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Tin cup
WITNESS HISTORY
2
AUDIO
SECTION
Brother, Can You Spare a Dime?
In the early 1930s, a worldwide economic depression
threw thousands out of work and into lives of poverty.
The song below summed up the mood of the time:
They used to tell me I was building a dream
“With
peace and glory ahead—
Why should I be standing in line,
Just waiting for bread?
Once I built a railroad, I made it run,
Made it race against time.
Once I built a railroad, now it’s done—
Brother, can you spare a dime?
”
— from the song “Brother, Can You Spare a Dime?,” lyrics by E.Y.
“Yip” Harburg & Jay Gorney. Published by Glocca Morra Music
(ASCAP) & Gorney Music (ASCAP). Administered by Next Decade
Entertainment, Inc. All rights reserved. Used by permission.
Men eating at a soup kitchen during
the Great Depression
Objectives
As you teach this section, keep students
focused on the following objectives to help
them answer the Section Focus Question
and master core content.
■
Summarize the domestic and foreign
policy issues Europe faced after World
War I.
■
Compare the postwar economic situations in Britain, France and the United
States.
■
Describe how the Great Depression
began and spread and how Britain,
France, and the United States tried to
address it.
Focus Question What political and economic challenges did
the leading democracies face in the 1920s and 1930s?
The Western Democracies Stumble
Objectives
• Summarize the domestic and foreign policy
issues Europe faced after World War I.
• Compare the postwar economic situations in
Britain, France, and the United States.
• Describe how the Great Depression began
and spread and how Britain, France, and the
United States tried to address it.
finance
Federal Reserve
Great Depression
Franklin D. Roosevelt
New Deal
Reading Skill: Identify Main Ideas Record main
ideas from the first part of this section in a table
like the one below.
Postwar Issues
Country
Politics
Foreign Policy
Prepare to Read
Build Background Knowledge
Set a Purpose
■
Economics
At first, the most pressing issues were finding jobs for returning
veterans and rebuilding war-ravaged lands. Economic problems
fed social unrest and made radical ideas more popular.
Party Struggles in Britain In Britain during the 1920s, the
Labour party surpassed the Liberal party in strength. The Labour
party gained support among workers by promoting a gradual
move toward socialism. The Liberal party passed some social legislation, but it traditionally represented middle-class business interests. As the Liberal party faltered, the middle class began to back
the Conservative party, joining the upper class, professionals, and
farmers. With this support, the Conservative party held power
during much of 1920s. After a massive strike of over three million
workers in 1926, Conservatives passed legislation limiting the
power of workers to strike.
affluent, p. 532
WITNESS HISTORY Read the selection
aloud or play the audio.
AUDIO Witness History Audio CD,
Brother, Can You Spare a Dime?
■
Focus Point out the Section Focus
Question and write it on the board.
Tell students to refer to this question
as they read. (Answer appears with
Section 2 Assessment answers.)
■
Preview Have students preview the
Section Objectives and the list of
Terms, People, and Places.
■
Reading Skill Have students use the
Reading Strategy: Identify Main Ideas
worksheet.
Use the information below and the following resources to teach the high-use words from this section.
Teaching Resources, Unit 4, p. 49; Teaching Resources, Skills Handbook, p. 3
Definitions and Sample Sentences
vt. to put down by force, subdue
The police suppressed the protestors after violence erupted.
adj. rich, wealthy
It was an affluent neighborhood with several mansions, and our modest house
looked out of place.
L3
Ask How would you paraphrase the
song? (The singer had been promised
peace and glory and had helped build a
railroad, but now he was poor and
depended on charity for food.)
Vocabulary Builder
High-Use Words
suppress, p. 530
L3
Remind students that after World War I,
diplomats wanted to ensure peace. Have
students predict the foreign policy issues
that Europe might face in the 1920s.
Politics in the Postwar World
Terms, People, and Places
Maginot Line
Kellogg-Briand Pact
disarmament
general strike
overproduction
In 1919, the three Western democracies—Britain, France, and the
United States—appeared powerful. They had ruled the Paris
Peace Conference and boosted hopes for democracy among the new
nations of Eastern Europe. Beneath the surface, however, postwar
Europe faced grave problems. To make matters worse, many members of the younger generation who might have become the next
great leaders had been killed in the war.
2
Step-by-Step
Instruction
Teaching Resources, Unit 4, p. 50
■
Have students read this
section using the Structured Read
Aloud (TE, p. T20). As they read, have
students fill in the table identifying
postwar issues.
Reading and Note Taking
Study Guide, p. 171
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Teach
Politics in the Postwar
World
L3
Instruct
■
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Then have
them look at the image on this page.
Ask them to predict what group would
be suppressed by the British. (the
Irish)
■
Teach Compare unrest in Britain,
France, and the United States in the
1920s. Ask What problems did
France and Britain share? (disagreements between parties) What
caused unrest in the United
States? (Fear of radicals led to the Red
Scare.)
■
Quick Activity Have students reread
the first sentence after the heading
France’s Troubled Peace: “Like Britain,
France emerged from World War I both
a victor and a loser.” Ask them to
explain the meaning of this sentence.
Independent Practice
Viewpoints To help students better
understand the ongoing debate between
national security and civil liberties, have
them read the selection The Red Scare
and complete the worksheet.
Conic Projection
0
50
100 mi
0
Northern
Ireland
(U.K.)
50 100 km
Atlantic
Ocean
Irish
Sea
Irish Free
State
N
W
Celtic Sea
E
S
The Irish Resist
Members of the Irish Republican Army
prepare to resist the British occupation of
Dublin in 1921 by erecting a barbed wire
barricade. The Irish Free State, established
in 1922, was a compromise between the
opposing sides, but peace was short-lived.
Irish Independence at Last Britain still faced the “Irish question.” In
1914, Parliament passed a home-rule bill that was shelved when the war
began. On Easter 1916, a small group of militant Irish nationalists
launched a revolt against British rule. Although the Easter Rising was
quickly suppressed, it stirred wider support for the Irish cause. When
Parliament again failed to grant home rule in 1919, members of the Irish
Republican Army (IRA) began a guerrilla war against British forces and
their supporters. In 1922, moderates in Ireland and Britain reached an
agreement. Most of Ireland became the self-governing Irish Free State.
The largely Protestant northern counties remained under British rule.
However, the IRA and others fought for decades against the division.
Vocabulary Builder
France’s Troubled Peace Like Britain, France emerged from World
War I both a victor and a loser. Political divisions and financial scandals
plagued the government of the Third Republic. Several parties—from
conservatives to communists—competed for power. The parties differed
on many issues, including how to get reparations payments from Germany. A series of quickly changing coalition governments ruled France.
suppressed—(suh PRESD) vt. put down
by force, subdued
“The Red Scare” and Isolationism in the United States In contrast, the United States emerged from World War I in good shape. A late
entrant into the war, it had suffered relatively few casualties and little
loss of property. However, the United States did experience some domestic unrest. Fear of radicals and the Bolshevik Revolution in Russia set off
a “Red Scare” in 1919 and 1920. Police rounded up suspected foreignborn radicals, and a number were expelled from the United States.
The “Red Scare” fed growing demands to limit immigration. Millions
of immigrants from southern and eastern Europe had poured into the
United States between 1890 and 1914. Some native-born Americans
sought to exclude these newcomers, whose cultures differed from those of
earlier settlers from northern Europe. In response, Congress passed laws
limiting immigration from Europe. Earlier laws had already excluded or
limited Chinese and Japanese immigration.
Teaching Resources, Unit 4, p. 52
Monitor Progress
As students fill in their tables, circulate
to make sure they understand the
issues that faced Britain, France, and
the United States after the war. For a
completed version of the table, see
Note Taking Transparencies, 180A
What political issues did each of the three democracies
face after World War I?
Solutions for All Learners
Answer
Great Britain faced political division and the
demands of the Irish for self-government.
France was plagued by political divisions and
financial scandals. The United States had to
deal with the fear of radicalism and growing
demands for limits on immigration.
530 The Rise of Totalitarianism
L1 Special Needs
L2 Less Proficient Readers
To help students understand the contemporary definitions of socialism, liberalism, and conservatism, draw
a line on the board to illustrate a spectrum. From left
to right, place the words Socialist, Liberal, Moderate
(in the middle), and Conservative. Explain that this
spectrum measures each group’s beliefs in the appropriate amount of government involvement in the
L2 English Language Learners
economy. To the right are Conservatives, those who
want very little or no government involvement in economics. To the extreme left are Socialists, who oppose
a free market economy and prefer the greatest
amount of government involvement in economics.
Explain how the labels left and right are used for
these political positions.
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Postwar Foreign Policy
Postwar Foreign
Policy
In addition to problems at home, the three democracies faced a difficult
international situation. The peace settlements caused friction, especially
in Germany and among some ethnic groups in Eastern Europe.
Instruct
Arguing Allies France’s chief concern after the war was securing its
borders against Germany. The French remembered the German invasions of 1870 and 1914. To prevent a third invasion, France built massive
fortifications called the Maginot Line (ma zhee NOH) along its border
with Germany. However, the line would not be enough to stop another
German invasion in 1940.
In its quest for security, France also strengthened its military and
sought alliances with other countries, including the Soviet Union. It
insisted on strict enforcement of the Versailles treaty and complete payment of reparations. France’s goal was to keep the German economy weak.
Britain disagreed with this aim. Almost from the signing of the Treaty
of Versailles, British leaders wanted to relax the treaty’s harsh treatment of Germany. They feared that if Germany became too weak, the
Soviet Union and France would become too powerful.
■
Introduce Remind students that diplomats wanted to ensure a lasting
peace. Have students speculate on policies that European nations might
implement to guarantee peace.
■
Teach Ask students to list the steps
the Western powers took to prevent
another war. Ask Why did Britain
and France disagree on how to
enforce the Versailles Treaty?
(France wanted a strict enforcement
to ensure a weak Germany, which
wouldn’t pose a threat; Britain wanted a
loose enforcement to prevent a weak Germany and the threat of a strong France.)
What was the flaw in the disarmament agreements? (They agreed to
reduce the size of the navies, but not
their armies.)
■
Analyzing the Visuals Remind students that the Kellogg-Briand Pact
raised hopes for an end to war, but not
everyone was optimistic about its success. Have students work in pairs and
summarize the main idea of the cartoon. (Although the Kellogg-Briand
Pact promised to outlaw war, the cartoonist feels that nations should still
prepare for war by building up their
armed forces.) Have pairs create a political cartoon that takes the opposite
viewpoint.
Analyzing Political Cartoons
An End to War? The Kellogg-Briand
Pact raised hopes for an end to war. But
not everyone was so optimistic, as this
1929 American cartoon shows.
The Search for Peace Despite disagreements, many people worked
for peace in the 1920s. Hopes soared in 1925 when representatives from
seven European nations signed a series of treaties at Locarno, Switzerland. These treaties settled Germany’s disputed borders with France,
Belgium, Czechoslovakia, and Poland. The Locarno treaties became the
symbol of a new era of peace.
The Kellogg-Briand Pact, which was sponsored by the United
States in 1928, echoed the hopeful “spirit of Locarno.” Almost every independent nation signed this agreement, promising to “renounce war as an
instrument of national policy.” In this optimistic spirit, the great powers
pursued disarmament, the reduction of armed forces and weapons. The
United States, Britain, France, Japan, and other nations signed treaties
to reduce the size of their navies. However, they failed to agree on limiting the size of their armies.
From its headquarters in Geneva, Switzerland,
the League of Nations encouraged cooperation and
tried to get members to make a commitment to stop
aggression. In 1926, after signing the Locarno
agreements, Germany joined the League. Later, the
Soviet Union was also admitted.
A Kellogg-Briand Pact framed as a
fire insurance policy
B Adequate navy as a fire extinguisher
C
Uncle Sam looking at both
1. Do you think that the cartoonist feels
that a fire insurance policy is enough
to prevent a fire?
2. What point do you think the cartoonist is making about the KelloggBriand Pact?
A
The League’s Weakness The peace was fragile.
Although the Kellogg-Briand Pact outlawed war, it
provided no way of enforcing the ban. The League of
Nations, too, was powerless to stop aggression. In
1931, the League vigorously condemned Japan’s
invasion of Manchuria, but did not take military
action to stop it. Ambitious dictators in Europe
noted the League’s weakness and began to pursue
aggressive foreign policies.
L3
Independent Practice
B
C
Have students write a paragraph explaining whether a treaty such as the KelloggBriand Pact of 1928 could ever bring an
end to war. Remind them to explain the
provisions of that pact.
Monitor Progress
How did the Treaty of Versailles
affect the relationship between France and
Britain?
As students work on their responses, circulate to ensure they are expressing their
opinions clearly and supporting them
with evidence.
History Background
Maginot Line Most of the Maginot Line, a masterpiece of engineering, was built underground with connecting tunnels that stretched for miles. Main forts,
placed strategically to protect river crossings and
crossroads, were located about every three to five
miles. These were self-contained underground structures more than 20 feet beneath the surface. Large
enough to accommodate about 1,200 men, the forts
contained barracks, kitchens, infirmaries, storage
areas, telephone systems, electrical generation systems, and railways to move supplies. All that could be
seen above ground were the barrels of the huge guns
and gun placements. In the end, the line failed to prevent a German invasion. In 1940 German troops simply bypassed the Maginot Line and marched into
France through the Ardennes forest.
Answers
Analyzing Political Cartoons
1. No, otherwise there would be no need for a fire
extinguisher
2. that a signed agreement needs to be backed by
military power
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INFOGRAPHIC
Postwar Economics
Instruct
■
■
L3
Introduce: Vocabulary Builder
Have students read the Vocabulary
Builder term and definition. Based on
their previous reading, have them predict which postwar nation(s) would be
the most affluent and which would
face economic problems.
Teach On the board, draw a threecolumn chart with the title “Postwar
Economics.” Label the columns Britain,
France, and United States. Ask students to supply the information about
the economic condition of each nation
after World War I, and write their
answers on the board. (Britain: lost
overseas trade, was deep in debt, had
outdated factories, and suffered severe
unemployment, worker unrest and
strikes. France: helped by German reparations and territories gained from Germany, but suffered economic swings.
U.S.: became world’s leading economic
power, experienced boom years, produced
many consumer goods, and contributed
loans and investments to aid European
recovery.)
Independent Practice
Have students reread the paragraph under
The United States Booms. In pairs, have
them create a list of the pros and cons of
economic interdependence. Using the Idea
Wave strategy (TE, p. T22), ask groups to
share their lists with the class.
T
he greatest worldwide depression in history began in the United
States in 1929, and soon spread to touch most parts of the world.
In the United States alone, millions lost their jobs and endured great
hardship. Hungry people visited soup kitchens or waited in long
bread lines. Thousands of people left their
homes to seek work in cities. Some
were forced to live in makeshift
shantytowns or on the streets
when they could no longer afford
to pay for housing. The United
States would not recover from
this economic downturn until
the start of World War II.
Unemployment led people to
visit soup kitchens like the
one below in Berlin. In New
York and other cities, bread
lines spanned multiple city
blocks (below right), and
many people became
homeless (far right).
Overall U.S.
production
plummets.
Allies cannot
pay debts to
United States.
U.S. investors
have little or no
money to invest.
World Payments
Europeans cannot
afford American
goods.
U.S. investments
in Germany
decline.
German war
payments to
Allies fall off.
䉱 A man tries to find work
(above). The cycle of war
payments helped spread the
Great Depression to Europe.
Postwar Economics
The war affected economies all over the world, hurting some and
helping others. Britain and France both owed huge war debts to the
United States. Both relied on reparation payments from Germany to
pay back their loans. Meanwhile, the crushing reparations and other
conditions hurt Germany’s economy.
Britain and France Recover Britain faced serious economic problems
in the 1920s. It was deeply in debt, and its factories were out of date.
Unemployment was severe. Wages remained low, leading to worker
unrest and frequent strikes. In 1926, a general strike, or strike by
workers in many different industries at the same time, lasted nine days
and involved some three million workers.
In comparison, the French economy recovered fairly rapidly. Financial
reparations and territories gained from Germany helped. Still, economic
swings did occur, adding to an unstable political scene.
Despite these problems, Europe made a shaky recovery during the
1920s. Economies returned to peacetime manufacturing and trade. Veterans gradually found jobs, although unemployment never ceased to be a
problem. Middle-class families enjoyed a rising standard of living.
Monitor Progress
To review the section so far, have students summarize the economic situation
of each Western power.
Vocabulary Builder
affluent—(AF loo unt) adj. rich, wealthy
The United States Booms In contrast, the United States emerged
from the war as the world’s leading economic power. In the affluent
1920s, middle-class Americans enjoyed the benefits of capitalism. American loans and investments backed the recovery in Europe. As long as the
American economy prospered, the global economy remained stable.
How did the war and its peace treaties affect the
international economy?
Solutions for All Learners
L4 Advanced Readers
Answer
The cycle of war debt and reparations made
Europe’s economic recovery shaky, while the
United States boomed.
532 The Rise of Totalitarianism
L4 Gifted and Talented
Draw this “vicious cycle” graphic organizer on the
board for students to analyze: People are not buying
goods. → There is too much supply. → Companies lay
off workers to save money. → Fewer people have
extra money. → People are not buying goods. Ask students to work in groups and answer the following
questions: (1) Where should a government intervene if
it were to try to interrupt this cycle? For instance,
should a government focus on buying up a company’s
excess supply? Should it give its citizens money to buy
goods? (2) How did the United States, France, and
Britain address this issue during the 1930s?
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The Great Depression
Percentage of workforce
Unemployment, 1928–1938
35
30
25
20
15
10
5
L3
Instruct
■
Introduce: Key Terms Have students
find the key term Great Depression
(in blue) in the text and explain its
meaning. Have students preview the
Infographic on this page. Then ask
Based on the definition and clues
in the Infographic, what do you
think are the characteristics of a
depression? (unemployment, a
major slump in business activity,
and hard times)
■
Teach Discuss how the economic crisis
developed in the United States. Ask
What are three causes of the Great
Depression? (less demand for raw
materials, overproduction of manufactured goods, the crash of the stock market) How did the beginning of the
depression in the United States
affect world markets? (The U.S.
economy was part of an international
network of trade and finance; as its
economy faltered, the economies that
relied on it faltered, too.)
Falling Demand and Overproduction The wealth created during
the 1920s in the United States was not shared evenly. Farmers and
unskilled workers were on the losing end. Though demand for raw materials and agricultural products had skyrocketed during the war, demand
dwindled and prices fell after the war. Farmers, miners and other suppliers of raw materials suffered. Because they earned less, they bought less.
At the same time, better technology allowed factories to make more products faster. This led to overproduction, a condition in which the production of goods exceeds the demand for them. As demand slowed,
factories cut back on production and workers lost their jobs.
■
Quick Activity Show students The
Great Depression and American Farmers from the Witness History Discovery School™ video program. Ask them
Why were American farmers hit
hard by the depression? (They had
not shared equally in the wealth generated by the boom in the 1920s.)
Crash and Collapse Meanwhile, a crisis in finance—the manage-
Have students begin to fill
in the chart identifying the causes and
effects of the Great Depression.
Reading and Note Taking
Study Guide, p. 171
0
1928
1930
1932
1934
1936
1938
Year
United States
Great Britain
Germany
SOURCES: European Historical Statistics and Historical Statistics
of the United States
Thinking Critically
1. Synthesize Information How did
world payments help cause the
Great Depression to spread from the
United States to Europe?
2. Analyze Visuals Based on the line
graph, which country had the
highest percentage of unemployed
people in 1932? In 1938?
The Great Depression
This prosperity did not last. At the end of the 1920s, an economic crisis
began in the United States and spread to the rest of the world, leaving
almost no corner untouched.
ment of money matters, including the circulation of money, loans, investments, and banking—was brewing. Few saw the danger. Prices on the
New York Stock Exchange were at an all-time high. Eager investors
acquired stocks through risky methods. To slow the run on the stock market, the Federal Reserve, the central banking system of the United
States, which regulates banks, raised interest rates in 1928 and again
1929. It didn’t work. Instead, the higher interest rates made people nervous about borrowing money and investing, thereby hurting demand.
In the autumn of 1929, jitters about the economy caused many people
to sell their stocks at once. Financial panic set in. Stock prices crashed,
wiping out the fortunes of many investors. The Great Depression, a
painful time of global economic collapse, had begun quietly in the
Independent Practice
Reading Skill: Identify Main Ideas To
help you to remember what you’ve read,
use a chart like the one below to record the
main ideas of the next two subsections.
Monitor Progress
The Great Depression
Causes
•
•
•
Effects
•
•
•
Reactions
•
•
•
As students fill in their charts, circulate
to make sure they understand the downward spiral set in motion by the American
economic crisis in the 1920s. For a completed version of the chart, see
Note Taking Transparencies, 180B
Link to Economics
An Interesting Theory During the Great Depression, one in four Americans was jobless. From 1928 to
1930, the unemployment rate in Great Britain doubled. Many people began to doubt that the economy
could correct itself. During these uncertain times,
British economist John Maynard Keynes put out a
revolutionary economic theory. In his 1936 work, The
General Theory of Employment, Interest, and Money,
he showed how government actions might push the
economy out of its depressed state. With this, he provided an economic basis for the creation of a government jobs program to reduce high unemployment.
Many governments, looking to justify their decisions
to increase spending, readily agreed with Keynes’s
conclusions. Keynes’s work would influence economic
policy for much of the twentieth century.
Answers
Thinking Critically
1. Because European countries were dependent on
American loans and investment, they were hit
hard when the American economy failed.
2. Germany; the United States
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The Democracies React to
the Depression
WITNESS HISTORY VIDEO
L3
Instruct
■
■
■
Page 534 Thursday, June 22, 2006 9:28 AM
Introduce: Key Terms Have students
find the key term New Deal (in blue)
in the text and explain its meaning.
Ask students to predict the ways in
which the New Deal would affect the
depression.
Watch The Great Depression and American
Farmers on the Witness History Discovery
SchoolTM video program to learn more about the
impact of the Great Depression on rural
Americans.
The Depression Spreads The economic problems quickly spread
around the world. American banks stopped making loans abroad and
demanded repayment of foreign loans. Without support from the United
States, Germany suffered. It could not make its reparations payments.
France and Britain were not able to make their loan payments.
Desperate governments tried to protect their economies from foreign
competition. The United States imposed the highest tariffs in its history.
The policy backfired when other nations retaliated by raising their tariffs. In 1932 and 1933, global world trade sank to its 1900 level. As you
have read, the Great Depression spread misery from the industrial world
to Latin America, Africa, and Asia.
Teach Discuss the programs the three
Western powers each adopted in an
effort to lift the Depression. Ask Was
the New Deal successful? (Partially;
though it was not able to end the Great
Depression, it did ease its effects on millions of Americans.) Ask students to
propose other ways nations might have
dealt with the problem.
How did the Federal Reserve’s policies affect the Great
Depression?
Quick Activity Display Color Transparency 169: WPA Mural. Use the
lesson suggested in the transparency
book to guide a discussion on how the
New Deal supported artists and provided work, as can be seen in this
mural funded by the New Deal.
Color Transparencies, 169
Independent Practice
Tell students that FDR’s New Deal programs expanded the government’s role in
the daily lives of Americans. Many Americans disliked this trend. In groups, have
students stage a debate on this question,
with one side defending the New Deal
and the other criticizing it.
The Democracies React to the Depression
The governments of Britain, France, and the United States, like others
around the world, tried to find ways to lift the Depression. None of their
methods provided a quick fix, but they did alleviate some of the suffering.
Britain and France Search for Solutions In response to the DepresThe Dust Bowl
In Dorothea Lange’s famous 1936 photo
Migrant Mother, Nipomo, California, a
mother looks into the future with despair.
She migrated to escape scenes like the one
below, where huge dust storms buried farm
equipment in Dallas, Texas. How did
geography help aggravate the depression
in the United States?
Monitor Progress
■
Check Reading and Note Taking Study
Guide entries for student understanding.
■
Point out the diagram on the next page.
To review this section so far, ask students to explain how the New Deal
illustrates John Maynard Keynes’s
ideas on economic recovery.
summer of 1929 with decreasing production. The October stock market
crash aggravated the economic decline.
In 1931, the Federal Reserve again increased the interest rate, with
an even more disastrous effect. As people bought and invested less, businesses closed and banks failed, throwing millions out of work. The cycle
spiraled steadily downward. The jobless could not afford to buy goods, so
more factories had to close, which in turn increased unemployment. People slept on park benches and lined up to eat in soup kitchens.
sion, Britain set up a coalition government made up of leaders from all
three of its major political parties. The government provided some unemployment benefits but failed to take decisive action to improve the economy. By 1931, one in every four workers was unemployed.
The Great Depression took longer to hurt France than some other
countries. However, by the mid-1930s, France was feeling the pinch of
decreased production and unemployment. In response, several leftist
parties united behind the socialist leader Leon Blum. His Popular Front
government tried to solve labor problems and passed some social legislation. But it could not satisfy more radical leftists. Strikes soon brought
down Blum’s government. Democracy survived, but the country lacked
strong leadership able to respond to the clamor for change.
Link to Economics
Answers
The policies made people less likely to invest,
which further hurt demand and eventually
contributed to the closure of many banks and
businesses.
Caption Drought and erosion allowed windstorms to pick up and carry topsoil away across
the plains.
534 The Rise of Totalitarianism
Solutions for All Learners
L4 Gifted and Talented
Historians still debate whether Roosevelt’s New Deal
helped the U.S. economy recover from the Great
Depression, and whether the New Deal was worth the
increase in government spending. To examine these
questions, have student groups conduct a cost-benefit
analysis of government spending during this period.
Each group should determine whether U.S. government spending had benefits equal to or greater than
the cost. First have groups gather data on government
spending and gross domestic product from 1929 to
1940. Then ask them to consider: Did government
spending raise gross domestic product during this
period? What other factors might account for any
increase in gross domestic product? Was the increase
in government spending justified? For background
and historical sources, go to Web Code nbe-2802.
1:01 PM
Roosevelt Offers the United States a New Deal Meanwhile, in
the United States, President Herbert Hoover firmly believed that the
government should not intervene in private business matters. Even so,
he did try a variety of limited measures to solve the crisis. Nothing
seemed to work. In 1932, Americans elected a new President, Franklin
D. Roosevelt. “FDR” argued that the government had to take an active
role in combating the Great Depression. He introduced the New Deal, a
massive package of economic and social programs.
Under the New Deal, the federal government became more directly
involved in people’s everyday lives than ever before. New laws regulated
the stock market and protected bank deposits. Government programs
created jobs and gave aid to farmers. A new Social Security system provided pensions for the elderly and other benefits.
As the New Deal programs were being put into effect, a natural disaster in 1934 hit several central states. After years of drought and overfarming, huge winds blew across the plains. The winds picked up and
carried away the topsoil exposed by erosion, creating the Dust Bowl. The
storms destroyed crops, land, and equipment. Thousands of farmers lost
their land. Many migrated to the cities of the West Coast in search of
work and a new life.
The New Deal failed to end the Great Depression, although it did ease
the suffering for many. Still, some critics fiercely condemned FDR’s
expansion of the role of government. The debate about the size and role
of the federal government continues to this day.
Economic Theories and
the Great Depression
Assess and Reteach
According to classical economists, free
market economies naturally regulate their
own highs and lows. The government
should interfere as little as possible. The
economist John Maynard Keynes argued
that during a depression, the government
should step in and spend more to bring
the economy back up to its full
productive capacity.
High
output
Output
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Low
output
Productive capacity
Government
spending
Consumer
spending
Consumer
spending
Business
spending
Business
spending
Diagram Skills What role did Keynes
envision for government in the economy?
Assess Progress
■
Have students complete the Section
Assessment.
■
Administer the Section Quiz.
■
To further assess student understanding, use
Progress Monitoring
Transparencies, 119
Teaching Resources, Unit 4, p. 45
Reteach
If students need more instruction, have
them read the section summary.
Reading and Note Taking
L3
Study Guide, p. 172
L1 L2
Adapted Reading and
Note Taking Study Guide, p. 172
Loss of Faith in Democracy As the Depression wore on, many people
Spanish Reading and
L2
Note Taking Study Guide, p. 172
lost faith in the ability of democratic governments to solve the problems of
the modern world. Postwar disillusionment, soothed by the few good
years of the 1920s, turned into despair in Europe. Misery and hopelessness created fertile ground for extremists who promised radical solutions.
Extend
How did the government of the United States react to
the Depression?
2
Terms, People, and Places
1. For each term, person, or place listed at
the beginning of the section, write a
sentence explaining its significance.
2. Reading Skill: Identify Main
Ideas Use your completed table and
chart to answer the Focus Question:
What political and economic challenges
did the leading democracies face in the
1920s and 1930s?
Comprehension and Critical Thinking
3. Synthesize Information How did Britain and France emerge from World War I
as both victors and losers?
Progress Monitoring Online
For: Self-quiz with vocabulary practice
Web Code: nba-2821
4. Predict Consequences What steps
did the major powers take to protect
the peace? Why did these moves have
limited effects?
5. Recognize Cause and Effect Explain
how each of the following contributed
to the outbreak or spread of the Great
Depression: (a) falling demand,
(b) Federal Reserve Board, and
(c) financial crisis.
6. Identify Central Issues How did the
Great Depression affect political
developments in the United States?
Section 2 Assessment
1. Sentences should reflect an understanding
of each term, person, or place listed at the
beginning of the section.
2. After the war, democracies struggled
to rebuild war-ravaged land. In later years,
they faced political and social unrest and
the spread of an economic crisis.
3. Britain and France, with American help,
defeated Germany. Both, however, faced
L3
● Writing About History
Quick Write: Make a Venn Diagram A
useful way to gather details for a compareand-contrast essay is to use a Venn diagram. Place similarities between two ideas
in the overlapping part of the circles; place
differences in the parts that don’t overlap.
Create a Venn diagram for an essay on the
following thesis statement: The United
States was in better shape than Britain and
France after World War I.
serious political divisions and economic
fragility.
4. They signed several treaties and relied on
the League of Nations to halt aggression;
the pacts and the League did not have the
power to enforce their goals.
5. (a) Falling demand led to overproduction.
(b) When the Federal Reserve Board
raised interest rates, people bought less
and invested less. (c) The financial crisis
of 1929 aggravated the downward cycle.
L4
Tell students that the Great Depression
started in the United States and Europe,
but its effects spread all over the world.
Ask them to look into how the Depression
affected one of the following regions:
Southeast Asia, Latin America, Africa
south of the Sahara.
Answers
Diagram Skills to provide additional spending
during a depression
At first, by providing only minimal assistance
but under Roosevelt’s New Deal, jobs were created, farmers received aid, Social Security was
introduced, and the stock market regulated.
6. Under the New Deal, the federal government became more directly involved in
the lives of Americans than ever before.
● Writing About History
The Venn diagram should reflect facts from
the section.
For additional assessment, have students
access Progress Monitoring Online at
Web Code nba-2821.
Chapter 16 Section 2 535