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Quarter 2 Learning Module
Aligned with Maryland State Standards
Social Studies
U.S. History
Prince George's County Public Schools
Board of Education of Prince George's County, Maryland
PGCPS
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Quarter 2 Learning Module
Social Studies (U.S. History 9)
Second Quarter
Unit 2: Challenges of a Century (1877 — 1929)
•
Unit 3: The United States in the Time of Crisis (1929 — 1945)
•
Second Quarter Learning Module (Unit 2 - Imperialism)
Objective:
Describe the factors that contribute to imperialism, such as the Industrial Revolution,
•
racism, a desire to spread Christianity, a desire for naval power, the closing of the American
frontier, and the resulting emergence of nationalism/jingoism.
Examine the impact of the Spanish American war, such as the acquisition of new territories.
•
Describe the impact of United States policy in Latin America, such as the events leading the
•
construction of the Panama Canal, the Roosevelt Corollary, Dollar Diplomacy, and Moral
Diplomacy.
Analyze
the impact of imperialism, empire building, and colonization on native societies.
•
Indicator: 5.2.2 Analyze United States foreign policy in the era of Imperialism
Key Vocabulary Terms:
1. Foreign policy: the strategies and goals that guide a nation's relations with other countries.
2. Imperialism: the practice of extending a nation's power by gaining territories for a colonial
power.
3. Colonization: the establishing of colonies, regions governed by a foreign power.
4. Spheres of influence: an area where foreign countries control the trade or natural
resources of another nation or area.
5. Open Door Policy: a policy established by the United States in 1899 to promote equal
access for all nations to trade in China.
6. de Lome Letter: (1898) letter written by Spain's minister to the US ridiculing President
McKinley that was published in a major newspaper.
7. Protectorate: a country that is controlled by an outside government.
8. Big Stick Policy: "Speak softly and carry a big stick; you will go far." A US policy that
pledged to use armed forces to prevent any European country from seizing Dominican
territory.
Platt
Amendment: a part of the Cuban constitution that limited Cuba's right to make
9.
treaties, gave the US the right to intervene in Cuban affairs, and required Cuba to sell or
lease land to the US.
10. Protectorate: a country that is controlled by an outside government.
11. Foraker Act: established that the United States would appoint the upper house of Puerto
Rico's legislature, as well as its governor.
12. Panama Canal: a water passageway that allows for faster travel between North and South
America.
13.
Task One
Read the following excerpt from page 609 in United States Government: Democracy in Action
and answer the guided reading questions.
Development of Foreign Policy
Until the late 1800s, American foreign policy was based on isolationism—avoiding involvement
in world affairs. During the twentieth century, presidents and foreign policy advisers shifted
toward internationalism. Internationalists believed that involvement in world affairs was
necessary for national security. A look at the history of American foreign policy since 1789 will
reveal how these approaches to foreign policy developed.
Isolationism When George Washington became president in 1789, the United States was a
small nation, deeply in debt and struggling to build a new government. For this reason
American leaders believed that the United States should not become involved in the politics
and wars of Europe. Before leaving office President Washington urged Americans to follow a
path of isolationism.
The Monroe Doctrine In 1823 President James Monroe announced a new foreign policy
doctrine that extended the meaning of isolationism. Later known as the Monroe Doctrine, it
stated:
"The American continents.., are henceforth not to be considered as subjects for
future colonization by any European powers... We owe it... to the amicable
relations between the United States and those powers to declare that we
should consider any attempt on their part to extend their system to any
portion of this hemisphere as dangerous to our peace and safety..."
-James Monroe, 1823
The United States as a World Power By the 1890s the United States was rapidly becoming an
industrial power. Accordingly, it began to look for world markets for its products and for new
sources of raw materials. For some government leaders, isolationism no longer fit the United
States's role as an economic power. These leaders believed the United States should play a
more active role in world affairs. In their minds the nation needed to expand and acquire a
colonial empire.
In 1898 the United States fought the Spanish-American War, in part to free Cuba from
Spanish rule. As a result, the United States acquired the Philippine Islands, Guam, and Puerto
Rico. Hawaii was annexed in 1898 and Samoa in 1900. Although isolationist sentiments
survived, the United States was now a major power in the Caribbean as well as the Pacific
region and East Asia.
Guided Reading Questions:
1. What is isolationism?
2. What do internationalists believe in?
3. Who did President James Monroe want out of western hemisphere? Why?
4. Explain how and why the United States moves away from isolationism towards
internationalism within a century.
5. What did the United States gain from the Spanish-American War?
Task Two
Read the excerpts from the Roosevelt Corollary and answer the guided questions.
Roosevelt Corollary to the Monroe Doctrine
Theodore Roosevelt
December 6, 1904
To the Senate and House of Representatives: ...
It is not true that the United States feels any land hunger or entertains any projects as regards
the other nations of the Western Hemisphere save such as are for their welfare. All that this
country desires is to see the neighboring countries stable, orderly, and prosperous. Any
country whose people conduct themselves well can count upon our hearty friendship. If a
nation shows that it knows how to act with reasonable efficiency and decency in social and
political matters, if it keeps order and pays its obligations, it need fear no interference from the
United States. Chronic wrongdoing, or an impotence which results in a general loosening of the
ties of civilized society, may in America, as elsewhere, ultimately require intervention by some
civilized nation, and in the Western Hemisphere the adherence of the United States to the
Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such
wrongdoing or impotence, to the exercise of an international police power. If every country
washed by the Caribbean Sea would show the progress in stable and just civilization which with
the aid of the Platt amendment Cuba has shown since our troops left the island, and which so
many of the republics in both Americas are constantly and brilliantly showing, all question of
interference by this Nation with their affairs would be at an end. Our interests and those of our
southern neighbors are in reality identical. They have great natural riches, and if within their
borders the reign of law and justice obtains, prosperity is sure to come to them. While they
thus obey the primary laws of civilized society they may rest assured that they will be treated
by us in a spirit of cordial and helpful sympathy. We would interfere with them only in the last
resort, and then only if it became evident that their inability or unwillingness to do justice at
home and abroad had violated the rights of the United States or had invited foreign aggression
to the detriment of the entire body of American nations. It is a mere truism to say that every
nation, whether in America or anywhere else, which desires to maintain its freedom, its
independence, must ultimately realize that the right of such independence can not be
separated from the responsibility of making good use of it....
Source: http://www.presidency.ucsb.eduiws/index.php?pid=29545
Guided Reading Questions:
1. Who wrote it?
2. When was it written?
3. What document was it attached to? Why?
4. What does it state?
5. Why would Roosevelt make such a statement to Congress?
6. Which countries were affected by this document?
Task Three
Read the excerpts from the Roosevelt Corollary and answer the guided questions.
Dollar Diplomacy
William Howard Taft
U.S., Department of State, Papers Relating to Foreign Affairs 1912
The foreign relations of the United States actually and potentially affect the state of the Union to a
degree not widely realized and hardly surpassed by any other factor in the welfare of the whole nation.
The position of the United States in the moral, intellectual, and material relations of the family of
nations should be a matter of vital interest to every patriotic citizen. The national prosperity and power
impose upon us duties which we cannot shirk if we are to be true to our ideals. The tremendous growth
of the export trade of the United States has already made that trade a very real factor in the industrial
and commercial prosperity of the country. With the development of our industries, the foreign
commerce of the United States must rapidly become a still more essential factor in its economic
welfare...
The fundamental foreign policies of the United States should be raised high above the conflict of
partisanship and wholly dissociated from differences as to domestic policy. In its foreign affairs the
United States should present to the world a united front. The intellectual, financial, and industrial
interests of the country and the publicist, the wage earner, the farmer, and citizen of whatever
occupation must cooperate in a spirit of high patriotism to promote that national solidarity which is
indispensable to national efficiency and to the attainment of national ideals....
The diplomacy of the present administration has sought to respond to modern ideas of commercial
intercourse. This policy has been characterized as substituting dollars for bullets. It is one that appeals
alike to idealistic humanitarian sentiments, to the dictates of sound policy and strategy, and to
legitimate commercial aims. It is an effort frankly directed to the increase of American trade upon the
axiomatic principle that the government of the United States shall extend all proper support to every
legitimate and beneficial American enterprise abroad.
How great have been the results of this diplomacy, coupled with the maximum and minimum provision
of the Tariff Law, will be seen by some consideration of the wonderful increase in the export trade of
the United States. Because modern diplomacy is commercial, there has been a disposition in some
quarters to attribute to it none but materialistic aims. How strikingly erroneous is such an impression
may be seen from a study of the results by which the diplomacy of the United States can be judged.
Source: http://teachingamericanhistorv.org/library/document/william-howard-taft-dollar-diplonnacv/
Guided Reading Questions:
1. Who wrote it?
2. When was it written?
3. What does it state?
4. Why would Taft employ this type of diplomacy in Latin America?
Task Four
Using the following graphic organizer to determine which document was the most effective in
propelling the United States as an imperialist country.
Monroe Doctrine
Roosevelt Corollary
Dollar Diplomacy
What is it? Analyze
and summarize.
What was its'
affect(s)/impact on US
imperialism? Explain.
What was its' impact
on the
countries/regions
affected? Explain,
Highlight or underline
the text on the next
page. Write your
explanation in this box.
Dollar Diplomacy (continued)
William Howard Taft
In the field of work toward the ideals of peace, this government negotiated, but to my regret
was unable to consummate, two arbitration treaties which set the highest mark of the
aspiration of nations toward the substitution of arbitration and reason for war in the
settlement of international disputes. Through the efforts of American diplomacy, several wars
have been prevented or ended. I refer to the successful tripartite mediation of the Argentine
Republic, Brazil, and the United States between Peru and Ecuador; the bringing of the boundary
dispute between Panama and Costa Rica to peaceful arbitration; the staying of warlike
preparations when Haiti and the Dominican Republic were on the verge of hostilities; the
stopping of a war in Nicaragua; the halting of internecine strife in Honduras.
The government of the United States was thanked for its influence toward the restoration of
amicable relations between the Argentine Republic and Bolivia. The diplomacy of the United
States is active in seeking to assuage the remaining ill feeling between this country and the
Republic of Colombia. In the recent civil war in China, the United States successfully joined the
other interested powers in urging an early cessation of hostilities. An agreement has been
reached between the governments of Chile and Peru whereby the celebrated Tacna-Arica
dispute, which has so long embittered international relations on the west coast of South
America, has at last been adjusted. Simultaneously came the news that the boundary dispute
between Peru and Ecuador had entered upon a stage of amicable settlement.
The position of the United States in reference to the Tacna-Arica dispute between Chile and
Peru has been one of nonintervention, but one of friendly influence and pacific counsel
throughout the period during which the dispute in question has been the subject of interchange
of views between this government and the two governments immediately concerned. In the
general easing of international tension on the west coast of South America, the tripartite
mediation, to which I have referred, has been a most potent and beneficent factor.
In China the policy of encouraging financial investment to enable that country to help itself has
had the result of giving new life and practical application to the open door policy. The
consistent purpose of the present administration has been to encourage the use of American
capital in the development of China by the promotion of those essential reforms to which China
is pledged by treaties with the United States and other powers.
Source: htto://teachingamericanhistorv.org/library/document/william-howard-taft-dollar-diolomacv/
Final Question:
Must be written in paragraph form, discuss all three documents, and answer the question
comprehensively.
Which document and/or president propelled the United
States to become an imperialist nation in Latin America/the
world?
Quarter 2 Learning Module
Social Studies (U.S. History 9)
Second Quarter
Unit 2: Challenges of a Century (1877 — 1929)
•
Unit 3: The United States in the Time of Crisis (1929 — 1945)
•
Second Quarter Learning Module (Unit 2— World War I)
Objective:
•
•
•
•
Describe the factors leading to World War I, including militarism, the formation of alliances,
nationalism, imperialism, and the assassination of Archduke Franz Ferdinand.
Analyze the events leading to United States entry into World War I, including unrestricted
submarine warfare, and the Zimmerman Note.
Analyze the significance of Woodrow Wilson's foreign policy decisions, including the Fourteen
Points and the debate over the ratification of the Treaty of Versailles.
Analyze the impact of United States involvement in World War I on future foreign policy.
Indicator: 5.2.3 Analyze United States foreign policies during World War I.
Key Vocabulary Terms
1. Militarism: the expansion of arms and the policy of military preparedness.
2. Alliance: an association (as by treaty) of two or more nations to further their common interests
3. Imperialism: the practice of extending a nation's power by gaining territories for a colonial empire.
4. Nationalism: sense of pride and devotion to a nation.
5. Foreign policy: the strategies and goals that guide a nation's relations with other countries.
6. Allied Powers: alliance between Britain, France, and Russia; later joined by the US in WWI
7. Central Powers: alliance between Germany, Austria-Hungary, and the Ottoman Empire.
8. Zimmerman Telegram: a telegram sent to a German official in Mexico before World War I; it
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
proposed an alliance between Germany and Mexico.
Sussex pledge: a pledge Germany issued which included a promise not to sink merchant vessels
"without warning and without saving human lives."
Propaganda: information designed to influence public opinion.
War Industries Board: a government administrative board created during WWI; it had the authority
to regulate all materials needed in the war effort.
Schenck v. US: Charles Schenck distributed flyers and leaflets that protest the government's war
policies; the Supreme Court decided that the First Amendment right of free speech can be limited
when it poses a 'clear and present danger.'
Mobilization: the gathering of resources and people in preparation for war.
Submarine warfare: the use of submarines to attack and destroy all naval vessels in enemy waters.
Trench warfare: a form of combat in which soldiers dug trenches, or deep ditches, to seek
protection from enemy fire and to defend their positions.
Treaty of Versailles: (1919) treaty ending World War I that required Germany to pay huge war
reparations and established the League of Nations.
Wilson's Fourteen Points: President Woodrow Wilson's plan for organizing post-World War I
Europe and for avoiding future war.
League of Nations: international body of nations formed in 1919 to prevent war.
Task One:
Examine the photograph below of US soldiers during World War I and respond to the questions below.
The original caption of this photo was "Combating German Frightfulness". The photo was taken in 1917
near the front line trenches in France.
Guided Questions
1. What are the U.S. soldiers in the photograph wearing? Why?
2.
What are the U.S. soldiers in the photograph doing?
3.
What do you think was the intent of the person who took the photograph?
4.
What do you think was the response of American civilians who saw this photograph during World
War I?
Task Two:
Propaganda
To gain support for the war effort, officials in the United States hired skilled artists to create posters that
would build public support and increase recruitment. This poster was designed by artist James
Montgomery Flagg.
Uncle Sam's
red, white, and
The use of tine
word yoo as well
Uncle Sam
o.akin g andl
pointing at the
viewer make5 ift
clear that US
ra-riy is ,Rang
each individual to
blue clothing
tells young men
that joining the
army Is an act o
patriotism.
W
FOR U.S.ARMY
NEAREST RECRUITING STATION
Source: http://www.ww1oroonanda.com/world-war-1-Dosters/ww1-armv-oosters
Guided Questions
1. What is the main message of this propaganda poster?
2.
How effective do you think this poster was?
Task Three:
Read Wilson's Fourteen Points and complete the graphic organizer that follows.
Transcript of President Woodrow Wilson's 14 Points (1918)
It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely
open and that they shall involve and permit henceforth no secret understandings of any kind. The day of
conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the
interest of particular governments and likely at some unlooked-for moment to upset the peace of the
world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger
in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent
with justice and the peace of the world to avow nor or at any other time the objects it has in view.
We entered this war because violations of right had occurred which touched us to the quick and made
the life of our own people impossible unless they were corrected and the world secure once for all
against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is
that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving
nation which, like our own, wishes to live its own life, determine its own institutions, be assured of
justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the
peoples of the world are in effect partners in this interest, and for our own part we see very clearly that
unless justice be done to others it will not be done to us. The programme of the world's peace,
therefore, is our programme; and that programme, the only possible programme, as we see it, is this:
I. Open covenants of peace, openly arrived at, after which there shall be no private international
understandings of any kind but diplomacy shall proceed always frankly and in the public view.
II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war,
except as the seas may be closed in whole or in part by international action for the enforcement of
international covenants.
III.The removal, so far as possible, of all economic barriers and the establishment of an equality of trade
conditions among all the nations consenting to the peace and associating themselves for its
maintenance.
IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point
consistent with domestic safety.
V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict
observance of the principle that in determining all such questions of sovereignty the interests of the
populations concerned must have equal weight with the equitable claims of the government whose title
is to be determined.
VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will
secure the best and freest cooperation of the other nations of the world in obtaining for her an
unhampered and unembarrassed opportunity for the independent determination of her own political
development and national policy and assure her of a sincere welcome into the society of free nations
under institutions of her own choosing; and, more than a welcome, assistance also of every kind that
she may need and may herself desire. The treatment accorded Russia by her sister nations in the months
to come will be the acid test of their good will, of their comprehension of her needs as distinguished
from their own interests, and of their intelligent and unselfish sympathy.
VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit
the sovereignty which she enjoys in common with all other free nations. No other single act will serve as
this will serve to restore confidence among the nations in the laws which they have themselves set and
determined for the government of their relations with one another. Without this healing act the whole
structure and validity of international law is forever impaired.
VIII.All French territory should be freed and the invaded portions restored, and the wrong done to
France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world
for nearly fifty years, should be righted, in order that peace may once more be made secure in the
interest of all.
IX.A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of
nationality.
X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and
assured, should be accorded the freest opportunity to autonomous development.
XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia
accorded free and secure access to the sea; and the relations of the several Balkan states to one another
determined by friendly counsel along historically established lines of allegiance and nationality; and
international guarantees of the political and economic independence and territorial integrity of the
several Balkan states should be entered into.
XII.The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the
other nationalities which are now under Turkish rule should be assured an undoubted security of life
and an absolutely unmolested opportunity of autonomous development, and the Dardanelles should be
permanently opened as a free passage to the ships and commerce of all nations under international
guarantees.
XIII.An independent Polish state should be erected which should include the territories inhabited by
indisputably Polish populations, which should be assured a free and secure access to the sea, and whose
political and economic independence and territorial integrity should be guaranteed by international
covenant.
XIV.A general association of nations must be formed under specific covenants for the purpose of
affording mutual guarantees of political independence and territorial integrity to great and small states
alike.
In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be
intimate partners of all the governments and peoples associated together against the Imperialists. We
cannot be separated in interest or divided in purpose. We stand together until the end.
For such arrangements and covenants we are willing to fight and to continue to fight until they are
achieved; but only because we wish the right to prevail and desire a just and stable peace such as can be
secured only by removing the chief provocations to war, which this programme does remove. We have
no jealousy of German greatness, and there is nothing in this programme that impairs it. We grudge her
no achievement or distinction of learning or of pacific enterprise such as have made her record very
bright and very enviable. We do not wish to injure her or to block in any way her legitimate influence or
power. We do not wish to fight her either with arms or with hostile arrangements of trade if she is
willing to associate herself with us and the other peace- loving nations of the world in covenants of
justice and law and fair dealing. We wish her only to accept a place of equality among the peoples of the
world, -- the new world, in which we now live, -- instead of a place of mastery.
Source: http://www.ourdocuments.govidoc.phOdoc=62&page=transcript
Title:
Document Information:
Author:
Date:
Purpose of the
document:
(Why was written?)
Roman Numeral
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
What does it mean?
Quote the text that supports
your inference
IX.
X.
Xl.
XII.
XIII.
XIV.
• According to the document, what was President Wilson's goals with the end of World War
I?
Quarter 2 Learning Module
Social Studies (U.S. History 9)
Second Quarter
Unit 2: Challenges of a Century (1877— 1929)
•
Unit 3: The United States in the Time of Crisis (1929 — 1945)
•
Second Quarter Learning Module (Unit 3— The Great Depression)
Objective:
•
Examine the economic characteristics of the 1920s that led to the stock market crash of
1929 and the Great Depression, such as the unequal distribution of income, buying on
credit, buying stocks on margin, inflated real estate prices and overproduction in industry,
and agriculture.
Indicator: 5.2.4 Analyze the cultural, economic, political, and social changes in society during
World War I and throughout the 1920s.
Objective:
•
•
•
•
Evaluate the hardships of the Great Depression on various groups in American society,
including families, farmers, African Americans, and industrial workers.
Describe the responses of the Hoover administration to the Great Depression.
Describe the response of the Roosevelt administration to the Great Depression.
Analyze the lasting legacy of the New Deal, including economic stability and the increased
involvement of the government in the lives of citizens.
Indicator: 5.3.1 Analyze the consequences and government responses to the Great Depression.
Key Vocabulary Terms
1. Buying on margin: buying stocks with loans from brokers
2. Black Tuesday: Tuesday, October 29, 1929, the day that the stock market crashed
3. The Great Depression: (1929-1930s) the most severe economic downturn in the history of
4.
5.
6.
7.
8.
the United States
Hooverville: makeshift shantytowns that sprung up during the Great Depression
Fireside chats: President Franklin D. Roosevelt's addresses to Americans via radio regarding
the issues the nation faced during the Great Depression and his plan and/or actions the
government is taking to rectify them
New Deal: a plan by President Franklin Roosevelt intended to bring economic relief,
recovery, and reforms to the country after the Great Depression
Herbert Hoover: elected in 1928, he is the president before Franklin Roosevelt and was
faced with the immediate effects of the Stock Market crash
Franklin Roosevelt: relative of President Theodore, he was elected in 1932 and carried the
United States through the Great Depression and into World War II. He was elected to four
terms of presidency.
Task One:
Read the excerpt from President Hoover's speech to congress and complete the graphic
organizer.
Herbert Hoover's Speech to Congress, 1932
Special Message to the Congress on the Economic Recovery Program, January 4, 1932
1. The strengthening of the Federal Land Bank System to the farmer and to maintain at the highest level
the credit of these institutions which furnish agriculture with much needed capital.
2. The creation of a Reconstruction Finance Corporation to furnish during the period of the depression
credits otherwise unobtainable under existing circumstances in order to give confidence to agriculture,
industry and labor against further paralyzing influences. By such prompt assurance we can reopen many
credit channels and reestablish the normal working of our commercial organization and thus contribute
greatly to reestablish the resumption of employment and stability in prices and values.
3. The creation of a system of Home Loan Discount Banks in order to revive employment by new
construction and to mitigate the difficulties of many of our citizens in securing renewals of mortgages
on their homes and farms. It has the further purpose of permanent encouragement of home ownership.
To accomplish these purposes, we must so liberate the resources of the country banks, the savings
banks and the building and loan associations as to restore these institutions to normal functioning.
4. The discount facilities of our Federal Reserve Banks are restricted by law more than that of the
central banks in other countries... I recommend an enlargement of these discount privileges to take care
of emergencies. To meet the needs of our situation, it will not be necessary to go even as far as the
current practice of foreign institutions of similar character. Such a measure has the support of most of
the Governors of the Federal Reserve Banks.
5. The development of a plan to assure early distribution to depositors in closed banks is necessary to
relieve distress among millions of small depositors and small businesses, and to release vast sums of
money now frozen.
6. Revision of the laws relating to transportation in the direction recommended by the Interstate
Commerce Commission would strengthen our principal transportation systems and restore confidence
in the bonds of our railways. These bonds are held largely by our insurance companies, our savings
banks, and benevolent trusts and are therefore the property of nearly every family in the United States.
The railways are the largest employers of labor and purchasers of goods.
7. Revision of banking laws in order to better safeguard depositors.
8. The country must have confidence that the credit and stability of the Federal Government will be
maintained by drastic economy in expenditure, by adequate increase of taxes, and by restriction of
issues of Federal securities... Promptness in adopting an adequate budget relief to taxpayers by resolute
economy and restriction in security issues is essential to remove this uncertainty.
Source: John T. Woolley and Gerhard Peters, The American Presidency Project [online]. Santa Barbara,
CA. Available from World Wide Web: http://www.presidency.ucsb.edu/wsPpid=2302
Document Information
Title:
Author:
List the sectors of American
society Hoover targeted for
relief.
1. Federal land bank system
Date:
Briefly explain Hoover's relief plan for each sector.
Provide money to farmers
2.
3.
4.
5.
6.
7.
8.
+ According to the document, what were President Hoover and the federal government's
response to the economic crisis?
Task Two:
Examine and analyze the photograph below. Answer the questions that follow.
Hooverville in Washington, D.C., 1932 © Getty Images
Source photo: children at a Hooverville in Washington, D.C.
http://editorial.gettyimages.com/ms_gins/source/home/home.aspx?pg=1 Image: #2669031
Photo Questions:
1. List three things you might assume from this photograph.
a.
b.
c.
2. How do you think the kids in the photo interpret the problems they face as individuals
and as a nation?
3. What questions do you have regarding this photograph?
4. According to the photo, what was Hoover's response to the economic crisis?
Task Three:
Read this excerpt from FDR's Inaugural Address and assess the quotations in the first column of
the chart below to determine what you think he said. Complete the second column. Working
with a partner, discuss your conclusions, complete the third column and be prepared to share
with the class.
"The Only Thing We Have To Fear is Fear Itself":
Franklin D. Roosevelt's First Inaugural Address, March 4, 1933
"...This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let
me assert my firm belief that the only thing we have to fear is fear itself—nameless,
unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.
In every dark hour of our national life a leadership of frankness and vigor has met with that
understanding and support of the people themselves which is essential to victory. I am
convinced that you will again give that support to leadership in these critical days. In such a
spirit on my part and on yours we face our common difficulties. They concern, thank God, only
material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has
fallen; government of all kinds is faced by serious curtailment of income; the means of exchange
are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side;
farmers find no markets for their produce; the savings of many years in thousands of families
are gone...."
What Did He Say?
"...the only think we have to
fear is fear itself."
"Values have shrunken to
fantastic levels..."
"...government of all kinds is
faced by serious curtailment
of income."
"...the withered leaves of
enterprise lie on every side.
Task Four:
What Do You Think He Means?
Analyze the impact of President Franklin D. Roosevelt's New Deal by examining the
photographs and completing the graphic organizer.
Figure 1: 1935 Display at the Fairgrounds in Timonium, MD
Works Progress Administration Z'Y
15,000 Persons now Emplo
on W. P.A.Projects in Mary',
PROGRAM
W. R A, EXHIBIT
AT "tit:e1ON1VM
Figure 2: 1935 Sewing Room in Hagerstown
Figure 3: Upper Marlboro, MD Post Office. "Tobacco Cutters" oil on canvas by Mitchell
Jamieson (1938)
Figure 4: 1934-1935 NYA Project of Clean up of Druid Hill Ave Recreation Center in Baltimore
Figure 5: Civilian Conservation Corps, Third Corps Area: Beltsville, Maryland, Co., 5445 —
sodding
Source: http://docs.fdrlibrary.maristedu:8000/browse.cgi?db=1&pos=1
Use the chart below to list people, ob ects and activities in the photograph
Activities
Objects
Photograph People
s
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Comprehensive Photograph Paragraph:
Using your observations, respond to the following questions in paragraph form.
What was the impact of the New Deal in Maryland?
Did New Deal programs help those who needed it the most?
How do you know?