2
SECTION
Section
Step-by-Step Instruction
Standing on My Own Two Feet
“ By enrolling in President Roosevelt’s peace time
army, I managed to retain my self-respect. I did not
have to become either a parasite, living off my
relatives, or a professional bum. In other words,
it gave me a chance to stand on my own two feet.
Review and Preview
Students have learned about the causes
and impact of the Great Depression.
Now they will focus on how President
Franklin D. Roosevelt worked to address
the crisis.
”
—Robert Miller, worker in California
Civilian Conservation Corps, 1933
䊴
Franklin Delano Roosevelt campaigning in 1932
Roosevelt and the New Deal
Objectives
• Learn how Franklin Roosevelt won the
1932 presidential election.
Section Focus Question
How did President Roosevelt
respond to the Great Depression?
• Find out how the New Deal tried to promote
economic recovery.
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: Roosevelt proposed the
New Deal, which provided financial assistance
and jobs to the unemployed, and created new
agencies to promote economic recovery.)
Prepare to Read
Build Background
Knowledge
L2
Ask students to recall Hoover’s attempts
to address the problems of the Great
Depression. Then ask students to preview
the section by reading the headings and
looking at the images. Ask students to
predict what they will learn about
Roosevelt’s plan to take action against the
Depression. Use the Numbered Heads
strategy (TE, p. T24) to elicit responses.
Set a Purpose
■
• Identify obstacles and criticisms faced by the
New Deal.
Reading Skill
Evaluate Causes and Effects When
events have multiple effects, some may be positive
and others negative. As you read the following
section, look for events that have multiple effects
or trigger cause-and-effect chains. Decide if you
think the effects are positive or negative.
Key Terms and People
Franklin D.
Roosevelt
fireside chat
Huey Long
Francis Townsend
pension
Charles Coughlin
The Democrats nominated Franklin D. Roosevelt to run
against Hoover in 1932. He became known to Americans
as FDR.
Background FDR was a wealthy New Yorker and distant
relative of Theodore Roosevelt. He had served as assistant
secretary of the navy and was nominated for Vice President
in 1920.
A year later, Roosevelt was stricken with polio, a deadly
disease. For the rest of his life, he depended on steel leg
braces to stand up. Determined to appear strong, Roosevelt
never allowed photographers to take his picture in a wheelchair. In fact, most Americans never knew that Roosevelt’s
legs were paralyzed.
In 1928, he was elected governor of New York. Four
years later, the Democrats tapped the popular governor to
run for President.
“a new deal for the American people.” The term New Deal
would later come to describe his entire political program.
The election results were overwhelming. Roosevelt beat
Hoover by a margin of 472 electoral votes to 59. Roosevelt
received 57.4 percent of the popular vote.
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements True or False.
Have students discuss the statements in
pairs or groups of four, then mark the
worksheets again. Use the Numbered
Heads participation strategy (TE, p. T24)
to call on students to share their group’s
perspectives. The students will return to
these worksheets later.
776 Chapter 23
Franklin D. Roosevelt
A Voice of Hope During the campaign, Roosevelt pledged
L2
Teaching Resources, Unit 8,
Reading Readiness Guide, p. 17
■
• Understand what new laws regulated
America’s economic system.
Why It Matters President Hoover’s response to the Great
Depression did little to revive the economy. So, in 1932, voters elected a new President—Franklin Delano Roosevelt.
His dynamic new programs helped to restore the economy.
Roosevelt dramatically changed the role of the federal government in the U.S. economy.
Section Focus Question: How did President Roosevelt
respond to the Great Depression?
776 Chapter 23 The Great Depression and the New Deal
Differentiated Instruction
L1 English Language Learners
L1 Less Proficient Readers
Making Flashcards Have students make a
list of the Key Terms and High-Use Words
for this chapter. Then have them create
flashcards with the word on one side and
its definition on the other. Pair students
L1 Special Needs
with a partner, and have them quiz each
other on the definitions of the words using
the flashcards. Check their understanding
as they continue to read the section.
On March 4, 1933, supported on his son’s arm, Roosevelt slowly
shuffled a few steps to the platform. After taking the oath of office,
the new President reassured Americans:
Teach
Franklin D. Roosevelt
Nation will endure as it has endured, will revive
“andThiswillgreatprosper.
So, first of all, let me assert my firm belief
p. 776
that the only thing we have to fear is fear itself—nameless,
unreasoning, unjustified terror which paralyzes needed
efforts to convert retreat into advance.
Instruction
”
■
this section, preteach the High-Use
Words specify and infrastructure, using
the strategy on TE p. T21.
—Franklin Roosevelt, First Inaugural Address, 1933
FDR did not specify what actions he would take. Still, the American
people were encouraged by the new President’s confidence.
Vocabulary Builder
specify (SPEHS ah fì) v. to name or
describe in exact detail
Key Terms Have students continue fill-
Bank Holiday An optimistic FDR quickly went into action. The
ing in the See It–Remember It chart for
the Key Terms in this chapter.
day after he took office, Roosevelt declared a bank holiday, a fourday closing of the nation’s banks. Its goal was to halt the nationwide
epidemic of bank failures. The bank holiday gave FDR time to
propose an Emergency Banking Relief Act, which provided more
careful government regulation of banks.
To restore Americans’ confidence in their banks, Roosevelt delivered the first of many fireside chats, or radio talks. He told Americans, “It is safer to keep your money in a reopened bank than under
the mattress.” The next day, most of the nation’s banks reopened. A
relieved public began to redeposit its savings.
■
Read Franklin D. Roosevelt with students using the Choral Reading strategy
(TE, p. T22).
■
Ask: Why do you think Roosevelt easily beat Hoover during the 1932 presidential election? (Possible answer: The
Depression had caused great suffering
among people, and Hoover’s policies did not
solve the problems. Roosevelt offered new
hope and new ideas.)
■
Ask: What did Roosevelt mean when
he said, “The only thing we have to
fear is fear itself”? (Possible answer: He
meant that the country should not be overwhelmed by the problems of the Depression
and that people should not be afraid to
overcome the economic problem.)
■
In order to help students better understand Rooselvelt’s first inaugural
address, assign the worksheet First
Inaugural Address of FDR.
What was the goal of FDR’s bank holiday?
Relief for the Jobless
To decide what legislation to send to Congress, FDR conferred
with a group of advisers. FDR’s advisers were nicknamed the “brain
trust” because several members had been college professors.
Fireside Chat
This coal miner (right) listens intently to a fireside
chat by President Franklin Roosevelt (left). A friend
of FDR said, “His face would smile and light up as
though he were actually sitting on the front porch
or in the parlor with them.” Critical Thinking:
Link Past and Present How do Presidents
communicate their ideas to the
American people today?
L2
Vocabulary Builder Before teaching
Explore
the a
Discover
Presidency
of FDR
Steam Engine
Visit:
Visit: PHSchool.com
PHSchool.com
Web
Web Code:
Code: mvl-8231
myp-4071
Teaching Resources, Unit 8,
FDR’s Fireside Chats, p. 20
Independent Practice
Have students begin to fill in the Study
Guide for this section.
Monitor Progress
777
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the importance of Roosevelt
being elected in 1932. Provide assistance as
needed.
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
specify, p. 777
v. to name or describe in exact detail
The Constitution specifies three branches of government.
infrastructure,
p. 778
n. underlying foundation on which a community or nation depends,
such as its roads, bridges, etc.
Henry Clay’s American system was designed to improve the nation’s
infrastructure by building roads and canals.
Answers
FDR wanted to stop the
bank failures and regulate banking.
Link Past and Present Presidents today
communicate primarily through televised
speeches and press conferences. Presidents
today still give a weekly radio address.
Chapter 23 777
Relief for the Jobless
Promoting Economic
Recovery
During the whirlwind first hundred days of FDR’s administration, Congress passed and the President signed a record 15 new bills.
These New Deal measures had three goals: (1) relief for the jobless,
(2) economic recovery, and (3) reforms to prevent future depressions.
pp. 777–778
Unemployment Relief Some measures helped the unemployed
Instruction
■
by providing financial assistance. The Federal Emergency Relief
Administration, or FERA, granted funds to states so they could reopen
shuttered relief agencies.
L2
Have students read Relief for the Jobless
and Promoting Economic Recovery.
Remind students to answer the reading
Checkpoint question.
■
Discuss the impact of Roosevelt’s first
hundred days in office. Ask: How were
Roosevelt’s policies different from
Hoover’s? (Roosevelt believed in using the
power of the federal government to provide
relief and address underlying problems,
while Hoover had relied on state and local
governments and private business leaders to
solve the problems of the Great Depression.)
■
Use the transparency Fireside Chat to
engage students in the topic of presidential addresses to the pubilc.
Providing Jobs Other programs employed jobless adults. The
Civilian Conservation Corps (CCC) hired city dwellers to work in
America’s national parks, forests, wilderness areas, and countryside.
Millions of young men planted trees, built reservoirs, constructed
parks, and dug irrigation canals. In addition to providing jobs, the
CCC conserved the nation’s natural resources.
Another program, the Works Progress Administration (WPA),
put people to work building or repairing public buildings, such as
schools, post offices, and government offices. WPA workers paved
650,000 miles of roads, raised more than 75,000 bridges, and built
more than 800 airports. The WPA also paid artists to paint murals in
post offices and government buildings and hired writers to write
stories, state guides, and histories.
CCC badge (top) and WPA poster
(bottom)
Promoting Economic Recovery
Color Transparencies, Fireside Chat
■
In 1933, the President faced an enormous challenge. He needed to
help two sectors of the economy recover: industry and agriculture.
In order to help students better understand how Roosevelt used radio to communicate with the nation, assign the
worksheet FDR’s Fireside Chats. Discuss the impact of Roosevelt speaking
directly to the people through radio.
National Recovery Administration As you saw, one of the
causes of the Depression had been overproduction. Some competing
businesses lured consumers by slashing prices. As a result, they had
to lay off workers or cut wages.
A new federal agency, the National Recovery Administration
(NRA) aimed to keep prices stable while boosting employment and
buying power. Most of the country’s major industries agreed to pay
workers a minimum wage, to stop hiring children, and to keep wages
and prices from falling too low.
The NRA succeeded in raising prices. However, critics charged
that the agency’s codes favored large businesses. More important, the
NRA failed to improve the economy.
Teaching Resources, Unit 8,
FDR’s Fireside Chats, p. 20
Independent Practice
Have students continue filling in the Study
Guide for this section.
Public Works Administration Another agency, the Public
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the importance of Roosevelt’s
New Deal programs to provide relief for
the jobless and promote economic recovery. If students do not seem to have a good
understanding, have them reread the section. Provide assistance as needed.
How did the CCC and WPA help the jobless?
Vocabulary Builder
infrastructure (IHN frah struhk
chahr) n. underlying foundation
on which a community or nation
depends, such as its roads, bridges,
etc.
Works Administration (PWA), was granted more than $3 billion to
build large public-works projects. The PWA improved the nation’s
infrastructure and employed many people.
PWA projects included New York’s Lincoln Tunnel, Florida’s
Key West Highway, and the Grand Coulee Dam in Washington. In
fact, nearly every county in the nation could boast at least one PWA
project. Even so, the Great Depression continued.
778 Chapter 23 The Great Depression and the New Deal
Differentiated Instruction
L1 Less Proficient Readers
L1 Special Needs
Who’s Who of New Deal Programs
Answer
Both of these programs
hired workers to perform a variety of jobs,
such as helping to preserve natural
resources and to improve infrastructure
throughout the United States.
778 Chapter 23
Encourage students to research information about New Deal programs. Have
them record their findings in a three-column chart with the headings Program,
What It Did, and Years of Operation.
Under the first column, have students list
the names of New Deal programs. In the
second column, have them list the purpose
of the program, such as grant money to
large public-works projects. In the third
column, have them list the years during
which each program was in operation.
Instruction (continued)
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Albers Conic Equal-Area Projection
Major dams
Area served by
TVA electric power
Ask: In what ways is the Tennessee
Valley Authority a typical example of
Roosevelt’s New Deal? (The TVA was
formed to provide jobs for the unemployed
while performing a public works project, as
were many New Deal programs.)
■
Use the transparency The Tennessee
Valley Authority to engage students in
the topics of public works projects and
economic stimulus.
The TVA combated flooding
and brought electricity to
millions of people.
(a) Interpret Maps What did
the TVA do to control
flooding on the Tennessee
and the Cumberland
rivers?
(b) Apply Information Based
on the map, why was the
Tennessee River valley a
good area in which to
build
power
plants?
text
overset
For: Interactive map
Visit: PHSchool.com
Web Code: mvp-8231
L2
■
Color Transparencies, The Tennessee Valley
Authority
Reforming the
Economic System
p. 779
Instruction
Tennessee Valley Authority In 1933, Congress formed the
Tennessee Valley Authority (TVA). This agency built giant dams
along the Tennessee River. Planners believed that these dams would
control flooding, provide cheap electricity, and increase jobs and
prosperity in one of the country’s poorest rural areas.
The TVA accomplished its major goals. By 1945, power from TVA
plants lit thousands of farms that had never before enjoyed electricity. Still, the TVA failed to relieve the region’s poverty. Conservatives criticized the TVA for driving some property owners off their
land. They also argued that it was unfair for the government to
compete with private power companies.
More recently, other critics have claimed that the TVA disrupted
the natural environment and that some TVA projects led to increased
air pollution. Still, in the 1930s, the popular TVA seemed to
symbolize government planning at its best.
Evaluate Causes
and Effects
Evaluate the positive and
negative effects of the TVA on the
Tennessee Valley region.
L2
■
Have students read Reforming the Economic System. Remind students to look
for comparison and contrast.
■
Discuss the third goal of the New Deal,
preventing a future Depression. Ask:
What effect might the Truth-in-Securities Act have on the practices of investors? (Because of the Act, investors would
be able to make more informed choices about
the companies in which they invest.)
Independent Practice
Have students continue filling in the Study
Guide for this section.
What was the goal of the NRA?
Monitor Progress
Reforming the Economic System
The third part of Roosevelt’s plan—reforming the economic
system—aimed to prevent future depressions. The Truth-inSecurities Act, for example, required corporations to inform the
public fully about their stocks. This act corrected one of the conditions that had contributed to the stock market crash.
The Federal Deposit Insurance Corporation (FDIC), created in
1933, protected bank depositors. It guaranteed individual deposits
up to $2,500. By raising public confidence in banks, the FDIC
stemmed the tide of bank failures.
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the importance of Roosevelt’s
plans to reform the economic system in the
United States. Provide assistance as
needed.
Answers
Section 2 Roosevelt and the New Deal 779
History Background
Life Goes On Despite hard times, there
were some major accomplishments during
the Great Depression:
■ Inventors at the Massachusetts Institute
of Technology introduced an early analog computer in 1930.
■
In 1930, American astronomer Clyde
Tombaugh discovered Pluto, the ninth
planet from the sun, through his work at
an Arizona observatory. (In 2006, Pluto
was reclassified as a dwarf planet.)
■
New York’s Empire State Building, the
world’s tallest building at the time,
opened in 1931.
(a) erected dams (b) Dams
along the Tennessee River would be able to
supply power to a large geographic area.
Reading Skill Possible answer:
The TVA helped provide electricity to
many areas that did not have it before, but
it failed to relieve the region’s poverty, and
some believed it disrupted the region’s
environment.
The goal of the NRA was
stabilizing prices and boosting employment and buying power.
Chapter 23 Section 2 779
Obstacles to the New
Deal
FDR and the Supreme Court
p. 780
Instruction
L2
■
Have students read Obstacles to the
New Deal. Remind students to answer
the reading Checkpoint question.
■
Ask: What were two criticisms of the
New Deal? (It was too extreme in its
regulation of business and it restricted individual freedom.)
■
This man is Chief Justice
Charles Evans Hughes.
In order to help students better understand opinions of the New Deal, assign
the worksheet Views of New Deal Relief
Efforts. Discuss differing perspectives
on responses to the Great Depression.
Teaching Resources, Unit 8,
Views of New Deal Relief Efforts, p. 21
■
FDR beats a drum
labeled “New Deal.”
Discuss Roosevelt’s attempt to overcome objections from the Supreme
Court to the New Deal programs. Ask:
Why did the Supreme Court have
authority over Roosevelt’s programs?
(The Supreme Court hears challenges to
laws and must decide whether challenged
laws are constitutional.)
Congress passed most New Deal legislation. However, the Supreme Court overturned some key measures. This cartoon
is based on a famous painting about the
American Revolution.
Other New Deal agencies set fairness and safety standards for
various industries. The Federal Power Commission (FPC), for
example, helped control the oil and gas industries. The New Deal
also strengthened the power of the Food and Drug Administration to
ensure product safety.
How did the FDIC protect bank depositors?
Independent Practice
Have students complete the Study Guide
for this section.
Obstacles to the New Deal
Millions of Americans were enthusiastic about the New Deal. As
a result, FDR won reelection in 1936 by a wide margin. Still, the New
Deal faced a major challenge in the Supreme Court.
Monitor Progress
■
■
(a) Interpret Cartoons What do the
three figures represent? What seems to
be the attitude of FDR and Hughes
toward each other?
Draw Conclusions Summarize the
main idea of this cartoon.
As students complete the Notetaking
Study Guide, circulate to make sure students understand the objections to New
Deal programs. Provide assistance as
needed.
Supreme Court In 1935 and 1936, the Supreme Court declared
several New Deal measures, including the NRA, to be unconstitutional.
In response, Roosevelt proposed appointing up to six new Supreme
Court justices. He claimed that he wanted to relieve the overworked
judges. However, conservatives protested. They understood that FDR
had designed this “court-packing plan” to gain a majority of justices.
Congress embarrassed the President by defeating his plan. Even
so, FDR won a backdoor victory. When a conservative justice
resigned in 1937, Roosevelt appointed a liberal in his place. FDR
eventually named eight Supreme Court justices.
Tell students to fill in the last column of
the Reading Readiness Guide. Probe for
what they learned that confirms or
invalidates each statement.
Teaching Resources, Unit 8,
Reading Readiness Guide, p. 17
780 Chapter 23 The Great Depression and the New Deal
Answers
Differentiated Instruction
Reading Political Cartoons (a) the three
branches of government; the two men do
not seem to agree. (b) Possible answer:
Roosevelt has the support of the legislative
branch and wants the support of the judicial branch for the New Deal.
The FDIC insured bank
deposits up to $2,500 so that people who
kept money in banks would have protection if the bank failed.
780 Chapter 23
L3 Advanced Readers
L3 Gifted and Talented
Arguing the Case Have students research
the arguments used in the 1935 and 1936
Supreme Court cases involving New Deal
programs. Then ask students to write a reenactment of oral arguments before the
Court on one of the issues. Assign students
roles, such as justices, attorneys, and so on.
Have the student-attorneys prepare arguments for each side, and encourage the
justices to ask the attorneys questions
about the legal issues involved. Have students perform their re-enactment in front
of the class.
New Deal Critics Conservatives claimed that the New Deal
went too far in regulating businesses and restricting individual
freedom. On the other hand, some liberals thought it did not go far
enough in helping the poor.
Three New Deal critics attracted widespread attention and some
national support. Huey Long, a Democratic senator from Louisiana,
argued that the government could end the Depression immediately.
Long proposed to tax the wealthy and distribute their wealth to the
poor. Long’s radio speeches on behalf of what he called the Share Our
Wealth plan won many enthusiastic followers.
A California doctor, Francis Townsend, called for a system of
government pensions, or retirement payments. Under Townsend’s
plan, retired Americans over the age of 60 would receive $200 each
month as long as they pledged to spend all the money. Congress
never approved the Townsend plan, but it later helped set the stage
for the government-supported pensions of the Social Security
system. You will read about Social Security in Section 4.
Like Huey Long, Father Charles Coughlin used the radio to
attract followers. A Catholic priest from Michigan, Coughlin came to
distrust Roosevelt’s policies on banking and money. Coughlin called
on the government to take over the banks.
Supporters of Long, Townsend, and Coughlin eventually joined
forces to back a third-party candidate in the 1936 election. However,
they were not strong enough to combat FDR’s popularity.
Assess and Reteach
Assess Progress
Teaching Resources, Unit 8,
Section Quiz, p. 26
To further assess student understanding,
use the Progress Monitor Transparency.
Progress Monitoring Transparencies,
Chapter 23, Section 2
Reteach
Huey Long addresses a rally
in Louisiana.
Extend
Comprehension
and Critical Thinking
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mva-8232
1. (a) Recall What were the three
goals of the New Deal?
(b) Organize Information
Categorize five New Deal
measures according to these
three goals.
2. (a) Recall How did the Supreme
Court threaten the New Deal?
(b) Draw Inferences How
might Roosevelt’s response have
threatened separation of powers
in the federal government?
Reading Skill
3. Evaluate Causes and Effects
Reread the text under the heading “Relief for the Jobless.”
Evaluate the positive or negative effects of FDR’s plan to help
the poor and unemployed.
4. Townsend’s pension plan
forced retired people to pay
higher taxes.
5. In his fireside chats, FDR
explained his programs directly
to the American people.
Writing
Key Terms
Read each sentence below. If the
sentence is true, write YES. If the
sentence is not true, write NO and
explain why.
6. List two topics for a multimedia
presentation about Franklin
Roosevelt’s presidency.
Section 2 Roosevelt and the New Deal 781
Section
2 Check Your Progress
1. (a) relief for the jobless, economic recov-
ery, and reforming the economic system
(b) Possible answers: Relief for the job-
less–FERA and CCC; economic recovery–NRA and PWA; economic reform–
FDIC and the Truth-In-Securities Act
2. (a) The Supreme Court ruled that some
New Deal programs were unconstitutional.
L3
Have students complete the History Interactive Fireside Chat online. Provide students with the Web Code below.
Looking Back and Ahead In this section, you have
read how Roosevelt tried to tackle the problems of the Great Depression. In the next section, you will see how the Depression affected
American life.
Check Your Progress
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Interactive Reading and
Notetaking Study Guide, Chapter 23,
Section 2 (Adapted Version also available.)
Why did FDR try to increase the size of the Supreme
Court?
Section 2
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
For: Help in starting the online
activity
Visit: PHSchool.com
Web Code: mve-0205
Progress Monitoring Online
Students may check their comprehension
of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
Answer
FDR wanted to add justices
sympathetic to his New Deal programs so
that they could overrule justices who voted
against his programs.
(b) Changing the make-up of the court
would have been a way of exercising
executive power over it.
3. Possible answer: Increasing employ-
ment would allow people to buy more,
which would help businesses. The programs provided immediate relief for the
jobless and improved the national infrastructure.
5. Yes
6. Answers will vary, but students’
responses should provide information
that would be useful in a multimedia
presentation on Franklin D. Roosevelt.
4. No, his plan would have provided
money to retired people if they promised to spend the money.
Chapter 23 Section 2 781