CST Review

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CST REVIEW

11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.


1. Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.



2. Analyze the ideological origins of the American Revolution, the Founding Fathers’ philosophy of divinely bestowed unalienable natural rights, the debates on the drafting and ratification of the Constitution, and the addition of the Bill of Rights.


3. Understand the history of the Constitution after 1787 with emphasis on federal versus state authority and growing democratization.


4. Examine the effects of the Civil War and Reconstruction and of the industrial revolution, including demographic shifts and the emergence in the late nineteenth century of the United States as a world power.



11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.


1. Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.


2. Describe the changing landscape, including the growth of cities linked by industry and trade, and the development of cities divided according to race, ethnicity, and class.


3. Trace the effect of the Americanization movement.


4. Analyze the effect of urban political machines and responses to them by immigrants and middle-class reformers.




5. Discuss corporate mergers that produced trusts and cartels and the economic and political policies of industrial leaders.



11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. (Continued)


6. Trace the economic development of the United States and its emergence as a major industrial power, including its gains from trade and the advantages of its physical geography.


7. Analyze the similarities and differences between the ideologies of Social Darwinism and Social Gospel (e.g., using biographies of William Graham Sumner, Billy Sunday, Dwight L. Moody).

8. Examine the effect of political programs and activities of Populists.


9. Understand the effect of political programs and activities of the Progressives (e.g., federal regulation of railroad transport, Children’s Bureau, the Sixteenth Amendment, Theodore Roosevelt, Hiram Johnson).



11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.

1. Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, antimonarchy and self-rule, worker protection, family-centered communities).


2. Analyze the great religious revivals and the leaders involved in them, including the First Great Awakening, the Second Great Awakening, the Civil War revivals, the Social Gospel Movement, the rise of Christian liberal theology in the nineteenth century, the impact of the Second Vatican Council, and the rise of Christian fundamentalism in current times.


3. Cite incidences of religious intolerance in the United States (e.g., persecution of Mormons, anti-Catholic sentiment, anti-Semitism).

4. Discuss the expanding religious pluralism in the United States and California that resulted from large-scale immigration in the twentieth century.


5. Describe the principles of religious liberty found in the Establishment and Free Exercise clauses of the First Amendment, including the debate on the issue of separation of church and state.


11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.


1. List the purpose and the effects of the Open Door policy.


2. Describe the Spanish-American War and U.S. expansion in the South Pacific.


3. Discuss America’s role in the Panama Revolution and the building of the Panama Canal.



4. Explain Theodore Roosevelt’s Big Stick diplomacy, William Taft’s Dollar Diplomacy, and Woodrow Wilson’s Moral Diplomacy, drawing on relevant speeches.


5. Analyze the political, economic, and social ramifications of World War I on the home front.


6. Trace the declining role of Great Britain and the expanding role of the United States in world affairs after World War II.



11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.



1. Discuss the policies of Presidents Warren Harding, Calvin Coolidge, and Herbert Hoover.


2. Analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties, including the Palmer Raids, Marcus Garvey’s “back-to-Africa” movement, the Ku Klux Klan, and immigration quotas and the responses of organizations such as the American Civil Liberties Union, the National Association for the Advancement of Colored People, and the Anti-Defamation League to those attacks.


3. Examine the passage of the Eighteenth Amendment to the Constitution and the Volstead Act (Prohibition).


4. Analyze the passage of the Nineteenth Amendment and the changing role of women in society.



11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s. (Continued)


5. Describe the Harlem Renaissance and new trends in literature, music, and art, with special attention to the work of writers (e.g., Zora Neale Hurston, Langston Hughes).


6. Trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture.


7. Discuss the rise of mass production techniques, the growth of cities, the impact of new technologies (e.g., the automobile, electricity), and the resulting prosperity and effect on the American landscape.


11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.


1. Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.


2. Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.


3. Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.



4. Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).


5. Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.



11.7 Students analyze America’s participation in World War II.


1. Examine the origins of American involvement in the war, with an emphasis on the events that precipitated the attack on Pearl Harbor.



2. Explain U.S. and Allied wartime strategy, including the major battles of Midway, Normandy, Iwo Jima, Okinawa, and the Battle of the Bulge.



3. Identify the roles and sacrifices of individual American soldiers, as well as the unique contributions of the special fighting forces (e.g., the Tuskegee Airmen, the 442nd Regimental Combat team, the Navajo Code Talkers).


4. Analyze Roosevelt’s foreign policy during World War II (e.g., Four Freedoms speech).


11.7 Students analyze America’s participation in World War II. (Continued)


5. Discuss the constitutional issues and impact of events on the U.S. home front, including the internment of Japanese Americans (e.g., Fred Korematsu v. United States of
America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.


6. Describe major developments in aviation, weaponry, communication, and medicine and the war’s impact on the location of American industry and use of resources.


7. Discuss the decision to drop atomic bombs and the consequences of the decision (Hiroshima and Nagasaki).



8. Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.


11.8 Students analyze the economic boom and social transformation of post–World War II America.



1. Trace the growth of service sector, white collar, and professional sector jobs in business and government.


2. Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.


3. Examine Truman’s labor policy and congressional reaction to it.


4. Analyze new federal government spending on defense, welfare, interest on the national debt, and federal and state spending on education, including the California Master Plan.


11.8 Students analyze the economic boom and social transformation of post–World War II America. (Continued)


5. Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.


6. Discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions.


7. Describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology.


8. Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music, professional sports, architectural and artistic styles).

11.9 Students analyze U.S. foreign policy since World War II.

1. Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.


2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.


3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban Missile Crisis
• Atomic testing in the American West, the “mutual assured destruction” doctrine, and disarmament policies
• The Vietnam War
• Latin American policy
•

11.9 Students analyze U.S. foreign policy since World War II. (Continued)


4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the war in Vietnam, the “nuclear freeze” movement).


5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.


6. Describe U.S. Middle East policy and its strategic, political, and economic interests, including those related to the Gulf War.


7. Examine relations between the United States and Mexico in the twentieth century, including key economic, political, immigration, and environmental issues.


11.10 Students analyze the development of federal civil rights and voting rights.

1. Explain how demands of African Americans helped produce a stimulus for civil rights, including President Roosevelt’s ban on racial discrimination in defense industries in 1941, and how African Americans’ service in World War II produced a stimulus for President Truman’s decision to end segregation in the armed forces in 1948.

2. Examine and analyze the key events, policies, and court cases in the evolution of civil rights, including Dred Scott v. Sandford, Plessy v. Ferguson, Brown v. Board of Education, Regents of the University of California v. Bakke, and California Proposition 209.


3. Describe the collaboration on legal strategy between African American and white civil rights lawyers to end racial segregation in higher education.


4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a Dream” speech.

2.5 Reconstruction

Main Idea
In the months after the Civil War, the nation began the effort to rebuild and reunite.
Radical Republicans, angered with President Johnson’s actions, designed their own policies.
As African Americans entered politics, some Southerners began to resist Republican reforms.
Reconstruction came to an end as Democrats regained power in the South and in Congress.

Vocabulary
Reconstruction, amnesty, pocket veto, freedman, black codes, impeach, tenant farmer, sharecropper

Reading Objectives

1. Describe the major features of congressional Reconstruction and its political impact.
2. Discuss Republican rule in the South during Reconstruction.
3. Explain how Reconstruction ended, and contrast the New South and the Old South.

Reconstruction Begins

• The president and Congress had to deal with Reconstruction, or rebuilding the South after the Civil War. They also had to decide under what terms and conditions the former Confederate states would rejoin the Union.
• President Lincoln’s Proclamation of Amnesty and Reconstruction called for a general amnesty, or pardon, to all Southerners who took an oath of loyalty to the United States and accepted the Union’s proclamations concerning slavery. After ten percent of the state’s voters in the 1860 presidential election had taken the oath, the state could organize a new state government.
• The Radical Republicans in Congress, led by Representative Thaddeus Stevens of Pennsylvania and Senator Charles Sumner of Massachusetts, did not want to reconcile with the South.
• The Radical Republicans had three main goals. They wanted to prevent the Confederate leaders from returning to power after the war. They wanted the Republican Party to become powerful in the South. They wanted the federal government to help African Americans achieve political equality by guaranteeing them the right to vote in the South.
• Moderate Republicans thought Lincoln’s plan was too lenient on the South and the Radical Republicans’ plan was too harsh. By the summer of 1864, the moderates and the radicals came up with a plan that they both could support. The Wade-Davis Bill was introduced and passed in Congress. The Wade-Davis Bill required the majority of adult white men in a former Confederate state to take an oath of allegiance to the Union. The state could then hold a constitutional convention to create a new state government. Each state’s convention would then have to abolish slavery, repudiate all debts the state had acquired as part of the Confederacy, and deprive any former Confederate government officials and military officers the right to vote or hold office.
• Lincoln thought the plan was too harsh, so he blocked the bill with a pocket veto. He did this by letting the session of Congress expire without signing the bill.
• Thousands of freed African Americans, known as freedmen, had followed General Sherman and his troops as they marched through Georgia and South Carolina.
• As a result of the refugee crisis, Congress established the Freedmen’s Bureau. This bureau was to feed and clothe war refugees in the South using army surplus supplies. The bureau also tried to help freedmen find work and negotiate pay and hours worked on plantations.
• Vice President Andrew Johnson became president after Abraham Lincoln’s assassination. Johnson agreed with Lincoln that a moderate policy was needed to bring the South back to the Union.
• In May 1865, Andrew Johnson issued a new Proclamation of Amnesty. This plan offered to pardon all former citizens of the Confederacy who took an oath of loyalty to the Union and to return their property. Excluded from the plan were all former Confederate officers and officials. These people could individually ask the president for a pardon.
• Johnson’s plan to restore the South to the Union included having each former Confederate state ratify the Thirteenth Amendment abolishing slavery. The Southern states, for the most part, met Johnson’s conditions.
• Johnson granted pardons to thousands of Southerners. Many members of Congress were angry that several former Confederate officers and political leaders were elected to Congress. Radical and moderate Republicans voted to reject these new members of Congress.
• The new Southern state legislatures passed laws, known as black codes, that severely limited African Americans’ rights in the South. The codes varied from state to state, but in general, they were written with the intention of keeping African Americans in conditions similar to slavery. The black codes enraged Northerners.

Congressional Reconstruction

• In late 1865, House and Senate Republicans created a Joint Committee on Reconstruction to develop their own program for rebuilding the Union.
• In March 1866, Congress passed the Civil Rights Act of 1866. The act gave citizenship to all persons born in the United States, except Native Americans. It guaranteed the rights of African Americans to own property and be treated equally in court. It granted the U.S. government the right to sue people who violated these rights.
• The Fourteenth Amendment granted citizenship to all persons born or naturalized in the United States. It said that no state could deprive any person of life, liberty, or property “without due process of law.” No state could deny any person “equal protection of the laws.” Congress passed the amendment in June 1866. It was sent to the states for ratification.
• The Fourteenth Amendment became the major issue in the congressional election of 1866. Johnson was against the amendment. He wanted Northern voters to elect a new majority in Congress that would support his plan for Reconstruction. Increased violence against African Americans and their supporters erupted in the South. The Republicans won a three-to-one majority in Congress.
• In March 1867, Congress passed the Military Reconstruction Act. This act did away with Johnson’s Reconstruction programs. The act divided the former Confederate states (except Tennessee because it had ratified the Fourteenth Amendment) into five military districts. A Union general was placed in charge of each district. Each former Confederate state had to hold another constitutional convention to write a constitution that Congress would accept. The constitution had to give the right to vote to all adult male citizens. After the state ratified its new constitution, it had to ratify the Fourteenth Amendment. Then the state could elect people to Congress.
• The Republicans feared that Johnson would veto their Reconstruction plan and interfere with their plans by refusing to enforce the Military Reconstruction Act. Congress passed the Command of the Army Act that required all orders from the president to go through the headquarters of the general of the army. Congress passed the Tenure of Office Act that required the Senate to approve the removal of any government official whose appointment had required the Senate’s approval.
• On February 21, 1868, Johnson challenged the Tenure of Office Act by firing Secretary of War Edwin M. Stanton. Stanton supported the Congressional Reconstruction plan.
• After Johnson fired Stanton, the House of Representatives voted to impeach Johnson. They charged Johnson with breaking the law by refusing to uphold the Tenure of Office Act and with trying to undermine the Reconstruction program. After more than two months of debate, the Senate vote was one vote short for conviction.
• Johnson did not run for election in 1868. General Ulysses S. Grant was the Republican candidate. The presence of Union soldiers in the South helped African Americans vote in large numbers. Grant easily won the election. Republicans kept majorities in both houses of Congress.
• The Republican-led Congress proposed the Fifteenth Amendment to the Constitution. This amendment said that the right to vote could not be denied on account of race, color, or previous servitude. The amendment became part of the Constitution in 1870.

Reconstruction and Republican Rule

• By 1870 all former Confederate states had rejoined the Union.
• During Reconstruction, many Northerners moved to the South. Many were elected or appointed to positions in the state governments. Southerners referred to these Northerners as carpetbaggers because some brought suitcases made of carpet fabric. Many Southerners viewed the Northerners as intruders who wanted to gain from the South’s postwar troubles.
• Southerners also disliked scalawags— white Southerners who worked with the Republicans and supported Reconstruction.
• Thousands of formerly enslaved people took part in governing the South. They were delegates to state conventions, local officials, and state and federal legislators.
• Many formerly enslaved African Americans attended schools in the South during Reconstruction. By 1876 about 40 percent of all African American children attended school in the region.
• African Americans in the South established churches, which served as the center of many African American communities.
• The Republican Party became powerful in the South and started many major reforms. The reforms included repealing the black codes, establishing state hospitals, and rebuilding roads and railways damaged during the Civil War.
• To pay for Republican reforms, many Southern state governments borrowed money and imposed high property taxes.
• Many Southern whites resented African Americans and the Republican-ruled governments. Some Southerners organized secret societies such as the Ku Klux Klan to undermine the Republican rule.
• Klan members terrorized supporters of the Republican governments, including African Americans, white Republicans, carpetbaggers, teachers in African American schools, and others who supported the Republican governments and equality for African Americans.
• In 1870 and 1871, Congress passed three Enforcement Acts to end the violence in the South, one of which made the activities of the Ku Klux Klan illegal.
• Critics attacked Grant’s economic policies, saying that the policies benefited wealthy Americans at the expense of the poor. Liberal Republicans agreed with the Democrats and left the Republican Party in 1872. The Liberal Republicans and the Democratic Party nominated the influential newspaper publisher Horace Greeley for president.
• Grant, the Republican candidate, won the election of 1872.
• Grant’s second term of office was badly hurt by a series of scandals.
• The Panic of 1873 caused many smaller banks to close and the stock market to fall. The panic led to a depression that lasted until the end of the decade.
• In 1874 Democrats won control of the House of Representatives and gained seats in the Senate.

Reconstruction Ends

• During the 1870s, Democrats worked to regain control of state and local governments from the Republicans. Southern Democrats defined the elections as a struggle between whites and African Americans. By 1876 the Democrats had control of most Southern state legislatures.
• The Republican candidate in the election of 1876 was Rutherford B. Hayes. Hayes wanted to end Radical Reconstruction. The Democratic candidate was Samuel Tilden, the former governor of New York. Neither candidate won a majority of electoral votes. There was so much election fraud that it was hard to tell who had won.
• Congress worked out the Compromise of 1877, in which Hayes became president. It is believed that to get Southern Democrats in Congress to agree to Hayes as president, the compromise included the promise by the Republicans to pull federal troops out of the South.
• Hayes pulled federal troops out of the South. This ended Republican governments and Reconstruction in the South.
• President Hayes wanted to put an end to the nation’s sectionalism.
• Many Southerners wanted a “New South” with a strong industrial economy.
• An alliance between Southerners and Northern financiers brought great economic changes to parts of the South. Capital from Northerners built railroads and dozens of new industries.
• Many parts of the South still based their economies on agriculture. Most African Americans had little political power and worked under difficult and unfair conditions.
• After Reconstruction ended, African Americans returned to plantations owned by whites, where they worked for wages or became tenant farmers, paying rent for the land they farmed.
• Most tenant farmers ended up becoming sharecroppers. They paid a share of their crops to cover their rent and farming costs.
• Although sharecropping allowed African American farmers to control their own work schedule and working conditions, it also trapped them in poverty because they could not make enough money to pay off their debts and buy their own land.

The Great Depression

The Great Depression

1929
• America was at the height of prosperity.
• Higher wages, more free time, & new inventions led to consumer society.


All that changed in 1929.
The Great Depression not only affected the US, but Europe as well.

Causes
1. Stock Market Crash of 1929- October
2. Bank failures
3. People stopped buying things
4. Smoot-Hawley Tariff & the American Economic Policy
5. Drought (not a cause but a major event during the Depression era)

The Stock Market
Background
• With more money to spend people invested on the stock market.
• President Hoover’s aim: “a chicken in every pot and two cars in every garage”.
BUT
• 50% of American families earned less than $2000 a year
• American Industry was producing too many goods

Businesses & Stocks
• Companies borrow money to pay for equipment or staff
• To make more money, they can sell stocks, or shares in their company
• Investors get a share of the profit the company makes
• ‘Shareholders’ can sell their shares on the stock market.
• Prices can change every day according to how well the company is doing.
• Prices can also change no matter how the company is doing
• this is called Speculation
• American industry booms, price of stocks go up
• People see the stock market as a way to make easy money
• Banks use your money to buy shares in companies
• Investors sell their shares at higher prices and make huge profits
• More people invest, pushing prices higher
• People buy “on the margin” – you borrow $$ from a broker to buy stocks. When they pay off, both of you get $$

Timeline of the Crash
• Sat 19th Oct - 3.5 million shares sold. Prices fall
• Sun 20th Oct - “Stocks driven down as wave of selling engulfs market”
• Mon. 21st Oct - Over 6 million shares change hands. Prices fall then rise in the afternoon. There are still buyers on the market
• Tue 22nd Oct - Prices begin to rise
• Wed 23rd Oct
• 3 million shares sold in the last hour of trading
Black Thursday
• OCTOBER 24
• Morning: Stock prices begin to fall, & people get desperate – try to sell their stocks
• Brokers start to panic – refuse to buy on margin
• Almost 13 million stocks sold
• Noon: 2 exchanges had shut down, 11 had committed suicide
• A meeting of bankers was held @ J.P. Morgan
• Richard Whitney, v.p. of the Stock Exchange, went onto the floor & started buying high.
• Others followed suit, & the market recovered

….for now

Oct 25-28 – the market begins to recover
Trading remains pretty heavy, prices stay steady
Many investors were still nervous

Black Monday
• The market opens with a flood of selling
• There wasn’t the support of bankers like there had been on the 24th
• Over 9 million shares sold
• New York Stock Exchange value dropped 10 million in 1 day

Black Tuesday
• Market opens @ 10am & everyone begins selling their stocks
• Stock prices at an all-time low
• Bankers were no longer trying to help the market – they were selling stocks too
• By the end of the day, the volume of shares was very high
• 14 billion dollars lost
• The market continued to drop – in June 1930, until July 1932, when it bottom
Black Tuesday is the beginning of the Great Depression

Effect of the Stock Market Crash on the Country
• Thousands of small businesses go bust.
• Banks closed.
• People bought less
• Suicides
• Unemployment

Banking System Collapses
• Banks invested heavily in the market
• Collapse of market led to bank failures
• Many depositors panicked, leading to even more bank failures

Mass Unemployment
• After the crash, over 1 million people lost their jobs
• Loss of income = people think there’s a crisis
• They stop their consumption of goods & services
– This leads to business making less money, so they go out of business
– If they wanted to stay in business, they had to cut wages & lay-off employees
Statistics
• 1929 (pre-crash) 1.5 million unemployed
• 1930 – 4.25 million unemployed
• 1931 – 8 million unemployed
• 1932 – 12 million unemployed

• Unemployment leads to homelessness & makes the economy go down even more

Effects on Farming & Agriculture
• Problems for Farmers:
– They hadn’t made money in the 1920s
– The price of crops stayed low
– No money leads to: debt, hunger, & bankruptcy
• Factories:
– Used machinery, so needed fewer workers
– More cost effective
The Bonus Army
• Patman Bill was to move up bonus payments from 1945 to 1933
• 1932 – thousands of veterans march to Washington DC
• They want their bonus
– They were unemployed & desperate
• They became known as the “Bonus Army”
• Their numbers grew to 25,000 within 2 months
• Veterans camped near the Capitol to support the bill
• Bill failed in Congress
• Hoover’s removal of vets made Hoover appear heartless

HoovervillesBU
• Settlements of shacks inhabited by transients and unemployed
• Derisively named after President Hoover
• Many cities and towns had at least one
• One of the biggest was in Central Park, NY
• People set up shacks made of wooden crates, tar paper, & other scraps they could find
• Most were on the outskirts of cities

Nearly anything that was a sign of the Depression or its hardships was linked to the beleaguered Hoover. A “Hoover blanket” was an old newspaper that might be used to cover someone. A “Hoover flag” was a person’s turned-out empty pocket. A piece of cardboard used to cover the hole in a worn-out shoe sole was called “Hoover leather.” An automobile powered by horses because the owner couldn’t afford gasoline might be called a “Hoover wagon.”

Most notable, however, were “Hoovervilles.” Many cities and towns had at least one Hooverville, a settlement of shacks in which many transient and unemployed people lived. “Hoovervillas” might be made out of any sort of material: cardboard, wood scraps, piano boxes, or even stones.

Hoover’s Response
• President Hoover overwhelmed
• Believed that private charity was best suited to solve problems
• Most efforts failed
• Reconstruction Finance Corporation achieved some success
• People blamed President Hoover for his lack of action
• His policy of “non-intervention” wasn’t working

The Dust Bowl
Remember…
• During WWI, farmers were told to increase production
• Overproduction of crops =drop in prices
• Farmers borrowed money to buy supplies & machinery
• People lost their farms; the land was unplanted but plowed

In the Early 1930’s,
• Drought hit the southwestern United States
• Hardest hit: Oklahoma & parts of Kansas & Texas
• No rain=dry soil…it blew away with the wind
• This led to…
The Dust Bowl
• Towns & farms were covered with layetrs of dust
• Dust storms lasted for days

• April 14, 1935 – Black Sunday
– One of the worst dust storms…a black Blizzard

Looking for Jobs
• People who had lost their farms/jobs heard about new opportunities in California
• They traveled there on Highway 66, through Oklahoma, Texas, New Mexico, &Arizona on its way to California
Okies
• The nickname for people that headed to California from Oklahoma
• Hoped to get jobs as migrant workers in the fruit & vegetable fields
• People in California thought the addition of more people would make life harder for them.
• They saw Okies as being lazy, poor, & dirty
• However, they were willing to take low paying jobs
• They lived in Okievilles on the outskirts of towns
• Large number of people moving to California - fewer jobs available
• One job available for every 50 men

End of the Dust Bowl
• 1937 – end of the drought provides new life to farms
• The conditions lasted for 4 years, but it would take years for the land & people to recover.

GREAT DEPRESSION Activity

ASSIGNMENT:
Make a poster that shows the experience of a person from one of the following categories during the Great Depression
1. Poor Child
2. Adult who invested all his money in the stock market
3. Midwestern farmer
4. Oakie
5. Rich person
6. regular American
7. Wild card – you choose


Find at least 3-4 pictures that represent the conditions of the economy and the people during the Great Depression.
Include captions & facts that support your vision of your person.
You can give them a name if you want
Due Wednesday
Extra Credit: Watch the Grapes of Wrath & write an essay on the depiction of the Okies within the movie.

Interactive Notebook directions

1. Notebooks must be kept for the entire year. Students are responsible for keeping their notebooks up to date with notes and assignments.
2. Notebooks must be neat and easy to read. Coloring and illustration is allowed on the left side of the notebook only.
3. Notebooks will be collected on Fridays unless otherwise noted by the teacher, but assignments will be checked on the day they are due.
4. Scoring: In addition to individual grades on assignments, the completed notebook will be graded based on the attached rubric.
5. The interactive notebook must contain: 1) table of contents, 2) author page, and 3) all assignments, as well as an envelope in the back to store works in progress.
6. All work must be your own. No copying from other students or sources is allowed.

These are the types of assignments that will be completed on the left-hand side of the book:

1. Maps – illustrate an area, its events, and importance
2. Brainstorming on a specific topic
3. Caricatures – draw caricatures to present the main characteristics of a group in history or how an individual or group was perceived by another group.
4. Obituaries – write obituaries to show the virtues of prominent historical figures or civilizations.
5. Charts and Graphs – create charts or graphs to show relationships between things or to show steps in a sequence.
1. Spoke Diagrams – create spoke diagrams as a visual alternative to outlining.
2. T-Charts – create T-charts to compare classroom experiences with historical details, to look at advantages and disadvantages of a topic, or to compare and contrast two different items.
3. Venn Diagrams – create Venn diagrams to compare and contrast people, concepts, places, or groups.
6. Forms of Poetry – write various forms of poetry to describe a person, place, event, or feeling of a moment.
7. Historical Journals – assume the role of a historical figure to keep a journal that recounts the figure’s feelings and experiences in language of the era.
8. Illustrated Timelines – create illustrated timelines to sequence a series of events in chronological order.
9. Invitations – design invitations that highlight the main goals and key facts of important historical events.
10. Mind Notes – draw and label outlines of the heads of important historical figures. Fill in the outline with quotations and paraphrased thoughts from the figure.
11. Perspective Pieces – design drawings or write newspaper articles to represent different perspectives on controversial figures, events, and concepts.
12. Political Cartoons and Comic Strips – create political cartoons and comic strips to provide social or political commentary on important historical events.
13. Posters – draw posters to emphasize key points about political ideas, a political figure’s point of view, or reasons behind important historical events.
14. Provocative Statements – react to provocative statements to introduce historical themes or to critically assess a historical period.
15. “What If?” Statements – use “what if?” statements to apply newfound knowledge to hypothetical historical situations.

How the notebook works:

Left side: assignments are completed or worksheets are glued or stapled in.

Right side: classroom notes, outlines, and assessments.

Notebooks will be completed once or twice a month and checked, but assignments will be checked as they are assigned.