Summer School Distance Learning Packet

U.S. History A

HIGH SCHOOL

Summer School Distance

Learning Packet

Student Name:

Student ID:

School Name:

Teacher Name:

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

May 2020

Esteemed Parents and Family Members,

We hope this letter finds you safe and healthy amid this uneasy time of COVID-19. As always, our priority is

the safety and welfare of our students. Our 2020 summer program will continue by utilizing virtual learning

platforms and will begin on June 1 and end on June 18, 2020. The purpose of the summer program is to

provide students the opportunity to gain credit for the course your student has failed.

You have received this summer 2020 instructional packet for your (9th - 12th grade) student. This instructional

packet includes materials for the core area(s) your student has failed.

We ask that you contact your student’s school to:

• give you the failing subject area(s)

• give you your student’s summer teachers’ name and contact information / email address

• update any contact information including any changes and additional contact numbers, and

email addresses, etc.

• receive login information for the digital platform

The platform utilized this summer will be:

• 9th -12th Google Classroom

(Download Google Classroom app or access through the Clever Portal)

Our sincere hope is that your child will participate and take advantage of this opportunity for promotion that

will greatly support your child’s area(s) of educational need.

Please encourage your student to read, watch educational programs, and practice their writing and speaking

skills. This is also a great time to share family stories and traditions, play board games and enjoy family time.

As always, it is an honor to continue to serve you and we value your family's commitment in entrusting us with

your child's education.

BISD does not discriminate on the basis of race, color, national origin, gender, religion, age, or disability or genetic information in employment

or provision of services, programs, or activities.

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

Mayo de 2020

Estimados Padres y Miembros de Familia,

Esperamos que esta carta le encuentre a buen resguardo y en buena salud durante estos días difíciles del

COVID-19. Como siempre, nuestra prioridad es la seguridad y el bienestar de nuestros estudiantes. Nuestro

programa de verano 2020 continuará utilizando plataformas de aprendizaje virtuales y comenzará el 1 de junio

y terminará el 18 de junio de 2020. El propósito del programa de verano es proporcionar a los estudiantes que

no fueron promovidos al siguiente grado, una oportunidad para obtener la promoción.

Con el fin de trabajar en la promoción de su hijo/a al siguiente grado, usted ha recibido un paquete de

instrucción para el verano del 2020 para su hijo/a de preparatoria. Dicho paquete incluye materiales para la(s)

asignatura(s) que su hijo/a reprobó.

Le pedimos que se ponga en contacto con la escuela de su hijo/a para:

• darle el área(s) de materia(s) que está reprobando.

• darle el nombre del maestro/a de verano de su hijo/a y su correo electrónico

• actualizar cualquier información de contacto, incluyendo cualquier cambio y números

de contacto adicionales, y correo electrónico, etc.

• recibir la información para conectarse a las plataformas digitales

La siguiente plataforma virtual se utilizará este verano para la preparatoria:

• Google Classroom

(Descargar aplicación de Google Classroom o usar el portal de Clever)

Esperamos sinceramente que su hijo/a participe y aproveche esta oportunidad de promoción que apoyará en

gran medida las áreas de su necesidad educativa.

Anime a sus hijos/as a leer, ver programas educativos y practicar sus habilidades para escribir y hablar. Este es

también un gran momento para compartir historias y tradiciones familiares, jugar juegos de mesa y disfrutar

del tiempo en familia.

Como siempre, es un honor continuar sirviéndole y valoramos nuestro compromiso con su familia al

confiarnos la educación de su hijo/a.

BISD no discrimina de acuerdo de raza, color, origen nacional, género, religión, edad, información genética, o incapacidad en el empleo o en

la provisión de servicios, programas o actividades.

2020 Summer School Scope and Sequence: U.S. History A

June 1 Changes on the Western Frontier

Assignment 1 June 2 A New Industrial Age

June 3 Immigrants and Urbanization

Assignment 2 June 4 Immigrants and Urbanization

June 5 Life at the Turn of the Twentieth Century

Assignment 3

June 8 The Progressive Era

Assignment 4 June 9 The Progressive Era

June 10

America Claims and Empire Assignment 5

June 11

The First World War

Assignment 6 June 12

The First World War

June 15

Politics of the Roaring Twenties


The Roaring Life of the 1920s

June 17

The Great Depression Begins


The New Deal

US History A

HIGH SCHOOL

Summer School

Week One

Changes on the Western Frontier 13

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PRIMARY SOURCE Letter from a WomanHomesteader

In 1909 Elinore Rupert left Denver, Colorado, with her daughter Jerrine and wentto Wyoming to work as a housekeeper for Clyde Stewart, a rancher whom shelater married. This is a letter she wrote to her former employer.

November, 1913.Dear Mrs. Coney,—

This is Sunday and I suppose I ought not to bewriting, but I must write to you and I may not haveanother chance soon. Both your letters havereached me, and now that our questions are settledwe can proceed to proceed.

Now, this is the letter I have been wanting towrite you for a long time, but could not becauseuntil now I had not actually proven all I wanted toprove. Perhaps it will not interest you, but if yousee a woman who wants to homestead and is a littleafraid she will starve, you can tell her what I amtelling you.

I never did like to theorize, and so this year I setout to prove that a woman could ranch if she wantedto. We like to grow potatoes on new ground, that is,newly cleared land on which no crop has beengrown. Few weeds grow on new land, so it makesless work. So I selected my potato-patch, and theman ploughed it, although I could have done that ifClyde would have let me. I cut the potatoes, Jerrinehelped, and we dropped them in the rows. The mancovered them, that ends the man’s part. By that timethe garden ground was ready, so I planted the gar-den. I had almost an acre in vegetables. I irrigatedand I cultivated it myself.

We had all the vegetables we could possibly use,and now Jerrine and I have put in our cellar full,and this is what we have: one large bin of potatoes(more than two tons), half a ton of carrots, a largebin of beets, one of turnips, one of onions, one ofparsnips, and on the other side of the cellar wehave more than one hundred heads of cabbage. Ihave experimented and found a kind of squash thatcan be raised here, and that the ripe ones keep welland make good pies; also that the tender ones makesplendid pickles, quite equal to cucumbers. I wasglad to stumble on to that, because pickles are hardto manufacture when you have nothing to workwith. Now I have plenty. They told me when Icame that I could not even raise common beans,

but I tried and succeeded. And also I raised lots ofgreen tomatoes, and, as we like them preserved, Imade them all up that way. Experimenting alonganother line, I found that I could make catchup, asdelicious as that of tomatoes, of gooseberries. Imade it exactly the same as I do the tomatoes and Iam delighted. Gooseberries were very fine and veryplentiful this year, so I put up a great many. Imilked ten cows twice a day all summer; have soldenough butter to pay for a year’s supply of flour andgasoline. We use a gasoline lamp. I have raisedenough chickens to completely renew my flock, andall we wanted to eat, and have some fryers to gointo the winter with. I have enough turkeys for allof our birthdays and holidays.

I raised a great many flowers and I worked sev-eral days in the field. In all I have told about I havehad no help but Jerrine. Clyde’s mother spendseach summer with us, and she helped me with thecooking and the babies. Many of my neighbors didbetter than I did, although I know many town peo-ple would doubt my doing so much, but I did it. Ihave tried every kind of work this ranch affords,and I can do any of it. Of course I am extra strong,but those who try know that strength and knowl-edge come with doing. I just love to experiment, towork, and to prove out things, so that ranch life and“roughing it” just suit me. from Elinore Stewart, Letters of a Woman Homesteader(Lincoln: University of Nebraska Press, 1961), 279–282.

Discussion Questions1. According to her letter, what did Elinore Rupert

Stewart finally prove?2. How would you describe her attitude toward

being a homesteader?3. Do you think Stewart’s letter creates a fair por-

trait of what life was like for women homestead-ers? Why or why not? Cite evidence from yourtextbook to support your opinion.

Section 2

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A New Industrial Age 23

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BUILDING VOCABULARY A New Industrial Age

A. Matching Match the definition in the second column with the term or name inthe first column. Write the appropriate letter next to the word.

_____ 1. Munn v. Illinois a. improved steel-making procedure

_____ 2. Andrew Carnegie b. promoted business competition

_____ 3. Bessemer process c. inventor of the telephone

_____ 4. Social Darwinism d. merging of similar companies

_____ 5. horizontal integration e. president of the AFL

_____ 6. Crédit Mobilier f. gave states the right to regulate railroads

_____ 7. Alexander Graham Bell g. steel magnate

_____ 8. Samuel Gompers h. major railroad scandal

B. Completion Select the term or name that best completes the sentence.

George M. Pullman John D. Rockefeller Interstate Commerce ActSherman Antitrust Act Christopher Sholes vertical integrationtranscontinental railroad Thomas Alva Edison Edwin L. Drake

1. Only after ___________ successfully used a steam engine to drill oil did removing oil from below theearth’s surface become practical.

2. The _____________ reaffirmed the right of the federal government to supervise railroad activities.

3. _______________ became one of the wealthiest and most powerful industrialists as head of theStandard Oil Company.

4. The Central Pacific and Union Pacific railroads met at Promontory Point, Utah, to create the nation’sfirst ____________.

5. ______________ made it illegal to form trusts that interfered with free trade between states.

C. Writing Write a paragraph describing the emergence of the American labormovement using the following terms.

American Federation of Labor Eugene V. Debs

Industrial Workers of the World Mary Harris Jones

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26 Unit 2, Chapter 6

Name Date

RETEACHING ACTIVITY The Age of the Railroads

Sequencing

A. Number the events of the Railroad Era below in the order in which they occurred.

_____ 1. U.S. towns establish railroad time.

_____ 2. Congress passes the Interstate Commerce Act.

_____ 3. First transcontinental railroad created.

_____ 4. Pullman car workers launch violent strike.

_____ 5. Farmers form the Grange to address railroad abuses.

_____ 6. Munn v. Illinois gives states the right to regulate railroads.

_____ 7. Supreme Court rules ICC cannot set maximum railroad rates.

_____ 8. Railroads’ financial problems prompt nationwide economic panic.

Finding Main Ideas

B. Choose the word that most accurately completes the sentences below.

Chinese five Granger lawsfour Standard Oil financial companiesGerman land grants Irish

1. Recognizing how important railroads were for settling the West, the government made large___________ to the railroad companies.

2. The Central Pacific Railroad employed thousands of ____________ immigrants, while numerous________ immigrants worked for the Union Pacific Railroad.

3. Under railroad time, the United States was divided into _______ time zones.

4. Various measures enacted to regulate the railroads were known as __________.

5. By the end of the 19th century, a quarter of the nation’s railroads had been taken over by __________.

Section 2

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RETEACHING ACTIVITY Big Business and Labor

Reading Comprehension

Choose the best answer for each item. Write the letter of your answer in the blank.

_____ 1. A corporation that did nothing but buy out the stock of other companies was known as a a. trust.b. holding company.c. Grange.d. monopoly.

_____ 2. John D. Rockefeller became a magnate of the a. oil industry.b. steel industry.c. railroad industry.d. cotton industry.

_____ 3. To improve their labor conditions, many industrial workers formed a. trusts.b. unions.c. holding companies.d. the Grange.

____ 4. The Great Strike of 1877 involved workers for some of the nation’sa. steel plantsb. oil plants.c. railroads.d. textile mills.

_____ 5. The violent incident that turned much of the public against the labor movement was known as thea. Homestead Strike.b. Pullman Company Strike.c. Triangle Shirtwaist Factory fire.d. Haymarket Affair.

_____ 6. By World War I, membership in the American Federation of Labor was around a. 500,000.b. 1 million.c. 2 million.d. 3 million.

Section 3

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AMERICAN LIVES Andrew CarnegieHard Worker, Generous Patron

“Make no effort to increase fortune, but spend the surplus each year for benevo-lent purposes. Cast aside business for ever, except for others.”— AndrewCarnegie, memo to himself (1868)

Section 3

Andrew Carnegie showed how hard work andshrewd thinking can be used to build a for-

tune. He then showed how that fortune can beused to benefit others.

Born in Scotland, Carnegie (1835–1919) emi-grated to the United States with his family whenhis father could no longer find work. They settlednear Lake Erie, and Carnegie—only 13—beganworking in a textile mill. He regretted not havinghad the chance for an education but found a substi-tute. He took advantage of the offer of a local manwho provided access to his personal library to anyworking boys in the area. Carnegie borrowed morebooks than anyone else. He maintained his widereading all his life, using it to make himself enter-taining at social gatherings.

His main goal was to rise on the job, though.Carnegie soon became a telegraph messenger. Hegained attention by learning to decipher messagesby sound and was promoted to telegraph operator.Soon a top manager in the Pennsylvania Railroadhired him as his personal secretary. Carnegie wasonly 18.

He advanced through many positions at the rail-road, eventually taking his former boss’s job as headof the Pittsburgh division by age 30. He helpedorganize troop transportation and telegraph sys-tems used in the Civil War. After the war, Carnegieresigned from the railroad and started his owncompany to build iron bridges. Railroad contactshelped him win business, and his company thrived.

By 1873, Carnegie was ready to launch a newbusiness: making steel. He formed the CarnegieCompany and led it to success. With strong organiza-tional skills and a knack for spotting and promotingtalent, Carnegie built a huge empire. He was com-mitted to improving technology whenever possible.Shrewdly, he chose recessions as the time to improvehis factories. The improvements cost less then, andwhen the economy improved he was ready to pro-duce steel more cheaply than competitors. The strat-egy worked: his company earned $40 million in prof-

its in 1900, of which $25 million was his.Carnegie wrote and spoke, hoping to spread his

ideas about success and the responsibilities of thesuccessful. He told students at a Pittsburgh busi-ness school how to succeed: “The rising man mustdo something exceptional, and beyond the range ofhis special department.”

In 1889, he published an article called “Wealth,”also known as “The Gospel of Wealth.” In his essay,Carnegie argued that after accumulating a fortune,a wealthy man had a duty: he should use some ofhis money for “the improvement of mankind.” Hesold his steel company in 1901 and spent most ofthe rest of his life fulfilling this “gospel.”

He donated about $350 million. More than athird went to endow the Carnegie Corporation,which could continue his generosity beyond hisdeath. He gave some $20 million to U.S. collegesand another $10 million to Scottish universities. Hecreated the Carnegie Institute of Pittsburgh, whichhad a library, an art museum, and a music hall. Healso created the Carnegie Institute of Washingtonfor basic research in science. He also gave $60 mil-lion to create more than 3,000 public libraries.

Carnegie lost some of his good name in theHomestead strike of 1892. Steel workers were shutout of one of his plants and lost their jobs.Although he did not direct the company’s actions,he did nothing to help the situation, which cost himpublic support. Long after, though, he was remem-bered as a generous benefactor.

Questions1. What evidence do you find that Carnegie fol-

lowed his own advice in rising to the top?2. Do you agree with Carnegie’s “gospel of wealth”?

Why or why not?3. What do you consider the most important exam-

ple of Carnegie’s generosity?

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PRIMARY SOURCE Artifacts from Ellis IslandEllis Island was the chief immigration station in the United States from 1892 to1943. What impressions of Ellis Island do you get from these artifacts?

Section 1

Literacy Test Card, 1919

Immigrants 16 years and older had to pass a litera-cy test in order to enter the United States. Theywere required to read a 40-word passage from theBible in their native language.

Immigrant’s Telegram, 1912

Freide Goldfusz traveled alone to America to joinher husband Morris. She was not allowed to leaveEllis Island until immigration officials knew shewas in safe hands. This is the telegram she sent toher relatives in New Jersey.

Detention Card, 1899

Immigrants who failed inspection received deten-tion cards like this one and remained temporarily atEllis Island. Inspectors recorded the reason whysome immigrants were detained, including a lack ofmoney or health problems.

Activity Options1. Working with a group of classmates, draw up a

list of questions you would like to ask an immi-grant like Freide Goldfusz who passed throughEllis Island.

2. With your class, brainstorm a list of people inyour community who emigrated to the UnitedStates. Choose one person from the list andinvite him or her to speak to your class aboutimmigration. Afterwards, compare the speaker’sexperiences with those of immigrants you haveread about.

3. Write a poem about immigration from the pointof view of Freide Goldfusz or another immigrantwho arrived at Ellis Island. Share your poemwith classmates.

CHAPTER

7

Ellis Island Literacy card—Polish. By courtesy of the Ellis Island Immigration Museum.

Ellis Island telegram. By courtesy of the Ellis Island Immigration Museum.

Ellis Island Detention card. National Archives.

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RETEACHING ACTIVITY The Challenges of Urbanization

Finding Main Ideas


_____ 1. Many immigrants flocked to the nation’s cities because of a. quality schools.b. steady jobs.c. convenient shopping.d. a rich cultural atmosphere.

_____ 2. Among the many Southern farmers who moved to the cities to find jobs was a large group of a. Native Americans.b. African Americans.c. Dutch.d. Scots-Irish.

_____ 3. In 1873, San Francisco unveiled a new mode of transportation known as the a. automobile.b. airplane.c. street car.d. bicycle.

____ 4. Settlement houses were run largely by a. women.b. African Americans.c. immigrants.d. political bosses.

_____ 5. The co-founder of Hull House in Chicago wasa. Jane Addams.b. Janie Porter Barrett.c. Jacob Riis.d. Elizabeth Cady Stanton.

_____ 6. One thing that most urban dwellers did not have to worry about wasa. overcrowded conditions.b. poor sanitationc. crime and fired. access to transportation.

Section 2

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AMERICAN LIVES William Marcy “Boss” TweedCorrupt Boss of the Political Machine

“There is not in the history of villainy a parallel for the gigantic crime againstproperty conspired [to] by the Tammany Ring.”—Henry G. Stebbins, report ofthe Committee of Seventy that investigated the Tweed Ring (1871)

Section 3

William Marcy Tweed was the most spectacu-lar example of the corrupt boss of the urban

political machine of the 1800s. Rising from obscuri-ty to control New York City in a time of its greatgrowth, Tweed and his friends raked in a fortune.Then their empire quickly collapsed.

Tweed (1823–1878) was born in New York. Hebecame a bookkeeper and seemed ready for mod-est success. After becoming chief of a volunteer firecompany, he turned to politics, running for alder-man as a Democrat. Knowing that he would proba-bly lose the election to the Whig candidate, he per-suaded a friend to run as an independent Whig. Bysplitting that party’s vote, Tweed won the election.

Tweed took over New York’s Democratic Party,called Tammany Hall after its headquarters. Soonhe was elected to the board of supervisors. Despitehaving no legal training, he opened a law office in1860. One client paid him $100,000 in one yearalone, knowing that his so-called legal advice wouldprove useful. Winning the election of friends tovarious city posts, “Boss” Tweed built his power. In1861 his candidate defeated a rival for mayor. Thecampaign cost Tweed $100,000—but he made themoney back quickly.

Soon thereafter Tweed was the head of severalNew York politicians, a corrupt group—known as a“ring”—that took over control of city finances. Theycheated the government out of millions of dollars.

In 1868, the ring controlled the mayor of NewYork City, the speaker of the state assembly, and thestate’s governor. In 1869, the ring decided that allbills sent to New York City and the county would bedoubled, with the extra money going into theirpockets. Later the share was increased even more.

Because the city did not enjoy complete free-

dom from state control, Tweed had a new city char-ter written. It appeared to simplify city govern-ment, thus winning the support of many prominentNew Yorkers as a useful reform. Its real purpose,though, was to increase Tammany control over thecity government. Tweed got the state legislature topass the charter.

By authorizing the building of the BrooklynBridge, Tweed collected $40,000 in stock. The mil-lions received from the fraudulent scheme to buildthe county courthouse was split five ways. Four partswent to Tweed and three friends. The final share wasused to distribute among lesser politicians.

In 1870, the press began a campaign against theTweed Ring. Harper’s Weekly, led by cartoonistThomas Nast, was first. It was followed by the NewYork Times. The next year, two Democratic oppo-nents of the ring gave the Times official recordsthat showed widespread corruption. The ringoffered the newspaper $5 million not to publish theevidence—and another $500,000 to Nast to stopdrawing his cartoons. But they went ahead, andNew Yorkers rose in anger. An investigating com-mittee condemned Tweed and his partners, whowere then arrested. Tweed spent his last eight years in and out of court and prison. He died in jailat age 55.

Questions1. What was Tweed’s first political “dirty trick”?2. What was the secret to Tweed’s success as long

as it lasted?3. The evidence offered to the New York Times in

1871 included pages from the city’s accountbooks. Why would they be damaging to the ring?

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AMERICAN LIVES W. E. B. Du BoisScholar, Activist, Critic

“The world was thinking wrong about race because it did not know. The ulti-mate evil was stupidity. The cure for it was knowledge based on scientific inves-tigation.”—W. E. B. Du Bois, Dusk of Dawn (1940)

Section 2

W. E. B. Du Bois’s ideas evolved over his longcareer. In one thing, however, he was con-

stant. He wanted to highlight the contributions andcondition of African Americans because, he oncesaid, “The problem of the twentieth century is theproblem of the color line.”

Du Bois (1868–1963), born in Massachusetts,received a shock when he reached Fisk University,an all-black college in Nashville, Tennessee. Therehe experienced for the first time segregation in theSouth. He later wrote that only an AfricanAmerican “going into the South for the first timecan have any conception of [segregation’s] bar-barism.“ After graduation from Fisk, he attendedHarvard University, where he learned to questionaccepted ideas.

Du Bois began to teach while he continuedwork for his Ph.D., which he was awarded in 1895.In his doctoral dissertation, he argued that the slavetrade was ended not for moral reasons, but for eco-nomic ones. A brilliant study, it made his name as ascholar. Du Bois’s next book, The PhiladelphiaNegro, was an equally impressive work of sociology.In it, Du Bois argued forcefully against the idea—quite common at the time—that racial differenceswere based on genetic traits.

By the turn of the century, Du Bois began a peri-od of political activism. Joining with 28 otherAfrican-American intellectuals, he founded theNiagara Movement. This group rejected the views ofBooker T. Washington, a leading African American.Washington urged blacks to pursue job training anduse economic advances to secure political rights. TheNiagara Movement disagreed, flatly stating, “Wewant full manhood suffrage and we want it now.” DuBois criticized Washington even though AtlantaUniversity, where he worked, depended on financialaid from Washington supporters.

This movement was taken into the NationalAssociation for the Advancement of ColoredPeople, formed in 1909. Du Bois left AtlantaUniversity to become editor of the NAACP’s jour-

nal, Crisis. He held the position for 25 years andused it to protest lynching and the denial of rightsto African Americans, to celebrate the achieve-ments of African culture, and to promote African-American art. From time to time, he took positionsopposed by the NAACP.

One cause of these differences was Du Bois’sbroadening views and growing socialism. WorldWar I convinced him that the root of AfricanAmericans’ problems was white imperialism.Slavery and segregation, in this view, were just oneaspect of this imperialism, which was also suppress-ing people of color around the world. Du Bois alsobegan to believe that economic condition deter-mined political status. He urged African Americansto adopt economic segregation from mainstreamAmerican life. The NAACP, though, supportedintegration. Eventually, these differences led him toresign from editing Crisis.

Du Bois still had almost three decades of workremaining. In his later writings, he continued tobroaden his concern to include the oppressedaround the world, especially people of color. Hedefined Karl Marx’s term—the proletariat—as morethan just white laborers in Europe and America.This class was “overwhelmingly of the darker work-ers of Asia, Africa, the islands of the sea, and SouthCentral America . . . who are supporting a super-structure of wealth, luxury, and extravagance.” Hisradical views led to his arrest in the anticommunisthysteria of the 1950s. But Du Bois refused to stopspeaking out. In his last major work, a three-novelseries called The Black Flame, he used fiction to ana-lyze the African-American experience from the endof Reconstruction to the postwar period.

Questions1. Why was Du Bois startled when he went to Fisk

University?2. What incidents show Du Bois’s independence of

mind?3. How did Du Bois’s ideas change over time?

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US History A

HIGH SCHOOL

Summer School

Week Two

The Progressive Era 1

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GUIDED READING The Origins of Progressivism

Section 1

A. As you read about the era of reform, take notes about the goals, reformers, andsuccesses of the reform movements.

CHAPTER

9

Social Reforms People and Groups Involved Successes (laws, legal decisions, etc.)

1. Social welfare reformmovement

2. Moral reform movement

3. Economic reform movement

4. Movement for industrialefficiency

5. Movement to protectworkers

Political Reforms People and Groups Involved Successes (laws, legal decisions, etc.)

6. Movement to reformlocal government

7. State reform of big business

8. Movement for electionreform

B. On the back of this paper, explain the importance of the following:

progressive movement prohibition scientific management

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GUIDED READING Teddy Roosevelt’s Square Deal

Section 3

A. As you read this section, write notes to answer questions about PresidentTheodore Roosevelt. If Roosevelt took no steps to solve the problem or if nolegislation was involved in solving the problem, write “none.”

B. On the back of this paper, explain the importance of each of the following:

Square Deal The Jungle Upton Sinclair NAACP

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9

Problem What steps did Roosevelt take to Which legislation helped solve solve each problem? the problem?

1. 1902 coal strike

2. Trusts

3. Unregulated big business

4. Dangerous foods and medicines

5. Shrinking wilderness andnatural resources

6. Racial discrimination

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4 Unit 3, Chapter 9

Name Date

GUIDED READING Progressivism Under Taft

Section 4

A. As you read this section, take notes to answer questions about growing conflictsbetween reform and business interests.

In 1912, the Republican Party splits at its convention.

In the 1912 election, four parties run candidates.

B. On the back of this paper, explain why Gifford Pinchot is an important figure inU.S. history.

CHAPTER

9

Progressives Conservatives

1. Why did they support oroppose Taft?

2. What party did they form orstay with?

Progressive Party Republican Party Democratic Party Socialist Party

3. Who did they run for president?

4. What was their candidate’s position on big business?

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GUIDED READING Wilson’s New Freedom

Section 5

As you read about President Wilson’s approach to reform, take notes to answer the questions.

CHAPTER

9

What were the aims of each piece of legislation or constitutional amendment?

1. Federal Trade Act

2. Clayton Antitrust Act

3. Underwood Tariff

4. SixteenthAmendment

5. Federal Reserve Act

6. Which three new developments finally brought the success of the woman suffrage movement within reach?

7. Which constitutional amendment recognized women’s right to vote?

8. How did Wilson retreat on civil rights?

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BUILDING VOCABULARY The Progressive Era

A. Matching Match the description in the second column with the term or name inthe first column. Write the appropriate letter next to the word.

_____ 1. suffrage a. name of Roosevelt’s reform measures

_____ 2. Woodrow Wilson b. journalists who uncovered corruption

_____ 3. Nineteenth Amendment c. the right to vote

_____ 4. muckrakers d. progressive party headed by Roosevelt

_____ 5. conservation e. granted suffrage for women

_____ 6. Prohibition f. sought to curb growth of monopolies

_____ 7. Florence Kelley g. advocate for women and children

_____ 8. Clayton Antitrust Act h. winner of 1912 presidential election

_____ 9. Bull-Moose Party i. the banning of alcoholic beverages

____ 10. Square Deal j. preservation of natural resources

B. Evaluating Write T in the blank if the statement is true. If the statement is false,write F in the blank and then write the corrected statement on the line below.

_____ 1. Susan B. Anthony was a leading proponent of woman suffrage.

_____________________________________________________________________

_____ 2. The major goal of the prominent progressive governor Robert M. La Follette was reforming the nation’s education system.

_____________________________________________________________________

_____ 3. The goal of the NAACP was full voting rights for women.

_____________________________________________________________________

_____ 4. Upton Sinclair was the author of The Jungle, a critical look at the nation’s meatpacking industry.

_____________________________________________________________________

_____ 5. The progressive movement aimed at returning control of government to the people, restoring economic opportunities, and correcting injustices in American life.

_____________________________________________________________________

C. Writing Write a paragraph describing some of the significant political reformsduring the Progressive Era using the following terms.

initiative referendum recall Seventeenth Amendment

CHAPTER

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CHAPTER PRIMARY SOURCE Political PosterThis political poster was prepared by the Massachusetts Woman SuffrageAssociation. What does the poster urge voters to support on November 2 and why?Section 2

Research Options1. Find out more about the methods that woman

suffragists used to draw attention to their cause.Then discuss with your classmates which meth-ods might still be used effectively today to con-vey a political message.

2. Research the National Association Opposed toWoman Suffrage formed in 1911. Who was itsleader? Why did this organization oppose womansuffrage? To share your findings with the class,create an anti-suffrage poster that reflects thisorganization’s position.

9

Smithsonian Institution.

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GUIDED READING Imperialism and America

Section 1

A. As you read this section, fill out the chart below by summarizing reasons why theUnited States became an imperial power.

B. For each year on the time line below, identify one important event in the history ofU.S. involvement in Hawaii.

C. On the back of this paper, identify who Queen Liliuokalani and Sanford B.Dole were and explain how their lives were connected.

CHAPTER

10

4. What did Admiral Mahan urge the United States to do to protect its interests?

The Roots of American Imperialism

1. Economic roots 2. Political and military roots 3. Racist roots

U.S. Imperialism in Hawaii

1875

1887

1890

1891

1897

1898

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GUIDED READING The Spanish-American WarSection 2

A. As you read about the Spanish-American War, write notes in the appropriate boxesto answer the questions about its causes and effects.

B. On the back of this paper, explain briefly who George Dewey was and what hedid. Then explain the importance of the Rough Riders and San Juan Hill.

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Causes: How did each of the following help to cause the outbreak of the Spanish-American War?

1. American business owners

2. José Martí

3. Valeriano Weyler

4. Yellow journalism

5. De Lôme letter

6. U.S.S. Maine

Effects: What happened to each of the following territories as a result of the Spanish-American War?

7. Cuba

8. Puerto Rico

9. Guam

10. Philippine Islands

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RETEACHING ACTIIVITY Acquiring New Lands

Completion

A. Complete each sentence with the appropriate term or name.

governor Filipinoprotectorate spheres of influenceBoxers upper houseMark Twain Americanlower house William Jennings Bryan

1. Under the Foraker Act, the United States had the power to appoint Puerto Rico’s _____________ and ____________.

2. The rebellion in the Philippines cost 4,000 _____________ lives.

3. The ____________ were a group opposed to the growing foreign influence in China.

4. By the late 1800s, China had become home to several European ____________, areas where a nationclaimed special rights and economic privileges.

5. President McKinley’s opponent in the 1900 presidential election was ____________, a staunch opponentof imperialism.

Evaluating

B. Write T in the blank if the statement is true. If the statement is false, write F in theblank and then write the corrected statement on the line below.

_____ 1. The most important reason for the United States to maintain a strong political presence in Cubawas to protect American business interests.

_____ 2. The Supreme Court ruled in the Insular Cases that the U.S. Constitution automatically appliedto people in acquired territories.

_____ 3. Many Americans questioned the U.S. presence in Puerto Rico, which was of no strategicimportance to the United States.

_____ 4. The United States finally granted the Philippines its independence on July 4, 1946.

_____ 5. Members of the Anti-Imperialist League believed it was wrong for the United States to ruleother people without their consent.

Section 3

CHAPTER

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RETEACHING ACTIIVITY America as a World Power



_____ 1. Theodore Roosevelt earned the Nobel Peace Prize in 1906 for helping to negotiate a peacetreaty to end the war between a. England and France.b. Russia and Japan.c. Cuba and Spain.d. China and India.

_____ 2. Before building the Panama Canal, the United States helped to free Panama from its rule by a. Colombia.b. Nicaragua.c. El Salvador.d. Mexico.

_____ 3. Construction of the Panama Canal took a. 3 years.b. 5 years.c. 10 years.d. 15 years.

_____ 4. The Roosevelt Corollary proclaimed U.S. authority over a. Canada.b. Asia.c. Africa.d. Latin America.

____ 5. The U.S. president most associated with dollar diplomacy wasa. Theodore Roosevelt.b. Woodrow Wilson.c. Grover Cleveland.d. William Howard Taft.

_____ 6. Woodrow Wislon dispatched General John J. Pershing into Mexico to capture the rebelleadera. Porifio Díaz.b. Francisco “Pancho” Villa.c. Francisco Madero.d. Venustiano Carranza.

Section 4

CHAPTER

10

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GUIDED READING World War I Begins

Section 1

A. As you read this section, take notes to answer questions about the internationalpolitics that led to war in Europe.

B. On the back of this paper, identify or define each of the following:

Allies Central Powers “no man’s land” trench warfare Zimmermann note

How did the following help to ignite the war in Europe?

1. Nationalism 2. Imperialism 3. Militarism 4. Alliances 5. Assassination ofArchdukeFerdinand

Why did the following groups of Americans tend to oppose U.S. participation in the war?

6. Naturalized citizens 7. Socialists 8. Pacifists 9. Parents

What did the following nations do to encourage U.S. participation in the war?

10. Britain 11. Germany 12. Russia

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CHAPTER

11 GUIDED READING American Power Tips the Balance

Section 2

A. As you read this section, write notes to answer questions about the Americanexperience in World War I.

B. On the back of this paper, identify or define each of the following:

Alvin York conscientious objector Eddie Rickenbacker

1. How did the United States raise an army? 2. How did U.S. soldiers help win the war?

3. How did the United States build its naval force? 4. How did the U.S. Navy help win the war?

5. What new weapons of mechanized warfare threatened those in combat?

6. What did the war cost in terms of the number of . . .

civilian military injuries? refugees?deaths? deaths?

7. What were the estimated economic costs?

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CHAPTER

11 GUIDED READING The War at Home

Section 3

A. As you read this section, take notes to answer questions about how World War Ichanged American society.

B. On the back of this paper, briefly explain why Bernard M. Baruch and GeorgeCreel are significant historical figures.

What were some things accomplished by the following wartime agencies and laws?

1. War Industries Board

4. National War Labor Board

7. Espionage and Sedition Acts

2. Railroad Administration

5. Food Administration

3. Fuel Administration

6. Committee on PublicInformation

What changes did the war bring about for the following groups of Americans?

8. Immigrants 9. African Americans 10. Women

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GUIDED READING Wilson Fights for Peace

Section 4

As you read about President Wilson’s plan for world peace, make notes to answerquestions related to the time line below.

What were Wilson’s points?

1.

2.

3.

4.

5.

6.–13.

14.

15. What terms of the treaty specifically affected Germany?

16. What were the weaknesses of the treaty?

17. Why did Henry Cabot Lodge object to the treaty?

18. How did Wilson help bring about the Senate’s rejection of the treaty?

19. What circumstances at this time would eventually lead manyGermans to support Adolf Hitler?

Wilson deliversFourteen Pointsspeech to Congress.

Treaty of Versailles is signed.

Senate rejects Treaty of Versailles.

Senate again rejects Treaty ofVersailles.

U.S. signs separate treaty with Germany.

1918

1919

1920

1921

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BUILDING VOCABULARY The First World War

militarism Eddie Rickenbacker George Creelnationalism convoy system Selective Service Act trench warfare propaganda reparationsArchduke Franz Ferdinand armistice war-guilt clause

Completion

A. Select the term or name above that best completes the sentence.

1. An intense devotion to the interests and culture of one’s nation, known as ____________, was one of thelong-term causes of World War I.

2. The assassination of _____________ in Sarajevo by a Serbian nationalist was the spark that ignited the war.3. With the help of the ______________, which required men to register with the government for possible

military service, the United States was able to raise a large fighting force.4. Through the use of _____________, American officials were able to earn much public support for

the war.5. The treaty ending World War I contained a _____________, which forced Germany to admit sole respon-

sibility for starting the conflict.

Matching

B. Match the definition in the second column with the word in the first column. Write the appropriate letternext to the word.

_____ 1. militarism a. laws that imposed penalties for disloyalty

_____ 2. no man’s land b. payment or compensation for war-related damages

_____ 3. Zimmermann note c. a truce or end to the fighting

_____ 4. convoy system d. a build-up of armed forces

_____ 5. conscientious objector e. body that regulated U.S. wartime production

_____ 6. armistice f. barren region between opposing trenches

_____ 7. Great Migration g. German letter seeking help from Mexico

_____ 8. War Industries Board h. one who opposes war on moral grounds

_____ 9. Espionage and Sedition Acts i. movement of Southern African Americans to the North

_____10. reparations j. use of destroyers to protect merchant ships

Writing

C. Imagine that you are a prominent U.S. political leader in 1919. Use each of the following terms and namescorrectly in a paragraph either supporting or opposing the peace agreement ending World War I.

Fourteen Points League of Nations Treaty of Versailles Henry Cabot Lodge


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RETEACHING ACTIVITY American Power Tips the Balance

Section 2


A. The statements below are headlines that could have been written during World War I. In the space provided, write several sentences that support each headline with specific details.

1. America Mobilizes for War

2. New Weapons Change the Fighting

3. The War Takes a Heavy Toll

Evaluating

B. If the statement is true,write T in the blank. If the statement is false, write F in the blank. Then write the corrected statement on the line below it.

____ 1. Under the convoy system, a fleet of destroyers protected merchant ships in the Atlantic Ocean.

____ 2. The leader of the American Expeditionary Forces was Eddie Rickenbacker.

____ 3. Alvin York became a hero at the battle of Meuse-Argonne.

____ 4. Germany agreed to a cease-fire on January 1, 1919.

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US History A

HIGH SCHOOL

Summer School

Week Three

Politics of the Roaring Twenties 3

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GUIDED READING The Business of America

Section 3

A. In the first column, write notes to describe how the inventions and trends of the1920s changed American life. In the second column, write the name of a relatedcompany or product that contributed to the boom of the 1920s.

B. Why should Americans in the 1920s have shown greater concern for their future?Note three things that were, or might have been, seen as “clouds in the blue skiesof prosperity.”

C. On the back of this paper, explain the meaning of urban sprawl.

CHAPTER

12

Invention or Trend Effects of the Invention or Trend Company or Product

1. Automobiles

2. Airplane industry

3. Alternating electrical current

4. Modern advertising

5. Installment plan

1. 2. 3.

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A. Matching Match the description in the second column with the term or name in the first column.Write the appropriate letter next to the word.

_____ 1. installment plan a. leader of United Mine Workers

_____ 2. Fordney-McCumber Tariff b. spread of cities

_____ 3. isolationism c. prejudice against foreign-born people

_____ 4. urban sprawl d. raised import taxes to highest level ever

_____ 5. John L. Lewis e. a policy of retreating from foreign affairs

_____ 6. nativism f. allowed people to buy goods over time


_____ 1. Calvin Coolidge was a pro-business president.

_____ 2. Anarchists were those who only opposed socialism.

_____ 3. As secretary of state, Charles Evans Hughes urged the major powers of the West to build uptheir arms.

____ 4. Communism is an economic and political system based on a single-party government ruled by adictatorship.

____ 5. The trial and conviction of Sacco and Vanzetti was an example of the hysteria caused by the RedScare of the 1920s.

C. Writing Write a paragraph describing the scandals of the administration ofWarren G. Harding using the following terms.

Ohio gang Teapot Dome scandal Albert B. Fall

BUILDING VOCABULARY Politics of the RoaringTwenties

CHAPTER

12

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CHAPTER

12AMERICAN LIVES Henry Ford

Engineer with a Vision

“[M]ake money and use it, give employment, build factories, and send out thecar where the people [can] use it. . . . Business is a service, not a bonanza.”—Henry Ford, on his view of the goals of his business (1916)

Section 3

Henry Ford (1863–1947) did not invent theautomobile. He did not invent the assembly

line. What he did was to use his engineering skill todevelop a reliable car and to devise a method ofmanufacturing it that was cheap. In doing so, heachieved his vision—to put a steering wheel in thehands of ordinary people.

Ford was born on a farm outside Detroit andloved the peace of the countryside. He dislikedfarm work, though–machines interested him. At16, he began to work in a machine shop. From thatjob and others he improved his knowledge of steampower and electrical systems. Meanwhile, he beganto tinker with developing an automobile. In 1896,he completed his first, the “quadricycle,” in a smallshed. After knocking out part of the wall—thevehicle was too wide for the doorway—he drovehis first car onto the street.

Ford sold the car for $200 and immediatelybegan making another. Though his first twoautomaking companies failed, he earned a reputa-tion as a skilled engineer. In 1902 Ford got thefinancial backing for a third company. Its first carwas released in 1903. However, the investors want-ed to sell cars to the wealthy—who bought most ofthe cars sold at the time. Ford wanted to make carswith mass appeal. He bought out these investorsand in 1908 introduced his dream: the Model T.For almost 20 years, the Model T dominated theauto industry. By cutting costs, Ford was able to cutits price—from $1,000 in 1908 to only $345 in1916. The durable, cheap “Tin Lizzie” became theeveryday car of ordinary Americans. Much of thereduced cost of the Model T is attributed to Ford’sunique assembly-line construction that eliminatedunnecessary motion through simplified operations.

Ford also had another type of improvement uphis sleeve. In 1914 he stunned American industryby announcing that he would pay workers $5 a day.As auto workers in Detroit were being paid from$1.80 to $2.50 a day, Ford’s new wage was revolu-tionary. Ford’s reasoning was simple: by paying

workers more, he offset the boredom of the assem-bly line by giving them the resources to afford tobuy his cars. Still facing some opposition fromother investors, Ford bought out other stockholdersand put control firmly in the hands of himself andhis family. The cost was $105 million.

Ford suffered setbacks too. During World WarI, he sponsored a “peace ship” that hoped to con-vince nations to stop the fighting. The idea failedmiserably. He also became notorious for hisextreme views, especially his hatred of Jewish peo-ple. Some workers resented the company’s“Sociology Department.” This group was set up tohelp workers—many of them immigrants and manyuneducated—live thrifty lives. However, the staffoften intruded in the workers’ lives. Finally, duringthe 1920s, sales dwindled as consumers preferredflashier cars from other companies.

In 1927, Ford shut down his factories andhelped design a new car—the Model A. It was aninstant but short-lived success. The depressionseverely hit Ford’s company. By the mid-1930s,Ford was only the third biggest automaker. In addi-tion, the company had a poor labor-relationsrecord. It suppressed union organizers until finallyallowing a union in 1941.

Ford, meanwhile, devoted himself mainly to anew project. He founded a historical museum andvillage. This collection of homes and other build-ings celebrated and preserved the values andlifestyle of nineteenth-century rural America—thelife that Ford’s car had changed entirely. After 1938Ford mostly gave control of his company to othersbefore officially retiring in 1945.

Questions1. Hearing of the $5 day, a publisher said “He’s

crazy, isn’t he?” Why did Ford’s action get such areaction?

2. Assess Ford’s contribution to industry.3. Do you think Ford was a good employer? Explain.

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GUIDED READING Changing Ways of Life

Section 1

As you read about how the 1920s reflected conflicts and tensions in American culture,take notes to answer the questions below.

In January 1920, prohibition went into effect.

In July 1925, Clarence Darrow and William Jennings Bryan faced each other in the Scopes trial.

CHAPTER

13

1. a. Who tended to be supporters of prohibition atthis time?

b. Why did they support it?

3. Why was prohibition repealed?

2. a. Who tended to be opponents of prohibition atthis time?

b. Why did they oppose it?

4. a. Who were Darrow’s main supporters?

b. Why did they support him?

6. What was the outcome of the case?

5. a. Who were Bryan’s main supporters?

b. Why did they support him?

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GUIDED READING The Twenties Woman

Section 2

A. As you read about women’s changing roles in the 1920s, fill out the chart by writingnotes in the appropriate spaces.

B. On the back of this paper, define flapper and double standard.

CHAPTER

13

Social Life in the 1920s

1. Note two wayswomen’s fashionschanged.

2. Note two wayswomen’s socialbehavior changed.

3. Note two words thatdescribe the attitudereflected by thesechanges.

Work and Home Life in the 1920s

4. Note one waywomen’s work oppor-tunities improved.

5. Note two wayswomen’s home andfamily life improved.

6. Note three negativeeffects that accom-panied women’schanging roles inthe 1920s.

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GUIDED READING Education and Popular Culture

Section 3

A. As you read this section, take notes summarizing how public education changed.

B. As you read about how America’s popular culture developed in the 1920s, give atleast two specific examples of each area of popular culture.

C. On the back of this paper, briefly explain who Charles A. Lindbergh was andhow he became America’s “most beloved hero” of the 1920s.

CHAPTER

13

Education Before the 1920s Education During the 1920s

1. Enrollments

2. Types of courses

3. Immigrants

4. Financing

1. Magazines

3. Sports

5. Theater, music, and art

2. Radio

4. Movies

6. Literature

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GUIDED READING The Harlem Renaissance

Section 4

A. Name the organization with which each leader was associated. Then note theirbeliefs and goals as well as the tactics they believed necessary to achieve them.

B. Describe briefly what each of the following artists was known for.

CHAPTER

13

1. W. E. B. Du Bois and James Weldon Johnson

Organization:

Beliefs, goals, and tactics:

2. Marcus Garvey

Organization:

Beliefs, goals, and tactics:

African-American Writers

1. Claude McKay

2. Langston Hughes

3. Zora Neale Hurston

African-American Performers

4. Paul Robeson

5. Louis Armstrong

6. Duke Ellington

7. Bessie Smith

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BUILDING VOCABULARY The Roaring Life of the 1920s

A. Matching Match the description in the second column with the term or name inthe first column. Write the appropriate letter next to the word.

_____ 1. Ernest Hemingway a. made first nonstop flight across Atlantic

_____ 2. fundamentalism b. banning of alcohol sale and consumption

_____ 3. Sinclair Lewis c. flowering of African-American culture

_____ 4. prohibition d. well-known American expatriate author

_____ 5. Marcus Garvey e. underground saloons and nightclubs

_____ 6. Charles A. Lindbergh f. winner of Nobel Prize in literature

_____ 7. Harlem Renaissance g. belief in literal interpretation of the Bible

_____ 8. speakeasies h. urged separate African American society

B. Completion Select the term or name that best completes the sentence.

George Gershwin Bessie Smith F. Scott FitzgeraldPaul Robeson Scopes Trial Edna St. Vincent MillayLouis Armstrong Rough Riders Georgia O’Keeffe

1. The ___________ was a fight over evolution and the role of science and religion in U.S. public schools.

2. ____________ helped create a uniquely American sound by mixing jazz with more traditional elements.

3. _______________ was a prominent 1920s painter who sought to capture the grandeur of New York.

4. A tower figure of the Harlem Renaissance, ______________ is considered perhaps the most importantmusician in the history of jazz.

5. An outstanding blues singer, ______________ eventually became the highest paid black artist in theworld.

C. Writing Bring the following two terms together in a paragraph about thedramatic changes women underwent in the 1920s.

flapper double standard

CHAPTER

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Matching

A. Complete each sentence with the appropriate term or name.

nursing social reform managerialfactory health-care household laborsmoking drinking teachingbirth-control1. After World War I, many female college graduates entered “women’s professions,” such as

_____________ and ____________.

2. While some 10 million women were in the workforce by 1930, few had risen to _____________positions.

3. In 1916, Margaret Singer opened the first ___________ clinic in the country.

4. A number of women in the 1920s displayed their new sense of freedom by ___________ and__________ in public.

5. Women in the 1920s experienced greater freedom through the help of technologicalinnovations that simplified ______________.

Evaluating

B. Write T in the blank if the statement is true. If the statement is false, write F in the blank and then writethe corrected statement on the line below.

_____ 1. Teenagers in the 1920s spent more time with their families than in decades before.

_____ 2. As women experienced greater social and economic freedom, they also experiencedgreater equality in marriage.

_____ 3. Fearing competition for jobs, many men argued that women should be just temporaryworkers.

_____ 4. Traditionalists in churches and schools supported women’s more freewheeling socialbehavior.

_____ 5. The nation’s birthrate, which had been declining for several decades, rose significantlyduring the 1920s.

RETEACHING ACTIVITY The Twenties Woman

Section 2

CHAPTER

13

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CHAPTER

14 GUIDED READING Hardship and Suffering Duringthe Depression

Section 2

A. As you read about how people coped with hard times, use the chart below tosummarize the Great Depression’s effects on various aspects of American life.

B. On the back of this paper, define each of the following terms.

Dust Bowl shantytown soup kitchen bread line direct relief

1. Employment

2. Housing

3. Farming

4. Race relations

5. Family life

6. Physical health

7. Emotional health

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BUILDING VOCABULARY The Great Depression Begins

A. Completion Select the term or name that best completes the sentence.

Calvin Coolidge Dust Bowl Federal Home Loan Bank ActBuying on margin Herbert Hoover price-supportsGreat Depression Alfred E. Smith Reconstruction Finance Corporation

1. In an attempt to help ease farmers’ financial woes, the government began a policy of___________, or buying surplus crops and selling them abroad.

2. The period from 1929 to 1940, in which the nation suffered from a continuous and deep economiccrisis, was known as the ____________.

3. Accompanying the economic depression of the 1930s were years of drought that earned the GreatPlains the name _______________.

4. The cautious steps taken by President _______________ in addressing the Great Depressionroused anger among many Americans.

5. President Hoover’s most ambitious economic measure, the ________________, authorized up to$2 billion for banks and other businesses.


_____ 1. The day in October 1929 that the stock market crashed became known as Black Tuesday.

_____ 2. Hoping to increase the flow of goods into the country, Congress in 1930 passed the Hawley-Smoot Tariff Act, which established the lowest tariffs in the nation’s history.

_____ 3. Direct relief was cash payments or food provided by the government to the poor.

_____ 4. Many investors in the late 1920s began buying on margin, or purchasing stocks and bonds on thechance of a quick profit, while ignoring the risks.

_____ 5. The group of World War I veterans who marched on Washington, D.C. to demand immediatepayment of their war bonuses was known as the Rough Riders.

C. Writing Write a paragraph about daily life during the Great Depression usingthe following terms.

shantytowns soup kitchens bread lines

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14PRIMARY SOURCE The Stock Market CrashNew York Times reporter Elliott V. Bell witnessed firsthand the panic and despairthat ensued after the stock market crashed on October 24, 1929. As you read hisaccount, think about the chain of events that followed the crash.Section 1

The market opened steady with prices littlechanged from the previous day, though some

rather large blocks, of 20,000 to 25,000 shares, cameout at the start. It sagged easily for the first half hour,and then around eleven o’clock the deluge broke.

It came with a speed and ferocity that left mendazed. The bottom simply fell out of the market. Fromall over the country a torrent of selling orders pouredonto the floor of the Stock Exchange and there wereno buying orders to meet it. Quotations of representa-tive active issues, like Steel, Telephone, and Anaconda,began to fall two, three, five, and even ten pointsbetween sales. Less active stocks became unmar-ketable. Within a few moments the ticker service washopelessly swamped and from then on no one knewwhat was really happening. By 1:30 the ticker tape wasnearly two hours late; by 2:30 it was 147 minutes late.The last quotation was not printed on the tape until7:081⁄2 P.M., four hours, eight and one-half minutes afterthe close. In the meantime, Wall Street had livedthrough an incredible nightmare.

In the strange way that news of a disaster spreads,the word of the market collapse flashed through thecity. By noon great crowds had gathered at the cornerof Broad and Wall streets where the Stock Exchangeon one corner faces Morgan’s [the headquarters of J.P. Morgan] across the way. On the steps of the Sub-Treasury Building, opposite Morgan’s, a crowd ofpress photographers and newsreel men took up theirstand. Traffic was pushed from the streets of thefinancial district by the crush. . . .

The animal roar that rises from the floor of theStock Exchange and which on active days is plainlyaudible in the Street outside, became louder,anguished, terrifying. The streets were crammed witha mixed crowd—agonized little speculators, walkingaimlessly outdoors because they feared to face theticker and the margin clerk; sold-out traders, morbid-ly impelled to visit the scene of their ruin; inquisitiveindividuals and tourists, seeking by gazing at the exte-riors of the Exchange and the big banks to get a clos-er view of the national catastrophe; runners, frantical-ly pushing their way through the throng of idle andcurious in their effort to make deliveries of theunprecedented volume of securities which was being

traded on the floor of the Exchange.The ticker, hopelessly swamped, fell hours behind

the actual trading and became completely meaning-less. Far into the night, and often all night long, thelights blazed in the windows of the tall office build-ings where margin clerks and bookkeepers struggledwith the desperate task of trying to clear one day’sbusiness before the next began. They fainted at theirdesks; the weary runners fell exhausted on the mar-ble floors of banks and slept. But within a fewmonths they were to have ample time to rest up. Bythen thousands of them had been fired.

Agonizing scenes were enacted in the customers’rooms of the various brokers. There traders who a fewshort days before had luxuriated in delusions ofwealth saw all their hopes smashed in a collapse sodevastating, so far beyond their wildest fears, as toseem unreal. Seeking to save a little from the wreck-age, they would order their stocks sold “at the mar-ket,” in many cases to discover that they had notmerely lost everything but were, in addition, in debtto the broker. And then, ironic twist, as like as not thenext few hours’ wild churning of the market would liftprices to levels where they might have sold out andhad a substantial cash balance left over. Every movewas wrong, in those days. The market seemed like aninsensate thing that was wreaking a wild and pitilessrevenge upon those who had thought to master it. from H. W. Baldwin and Shepard Stone, eds., We Saw ItHappen (New York: 1938). Reprinted in Richard B. Morrisand James Woodress, eds., Voices from America’s Past, vol. 3,The Twentieth Century (New York: Dutton, 1962), 90–94.

Research Options1. Find out prices of several stocks, such as RCA or

General Motors, after the October 1929 crash.Then look at the business section of today’s news-paper to compare the 1929 prices with prices ofthe same stocks today.

2. On October 19, 1987, the stock market crashedagain. Find out about Black Monday in 1987 andthen discuss with classmates the similarities anddifferences between this crash and the crash ofOctober 1929.

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14PRIMARY SOURCE Letter from a Dust Bowl Survivor The following letter was written by a survivor of the Dust Bowl in McCracken,Kansas. What problems does she attribute to the drought in the Great Plains?

Section 2

March 24, 1935Dear Family,

Did some of you think that you had a dust storm? I’ll tell you what it was. It wasus shaking our bedding, carpets, etc.

For over a week we have been having troublesome times. The dust is somethingfierce. Sometimes it lets up enough so we can see around; even the sun may shinefor a little time, then we have a frenzied time of cleaning, anticipating the comfortof a clean feeling once more.

We keep the doors and windows all shut tight, with wet papers on the sills. Thetiny particles of dirt sift right through the walls. Two different times it has been aninch thick on my kitchen floor.

Our faces look like coal miners’, our hair is gray and stiff with dirt and we grinddirt in our teeth. We have to wash everything just before we eat it and make it assnappy as possible. Sometimes there is a fog all through the house and all we can doabout it is sit on our dusty chairs and see that fog settle slowly and silently overeverything.

When we open the door, swirling whirlwinds of soil beat against us unmercifully,and we are glad to go back inside and sit choking in the dirt. We couldn’t see thestreetlight just in front of the house.

One morning, early, I went out during a lull, and when I started to return Icouldn’t see the house. I knew the direction, so I kept on coming, and was quiteclose before I could even see the outline. It sure made me feel funny.

There has not been much school this week. It let up a little yesterday and Fredwent with the janitor and they carried dirt out of the church by the scoopful. Fourof them worked all afternoon. We were able to have church this morning, but Ithink many stayed home to clean.

A lot of dirt is blowing now, but it’s not dangerous to be out in it. This dirt is allloose, any little wind will stir it, and there will be no relief until we get rain. If itdoesn’t come soon there will be lots of suffering. If we spit or blow our noses we getmud. We have quite a little trouble with our chests. I understand a good many havepneumonia.

As for gardens, we had ours plowed, but now we do not know whether we havemore or less soil. It’s useless to plant anything.

Grace

from Deb Mulvey, ed., “We Had Everything but Money” (Greendale, Wis.: Reiman, 1992), 43.

Discussion Questions1. According to Grace’s letter, what problems did people living in the

Dust Bowl encounter?2. How would you describe Grace’s attitude about the dust?3. What qualities or traits do you think helped Grace and her family

survive the difficulties that they faced?

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GUIDED READING A New Deal Fights the Depression

Section 1

A. As you read about President Roosevelt’s New Deal, take notes to answer questionsabout each new federal program. The first one is done for you.

B. On the back of this paper, explain who Huey Long was and why he is a significanthistorical figure.

Federal Program What was its immediate purpose? What was its long-term goal?

1. Emergency Banking Relief Act(EBRA)

2. Glass-Steagall Banking Act of1933

3. Federal Securities Act

4. National Industrial RecoveryAct (NIRA)

5. Agricultural Adjustment Act(AAA)

6. Tennessee Valley Authority(TVA)

7. Civilian Conservation Corps(CCC)

8. Federal Emergency ReliefAdministration (FERA)

9. Public Works Administration(PWA)

10. Civil Works Administration(CWA)

11. Home Owners Loan Corporation(HOLC)

Farm Relief/Rural Development

Business Assistance and Reform

Employment Projects

Housing

Authorized the TreasuryDepartment to inspect and closebanks

To restore public confidence inbanks

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15 GUIDED READING The Impact of the New Deal

Section 5

A. As you read about the impact of New Deal reforms, take notes about the lastingeffects of those reforms on American society.

B. On the back of this paper, explain the meaning of parity.

New Deal Laws and Agencies Lasting Effects of These Laws and Agencieson American Government and Life

1. Labor

2. Agriculture and rural life

3. Banking and finance

4. Social welfare

5. Environment

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BUILDING VOCABULARY The New Deal

A. Multiple Choice Circle the letter before the term or name that best completesthe sentence.

1. The Glass-Steagall Act established the (a) Securities and Exchange Commission(b) Federal Deposit Insurance Corporation (c) Civilian Conservation Corps.

2. The Civil Works Administration provided money to states to create jobs mainlyin the construction of (a) schools and other community buildings (b) dams androads (c) historic monuments.

3. The Works Progress Administration was headed by (a) Eleanor Roosevelt (b) Huey Long (c) Harry Hopkins.

4. Frances Perkins was the nation’s first (a) female cabinet member (b) African-American cabinet member (c) African-American to perform at the LincolnMemorial.

5. The novel that depicts the arduous journey of Oklahoma farmers fleeing theDust Bowl is (a) Native Son (b) The Disinherited (c) The Grapes of Wrath.

B. Matching Match the description in the second column with the term or name inthe first column. Write the appropriate letter next to the word.

_____ 1. Civilian Conservation a. Roosevelt’s program to fight the DepressionCorps

_____ 2. Richard Wright b. measure that strengthened labor unions

_____ 3. deficit spending c. famous Depression-era movie

_____ 4. New Deal d. opponent of New Deal

_____ 5. Gone With the Wind e. brought power to an impoverished region

_____ 6. Wagner Act f. author of Native Son

_____ 7. Tennessee Valley Authority g. put millions of young men to work

_____ 8. Huey Long h. government spending that exceeds intake

C. Writing Write a paragraph about how the New Deal affected the nation’sminorities. Use the following names and terms.

Mary McLeod Bethune John Collier New Deal Coalition

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Documents

Summer School Distance Learning Packet