Year 12 History Scheme of Learning Revised Jan 2007 · Web viewBy 1929 one percent of the financial institutions controlled over 46% of the nations banking resources. The uneven distribution

The USA 1917-1954; Boom, Bust and Recovery Scheme of Learning September 2009 RCR

Year 13 Unit 3 History Scheme of Learning September 2009Please be aware that this is the first draft and the scheme will evolve as we gain greater experience of the unit.

This scheme suggests an order in which the units should be taught and the number of lessons allocated to each unit. This is a guide and it is fine for teachers to adopt a different approach however we must all ensure we cover all of the content contained and a minimum of 5 lessons for revision prior to the exam.Teachers are also reminded that this unit is examined in June, therefore students DO NOT have a resit opportunity before going on to university. It is vital that the students appreciate this.This year we have started too teach this when students return from study leave and have split the teaching along social / economic lines. We will revisit this next year. As a result the scheme is split into 2 separate parts.Finally just a quick reminder about the actual exam

The duration of the exam is 2 hours Candidates will answer 2 questions Section a will contain one question only, is worth 30 / 70 marks and is an essay style question. It demands an analytical

response and requires students to reach a substantiated judgement on a historical judgement or problem. It will be based on the bullet pointed areas, not the areas of historical controversy. Students should spend around 50 minutes on this question allowing 5 minutes of this time for planning. Section b will be based on BOTH areas of the historical controversies (one question on each area). It is worth 40/70 marks and therefore candidates should spend around 70 minutes on this, allowing 5 minutes for

checking. Students should spend approx. 20 mins for reading and planning. It is vital that students realise that this is actually as

important as the actual writing of their answer. This question will require students to compare the source material provided to explore an issue of historical debate.

They will need to reach a substantiated judgement in light of their own knowledge and understanding of the issues of interpretation and controversy. It requires them to use BOTH their knowledge and the sources (see mark scheme).

The areas of historical controversy are:1. Why did the USA suffer such a serious depression in the years 1929-1933?2. How successful was the impact of the New Deal to 1941?

It is up to us whether we teach one or both controversies as both will appear on the exam paper. The 3 sources will tend to have the following characteristics: one will agree with the statement, one will disagree and

another will tend to adopt a middle ground between the two. They will not be primary sources, they will be interpretations.

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Question aThere are 3 main types of questions candidates could face

1. Single causal questions which can take a variety of forms, for example: Why did Prohibition last so long?

This is actually a very demanding question as there is a very sharp focus on one cause, however reaching a judgement on the relative importance of causes is vital to achieving a good mark.

2. Double-focus causal questions, for example: ‘The ASL was more important than World War I in explaining why Prohibition was introduced’ How far

do you agree with this view?This requires 2 distinct sets of causes or reasons to be given and it is VERY important for students to strike a balance between the 2 causes / reasons. Ignoring one or focusing excessively on one will result is a imbalanced and therefore low mark answer.

3. Indirect causal questions: for example:‘The repeal of Prohibition owed more to the economic situation than it did to changing attitudes in society.’ How far do you agree with this opinion?This requires students to examine the stated causes but also to refer to the other causes they have knowledge of.

It is possible (but unlikely) that this question will cover all the bullet pointed areas

Typical Question stems in addition to those above

How far do you agree that …? How important was ….? Examine the validity of the claim that…? To what extent was ….?The latter is likely to be the most common question stem of all.

Structure.

Begin with a brief judgement to ensure their work remains focused Argue EXPLICITLY in support of that judgement

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Retain an analytical focus throughout their work, ensuring that the starting and ending sentences of each paragraph connect to the question is a god way of doing this.

Consider the relative importance of causes / reasons in their work Avoid writing a list of un-connected causes, connecting causes to each other as well as the question is vital. Conclude with a clear judgement Avoid narrative at all costs. If students run out of time they should bullet point the remainder of their answer.

Question B

Typical Question Stems

A quotation from one of the sources followed by ‘How far do you agree with this view?’ A quotation from an historian not on the paper followed by ‘How far do you agree with this view?’

Structure Students must start with a judgement Students must integrate the sources and their own knowledge coherently Students mustn’t rote learn historians’ views / the views of historical school and simply churn them out. Students must conclude clearly, again with a supported judgement

Use the exemplar answers from the syllabus to illustrate to your students what answers at particular levels actually look like.

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The USA 1917-1954; Boom, Bust and Recovery Scheme of Learning September 2009 RCRYear 13 History Scheme of Learning September 2009

Unit Content Number of

lessons

Resources Additional Information

Introduction The political system

of the USA The impact of World

war I on the economy of the USA

All pupils will be able to describe the political system of the USA, naming the 2 main political parties. They will know the role of the President, Supreme Court and Congress. They will also be able to describe how elections to the presidency and Congress take place, recognising the differences between the Senate and the House of Representatives. They will also be able to describe the power the President has over appointments to the Supreme Court. Finally they will be able to describe how an amendment to the Constitution is madeThey will also be able describe the economic impact World war I had on the USA on a basic level. They will know that the USA benefitted by supplying the Allies while staying neutral until 1917.

Some pupils will be able to do the above and explain why a President may find it hard to effectively govern if his political party does not control Congress. They will also be able to explain the role of the Supreme Court in depth, including the potential it has to limit the President’s powers by declaring laws unconstitutional. They will also be able to connect this to the political appointments to the Supreme Court, showing a clear understanding that the court will often make judgements along party lines. This is something the Roosevelt was to find during the 1930s. They will be able to explain the differences in beliefs between the Democrats and Republicans.

They will also be able to explain the impact of World War I on turning the USA from a debtor nation to a creditor nation. Additionally they will be able to explain the negative impact the war had on the Allies and how the USA was able to dominate markets previously controlled by the European powers as they turned all industries and efforts into winning the war.

Some pupils will have progressed further and will be able to clearly explain

4 United States 1776-1992 P 27-31

SHP Modern America P 290-291 Very good diagram of the American political system.P289 – good map of the states of the USA

AQA P 8-20

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The USA 1917-1954; Boom, Bust and Recovery Scheme of Learning September 2009 RCRThe causes of the American Boom

The impact of WWI Republican

dominance of the American political system in the 1920s and their economic policies:

1. laissez-faire and a lack of regulation

2. Tariffs (Emergency Tariff Act of 1921 and the Fordney-McCumber Act of 1922)

3. tax cuts, particularly for the most wealthy and large businesses

4. The belief in rugged individualism.

The impact of individuals such as the Republican Presidents, particularly Coolidge, Andrew Mellon (Secretary to the Treasury 1921-1932 ), Ford, Taylor and other leading businessmen such as Samuel Insul.

Consumer confidence and domestic demand

Easy credit Access to abundant

domestic oil New technologies New business

All pupils will be able to describe the main causes of the boom and explain how some resulted in prosperity for the USA. They will also be able to explain how the policies fitted with Republican ideals.

Some pupils will be able to explain how each cause helped to both create and perpetuate the boom. They will relate the policies followed by the USA in this decade to Republican ideology and will be able to explain how the government’s policies allowed businesses to develop. They will be able to explain that, while they had negative consequences, tariffs had a positive impact on many areas of the US economy due to the size of the domestic market. They will also be able to explain why this market increased in size (greater employment, higher wages, tariffs and easy credit) allowing the boom to be sustained. They will be able to connect some causes to each other, showing how some were interdependent. They will be able to analyse the impact of many of the causes, assessing their relative importance in some detail.

Some pupils will have progressed further and will be able to explain how most causes were interrelated. They will be able to clearly explain how they helped to both create and sustain the boom and will start to recognise the precariousness of the boom itself. They will be able to assess their relative importance in depth, writing an analytical account supporting their own view. They will also be able to rebuff other arguments using accurate and well supported evidence.

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Access P 33-47

AQA P 78-80

Heinemann Advanced P 26-37, P184-193

Potential homework questions could be:

How far do you agree that Republican policies were solely responsible for the American Boom in the 1920s

How important was Henry Ford / the abundance of easy credit / any factor listed to the left, to the creation of the Boom in the US economy in the 1920s?

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methods (management science)

Advertising and consumer demand

The impact of the motor industry, particularly Ford.

The impact of other large businesses and the creation of cartels.

Winners and Losers in the 1920s

The farming sectorThe middle classWomen Labour and unionsBlack labour and migrants

All students will be able to briefly describe the impact the Boom had on the listed groups. They will do have greatest knowledge of the problems in agriculture explaining how WWI helped agriculture to boom but its end resulted in the collapse of profits and an increase in competition.

2-3Access P 49-53

Heinemann Advanced P35 – 36 and P186-190

Freedom from Fear P 16-17, P19-21.

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lessons

Resources

Additional Information

The Causes of the Bust (1)Please remember that this is start of the focus of the first historical controversy for this unit and will be one of the question Bs they will face on the exam paper. As a result students must be given an opportunity to evaluate historical interpretations regarding long and short term causes of it, why it was so severe and why it lasted so long (1929 -1933).

‘a chicken in every pot and two cars in every garage’ – The campaign slogan of Hoover in 1928

‘We in America today are nearer to the final triumph over poverty than ever before in the history of any land’ – Hoover August 11 1928Evidence that the boom was slowing down?

The ending of the construction boom in 1928

Domestic market saturation and the negative impact of tariffs.

The growth in unemployment (1927 onwards) and the lack of job security for many Americans (lack of

All pupils will be able to describe the main pieces of evidence that showed that the expansion of the US economy was slowing in the late 1920s, showing an awareness that there were signs of the potential for future problems from 1926 onwards.

Some pupils will be able to describe these problems in depth, explain how these problems proved that there was already a slowdown in the US economy from 1926 onwards and describe the effect they had on subsidiary industries, the purchasing power of individuals and therefore the size of the market

Some pupils will have progressed further and will be able to explain in depth the importance of these events and why they were either glossed over or ignored at the time (the continued growth of the stock market is the key reason). They will clearly recognise that this growth did not in any way realistically reflect the true, more fragile, state of the US economy and that the increase in the value of may stocks was due to speculation that had no real solid financial basis.

2-3 Anxious Decades P 228-232

The Perils of Prosperity P241-246

Access to History P 69-76

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union representation). The erratic behaviour of the stock

market in 1929

Causes of the Bust (2)

‘The Everest of the 1929 stock market was a mountain of credit on a molehill of actual money.’ Paul Johnson, History of the American PeopleWeaknesses in the US economy during the 1920s

‘Get rich quick’ (Ponzi) schemes. The banking system, its lack of

regulation with many banks not being integrated (there were individual banks with few assets lending large sums of money to their clients), the fact that it was and the mergers that took place unchecked. By 1929 one percent of the financial institutions controlled over 46% of the nations banking resources.

The uneven distribution of wealth and its impact on the size of the market.

The Problems of Agriculture, an excellent example of the uneven distribution of wealth

The positive and negative impact of WWI

The impact of Prohibition The impact of the growth in

synthetics Over production and the

potential for market saturation

All pupils will be able to describe the main underlying weaknesses of the US economy in the 1920s. They will be able to connect some of these to the later crash and depression, but will not be able to do so on a consistent basis. They will show some understanding that some weaknesses had the potential to lead to greater problems than others.

Some pupils will be able to explain how these problems led to a weak economy rather than a well-balanced one. They will be able to connect these problems to the later crash and depression and will also be able to explain how some interacted with others. They will be able to explain clearly how Republican economic policies helped to create these weaknesses (easy credit, allowing the creation of cartels, limited regulation of the banking system, tariffs etc.). They will also show a clear awareness that the reason why the crash affected the economy so badly wasn’t because of small individual investors but because of the huge sums of money invested by large corporations. They will be able to explain why this would have such an impact and how this would then lead to a downward spiral of unemployment, lack of demand for goods and

8Anxious Decades P 221-227 (Ponzi and the Florida Land Boom)

The Perils of Prosperity P189-194

Access to History P48-56

Heinemann Advanced P74-83, P184-193

SHP Modern America P100-101

AQA P 88- 90

The sources we need to provide for students need to be interpretations rather than primary sources. We can build a bank of these as the course progresses.

P62-64 Access provides some useful sources for the causes of the crash as does Perils of Prosperity P 244-246

Jude Wanninski have argued that the weakening of the stock market in 1929 can be attributed to traders fears about the prospect of higher tariffs as the legislation was debated in Congress in the summer of 1929. Most historians

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The impact or lack of it of government help (the use of tariffs and the retaliation they brought, the impact of the Agricultural Credits Act of 1923 and the failure of the McNary-Haugen bill 1924)

Stock market speculation (the Great Bull Market 1926-1929) by individuals many of whom bought shares ‘on the margin’. Remember though that only 10% of US households owned shares by 1929

Stock market speculation most importantly by large corporations such as Bethlehem Steel Corporation and Electric Bond and Share.

The operation of ‘bull pools’ by a few individuals such as William Durant, Arthur Cutten and George Breen.

The dominance of markets by large corporations and the squeezing out of small businesses, resulting in an imbalanced economy reliant on only a few large corporations (such as Insull’s and Fords’) for its prosperity.

The Florida land boom The cycle of international debt The role of the Federal Reserve

Board (‘the Fed’) and Benjamin Strong.

The reliance on consumer confidence, created predominantly by the media.

The types of stock market investor

further unemployment. They will also be able to analyse the significance of most weaknesses assessing their relative importance.

Some pupils will have progressed further and will be able to explain in depth the impact each event had, how each showed that the US economy was not as strong as it appeared on the surface, how Republican policies helped to create them and how, without government intervention, they were likely to lead to some financial correction. They will also appreciate how little control the government actually had over the economy in the mid to late 1920s and explain why the vain attempts by ‘the Fed’ were essentially futile in the face of large corporations (Bethlehem Steel for example offering Broker’s loans), the actions of individuals (the ‘bull pools’ for example) and the excessive consumer confidence at the time. They will be able to explain with confidence how fragile the excessive growth in the value of stocks and shares actually was, as it was based on confidence rather than any sound financial foundation. They will also be able to provide a sound analysis of the importance of each weakness relative to others showing a clear awareness that some were of significantly greater importance than others. They will be able to offer a clear, well supported opinion about which weakness or weaknesses were the most significant and clearly show how many were interrelated.

reject his and see tariffs as a symptom rather than a cause of the economic problems in the 1920s pointing out that if a tariff could cause a depression then the Fordney-McCumber rates were high enough to do this and didn’t.

A potential question could be: Examine the validity of the claim that the laissez-faire attitude of successive Republican administrations was the most important weakness of the US economy in the 1920s?

You may wish to tweak this question a little

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Causes of the bust (3)

Immediate Causes of the Wall Street CrashYou may well have covered some aspects of this in the earlier section, particularly the role of ‘the Fed’

‘Black Thursday’ and ‘Black Tuesday’.

The role of ‘the Fed’ in the lowering of the rediscount rate

The role of ‘the Fed’ in buying rather than selling government bonds. The latter could have slowed the boom down.

‘The Fed’s’ inability / unwillingness to offer moral leadership

‘The Fed’s’ vain attempts to slow the boom by finally raising the rediscount rate

The role of Charles Mitchell of the National City Bank and a director of the Federal Reserve District Bank.

The impact of the collapse of Clarence Hatry’s business empire in the UK on confidence in the US (very briefly)

The failure of the market to heed the warnings of a few economists who recognised the fragile nature of the boom (Moody’s Investment Service, the Harvard Economic Society and Paul Warburg, the legendary chief of Kuhn, Loeb) very briefly

All pupils will be able to describe the main events of ‘Black Thursday’ and ‘Black Tuesday’ in overview. They will be able to describe the action, or lack of it, from ‘the Fed’ and the impact it had. They will also recognise that some organisations / individuals had voiced worries earlier about the Boom and were ignored. They will appreciate what a downward spiral is and how the loss of confidence helped to create this.

Some pupils will be able to explain the actions of ‘the Fed’ including why it acted as it did. They will be able to explain the impact of their actions and clearly recognise that the actions it eventually took were far too late. They will also be able to explain why Mitchell’s actions were so harmful and why market confidence collapsed. They will be able to explain why this resulted in a vicious circle.

Some pupils will have progressed further and will be able to reach a judgement about the responsibility of ‘the Fed’ for the wall Street Crash, recognising the limits to its authority and its lateness of action. They will recognise that there were voices of caution at the time and be able to explain why they were ignored. They will be able to explain how and why confidence collapsed and the impact this had on the buying and particularly the selling of shares. They will also be able to relate the collapse in the value of stocks to the collapse of banks and the struggles of larger corporations, remembering that many large corporations loaned money to others to buy shares and themselves

4Access to History P 66- 76

Heinemann Advanced P 78-82Anxious Decades P 230- 235

as we don’t want students to focus on the positive aspects of this policy as they should have considered this in the earlier part of the course. Essentially we want students to consider what the weaknesses were and the impact they had.

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The complete and sudden loss of confidence in the market.

The Wall Street Crash itself and the Great Depression: an introduction

‘You know, the only trouble with capitalism is capitalists; they’re too damn greedy’ Herbert Hoover.

Events from 24th October – 29th October 1929

How the Crash helped to lead to the Depression and the collapse of the US economy.

The impact of the Depression on the US economy 1929-1933: an overview.

speculated heavily on the stock market (Bethlehem Steel for example)

All pupils will be able to describe the events of October 1929. they will be able to describe the impact this had on the US economy and explain how the crash helped to lead to the depression. They will be able to give a description of the impact the Depression had on the US in terms of unemployment, other social issues and GNP.

Some pupils will be able to give an in depth description of the events in October 1929, describing the actions taken to shore up the markets and explaining why they failed. They will be able to relate these events to the weaknesses in the US economy covered earlier in the scheme. They will also be able to give an in depth overview of the impact of the Depression using figures to support this overview. They will appreciate that the Depression was world-wide rather than simply a domestic problem.

5-6

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Access to History P 87-92

SHP 103, P110-111

Anxious Decades P 241-259 contains some good figures on the contraction of the US economy.

The New Deal The Depression Years 1933-1940 P11-29

Anxious Decades P 239-269 is particularly

I would spend one lesson each on the first two bullet points and the remaining three - four on the final bullet point.

You may ask students to write a limited word summary of the impact of the GD on the USA

This section contains good figures and breaks it down into rural and urban areas. It is quite complicated but good

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Hoover and the Great Depression‘Hoover will be known as the greatest bystander in history… a brave man fighting valiantly, futilely to the end’ William Allen White 1932

Hoover : a brief overview of the main interpretations of him as President and how these have changed over time

Hoover: the man and his beliefs, including his role as Governor

The 1928 election, why Hoover won The ideas and declining influence of

Mellon Voluntarism, self-help and the

reduction in federal expenditure. The role of charities and state

governments Voluntary agreements with big

business, their initial success but later failure.

The National Credit Corporation October 1931 Another failed example of voluntarism.

The ideas of Keynes and their rejection by Hoover

Federal Government involvement.1. Agricultural Marketing Act and the

Federal farm Board 19292. The Grain Stabilisation Corporation

19303. Hawley-Smoot tariff June 17th 19304. The moratorium on collection of war

debts 21st June 19315. The President’s Emergency Relief

Committee

All pupils will be able to describe the Hoover as a man, including his beliefs in voluntarism, self-help and minimal government. They will be able to give specific examples of these beliefs in action and will be able to relate them to the early policies he implemented to attempt too deal with the Great depression. They will be able to describe the main agencies / policies he implemented and the effects (minimal in most cases) they actually had. They will start to recognise that Hoover, for a Republican President at the time, was actually quite dynamic but was beaten by the extent / depth of the economic crisis he was faced with. They will also appreciate that his personal beliefs also hindered the effectiveness of his actions, for example his refusal to provide federal relief for the unemployed as he believed that this would create a class of dependent citizens and destroy self-reliance and private giving and his opposition to the help Congress proposed for farmers during the drought of 1930-1931 when he opposed providing money for food for farmers, believing that it would put the federal government in the business of providing direct relief, something that directly contradicted his political and economic philosophy. They will also appreciate the significance of the RFC of January 1932 as it was the first significant departure from voluntarism and perhaps signalled the realisation that voluntarism wasn’t capable of solving the economic problems of the time.

Some pupils will be able to describe the agencies / actions Hoover took and evaluate the impact each had. They will appreciate that some problems had international links

good on this area

The New Deal The Depression Years 1933-1940 P33- 38 contains some good info on charitiesP41-54 contains some good info on voluntarism


Heinemann Advanced P 88-93

The Perils of Prosperity P

AQA P 92-97

Freedom from Fear P 70-130

Hoover’s reliance on private business and state and local government’s for fiscal stimulas in late 1929 ‘is better understood if the relatively small size of federal government at the beginning of the depression is appreciated’ – Herbert Stein (Economist) Freedom from Fear P 55

‘If the Federal Government should go out of existence, the common run of people would not detect the difference in the affairs of their daily lives for some considerable length of time.’ – Calvin Coolidge comment relating to the small size

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6. The Reconstruction Finance Corporation Jan 1932

7. The Emergency Relief and Construction Act 1932 which is connected to the RFC but was passed later in the same year.

8. The Glass-Steagall Act 19329. The Revenue Act June 6th 1932

which represented the greatest peacetime tax increase in American history.

10. The Federal Home Loan Bank Act July 1932

11. The government’s response to the ‘Bonus Army’ May – July 1932

Why did the Depression last so long? Be aware that this is the focus of the historical controversy.

1. Was its length the inevitable consequence of un imbalanced boom – relate to the weaknesses and the US economy covered earlier

2. Was its length due to the international situation rather than Hoover, for example did the huge loans from the USA to Europe and their recall led to a deeper and longer recession in the USA?

3. Was its length the result of Federal government neglect and irresponsibility?

4. Linking in with the above issue, was its length due to the unwillingness of the government to follow

(particularly in agriculture) and therefore perhaps required a different response. They will therefore be aware that actions such as the Hawley-Smoot Tariff actually harmed more than it helped due to its international implications both in terms of agricultural protectionism and protectionism of industrial goods (a negative impact on world trade therefore making it harder for countries to pay off their debts from WWI). They will show a clear awareness that some policies were definitely heading in the right direction (the agreements he gained from businessmen to continue to maintain employment, wage and production levels and from mayors and governors, who controlled the bulk of state expenditure, to maintaining spending levels on public works such as schools, roads, libraries and parks for example) and that as time progressed he did become more interventionist (more than any previous President) but was limited by the Republican desire for a balanced budget and his beliefs in minimal federal government help / interference. They will understand why the tax reductions pushed forward by Mellon had minimal impact as people’s natural reaction to the crisis was to save rather than spend any extra money they had. They will show a clear appreciation that he did attempt to alleviate some of the worst problems associated with the Great Depression, through the eventual rejection of voluntarism as the solution and the introduction of more direct federal involvement in the form of the RFC of Jan 1932. They will be able to provide an evaluation of the impact of this organisation and appreciate that there is debate over its effectiveness. They will recognise that there was a gradual movement towards federal relief for the poor which was forced on Hoover

Access to History P 93-95 gives a good overview of why the Depression lasted so long

Access also covers the main historical theories on P 108-110. It also contains a good explanation of what the maintaining the gold standard actually means.

and influence of the Federal Government

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Keynesian economics (huge government action to stimulate economic recovery, much like the USA and UK governments have done in the modern economic slump) which directly contradicted Republican economic policy (minimal government intervention). It is however important to remember that Keynes wasn’t to publish his ideas until 1936.

by the appalling circumstances of the time (the Emergency Relief and Construction Act is the best example) and even in this Hoover and Congress ensured that it didn’t degenerate into a direct federal relief programme. They will be able to give a balanced analysis of the action Hoover took recognising that some aspects were beyond his personal control and that some actions were moving in the right direction albeit being fairly pathetically resourced. They will be able to consider the main interpretations regarding the length of the Great Depression and will write a reasonably well-supported argument in favour of a particular view point. They will also be able to explain how someone following Keynesian economic policy may have handled the economic downturn and explain why this may have been much more successful than Hoover’s approach, however they will recognise that the small size of the federal government made such an approach difficult (remember that Roosevelt used emergency powers in his ‘hundred days’ to adopt a more Keynesian approach).

Some pupils will have progressed further and will be able to give an in depth analysis of the impact of each of Hoover’s policies / actions. They will appreciate how they link with his overall political philosophy and indeed how this was to change as the Depression deepened. They will be able to explain why some worked (to an extent) and others did not, appreciating that the depth of the Depression required radical measures that Hoover, as a Republican, could not envisage. They will be able to reach a balanced conclusion about Hoover’s attempts to alleviate the effects of the Depression moving beyond the, to an extent, simplistic idea that he did to little too late. They will be able to

The New Deal The Depression Years 1933-1940 P29-32

These pages contain some interesting interpretations regarding why the Depression happened and can be linked to why it lasted so long. It contains a monetarist argument (Milton Friedman) which it explains very well, though it will take some getting across to students, and also puts forward a Keynesian argument.

While this is a key area of the historical controversy I would recommend that essay questions marked against the Qa mark scheme

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reach a clear, well-supported conclusion about why the Depression lasted so long recognising the impact that Congressional opposition to direct federal involvement had in addition to Hoover’s political philosophy, the international dimension and the policies pursued by previous Presidents in the 1920s.

are also set. Some suggestions are:

How far do you agree that Hoover actions to deal with the Great Depression can be regarded as him doing too little too late?

Examine the validity of the claim that the severity of the Great Depression in the years 1929-1933 was directly related to the policies pursued by President Hoover.

‘President Hoover’s government has been unfairly blamed for the failure of the US economy to recover from the Crash of 1929’How far do you agree with this view?

How far do you agree with the view that government policies were responsible for the severity of the economic crisis the USA faced from October 1929?

There is an 15


exemplar question B provided from Edexcel for the students to tackle.

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lessons


FDR and the New Deal 1

The man and his ideas (briefly)

Why Roosevelt won the election (briefly)

Roosevelt’s emergency powers granted during ‘The Hundred Days’

Roosevelt’s response to the banking crisis1. The closure of all

banks nationwide for 4 days

2. The Emergency Banking Relief Act and its impact.

3. Roosevelt’s use of the Reconstruction Finance Corporation (RFC) established by Hoover in 1932.

4. The Glass-Steagall Act 1933

5. Criticisms of Roosevelt’s policies in this area.

Roosevelt’s role in stabilising the financial system part 1

1. Taking the USA off the gold standard.

2. The Gold Reserve Act 30th January 1934.

Roosevelt’s role in stabilising the financial

All pupils will be able to describe the main political philosophy of Roosevelt and give a brief overview of the election, recognising that the result was a foregone conclusion due to the dislike of Hoover as a result of his policies to deal with the Great depression. . They will also be able to explain what ‘The Hundred Days’ were and the main actions taken to stabilise the banks and financial system. They will know the main terms of the legislation and be able to describe the impact they had. They will also understand what is meant by a currency being on the gold standard and know that Roosevelt essentially took the USA off this.

Some pupils will be able to explain why the actions Roosevelt took were necessary and his thinking behind them. For example they will be able to explain how he used the closure of the banks and his use of his first ‘fireside chat’ to save the US banking system from an imminent collapse. They will recognise the importance of his action and connect it to the establishment of the RFC. They will also be able to explain how the Glass-Steagall Act helped to strengthen the banking system and restore confidence. They will also be able to explain why taking the USA off the gold standard was economically beneficial (allowed more money to be printed, essentially the quantative easing that the Bank of England implemented in 2009).

Some pupils will have progressed further and will be able to explain in depth the necessity of the EBRA, the RFC and the closure of banks. They will recognise the importance of restoring confidence in the banking structure and be able to explain why Roosevelt was so effective in doing so.

3-4 Heinemann Advanced P99-107

United States 1776-1992 P184-189


SHP Modern America P113-114 – there is a good explanation of Gold Standard on P114 that may helpP116 of the same book gives a good overview of the ‘alphabet agencies’

Anxious Decades P290-294

AQA P97-103

The New Deal P 66-73

There are lots of good Youtube clips that can be used for this and the following sections which you may wish to use. There are also god images regarding the New Deal which can be gained from Google imageshttp://www.youtube.com/watch?v=2sfftlJx9Vk&feature=relatedAn accurate and funny ‘Roosevelt Rap’ A good way to intro him, his career and his actions.

http://www.youtube.com/watch?v=oDUn9QRqIvI

Ensure that students know the term ‘alphabet agencies’ when discussing the various

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http://www.youtube.com/watch?v=2sfftlJx9Vk&feature=related




system part 21. The Truth in Securities Act

19332. The Securities Act 1934


Helping agriculture1. The Farm Credit Act of

March 19332. The Emergency Farm

Mortgage Act of April 19333. The Frazier-Lemke Farm

Mortgage Act of June 19334. The Agriculture

Adjustment Act of May 1933 and the Agricultural Adjustment Administration (AAA).

5. Criticisms of the AAA6. The impact of ‘The Dust

Bowl’

They will also be able to relate his actions to strengthen the banking system with the reasons for its near collapse studied previously. Additionally they will know the main criticisms and Roosevelt’s policies in this area, particularly that they could have been implemented during the final months of Hoover’s Presidency with his support. They will also recognise that there were clear political reasons for Roosevelt waiting until his own Presidency before implementing such actions.

All pupils will be able to describe the main policies implemented to reform / help the agricultural industry. They will be able to describe the impact they had and give reasons why they were required, for example the negative impact the old policy of ‘dumping’ surpluses on the world market after the government had bought them from farmers at a higher price. They will also be able to give reasons why the AAA in particular aroused a lot of opposition and come to some judgement about the success / failure of these policies, referring to the perhaps positive impact of ‘The Dust Bowl’ of 1934-1935.

Some pupils will be able to describe each act in detail but particularly the AAA. They will be able to clearly explain its aims and reach a judgement about its success / failure. They will be able to explain why it was criticised by some within the USA both on ideological grounds and on the grounds of animal cruelty (the slaughter of huge numbers of piglets due to over-production for example). They will also clearly recognise the role ‘The Dust Bowl’ of 1934-5 played in stabilising US agricultural prices despite the human misery it also

4

The New Deal P147-189


Heinemann Advanced P121-128

Access to History P122-124 and P 158-161

Anxious Decades P 300—308 for the AAA

organisations Roosevelt set up.

Also ensure that they understand the meaning of the term ‘Gold Standard’

The New Deal text goes into all areas in a great amount of detail so use it with care.

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Development initiatives 1. The role of the Tennessee Valley Authority (TVA) 18th May 1933


Relief and job creation1. The role of the Civilian

Conservation Corps (CCC) 31st March 1933

2. The role of the Federal Emergency Relief Administration (FERA) May 1933 and the role of Harry Hopkins who led it.

3. The role of the Public Works Administration (PWA) set up by the NIRA and the role of Harold Ickes who ran it

caused

Some pupils will have progressed further and will be able to reach clear, substantiated judgements about the successes and failures of the policies implemented to help agriculture. They will be able to clearly relate these to the problems farmers faced in the 1920s and 1930s and explain why they gained support and faced opposition from various groups.

All pupils will be able to describe the main role of the TVA. They will be able to give clear evidence of its success using relevant facts and figures and be able to recognise that it was probably the most successful agencies of the New Deal. They will also be able to explain why some people criticised its role.

All pupils will be able to describe the aims and actions of each agency and the impact of the National Labour Act. They will also be able to reach a generalised judgement on the success / failure of each

Some pupils will be able to describe the impact of each organisation in depth. They will be able to make clear judgements about the success of each, relating some of these to

2

3




SHP Modern America P117




and P 131-133

Access to History P127-

130

SHP Modern America P118

Ensure students know the meaning

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4. The role of the Civil Works Administration (CWA) November 1933

5. Then role of the Works progress Administration (WPA) 1935 and the role of Harry Hopkins who led it.

6. The National Labour Relations Act 5th July 1935.

Please ensure you ask me how much details about the Second ND is required now. At the time of writing I have e mailed Edexcel for advice but have yet t receive guidance


Industrial Recovery1. The National Industrial Recovery Act (NIRA) 16thJune 1933, the final day of ‘The Hundred Days’.2. The National Recovery Administration (NRA) set up by the NIRA in 1933 and the role of Frances Perkins who was the Labor Secretary at the time. 3. Problems with the NRA codes and its potential to favour big business.

the personalities of those who led them. They will be able to base their conclusions on clear statistical evidence and relate their judgements clearly to the aims that each organisation / act actually had. For example they will be recognise that Ickes and Hopkins had very different approaches to the spending of public money and, as a result, differing degrees of success. They will recognise that, while the PWA did create jobs, it tended to focus on skilled workers which in turn created a demand that the WPA was to fill. They will also be able to explain the importance of the NLRA in light of the traditional hostility of US industry to unions and the low wages many workers had to put up with, a significant cause of the Great Depression in the first place.

Some pupils will have progressed further and will be able to reach clear, well-supported judgements about the success / failure of these organisations, for example they will recognise that while FERA achieved little it did set an important precedent for a federal government to give direct funds for relief.

All pupils will be able to describe the aims and actions of each. They will also be able to reach a judgement on their success / failure. They will be able to describe the laws passed by Congress affecting wages, hours worked, child labour and trade unionism.

Some pupils will be able to explain the impact of the NIRA in depth with reference to its codes. They will be able to explain, as part of their later work, why it was opposed and eventually struck down by

3

1-2


Anxious Decades P308-316 for the NIRA





of the term ‘pump priming’ which was the aim of the PWA. This means that government spending would lead to economic growth as it would stimulate other industries, create job, therefore creating demand and help to pull the country out of the depression. They will also need to know the meaning of ‘subsistence’.

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Social and Welfare Reforms

1. The Social Security Act 1935, its strengths and weaknesses.

Opposition to the New Deal 1

Business Opposition – the American Liberty League (founded in 1934)

Opposition from individuals / groups

1. Father Charles Coughlin2. Huey Long and the ‘Share

our Wealth’ Movement3. Dr Francis Townsend and

the elderly The extent of support for

FDR and the New Deal in the 1936 election

the Supreme Court. They will also be able to explain why it was seen in both positive and negative lights by big business by referring to its suspension of anti-trust legislation for 2 years and to the assistance it gave to collective bargaining. They will also recognise why it was criticised and supported by groups such as small businesses, the unions themselves and some important businessmen such as Ford. Finally they will be able to reach a clear judgement as to its success / failure.

All pupils will be able to describe the terms of the 1935 act and explain its strengths and weaknesses.

All pupils will be able to name the main opponents to the New Deal and explain why they opposed it. They will also be able to describe the results of the 1936 election and relate them to the popularity of Roosevelt and his policies.

Some pupils will be able to clearly explain the aims and beliefs of each and why each opposed the New Deal either initially or after its implementation. They will clearly be able to relate the success of Roosevelt’s election campaign with widespread support for his

2-3



Anxious Decades P351-354

United States 1776-1992 P201-203AQA P105-107Access to History P 132-137 and P155-156Heinemann Advanced P 139-142SHP Modern America P128-131Anxious Decades P317-338

Ensure that students are aware that opposition to the New Deal came from both the political left and right. Students will need to know the meaning of these terms.

21


policies amongst the electorate, however they will also recognise that 16 million Americans did not vote for him and therefore did not support the New Deal.

22



lessons



The Constitution and the Supreme Court

1. Schechter v United States (The ‘Sick Chickens’ case) 1935.

2. The United States v Butler et al 1936

Roosevelt’s response in the form of his attempt to pack the Supreme Court.


Growing opposition from Congress and the changing relationship between the President and the legislature.

All pupils will be able to describe the 2 main cases referred to and their outcome

Some pupils will be able to explain clearly why each person / group opposed the New Deal, including why the views of some, such as Huey Long, changed over time. They will be able to explain why Roosevelt felt so threatened by the actions and the Supreme Court and describe the actions that he took to address these fears referring to the Judiciary reform Bill.

Some pupils will have progressed further and will be able to explain the constitutional issues that arose from Roosevelt’s attempt to ‘pack’ the court. They will be able to reach a clear and balanced judgement as to whether he won or lost his struggle with the Supreme Court, relating this to his election victory in 1936

All pupils will be able to describe the ways in which the relationship between the President and the legislature changed with reference to the creation of the Executive Office of the President established by Roosevelt in September 1939 by Executive Order in defiance of Congress. They will also be able to connect Roosevelts’ attempt to pack the Supreme Court to Congresses growing opposition to Roosevelt and the New Deal

2-3

2


Heinemann Advanced P 142-144


Anxious Decades P 364-376

Freedom from Fear P323-339


Freedom from Fear P 339-340

http://www.youtube.com/watch?v=WSCExIoib5g&feature=PlayList&p=31C44737B5582BAA&index=35&playnext=2&playnext_from=PL

Original newsreel concerning Supreme Court opposition and his response. It also covers the Wagner Act (Access P 162)

Ensure students know what an Executive Order actually is.

Questions will need to be set on opposition to the New Deal from all of these areas. Some suggestions are:

How far do you agree that opposition to the New Deal was effective in the years

23






Patterns of recovery 1933-1941, an assessment of the New Deal.

All pupils will be able to provide a descriptive account of the economic impact of the New Deal. They will be able to distinguish between its successes and failures and its impact on urban and rural areas

Some pupils will be able to provide a detailed analysis of the impact of the New Deal, being able to clearly distinguish between its successes and failures. They will be able to focus on key areas when doing so such as welfare and relief, political, economic and social reforms

Some pupils will have progressed further and be able to

4 - 5 Heinemann Advanced P 144-149

P238-240Access to History P162-164 and P189-206

Anxious Decades P 376-379

AQA P104 and P108-110

1933-1941? See P170 Access for some guidance

To what extent did opposition from the Supreme Court weaken Roosevelt’s ability to carry out New Deal policies in the years 1935-1941? See Access P 171 for guidance.

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lessons


The economic impact of World War II on the USA

1. The entry of the USA into WWII (briefly)

2. The replacement of the ‘alphabet agencies’ with other federal agencies

3. the relationship between the federal government and private enterprise

4. The scale and achievement of war production

5. Living standards6. The growth of

trade unions

Social change: women and black Americans

All students will be able to describe the positive economic impact of World War II on the USA. They will recognise that it was WWII that finally pulled the USA out of the Depression not Roosevelt’s policies alone. They will be able too describe the role of the new federal organisations that replaced the ‘alphabet agencies’ and the relationship between the federal government and private enterprise. In addition they will be able to give figures to illustrate the scale and achievements of war productionPupils will also be able to give some evidence to prove that living standards for some Americans rose during the post war period but will recognise that this did not favour all Americans

Some students will be able to explain how and why the government became more involved in the US economy. They will also be able to describe the changing relationship between the government and private business, giving reasons for this change. They will be able to explain why trade unions grew and to distinguish between groups who saw their living standards increase reasonably greatly and those that did not

8 Heinemann Advanced P151-156

AQA P134-136 and P138-9 for unions, women and black Americans


For the changing treatment of blacks please refer students to the work they did as part of their AS level, however they will also need to be aware of the positive economic impact the New Deal had on black Americans, for example the WPA.

The links below all contain some useful info on WWII and the US economy in addition to union representation but, at the time of writing, this is perhaps the weakest section.

http://economics.about.com/od/useconomichistory/a/post_war.htm

http://www.learnhistory.org.uk/usa/economyww2.htm

http://www.bookrags.com/research/economy-world-war-ii-aaw-03/

http://25

http://books.google.co.uk/books?id=je4PB2lDV84C&pg=PA117&lpg=PA117&dq=USA+economy+WWII+impact&source=bl&ots=AEdqaNa1ap&sig=OaLYUzRvTtq2M3nJVNku7A2Q0lg&hl=en&ei=VCedSo6wD-S5jAfWjoSiCA&sa=X&oi=book_result&ct=result&resnum=7&ved=0CCAQ6AEwBg#v=onepage&q=&f=false











books.google.co.uk/books?id=je4PB2lDV84C&pg=PA117&lpg=PA117&dq=USA+economy+WWII+impact&source=bl&ots=AEdqaNa1ap&sig=OaLYUzRvTtq2M3nJVNku7A2Q0lg&hl=en&ei=VCedSo6wD-S5jAfWjoSiCA&sa=X&oi=book_result&ct=result&resnum=7&ved=0CCAQ6AEwBg#v=onepage&q=&f=false

26




Unit Content Number of lessons


The Post War World1. The post war boom

including new technology, hire purchase and television and advertising

2. Post war politics including the elections of 1948 and 1952

3. The impact of the cold war on domestic US politics and the rise of ‘McCarthyism’

The establishment of the HUAC 1937

The Smith Act / Alien Registration Act 1940

The Federal Employee Loyalty Programme 1947

The McCarran Internal Security Act 1950 and its strengthening in 1952

4. Eisenhower and the fall of McCarthy 1952-1954

All students will be able to describe the economic strength of the USA post WWII. They will be able to briefly describe the election of 1948 and 1952. They will be able to describe the main features of McCarthyism including when it began and when it ended.

Some students will be able to give an in depth description of America’s economic dominance after WWII and its domestic boom. They will be able to describe McCarthyism and explain why it took hold of the USA by relating the fear of communism to the historical context (the power of the USSR post WWII).. They will also be able to explain why he eventually fell from grace.

Some pupils will have progressed further and be able to clearly relate America’s boom to the impact of WWII on itself and other countries. They will also be able to give an in depth account of McCarthyism by referring to the historical context and recognise that not everyone cooperated with him and the HUAC. They will be able to explain why even the Presidents were fearful of him but also why he eventually fell from grace. They will be able to make connections between this and the first ‘Red Scare’.

9 Freedom from Fear P 856 – 858 for the economy (very briefly)

SHP Modern America P212-215 for the boom and P 226-230 for McCarthyism

United States 1776-1992 P364-367 for McCarthyism

The Proud Decades America in War and Peace 1941-1960 P180 , 186 for the economic boom, 188-198 for television though you will need to be selective

P102-110 for the 1948 electionP110-117 for McCarthyism and P160-176 which has a focus on McCarthyism and Hollywood

Students need to be aware that this fear of Communism is often referred to as the ‘Second Red Scare’ and the meaning of the term ‘McCarthyism’ – Fear of internal subversion, aggravated by genuine fears from the Cold War. This created a ‘Red Scare’ far more damaging to society than that of the early 1920s

There are some god resources for McCarthyism on Youtube, for example http://www.youtube.com/watch?v=7d3jkmfCuSA&feature=PlayList&p=6BC17CF18FDF37F8&playnext=1&playnext_from=PL&index=6Which is the first of 4 clips from an excellent BBC series called the Cold War

An exemplar question from Edexcel is:

How far do you agree that the demands of the war economy in the

27

http://www.youtube.com/watch?v=7d3jkmfCuSA&feature=PlayList&p=6BC17CF18FDF37F8&playnext=1&playnext_from=PL&index=6




years 1941-1945 created the basis for affluence in the period 1945-1954?

28

Documents

Year 12 History Scheme of Learning Revised Jan 2007 · Web viewBy 1929 one percent of the financial institutions controlled over 46% of the nations banking resources. The uneven distribution