528

The GreatDepression Begins

19291932

October 29, 1929 Stock market crashes

on Black Tuesday

1929 Remarques All Quiet on the

Western Front published

1930 Ras Tafari becomes

Emperor Haile Selassieof Ethiopia

1930 Grant Wood paints

American Gothic

Why It MattersProsperity in the United States seemed limitless before the Great Depression struck.

Overproduction and agricultural problems contributed to the economic catastrophe. PresidentHoover looked to voluntary business action and limited government relief as solutions, but these

efforts failed. Meanwhile, millions of Americans lost their jobs and life savings. Artists and writers depicted this suffering, and many people turned to lighthearted films to escape their

difficult lives.

The Impact TodayEvents of this period remain important.

Hoovers model of business-government cooperation is still influential. John Steinbecks novel The Grapes of Wrath and Grant Woods painting American Gothic are

permanent artistic legacies.

The American Republic Since 1877 VideoThe Chapter 17 video, Brother, Can You Spare a Dime? chronicles Depression-era life in the United States.

June 1930 Hawley-Smoot Tariff

passed

1929 1930 1931

Hoover19291933

1931 Gandhi released from prison

in India, ending secondpassive resistance campaignagainst British rule

529

January 1932 Reconstruction Finance

Corporation created

1932 Drought sweeps

Great Plains

February 1932 Japan sets up puppet

government inManchukuo innorthern China

1932 Salazar becomes

premier of Portugal

Girls pump for water during a dust storm in Springfield, Colorado.

July 1932 Bonus Marchers

forced out ofWashington, D.C.

September 21, 1931 Britain abandons gold

standard

October 1931 National Credit

Corporation created

1932 1933

F. Roosevelt19331945

HISTORY

Chapter OverviewVisit the American RepublicSince 1877 Web site at

and click on Chapter OverviewsChapter 17 to preview chapterinformation.

tarvol2.glencoe.com

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In the years just after the 1929 stock market crash, Annetta Gibson taught English in aRockford, Illinois, grade school. As a teacher, Gibson was lucky because she was at leastable to keep her job, unlike many other American workers.

Everyone knew that the teachers salaries were being held up. . . . The storescharged anything we wanted, and wed pay them when we got paid, so it wasnt too bad.

The one thing that was bad was that we had worked hard at school to get the childrento save. . . . The children would bring, oh, maybe just a few pennies that they would putin their banks. Some of them had nice little bank accounts when the Depression hit, andsome of them never got their money back. It wasnt too good a lesson . . . because theythought they might as well spend their money as save it and then have it gone.

quoted in Centenarians: The Story of the Twentieth Century by the Americans Who Lived It

November 1928Herbert Hooverelected president

530 CHAPTER 17 The Great Depression Begins

September 1929 July 1930

The Election of 1928The economic collapse that began in 1929 had seemed unimaginable only a year ear-

lier. In the election of 1928, the presidential candidates vied with each other to paint arosy picture of the future. Republican Herbert Hoover declared, We are nearer to thefinal triumph over poverty than ever before in the history of any land.

Causes of theDepression

October 24, 1929Stocks fall duringBlack Thursday

October 29, 1929Black Tuesday stockmarket crash

June 1930Congress passesHawley-Smoot Tariff

Bank run

November 1928

1928 Presidential Campaign

Candidate Background Issues

Main IdeaInflated stock prices, overproduction, hightariffs, and mistakes by the FederalReserve led to the Great Depression.

Key Terms and NamesAlfred E. Smith, stock market, bull market,margin, margin call, speculation, BlackTuesday, installment, Hawley-SmootTariff

Reading StrategyCategorizing As you read about theelection of 1928, complete a graphicorganizer similar to the one below comparing the backgrounds and issues of the presidential candidates.

Reading Objectives Describe the characteristics of the

1920s stock market. Identify the causes of the Great

Depression.

Section ThemeEconomic Factors The Great Depressionwas caused by a combination of variouseconomic problems and governmentpolicies.

The Candidates When Calvin Coolidge decided notto run for president in 1928, he cleared the way forHerbert Hoover to head the Republican ticket. A suc-cessful engineer and former head of the FoodAdministration during World War I, Hoover had alsospent over seven years as secretary of commerce inthe Harding and Coolidge administrations. TheDemocrats chose Alfred E. Smith, four-time governorof New York. Smith was an Irish American from NewYorks Lower East Side and the first Roman Catholicever nominated to run for president.

Campaign Issues By 1928 Prohibition had become amajor issue among voters. Because he favored theban on liquor sales, Hoover was considered a dryin the popular language of the day. Smith, who dis-liked the ban, was a wet.

The candidates religious differences sparked asmear campaign against Smith. Many Protestantswere willing to believe that the Catholic Churchfinanced the Democratic Party and would rule theUnited States if Smith got into the White House.These slurs embarrassed Hoover, a Quaker, and hetried to quash them, but the charges seriously dam-aged Smiths candidacy.

Smiths biggest problem, however, was the pros-perity of the 1920s, for which the Republicans tookfull credit. Republican candidates promised to con-tinue the trend with such slogans as two cars inevery garage. Hoover received over 6 million morevotes than Smith and won the Electoral College in alandslide, 444 to 87.

On March 4, 1929, an audience of 50,000 stood inthe rain to hear Hoovers inaugural speech. Soundmovie cameras covered the inauguration for the firsttime and radios broadcast the address worldwide. Ihave no fears for the future of our country, Hooversaid. It is bright with hope.

Examining What campaign issuesled to Herbert Hoovers election to the presidency?

The Long Bull MarketThe wave of optimism that swept Hoover into the

White House also drove stock prices to new highs. Thestock market was established as a system for buyingand selling shares of companies. Sometimes circum-stances in the stock market lead to a long period of ris-ing stock prices, which is known as a bull market. Inthe late 1920s a prolonged bull market convincedmany Americans to invest heavily in stocks. By 1929about 3 million Americans, or roughly 10 percent ofhouseholds, owned stocks.

As the market continued to soar, many investorsbegan buying stocks on margin, meaning they madeonly a small cash down paymentas low as 10 per-cent of the price. With $1,000 an investor could buy$10,000 worth of stock. The other $9,000 would comeas a loan from a stockbroker, who earned both a com-mission on the sale and interest on the loan. The bro-ker held the stock as collateral.

As long as stock prices kept rising, buying on mar-gin was safe. For example, an investor who borrowedmoney to buy $10,000 worth of stocks had to wait onlya short time for them to rise to $11,000 in value. Theinvestor could then sell the stock, repay the loan, andmake $1,000 in profit. The problem came if the stockprice began to fall. To protect the loan, a broker couldissue a margin call, demanding the investor repay theloan at once. As a result, many investors were verysensitive to any fall in stock prices. If prices fell, theyhad to sell quickly, or they might not be able to repaytheir loans.

Before the late 1920s, the prices investors paid forstocks had generally reflected the stocks true value. Ifa company made a profit or had good future salesprospects, its stock price rose, while a drop in earningsor an aging product line could send the price down. Inthe late 1920s, however, hordes of new investors bidprices up without regard to a companys earnings andprofits. Buyers, hoping to make a fortune overnight,engaged in speculation. Instead of investing in thefuture of the companies whose shares they bought,

Reading Check

Herbert Hoover The nation and its new president felt confident about thefuture in early 1929. Why were Americans so optimistic?

History

The Great Depression

speculators took risks, betting that the market wouldcontinue to climb, thus enabling them to sell the stockand make money quickly.

Summarizing What was the stockmarket like in the 1920s?

The Great CrashThe bull market lasted only as long as investors

continued putting new money into it. By the latterhalf of 1929, the market was running out of new cus-tomers. In September professional investors senseddanger and began to sell off their holdings. Pricesslipped. Other investors sold shares to pay the inter-est on their brokerage loans. Prices fell further.

TURNING POINT

Crash! On Monday, October 21, Groucho Marx, thecomic star of stage and screen, was awakened by atelephone call from his broker. Youd better get

down here with some cash to cover your margin,the broker said. The stock market had plunged. Thedazed comedian had to pay back the money he hadborrowed to buy stocks, which were now selling forfar less than he had paid.

Other brokers made similar margin calls.Frightened customers put their stocks up for sale at afrenzied pace, driving the market into a tailspin.When Marx arrived at the brokerage, he found tickertape knee-deep on the floor. He further recalled,People were shouting orders to sell and others werefrantically scribbling checks in vain efforts to savetheir original investments.

On October 24, a day that came to be called BlackThursday, the market plummeted further. Marx waswiped out. He had earned a small fortune from playsand films, and now it was gone in the blink of an eye.Like many other investors, he was deeply in debt.Arthur Marx recalled his fathers final visit to thebrokerage, as Groucho looked around and spottedhis broker:

He was sitting in front of the now-stilled ticker-tape machine, with his head buried in his hands.Ticker tape was strewn around him on the floor, and

Reading Check

532 CHAPTER 17 The Great Depression Begins

Price

per

Sha

re

1920 1922 1924 1926 1928 1930 1932

0

$50

$100

$150

$200

$250

$300

$350

Dow-Jones Industrial Averages

Stock Prices, 19201932

Source: Standard and Poors Security Price Index Record.

Annual highAnnual low

Overproduction and low demand leads to employee layoffs

Low wages reduce consumerbuying power

High tariffs restrict foreigndemand for American goods

Unemployment reduces buyingpower further

Causes

Cyclical Effect

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

OilTextiles

RubberSteel

Industryslowed,

which caused:

Lower wages

Unemployment

Which helpedcontribute further to...

1. Interpreting Graphs Stock prices peaked in 1929.Before this peak, when did they begin to rise sharply?

2. Making Generalizations How did the decline in autosales affect many other industries?

the place . . . looked as if it hadnt been swept out ina week. Groucho tapped [him] on the shoulder andsaid, Arent you the fellow who said nothing could gowrong? I guess I made a mistake, the broker wearilyreplied. No, Im the one who made a mistake,snapped Groucho. I listened to you.

quoted in 1929: The Year of the Great Crash

The following week, on October 29, a day laterdubbed Black Tuesday, prices took the steepest diveyet. That day stocks lost $10 to $15 billion in value.

By mid-November stock prices had dropped by overone-third. Some $30 billion was lost, a sum roughlyequal to the total wages earned by Americans in 1929.The stock market crash was not the major cause of theGreat Depression, but it undermined the economysability to hold out against its other weaknesses.

Banks in a Tailspin The market crash severelyweakened the nations banks in two ways. First, manybanks had lent money to stock speculators. Second,many banks had invested depositors money in thestock market, hoping for higher returns than theycould get by using the money for conventional loans.

When stock values collapsed, the banks lostmoney on their investments, and the speculatorsdefaulted on their loans. Having suffered seriouslosses, many banks cut back drastically on the loansthey made. With less credit available, consumers andbusinesses were unable to borrow as much money asthey had previously. This helped to put the economyinto a recession.

For some banks, the losses they suffered in thecrash were more than they could absorb, and theywere forced to close. At that time, the governmentdid not insure bank deposits; therefore, if a bank col-lapsed, customers lost their savings. The bank fail-ures in 1929 and early 1930 triggered a crisis ofconfidence in the banking system.

News of bank failures worried many Americans.They began to make runs on the nations banks, caus-ing the banks to collapse. A bank run takes placewhen many depositors decide to withdraw theirmoney at one time, usually for fear the bank is goingto collapse.

Most banks make a profit by lending moneyreceived from depositors and collecting interest onthe loans. The bank holds on to only a fraction ofthe depositors money to cover everyday business,such as occasional withdrawals. Ordinarily thatreserve is enough to meet the banks needs, but iftoo many people withdraw their money, the bankwill eventually collapse. During the first two years

of the Depression, more than 3,000 banksover 10percent of the nations totalwere forced to close.

Evaluating How did bank failurescontribute to the Great Depression?

The Roots of the Great DepressionThe stock market crash helped put the economy

into a recession. Yet the crash would not have led to along-lasting depression if other forces had not beenat work. The roots of the Great Depression weredeeply entangled in the economy of the 1920s.

The Uneven Distribution of Income Most econo-mists agree that overproduction was a key cause ofthe Depression. More efficient machinery increasedthe production capacity of both factories and farms.

Most Americans did not earn enough to buy upthe flood of goods they helped produce. While man-ufacturing output per person-hour rose 32 percent,the average workers wage increased only 8 percent.In 1929 the top 5 percent of all American householdsearned 30 percent of the nations income. By contrast,about two-thirds of families earned less than $2,500 ayear, leaving them little expendable income.

Reading Check

History Through Art

Wall Street Panic This painting shows the confusion and chaos surroundingthe financial industry in October 1929. How does the artist depict a sense ofdisorder?

During the 1920s many Americans bought high-cost items, such as refrigerators and cars, on theinstallment plan, under which they would make asmall down payment and pay the rest in monthlyinstallments. Some buyers reached a point wherepaying off their debts forced them to reduce otherpurchases. This low consumption then led manufac-turers to cut production and lay off employees.

The slowdown in retail manufacturing had reper-cussions throughout the economy. When radio salesslumped, for example, makers cut back on their ordersfor copper wire, wood cabinets, and glass radio tubes.Montana copper miners, Minnesota lumberjacks, andOhio glassworkers, in turn, lost their jobs. Joblessworkers had to cut back purchases, further reducingsales. This kind of chain reaction put more and moreAmericans out of work.

The Loss of Export Sales Many jobs might have beensaved if American manufacturers had sold more goodsabroad. As the bull market of the 1920s accelerated,U.S. banks made high-interest loans to stock specula-tors instead of lending money to foreign companies.Without these loans from U.S. banks, foreign compa-nies purchased fewer products from American manu-facturers.

Matters grew worse after June 1930, when Congresspassed the Hawley-Smoot Tariff raising the averagetariff rate to the highest level in American history. Rateswent up on more than 900 manufactured items. TheHawley-Smoot Tariff aimed to protect American manu-facturers from foreign competition, but it damagedAmerican sales abroad. Because imports now costmuch more, Americans bought fewer of them. Foreigncountries responded by raising their own tariffs againstAmerican products, and this caused fewer Americanproducts to be sold overseas. In 1932 U.S. exports fell toabout one-fifth of what they had been in 1929, whichhurt both American companies and farmers.

Mistakes by the Federal Reserve Just as con-sumers were able to buy more goods on credit, accessto easy money propelled the stock market. Instead ofraising interest rates to curb excessive speculation,the Federal Reserve Board kept its rates very lowthroughout the 1920s.

The Boards failure to raise interest rates signifi-cantly helped cause the Depression in two ways.First, by keeping rates low, it encouraged memberbanks to make risky loans. Second, its low interestrates led business leaders to think the economy wasstill expanding. As a result, they borrowed moremoney to expand production, a serious mistakebecause it led to overproduction when sales werefalling. When the Depression finally hit, companieshad to lay off workers to cut costs. Then the Fedmade another mistake. It raised interest rates, tight-ening credit. The economy continued to spiraldownward.

Examining How did the decline inworldwide trade contribute to the Depression?

Reading Check

Writing About History

Checking for Understanding1. Define: stock market, bull market,

margin, margin call, speculation,installment.

2. Identify: Alfred E. Smith, BlackTuesday, Hawley-Smoot Tariff.

3. Explain the significance of the year1929.

Reviewing Themes4. Economic Factors How did the prac-

tices of buying on margin and specula-tion cause the stock market to rise?

Critical Thinking5. Determining Cause and Effect Why

did the stock market crash cause banksto fail?

6. Organizing Use a graphic organizersimilar to the one below to list thecauses of the Great Depression.

Analyzing Visuals7. Analyzing Graphs Study the graphs

on page 532. Note that decreaseddemand for automobiles ultimately ledto layoffs. These layoffs furtherdecreased the demand for automobiles.What do you think might have endedthis cycle?

8. Expository Writing Write an article for a financial magazine explaining therapid decline of the stock market in 1929 and the reasons for the BlackTuesday crash.

Great Depression

Causes

Newspaper headline the dayafter Black Tuesday

Study Central TM To review this section, go toand click on Study CentralTM.tarvol2.glencoe.com

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1930Grant Wood paintsAmerican Gothic

1940

The Depression WorsensIn 1930, 1,352 banks suspended operations across the nation, more than twice the num-

ber of bank failures in 1929. The Depression grew steadily worse during Hoovers admin-istration. By 1933 more than 9,000 banks had failed. In 1932 alone some 30,000 companies

A young girl with the unusual name of Dynamite Garland was living with her family inCleveland, Ohio, in the 1930s when her father, a railroad worker, lost his job. Unable toafford rent, they gave up their home and moved into a two-car garage.

The hardest aspect of living in a garage was getting through the frigid winters. We would sleep with rugs and blankets over the top of us, Garland later recalled. In the morningwed . . . get some snow and put it on the stove and melt it and wash round our faces. WhenGarlands father found a part-time job in a Chinese restaurant, the family lived on those fried noodles.

On Sundays the family looked at houses for sale. That was a recreation during theDepression, said Garland. Youd go and see where youd put this and where you could putthat, and this is gonna be my room. In this way, the family tried to focus on better times.Movies and radio programs also provided a brief escape from their troubles, but the struggleto survive left little room for pleasure.

adapted from Hard Times

Life During theDepression

1932Drought sweepsGreat Plains

1934Dust storms destroy300 million acres

1937Walt Disney releases SnowWhite and the Seven Dwarfs

1939Popular musical TheWizard of Oz released

CHAPTER 17 The Great Depression Begins 535

An unemployed manadvertising his skills

19351930

Main Idea Many people were impoverished duringthe Great Depression, but some foundways to cope with the hard times.

Key Terms and Namesbailiff, shantytown, Hooverville, hobo,Dust Bowl, Walt Disney, soap opera,Grant Wood, John Steinbeck, WilliamFaulkner

Reading StrategyTaking Notes As you read about life inthe United States during the GreatDepression, use the major headings ofthe section to create an outline similar tothe one below.

Reading Objectives Describe how the Great Depression

affected American families. Discuss how artists portrayed the

effects of the Depression.

Section ThemeCulture and Traditions Radio andmotion pictures provided ways to escapethe worries that plagued people duringthe Depressions early years.

Life During the DepressionI. The Depression Worsens

A.B.C.

II.

went out of business. By 1933 more than 12 millionworkers were unemployedabout one-fourth of theworkforce. Average family income dropped from$2,300 in 1929 to $1,600 a few years later.

Lining Up at Soup Kitchens People without jobsoften went hungry. Whenever possible they joinedbread lines to receive a free handout of food or linedup outside soup kitchens, which private charities setup to give poor people a meal.

Peggy Terry, a young girl in Oklahoma City duringthe Depression, later told an interviewer how each dayafter school, her mother sent her to the soup kitchen:

If you happened to be one of the first ones in line,you didnt get anything but water that was on top. Sowed ask the guy that was ladling out soup into thebucketseverybody had to bring their own bucket toget the souphed dip the greasy, watery stuff offthe top. So wed ask him to please dip down to getsome meat and potatoes from the bottom of the kettle. But he wouldnt do it.

quoted in Hard Times

Living in Makeshift Villages Families or individu-als who could not pay their rent or mortgage losttheir homes. Some of them, paralyzed by fear andhumiliation over their sudden misfortune, simplywould not or could not move. Their landlord wouldthen ask the court for an eviction notice. Court offi-cers called bailiffs then ejected the nonpaying ten-ants, piling their belongings in the street.

Throughout the country, newly homeless peopleput up shacks on unused or public lands, formingcommunities called shantytowns. Blaming the presi-dent for their plight, people referred to such places asHoovervilles.

In search of work or a better life, many homelessand unemployed Americans began to wanderaround the country, walking, hitchhiking, or, mostoften, riding the rails. These wanderers, calledhobos, would sneak past railroad police to slip intoopen boxcars on freight trains for a ride to some-where else. They camped in hobo jungles, usuallysituated near rail yards. Hundreds of thousands ofpeople, mostly boys and young men, wandered fromplace to place in this fashion.

536 CHAPTER 17 The Great Depression Begins

IMAGE OF AN ERA Lasting a decade, the GreatDepression deprived manyAmericans of jobs, land, andlivelihoods. Plummeting cropprices and farms witheringunder drought and dust clouds forced many families to take to the road in search of work, often with little suc-cess. Dismayed by scenes of destitution and homelessness,photographer Dorothea Langejoined the ResettlementAdministration in 1935.In 1936 in rural Nipomo,California, Lange photographedthis Migrant Mother, a 32-year-old woman with sevenchildren. She had just sold hercar tires to buy food.

MOMENTinHISTORY

N

SE

W

500 kilometers0

500 miles0

Lambert Azimuthal Equal-Area projection 90W120W

30N

40N

Central Valley

PaCIFICOCEaN

Gulf ofMexico

CALIF.NEV.

IDAHO

MONT.

WYO.

COLO.

ARIZ. N. MEX.

TEXAS

OKLA.

KANS.

NEBR.

S. DAK.

N. DAK.

MINN.

WIS.

IOWA

MO.

ILL.

ARK.

LA.

MISS. ALA.

TENN.

KY.

IND.

MICH.

UTAH

OHIO

GA.

S.C.

N.C.

VA.W

VA.

Los Angeles

Bakersfield

Fresno

Flagstaff

GrandJunction

Denver

Santa Fe

Albuquerque

Houston

Dallas

Oklahoma CityTulsa

Kansas City

Omaha

Minneapolis

Fargo

GEOGRAPHY

The Dust Bowl Farmers soon faced a new disaster.Since the beginnings of homesteading on the GreatPlains, farmers had gambled with nature. Theirplows had uprooted the wild grasses that held thesoils moisture. The new settlers then blanketed theregion with wheat fields.

When crop prices dropped in the 1920s, however,Midwestern farmers left many of their fields unculti-vated. Then, beginning in 1932, a terrible droughtstruck the Great Plains. With neither grass nor wheatto hold the scant rainfall, the soil dried to dust. Fromthe Dakotas to Texas, Americas pastures and wheatfields became a vast Dust Bowl.

Winds whipped the arid earth, blowing it aloftand blackening the sky for hundreds of miles. Whenthe dust settled, it buried crops and livestock andpiled up against farmhouses like snow. No matterhow carefully farm families sealed their homes, dustcovered everything in the house. As the drought per-sisted, the number of yearly dust storms grew, from22 in 1934 to 72 in 1937.

Some Midwestern and Great Plains farmers man-aged to hold on to their land, but many had no chance.If their withered fields were mortgaged, they had to

turn them over to the banks.Then, nearly penniless, manyfamilies packed their belong-ings into old cars or trucksand headed west, hoping fora better life in California.Since many migrants werefrom Oklahoma, they becameknown as Okies. InCalifornia, they lived inmakeshift roadside campsand remained homeless andimpoverished.

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

Escaping the DepressionDespite the devastatingly hard times, Americans

could escapeif only for an hour or twothroughentertainment. Most people could scrape togetherthe money to go to the movies, or they could sit withtheir families and listen to one of the many radio pro-grams broadcast across the country.

Reading Check

State with population loss, 19301940Area with severe loss of topsoil

Area with moderate loss of topsoil

Movement of people

Destination of Dust Bowl emigrants

Dust Bowl, 1930s

Okies escaping theDust Bowl

Student WebActivity Visit theAmerican RepublicSince 1877 Web site at

and click on StudentWeb ActivitiesChapter 17 for anactivity on the GreatDepression.

HISTORY

tarvol2.glencoe.com

1. Interpreting Maps Which states lostpopulation in the 1930s?

2. Applying Geography Skills Why didmost of the routes shown on the maplead to cities?

MotionIn

http://tarvol2.glencoe.com

The Hollywood Fantasy Factory Ordinary citizensoften went to the movies to see people who were rich,happy, and successful. The 60 to 90 million weeklyviewers walked into a fantasy world of thrills andromance. Comical screenplays offered a welcomerelease from daily worries. Groucho Marx wise-cracked while his brothers antics provoked hilarityin such films as Animal Crackers.

Many European actors, writers, and directors, flee-ing economic hardship and the threat of dictator-ships, went to Hollywood in the 1920s and 1930s.Two European women emerged as superstars.Germanys Marlene Dietrich portrayed a range ofroles with subtlety. Swedish actress Greta Garbooften played a doomed beauty, direct and unhesitat-ing in her speech and actions.

Moviegoers also loved cartoons. Walt Disneyproduced the first feature-length animated film,Snow White and the Seven Dwarfs, in 1937. Its boxoffice appeal may have spurred MGM two years laterto produce The Wizard of Oz, a colorful musical thatlifted viewers spirits.

Even when films focused on serious subjects, theyusually contained a note of optimism. In Mr. SmithGoes to Washington, James Stewart plays a naveyouth leader who becomes a senator. He dramati-cally exposes the corruption of some of his colleaguesand calls upon his fellow senators to see the

American political system as the peak of whatmans carved out for himself after centuries of fight-ing for something better than just jungle law.

Gone with the Wind, an elaborately costumed filmnearly four hours long, topped the Depression-eraepics. Its heroine, Scarlett OHara, played by Britishactress Vivien Leigh, struggles to maintain her life ona Georgia plantation during and after the Civil War.Romance enters as Clark Gable, playing the master-ful Rhett Butler, woos Scarlett. Audiences foundinspiration in Scarletts unassailable will to survive.

On the Air While movie drama captured the imagina-tion, radio offered entertainment on a more personallevel. People listened to the radio every day, gatheringaround the big wooden box in the living room. It couldhave been the voice of the president or a newscasterthat held their attention. More often it was the comedyof Jack Benny or George Burns and Gracie Allen, or theadventures of a hero like the Green Hornet.

One of the most popular heroes was the LoneRanger, who fought injustice in the Old West with thehelp of his faithful Indian companion, Tonto. Thelistener needed only to picture the hero with a blackmask hiding his identity, as he fired a silver bullet toknock a gun from an outlaws hand.

Daytime radio dramas carried their stories overfrom day to day. Programs such as The Guiding Lightdepicted middle-class families confronting illness,conflict, and other problems. These short dramasallowed listeners to escape into a world more excit-ing than their own. The shows sponsors were oftenmakers of laundry soaps, so the shows were nick-named soap operas.

While the Depression tore at the fabric of manytowns, radio created a new type of community. Evenstrangers found common ground in discussing thelives of radio characters.

Evaluating What movies and radioshows entertained Americans during the Depression?

The Depression in ArtArt and literature also flourished in the harsh

and emotional 1930s. The homeless and unem-ployed became the subject of pictures and stories asartists and writers tried to portray life around them.

Thomas Hart Benton and Grant Wood led theregionalist school, which emphasized traditionalAmerican values, especially those of the rural Midwestand South. Woods most famous painting, AmericanGothic, portrays a stern farmer and his daughter in

Reading Check

Hobo Signs The hundreds of thousands of hoboswho roamed the country developed intricate symbolsthat they wrote on trees, fences, or buildings to warnor inform other hobos. Many became a part ofAmerican folklore.

(a closed eye) This community is indifferenttoward hobos.

(an open eye) The authorities here are alert;be careful.

This is a dangerous neighborhood.

Fresh water and a safe campsite.

This is dangerous drinking water.

This is a good place for a handout.

You may sleep in the hayloft here.

Source: Hobo Signs.

538 CHAPTER 17 The Great Depression Begins

Writing About History

CHAPTER 17 The Great Depression Begins 539

Checking for Understanding1. Define: bailiff, shantytown, Hooverville,

hobo, Dust Bowl, soap opera.2. Identify: Walt Disney, Grant Wood,

John Steinbeck, William Faulkner.3. Explain what caused the Dust Bowl

conditions on the Great Plains.

Reviewing Themes4. Culture and Traditions In what ways

did people seek to forget about theDepression?

Critical Thinking5. Making Inferences Why do you think

Life magazine was so popular duringthe 1930s?

6. Organizing Use a graphic organizer tolist the effects of the Great Depression.

Analyzing Visuals7. Analyzing Photos Study the photo-

graph on page 536. Think of threeadjectives that you would use todescribe the people in the photograph.Using these adjectives, write a para-graph describing the family pictured.

8. Descriptive Writing Imagine that youare living during the Great Depression.Write a journal entry describing a dayin your life.

front of their humble farmhouse. Theportrait pays tribute to no-nonsenseMidwesterners while at the same timegently making fun of their severity.

Novelists such as John Steinbeckadded flesh and blood to journalistsreports of poverty and misfortune. Theirwriting evoked both sympathy for theircharacters and indignation at socialinjustice. In The Grapes of Wrath, pub-lished in 1939, Steinbeck tells the story ofan Oklahoma family fleeing the DustBowl to find a new life in California.Steinbeck had seen firsthand the plightof migrant farm families uprooted bythe Dust Bowl. After visiting camps ofthese families he had a better under-standing of their fears. He describedpeople in flight along Route 66. Insideone old jalopy sat the members of a fam-ily, worrying:

There goes a gasket. Got to go on. Find a niceplace to camp. . . . The foods getting low, themoneys getting low. When we cant buy no moregaswhat then? Danny in the back seat wants a cupa water. Little fellas thirsty.

from The Grapes of Wrath

Other novelists of this time influenced literarystyle itself. In The Sound and the Fury, for example,author William Faulkner shows what his charactersare thinking and feeling before they speak. Using thisstream of consciousness technique, he exposes hid-den attitudes of Southern whites and AfricanAmericans in a fictional Mississippi county. Another

Southern writer, Thomas Wolfe, used the facts of hisown life to examine the theme of artistic creation insuch powerful novels as Look Homeward Angel.

While the written word remained powerful, theprinted image was growing in influence. Magazinephotographers roamed the nation armed with thenew 35-millimeter cameras, seeking new subjects.Photojournalist Margaret Bourke-Whites strikingpictures, displayed in Fortune magazine, showed theravages of drought. In 1936 Time magazine publisher Henry Luce introduced Life, a weekly pho-tojournalism magazine that enjoyed instant success.

Examining How did artists, photog-raphers, and writers, such as John Steinbeck, reflect the charac-teristics of the 1930s?

Reading Check

Effects of the Great Depression

i n H i s t o r yDorothea Lange 18951965

Before she had ever used a camera,Dorothea Lange knew she wanted to bea photographer. After finishing highschool, she took a photography coursein New York, then traveled around theworld. Lange earned her keep by takingand selling photos. Her trip ended inSan Francisco.

In San Francisco, Lange photo-graphed homeless people and uncov-ered the desperation of her subjects.One day, while driving throughCalifornias Central Valley, Langenoticed a sign: Pea-Pickers Camp.On impulse, she stopped. Sheapproached a woman and her children

gazing listlessly outof a tattered tent.Lange took five pictures while themother sat in thatlean-to tent withher children huddled around her, andseemed to know that my picturesmight help her, and so she helped me.

In the mid-1930s, Lange traveledthrough the Dust Bowl states, capturingthe ravages of dust storms. When theimages were reproduced in a best-selling book, American Exodus, thestate of California created camps toshelter migrant workers.

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Lake Mohave

Callville

L AK E

BoulderCity

93

95

SentinelIsland

BoulderIslands

Boulder

Fortification Hill

EL DORADOM

OUNTAIN

S

Black CanyonB L A C K

MO

UN

T AI N

S

3718 ft. (1133 m)

HOOVERDAM

to Flagstaff

ARIZONA

NEVADA

ARIZONA

NEVADA

Power line

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Geography&History

LakePowell

LakeMead

Colora

doRi

ver

Hoover Dam

N E V A D A

A R I Z O N A

CA

LI

FO

R

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Los Angeles

LasVegas

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540 CHAPTER 17 The Great Depression Begins

THE FLOW OF ELECTRICITYToday Hoover Dam generates more than 4 billion kilowatt-hoursof electricity per yearenough to keep machines humming andlights burning for over a million people. More than half of thatelectricity is sent to California; the remainder goes to Nevada andArizona (see inset map).

Las Vegas Bay

SwallowBay

Bay

M E AD

Henderson582

515

SaddleIsland

Beach

McCullough Range

River Mountains

toLas Vegas

Aqueduc

t

LEARNING FROM GEOGRAPHY1. Why did the federal government

decide to dam the Colorado River?

2. Why did engineers choose theBlack Canyon site?

temperatures climbed higher than120 degrees in the canyon, and eventhose who worked at night had toendure temperatures of more than 85 degrees. Still, the project was completed in less than five years.Lake Mead, the 115-mile-long reser-voir created by the dam, is largeenough to hold two years worth ofthe average flow of the ColoradoRiverenough to cover the entirestate of New York with one foot ofwater. The benefits to the Southwestwere immense. Hoover Dam createdmuch-needed employment. It alsoprovided a regular supply of water,irrigating over a million acres of rich agricultural land and producinghydroelectric power, which hasallowed Southwestern cities to grow.

American farmers and settlers in the low-lyingvalleys of southernCalifornia and southwest-ern Arizona have been tap-

ping the waters of the Colorado Riverfor more than a century. Thanks toirrigation canals, the parched desertvalleys became year-round gardensthat provided fruit and vegetables for the nation. At times, however, theunpredictable river would decrease to a trickle. Other times, it became araging torrent, destroying all in itspath.The federal government decidedto dam the Colorado to control it.In 1931 construction began in BlackCanyon, whose high rock walls madeit an ideal site. Here, on the borderbetween Arizona and Nevada, wouldrise one of the most ambitious engi-neering projects the world had everseen: the Hoover Dam.

Named after President HerbertHoover, the dam was built in the mid-dle of a forbidding desert. Everythinghad to be imported, including labor.There was no shortage of candidates.The country was in the grips of the Great Depression; thousands ofunemployed workers flocked to theremote canyon.To accommodatethem, an entire town was builtBoulder City, Nevada.

The new arrivals faced brutal conditions. Men worked in threeshifts around the clock. Summer

Suspended on ropes, high scalers armed withdynamite and jackhammers prepare the walls ofBlack Canyon to take the concrete of Hoover Dam.Such work was hazardous. Twenty-four workersfell to their deaths during construction of the dam.

Hoover Dam, a major supplierof hydroelectric power, is morethan 700 feet (213 m) tall andcontains about 4,360,000cubic yards of concreteenough for a two-lane highwayfrom Los Angeles to Boston.

State boundaryAqueductRoadPower lineUrban area

Scale varies in this perspective

Hoover Dam and Environs

Hoover Dam

541

October 1931National CreditCorporation created

542 CHAPTER 17 The Great Depression Begins

1933

Promoting RecoveryOn Friday, October 25, the day after Black Thursday, President Hoover issued a state-

ment assuring the nation that industry was on a sound and prosperous basis. InMarch 1930 he told the public that the worst effects of the crash . . . will have passedduring the next 60 days. Critics derided his optimism as conditions worsened. Hoover,

In December 1929, Mayor Joseph Heffernan of Youngstown, Ohio, listened impa-tiently to fellow public officials assembled in the Cleveland Chamber of Commerce hall.He had been called to one of a series of conferences on unemployment that PresidentHoover had arranged. At the conference, Heffernan grew restless as he listened to theother speakers. He felt that it would take too long to pass their confident proposals forending unemployment, and by that time, it would be too late to prevent a depression. He asked the other conference members, Why not tell people the truth?

Youngstown business leaders criticized Heffernan for trying to tell his constituentshow bad the economic outlook was. Heffernan later recalled that one of them said tohim, Dont emphasize hard times and everything will be all right.

The man who rebuked Mayor Heffernan expressed what many, including PresidentHoover himself, believed in late 1929: The country merely needed to regain its confidence. As the crisis worsened, Hoover took steps to help the economy recover, but only within the limits of his philosophy of government.

adapted from The Great Depression

Hoover Responds

1931

January 1932Congress approves ReconstructionFinance Corporation

July 1932Congress passes Emergency Relief and ConstructionAct; soldiers rout the Bonus Marchers

1932

Joseph Heffernan

Main Idea President Hoovers philosophy of government guided his response to the Depression.

Key Terms and Namespublic works, Reconstruction FinanceCorporation, relief, foreclose, BonusArmy

Reading StrategyCategorizing As you read aboutHoovers response to the Depression,complete a graphic organizer by listinghis major initiatives and their results.

Reading Objectives Evaluate President Hoovers attempts

to revive the economy. Analyze the limitations of Hoovers

recovery plans.

Section ThemeGroups and Institutions PresidentHoover began using new governmentagencies to improve the nations slump-ing economy.

Major Recovery Plans

Results Results Results

however, hoped to downplay the publics fears. Hewanted to avoid more bank runs and layoffs by urg-ing consumers and business leaders to become morerational in their decision making.

Voluntary Efforts and Public Works Despite hissoothing words, Hoover was seriously worried aboutthe economy. He organized a series of conferences,bringing together the heads of banks, railroads, andother big businesses, as well as labor and govern-ment officials.

He won a pledge from industry to keep factoriesopen and to stop slashing wages. By 1931, however,business leaders had abandoned those pledges.Hoovers next step was to increase public worksgovernment-financed building projects. The result-ing construction jobs could replace some of those lost

in the private sector. He urged governors and mayorsthroughout the nation to increase public worksspending.

Hoovers actions did spur construction increases,but the effort made up for only a small fraction ofthe jobs lost in the private sector. The only way thegovernment could create enough new jobs would beto massively increase government spending, whichHoover refused to do.

The problem was that someone had to pay for pub-lic works projects. If the government raised taxes topay for them, it would take money away from con-sumers and hurt businesses that were already strug-gling. If the government decided to keep taxes low andrun a budget deficit insteadspending more moneythan it collected in taxesit would have to borrow themoney from banks. If the government did this, less

What Should the GovernmentsRole in the Economy Be?

The governments role in the economy was an importantissue in the 1932 presidential election, when the country was in the throes of the Depression. President Herbert Hooverexplained in a 1928 speech why a limited government rolewas best, while President Franklin Roosevelt argued in hisinaugural address in 1933 that an expanded government rolewas necessary.

from Roosevelts Inaugural Address, 1933

Our greatest primary task is to put people to work. This is nounsolvable problem if we face it wisely and courageously. It canbe accomplished in part by direct recruiting by the Governmentitself, treating the task as we would treat the emergency of a war,but at the same time, through this employment, accomplishinggreatly needed projects to stimulate and reorganize the use of ournatural resources.

. . . The task can be helped . . . by national planning for andsupervision of all forms of transportation and of communicationsand other utilities which have a definitely public character. Thereare many ways in which it can be helped, but it can never behelped merely by talking about it. We must act and act quickly.

. . . We now realize as we have never realized before ourinterdependence on each other; . . . that if we are to go forward,we must move as a trained and loyal army willing to sacrifice forthe good of a common discipline.

from Hoovers Madison Square Garden Address, 1928

During one hundred and fifty years we have built up aform of self-government and a social system which ispeculiarly our own. . . . It is founded upon a particularconception of self-government in which decentralized localresponsibility is the very base. . . .

During the war we necessarily turned to the govern-ment to solve every difficult economic problem. . . .However justified in time of war, if continued in peacetimeit would destroy . . . our progress and freedom. . . . Theacceptance of these ideas would have meant the destruc-tion of self-government through centralization of govern-ment. It would have meant the undermining of theindividual initiative and enterprise through which our people have grown to unparalleled greatness.

Learning From History1. Analyzing Arguments What did

Hoover fear would happen if gov-ernment programs started duringWorld War I were continued afterthe war?

2. Making Inferences Do you thinkRoosevelt would have agreed withHoovers assessment of the govern-ments role during World War I?Why or why not?

money would be available for businesses that wantedto expand and for consumers who wanted mortgagesor other loans. Hoover feared that deficit spendingwould actually delay an economic recovery.

The Midterm Election As the congressional electionsof 1930 approached, most Americans felt that worsen-ing unemployment posed a grave threat to their well-being. Citizens blamed the party in power for thestumbling economy. The Republicans lost 49 seats andtheir majority in the House of Representatives; theyheld on to the Senate by a single vote.

Examining Why did Hoover opposedeficit spending?

Pumping Money Into the EconomyHoover soon turned his attention to the problem

of money. There was very little in the economy nowthat so many banks had collapsed. The government,he believed, had to make sure that banks could makeloans to corporations so they could expand produc-tion and rehire workers.

GOVERNMENT

Trying to Rescue the Banks The president askedthe Federal Reserve Board to put more currency intocirculation, but the Board refused. In an attempt toease the money shortage, Hoover set up the NationalCredit Corporation (NCC) in October 1931. The NCCcreated a pool of money to enable troubled banks tocontinue lending money in their communities.Hoover then persuaded a number of New Yorkbankers to contribute to the NCC. Their contribu-tions, however, did not meet the nations needs.

By 1932 Hoover concluded that the only way toprovide funding for borrowers was for the govern-ment to do the lending. He requested that Congressset up the Reconstruction Finance Corporation(RFC) to make loans to banks, railroads, and agricul-tural institutions. By early 1932, the RFC had lentabout $238 million to approximately 160 banks, 60 railroads, and 18 building-and-loan organizations.The RFC was overly cautious, however. It failed toincrease its loans in sufficient amounts to meet theneed, and the economy continued its decline.

Direct Help for Citizens From the start, Hooverstrongly opposed the federal governments participa-tion in reliefmoney that went directly to impover-ished families. He believed that only state and citygovernments should dole out relief. By the spring of1932, however, they were running out of money.

In 1932 political support was building for a reliefmeasure, and Congress passed the Emergency Reliefand Construction Act. Although reluctant, Hooversigned the bill on July 21. The new act called for $1.5billion for public works and $300 million in loansto the states for direct relief. By this time, however,the new program could not reverse the acceleratingcollapse.

Summarizing Why did Hooveroppose the federal governments participation in relief programs?

In an Angry MoodIn the months after the Wall Street crash, Americans

had seemed resigned to bad economic news. By 1931,however, they were growing increasingly discon-tented, and open acts of revolt began to occur.

Hunger Marches In January 1931, around 500men and women in Oklahoma City, shoutingangrily about hunger and joblessness, broke into agrocery store and looted it. Crowds began showing

Reading Check

Reading Check

White Angel Breadline In 1932 a wealthy woman nicknamed theWhite Angel set up a breadline in San Francisco. Dorothea Lange cap-tured the hopelessness of the Depression in this famous photograph ofthe breadline.

Poverty and Plenty Spattered with milk, dairy farmers are shown here destroying their product ina vain effort to drive up prices. For the hungry and unemployed, like the families at left, the farmersactions were unthinkable. Why did the farmers think their actions would drive up prices?

History

CHAPTER 17 The Great Depression Begins 545

up at rallies and hunger marches held by theAmerican Communist Party, which was eager totake advantage of national problems to change theAmerican form of government. On December 5,1932, a freezing day in the nations capital, around1,200 hunger marchers assembled and chanted,Feed the hungry, tax the rich. Police herded theminto a blocked-off area, where they had to spend thenight sleeping on the sidewalk or in trucks. Thepolice denied them food, water, and medical treat-ment until some members of Congress insisted onthe marchers right to petition their government.They were then released and permitted to march toCapitol Hill.

Farmers Revolt In the summer of 1932, farmers alsotook matters into their own hands. Beginning in theboom days of World War I, many farmers had heavily mortgaged their land to pay for seed, feed, andequipment. After the war, prices sank so low that farm-ers could not even earn back their costs, let alone makea profit. Between 1930 and 1934 creditors foreclosed onnearly one million farms, taking possession of themand evicting the families.

Some farmers began destroying their crops in adesperate attempt to raise crop prices by reducingthe supply. In Nebraska grain growers burned corn

to heat their homes in the winter. In Iowa food grow-ers forcibly prevented the delivery of vegetables todistributors. Georgia dairy farmers blocked high-ways and stopped milk trucks, emptying the milkcans into ditches.

The Bonus Marchers In appreciation of the WorldWar I service of American soldiers and sailors,Congress in 1924 had enacted a $1,000 bonus for eachveteran, to be distributed in 1945. The economic crisis,however, made the wait more difficult. In 1931 Texascongressman Wright Patman introduced a bill in theHouse of Representatives that authorized early pay-ment of the veterans bonuses. The bill later passedthe House and moved to the Senate for debate.

In May 1932 several hundred Portland, Oregon,veterans set off on a month-long march toWashington to lobby Congress to pass the legislation.As they moved east, other veterans joined them untilthey numbered about 1,000. Wearing ragged militaryuniforms, they trudged along the highways or rodethe rails, singing old war songs and reminiscing aboutarmy days. The press termed the marchers theBonus Army.

Once in Washington, the marchers camped inHoovervilles. As weeks went by, additional veter-ans joined them, until the Bonus Army swelled to

15,000. President Hoover acknowledged the veter-ans petition rights but refused to meet with them.

When the Senate voted the new bonus bill down,veterans waiting outside the Capitol began to grumble,until one of their leaders started them singingAmerica. Gradually their anger cooled, and manyreturned home. A significant number of the marchers,however, stayed on since they had no job prospects.Some moved from the camps to unoccupied buildingsdowntown.

In late July, Hoover ordered the buildings cleared.The police made the first try, but one of them pan-icked and fired into a crowd, killing two veterans.The Washington, D.C., government then called in thearmy. Army chief of staff Douglas MacArthur

ignored Hoovers orders to clear thebuildings but to leave the camps alone.He sent cavalry, infantry, and tanks toclear the veterans from the city.

A Federal Trade Commission mem-ber, A. Everette McIntyre, watched asthe infantry fixed their bayonets andalso fixed their gas masks over theirfaces. At orders they brought their bay-onets at thrust and moved in. The bay-onets were used to jab people to makethem move. Soon unarmed veteranswere on the run with 700 soldiers attheir heels. The soldiers tear-gassedstragglers and burned the shacks. Teargas killed a baby boy.

The nationwide press coverage andnewsreel images of veterans underassault by troops presented an uglypicture to the public. The routing of

the veterans hounded the president throughout his1932 re-election campaign.

Hoover failed to resolve the crisis of theDepression, but he did more to expand the economicrole of the federal government than any previouspresident. The Reconstruction Finance Corporationmarked the first time the federal government hadestablished a federal agency to stimulate the econ-omy during peacetime. It was the image of the routedBonus Marchers and the lingering Depression, how-ever, that shaped the publics perception of PresidentHoover.

Evaluating How did Americansreact as the Depression continued?

Reading Check

Writing About History

Checking for Understanding1. Define: public works, relief, foreclose.2. Identify: Reconstruction Finance

Corporation, Bonus Army.3. Summarize three major initiatives

taken by Hoover to improve the economy and the results of each.

Reviewing Themes4. Groups and Institutions What did

business leaders promise Hoover theywould do to help the economy? Didthey keep their promises?

Critical Thinking5. Interpreting How did President

Hoovers philosophy of governmentguide his response to the Depression?

6. Organizing Use a graphic organizersimilar to the one below to listAmerican reactions to the Depression.

Analyzing Visuals7. Picturing History Study the photo-

graphs on page 545. The farmersshown would rather dump their milkthan sell it. What did they hope toachieve by their actions?

8. Persuasive Writing Imagine that youare a veteran of World War I. Write aletter to members of Congress explain-ing your circumstances and askingthem to give you your bonus early.

AmericanReactions

546 CHAPTER 17 The Great Depression Begins

Clearing Out the Bonus Marchers Fierce battles resulted when President Hoover ordered theWashington, D.C., police to evict the Bonus Army from public buildings and land they had been occupying. How did the public feel when they saw or heard about this event?

History

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547

Technology

Building a DatabaseWhy Learn This Skill?

Do you have a collection of sports cards, CDs,or DVDs? Have you ever kept a list of the names,addresses, and phone numbers of friends and rel-atives? If you have collected information andkept it in a list or file, then you have created adatabase.

Learning the Skill An electronic database is a collection of facts that

are stored in a file on a computer. The informationis organized in fields.

A database can be organized and reorganized inany way that is useful to you. By using a databasemanagement system (DBMS)special softwaredeveloped for record keepingyou can easily add,delete, change, or update information. You givecommands to the computer that tell it what to dowith the information, and it follows these com-mands. When you want to retrieve information, thecomputer searches through the file, finds the infor-mation, and displays it on the screen.

Practicing the SkillThe Great Depression is a well-known period in

American history. Follow these steps to build adatabase containing the events that led to the GreatDepression and its effects on the country.

1 Determine what facts you want to include inyour database.

2 Follow instructions to set up fields in the DBMSthat you are using. Then enter each item of datain its assigned field.

3 Determine how you want to organize the factsin the databasechronologically by the date ofthe event, or alphabetically by the name of theevent.

4 Follow the instructions in your computer pro-gram to place the information in the order youselected.

Skills AssessmentComplete the Practicing Skills questions on

page 549 and the Chapter 17 Skill ReinforcementActivity to assess your mastery of this skill.

Applying the SkillBuilding a Database Bring current newspapers ornews magazines to class. Using the steps just described,build a database of current political events in theUnited States. Include a brief explanation of why thedatabase is organized the way it is and how it might beused in class.

Glencoes Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

Reviewing Key Facts16. Identify: Black Tuesday, Hawley-Smoot Tariff, Walt Disney,

Grant Wood, John Steinbeck, Reconstruction FinanceCorporation, Bonus Army.

17. What was the character of the stock market in the late 1920s,and what caused it to crash?

18. How did artists and writers capture the effects of the GreatDepression?

19. Why did Okies migrate to California during the GreatDepression, and what happened to them once they gotthere?

20. What three major initiatives did President Hoover take to tryto help the economy of the United States?

21. What did World War I veterans do to try to get their servicebonuses early?

Critical Thinking22. Analyzing Themes: Culture and Traditions Many people

in the United States were impoverished during theDepression, yet 60 to 90 million weekly viewers paid to see movies. Why do you think movies were so popular?

23. Evaluating Do you think President Hoover could have donemore to end the Great Depression? Why or why not?

24. Identifying What approaches were used in literature andphotography to highlight social problems during theDepression?

25. Categorizing Use a graphic organizer similar to the onebelow to list the causes and effects of the Great Depression.

26. Interpreting Primary Sources E.Y. Harburg lived during theGreat Depression. After he lost his business, he became apoet and lyricist. He wrote the lyrics to one of the mostfamous songs of the time, Brother, Can You Spare a Dime?Read an excerpt of the lyrics to this song and answer thequestions that follow.

They used to tell me I was building a dreamWith peace and glory aheadWhy should I be standing on lineJust waiting for bread?

1. stock market

2. bull market

3. margin

4. margin call

5. speculation

6. installment

7. bailiff

8. shantytown

9. Hooverville

10. hobo

11. Dust Bowl

12. soap opera

13. public works

14. relief

15. foreclose

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

Causes Effects

Bull market encouraged widespread speculation. Many investors bought stocks on margin. Sharp drop in market prices left investors in debt. Bank closings left many in debt.

Stock Market Helps Trigger Depression

Low Sales

Lower Sales

Job LayoffsLess Income

Fewer Purchases

More Job Layoffs

Downward Momentum of the Great Depression

Overproduction and low interest rates Uneven distribution of income, which led to low demand Depressed farm sector Weak international market with high tariffs

Underlying Causes of Great Depression

548 CHAPTER 17 The Great Depression Begins

Once I built a railroad, made it run,Made it run against time. Once I built a railroad,Now its doneBrother, can you spare a dime?

Once I built a tower to the sun.Brick and rivet and lime,Once I built a tower,Now its doneBrother, can you spare a dime?a. How was the narrators life different before the Great

Depression than it was during it?

b. During the 1932 presidential campaign, the Republicanstried to discourage the radio networks from playing thissong. Why do you think they did that?

Practicing Skills 27. Building a Database Use the business section of your local

newspaper to prepare a database that lists the prices of threedifferent stocks for one week. Use the following informationin your database:

Stock symbol

Date

Stock price at the end of each day (closing price)

Be sure to follow these steps to build your database:

a. Follow instructions in the DBMS that you are using. Thenenter each item in its assigned field.

b. Determine how you want to organize the information inthe database.

c. Place the information in the order you choose (by date,alphabetically by symbol, by price, etc.).

d. Check the accuracy of the information. Make necessarychanges.

Writing Activity28. Creating a Dictionary Create a dictionary of words and

phrases that grew out of the Great Depression. If possible,include pictures or photographs that illustrate the entries.

Chapter Activity29. Creative Presentations Analyze the statistical information

you gathered in building the computer database in

question 27. Write a short report describing the progress ofthe stocks you followed. Create a chart and a graph as avisual aid to present your findings to the class.

Economics and History30. The graph above shows changes in crop prices from

1910 to 1935. Study the graph and answer the questionsbelow. a. Interpreting Graphs What trend does this graph show

about wheat and corn prices in the 1930s?

b. Analyzing Between which 10-year span did the greatestincrease and decrease in farm prices occur?

Directions: Choose the phrase that bestcompletes the following sentence.

A major reason for the collapse of the American economyafter 1929 was

A high interest rates.B decreased farm production.C low tariffs at home and abroad.D overproduction of consumer goods.

Test-Taking Tip: If you are not sure of the answer, use theprocess of elimination. For example, farmers were not pros-perous in the 1920s because their huge crops forced downagricultural prices. Therefore, answer B is incorrect.

Price

of C

rops

1910 1915 1920 1925 1930 1935

$0.20

$0.60

$1.00

$1.40

$1.80

$2.20

$2.60

Year

Crop Prices, 19101935

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

Wheat (price per bushel)Corn (price per bushel)Cotton (price per pound)

CHAPTER 17 The Great Depression Begins 549

StandardizedTest Practice

Self-Check QuizVisit the American Republic Since 1877 Web site at

and click on Self-Check QuizzesChapter 17 to assess your knowledge of chapter content.

HISTORY

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The American Republic Since 1877 - Kentucky EditionKentucky Core Content for Social Studies AssessmentTable of ContentsCore Content for Social Studies AssessmentCorrelation to the Core Content for Social Studies AssessmentPreparing for the Kentucky Core Content Test for Social StudiesCountdown to the KCCTFocus on KentuckyDepth of Knowledge Levels for Social Studies

Table of ContentsPreviewing Your TextbookScavenger HuntReading for InformationHow Do I Study History?Early American History Review TestReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text StructureReading for Research

National Geographic Reference AtlasUnited States PoliticalUnited States PhysicalUnited States 2000 Congressional ReapportionmentUnited States Territorial GrowthMiddle America Physical/PoliticalCanada Physical/PoliticalMiddle East Physical/PoliticalWorld PoliticalUnited States Facts

National Geographic Geography HandbookIntroductionGlobes and MapsUsing MapsThe Elements of GeographyGeographic Dictionary

Unit 1: Foundations of Liberty, Beginnings1848Chapter 1: Converging Cultures, Prehistory to 1620Section 1: The Migration to AmericaSection 2: Europe and AfricaSection 3: Europe Encounters AmericaSection 4: Spain and France Build EmpiresChapter 1 Assessment and Activities

Chapter 2: The English Arrive in America, 16071763Section 1: England's First ColoniesSection 2: The New England ColoniesSection 3: The Middle and Southern ColoniesSection 4: Colonial Ways of LifeSection 5: A Diverse SocietyChapter 2 Assessment and Activities

Chapter 3: The American Revolution, 17541789Section 1: The Colonies Fight for Their RightsSection 2: The Revolution BeginsThe Declaration of IndependenceSection 3: The War for IndependenceSection 4: The ConfederationSection 5: A New ConstitutionChapter 3 Assessment and Activities

The Constitution HandbookThe Constitution of the United StatesChapter 4: Federalists and Republicans, 17891820Section 1: The Federalist EraSection 2: The Republicans Take PowerSection 3: The Growth of American NationalismChapter 4 Assessment and Activities

Chapter 5: The Young Republic, 18161848Section 1: A Growing NationSection 2: The Age of JacksonSection 3: The Reform SpiritSection 4: Manifest DestinyChapter 5 Assessment and Activities

Unit 2: The Crisis of Union, 18481877Chapter 6: Sectional Conflict Intensifies, 18481860Section 1: Slavery and Western ExpansionSection 2: The Crisis DeepensSection 3: The Union DissolvesChapter 6 Assessment and Activities

Chapter 7: The Civil War and Reconstruction, 18611877Section 1: The Opposing SidesSection 2: The Early StagesSection 3: The Turning PointSection 4: Reconstruction BeginsSection 5: Reconstruction and Republican RuleChapter 7 Assessment and Activities

Unit 3: The Birth of Modern America, 18651900Chapter 8: Settling the West, 18651900Section 1: Miners and RanchersSection 2: Farming the PlainsSection 3: Native AmericansChapter 8 Assessment and Activities

Chapter 9: Industrialization, 18651901Section 1: The Rise of IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4: UnionsChapter 9 Assessment and Activities

Chapter 10: Urban America, 18651896Section 1: ImmigrationSection 2: UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of ReformChapter 10 Assessment and Activities

Chapter 11: Politics and Reform, 18771896Section 1: Stalemate in WashingtonSection 2: PopulismSection 3: The Rise of SegregationChapter 11 Assessment and Activities

Unit 4: Imperialism and Progressivism, 18901919Chapter 12: Becoming a World Power, 18721912Section 1: The Imperialist VisionSection 2: The Spanish-American WarSection 3: New American DiplomacyChapter 12 Assessment and Activities

Chapter 13: The Progressive Movement, 18901919Section 1: The Roots of ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft AdministrationSection 4: The Wilson YearsChapter 13 Assessment and Activities

Chapter 14: World War I and Its Aftermath, 19141920Section 1: The United States Enters World War ISection 2: The Home FrontSection 3: A Bloody ConflictSection 4: The War's ImpactChapter 14 Assessment and Activities

Unit 5: Boom and Bust, 19201941Chapter 15: The Jazz Age, 19211929Section 1: A Clash of ValuesSection 2: Cultural InnovationsSection 3: African American CultureChapter 15 Assessment and Activities

Chapter 16: Normalcy and Good Times, 19211929Section 1: Presidential PoliticsSection 2: A Growing EconomySection 3: The Policies of ProsperityChapter 16 Assessment and Activities

Chapter 17: The Great Depression Begins, 19291932Section 1: Causes of the DepressionSection 2: Life During the DepressionSection 3: Hoover RespondsChapter 17 Assessment and Activities

Chapter 18: Roosevelt and the New Deal, 19331939Section 1: Roosevelt Takes OfficeSection 2: The First New DealSection 3: The Second New DealSection 4: The New Deal CoalitionChapter 18 Assessment and Activities

Unit 6: Global Struggles, 19311960Chapter 19: A World in Flames, 19311941Section 1: America and the WorldSection 2: World War II BeginsSection 3: The HolocaustSection 4: America Enters the WarChapter 19 Assessment and Activities

Chapter 20: America and World War II, 19411945Section 1: Mobilizing for WarSection 2: The Early BattlesSection 3: Life on the Home FrontSection 4: Pushing the Axis BackSection 5: The War EndsChapter 20 Assessment and Activities

Chapter 21: The Cold War Begins, 19451960Section 1: Origins of the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold War and American SocietySection 4: Eisenhower's PoliciesChapter 21 Assessment and Activities

Chapter 22: Postwar America, 19451960Section 1: Truman and EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture of the 1950sSection 4: The Other Side of American LifeChapter 22 Assessment and Activities

Unit 7: A Time of Upheaval, 19541980Chapter 23: The New Frontier and the Great Society, 19611968Section 1: The New FrontierSection 2: JFK and the Cold WarSection 3: The Great SocietyChapter 23 Assessment and Activities

Chapter 24: The Civil Rights Movement, 19541968Section 1: The Movement BeginsSection 2: Challenging SegregationSection 3: New IssuesChapter 24 Assessment and Activities

Chapter 25: The Vietnam War, 19541975Section 1: The United States Focuses on VietnamSection 2: Going to War in VietnamSection 3: Vietnam Divides the NationSection 4: The War Winds DownChapter 25 Assessment and Activities

Chapter 26: The Politics of Protest, 19601980Section 1: The Student Movement and the CountercultureSection 2: The Feminist MovementSection 3: New Approaches to Civil RightsSection 4: Saving the EarthChapter 26 Assessment and Activities

Unit 8: A Changing Society, 1968PresentChapter 27: Politics and Economics, 19711980Section 1: The Nixon AdministrationSection 2: The Watergate ScandalSection 3: Ford and CarterSection 4: The "Me" Decade: Life in the 1970sChapter 27 Assessment and Activities

Chapter 28: Resurgence of Conservatism, 19801992Section 1: The New ConservatismSection 2: The Reagan YearsSection 3: Life in the 1980sSection 4: The End of the Cold WarChapter 28 Assessment and Activities

Chapter 29: Into a New Century, 1992presentSection 1: The Technological RevolutionSection 2: The Clinton YearsSection 3: An Interdependent WorldSection 4: America Enters a New CenturySection 5: The War on TerrorismChapter 29 Assessment and Activities

AppendixPresidents of the United StatesPrimary Sources LibraryDocuments of American HistorySupreme Court Case SummariesFlag EtiquetteGlossarySpanish GlossaryIndexAcknowledgments and Photo Credits

Feature ContentsPrimary Sources LibraryDocuments of American HistoryAmerican LiteratureDifferent ViewpointsTechnology & HistoryNational Geographic Moment in HistoryNational Geographic Geography & HistoryWhat IfWhat Life Was LikeWorld History ConnectionWorld Geography ConnectionLooking BackLinking Past & PresentTIME NotebookWhy It MattersYou're the HistorianSkillBuilderCritical ThinkingSocial StudiesStudy & WritingTechnology

Profiles in HistoryFact Fiction FolkloreCauses and EffectsPrimary Source QuotesNational Geographic MapsCharts & Graphs

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: Converging CulturesSection 1: The Migration to AmericaSection 2: Europe and AfricaSection 3: Europe Encounters AmericaSection 4: Spain and France Build Empires

Chapter 2: The English Arrive in AmericaSection 1: Englands First ColoniesSection 2: The New England ColoniesSection 3: The Middle and Southern ColoniesSection 4: Colonial Ways of LifeSection 5: A Diverse Society

Chapter 3: The American RevolutionSection 1: The Colonies Fight for Their RightsSection 2: The Revolution BeginsSection 3: The War for IndependenceSection 4: The ConfederationSection 5: A New Constitution

Chapter 4: Federalists and RepublicansSection 1: The Federalist EraSection 2: The Republicans Take PowerSection 3: The Growth of American Nationalism

Chapter 5: The Young RepublicSection 1: A Growing NationSection 2: The Age of JacksonSection 3: The Reform SpiritSection 4: Manifest Destiny

Chapter 6: Sectional Conflict IntensifiesSection 1: Slavery and Western ExpansionSection 2: The Crisis DeepensSection 3: The Union Dissolves

Chapter 7: The Civil War and ReconstructionSection 1: The Opposing SidesSection 2: The Early StagesSection 3: The Turning PointSection 4: Reconstruction BeginsSection 5: Reconstruction and Republican Rule

Chapter 8: Settling the WestSection 1: Miners and RanchersSection 2: Farming the PlainsSection 3: Native Americans

Chapter 9: IndustrializationSection 1: The Rise of IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4: Unions

Chapter 10: Urban AmericaSection 1: ImmigrationSection 2: UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of Reform

Chapter 11: Politics and ReformSection 1: Stalemate in WashingtonSection 2: PopulismSection 3: The Rise of Segregation

Chapter 12: Becoming a World PowerSection 1: The Imperialist VisionSection 2: The Spanish-American WarSection 3: New American Diplomacy

Chapter 13: The Progressive MovementSection 1: The Roots of ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft AdministrationSection 4: The Wilson Years

Chapter 14: World War I and Its AftermathSection 1: The United States Enters World War ISection 2: The Home FrontSection 3: A Bloody ConflictSection 4: The Wars Impact

Chapter 15: The Jazz AgeSection 1: A Clash of ValuesSection 2: Cultural InnovationsSection 3: African American Culture

Chapter 16: Normalcy and Good TimesSection 1: Presidential PoliticsSection 2: A Growing EconomySection 3: The Policies of Prosperity

Chapter 17: The Great Depression BeginsSection 1: Causes of the DepressionSection 2: Life During the DepressionSection 3: Hoover Responds

Chapter 18: Roosevelt and the New DealSection 1: Roosevelt Takes OfficeSection 2: The First New DealSection 3: The Second New DealSection 4: The New Deal Coalition

Chapter 19: A World in FlamesSection 1: America and the WorldSection 2: World War II BeginsSection 3: The HolocaustSection 4: America Enters the War

Chapter 20: America and World War IISection 1: Mobilizing for WarSection 2: The Early BattlesSection 3: Life on the Home FrontSection 4: Pushing the Axis BackSection 5: The War Ends

Chapter 21: The Cold War BeginsSection 1: Origins of the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold War and American SocietySection 4: Eisenhowers Policies

Chapter 22: Postwar AmericaSection 1: Truman and EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture of the 1950sSection 4: The Other Side of American Life

Chapter 23: The New Frontier and the Great SocietySection 1: The New FrontierSection 2: JFK and the Cold WarSection 3: The Great Society

Chapter 24: The Civil Rights MovementSection 1: The Movement BeginsSection 2: Challenging SegregationSection 3: New Issues

Chapter 25: The Vietnam WarSection 1: The United States Focuses on VietnamSection 2: Going to War in VietnamSection 3: Vietnam Divides the NationSection 4: The War Winds Down

Chapter 26: The Politics of ProtestSection 1: The Student Movement and the CountercultureSection 2: The Feminist MovementSection 3: New Approaches to Civil RightsSection 4: Saving the Earth

Chapter 27: Politics and EconomicsSection 1: The Nixon AdministrationSection 2: The Watergate ScandalSection 3: Ford and CarterSection 4: The Me Decade: Life in the 1970s

Chapter 28: Resurgence of ConservatismSection 1: The New ConservatismSection 2: The Reagan YearsSection 3: Life in the 1980sSection 4: The End of the Cold War

Chapter 29: Into a New CenturySection 1: The Technological RevolutionSection 2: The Clinton YearsSection 3: An Interdependent WorldSection 4: America Enters a New CenturySection 5: The War on Terrorism

Haitian Creole SummariesChapit 1: Rankont Kilti yo, Preyistwa jouk 1620Chapit 2: Angl yo Rive nan Lamerik, 16071763Chapit 3: Revolisyon Ameriken, 17541789Chapit 4: Federalis ak Repibliken, 17891820Chapit 5: Jenn Repiblik la, 18161848Chapit 6: Konfli Gwoup yo Ogmante, 18481860Chapit 7: Lag Sivil ak Rekonstriksyon, 18611877Chapit 8: Kolonizasyon Lws, 18651900Chapit 9: Endistriyalizasyon, 18651901Chapit 10: Mdvi nan Vil Ameriken yo, 18651896Chapit 11: Politik ak Refm, 18771896Chapit 12: Peyi a vin yon Puisans Mondyal, 18721912Chapit 13: Mouvman Pwogresif, 18901919Chapit 14: Premye G Mondyal ak Konsekans li yo, 19141920Chapit 15: Epk Djaz la, 19211929Chapit 16: Nmalite ak Pwosperite, 19211929Chapit 17: Lagrann Depresyon Koumanse, 19291932Chapit 18: Roosvelt ak Nyoudil, 19331939Chapit 19: Yon Monn Vyolan, 19311941Chapit 20: Amerik ak Dezym G Mondyal, 19411945Chapit 21: Lagfwad Koumanse, 19451960Chapit 22: Amerik Apre Lag, 19451960Chapit 23: Fwonty ak Gran Sosyete, 19611968Chapit 24: Mouvman pou Dwa Sivil yo, 19541968Chapit 25: Lag Vyetnam, 19541975Chapit 26: Politiik Pwotestasyon, 19601980Chapit 27: Politik ak Ekonomi, 19711980Chapit 28: Remonte Konsvatis, 19801992Chapit 29: Nan yon Nouvo Syk, 1992Jouk Kounye a

Kentucky Core Content Test Practice WorkbookContentsOverviewGuide to Analyzing GraphicsCore Content for Social Studies Assessment Tested in This BookletDiagnostic TestStandardized Test Practice LessonsLesson 1: Using the Process of EliminationLesson 2: Interpreting Maps to Answer Test QuestionsLesson 3: Interpreting Charts and TablesLesson 4: Reading and Interpreting GraphsLesson 5: Reading a Time LineLesson 6: Inferring from a Reading or GraphicLesson 7: Comparing and ContrastingLesson 8: Relating Cause and EffectLesson 9: Identifying the Main IdeaLesson 10: Distinguishing Fact from OpinionLesson 11: Interpreting Primary SourcesLesson 12: Interpreting Illustrations and Political Cartoons

Practice Test

Reading Essentials and Study Guide - Student EditionChapter 1: Converging CulturesSection 1: The Migration to AmericaSection 2: Europe and AfricaSection 3: Europe Encounters AmericaSection 4: Spain and France Build Empires

Chapter 2: The English Arrive in AmericaSection 1: Englands First ColoniesSection 2: The New England ColoniesSection 3: The Middle and Southern ColoniesSection 4: Colonial Ways of LifeSection 5: A Diverse Society

Chapter 3: The American RevolutionSection 1: The Colonies Fight for Their RightsSection 2: The Revolution BeginsSection 3: The War for IndependenceSection 4: The ConfederationSection 5: A New Constitution

Chapter 4: Federalists and RepublicansSection 1: The Federalist EraSection 2: The Republicans Take PowerSection 3: The Growth of American Nationalism

Chapter 5: The Young RepublicSection 1: A Growing NationSection 2: The Age of JacksonSection 3: The Reform SpiritSection 4: Manifest Destiny

Chapter 6: Sectional Conflict IntensifiesSection 1: Slavery and Western ExpansionSection 2: The Crisis DeepensSection 3: The Union Dissolves

Chapter 7: The Civil War and ReconstructionSection 1: The Opposing SidesSection 2: The Early StagesSection 3: The Turning PointSection 4: Reconstruction BeginsSection 5: Reconstruction and Republican Rule

Chapter 8: Settling the WestSection 1: Miners and RanchersSection 2: Farming the PlainsSection 3: Native Americans

Chapter 9: IndustrializationSection 1: The Rise of IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4: Unions

Chapter 10: Urban AmericaSection 1: ImmigrationSection 2: UrbanizationSection 3: The Gilded AgeSection 4: The Rebirth of Reform

Chapter 11: Politics and ReformSection 1: Stalemate in WashingtonSection 2: PopulismSection 3: The Rise of Segregation

Chapter 12: Becoming a World PowerSection 1: The Imperialist VisionSection 2: The Spanish-American WarSection 3: New American Diplomacy

Chapter 13: The Progressive MovementSection 1: The Roots of ProgressivismSection 2: Roosevelt in OfficeSection 3: The Taft AdministrationSection 4: The Wilson Years

Chapter 14: World War I and Its AftermathSection 1: The United States Enters World War ISection 2: The Home FrontSection 3: A Bloody ConflictSection 4: The Wars Impact

Chapter 15: The Jazz AgeSection 1: A Clash of ValuesSection 2: Cultural InnovationsSection 3: African American Culture

Chapter 16: Normalcy and Good TimesSection 1: Presidential PoliticsSection 2: A Growing EconomySection 3: The Policies of Prosperity

Chapter 17: The Great Depression BeginsSection 1: Causes of the DepressionSection 2: Life During the DepressionSection 3: Hoover Responds

Chapter 18: Roosevelt and the New DealSection 1: Roosevelt Takes OfficeSection 2: The First New DealSection 3: The Second New DealSection 4: The New Deal Coalition

Chapter 19: A World in FlamesSection 1: America and the WorldSection 2: World War II BeginsSection 3: The HolocaustSection 4: America Enters the War

Chapter 20: America and World War IISection 1: Mobilizing for WarSection 2: The Early BattlesSection 3: Life on the Home FrontSection 4: Pushing the Axis BackSection 5: The War Ends

Chapter 21: The Cold War BeginsSection 1: Origins of the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold War and American SocietySection 4: Eisenhowers Policies

Chapter 22: Postwar AmericaSection 1: Truman and EisenhowerSection 2: The Affluent SocietySection 3: Popular Culture of the 1950sSection 4: The Other Side of American Life

Chapter 23: The New Frontier and the Great SocietySection 1: The New FrontierSection 2: JFK and the Cold WarSection 3: The Great Society

Chapter 24: The Civil Rights MovementSection 1: The Movement BeginsSection 2: Challenging SegregationSection 3: New Issues

Chapter 25: The Vietnam WarSection 1: The United States Focuses on VietnamSection 2: Going to War in VietnamSection 3: Vietnam Divides the NationSection 4: The War Winds Down

Chapter 26: The Politics of ProtestSection 1: The Student Movement and the CountercultureSection 2: The Feminist MovementSection 3: New Approaches to Civil RightsSection 4: Saving the Earth

Chapter 27: Politics and EconomicsSection 1: The Nixon AdministrationSection 2: The Watergate ScandalSection 3: Ford and CarterSection 4: The Me Decade: Life in the 1970s

Chapter 28: Resurgence of ConservatismSection 1: The New ConservatismSection 2: The Reagan YearsSection 3: Life in the 1980sSection 4: The End of the Cold War

Chapter 29: Into a New CenturySection 1: The Technological RevolutionSection 2: The Clinton YearsSection 3: An Interdependent WorldSection 4: America Enters a New CenturySection 5: The War on Terrorism

Spanish Reading Essentials and Study Guide - Student EditionCaptulo 1: Encuentro de culturas, prehistoria a 1620Seccin 1: La migracin hacia AmricaSeccin 2: Europa y fricaSeccin 3: Europa encuentra AmricaSeccin 4: Espaa y Francia construyen imperios

Captulo 2: Los ingleses llegan a Norteamrica, 1607 a 1763Seccin 1: Las primeras colonias de InglaterraSeccin 2: Las colonias de Nueva InglaterraSeccin 3: Las colonias del Medio Este y del SuresteSeccin 4: Estilos de vida colonialSeccin 5: Una sociedad diversa

Captulo 3: La independencia de los Estados Unidos, 1754 a 1789Seccin 1: La lucha de las colonias por sus derechosSeccin 2: Inicio de la RevolucinSeccin 3: La guerra por la independenciaSeccin 4: La ConfederacinSeccin 5: Una nueva Constitucin

Captulo 4: Federalistas y republicanos, 1789 a 1820Seccin 1: La era federalistaSeccin 2: Los republicanos toman el poderSeccin 3: Incremento del nacionalismo americano

Captulo 5: La joven repblica, 1816 a 1848Seccin 1: Una nacin en crecimientoSeccin 2: La era JacksonSeccin 3: El espritu de la reformaSeccin 4: El Destino Manifiesto

Captulo 6: Conflicto local, 1848 a 1860Seccin 1: La esclavitud y la expansin hacia el oesteSeccin 2: La crisis se profundizaSeccin 3: Disolucin de la unin

Captulo 7: La Guerra Civil y la Reconstruccin, 1861 a 1877Seccin 1: Los contrincantesSeccin 2: Las primeras etapasSeccin 3: El momento decisivoSeccin 4: Comienza la reconstruccinSeccin 5: Reconstruccin y gobierno republicano

Captulo 8: La colonizacin del oeste, 1865 a 1900Seccin 1: Mineros y rancherosSeccin 2: El cultivo de las llanurasSeccin 3: Los indgenas americanos

Captulo 9: El crecimiento industrial, 1865 a 1901Seccin 1: El surgimiento de la industriaSeccin 2: Los ferrocarrilesSeccin 3: Los grandes negociosSeccin 4: Los sindicatos

Captulo 10: La vida urbana de los Estados Unidos, 1865 a 1896Seccin 1: La inmigracinSeccin 2: La urbanizacinSeccin 3: La poca doradaSeccin 4: El renacimiento de la reforma

Captulo 11: Poltica y reforma, 1877 a 1896Seccin 1: Estancamiento en washingtonSeccin 2: PopulismoSeccin 3: El origen de la segregacin

Captulo 12: Una potencia mundial, 1872 a 1912Seccin 1: La visin imperialistaSeccin 2: La guerra hispano-americanaSeccin 3: La nueva diplomacia americana

Captulo 13: El Movimiento Progresista, 1890 a 1919Seccin 1: Las races del movimiento progresistaSeccin 2: Roosevelt en el gobiernoSeccin 3: La administracin de taftSeccin 4: Los aos de Wilson

Captulo 14: La Primera Guerra Mundial y sus repercusiones, 1914 a 1920Seccin 1: Estados Unidos entra a la primera guerra mundialSeccin 2: El frente domsticoSeccin 3: Un conflicto sangrientoSeccin 4: El impacto de la guerra

Captulo 15: La poca del jazz, 1921 a 1929Seccin 1: El colapso de los valoresSeccin 2: Innovaciones culturalesSeccin 3: Cultura afroamericana

Captulo 16: Normalidad y prosperidad, 1921 a 1929Seccin 1: Poltica presidencialSeccin 2: Una economia crecienteSeccin 3: Las polticas de la prosperidad

Captulo 17: Inicio de la Gran Depresin, 1929 a 1932Seccin 1: Causas de la depresinSeccin 2: La vida durante la depresinSeccin 3: La respuesta de hoover

Captulo 18: Roosevelt y el Nuevo Trato, 1933 a 1939Seccin 1: Roosevelt asume el poderSeccin 2: El primer nuevo tratoSeccin 3: El segundo nuevo tratoSeccin 4: El nuevo trato de la coalicin

Captulo 19: Un mundo en llamas, 1934 a 1941Seccin 1: Estados Unidos y el mundoSeccin 2: La segunda guerra mundialSeccin 3: El holocaustoSeccin 4: Estados Unidos entra a la guerra

Captulo 20: Los Estados Unidos y la Segunda Guerra Mundial, 1941 a 1945Seccin 1: Movilizacin para la guerraSeccin 2: Las primeras batallasSeccin 3: La vida en el frente internoSeccin 4: La retirada de las potencias del ejeSeccin 5: El fin de la guerra

Captulo 21: El comienzo de la Guerr