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BL Below Level OL On Level

AL Above Level ELL English Language Learners

Planning GuideChapter

Key to Ability Levels

* Also available in Spanish

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Key to Teaching Resources

626A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 18-1 18-2 18-3

TEACHOL AL Geography and History, URB p. 3

BL OL ELL Reading Essentials and Note-Taking Guide* p. 201 p. 204 p. 207

OL Historical Analysis Skills Activity, URB p. 54

BL OL ELL Guided Reading Activities, URB* p. 78 p. 79 p. 80

BL OL AL ELL Content Vocabulary Activity, URB* p. 59

BL OL AL ELL Academic Vocabulary Activity, URB p. 61

OL AL Critical Thinking Skills Activity, URB p. 64

BL OL ELL Reading Skills Activity, URB p. 53

BL ELL English Learner Activity, URB p. 57

OL AL Reinforcing Skills Activity, URB p. 63

BL OL AL ELL Differentiated Instruction Activity, URB p. 55

BL OL ELL Time Line Activity, URB p. 65

OL Linking Past and Present Activity, URB p. 66

BL OL AL ELL American Art and Music Activity, URB p. 71

BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 73

BL OL AL Economics and History Activity, URB p. 7

AL Enrichment Activity, URB p. 76

BL OL AL ELL American Biographies ✓

BL OL AL ELL Primary Source Reading, URB p. 67 p. 69

BL OL AL ELL The Living Constitution* ✓ ✓ ✓ ✓ ✓

OL AL American History Primary Source Documents Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Differentiated Instruction for the American History Classroom ✓ ✓ ✓ ✓ ✓

BL OL AL ELL StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

Note: Please refer to the Unit 6 Resource Book for this chapter’s URB materials.

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ChapterPlanning Guide

✓ Chapter- or unit-based activities applicable to all sections in this chapter.

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL American Music Hits Through History CD ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Cause and Effect Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL Why It Matters Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL ELL American Issues ✓ ✓ ✓ ✓ ✓

OL AL ELL American Art and Architecture Transparencies, Strategies, and Activities ✓ ✓ ✓ ✓ ✓

BL OL AL High School American History Literature Library ✓ ✓ ✓ ✓ ✓

BL OL AL ELL The American Vision Video Program ✓ ✓ ✓ ✓ ✓

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Strategies for Success ✓ ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓ ✓

Reading Strategies and Activities for the Social Studies Classroom ✓ ✓ ✓ ✓ ✓

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ASSESSBL OL AL ELL Section Quizzes and Chapter Tests* p. 257 p. 258 p. 259 p. 261

BL OL AL ELL Authentic Assessment With Rubrics p. 41

BL OL AL ELL Standardized Test Practice Workbook p. 40

BL OL AL ELL ExamView® Assessment Suite 18-1 18-2 18-3 Ch. 18

CLOSEBL ELL Reteaching Activity, URB p. 75

BL OL ELL Reading and Study Skills Foldables™ p. 71

626B

What is the Lesson Planner?The TeacherWorks™ Plus Lesson Planner is a practical tool for creating and organizing daily lesson plans using an interactive calendar.

How can the Lesson Planner help me?The Lesson Planner makes it easy to see, at a glance, the resources you have chosen to use for each class on any given day. Using a simple drag-and-drop format, you can generate lesson plans using any number of ancillary titles included in the TeacherWorks™ Plus software, as well as Internet links, documents, files, and programs of your choosing. Once a lesson plan is created, the Lesson Planner serves as a launching point for these resources.

The Lesson Planner is a feature of TeacherWorks™ Plus.

Using theLesson Planner

Teach With Technology

Integrating TechnologyChapter

Visit glencoe.com and enter ™ code TAV9399c18T for Chapter 18 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill Social Studies widget.

Student Teacher ParentMedia Library

• Section Audio ● ●

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The American Vision Online Learning Center (Web Site)• StudentWorks™ Plus Online ● ● ●

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626C

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ChapterAdditional Chapter Resources

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 8 reading level:• Cat Running, by Zilpha Keatley Snyder

For students at a Grade 9 reading level:• A Renaissance in Harlem: Lost Voices of an American

Community, by Lionel C. Bascom

For students at a Grade 10 reading level:• Seabiscuit: An American Legend, by Laura Hillenbrand

For students at a Grade 11 reading level:• Children of the Dust Bowl: The True Story of the School

at Weedpatch Camp, by Jerry Stanley

For students at a Grade 12 reading level:• Herbert Hoover, by David M. Holford

Reading List Generator

CD-ROM

• Timed Readings Plus in Social Studies helpsstudents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com

The following articles relate to this chapter:

• “The Okies—Beyond the Dust Bowl,” by William Howarth, September 1984.

• “Nary a Drop to Spare: Drought Grips the West,” by Chris Carroll, July 2005.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728:

• ZipZapMap! USA (ZipZapMap!)

Access National Geographic’s new, dynamic MapMachine Web site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

Index to National Geographic Magazine:

Reading List Generator

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The following videotape programs are available from Glencoe as supplements to this chapter:

• The Stock Exchange (ISBN 0-76-700562-7)

• The Great Depression (ISBN 0-76-700859-6)

To order, call Glencoe at 1-800-334-7344. To find classroom resources to accompany many of these videos, check the following home pages:

A&E Television: www.aetv.comThe History Channel: www.historychannel.com

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626D

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626

U.S. PRESIDENTS

U.S. EVENTSWORLD EVENTS

626 Chapter 18 The Great Depression Begins

The Great Depression The Great Depression Begins1929–1932SECTION 1 The Causes of the Great Depression

SECTION 2 Life During the Depression

SECTION 3 Hoover Responds to the Depression

1929• Stock market crashes

on Black Tuesday

1930• Congress passes

Hawley-Smoot Tariff

1929 1930

1931• Collapse of large Austrian

bank triggers bank failures across Europe

1928• Soviets introduce First

Five-Year Plan to industrialize the country

1929• Mexico passes 8-hour day,

right to strike, and unemployment insurance

1930• France creates a

health and old age insurance plan

1931

Hoover1929–1933

Chapter

Women and children wait in a bread line at New York City’s New Hope Mission in the early 1930s.

Introducing

Chapter

FocusMAKING CONNECTIONSWhat Causes Depressions?Discuss with students the two questions posed on p. 399. If you live in or near a region of the country where many traditional, manufacturing jobs have been lost, use that experience to enhance discussion and give stu-dents a sense of the scope of the Great Depression. Invite students to imagine life in their community if one in every four people lost his or her job. OL ELL

TeachThe Big IdeasAs students study the chapter, remind them to consider the sec-tion-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the activities below tie in to the Big Ideas and help students think about and understand important chapter concepts. In addition, the Hands-on Chapter Projects, with their culminating activities, relate the content from each section to the Big Ideas. These activities build on each other as students progress through the chapter. Section activities culminate in the wrap-up activity on the Visual Summary page.

Section 2Life During the DepressionEssential Question: How did people cope with life’s struggles during the Great Depression? (They escaped through movies and popular culture. Some, especially farmers living in the Dust Bowl, went west to seek better jobs.) Tell students that in Section 2 they will learn about the increased problems during the Depression and how people struggled to survive. OL

Section 1The Causes of the Great DepressionEssential Question: What factors led to the Great Depression? (inflated stock prices, overproduction, high tariffs, and mistakes by the Federal Reserve Board) Point out that in Section 1 students will learn about the root causes of the Great Depression. OL

Dinah Zike’s Foldables

Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic writ-ing skills, review vocabulary terms, and identify main ideas. Instructions for creating and using Foldables can be found in the Appendix at the end of this book and in the Dinah Zike’s Reading and Study Skills Foldables booklet.

627

Visit glencoe.com and enter code TAV9399c18T for Chapter 18 resources, including a Chapter Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and other materials.

Chapter 18 The Great Depression Begins 627

1932 1933

1931• National

Credit Corporation is created

1932• Government-induced famine begins in USSR,

killing millions• Unemployment in Germany reaches 6 million

1931• Japan

invades Manchuria

Analyzing Popular Culture Create a Two-Tab Book Foldable to research the way people coped with adversity during the Depression. As you read the chapter, list examples of the hardships peo-ple endured in real life and the kinds of entertainment that flourished. EscapistEntertainment

EverydayReality

Life During the Depression

1932• Drought begins on

Great Plains• Bonus Marchers arrive

in Washington, D.C.

Franklin D. Roosevelt 1933–1945

Visit glencoe.com

and enter code TAV9846c18 for Chapter 18 resources.

Making Connections

What Causes Depressions?In the 1930s, the Great Depression caused high unemployment, business failures, and farm foreclosures. Many people lost their homes and savings and became willing to vote for politicians who offered new approaches to solving the crisis.

• What kind of political and social problems do you think depressions cause?

• Why do you think the Great Depression was worse than other economic slowdowns?

Chapter AudioIntroducing

Chapter

More About the PhotoVisual Literacy The lyrics to “Brother, Can You Spare a Dime?” were written by E.Y. Harburg in the early 1930s. First recorded by crooner Rudy Vallee in 1932, the song became the signature song of the Great Depression:

“They used to tell me I was building a dream With peace and glory ahead.Why should I be standing in lineJust waiting for bread?

“Once I built a railroad, made it run,Made it race against time.Once I built a railroad, now it’s done,Brother, can you spare a dime?”

Section 3Hoover Responds to the Depression Essential Question: How did Hoover’s policies attempt to lessen the Great Depression? (He organized a series of conferences with business leaders and increased funding for public works. He created the National Credit Corporation after the Federal Reserve Board refused his request to put more money into circulation. He set up the Reconstruction Finance

Corporation to offer businesses loans.) Tell students that in Section 3 they will learn about Hoover’s strategies for ending the Great Depression and why they failed. OL



Chapter 16 • Section 1

BellringerDaily Focus Transparency 18-1

Analyzing Information

DAILY FOCUS SKILLS TRANSPARENCY 18-1

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: CTeacher Tip: Tell students to read the facts before decidingwhich answer is correct. UNIT

6Chapter 18

DISTRIBUTION OF WEALTH IN THE 1920S

FACT:In 1929 theincome of therichest 1 percentof Americansequaled thecombinedincome of thepoorest42 percent.

FACT:The average American’s disposable income, or money available to spend on consumer goods, rose 9 percent from 1920 to 1929. However, the richest 1 percent saw an increase of 75 percent in disposable income.

Directions: Answer the followingquestion based on the facts at left.

How did the distribution ofwealth in the 1920s makethe impact of the GreatDepression in the 1930smore severe for a majorityof Americans?

A Working-class Americansformed a small percentage ofthe population.

B Wealthy people had lessmoney to spend on consumergoods.

C The majority of Americansdid not have major increasesin income in the 1920s.

D The increases in income wereevenly distributed among allAmericans.

Guide to ReadingAnswers: Hoover: Republican, Quaker, engineer, secretary of commerce; Issues: prosperity Smith: Democrat, Catholic, four-time governor of New York; Issues: Catholicism

To generate student interest and provide a springboard for class discussion, access the Chapter 18, Section 1 video at glencoe.com or on the video DVD.

R Reading Strategies C Critical

Thinking D Differentiated Instruction W Writing

Support S Skill Practice

Teacher Edition• Predicting, p. 630• Analyzing Text

Structure, p. 631• Making Connections,

p. 632• Act. Prior Know., p. 633

Additional Resources• Guid. Read. Act., URB

p. 78

Teacher Edition• Analyzing Prim.

Sources, p. 630

Additional Resources• Prim. Source Read., URB

p. 67• Intr. Polit. Cartoon,

URB p. 73• Quizzes and Tests,

p. 257

Teacher Edition• Special Ed., p. 632

Additional Resources• Academic Vocab. Act.,

URB p. 61

Teacher Edition• Analyzing Maps, p. 629• Reading Graphs, p. 631

Additional Resources• Hist. Analysis Skills, URB

p. 54• Reinforcing Skills Act.,

URB p. 63• Read. Essen., p. 201



Section 1

Guide to ReadingBig IdeasEconomics and Society Stock specu-lation on an unregulated stock market put investors and banks at risk in the 1920s.

Content Vocabulary• stock market (p. 628)• bull market (p. 629)• margin (p. 629)• margin call (p. 629)• speculation (p. 629)• bank run (p. 631)• installment (p. 633)

Academic Vocabulary• collapse (p. 628)• invest (p. 629)• sum (p. 631)

People and Events to Identify • Alfred E. Smith (p. 628)• Black Tuesday (p. 630)• Hawley-Smoot Tariff (p. 633)

Reading StrategyCategorizing As you read about the election of 1928, complete a graphic organizer similar to the one below com-paring the backgrounds and issues of the presidential candidates.

1928 Presidential Campaign

Candidate Background Issues

The Causes of the Great Depression

Although the 1920s were prosperous, speculation in the stock market, risky lending policies, overpro-

duction, and uneven income distribution eventually undermined the economy and led to the Great Depression.

The Long Bull MarketMAIN Idea A strong economy helped Herbert Hoover win the 1928 elec-

tion, but increasing speculation in the stock market set the stage for a crash.

HISTORY AND YOU Have you ever taken a risk while playing a game or sport? How did you decide if the risk was worth it? Read on to learn about the risks people were willing to take in the stock market in the 1920s.

The economic collapse that began in 1929 seemed unimaginable only a year earlier. In the 1928 election, both presidential candidates tried to paint a rosy picture of the future. Republican Herbert Hoover declared, “We are nearer to the final triumph over poverty than ever before in the history of any land.”

The Election of 1928 When Calvin Coolidge declined to run for reelection in 1928, the

Republicans nominated his secretary of commerce, Herbert Hoover. Hoover was well-known to Americans because he had run the Food Administration during World War I. The Democrats chose Alfred E. Smith, four-time governor of New York. Smith was the first Roman Catholic to win a major party’s nomination for president.

Smith’s beliefs became a campaign issue. Some Protestants claimed that the Catholic Church financed the Democratic Party and would rule the United States if Smith became president. These slurs embarrassed Hoover, a Quaker, and he tried to quash them, but the charges damaged Smith’s candidacy.

Smith’s biggest challenge, however, was the prosperity of the 1920s, for which the Republicans took full credit. Hoover defeated Smith by more than 6 million votes and won the Electoral College in a landslide, 444 to 87. On March 4, 1929, an audience of 50,000 stood in the rain to hear Hoover’s inaugural speech. “I have no fears for the future of our country,” Hoover said. “It is bright with hope.”

The Stock Market SoarsThe optimism that swept Hoover into the White House also drove

stock prices to new highs. Sometimes the stock market experiences

Section Audio Spotlight Video

Resource Manager

Focus


629

Making a Storyboard

Step 1: “Seeing” the Story Have small groups work together to create storyboards for the chapter content.

Essential Question Ask: What was life like during the Depression?

Directions Divide the class into small groups. Tell students that they will be pre-

senting section content in storyboard for-mat, as if they are going to make a short film. Students can create a character who is an omniscient narrator or one who is part of the story and responds to events as they occur. Students can also incorporate histori-cal figures mentioned in the text. Remind students as they read Section 1 to look for events or ideas that can be illustrated.

Putting It Together Suggest that students divide the work according to their skills, with one student doing the drawing, another writing captions, and so on. OL (Chapter Project continued on page 635)

Chapter 18 • Section 1PRIMARY SOURCE

“We were challenged with a peacetime choice between the American system of rugged individualism and a European philosophy of diametrically opposed doctrines—doctrines of paternalism and state socialism. . . . [T]hese ideas would have meant the destruction of self-government through centralization of government. It would have meant the undermining of . . . individual initiative and enterprise . . .

“. . . You cannot extend the mastery of the govern-ment over the daily working life of a people without at the same time making it the master of the people’s souls and thoughts. . . . Free speech does not live many hours after free industry and free commerce die. . . . Every step of bureaucratizing of the business of our country poisons the very roots of liberalism—that is, political equality, free speech, free assembly, free press, and equality of opportunity. It is the road not to more liberty, but to less liberty.”

—Herbert Hoover, speech delivered October 22, 1928

Hoover and “Rugged Individualism”

ME6

MD 8

NH 4 VT 4

MA18

CT 7 RI 5

NJ 14 DE 3

AL12

AR9

NY45

PA38

VA12

WV8

NC12

SC9GA

14

FL6

TN 12

KY13

OH24IN

15

MI15

IL29

IA13

WI13

MN12

MO18

LA10

MS10TX

20

OK10

KS10

NE8

SD5

ND5

MT4

WY3

CO6

NM3

AZ3

UT4

ID4

WA7

OR5

CA13

NV3

Smith Hoover

PresidentialElection of 1928

PresidentialCandidate

HooverSmith

PopularVote

21,392,19015,016,443

% ofPopular

Vote

58.18%40.84%

ElectoralVote

44487


a long period of rising stock prices, or a bull market. In the late 1920s a prolonged bull market convinced many people to invest in stocks. By 1929 approximately 10 percent of American households owned stocks.

As the market continued to soar, many investors began buying stocks on margin, making only a small cash down payment (as low as 10 percent of the price). With $1,000, an investor could buy $10,000 worth of stock. The other $9,000 would come as a loan from a stockbroker, who earned both a commission on the sale and interest on the loan. The bro-ker held the stock as collateral.

If the price of the stock kept rising, the investor could make a profit. For example, the investor who borrowed to buy $10,000 worth of stock had only to wait for it to rise to $11,000 in value. The investor could then sell the stock, repay the loan, and make $1,000 in profit. The problem came if the stock price began to fall.

To protect the loan, a broker could issue a margin call, demanding the investor repay the loan at once. As a result, many investors were very sensitive to any fall in stock prices. If prices fell, they had to sell quickly, or they might not be able to repay their loans.

Before the late 1920s, the prices investors paid for stocks had generally reflected the stocks’ true value. If a company made a profit or had good future sales prospects, its stock price rose; prices fell when earnings dropped. In the late 1920s, however, many investors bid prices up without considering a company’s earnings and profits. Buyers, hoping for a quick windfall, engaged in speculation. They bet the market would continue to climb, thus enabling them to sell the stock and make money quickly.

Summarizing What was the stock market like in the 1920s?

1. Contrasting Against what other system does Hoover contrast “rugged individualism”?

2. Analyzing Primary Sources What does Hoover believe is at stake if free industry and free com-merce die? Do you agree or disagree? Explain your position.

(l)The Granger Collection, New York

S

Hands-On Chapter Project

Step 1

Teach

S Skill PracticeAnalyzing Maps Point out the 1928 election map in the Primary Source. Ask: What section of the nation supported Smith? Why might this be surprising? (The South supported Smith, which might be surprising because Smith was Catholic, and the Ku Klux Klan, much of which centered in the South, was anti-Catholic.) OL

Answers: 1. European paternalism and

state socialism2. Free speech and the other

freedoms of the Bill of Rights: free assembly, free press, political equality and equality of opportunity; students’ opinions will vary but should be supported.

Answer: The stock market was a bull market, a long period of ris-ing stock prices that fueled speculation.

630


Stock Prices, 1920–1932

Price

per

Sha

re

1920

1921

1922

1923

1924

1925

1926

1927

1928

1929

1930

1931

1932

$100

$200

$300

$400

Dow-Jones Industrial AveragesSource: Standard and Poor’s Security Price Index Record.

Annual HighAnnual Low


The Great CrashMAIN Idea Rising stock prices led to risky

investment practices; when the stock market crashed, banks were in trouble.

HISTORY AND YOU Have you ever paid more for something than it was worth? Read on to learn why the stock market collapsed in 1929.

The bull market lasted only as long as inves-tors continued putting new money into it. By the latter half of 1929, the market was running out of new customers. In September, profes-sional investors sensed danger and began to sell off their holdings. Prices slipped. Other investors sold shares to pay the interest on their brokerage loans. Prices fell further.

The Stock Market CrashOn Monday, October 21, 1929, the come-

dian Groucho Marx was awakened by a tele-phone call from his broker. “You’d better get down here with some cash to cover your mar-gin,” the broker said. The stock market had plunged. The dazed comedian had to pay back the money he had borrowed to buy stocks, which were now selling for far less than he

had paid for them. Other brokers made similar margin calls. Nervous customers put their stocks up for sale at a frenzied pace, driving the market into a tailspin.

On October 24, a day that came to be called Black Thursday, the market plummeted fur-ther. Marx was wiped out. He had earned a small fortune from plays and films, but now it was gone, and he was deeply in debt. His son recalled his final visit to the brokerage firm, as Groucho spotted his broker:

PRIMARY SOURCE

“He was sitting in front of the now-stilled ticker-tape machine, with his head buried in his hands. Ticker tape was strewn around him on the floor, and the place . . . looked as if it hadn’t been swept out in a week. Groucho tapped [him] on the shoulder and said, ‘Aren’t you the fellow who said nothing could go wrong?’ ‘I guess I made a mistake,’ the broker wearily replied. ‘No, I’m the one who made a mistake,’ snapped Groucho. ‘I listened to you.’”

—quoted in 1929: The Year of the Great Crash

The following week, on October 29, a day that was later dubbed Black Tuesday, prices took the steepest dive yet. That day, almost 16 million shares of stock were sold; the stock

A Crash Becomes a Depression When the stock market crashed in October 1929, it

exposed many weaknesses in the American economy. By 1932 over 25 percent of American workers were unemployed. Charities could not help all who were in need. Many cities had gone bankrupt and newly created state relief agencies had insufficient funds to help.

The Great Depression prompted major political changes. When Franklin D. Roosevelt ran for president in 1932, he had offered few details about how he would save the economy. Once in office, however, he launched a massive program to rescue the banking system, stabilize industry, and aid the unemployed. By the late 1930s, the federal government had taken on huge new responsibilities for the health of the econ-omy and welfare of American families.

ANALYZING HISTORY Do you think the Great Depression required government intervention to resolve? Write a brief essay explaining your opinion.

▲

Mayhem erupts on Wall Street after the stock market crash.

R

C

RR Reading Strategy

Predicting Invite students to predict how the stockbroker and Groucho Marx fared in the Great Depression. (Students may sug-gest that a film star would have new opportunities to make another fortune, but a stockbroker during a financial depression would proba-bly not fare well.) OL

C Critical Thinking Analyzing Primary Sources Have a volunteer read aloud the Primary Source quotation. Ask: What descriptions show the stockbroker’s despair? (He is sit-ting with his head in his hands; the floor is messy with ticker tape.) BL

Evaluating Businesses wanting to expand during the prosperous 1920s increased the number of stock shares avail-able to the public, feeding the buying frenzy. The number of stockholders of American Telephone and Telegraph (AT&T) increased dramatically. In 1920, there were 139,000 stockholders; ten years later, the

number had grown to 567,000. Speculation inflated stocks’ value. In 1925 stocks were valued at $27 billion. That figure increased to more than $87 billion by October 1929. The problems on Wall Street after the crash affected both the unemployed and the employed. Between 1929 and 1931, average working hours per week had

dropped from 48 to 38 hours. In addition, wages continued to fall. In 1929 the average weekly salary was $28.50. It fell to $18.46 in 1932. Ask: Could government regulation of the stock market have prevented the Wall Street crash? (Students may say that the economy was headed for a fall, regardless of what the government did.) OL

Activity: Economics Connection

AdditionalSupport

Answer: Students’ answers will vary. Students should note that many cities and people needed help, but had nowhere to go for help.

631


4,000

3,000

2,000

1,000

0

Source: Historical Statistics of the United States.

1928 1929 1930 1931 1932

Num

ber o

f Fai

lure

s

Bank Failures, 1928–1933

1933

Unemployment, 1928–1938

Pers

ons

(mill

ions

)

1928

1929

1930

1931

1932

1933

1934

1935

1936

1937

1938

36

129

15

YearSource: Historical Statistics of the United States.


market lost between $10 billion and $15 billion in value. By mid-November, stock prices had dropped by more than one-third. Some $30 billion was lost, a sum roughly equal to the total wages Americans earned in 1929. Although the stock market crash was not the major cause of the Great Depression, it under-mined the economy’s ability to overcome other weaknesses.

Banks Begin to CloseThe market crash severely weakened the

nation’s banks in two ways. First, by 1929 banks had loaned nearly $6 billion to stock speculators. Second, many banks had invested depositors’ money in the stock market, hoping for higher returns than they could get by using the money for loans.

When stock values collapsed, banks lost money on their investments, and speculators defaulted on their loans. Having suffered seri-ous losses, many banks cut back drastically on the loans they made. With less credit available, consumers and businesses were not able to borrow as much money. This helped to send the economy into a recession.

Some banks could not absorb the losses they suffered and were forced to close. The government did not insure bank deposits, so if a bank collapsed, customers, including those who did not invest in the stock market, lost their savings. Bank failures in 1929 and 1930 created a crisis of confidence in the banking system.

News of bank failures worried Americans. Some depositors made runs on banks, causing the banks to collapse. A bank run takes place when many depositors decide to withdraw their money at one time, usually because of fear that the bank is going to collapse.

Most banks make a profit by lending money received from depositors and collecting inter-est on the loans. The bank keeps only a frac-tion of depositors’ money in reserve to cover daily business and withdrawals. Usually, that reserve is enough to meet the bank’s needs. If too many people withdraw their money, how-ever, the bank will collapse. More than 10 per-cent of the nation’s banks—nearly 3,500—had closed by 1932.

Determining Cause and Effect What chain of events led to the economic crash of 1929?

▲ Depositors at a New York bank line up to withdraw their money in 1930.

▲

The homeless lived in shacks in shantytowns known as Hoovervilles.

S

R

R Reading Strategy Analyzing Text Structure Have students read the first para-graph under “Banks Begin to Close.” Discuss how the text makes the information understandable and clear. (The text says there are two ways the nation’s banks were weakened. The next two sentences begin with the words First and Second.) OL

S Skill PracticeReading Graphs Ask students to look at the graph showing bank failures. Ask: Which two years had nearly similar numbers of closings? (1928 and 1929; 1930 and 1932) Ask: Based on these statistics, why might people have been hopeful in 1932? (The num-ber of bank closings decreased from 1931 to 1932.) BL

Answer: Fewer investors entered the market, professional investors sold off their stock holdings, prices fell, others sold shares to pay interest on brokerage loans, prices fell again, market collapsed on Black Thursday and Black Tuesday, and banks collapsed.

Activity: Collaborative Learning

The Stock Market Stock market profits began rising in 1924, gradually at first. The wild bull market did not begin until 1927. Stocks began to double and triple in value, some doing so nearly overnight. Leaders in business and government, as well as economics pro-fessors, believed this trend would continue,

bringing a golden age of prosperity to all. As a class discuss the question: What is a sensible way to invest in the stock market? (research the com pany’s background and growth before buying stock; invest broadly in several types of companies) OL

Additional Support

632


6,000

3,000

4,000

5,000

2,000

1,000

0


1929 1930 1931 1932

Expo

rts

(mill

ions

of d

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Value of Exports, 1929–1932

4,013

2,9182,434

5,441

What Caused the Economy to Collapse?

• Low Interest Rates Federal Reserve kept interest rates low; companies borrowed money and expanded more than necessary.

• Overproduction Companies made more goods than could be sold.

• Uneven Distribution of Wealth Not everyone who wanted consumer goods could afford them.

• High Tariffs Tariffs restricted foreign demand for American goods.• Falling Demand With too many goods unsold, production was

cut back and employees were laid off. • Stock Market Speculation Low interest rates encouraged

borrowing money to speculate, endangering bank solvency.

Cyclical Effect

Industryslowed,

which caused:

Steel Rubber

Unemployment

20 07

Which helpedcontribute further to:

Automobile sales declined.This loss of demand meant less demand for:

Lower wages

Textiles Oil


Dolla

rs (b

illio

ns)

1929 1930 1931 1932 1933 1934

20406080

100

Personal SpendingPersonal Income

Income and Spending

Year


The Roots of the Great DepressionMAIN Idea An uneven distribution of income,

tariff policies, and the Federal Reserve Board’s mis-takes contributed to the Great Depression.

HISTORY AND YOU How evenly is wealth distrib-uted in your community? Read about the uneven distribution of income in the late 1920s.

The stock market crash played a major role in putting the economy into a recession. Yet the crash would not have led to a long-lasting depression if other forces had not been at work. The roots of the Great Depression were deeply entangled in the economy of the 1920s.

The Uneven Distribution of Income

Overproduction was one factor contributing to the onset of the Great Depression. More efficient machinery increased the production capacity of both factories and farms. Most Americans, however, did not earn enough to buy up the flood of goods they helped pro-duce. While manufacturing output per person-hour rose 32 percent, the average worker’s wage increased only 8 percent. In 1929 the top 5 percent of all American households earned 30 percent of the nation’s income. In contrast, about two-thirds of families earned less than $2,500 a year, leaving them with little dispos-able income.

Causes of the Great Depression

Analyzing VISUALS1. Analyzing What effect did the decline in automobile

sales have on the steel industry?

2. Calculating Between what two years was the decrease in the value of exports the greatest?

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D Differentiated Instruction

Special Education Students with reading difficulties may ben-efit from making an outline of this section. Have them copy the main heading and subheadings into their notebooks, with room under each head for taking notes about the key events and concepts. Remind students to use the chap-ter time lines to preview events they will read about. BL

R Reading StrategyMaking Connections Have students find out the current sta-tistics on distribution of wealth and disposable income in the United States. Ask them to com-pare their findings to the informa-tion presented for 1929. AL

Analyzing VISUALS

1. There was less demand for steel, causing lower wages and unemployment.

2. 1929 and 1930

Economics Invite an economics teacher or economist to speak to the class about the safe-guards now in place to help prevent a depres-sion as serious as the one during the 1920s and 1930s. Ask the speaker to look at other drops in

the market and how these safeguards have worked at these times. Ask the speaker to pro-vide an activity or pretest that the students can complete before he or she comes to speak. OL

Activity: Interdisciplinary Connection

633

Chapter 18 • Section 1Section 1 REVIEW

Study Central™ To review this section, go to glencoe.com and click on Study Central.

633

During the 1920s many Americans had purchased high-cost items, such as refrigerators and cars, on the installment plan. Purchasers could make small down payments and pay the remainder of the item’s price in monthly installments. Paying off such debts eventually forced some buyers to stop making new purchases. Because of the decrease in sales, manufacturers in turn cut production and laid off employees.

The slowdown in retail sales reverberated throughout the econ-omy. When radio sales slumped, for example, makers cut back on orders for copper wire, wood cabinets, and glass radio tubes. Montana copper miners, Minnesota lumberjacks, and Ohio glass-workers, in turn, lost their jobs. Jobless workers cut back on pur-chases, further cutting sales. This kind of chain reaction put more and more Americans out of work. Many families had little or no savings. They had nothing to support themselves when they lost their jobs. In 1930 alone, about 26,000 businesses collapsed.

The Loss of Export Sales Many jobs might have been saved if American manufacturers

had sold more goods abroad. As the bull market of the 1920s sped up, U.S. banks made loans to speculators rather than loans to foreign companies. Foreign countries were also facing a reces-sion after World War I. Many nations did not have the money to buy American-manufactured goods or crops.

In 1929 Hoover wanted to encourage overseas trade by lower-ing tariffs. Conservative Republicans, however, wanted to protect American industry from foreign competition by raising tariffs. The resulting legislation, the Hawley-Smoot Tariff, raised the average tariff rate to the highest level in American history. In the end, it failed to help American businesses, because foreign coun-tries responded by raising their own tariffs. This meant fewer American products were sold overseas. By 1932 exports had fallen to about one-fifth of what they had been in 1929, which hurt both American companies and farmers.

Mistakes by the Federal ReserveJust as consumers were able to buy more goods on credit,

access to easy money propelled the stock market. Instead of rais-ing interest rates to curb excessive speculation, the Federal Reserve Board kept its rates very low throughout the 1920s.

The Board’s failure to raise interest rates significantly helped cause the Depression in two ways. First, by keeping rates low, it encouraged member banks to make risky loans. Second, its low interest rates led business leaders to think the economy was still expanding. As a result, they borrowed more money to expand production, a serious mistake because it led to overproduction when sales were falling. When the Depression finally hit, compa-nies had to lay off workers to cut costs. Then the Federal Reserve made another mistake. It raised interest rates, tightening credit. The economy continued to spiral downward.

Listing What were three factors that contributed to the Great Depression?

Vocabulary1. Explain the significance of: Alfred E.

Smith, stock market, bull market, margin, margin call, speculation, Black Tuesday, bank run, installment, Hawley-Smoot Tariff.

Main Ideas 2. Identifying What factors contributed to

Herbert Hoover’s election in 1928?

3. Examining How did the stock market collapse affect banks?

4. Explaining What effect did tariff policies have on the Great Depression?

Critical Thinking5. Big Ideas How did the practice of buy-

ing on margin and speculation cause the stock market to rise?

6. Organizing Use a graphic organizer sim-ilar to the one below to list the causes of the Great Depression.

GreatDepression

7. Analyzing Visuals Look at the graph on page 630. What generalization can you make about the variation in highs and lows of the stock market from 1920 to 1932?

Writing About History8. Expository Writing Write an article for

a financial magazine explaining the stock market’s rapid decline in 1929 and the reasons for the crash on Black Tuesday.

Causes

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Answers

R Reading StrategyActivating Prior Knowledge Ask students to recall the terms of reparations after World War I and which country might be facing the most severe recession. (Heavy reparations were placed on Germany.) OL

Assess

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: How did the stock market crash lead to bank failures? (Banks lost money when speculators could not repay the money they borrowed to buy stock. Banks had also invested depositors’ money in the stock market. Many depositors withdrew their funds.) OL

Section 1 REVIEW

Answer: uneven distribution of income, loss of export sales, and mistakes by the Federal Reserve

1. All definitions can be found in the section and the Glossary.

2. apparently strong economy and rising stock market prices

3. Banks had lent money to investors, who lost everything and couldn’t repay it; they had also invested depositors’ money in the stock market. They lost money on their invest-ments, and debtors defaulted on loans. Some banks had to close and this further eroded consumer confidence.

4. They led to a decrease in export trade, which further hurt the economy.

5. Buying on margin meant that an investor could make a small down payment and bor-row the rest of the stocks’ cost from the bro-ker. Many people bought stocks on speculation, hoping that the market would continue climbing.

6. uneven distribution of wealth, decline in sales, mistakes by the Federal Reserve

7. The gap between the two wasn’t so large until highs began to spike in 1928. The gap remained large until 1932, when highs and lows returned to the distance level of 1920.

8. Students’ articles will vary but should include appropriate vocabulary.



The Great Depression caused large numbers of people to lose their jobs and property. To help

people escape their misery, popular entertainment offered humorous and optimistic movies and radio programs. Novelists and photographers created more realistic portrayals of American life.

The Depression WorsensMAIN Idea Hunger and homelessness became severe problems by the

early 1930s; then, a terrible drought devastated the Great Plains.

HISTORY AND YOU Have you ever been caught outside in a thunderstorm? Read about the deadly dust storms of the 1930s.

The Depression grew steadily worse during Hoover’s administra-tion. In 1930, 1,352 banks suspended operations across the nation, more than twice the number of bank failures in 1929. More than 9,000 banks had failed by 1933. In 1932 alone, some 30,000 compa-nies went out of business. By 1933 more than 12 million workers, or roughly one-fourth of the workforce, were unemployed.

Struggling to Get ByPeople without jobs often went hungry. Whenever possible they

stood in bread lines—sometimes blocks long—for free food or lined up outside soup kitchens, which private organizations set up to give the poor meals. New York City’s YMCA fed up to 12,000 people daily.

Families or individuals who could not pay their rent or mortgage lost their homes. Some of them, paralyzed by fear and humiliation over their sudden misfortune, simply would not or could not move. Their landlord would then ask the court for an eviction notice. Court officers known as bailiffs then ejected the nonpaying tenants, piling their belongings in the street.

Throughout the country, newly homeless people put up shacks on unused or public lands, forming communities called shantytowns. Blaming the president for their plight, people referred to such places as Hoovervilles.

In search of work or a better life, many homeless and unemployed Americans began to wander around the country—walking, hitchhik-ing, or, most often, “riding the rails.” These wanderers, called hobos, would sneak past railroad police to slip into open boxcars on freight trains. Hundreds of thousands of people, mostly boys and young men, wandered from place to place in this fashion.

Section 2

Guide to ReadingBig IdeasPast and Present As the Great Depression and the drought worsened, thousands of people tried to find work and shelter in other places.

Content Vocabulary• bailiff (p. 634)• hobo (p. 634)• soap opera (p. 637)

Academic Vocabulary• suspend (p. 634)• colleague (p. 636)• technique (p. 637)

People and Events to Identify• Dust Bowl (p. 635)• Walt Disney (p. 636)• John Steinbeck (p. 637)• William Faulkner (p. 637)• Grant Wood (p. 637)

Reading StrategyTaking Notes As you read about life in the United States during the Great Depression, use the major headings of the section to create an outline similar to the one below.

Life During the DepressionI. The Depression Worsens

A.B.

II.

Life During the Depression Section Audio Spotlight Video



Making Inferences


Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: FTeacher Tip: Students should look for clues in thephotograph to help answer the question.UNIT

6Chapter 18

A HOOVERVILLE, 1930

Here you will find men living in homemade ‘houses’ constructed of box wood and lumber, begging description. Many curious folks come out to ‘Shantytown’ and a guide eagerly shows one around with explanations as to who is who and what is what in ‘shantytown.’ Any donation you may give is part of the community chest and shared by all dwellers.”

—Brady Stewart, photographer, Pittsburgh, 1930

“

Directions: Answer the followingquestion based on the photographand the quote.

What can you infer aboutthe living conditions ofmany unemployedAmericans during the Great Depression?

F The living conditions wereunclean and dangerous insuch makeshift homes.

G The houses were similar tothe standard housing of the1930s.

H The houses were well builtand in a scenic location.

J There was little need forshantytowns such as this onein most American cities.




Teacher Edition• Making Connections,

p. 636


p. 79

Teacher Edition• Det. Cause/Effect, p. 635

Additional Resources• Econ. and Hist., URB p. 7• Critical Thinking Skills,

URB p. 64• Prim. Source Read., URB

p. 69• Quizzes and Tests, p. 258• Linking Past and

Present, URB p. 66

Teacher Edition• Logical/Math., p. 636

Additional Resources• Differentiated Instr.,

URB p. 55• American Art and Music

Act., URB p. 71• Econ. and History Act.,

URB p. 7• English Learner Act.,

URB p. 57

Additional Resources• Cont. Vocab. Act., URB

p. 59

Additional Resources• Read. Essen., p. 204• Reading Skills Act., URB

p. 53

Guide to ReadingAnswers: I. The Depression Worsens A. Struggling to Get By B. The Dust BowlII. Art and Entertainment A. Hollywood B. On the Air C. Literature and Art


Resource Manager

Focus


635

Making a Storyboard

Step 2: Begin Making Drawings

Directions Have students begin making their storyboard drawings based on what they have learned in Section 1. Remind them that working on the drawings as they read can help them comprehend the mate-rial. Section 2 is particularly suited for this

activity. Encourage students to have fun while using the material in the text as the topics of their drawings.

Putting It Together Allow time for stu-dents to share preliminary drawings. Discuss ideas for any key elements in Section 1 they found difficult to illustrate. OL (Chapter Project continued on page 641)



The Dust BowlFarmers soon faced a new disaster. Since

homesteading had begun on the Great Plains, farmers’ plows had uprooted the wild grasses that held the soil’s moisture. When crop prices dropped in the 1920s, farmers left many of their fields uncultivated. Then, a terrible drought struck the Great Plains. With neither grass nor wheat to hold the scant rainfall, the soil dried to dust. From the Dakotas to Texas, America’s wheat fields became a vast “Dust Bowl.”

Winds whipped the arid earth, blowing it aloft and blackening the sky for hundreds of miles. When the dust settled, it buried crops and livestock. Humans and animals caught outdoors sometimes died of suffocation when the dust filled their lungs. The number of yearly dust storms grew, from 22 in 1934 to 72 in 1937. Will and Carolyn Henderson farmed in western Oklahoma. Carolyn wrote a series of articles for the Atlantic Monthly about their life during the drought.

PRIMARY SOURCE

“At the little country store, after one of the worst of these storms, the candies in the show case all looked alike and equally brown. Dust to eat and dust to breathe and dust to drink. Dust in the beds and in the flour bin, on dishes and walls and win-dows, in hair and eyes and ears and teeth and throats. . . .”

—from Dust to Eat: Drought and Depression in the 1930s

Some Great Plains farmers managed to hold on to their land, but many had no chance. If their withered fields were mortgaged, they had to turn them over to the banks. Then, nearly penniless, many families headed west, hoping for a better life in California. Because many migrants were from Oklahoma, they became known as “Okies.” In California, they lived in roadside camps and remained homeless and impoverished.

Explaining What chain of events turned the once-fertile Great Plains into the Dust Bowl?

Fleeing the Dustbowl

1. Analyzing Primary Sources What advantage does the owner of the fields have when it comes to paying people to work?

2. Drawing Conclusions Why might the owners of the fields prefer to get “a fella with kids”?

Student Web Activity Visit glencoe.com and complete the activity on hobo life during the Depression.

About 40 percent of migrant farmers who fled the Dust Bowl went to California’s San Joaquin Valley to pick cotton and grapes. In his novel The Grapes of Wrath, John Steinbeck describes what these migrants found when they arrived to harvest crops:

PRIMARY SOURCE

“Maybe he [the owner of the fields] needs two hunderd men, so he talks to five hunderd, an’ they tell other folks, an’ when you get to the place, they’s a thousan’ men. This here fella says, ‘I’m payin’ twenty cents an hour.’ An’ maybe half the men walk off. But they’s still five hunderd that’s so . . . hungry they’ll work for nothin’ but biscuits. Well, this here fella’s got a contract to pick them peaches or—chop that cotton. You see now? The more fellas he can get, an’ the hungrier, less he’s gonna pay. An’ he’ll get a fella with kids if he can.”

—from The Grapes of Wrath

The fierce dust storms of the 1930s destroyed farms and caused many to flee the Great Plains. Below, girls pump water during a dust storm in Springfield, Colorado.

(l)Chicago Historical Society

C

Teach

C Critical Thinking Determining Cause and Effect Ask students to read the first column on this page. Have them create graphic organizers showing the cause-and-effect nature of events that led to the Dust Bowl. BL

Answers:1. People are so hungry they will

work for food only.2. If someone with kids is hired,

the children will work in the fields too.

Answer: uprooting the wild grasses, a drop in prices left fields unculti-vated, and terrible drought


Step 2


636


Margaret Bourke-White1904–1971

While a student at Columbia University, Margaret Bourke-White took a course on photography. She went on to become one of the lead-ing photographers of her time. In 1927 she began photographing architectural and industrial subjects. Her originality led to jobs at major magazines such as Fortune and Life. During World War II she became the first woman photographer attached to the U.S. armed forces. She covered the Italian campaign and the siege of Moscow. She was among those who photographed concentration camp survivors. Bourke-White traveled to India after the war to document Gandhi’s efforts to gain that nation’s indepen-dence from Great Britain. During the Korean War, she traveled with South Korean troops.

What made Margaret Bourke-White’s career and photography unusual for the time?

▲ African American flood victims wait for food and clothing from the Red Cross in 1937 in one of Margaret Bourke-White’s most famous photos. The people contrast sharply with the billboard.


Art and Entertainment MAIN Idea Movies and radio shows were very

popular during the 1930s, a period that also pro-duced new art and literature.

HISTORY AND YOU Has a movie ever helped you get through a difficult time? Read to learn ways that people coped with the Great Depression.

The hard times of the 1930s led many Americans to prefer entertainment that let them escape their worries. For this reason, movies and radio plays grew increasingly popular. Also, in the 1930s, comic books grew rapidly in popularity. The first comic books cheered people by reprinting news-paper comics, but in the late 1930s, the “superhero” genre was born with the print-ing of the first tales of Superman in 1938 and Batman in 1939.

Hollywood During the 1930s more than 60 million

Americans went to the movies each week. Child stars such as Shirley Temple and Jackie Coogan delighted viewers. Groucho Marx wisecracked while his brothers amused audi-ences in such films as Animal Crackers, and comedies became very popular because they provided a release from daily worries.

King Kong, first released in 1933, showcased new special effects. Moviegoers also loved cartoons. Walt Disney, who brought Mickey Mouse to life in 1928, produced the first feature-length animated film, Snow White and the Seven Dwarfs, in 1937.

Even serious films were optimistic. In Mr. Smith Goes to Washington, Jimmy Stewart played a naïve scout leader who becomes a senator. He exposes the corruption of some of his colleagues and calls upon senators to view American government as a high achievement.

In 1939 MGM produced The Wizard of Oz, a colorful musical that lifted viewers’ spirits. That same year, Vivien Leigh and Clark Gable thrilled audiences in Gone with the Wind, a Civil War epic that won nine Academy Awards. Hattie McDaniel, who won the award for Best Supporting Actress, was the first African American to win an Academy Award.

On the AirWhile movies captured the imagination,

radio offered information and entertainment as near as the living room. Tens of millions of people listened to the radio daily, and radio comedians such as Jack Benny, George Burns, and Gracie Allen were popular, as were the radio adventures of superheroes such as the Green Hornet and the Lone Ranger.

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Female Photographer Margaret Bourke-White began her career as a commercial photog-rapher, and her work reflects the importance of American industry. Part of Bourke-White’s suc-cess was her fearlessness. When photographing steel mills in Cleveland, Ohio, she got so close to the metal being poured that her face turned red and her camera’s finish blistered. She climbed on

top of New York City’s Chrysler Building, perching on a gargoyle to get a shot. She hung out of bomber airplanes. She was the only woman on staff at the launch of Life magazine, and a photo of hers was used on the cover of the premiere issue. Bourke-White invented the photographic essay.

Extending the Content

R Reading StrategyMaking Connections Draw students’ attention to the com-ment about the beginning of the “superhero” genre of comic books. Ask students to discuss why this period of time might have produced the genre. (Stu-dents may suggest that in a time of national crisis, a superhero brought hope and a diversion from troubles.) BL


Logical/Mathematical Invite students to find out the U.S. pop-ulation in 1930 and the U.S. popu-lation according to the most recent census. Then have them use library or Internet resources to find out rates of movie atten-dance in 1930 and today. Have students graph the percentages of movie attendance for both periods of time. OL

Answer: She was the first woman to pho-tograph combat; she did not photograph happy subjects but tried to show life as it was.

637


Effects of the Great Depression

REVIEW


637

Daytime radio dramas carried over their story lines from day to day. Programs such as The Guiding Light presented middle-class families confronting illness, conflict, and other problems. The shows’ sponsors were often makers of laundry soaps, so the shows were nicknamed soap operas. Radio created a new type of community. Even strangers found common ground in discuss-ing the lives of radio characters.

Literature and ArtLiterature and art also flourished during the 1930s. Writers

and artists tried to portray life around them, using the homeless and unemployed as their subjects in stories and pictures.

Novelist John Steinbeck added flesh and blood to journalists’ reports of poverty and misfortune. His writing evoked both sym-pathy for his characters and indignation at social injustice. In The Grapes of Wrath (1939), which was awarded the Pulitzer Prize and was made into a movie, Steinbeck tells the story of the Joad family fleeing the Dust Bowl to find a new life in California after losing their farm. The novel was based on Steinbeck’s visits to migrant camps and his interviews with migrant families. In one article he described typical housing for the migrants, for which they paid the growers as much as $2.00 daily:

PRIMARY SOURCE

“[They have] one-room shacks usually about 10 by 12 feet, have no rug, no water, no bed. In one corner there is a little iron wood stove. Water must be carried from the faucet at the end of the street.”

—from Dust to Eat: Drought and Depression

Other novelists developed new writing techniques. In The Sound and the Fury, William Faulkner, who later won the Nobel Prize for Literature, shows what his characters are thinking and feeling before they speak. Using this stream of consciousness technique, he exposes hidden attitudes of Southern whites and African Americans in a fictional Mississippi county.

Although written words remained powerful, images were growing more influential. Photographers roamed the nation with the new 35-millimeter cameras, seeking new subjects. In 1936, Time magazine publisher Henry Luce introduced Life, a weekly photojournalism magazine that enjoyed instant success. The strik-ing pictures of photojournalists Dorothea Lange and Margaret Bourke-White showed how the Great Depression had affected average Americans.

Painters in the 1930s included Thomas Hart Benton and Grant Wood, whose styles were referred to as the regionalist school. Their work emphasized traditional American values, especially those of the rural Midwest and South. Wood’s painting that is best-known today is American Gothic. The portrait pays tribute to no-nonsense Midwesterners while gently making fun of their severity.

Examining What subjects did artists, photographers, and writers emphasize during the 1930s?

Vocabulary1. Explain the significance of: bailiff, hobo,

Dust Bowl, Walt Disney, soap opera, John Steinbeck, William Faulkner, Grant Wood.

Main Ideas 2. Analyzing What environmental

event of the 1930s worsened the Great Depression?

3. Explaining How did people try to escape the realities of life during the Great Depression?

Critical Thinking4. Big Ideas How did some Great Plains

farmers respond to the loss of their fields to the banks?

5. Organizing Use a graphic organizer such as the one below to identify the effects of the Great Depression.

6. Analyzing Visuals Look at the photo on page 635. What details indicate that this is a severe dust storm?

Writing About History7. Descriptive Writing Imagine you are

writing the catalogue for an art show of photographs by Dorothea Lange or Margaret Bourke-White. Write a paragraph describing one of the images in this sec-tion or discussing their photographic skill.

Section 2

Answers

Assess

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What forms of entertainment were popular during the Great Depression? (reading comic books, going to the movies, listen-ing to radio shows and soap operas) BL

Answer: Some work, such as Disney’s car-toons, was escapist; other artists focused on the plight of those most clearly affected by the Great Depression and Dust Bowl.


2. drought and resulting crop failure 3. movies and radio 4. Many farmers headed west, hoping for a

better life in California. 5. bank failures, unemployment, hunger,

homelessness, and a terrible drought

6. They hold handkerchiefs to cover their mouths and noses. They are wearing hats; one has on a coat to protect herself. The girl holding the cup has it close to the faucet so no sand will blow into it. The wind is whip-ping their skirts.

7. Students’ paragraphs will vary but should focus on one photo in the chapter.

Section 2 REVIEW


638

Analyzing GEOGRAPHY

The Dust BowlIn the late nineteenth century, settlers on the Great Plains turned the semiarid region into the bread-basket of America, growing vast fields of wheat and other crops. Intensive farming destroyed the region’s native grasses and loosened the soil. At first, this was not a problem, as the Great Plains experienced higher than normal rainfall in the late 1800s. Over time, how-ever, farmers exhausted the soil. When rainfall began to decline and temperatures rose in the 1920s, the soil began to dry out. In 1932, a full-scale drought hit. The fierce heat dried the exhausted soil into fine dustlike particles. The high winds of the open plains easily lifted the dirt into the air creating “dust storms.” In 1932 alone, 14 dust storms struck the Great Plains. These storms carried the soil of the Great Plains hun-dreds of miles. In May 1934, a huge storm dumped piles of dirt in Chicago. Further east, silt from the storm collected on the windows of the White House.

How Did the Dust Bowl Affect Americans?The “Dust Bowl” is sometimes called a human-made natural disaster. The drought and rising temperatures of the 1930s were a natural disaster. But the dust storms were human-made, the result of decades of overcultivation. These “black blizzards” scoured and buried homes, ruined vehicle engines, and diminished visibility. The blowing dirt could injure eyes and damage lungs; it even suffocated people. As the drought destroyed their livelihood, and the dust storms destroyed their belongings, many farmers abandoned the land, packed up their families, and fled the region in search of work elsewhere.

120°W

40°N

30°N

Ida.Ore.

Nev.

Calif.

Utah

Ariz.N. Mex.

Colo.

Wyo.

Mont.

N. Dak.

S. Dak.

Nebr.

Kans.

Iowa

Minn.

Okla.

Tex.

Fargo

Los Angeles

Fresno

GrandJunction

BakersfieldFlagstaff

Albuquerque

SantaFe

DenverKansas

City

Minneapolis

OklahomaCity

Omaha

Dallas

Tulsa

Houston

PACIFICOCEAN

Area with severe loss of topsoil

Area with moderate loss of topsoil

Movement of people

Destination of Dust Bowl emigrants

State with population loss,1930–1940

400 miles

400 kilometers

0

0

Albers Equal-Area projection

N

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W E

Analyzing GEOGRAPHY1. Movement Which states lost population in the

1930s? In which direction did most people fleeing the Dust Bowl move?

2. Human-Environment Interaction Study the image at right. What problems and dangers does the dust storm create?

The drought on the Great Plains in the 1930s was the worst ever recorded in U.S. history. Summer temperatures soared above 110 degrees in many locations, setting records that still stand. The lack of water and fierce heat dried the soil to a fine dust. An estimated 200 million acres of land lost some or all of its topsoil.

D C


Additional Support

FocusTell students that more than 325 dust storms hit between 1930 and 1941. A May, 1934 storm moved perhaps a third of a billion tons of topsoil, dropping it in Boston, Washington, D.C., and on ships hundreds of miles in the Atlantic.

TeachD Differentiated

InstructionNaturalist Invite students to find out about measures that the government took to conserve the soil and improve farming practices during the Dust Bowl years. Have them take on the role of a worker from the Soil Conservation Service explaining options to the class. OL

C Critical ThinkingPredicting Consequences Ask students to imagine what might happen to the land when farmers left for California or other places to find work. (Possible answer: it reverted back to uninhabited plains) OL

Extending the Content

Drought Conditions The Dust Bowl of the 1930s was not the only drought in the United States during the 20th century. A drought occurred in Great Plains states and Texas from 1951 until 1956. By 1953, three-quarters of Texas reported below normal amounts of rain-fall. By 1957, when the spring rains ended the drought, 244 of Texas’s 254 counties had been

declared federal drought disaster areas. More than a third of the United States was affected by the drought of 1987 to 1989. There were cata-strophic fires in 1988, such as the ones that burned in Yellowstone National Park. During the early years of the 21st century, the Plains states again suffered years of drought.

639

The fine grit of dust storms could clog car engines and other mechanical devices beyond repair.

Dust storms towered thousands of feet in the air and moved rapidly across the open plains. When a storm hit, it became dark outside, and visibility often dropped to only a few feet.

People raced for cover when a storm hit. The grit stung the skin and eyes. Breathing the dust could cause dust pneumonia. Many people, especially children and senior citizens, became sick, and many died.

▲ Many farmers in the Dust Bowl, such as Elmer Thomas and his family of Muskogee, Oklahoma (above), decided to leave the region. Many became migrant workers, traveling from across the west in search of short-term employment.


Assess/CloseR Reading Skill

Making Connections Have students find out about the Green Belt Movement, in which Nobel Prize winner Wangari Maathai began to counter the threat of drought in Africa as a result of deforestation and soil erosion. Allow time for them to report their findings to the class.

Interdisciplinary Connection

Language Arts Hold a Debate Global warming continues to be a topic of concern to farmers and others. Have students debate the possible solutions to this problem and the role that the United States might take.

Analyzing GEOGRAPHY

Answers: 1. North Dakota, South Dakota,

Nebraska, and Kansas all lost population. Most people headed west to California.

2. Dust storms cause a loss of topsoil; create breathing problems, particularly for the aged and children; cause a loss of visibility, and damage equipment such as engines.


Making Generalizations


Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: A broad statement drawn from many facts iscalled a generalization. A generalization must besupported by evidence that is logical and factual.

UNIT

6Chapter 18

THE PENNY AUCTION

When farmers could not pay their mortgages, the banks foreclosed on the property and sold the farms at public auctions. Local farmers

would gather at these auctions. Someone in the crowd would bid around fifteen cents, and bids rarely went above a few dollars before

the bidding stopped. This forced the auctioneer to halt the sale.

Directions: Answer the followingquestion based on the image andthe text at left.

Between 1930 and 1934,nearly one million farmswere foreclosed. How didAmerican farmers react?

A Individual farmers were indif-ferent to the foreclosures ofother farmers’ property.

B Farmers often burned downtheir barns.

C Farmers spent huge sums ofmoney to buy other farms.

D Farmers resented the foreclosures and tried to stop them.

Source: Iowa Calls a Halt to “Penny Auctions” from The Great Depression: America in the 1930s by T.H. Watkins, Boston, Massachusetts, Back Bay Books (Little, Brown and Company), 1993.

Guide to ReadingAnswers: Initiative: Industry was to keep factories open and stop slashing wages; Result: business leaders did not follow through; Initiative: Hoover wanted to increase public works; Result: this had little effect; Initiative: to pump money into the economy; Result: this was too limited and could not reverse the accelerating collapse





Teacher Edition• Analyzing Text

Structure, p. 641


p. 80• RENTG, p. 207• Reteaching Act., URB

p. 75

Additional Resources• Quizzes and Tests,

p. 259• Auth. Assess, p. 41

Teacher Edition• Visual/Spatial, p. 641

Additional Resources• Geography and Hist.,

URB p. 3• Enrichment Act., URB

p. 76

Teacher Edition• Persuasive Writing,

p. 642

Additional Resources• Interp. Pol. Cartoons,

URB p. 73• Time Line Act., URB

p. 65


Section 3

Guide to ReadingBig IdeasGovernment and Society President Hoover’s ideas about government shaped his response to the Great Depression, making the government slow to respond.

Content Vocabulary• public works (p. 640)• relief (p. 642)• foreclose (p. 643)

Academic Vocabulary• series (p. 640)• community (p. 641)

People and Events to Identify• Reconstruction Finance Corporation

(p. 641)• Bonus Army (p. 643)

Reading StrategyCategorizing As you read about Herbert Hoover’s response to the Depression, create a graphic organizer listing his major initiatives and their results.

Major Recovery Plans

Results Results Results

Hoover Responds to the Depression

President Hoover tried to fix the economy by provid-ing loans to banks and corporations and by starting

public works projects. Later, he reluctantly supported direct aid to impoverished families. By the early 1930s, more Americans were demanding the government‘s help.

Promoting RecoveryMAIN Idea Hoover encouraged businesses to stop laying off workers and

created public works projects.

HISTORY AND YOU What efforts would you have taken to help the econ-omy if you had been president? Read about the public works efforts of the early 1930s.

On Friday, October 25, 1929, the day after Black Thursday, President Herbert Hoover declared that “the fundamental business of the country . . . is on a sound and prosperous basis.” On March 7, 1930, he told the press that “the worst effects of the crash upon employment will have passed during the next sixty days.” Critics derided his optimism as conditions worsened. Hoover, however, hoped to downplay the public’s fears. He wanted to avoid more bank runs and layoffs by urging consumers and business leaders to make rational decisions. In the end, Hoover’s efforts failed to inspire the public’s confidence, and the economy continued its downward slide.

President Hoover believed that the American system of “rugged individualism” would keep the economy moving. He felt that the government should not step in to help individuals out. After World War I, many European countries had implemented a form of social-ism, which Hoover felt contributed to their lack of economic recovery. In 1922 Hoover had written a book, American Individualism, which presented arguments for why the American system of individualism was the best social, political, spiritual, and economic system in the world. Thus, it was difficult for Hoover to propose policies that had the government taking more control.

Despite his public statements that the economy was not in trouble, Hoover was worried. To devise strategies for improving the economy, he organized a series of conferences, bringing together the heads of banks, railroads, and other big businesses, as well as labor leaders and government officials.

Industry leaders pledged to keep factories open and to stop slash-ing wages. By 1931, however, they had broken those pledges. Hoover then increased the funding for public works, or government-financed building projects. The resulting construction jobs were intended to replace some of those lost in the private sector.

Section Audio Spotlight VideoChapter 18 • Section 3

Resource Manager

Focus


641



Public works projects did create some jobs but for only a small fraction of the millions who were unemployed. The government could create enough new jobs only by massively increasing government spending, which Hoover refused to do.

Someone had to pay for public works proj-ects. If the government raised taxes to pay for them, consumers would have less money to spend, further hurting already struggling busi-nesses. If the government kept taxes low and ran a budget deficit instead—spending more money than it collected in taxes—it would have to borrow the money. Borrowing would mean less money available for businesses to expand and for consumer loans. Hoover feared that deficit spending would actually delay an economic recovery.

As the 1930 congressional elections approached, most Americans felt threatened by rising unemployment. Citizens blamed the party in power for the ailing economy. The Republicans lost 49 seats and their majority in the House of Representatives; they held on to the Senate by a single vote.

Trying to Rescue the BanksTo get the economy growing again, Hoover

focused on expanding the money supply. The government, he believed, had to help banks make loans to corporations, which could then expand production and rehire workers.

The president asked the Federal Reserve Board to put more currency into circulation, but the Board refused. In an attempt to ease the money shortage, Hoover set up the National Credit Corporation (NCC) in October 1931. The NCC created a pool of money that allowed troubled banks to continue lending money in their communities. This program, however, failed to meet the nation’s needs.

In 1932 Hoover requested Congress to set up the Reconstruction Finance Corporation (RFC) to make loans to businesses. By early 1932 the RFC had lent about $238 million to approximately 160 banks, 60 railroads, and 18 building-and-loan organizations. The RFC was overly cautious, however. It failed to increase its lending sufficiently to meet the need, and the economy continued its decline.

▲ While the Democratic Party donkey marches outside singing old songs, Hoover tries to deal with economic problems caused by high tariffs, depression and drought.

Analyzing VISUALS1. Analyzing What does the cartoon on the right suggest

about Hoover’s plan to help farmers?

2. Analyzing How are Hoover and the Democrats portrayed in the cartoon on the left?

▲ Herbert Hoover reassures a farmer his scarecrow labeled farm relief will help.

Can Hoover Fight the Depression?

(l)The Granger Collection, New York

D

R

Teach

R Reading StrategyAnalyzing Text Structure Draw students’ attention to the second paragraph. Ask them to develop flowcharts showing the options for paying for public works projects. OL


Visual/Spatial Invite students to create time lines showing the efforts Hoover made to try to keep disaster from occurring. BL

Analyzing VISUALS

Answers:1. The cartoonist pictures

Hoover’s farm relief as a scare-crow, trying to scare off the birds labeled “hard times.”

2. Hoover is shown as a nurse-maid trying to quiet the vari-ous unhappy “babies,” or problems his administration faces. The Democrats are shown as loudly singing about the problems.

Making a Storyboard

Step 3: Peer Review Groups will exchange storyboards completed to this point.

Directions Have the groups exchange storyboard projects completed thus far. Ask each group to honestly and fairly evaluate whether the storyboard captures the most important material in Sections 1 and 2. Comments should be constructive and

helpful and should be limited to content, rather than focusing on the quality of the drawings.

Putting It Together Have students incor-porate the suggestions they have received for improving their storyboards.(Chapter Project continued on the Visual Summary page)


Step 3

642


An Angry Nation

Direct Help for CitizensFrom the start, Hoover strongly opposed

the federal government’s participation in relief—money given directly to impoverished families. He believed that only state and local governments should dole out relief. Any other needs should be met by private charity, not by the federal government. By the spring of 1932, however, state and local governments were running out of money, and private charities lacked the resources to handle the crisis.

That year, political support for a federal relief measure increased, and Congress passed the Emergency Relief and Construction Act in July. Reluctantly, Hoover signed the bill. The new act called for $1.5 billion for public works and $300 million in emergency loans to the states for direct relief. For the first time in United States history, the federal government was supplying direct relief funds, although governors of the states had to apply for the loans. By this time, however, the new program could not reverse the accelerating collapse.

Summarizing Why did Hoover oppose a federal relief program?

In an Angry MoodMAIN Idea Farmers, veterans, and others who

were suffering grew frustrated and demanded the government do something to help.

HISTORY AND YOU Have you ever felt strongly enough about an issue to take part in a protest? Read what happened when veterans of World War I demonstrated in Washington, D.C., in 1932.

In the months after the Wall Street crash, most Americans were resigned to bad eco-nomic news. By 1931, however, many people were becoming increasingly discontent.

Hunger Marches and Protests by Farmers

In January 1931 about 500 residents of Oklahoma City looted a grocery store. Crowds began showing up at rallies and “hunger marches” organized by the American Com-munist Party. On December 5, 1932, in Washington, D.C., a group of about 1,200 hun-ger marchers chanted, “Feed the hungry, tax the rich.” Police herded them into a cul-de-sac

▲ Angry at low prices, dairy farmers dump milk in an attempt to drive up prices and draw attention to their problems.

▲ On July 29, 1932, armed guards use tear gas and clubs to move Bonus Army marchers.

Analyzing VISUALS1. Analyzing Visuals What do you observe about the

Bonus Army’s attempt to defend itself?

2. Speculating How do you think poor and hungry people would have responded to the photo at top right?


▲ Hunger marchers march through White Plains, New York, on their way to the nation’s capital in 1932.

W

AdditionalSupport

W Writing SupportPersuasive Writing Ask stu-dents to suppose they are living in 1931 when President Hoover refused to extend federal assis-tance to those in need. Ask them to write editorials to the local newspaper persuading a local Congressperson to support direct relief to the citizens. Remind them to use facts and reasons to sup-port their argument. OL

Analyzing VISUALS

Answers: 1. They had no weapons.2. Students may suggest they

would be dismayed at the loss of good food.

Answer: He felt that only state and city governments should provide relief.

Language Arts Point out to students that selfless activity is a survival mechanism for groups. Often the most selfless people are those who have the least in terms of material possessions. In The Grapes of Wrath, for example, Ma Joad declares, “If you’re in trouble or hurt or need—go to poor people. They’re the only ones

that’ll help.” Ask students to analyze this state-ment and then write a paragraph discussing why they feel that acting selflessly might be a group survival mechanism. Have students sup-port their analyses with examples. AL

Activity: Interdisciplinary Connection

643

Chapter 18 • Section 3REVIEW


643

and denied them food and water, until some members of Congress insisted on the marchers’ right to petition their government. They were then permitted to march to Capitol Hill.

The hungry poor were not the only people who began to pro-test conditions during the Depression. During World War I’s agri-cultural boom, many farmers had heavily mortgaged their land to pay for seed, feed, and equipment. After the war, prices sank so low that farmers began losing money. Creditors foreclosed on nearly one million farms between 1930 and 1934, taking owner-ship of the land and evicting the families. Some farmers began destroying their crops, desperately trying to raise prices by reduc-ing the supply. In Nebraska, farmers burned corn to heat their homes. Georgia dairy farmers blocked highways and stopped milk trucks, dumping the milk into ditches.

The Bonus MarchersAfter World War I, Congress had enacted a $1,000 bonus for

each veteran, to be distributed in 1945. In 1931 Texas congress-man Wright Patman introduced a bill that would authorize early payment of these bonuses. In May 1932 several hundred Oregon veterans began marching to Washington to lobby for passage of the legislation. As they moved east, other veterans joined them until they numbered about 1,000. Wearing ragged military uni-forms, they trudged along the highways or rode the rails, sing-ing old war songs. The press termed the marchers the “Bonus Army.”

Once in Washington, the marchers camped in Hoovervilles. More veterans joined them until the Bonus Army swelled to 15,000. President Hoover acknowledged the veterans’ right to petition but refused to meet with them. When the Senate voted down the bonus bill, veterans outside the Capitol began to grum-ble. Many returned home, but some marchers stayed on. Some squatted in vacant buildings downtown.

In late July, Hoover ordered the buildings cleared. The police tried, but when an officer panicked and fired into a crowd, killing two veterans, the city government called in the army. General Douglas MacArthur ignored Hoover’s orders to clear the build-ings but to leave the camps alone. MacArthur sent in cavalry, infantry, and tanks to clear the camps.

Soon unarmed veterans were running away, pursued by 700 soldiers. The soldiers tear-gassed stragglers and burned the shacks. National press coverage of troops assaulting veterans fur-ther harmed Hoover’s reputation and hounded the president throughout the 1932 campaign.

Although Hoover failed to resolve the economic crisis, he did more than any prior president to expand the federal government’s economic role. The Reconstruction Finance Corporation was the first federal agency created to stimulate the economy during peacetime. The rout of the Bonus Army marchers and the lingering Depression, however, tarnished Hoover’s public image.

Evaluating How did Americans react as the Depression continued?

Vocabulary1. Explain the significance of: public works,

Reconstruction Finance Corporation, relief, foreclose, Bonus Army.

Main Ideas 2. Identifying What two major strategies

did President Hoover use to promote eco-nomic recovery?

3. Explaining What did World War I veter-ans do to try to get their service bonuses early?

Critical Thinking4. Big Ideas How did President Hoover’s

philosophy of government guide his response to the Depression?

5. Organizing Use a graphic organizer sim-ilar to the one below to list American reactions to the Great Depression.

AmericanReactions

6. Analyzing Visuals Look at the photo of the Hunger Marchers on page 642. How would you compare their approach and style to protestors today?

Writing About History7. Persuasive Writing Imagine that you

are a World War I veteran in 1931. Write a persuasive letter to your congressperson explaining why you need your bonus now, not in 1945.

Section 3

Answers

Assess

Study Central™ provides summaries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask: What were some of the main events during the Great Depression that led to Hoover’s decline in popularity? (the suffering economy, hunger marchers petitioning the govern-ment, protests by farmers, and the Bonus Marchers being assaulted) OL

Answer: Reactions included hunger marches, farmers’ revolts, and the Bonus Army’s march attempting to receive their bonuses early.

Section 3 REVIEW


2. He encouraged businesses to stop laying off workers and he created public works projects.

3. They marched to Washington to lobby and camped in Hoovervilles. They stayed out-side the Capitol and squatted in vacant buildings.

4. Because he believed in the role of state and local government to assist those in need, he

delayed federal intervention until the crisis became enormous.

5. Possible answers include: bonus marchers, discontent, farmers’ revolts, hunger marches, squatting, escaping through entertainment

6. The marchers are all men; they are dressed formally in suits, hats, ties, and white shirts; today’s protestors are not dressed so for-mally, but like the Hunger Marchers they carry signs to advocate their demands.

7. Students’ letters will vary but should be written from the perspective of a World War I veteran and include reasons for receiving a bonus at that time.


Chapter


VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Causes of the Depression

Long-Range Causes

• Uneven distribution of wealth ensures that many consumers do not have enough income to purchase the goods being produced.

• Interest rates are kept too low by the Federal Reserve, which encourages businesses to borrow money and to expand pro-duction beyond market demand.

• Overproduction by business eventually floods the market with goods that cannot be sold. Businesses begin laying off workers and shutting down production.

Immediate Causes

• People and businesses borrow money to invest in the stock market; speculation drives stock prices too high and when they collapse, many people lose all of their money, and many banks collapse when loans are not repaid.

• As companies lay off workers, demand for goods falls as workers lack the income to purchase goods being produced. This in turn causes even more layoffs and a cyclical effect sets in, driving up unemployment.

• In order to protect American companies from competition, Congress raises tariffs. When other countries respond in kind, foreign demand for American goods falls, further hurting American companies.

▲ A New York paper trumpets the stock crash. To raise cash to pay their stock debts, people began selling anything of value, including this car.

Effects of the Depression • Unemployment rises to record levels.

• Many people, unable to pay their debts, lose their homes and farms; the homeless create shantytowns, nicknamed Hoovervilles, on the edges of cities.

• Hunger marches, protests by farmers, and marches by veter-ans seeking their bonuses indicate growing anger among the population at economic conditions.

• The Republican Party rapidly loses political support, enabling the Democrats to take control of Congress.

• The federal government, for the first time, begins providing direct relief to citizens in need.

• Forms of entertainment, including movies, radio shows, and comic books, focus on distracting people from their daily lives.▲ Shantytowns appeared in many cities during

the Depression as homelessness and unemploy-ment rose.

Chapter 18 • Visual Summary

644


Step 4: Wrap Up

Auditory/Musical Play for students a recording of one of the songs popular during the Depression era. Many of these are available online, as well as at libraries. Then invite students to compose a song with lyrics focus-ing on one of the effects of the Depression. Suggest they use a tune they are already familiar with or compose an alternative tune. AL

Descriptive Writing Have students select one of the photo-graphs on this page. Ask them to focus on the elements of the photo and to describe them in such a way that someone who had not seen the photo would understand its impact. BL

Making a Storyboard

Step 4: Complete the Storyboards Groups finalize the drawings and captions of their storyboards for the chapter.

Directions Have students complete the final frames of the storyboard for Section 3 materials. Allow time for students to pres-ent their storyboards to the class. OL


Need Extra Help?


ASSESSMENTChapter

Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. In the late 1920s, many investors engaged in speculation, or purchasing stock

A after considering a company’s earnings and profits.

B and quickly selling the stock for a profit.

C by borrowing money from a stockbroker.

D to invest long-term in the future of the company.

2. The Democratic Party’s first Roman Catholic candidate for president was

A Alfred E. Smith.

B Franklin Delano Roosevelt.

C Herbert Hoover.

D Calvin Coolidge.

3. A most often traveled by hopping a railroad car.

A photographer

B journalist

C novelist

D hobo

4. Which popular radio style of the 1930s gained its description from its sponsor?

A Amos ‘n’ Andy

B soap operas

C Animal Crackers

D American Gothic

5. President Hoover opposed , or giving money directly to needy families.

A foreclosure

B relief

C public works

D unionization

Reviewing Main IdeasDirections: Choose the best answers to the following questions.

Section 1 (pp. 628–633)

6. One of the major problems with the stock market in the late 1920s was the number of people who bought stocks

A on margin, with borrowed money.

B in companies that they supported.

C only after carefully studying a company’s history.

D without knowing their stockbroker’s reputation.

7. Which of the following was a root cause of the Great Depression?

A prohibiting the sale of alcohol

B giving women the right to vote

C uneven distribution of income

D the end of federal control of banks

8. Herbert Hoover won the 1928 election in a landslide, in part because of

A fears of another world war.

B prosperity under Calvin Coolidge.

C having been vice president.

D his support for unions.

Section 2 (pp. 634–637)

9. Drought and brought about the conditions that caused the Dust Bowl.

A overgrazing at large cattle farms

B the near-extinction of the buffalo

C famine

D poor farming practices

If You Missed Questions . . . 1 2 3 4 5 6 7 8 9Go to Page . . . 629 628 634 637 642 628–629 632–633 628 635

GO ON

If you are not sure of the answer, try to narrow the options. First, eliminate any choices that you know are clearly wrong. Then, if necessary, make a guess among the remaining choices.

TEST-TAKING TIP

645

Chapter 18 • Assessment

Answers and AnalysesReviewing Vocabulary

1. B Many students may choose C, because borrowing money from a stockbroker was a com-mon practice before the Depression. Remind them this is called buying on the margin. A and D represent good stock-buying strategies and so can be easily dismissed.

2. A This question requires stu-dents to recall either the religious affiliations of the candidates men-tioned or the attacks on Smith during the 1928 election.

3. D The term hopping should be a major clue for students. Most passengers board a train; hopping denotes a way around tickets and authority, which only a hobo with-out money would need to do.

4. B Soap operas were usually sponsored by laundry soap companies. Amos ‘n’ Andy was the name of a favorite radio program; Animal Crackers was a popular Marx Brothers movie; American Gothic was a famous painting.

5. B Students may associate the other meaning of relief to answer this question correctly. Needy fam-ilies receiving money would feel relief that their basic needs can be met. Public works is the next best answer, but it gives job opportuni-ties rather than money directly.

Reviewing Main Ideas6. A In analyzing this question, students should focus on the term major problem. Doing so elimi-nates both B and C as choices. The stockbroker’s reputation could have been a problem, but it was not the major problem.

7. C The term root cause is the essential part of the question. Students should remember the

great disparity in incomes during the 1920s and correctly identify the answer.

8. B The 1928 election followed a period of postwar prosperity. Students should recall that World War I had ended in 1919 and Americans had returned to isolationism.

9. D None of the other distractors were the issue during the 1930s. The removal of native grasses from the prairies to plant domestic crops, among other practices, hastened the drought.

Need Extra Help?


ASSESSMENTChapter

19%Arizona

56%California

25%Nevada

Utah

PACIFIC OCEAN

Colorado

River

LakeMeade

LakePowell

Great SaltLake

HooverDam

Las Vegas

Los AngelesN

S

WE

The Flow of Electricity

10. The people who lost their homes in the Great Depression sometimes lived

A in shantytowns.

B in roadside motels.

C on the lawn of the U.S. Capitol.

D in public libraries opened to them.

11. Despite the poverty of the 1930s, more than 60 million people went to the movies weekly. Why were movies so popular?

A The special effects used in movies then were amazing.

B People could not get over the fact that actors talked.

C Movies offered an escape from viewers’ hard lives.

D Theaters were air conditioned and offered free popcorn.

Section 3 (pp. 640–643)

12. Hoover was slow to respond to the economic crisis because he opposed

A all public works projects.

B deficit spending.

C investing in stocks.

D private charities.

13. How did American citizens respond to the Great Depression in the 1930 midterm election?

A by reelecting Hoover

B by electing socialist candidates

C by staying away from the polls

D by electing Democrats

14. What was Hoover’s response to the Bonus Army marchers who came to Washington, D.C.?

A He ordered them to be paid their bonuses.

B He had the army remove them.

C He visited them and listened to them.

D He set up soup kitchens to feed them.

Critical ThinkingBase your answers to questions 15 and 16 on the map below and on your knowledge of Chapter 18.

Directions: Choose the best answers to the following questions.

15. The federal government began building Hoover Dam in 1931. What body of water was it designed to control?

A the Pacific Ocean

B Lake Powell

C the Great Salt Lake

D the Colorado River

16. Which state benefited most from the hydroelectric power of Hoover Dam?

A Utah

B California

C Nevada

D Arizona

If You Missed Questions . . . 10 11 12 13 14 15 16Go to Page . . . 634 636–637 641 641 643 R15 R15

GO ON


646

10. A Students can associate Hoover, president during the beginning of the Depression, with Hoovervilles to determine the cor-rect answer.

11. C Students should note that the major reason for high movie attendance was that movies pro-vided a temporary escape from daily worries.

12. B To find the correct response, students should recall that social welfare programs are costly. Hoover, a conservative, opposed deficit spending, though he supported public works funded by state and local groups and private charities.

13. D Only two of the responses could be possible. Unhappy voters do not reelect their leaders, nor do they avoid the polls, their only means of expressing displeasure.

14. B Because three of the options are positive actions, the correct answer stands out. Remind students to use this strat-egy to eliminate distractors.

Critical Thinking15. D Remind students to look carefully at the map. Although each body of water listed as a pos-sible answer is marked, the dam clearly spans only the Colorado River.

16. B Careful attention to the map is all that is needed to answer this correctly. Utah is eas-ily eliminated, because the map shows no benefit to it. The other two states gained less than half the power that California did.

Need Extra Help?


For additional test practice, use Self-Check Quizzes—Chapter 18 at glencoe.com.

ASSESSMENTChapter

17. Why did writers such as John Steinbeck use fiction to draw attention to the Great Depression?

A Readers could be sympathetic to the characters’ situations.

B Writing fiction meant the authors didn’t have to do any research.

C Nonfiction sales had dropped during the 1920s.

D Publishers weren’t interested in true accounts of national events.

Analyze the cartoon and answer the question that follows. Base your answer on the cartoon and on your knowledge of Chapter 18.

18. What does the cartoon reveal about the character?

A The man was careless with his money.

B He saved his money so it would be there in hard times but lost it through no fault of his own.

C The man should have purchased stocks and bonds rather than put his money in the bank.

D The man should be more prepared by storing his money under his mattress.

Document-Based Questions Directions: Analyze the document and answer the short-answer ques-tions that follow the document.

Gordon Parks, who later became a famous photographer, was a young man when the stock market crashed in 1929:

“The newspapers were full of it, and I read everything I could get my hands on, gathering in the full meaning of such terms as Black Thursday, deflation and depres-sion. I couldn’t imagine such financial disaster touching my small world; it surely concerned only the rich. But by the first week of November I too knew differently; along with millions of others across the nation, I was without a job. All that next week I searched for any kind of work that would prevent my leaving school. Again it was, ‘We’re firing, not hiring.’ ‘Sorry, sonny, nothing doing here.’ Finally, on the seventh of November I went to school and cleaned out my locker, knowing it was impos-sible to stay on. A piercing chill was in the air as I walked back to the rooming house. The hawk had come. I could already feel his wings shadowing me.”

—from A Choice of Weapons

19. Why did Parks at first think he was safe from the effects of the stock market crash? What changed his mind?

20. Why do you think Parks used the image of a hawk to express his feelings about the Great Depression?

Extended Response 21. Write an essay that analyzes the following quote from John

Steinbeck’s novel The Grapes of Wrath. “If you’re in trouble or hurt or need—go to poor people. They’re the only ones that’ll help.” Based on your knowledge of the Great Depression, indicate whether you believe the quote to be true or false and why. Support your answer with relevant facts and details.

STOP

If You Missed Questions . . . 17 18 19 20 21Go to Page . . . 637 R18 647 R19 634–637

John T. McCutcheon/The Granger Collection, New York

647


Have students visit the Web site at glencoe.com to review Chapter 18 and take the Self-Check Quiz.

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

Extended Response21. Students may say that poor people will help because they understand the need and have learned compassion from dealing with their own problems.

17. A Students need only recall books or films they have seen to know the power of empathy with a fictionalized character.

18. B The label on the man indicates he had done the “right” thing by placing his money in a bank for savings. The other possible answers were not wise choices to prepare for the future.

Document-Based Questions19. He wasn’t one of the wealthy people who owned stocks, but a struggling student. He learned differently when he lost his job.

20. Possible answer: Hawks are large birds of prey; they connote the ideas of death and feeding on carrion.

