Multiple Pathways to Success Quarter 2 Learning Module. Aligned with Maryland State Standards. Social Studies U.S. History

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1 Multiple Pathways to Success Quarter 2 Learning Module Aligned with Maryland State Standards Social Studies U.S. History Prince George's County Public Schools Board of Education of Prince George's County, Maryland PGCPS o'lecte e40,.."

2 Quarter 2 Learning Module Social Studies (U.S. History 9) Second Quarter Unit 2: Challenges of a Century ( ) Unit 3: The United States in the Time of Crisis ( ) Second Quarter Learning Module (Unit 2 - Imperialism) Objective: Describe the factors that contribute to imperialism, such as the Industrial Revolution, racism, a desire to spread Christianity, a desire for naval power, the closing of the American frontier, and the resulting emergence of nationalism/jingoism. Examine the impact of the Spanish American war, such as the acquisition of new territories. Describe the impact of United States policy in Latin America, such as the events leading the construction of the Panama Canal, the Roosevelt Corollary, Dollar Diplomacy, and Moral Diplomacy. Analyze the impact of imperialism, empire building, and colonization on native societies. Indicator: Analyze United States foreign policy in the era of Imperialism Key Vocabulary Terms: 1. Foreign policy: the strategies and goals that guide a nation's relations with other countries. 2. Imperialism: the practice of extending a nation's power by gaining territories for a colonial power. 3. Colonization: the establishing of colonies, regions governed by a foreign power. 4. Spheres of influence: an area where foreign countries control the trade or natural resources of another nation or area. 5. Open Door Policy: a policy established by the United States in 1899 to promote equal access for all nations to trade in China. 6. de Lome Letter: (1898) letter written by Spain's minister to the US ridiculing President McKinley that was published in a major newspaper. 7. Protectorate: a country that is controlled by an outside government. 8. Big Stick Policy: "Speak softly and carry a big stick; you will go far." A US policy that pledged to use armed forces to prevent any European country from seizing Dominican territory. 9. Platt Amendment: a part of the Cuban constitution that limited Cuba's right to make treaties, gave the US the right to intervene in Cuban affairs, and required Cuba to sell or lease land to the US. 10. Protectorate: a country that is controlled by an outside government. 11. Foraker Act: established that the United States would appoint the upper house of Puerto Rico's legislature, as well as its governor. 12. Panama Canal: a water passageway that allows for faster travel between North and South America. 13.

3 Task One Read the following excerpt from page 609 in United States Government: Democracy in Action and answer the guided reading questions. Development of Foreign Policy Until the late 1800s, American foreign policy was based on isolationism avoiding involvement in world affairs. During the twentieth century, presidents and foreign policy advisers shifted toward internationalism. Internationalists believed that involvement in world affairs was necessary for national security. A look at the history of American foreign policy since 1789 will reveal how these approaches to foreign policy developed. Isolationism When George Washington became president in 1789, the United States was a small nation, deeply in debt and struggling to build a new government. For this reason American leaders believed that the United States should not become involved in the politics and wars of Europe. Before leaving office President Washington urged Americans to follow a path of isolationism. The Monroe Doctrine In 1823 President James Monroe announced a new foreign policy doctrine that extended the meaning of isolationism. Later known as the Monroe Doctrine, it stated: "The American continents.., are henceforth not to be considered as subjects for future colonization by any European powers... We owe it... to the amicable relations between the United States and those powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety..." -James Monroe, 1823 The United States as a World Power By the 1890s the United States was rapidly becoming an industrial power. Accordingly, it began to look for world markets for its products and for new sources of raw materials. For some government leaders, isolationism no longer fit the United States's role as an economic power. These leaders believed the United States should play a more active role in world affairs. In their minds the nation needed to expand and acquire a colonial empire. In 1898 the United States fought the Spanish-American War, in part to free Cuba from Spanish rule. As a result, the United States acquired the Philippine Islands, Guam, and Puerto Rico. Hawaii was annexed in 1898 and Samoa in Although isolationist sentiments survived, the United States was now a major power in the Caribbean as well as the Pacific region and East Asia.

4 Guided Reading Questions: 1. What is isolationism? 2. What do internationalists believe in? 3. Who did President James Monroe want out of western hemisphere? Why? 4. Explain how and why the United States moves away from isolationism towards internationalism within a century. 5. What did the United States gain from the Spanish-American War?

5 Task Two Read the excerpts from the Roosevelt Corollary and answer the guided questions. Roosevelt Corollary to the Monroe Doctrine Theodore Roosevelt December 6, 1904 To the Senate and House of Representatives:... It is not true that the United States feels any land hunger or entertains any projects as regards the other nations of the Western Hemisphere save such as are for their welfare. All that this country desires is to see the neighboring countries stable, orderly, and prosperous. Any country whose people conduct themselves well can count upon our hearty friendship. If a nation shows that it knows how to act with reasonable efficiency and decency in social and political matters, if it keeps order and pays its obligations, it need fear no interference from the United States. Chronic wrongdoing, or an impotence which results in a general loosening of the ties of civilized society, may in America, as elsewhere, ultimately require intervention by some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power. If every country washed by the Caribbean Sea would show the progress in stable and just civilization which with the aid of the Platt amendment Cuba has shown since our troops left the island, and which so many of the republics in both Americas are constantly and brilliantly showing, all question of interference by this Nation with their affairs would be at an end. Our interests and those of our southern neighbors are in reality identical. They have great natural riches, and if within their borders the reign of law and justice obtains, prosperity is sure to come to them. While they thus obey the primary laws of civilized society they may rest assured that they will be treated by us in a spirit of cordial and helpful sympathy. We would interfere with them only in the last resort, and then only if it became evident that their inability or unwillingness to do justice at home and abroad had violated the rights of the United States or had invited foreign aggression to the detriment of the entire body of American nations. It is a mere truism to say that every nation, whether in America or anywhere else, which desires to maintain its freedom, its independence, must ultimately realize that the right of such independence can not be separated from the responsibility of making good use of it... Source: Guided Reading Questions: 1. Who wrote it?

6 2. When was it written? 3. What document was it attached to? Why? 4. What does it state? 5. Why would Roosevelt make such a statement to Congress? 6. Which countries were affected by this document?

7 Task Three Read the excerpts from the Roosevelt Corollary and answer the guided questions. Dollar Diplomacy William Howard Taft U.S., Department of State, Papers Relating to Foreign Affairs 1912 The foreign relations of the United States actually and potentially affect the state of the Union to a degree not widely realized and hardly surpassed by any other factor in the welfare of the whole nation. The position of the United States in the moral, intellectual, and material relations of the family of nations should be a matter of vital interest to every patriotic citizen. The national prosperity and power impose upon us duties which we cannot shirk if we are to be true to our ideals. The tremendous growth of the export trade of the United States has already made that trade a very real factor in the industrial and commercial prosperity of the country. With the development of our industries, the foreign commerce of the United States must rapidly become a still more essential factor in its economic welfare... The fundamental foreign policies of the United States should be raised high above the conflict of partisanship and wholly dissociated from differences as to domestic policy. In its foreign affairs the United States should present to the world a united front. The intellectual, financial, and industrial interests of the country and the publicist, the wage earner, the farmer, and citizen of whatever occupation must cooperate in a spirit of high patriotism to promote that national solidarity which is indispensable to national efficiency and to the attainment of national ideals... The diplomacy of the present administration has sought to respond to modern ideas of commercial intercourse. This policy has been characterized as substituting dollars for bullets. It is one that appeals alike to idealistic humanitarian sentiments, to the dictates of sound policy and strategy, and to legitimate commercial aims. It is an effort frankly directed to the increase of American trade upon the axiomatic principle that the government of the United States shall extend all proper support to every legitimate and beneficial American enterprise abroad. How great have been the results of this diplomacy, coupled with the maximum and minimum provision of the Tariff Law, will be seen by some consideration of the wonderful increase in the export trade of the United States. Because modern diplomacy is commercial, there has been a disposition in some quarters to attribute to it none but materialistic aims. How strikingly erroneous is such an impression may be seen from a study of the results by which the diplomacy of the United States can be judged. Source: Guided Reading Questions:

8 1. Who wrote it? 2. When was it written? 3. What does it state? 4. Why would Taft employ this type of diplomacy in Latin America?

9 Task Four Using the following graphic organizer to determine which document was the most effective in propelling the United States as an imperialist country. Monroe Doctrine Roosevelt Corollary Dollar Diplomacy What is it? Analyze and summarize. What was its' affect(s)/impact on US imperialism? Explain. What was its' impact on the countries/regions affected? Explain, Highlight or underline the text on the next page. Write your explanation in this box.

10 Dollar Diplomacy (continued) William Howard Taft In the field of work toward the ideals of peace, this government negotiated, but to my regret was unable to consummate, two arbitration treaties which set the highest mark of the aspiration of nations toward the substitution of arbitration and reason for war in the settlement of international disputes. Through the efforts of American diplomacy, several wars have been prevented or ended. I refer to the successful tripartite mediation of the Argentine Republic, Brazil, and the United States between Peru and Ecuador; the bringing of the boundary dispute between Panama and Costa Rica to peaceful arbitration; the staying of warlike preparations when Haiti and the Dominican Republic were on the verge of hostilities; the stopping of a war in Nicaragua; the halting of internecine strife in Honduras. The government of the United States was thanked for its influence toward the restoration of amicable relations between the Argentine Republic and Bolivia. The diplomacy of the United States is active in seeking to assuage the remaining ill feeling between this country and the Republic of Colombia. In the recent civil war in China, the United States successfully joined the other interested powers in urging an early cessation of hostilities. An agreement has been reached between the governments of Chile and Peru whereby the celebrated Tacna-Arica dispute, which has so long embittered international relations on the west coast of South America, has at last been adjusted. Simultaneously came the news that the boundary dispute between Peru and Ecuador had entered upon a stage of amicable settlement. The position of the United States in reference to the Tacna-Arica dispute between Chile and Peru has been one of nonintervention, but one of friendly influence and pacific counsel throughout the period during which the dispute in question has been the subject of interchange of views between this government and the two governments immediately concerned. In the general easing of international tension on the west coast of South America, the tripartite mediation, to which I have referred, has been a most potent and beneficent factor. In China the policy of encouraging financial investment to enable that country to help itself has had the result of giving new life and practical application to the open door policy. The consistent purpose of the present administration has been to encourage the use of American capital in the development of China by the promotion of those essential reforms to which China is pledged by treaties with the United States and other powers. Source: htto://teachingamericanhistorv.org/library/document/william-howard-taft-dollar-diolomacv/

11 Final Question: Must be written in paragraph form, discuss all three documents, and answer the question comprehensively. Which document and/or president propelled the United States to become an imperialist nation in Latin America/the world?

12 Quarter 2 Learning Module Social Studies (U.S. History 9) Second Quarter Unit 2: Challenges of a Century ( ) Unit 3: The United States in the Time of Crisis ( ) Second Quarter Learning Module (Unit 2 World War I) Objective: Describe the factors leading to World War I, including militarism, the formation of alliances, nationalism, imperialism, and the assassination of Archduke Franz Ferdinand. Analyze the events leading to United States entry into World War I, including unrestricted submarine warfare, and the Zimmerman Note. Analyze the significance of Woodrow Wilson's foreign policy decisions, including the Fourteen Points and the debate over the ratification of the Treaty of Versailles. Analyze the impact of United States involvement in World War I on future foreign policy. Indicator: Analyze United States foreign policies during World War I. Key Vocabulary Terms 1. Militarism: the expansion of arms and the policy of military preparedness. 2. Alliance: an association (as by treaty) of two or more nations to further their common interests 3. Imperialism: the practice of extending a nation's power by gaining territories for a colonial empire. 4. Nationalism: sense of pride and devotion to a nation. 5. Foreign policy: the strategies and goals that guide a nation's relations with other countries. 6. Allied Powers: alliance between Britain, France, and Russia; later joined by the US in WWI 7. Central Powers: alliance between Germany, Austria-Hungary, and the Ottoman Empire. 8. Zimmerman Telegram: a telegram sent to a German official in Mexico before World War I; it proposed an alliance between Germany and Mexico. 9. Sussex pledge: a pledge Germany issued which included a promise not to sink merchant vessels "without warning and without saving human lives." 10. Propaganda: information designed to influence public opinion. 11. War Industries Board: a government administrative board created during WWI; it had the authority to regulate all materials needed in the war effort. 12. Schenck v. US: Charles Schenck distributed flyers and leaflets that protest the government's war policies; the Supreme Court decided that the First Amendment right of free speech can be limited when it poses a 'clear and present danger.' 13. Mobilization: the gathering of resources and people in preparation for war. 14. Submarine warfare: the use of submarines to attack and destroy all naval vessels in enemy waters. 15. Trench warfare: a form of combat in which soldiers dug trenches, or deep ditches, to seek protection from enemy fire and to defend their positions. 16. Treaty of Versailles: (1919) treaty ending World War I that required Germany to pay huge war reparations and established the League of Nations. 17. Wilson's Fourteen Points: President Woodrow Wilson's plan for organizing post-world War I Europe and for avoiding future war. 18. League of Nations: international body of nations formed in 1919 to prevent war.

13 Task One: Examine the photograph below of US soldiers during World War I and respond to the questions below. The original caption of this photo was "Combating German Frightfulness". The photo was taken in 1917 near the front line trenches in France. Guided Questions 1. What are the U.S. soldiers in the photograph wearing? Why? 2. What are the U.S. soldiers in the photograph doing? 3. What do you think was the intent of the person who took the photograph? 4. What do you think was the response of American civilians who saw this photograph during World War I?

14 Task Two: Propaganda To gain support for the war effort, officials in the United States hired skilled artists to create posters that would build public support and increase recruitment. This poster was designed by artist James Montgomery Flagg. Uncle Sam's red, white, and blue clothing tells young men that joining the army Is an act o patriotism. The use of tine word yoo as well Uncle Sam o.akin g andl pointing at the viewer make5 ift clear that US ra-riy is,rang each individual to W FOR U.S.ARMY NEAREST RECRUITING STATION Source: Guided Questions 1. What is the main message of this propaganda poster? 2. How effective do you think this poster was?

15 Task Three: Read Wilson's Fourteen Points and complete the graphic organizer that follows. Transcript of President Woodrow Wilson's 14 Points (1918) It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow nor or at any other time the objects it has in view. We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected and the world secure once for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us. The programme of the world's peace, therefore, is our programme; and that programme, the only possible programme, as we see it, is this: I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view. II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants. III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance. IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety. V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined. VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations

16 under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy. VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired. VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all. IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development. XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into. XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees. XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant. XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike. In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be intimate partners of all the governments and peoples associated together against the Imperialists. We cannot be separated in interest or divided in purpose. We stand together until the end.

17 For such arrangements and covenants we are willing to fight and to continue to fight until they are achieved; but only because we wish the right to prevail and desire a just and stable peace such as can be secured only by removing the chief provocations to war, which this programme does remove. We have no jealousy of German greatness, and there is nothing in this programme that impairs it. We grudge her no achievement or distinction of learning or of pacific enterprise such as have made her record very bright and very enviable. We do not wish to injure her or to block in any way her legitimate influence or power. We do not wish to fight her either with arms or with hostile arrangements of trade if she is willing to associate herself with us and the other peace- loving nations of the world in covenants of justice and law and fair dealing. We wish her only to accept a place of equality among the peoples of the world, -- the new world, in which we now live, -- instead of a place of mastery. Source: Document Information: Title: Author: Date: Purpose of the document: (Why was written?) Roman Numeral What does it mean? Quote the text that supports your inference I. II. III. IV. V. VI. VII. VIII.

18 IX. X. Xl. XII. XIII. XIV. According to the document, what was President Wilson's goals with the end of World War I?

19 Quarter 2 Learning Module Social Studies (U.S. History 9) Second Quarter Unit 2: Challenges of a Century ( ) Unit 3: The United States in the Time of Crisis ( ) Second Quarter Learning Module (Unit 3 The Great Depression) Objective: Examine the economic characteristics of the 1920s that led to the stock market crash of 1929 and the Great Depression, such as the unequal distribution of income, buying on credit, buying stocks on margin, inflated real estate prices and overproduction in industry, and agriculture. Indicator: Analyze the cultural, economic, political, and social changes in society during World War I and throughout the 1920s. Objective: Evaluate the hardships of the Great Depression on various groups in American society, including families, farmers, African Americans, and industrial workers. Describe the responses of the Hoover administration to the Great Depression. Describe the response of the Roosevelt administration to the Great Depression. Analyze the lasting legacy of the New Deal, including economic stability and the increased involvement of the government in the lives of citizens. Indicator: Analyze the consequences and government responses to the Great Depression. Key Vocabulary Terms 1. Buying on margin: buying stocks with loans from brokers 2. Black Tuesday: Tuesday, October 29, 1929, the day that the stock market crashed 3. The Great Depression: ( s) the most severe economic downturn in the history of the United States 4. Hooverville: makeshift shantytowns that sprung up during the Great Depression 5. Fireside chats: President Franklin D. Roosevelt's addresses to Americans via radio regarding the issues the nation faced during the Great Depression and his plan and/or actions the government is taking to rectify them 6. New Deal: a plan by President Franklin Roosevelt intended to bring economic relief, recovery, and reforms to the country after the Great Depression 7. Herbert Hoover: elected in 1928, he is the president before Franklin Roosevelt and was faced with the immediate effects of the Stock Market crash 8. Franklin Roosevelt: relative of President Theodore, he was elected in 1932 and carried the United States through the Great Depression and into World War II. He was elected to four terms of presidency.

20 Task One: Read the excerpt from President Hoover's speech to congress and complete the graphic organizer. Herbert Hoover's Speech to Congress, 1932 Special Message to the Congress on the Economic Recovery Program, January 4, The strengthening of the Federal Land Bank System to the farmer and to maintain at the highest level the credit of these institutions which furnish agriculture with much needed capital. 2. The creation of a Reconstruction Finance Corporation to furnish during the period of the depression credits otherwise unobtainable under existing circumstances in order to give confidence to agriculture, industry and labor against further paralyzing influences. By such prompt assurance we can reopen many credit channels and reestablish the normal working of our commercial organization and thus contribute greatly to reestablish the resumption of employment and stability in prices and values. 3. The creation of a system of Home Loan Discount Banks in order to revive employment by new construction and to mitigate the difficulties of many of our citizens in securing renewals of mortgages on their homes and farms. It has the further purpose of permanent encouragement of home ownership. To accomplish these purposes, we must so liberate the resources of the country banks, the savings banks and the building and loan associations as to restore these institutions to normal functioning. 4. The discount facilities of our Federal Reserve Banks are restricted by law more than that of the central banks in other countries... I recommend an enlargement of these discount privileges to take care of emergencies. To meet the needs of our situation, it will not be necessary to go even as far as the current practice of foreign institutions of similar character. Such a measure has the support of most of the Governors of the Federal Reserve Banks. 5. The development of a plan to assure early distribution to depositors in closed banks is necessary to relieve distress among millions of small depositors and small businesses, and to release vast sums of money now frozen. 6. Revision of the laws relating to transportation in the direction recommended by the Interstate Commerce Commission would strengthen our principal transportation systems and restore confidence in the bonds of our railways. These bonds are held largely by our insurance companies, our savings banks, and benevolent trusts and are therefore the property of nearly every family in the United States. The railways are the largest employers of labor and purchasers of goods. 7. Revision of banking laws in order to better safeguard depositors. 8. The country must have confidence that the credit and stability of the Federal Government will be maintained by drastic economy in expenditure, by adequate increase of taxes, and by restriction of issues of Federal securities... Promptness in adopting an adequate budget relief to taxpayers by resolute economy and restriction in security issues is essential to remove this uncertainty. Source: John T. Woolley and Gerhard Peters, The American Presidency Project [online]. Santa Barbara, CA. Available from World Wide Web:

21 Document Information Title: List the sectors of American society Hoover targeted for relief. Author: Date: Briefly explain Hoover's relief plan for each sector. 1. Federal land bank system Provide money to farmers According to the document, what were President Hoover and the federal government's response to the economic crisis?

22 Task Two: Examine and analyze the photograph below. Answer the questions that follow. Hooverville in Washington, D.C., 1932 Getty Images Source photo: children at a Hooverville in Washington, D.C. Image: # Photo Questions: 1. List three things you might assume from this photograph. a. b. c. 2. How do you think the kids in the photo interpret the problems they face as individuals and as a nation? 3. What questions do you have regarding this photograph? 4. According to the photo, what was Hoover's response to the economic crisis?

23 Task Three: Read this excerpt from FDR's Inaugural Address and assess the quotations in the first column of the chart below to determine what you think he said. Complete the second column. Working with a partner, discuss your conclusions, complete the third column and be prepared to share with the class. "The Only Thing We Have To Fear is Fear Itself": Franklin D. Roosevelt's First Inaugural Address, March 4, 1933 "...This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days. In such a spirit on my part and on yours we face our common difficulties. They concern, thank God, only material things. Values have shrunken to fantastic levels; taxes have risen; our ability to pay has fallen; government of all kinds is faced by serious curtailment of income; the means of exchange are frozen in the currents of trade; the withered leaves of industrial enterprise lie on every side; farmers find no markets for their produce; the savings of many years in thousands of families are gone..." What Did He Say? What Do You Think He Means? "...the only think we have to fear is fear itself." "Values have shrunken to fantastic levels..." "...government of all kinds is faced by serious curtailment of income." "...the withered leaves of enterprise lie on every side. Task Four:

24 Analyze the impact of President Franklin D. Roosevelt's New Deal by examining the photographs and completing the graphic organizer. Figure 1: 1935 Display at the Fairgrounds in Timonium, MD Works Progress Administration Z'Y 15,000 Persons now Emplo on W. P.A.Projects in Mary', PROGRAM W. R A, EXHIBIT AT "tit:e1on1vm Figure 2: 1935 Sewing Room in Hagerstown

25 Figure 3: Upper Marlboro, MD Post Office. "Tobacco Cutters" oil on canvas by Mitchell Jamieson (1938)

26 Figure 4: NYA Project of Clean up of Druid Hill Ave Recreation Center in Baltimore Figure 5: Civilian Conservation Corps, Third Corps Area: Beltsville, Maryland, Co., 5445 sodding

27 Source: Use the chart below to list people, ob ects and activities in the photograph Photograph People Objects Activities s Figure 1 Figure 2 Figure 3 Figure 4 Figure 5

28 Comprehensive Photograph Paragraph: Using your observations, respond to the following questions in paragraph form. What was the impact of the New Deal in Maryland? Did New Deal programs help those who needed it the most? How do you know?