
depression so hard is the interaction
4. Answers will vary. Students should con- between unemployment and lowered
sider the type of climate and weather that productivity. When unemployment rises,
exists in the East, particularly in the demand goes down because people have
mountains, and the types of difficulties less money to spend. When demand goes
workers may have encountered in build- down, productivity goes down further,
ing a road through the mountains. They which causes businesses to lay off work-
should also consider that the type of ers. The laid off workers then have less to
equipment used to construct roads today spend, which brings demand and produc-
was not available in the 1930s. Some of tivity down some more.
the conditions the workers had to deal
4. The economy is considered to be experi-
with included cold temperatures and
encing full employment when the unem-
snow, which made working difficult and
ployment rate is less than 5 percent.
hazardous in the winter; working in
undeveloped areas of the mountains; 5. Answers will vary. Many developing
making huge cuts in the knolls and rocky countries have unemployment and under-
peaks; walking miles to and from the employment conditions similar to or
work sites before a roadbed was intact. worse than the United States during the
Great Depression. Students’ answers will
5. Answers will vary but should reflect the
vary about whether America should help
students’ analyses of how a construction
such countries economically.
project can benefit many industries.
Cement factories for the concrete and 6. Most of the 1990s did not experience a
steel mills for the girders are the most recession because of the technology
obvious answers. Lumber was also boom. Demand for telecommunications,

113
Answer Key
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

computers, and other information tech- constructed by Egyptians along the Nile
nology was consistently high, so produc- River, and the river is still the lifeline in
tion and employment were strong. Egypt. The Congo River in Central Africa
provides one of the largest watersheds in
HISTORY SIMULATIONS AND PROBLEM the world, and is still one of the major
SOLVING ACTIVITY 6 transportation routes through many
Central African countries. It is often por-
Answers to Simulation Sheet 1 Questions trayed as mighty and mysterious because
of its tremendous current and the dense
1. During the 1920s, Americans faced
rain forests through which it winds. The
changes on a number of fronts: technolog-
Mississippi River, in this poem, signifies
ical (e.g., radio, movies, automobiles),
freedom as it carries Abe Lincoln, the
economic (e.g., rising wages, easier
Great Emancipator, on its current to New
credit), and philosophical (Freudian theo-
Orleans.
ries of the “new morality,” changing roles
for women). In reaction, nativism and 3. The poet is stating that he and his people
religious fundamentalism were embraced have been significant throughout history,
by many. just like the rivers mentioned.
2. In the 1920s, painters such as Stuart 4. The person mentioned in the poem is
Davis, Edward Hopper, Georgia O’Keeffe, Abraham Lincoln. Author of the
John Marin, Thomas Hart Benton, Charles Emancipation Proclamation, Lincoln is
Demuth, and Charles Scheeler emerged. considered one of the key people who
Writers during the decade included ended the enslavement of African
William Faulkner, T.S. Eliot, Zora Neale Americans in the United States.
Hurston, Ernest Hemingway, F. Scott “#38” from The People, Yes
Fitzgerald, Langston Hughes, Gertrude
Stein, and Eugene O’Neill. Musical per- 1. When people have no work and cannot
formers included Louis Armstrong, get work, sometimes they laugh bitterly
Robert Johnson, Bessie Smith, Duke and talk about being jinxed; when they
Ellington, the Carter Family, Jimmie have run completely out of money, they
Rodgers, Oscar Hammerstein, and George hunt for food in garbage cans, pawn their
Gershwin. Students will be able to name possessions, and move to run-down areas.
more artists as they conduct their research. 2. Sandburg said people kid themselves—or
try to make themselves feel better about
AMERICAN LITERATURE READINGS 6 others’ misfortune—by saying that unem-
ployed people do not want to work.
“The Negro Speaks of Rivers”
3. Sandburg does not mean that men laugh
1. The poet mentions the Euphrates River, because they think being turned away
the Congo River, the Nile River, and the from employment is amusing, but
Mississippi River in the poem. because they are falling into desperation
2. The rivers mentioned in the poem are sig- and believe they will never work again.
nificant rivers for several reasons. The Recall the old saying, “If I hadn’t
earliest known civilizations arose along laughed, I would have cried.”
the banks of the Euphrates and Nile 4. Sandburg implies that these people will
Rivers. The Fertile Crescent of the have little or no chance to pull themselves
Euphrates River is known as the dawn of up and get a job. They become hopeless.
civilization. The ancient pyramids were

114
Answer Key
★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

“The Strike” READING SKILLS ACTIVITY 17

1. A “bull” is a slang term for a police offi- Practicing the Skill
cer. The people in the Auditorium are
angry with the mayor because they say he The topic sentence students should underline
started the labor violence, called the is: Many factors contributed to this “quiet
police on them, and directed the police to depression” in American agriculture.
use their clubs on the workers. Some examples of supporting details students
2. Olsen sums up the sadness and pathos of may circle include:
the police attacks on the workers in her — During the war, the government
story of Howard Sperry, who had fought encouraged farmers to increase
for the United States in World War I, yet production to meet increased need.
came home to find injustice on the work — Farmers went into debt to raise more
front. She pointed out the many small crops.
things that mount up to make a worker’s — After the war, European countries had
life hard and discouraging. very little money to spend on American
products.
3. The newspapers’ point of view is that the — The Fordney-McCumber Act caused
workers are wrong and that the shipown- Europeans to buy fewer American
ers and police are right. The newspapers agricultural products.
state, “stubbornly the workers refused to — Prices for agricultural products
fall back so that the police were forced. . . dropped as a result.
.” and report that the police had to use 40
tear gas bombs before the mob would One way of restating the main idea is:
move. The papers imply that the workers American farmers suffered through hard times
would not cooperate and that their behav- during the 1920s because of overproduction,
ior was the cause of the reaction of the heavy debts, and the impact of high tariffs on
police. Further, Olsen says the papers agricultural products.
were “screaming lies.” Applying the Skill
4. Olsen paints the workers to be heroes Lists will vary. Check to see that students’
with such words as “the thunder of our work reflects an understanding of the skill and
applause, the mighty roar of it,” “faces of that their answers are plausible.
comrades had the strained look of men in
battle,” and “not war . . . MASSACRE,
armed forces massacreing unarmed,” and
HISTORICAL ANALYSIS SKILLS ACTIVITY 17
the paragraph about Howard Sperry and Practicing the Skill
the many other workers who could not
get a fair chance. She paints the police 1. The photograph depicts workers standing
and the government as the enemy with in rows in a factory setting. The row in
such words as “our masters,” “padding the foreground appears to be working on
himself from the fists of boos smashing wheels.
around him with 60 heavyfoots and 2. The workers are part of an assembly line,
bulls,” “police ‘protecting lives’ smashing which was a method pioneered by Henry
clubs and gas bombs into masses of men Ford to increase efficiency in the produc-
like themselves,” and Mr. Barrows’s tion of automobiles and other products.
instruction that any police officer firing The goals of the assembly line system
his gun into the air rather than at the were speed and uniformity. Having work-
workers would be court-martialed. ers in a line working on the same compo-

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nent ensured that the product would 2. Answers will vary. Students may mention
come off the assembly line quickly and abusing their positions, various types of
identically every time. misconduct, vulgarity, or unethical
behavior.
3. The assembly line resulted in a large
increase in the amount of automobiles C. Word Building Activity
produced. This meant Ford could charge
less money for the cars because they Vocabulary in Context
required less time and money to manufac- 1. atmosphere
ture. In turn, more consumers could
afford his automobiles. 2. imaginable

Applying the Skill 3. bottles

Answers will vary depending on which photo- 4. properity

graphs students select to analyze. They should 5. heavy
describe the subject of the photo and what was
happening in history when it was taken and 6. perils
ask relevant questions about the people or D. Word Building Activity
events depicted.
n. prosperity v. prosper adj. prosperous
DIFFERENTIATED INSTRUCTION ACTIVITY 17 n. container v. containing adj. contained

1. Answers will vary. Possible answer: n. imagination v. imagine adj. imaginable

Langston Hughes describes the problems n. peril v. periled adj. perilous
of discrimination and of being an African
American treated as a second-class citi- CONTENT VOCABULARY ACTIVITY 17
zen. He also discusses how in the future
this discrimination will no longer exist 1. D
and African Americans will be accepted
as equals. 2. F

2. Answers will vary. Possible answer: 3. E

Immigrants might have stated their prob- 4. J
lem as, perhaps, “I, too, will be America.”
They might have complained of the same 5. G
bad treatment and suggested that one day 6. O
America would be ashamed of its treat-
ment of them and see how beautiful they 7. I
are. Immigrants might not have expressed 8. L
the same degree of defiance or anger that
is suggested by Hughes. 9. B
10. K
ENGLISH LEARNER ACTIVITY 17
11. H
A. Pre-Reading Activity 12. M
1. Answers will vary. Students may suggest 13. A
that they expect public officials to act in a
dignified, responsible manner. 14. N
15. C

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ACADEMIC VOCABULARY ACTIVITY 17 REINFORCING SKILLS ACTIVITY 17

A. Word Meaning Activity Practicing the Skill

1. S 1. The time span is 1915 to 1935, marked by
five-year intervals.
2. A
2. Prohibition lasted 14 years.
3. S
3. Students may not know exact years for
4. S
each president’s term in office, but they
5. S should be able to read from the time line
who the presidents were in the 1920s.
6. A
(1913–1920) Woodrow Wilson;
7. S (1921–1923) Warren G. Harding;
(1923–1929) Calvin Coolidge; (1929–1933)
8. S
Herbert Hoover
9. S
4. 1920: First radio broadcast of a presiden-
10. S tial election; 1925: Ford was now produc-
ing a car every 10 seconds; 1927:
11. S
Lindbergh flies solo across Atlantic
12. A
Applying the Skill
13. S
Time lines will vary. Correct time lines will
14. S include clearly labeled time spans and time
intervals. Students should include a variety of
B. Word Family Activity
key events from their lives clearly labeled and
unite correctly placed on the time line.
denial
CRITICAL THINKING SKILLS ACTIVITY 17
reveal
1. Southerners, rural Americans, and
investigate Christians (particularly fundamentalist
symbol Christians) are stereotyped as being igno-
rant, unsophisticated, narrow-minded,
Test Your Knowledge anti-intellectual, and hostile toward science.
1. C 2. Answers may include: “evangelical
2. B Christianity as a going concern”; “their
ceremonies”; “the upland worshippers
3. C were very shy”; “adjourn their orgy”;
4. A “slink into the forest”; “got tired of the
show”; “gaping crowd.”
5. B
3. Answers may include: “infidel Scopes”;
6. C “Dayton sophisticates”; “Why indeed,
7. B read a book?”; “disputes of theologians”;
“better than a circus.”
8. C
9. B
10. A
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TIME LINE ACTIVITY 17 In colonial America, pleasure travel was a

luxury for the rich. Most people were
Paragraphs will vary. The following is the farmers who could not leave their farms
information students could incorporate into unattended even if they had the money to
their paragraphs. Some information can be travel. Vacationing became available to
included in more than one category. the middle class as first railroads and
Personal Life: then cars made travel easier and more
accessible. Industrialization increased the
1863 - Henry Ford is born in Greenfield Town- ranks of the middle class as more white-
ship, Michigan. collar jobs opened, giving more people the
1879 - Ford leaves his father's farm to work in a money to travel for pleasure. Businesses
Detroit machine shop. began to give paid time off to their white-
collar workers, so now the middle class
1888 - Ford marries Clara Bryant and moves to had time to travel. Vacationing opened to
an 80-acre farm in Dearborn, Michigan. the working class in the 1920s as cars
1893 - Ford's only son, Edsel Bryant Ford, is became inexpensive enough for people of
born. modest means to afford. At this time, busi-
nesses also began to see the advantages of
1943 - Ford's son, Edsel, dies at age 49. a rested workforce and started giving paid
1947 - Henry Ford dies at age 83. time off to factory workers as well as
white-collar workers.
Professional Life and Products:
2. As faster means of transportation devel-
1879 - Ford leaves his father's farm to work in a oped—from wagons on dirt roads, to rail-
Detroit machine shop. roads with ever-expanding networks of
1890 - Ford works as a machinist and engineer tracks, to cars on paved highways criss-
with the Edison Company. crossing the country, and finally to air-
planes and even spacecraft—the choices
1896 -Ford completes his first automobile, the for vacation destinations broadened.
Quadricycle. Faster transport meant that people could
1903 - Ford Motor Company is officially incor- travel farther with their limited leisure
porated. time, giving them more choices of desti-
nation. Cars in particular gave people
1908 - Ford begins manufacturing the Model T, more freedom to go wherever they
which sells for $850. wanted whenever they wanted. They
1914 - Ford announces he will pay $5 for a 8- were no longer limited to destinations
hour day. served by railroads. Also, improvements
in transportation methods and competi-
1927 - Model T is discontinued after nearly 20 tion have reduced travel costs, making
years of production and over 15 million sales. leisure travel available to most
Model A is introduced. Americans. If this trend continues,
1932 - First Ford V-8-powered car is produced. Americans may be able to add destina-
tions in space to their vacation plans.
LINKING PAST AND PRESENT ACTIVITY 17 3. For space to become a true tourist desti-
nation, an enormous number of problems
1. The key factors in the evolution of vaca- would have to be solved. Many of them
tioning were technology and the changing involve the technology of transporting
nature of work. People needed both the people safely into space and back, as well
time and the money to travel for pleasure.

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as protection from the sun’s radiation and language requires knowing the rules and
the perils of space storms. New spacecraft science of grammar. Garvey recommends
would have to be developed that could reviewing these rules periodically.
carry more passengers at a time. Like the
5. Answers may vary. Reading helps people
early days of vacation travel, space
know and understand life and allows
tourism would also require some essential
people to learn from intelligent people of
facilities to support it. Spacecraft would
the past.
need refueling and repair facilities. If the
space station became a hub for tourist
AMERICAN ART AND MUSIC ACTIVITY 17
activities, it would have to be enlarged to
accommodate more people and would 1. Ellington’s musical interest began with
need hotels, recreation centers, and the piano. Jazz and ragtime were two
restaurants. A resort on the moon would forms of music that would have a great
require electric power, water, some form influence on Ellington.
of simulated atmosphere containing oxy-
gen, as well as hotel and entertainment 2. From 1927 to 1932, Ellington and his
facilities. orchestra performed for radio broadcasts
at New York City’s Cotton Club. Not long
PRIMARY SOURCE READING 17-1 after, he appeared on Broadway, in
1. Employers like the flappers because they movies, and on tours throughout Europe
do better work than men. and the United States.
2. The flapper no longer believes that men 3. In 1943, one of his songs was premiered
are the superior sex, and the flapper no at Carnegie Hall in New York City, and in
longer needs to do the bidding of men. 1947, he wrote music for the country’s
centennial celebration.
3. She wants to make a living, and she wants
to have a good time as she is doing it. 4. He began to compose music for a variety
of entertainment media, including film
4. Answers may vary. Crowther means that and stage, and later he composed religious
they all look the same. pieces.
5. Crowther approves of them. He says the 5. Ellington added daring rhythms and har-
flapper is the country’s most important monies to the jazz format, thus creating
institution because flappers have the will his own version of jazz.
to be prosperous.
INTERPRETING POLITICAL CARTOONS
PRIMARY SOURCE READING 17-2 ACTIVITY 17
1. Poetry is inspirational. A line of it may 1. Uncle Sam is the main character. He is
determine how one lives life. playing the flute like the Pied Piper,
2. One should learn about what happened encouraging immigrants to come to the
in the past and what is happening in United States.
other parts of the world in the present. 2. The people on shore are Europe’s nobility
3. Readers should make note of the ideas and wealthy classes. They are happy
and events in books that mean the most because they are getting rid of people
to them. they do not want.
4. To read intelligently, a person should 3. The immigrants are stereotyped in the
master his or her language. To master the worst way as rats, a characterization that

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the Nazis would use about Jews. They are 5. Speakeasies: These secret bars, often run
also caricatured as criminals, arsonists, by organized crime, became social centers
and terrorists by what they have in their where people could purchase alcohol.
mouths. They contributed to the illegal practice of
smuggling liquor and to the rise in crime.
4. Answers will vary. The factors mentioned
include the following: competition for jobs, 6. William Jennings Bryan: As an anti-
immigrants working for lower wages, evolutionist spokesman, he prosecuted
wages being driven down, and fear of dif- the Scopes trial. The trial was a test case
ferent political and social philosophies. challenging the Butler Act, which prohib-
Factors not mentioned will vary but may ited the teaching of evolution.
include opposition to immigration from
7. Langston Hughes: As a prolific writer, he
Middle Eastern countries that have spon-
became a leading voice of the African
sored or harbored terrorists.
American experience in the United States.
5. A cartoon comparing immigrants to rats
8. Answers will vary. Students may consider
and depicting them as criminals of various
how jazz provided a cultural bridge
kinds would be considered very offensive
between African Americans and the white
today.
majority, thus eventually creating a more
6. There was probably not much, if any, open mindset about other cross-cultural
outcry when the cartoon first appeared. opportunities.
Americans today are generally more sensi-
tive to ethnic and racial labeling and less ENRICHMENT ACTIVITY 17
accepting of intolerance.
1. the automobile, airplane, electronics,
RETEACHING ACTIVITY 17 automation and all the skills and tech-
niques that accompanied them
Answers will vary but should include some
of the following points: 2. They could solve any problem on earth as
long as it was material, but the real prob-
1. Marcus Garvey: He advocated black pride lem was not what people could do. It was
and racial separation, ultimately propos- what they could be.
ing that many flee America and settle in
Liberia. Middle-class African Americans 3. Students might suggest that excitement is
distanced themselves from him. material and superficial, while satisfaction
comes from deeply held values and
2. Flapper: This designation referred to the ideals.
young, stylish, unconventional woman
who personified both women’s changing 4. People believed Lindbergh did something
roles and the emerging new morality. difficult simply for the joy and satisfac-
tion of doing it.
3. Emergency Quota Act: This act set a max-
imum number of immigrants who would 5. Students’ answers will vary. Students
be admitted each year. It mainly discrimi- may mention that with the advent of the
nated against people from southern and automobile, communities expanded and
eastern Europe. new industries emerged to support the
automobile industry. Students’ choices of
4. Ernest Hemingway: His simple, direct, significant inventions may include such
concise fiction represented the writings of things as the airplane, the computer, the
many novelists who were disillusioned cellular phone and so on. Students should
during the 1920s. justify their choices.

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GUIDED READING ACTIVITY 17–1 GUIDED READING ACTIVITY 17–3

1. cabinet 1. Disillusionment; intolerance
2. friends; political allies 2. Sacco-Vanzetti
3. medical supplies; $250 million 3. Americanism; four million
4. private interests; Teapot Dome Scandal 4. ethnic group
5. chemical patents 5. 1890 census
6. immunity, or freedom from prosecution 6. agriculture; mining; railroad
7. General Accounting Office (GAO) 7. youth; personal freedom
8. supply-side 8. traditional roles; behavior
9. cooperative individualism 9. flapper
10. Washington Conference 10. traditional values
11. Kellogg-Briand Pact 11. Aimee Semple McPherson
12. Scopes Trial
GUIDED READING ACTIVITY 17–2
13. federal; state
1. bathtubs with running water
14. organized crime
2. workweek
15. 1933; Twenty-first Amendment
3. assembly line
4. Model T; $295 GUIDED READING ACTIVITY 17–4
5. industries 1. unconventional
6. Sociological Department; suspended 2. disenchantment and isolation
7. auto commuter 3. “The Hollow Men”
8. disposable income 4. World War I
9. ailerons 5. Ernest Hemingway, John Dos Passos,
Sinclair Lewis, and F. Scott Fitzgerald
10. Charles Lindbergh
6. leisure time and spending money
11. National Broadcasting Company (NBC)
7. The technology for adding sound to a
12. presidential election campaign
film did not yet exist.
13. debt (credit is also acceptable)
8. It was the first “talking” motion picture.
14. advertising
9. popular music
15. professional manager
10. Boxing
16. demand; prices
11. Red Grange
17. Fordney-McCumber Act; American agri-
12. swimming across the English Channel in
cultural products
record time

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GUIDED READING ACTIVITY 17–5 Applying the Skill

1. They sought to escape segregation, find Cause: stocks on margin, Effect: created debt;
economic opportunities, and build better Cause: speculation, Effect: panic, prices
lives. dropped
2. Harlem in New York City Cause: steep drop in prices, Effect: stock
3. a proud defiance and bitter contempt of market crash
racism Cause: stock market crash, Effect: bank failures
4. Langston Hughes Cause: banks cut back on loans, Effect: not
5. Zora Neale Hurston enough credit for businesses to expand

6. Louis Armstrong Cause: Overproduction, Effect: drop in wages,

job cuts
7. Bessie Smith
Cause: Hawley-Smoot Tariff, Effect: foreign
8. It was the first musical written, produced countries raise tariffs, too
and performed by African Americans.
Cause: Federal Reserve kept interest rates low,
9. It was the party of Abraham Lincoln. Effect: companies continued to borrow
10. anti-lynching legislation money to expand production

11. a movement led by Marcus Garvey which Cause: Federal Reserve raised interest rates,
glorified African American culture and Effect: credit tightened, not as much
traditions money to borrow

12. African Americans could gain economic HISTORICAL ANALYSIS SKILLS ACTIVITY 18
and political power by educating them-
selves; he also advocated separation and Practicing the Skill
independence from whites
1. $205
13. that he lead them to Africa
2. $186
14. the emerging African American middle
3. $19
class and intellectuals
Applying the Skill
15. during the 1950s and 1960s
1. $1,600,000
READING SKILLS ACTIVITY 18 2. $2,050,000
Practicing the Skill 3. $212,500; $1,837,500
1. She noticed a sign that said, “Pea Pickers
Camp.”
2. She sensed that the woman knew she
(Dorothea) was helping her and her chil-
dren.
3. The state of California created camps to
shelter migrant workers.

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DIFFERENTIATED INSTRUCTION ACTIVITY 18 6. forecloses

1. The “man old and gray” cannot find 7. soap opera

enough work or food to care for or feed 8. Answers will vary.
himself and his family.
2. It's better because now his family has ACADEMIC VOCABULARY ACTIVITY 18
food.
A. Word Study Activity
ENGLISH LEARNER ACTIVITY 18 1. b
Pre-Reading Activity 2. c

Previewing the Material 3. a

1. Their plows uprooted the wild grasses 4. S

that held the soil's moisture. 5. S
2. There was a drought, which made the soil 6. A
dry.
7. S
Language Study Activity
8. S
Past, Past Progressive, and Past Perfect
Test Your Knowledge
1. ran
1. c
2. received
2. h
3. covered
3. g
4. crashed
4. e
5. had failed
5. b
6. had gambled
6. d
7. photographed/ was photographing
7. f
8. had lent
8. a
9. believed
9. a
10. harmed/ had harmed
10. c
CONTENT VOCABULARY ACTIVITY 18 11. b

1. relief 12. c

2. hobo
REINFORCING SKILLS ACTIVITY 18
3. bailiff
1. prolonged bull market
4. public works
2. speculation, buying on margin
5. installment
3. heavy selling to cover interest on loans

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4. falling prices
5. stock market crash

Event Year
500 people break into and January 1931
loot a grocery store in Okla-
homa City, Oklahoma.
Hoover sets up the National October 1931
Credit Corporation.
Oregon veterans begin May 1932
marching to Washington to
lobby the passage of legisla-
tion for $1,000 bonuses to
veterans.
Hunger marchers march in December 1932
the nation's capital.

TIME LINE ACTIVITY 18

October 1929 June 1930 July 1932 Congress passes December 1932 26,000 busi-
The stock market Hoover signs the Hawley- the Emergency Relief and nesses have failed; 1200 people
crashes. Smoot Tariff into law. Construction Act. march in the nation’s capital.

1929 1930 1931 1932 1933

November 1929 January 1931 October 1931 December 1931 January 1932 Congress
Stock values drop Food riots break out. Hoover sets up The New York Bank establishes the RFC.
by an estimated the NCC. of the United States
$30 billion. collapses.

CRITICAL THINKING SKILLS ACTIVITY 18 LINKING PAST AND PRESENT ACTIVITY 18

1. It led the industry to only produce films 1. Drawing tens of thousands of separate
that were in accordance with the Code. images for a single full-length film was
not only tedious but also expensive
2. People were looking for a way to escape
because of the time-consuming hand
their woes for an hour or two and proba-
labor required to do it. By making Mickey
bly did not want to be reminded of any-
(as well as other popular characters) easy
thing negative. It was also a form of
to draw, Disney was reducing production
self-censorship within the motion picture
costs and speeding up the process.
industry.
2. Disney's characters provided many peo-
ple a chance to escape from their troubles.
The characters made people laugh, some-
thing they needed to do, and part of this
may have had to do with the animation.

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3. Answers will vary. Students may point AMERICAN ART AND MUSIC ACTIVITY 18
out that today's films are more sophisti-
cated in terms of technology, allowing 1. The style of modern artists was colorful
filmmakers a broader palette with which and abstract, often using shapes and
to tell their stories. designs to represent figures or events
instead of the more realistic images of
PRIMARY SOURCE READING 18–1 conventional art.
2. 291 was the name given to a group of
1. The Republican Party resists involving the modern artists who showed their work at
government in business. Business should a gallery located at 291 Fifth Avenue
be controlled by the marketplace (business in New York.
and citizens), not by the state. Government
involvement is destructive to commerce. 3. In this painting, O’Keeffe experimented
with a different style of severe edges,
2. The Democratic Party proposals are social- patterns, and darkened tones.
istic and incompatible with the American
4. Her paintings used abstract form and
system.
bold colors, representative of the modern
3. The foundation of this conception is what style.
Hoover calls “decentralized local respon-
5. Stieglitz organized her first individual
sibility.” Hoover objects to having the
show, introduced her to other modern
state regulate people’s lives too much.
artists, and provided new formats in
4. War necessitated a different way of doing his photography that gave O’Keeffe
things and required the government to inspiration.
organize such a huge undertaking. In
turn, people were asked to contribute to INTERPRETING POLITICAL CARTOONS
the government. ACTIVITY 18
PRIMARY SOURCE READING 18–2 1. The man on the park bench represents
the victims of the bank failures during
1. America has not been able to create a civi-
the Great Depression, which left millions
lization that satisfies humanity’s deepest
destitute.
needs.
2. Many people who were unemployed and
2. The artist in American feels that he or she
homeless slept on park benches. The ref-
does not matter and that the work he or
erence hints that this person will end up
she creates does not compare with the
in that condition.
industrial and agricultural output of the
country. 3. The facts that he is well-dressed and well-
groomed and is smoking a pipe make him
3. Dreiser expressed the honesty and bold-
out to be a solid, thoughtful citizen.
ness and passion of life. He was able to
write about life’s beauty and terror. 4. The squirrel symbolizes prudence.
The squirrel is a good symbol for this
4. Answers may vary. An example is as fol-
virtue because squirrels store up food
lows: Americans fear literature because
during good times for the winter, a time
they do not want to know about them-
of scarcity.
selves or the complexities of life that some-
time make life frightening and difficult. 5. Answers may include overproduction of
agricultural and manufactured goods;
consumers buying goods on installment

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and going into debt; both consumers and lost jobs, continuing the cycle of manufac-
banks buying stocks on margin; the turing slowdowns, business failures, and
actions of the Federal Reserve, which low- layoffs.
ered interest rates and encouraged bad
8. Hobos: Some people were so destitute,
loans; and so on.
they were homeless. Many young boys
6. For part of his first hundred days, and men took to “riding the rails” and
Roosevelt closed banks, declaring a traveling, performing odd jobs wherever
“bank holiday.” The most important they went. These men were called hobos.
long-term measure to prevent citizens
9. Businesses that sold to the grocery store
from becoming victims of bank failure
would have reduced sales. If that grocery
was establishing the Federal Deposit
store was a big buyer, it's possible some
Insurance Corporation.
of its suppliers could go out of business.
RETEACHING ACTIVITY 18 People in the community would have
fewer choices of where to shop, which
Answers will vary but should include some could in turn drive up prices.
of the following points:
2. Speculation: Buyers made risky stock pur-
ENRICHMENT ACTIVITY 18
chases without regard to a company’s 1. Answers will vary but should express
earnings and profits. They were betting Hoover’s confidence in economic institu-
on the continuation of the bull market. tions unrestricted by government inter-
3. Once professional investors sensed stocks vention as the best way to assure wealth
were overpriced and began selling, panic to all.
selling and margin calls followed. By
2. Answers will vary but should express
mid-November, stock prices had dropped
Mellon’s faith in the American system of
by over one-third.
economic strength and refusal to believe
4. Bank runs: Speculators could not repay that anything disastrous could be forth-
loans to banks. Banks did not have cash coming. He might also caution against
reserves to fulfill withdrawal demands panic.
when nervous depositors rushed to with-
3. Answers will vary but should include the
draw all their money.
ideas that Americans through most of the
5. Banks failed when they could not fulfill 1920s had great optimism about the
all withdrawal demands. News of one future and believed that all problems
bank failure caused depositors at other could be solved, especially material ones.
banks to panic and make a run, repeating
the cycle of bank failure. 4. Answers will vary but should include the
viewpoint that Americans tended to get
6. Installment debt: During the 1920s people very excited about big business during
bought expensive goods on installment the 1920s when so much wealth and pros-
plans. Eventually, paying off installment perity abounded, and they forgot that
debt forced some buyers to stop making extremes are usually balanced with other
new purchases, resulting in decreased extremes.
sales, lowered production, and employee
layoffs. 5. Answers will vary but should point out
safeguards built into today’s economy
7. One business failure impacted all related that protect against depression.
businesses. Consumption fell as workers

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GUIDED READING ACTIVITY 18–1 3. It would delay economic recovery.

1. Herbert Hoover 4. to ease the money shortage by creating a

pool of money that banks could loan out
2. Roman Catholic
5. It did not increase loans in order to meet
3. bull market the need for them.
4. stocks 6. He believed only state and local govern-
5. margin; stockbroker ments should provide relief.

6. margin call 7. to provide funds for public works and

loans
7. Great Depression
8. Creditors foreclosed on nearly one million
8. stock market; loans farms, taking ownership and evicting
9. bank run families.

10. overproduction 9. They destroyed their crops or tried to

block deliveries to reduce the supply.
11. installment plan
10. Unarmed veterans were driven from their
12. laid off employees camps by cavalry, infantry, and tanks.
13. Hawley-Smoot Tariff 11. the federal government's role in the econ-
omy
GUIDED READING ACTIVITY 18–2
I. The Depression Worsens READING SKILLS ACTIVITY 19
A. went out of business
B. shantytowns Practicing the Skill
C. Hoovervilles Problems: The American people were feeling
D. Dakotas; Texas demoralized and hopeless. Banks were failing.
E. west; California Falling incomes were causing many people to
II. Art and Entertainment fall into debt. Unemployment made it difficult
A. 60 million for people to feed themselves and their fami-
B. comedians lies.
C. soap operas
D. artists; writers Solutions: Roosevelt took immediate action.
E. social injustice He declared a bank holiday and worked with
F. Life Congress to stabilize the nation's banking sys-
tem. He asked Congress to establish the Home
Owners' Loan Corporation. Roosevelt also
GUIDED READING ACTIVITY 18–3
started the Civilian Conservation Corps.
1. October 25, 1929, the day after Black
Thursday
2. He organized a series of conferences with
leaders in big business.

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Applying the Skill C. Word Building Activity

Answers will vary, but students should clearly 1. campaign
state three problems and their solutions.
2. revolved
HISTORICAL ANALYSIS SKILLS ACTIVITY 19 3. traditionally
4. precedent
Practicing the Skill
5. depression
“three days after”
6. vision
“over the next seven months”
D. Word Building Activity
“the year before”
1. B
Applying the Skill
2. E
Answers will vary according to the section
the students pick, but they should include 3. F
some of the key words found on this page that
4. D
describe placement in a time sequence, and the
time lines should follow the event sequences 5. A
described in the chapter sections.
6. C
DIFFERENTIATED INSTRUCTION ACTIVITY 19
CONTENT VOCABULARY ACTIVITY 19
1. Answers will vary. Possible answer:
Accomplishment: All the building proj- 1. deficit spending
ects, which improved the infrastructure of 2. polio
the nation while putting millions to work;
Drawback: Set a precedent for future gov- 3. safety net
ernment spending. 4. sit-down strike
2. Answers will vary. Possible answer: 5. gold standard
Good program: It enriched our nation
in countless ways, through lasting roads 6. binding arbitration
and buildings, as well as significant 7. broker state
works of art, while giving people mean-
ingful, useful work. Bad program: It 8. bank holidays
turned the federal government into a 9. fireside chats
social insurance agent and greatly
increased its size and scope. 10. court packing

ENGLISH LEARNER ACTIVITY 19 ACADEMIC VOCABULARY ACTIVITY 19

A. Pre-Reading Activity A. Word Meaning Activity
1. Hoover emphasized voluntary reform 1. B 2. A 3. B 4. C 5. A 6. C 7. C
action by industry and began increasing
government-financed building projects. Test Your Knowledge
His efforts were not successful in stop- 1. thereby
ping the Depressions impact.
2. mediate
2. Answers will vary.
3. ideology
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3. ideology 2. According to Roosevelt, the specific

cause “was that on the spur of the
4. finance
moment it was, of course, impossible
5. apparent to sell perfectly sound assets of a bank
and convert them into cash except at
6. shift
panic prices far below their real value.”
7. benefit
8. fundamental TIME LINE ACTIVITY 19

9. demonstrate 1. Social Security Board

10. recovery 2. Home Owners’ Loan Corporation

3. Securities and Exchange Commission
REINFORCING SKILLS ACTIVITY 19
4. National Labor Relations Board
Practicing the Skill 5. Federal Loan Agency
1. The subject is the number of people 6. Federal Deposit Insurance Corporation
belonging to unions from 1933 to 1943.
7. Federal Housing Administration
2. The x-axis shows the years in which
union membership was measured. LINKING PAST AND PRESENT ACTIVITY 19
3. The y-axis shows the number of people in
unions. 1. The first lady occupies a position of great
potential influence for two key reasons:
4. Union membership rises fairly steadily her close relationship with the president
after 1936. and her place in the public spotlight.
5. 1942–1943 saw the greatest increase in Because she has the president’s ear, she
union membership. can potentially influence his actions. The
extent of her influence depends on how
Applying the Skill much the president respects her opinions
Graphs will vary. Students should title the and considers her a political partner. Also,
graph and label the x-axis and y-axis. The she may have knowledge of what the
graph should be an accurate representation of president is thinking, so others watch her
data they have collected. for clues to his future actions. Because of
the media coverage that follows them,
first ladies have a forum for influencing
CRITICAL THINKING SKILLS ACTIVITY 19
public opinion. Eleanor Roosevelt’s public
Practicing the Skill resignation from the DAR focused public
attention on the problem of racial dis-
1. Cause: The rush on the banks was crimination. Constant media exposure
caused by “undermined confidence also casts popular first ladies in the role of
[in the banks] on the part of the public.” social trend-setters, influencing how
Effects: (1) The soundest banks could women dress, speak, and cut their hair.
not get enough currency to meet the
demand. (2) By the afternoon of March 3, 2. Before Eleanor Roosevelt, the role of first
scarcely a bank in the country was open to lady mostly involved being a hostess and
do business. (3) The proclamation social role model. Although some first
providing for the nation-wide bank ladies before her did influence their hus-
holiday. bands politically, Eleanor was a public
figure in her own right. She was
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Franklin’s adviser, but also operated quite PRIMARY SOURCE READING 19–2
independently of him, taking speaking
tours on her own, holding her own press 1. Roosevelt has three reasons: The justices
conferences, and expressing her opinions are making policy, which threatens the
in her own newspaper column. These Constitution because they are doing the
activities greatly expanded the limits of work properly done by the executive and
what a first lady could do. legislative branches; the proposed restric-
tion would make trials faster and cheaper;
3. Lady Bird Johnson became the first presi- the proposed restriction would put younger
dential spouse to participate in legislative people on the bench, and they would know
and lobbying strategy sessions. Unlike about the modern conditions under which
Eleanor Roosevelt’s fact-finding trips, the average person lives and works.
Rosalynn Carter discussed substantive
matters, such as trade and defense, with 2. Federal judges and justices are appointed
political leaders in other countries. She for life. They never come up for reap-
was also the first to attend cabinet meet- pointment or election.
ings. Hillary Rodham Clinton chaired a 3. He proposes that federal judges and
task force on health care reform and pre- justices either retire at the age of 70 or
sented its recommendations to Congress. be replaced by a presidential appointee
In 2000 she won a seat in the U.S. Senate. with the consent of the Senate, as the
Constitution requires.
PRIMARY SOURCE READING 19–1 4. Answers may vary. Roosevelt wanted to
1. The organizers are threatened and appoint to the Supreme Court justices
intimidated. who would not rule his New Deal legisla-
tion unconstitutional.
2. The company demanded impossible work
production, fired people, evicted them
from worker housing, and cut off their AMERICAN ART AND MUSIC ACTIVITY 19
credit at the company store. 1. Fallingwater was a house, built over a
3. The company pledged to not fire union waterfall, that incorporated natural mate-
workers or engage in any other unfair rials. The sound of the water could be
action that would postpone the hearing heard throughout the house, and boul-
before the Labor Board to prepare for the ders stuck out into rooms. The
union election. Guggenheim Museum resembles a
seashell, and is lit by natural light.
4. The workers feel the NLRB will protect
their rights, and they have pinned their 2. He designed houses to reflect the flat,
hopes on it. open landscape, and he used wood and
5. They demanded impossibly high produc- stone as decoration for a natural feel.
tion levels to make the workers strike, Large windows allowed for natural light
knowing that the strike would violate the and provided a view outside.
union agreement with the NLRB. This 3. His open space designs needed strong
violation then would cause the NLRB to roofs that would support themselves. He
postpone the hearing and union election. used mass-produced materials to lower
the building costs.
4. Previously, houses were tall, narrow, and
ornate, or were British imitations of Greek
and Roman styles. His houses were low,
flat, open, and simple.
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5. The flat, open landscape of the Midwest RETEACHING ACTIVITY 19

inspired houses that were simple and
practical. Answers will vary but should include some
of the following points:
INTERPRETING POLITICAL CARTOONS 2. a. Required companies that issued stocks
ACTIVITY 19 and bonds to provide complete and truth-
ful information to investors; b. investors
1. The horse refers to the trick the Greeks in the stock market
played on the Trojans to end the Trojan
War. A large wooden horse appeared at 3. a. Awarded contracts for vast construc-
the gates of Troy, and it appeared that the tion projects that improved highways and
Greeks had given up and gone home. Of built dams, sewer systems, waterworks,
course, Greek warriors were inside the schools, and government facilities;
horse, and after it was brought into the b. unemployed construction workers
city, the Greeks snuck out under the cover 4. a. Government paid farmers for nonpro-
of night and sacked the city. duction of certain crops or livestock in
2. The gate to the city is the Constitution, order to decrease the farm surplus and
and American citizens guard the walls. raise farm income; b. farmers

3. The most important pieces of New Deal 5. a. Set up codes of fair competition for
legislation that were declared partially industrial producers; shortened work
unconstitutional were the Agricultural hours; established minimum wage level;
Adjustment Act and the National outlawed child labor; gave workers right
Industrial Recovery Act. to unionize; b. union workers; some
businesses
4. The person in the rear of the bottom car-
toon is wearing a mortarboard, which 6. a. Seven-state dam-building project to
identifies him as a university professor. provide jobs and rural electrification,
control floods, and conserve forests;
5. Answers will vary. The person holding b. unemployed workers; people living in
the mask is wearing a fedora and has a the Tennessee Valley
darker smirk that might be associating
him with organized crime. The other per- 7. a. Set up payroll tax to pay for monthly
son has a cigar and a hat that identifies retirement benefits after age 65 and
him as a smoke-filled-room dealmaker. unemployment compensation; assisted
More specifically, Huey Long wore this certain disabled groups; b. retired work-
kind of hat. ers; people with disabilities

6. In the bottom cartoon, the expression on 8. Answers will vary. Students should pro-
the mask is warm and benign. However, vide reasons for their responses. Work
the expressions of the men behind the requirement exceptions might be the
mask are greedy. physically or mentally disabled.

7. Both of these cartoons express the idea ENRICHMENT ACTIVITY 19

that the New Dealers are sneaky and
devious. The cartoonists are telling us 1. The chief complaint was over vague, contra-
that the New Deal has hidden agendas dictory, indefinite, and changing New Deal
and to beware of them. policies, because they added another set of
hazards to the “natural” hazards of doing
8. The cartoonist is highly critical of the business, creating an atmosphere of confu-
New Deal. sion and fear in the business community.
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2. The fear was that the billions of dollars the GUIDED READING ACTIVITY 19–2
New Deal put into the economy through I. Criticism from Left and Right
“pump priming” and deficit spending pro- A. The right claimed that the New Deal
grams would lead to inflation. regulated business too tightly; that it
3. Answers will vary. Those who disagree had expanded the federal govern-
should note that regulation of business in ment's power at the expense of states'
the public interest was, in fact, an old idea rights; and that Roosevelt's deficit
from the Progressive Era. Those who spending was dangerous.
agree should argue that even Progressive B. The left claimed that Roosevelt had not
reforms did not go to the extremes of gone far enough; that government
New Deal programs. should intervene even more dramati-
cally in the economy to shift wealth
4. Speeches will vary, but most students
from the rich to middle-income and
should note that Roosevelt was an experi-
poor Americans.
menter and a person who believed in
C. Coughlin called for inflating the cur-
action—if something did not work, try
rency, and for nationalization of the
something else.
banking system. He also called for the
formation of a National Union for
GUIDED READING ACTIVITY 19–1 Social Justice.
1. polio D. Townshend proposed a plan that the
federal government pay citizens over
2. New York age 60 a pension of $200 a month.
3. fireside chats Recipients would have to retire and
spend their entire pension check each
4. Securities and Exchange Commission month.
(SEC) II. The WPA
5. depositors' money A. Between 1935 and 1941 the WPA spent
$11 billion and employed 8.5 million
6. public confidence workers who constructed highways,
7. pay their mortgages roads, public buildings, parks, bridges
and airports.
8. Agricultural Adjustment Act (AAA) III. The Supreme Court's Role
9. codes of fair competition A. The Supreme Court ruled that the
Constitution did not allow Congress to
10. young men 18 to 25 years old delegate its powers to the executive
11. state and local agencies branch.
IV. The Wagner Act
12. African Americans A. It guaranteed workers the right to
13. 300,000 organize unions and to bargain collec-
tively; set up the National Labor
14. the spirit of the American people Relations Board (NLRB); set up a
process for binding arbitration; and
authorized the NLRB to investigate the
actions of employers.
B. The CIO's purpose was to organize
unions that included all workers —
whether skilled or unskilled — within
a particular industry.

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C. The strike ended when General Motors

recognized the United Auto Workers
(UAW) as its employees' sole bargain-
ing agent.
V. Social Security
A. The goal was to provide some security
for the elderly and for unemployed
workers.
B. The Act initially left out farm and
domestic workers.

GUIDED READING ACTIVITY 19–3

1. coalition
2. Kansas Governor Alfred Landon
3. court-packing
4. recession
5. tenants, or tenant farmers
6. Fair Labor Standards Act
7. Germany and Japan
8. balanced competing economic interests
9. interstate commerce clause
10. safety net

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