Hoover vs. Roosevelt: Great Depression Politics
Leighann Stejskal
Cedar Rapids Jefferson High School
Summer 2009
No author. Franklin Delano Roosevelt and Herbert Hoover in Convertible. 1933. I Do Solemnly Swear: Presidential Inaugurations. American Memory. Library of Congress.
July 31, 2009. http://memory.loc.gov/service/pnp/ppmsc/02800/02895r.jpg
The transition from Hoover to Roosevelt was a turning point in U.S. History where governmental involvement in
people’s everyday lives dramatically increased. In this lesson students will explore the differing policies of Hoover
and Roosevelt to see how governmental involvement increased and also the public’s reaction to those policies during
the Great Depression.
Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 Be able to analyze primary source documents to
determine policies of 2 U.S. Presidents during the
Great Depression.
 Be able to analyze primary source documents to
determine what issues were of importance to
ordinary citizens during the Great Depression.
 Be able to analyze photographs of the time period to
understand what life was like for many people in
Iowa during the Great Depression.
 Be able to write from the perspective of someone
else to explain the policy issues of the Great
Depression.
4 days
9–12
AP U.S. History, U.S. History
Hoover Documents: (See handout section for excerpted versions)
1. Telegram to state governors, November 23, 1929 - Hoover urges
state governors to increase public construction so as to reduce
unemployment.http://web.archive.org/web/20021005113707/http://
www.geocities.com/mb_williams/hooverpapers/1929/paper192911
23.html
2. Press statement, February 3, 1931 - Hoover states his views on
the use of federal funds for disaster relief.
http://web.archive.org/web/20021022095525/http://www.geocities.
com/mb_williams/hooverpapers/1931/paper19310203.html
3. Press statement, January 22, 1932 - Hoover signs the
Reconstruction Finance Corporation Act.
http://www.presidency.ucsb.edu/ws/index.php?pid=23210
Roosevelt Documents: (See handout section for excerpted
versions)
1. Outlining the New Deal Program (Fireside Chat) - May 7, 1933
http://docs.fdrlibrary.marist.edu/050733.html
2. On the Purposes and Foundations of the Recovery Program
(Fireside Chat) - July 24, 1933
http://docs.fdrlibrary.marist.edu/042433.html
3. On the Works Relief Program (Fireside Chat) - April 28, 1935
http://docs.fdrlibrary.marist.edu/042835.html
Photo Analysis Sheet: (From the Truman Library Website)
http://www.trumanlibrary.org/educ/photo.pdf
Depression Photos of Iowa:
1. http://memory.loc.gov/pnp/fsa/8b29000/8b29700/8b29797
r.jpg
2. http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30046
r.jpg
3. http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30042
r.jpg
4. http://memory.loc.gov/pnp/fsa/8a21000/8a21400/8a21442
5.
6.
7.
8.
9.
10.
11.
12.
r.jpg
http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30049
r.jpg
http://memory.loc.gov/pnp/fsa/8c51000/8c51000/8c51092
r.jpg
http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30061
r.jpg
http://memory.loc.gov/pnp/fsa/8b38000/8b38500/8b38535
r.jpg
http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30038
r.jpg
http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30058
r.jpg
http://memory.loc.gov/pnp/fsa/8b30000/8b30000/8b30056
r.jpg
http://memory.loc.gov/pnp/fsa/8a21000/8a21400/8a21401
r.jpg
Document Analysis Sheet: (From the Truman Library Website)
http://www.trumanlibrary.org/educ/docanal2.pdf
Letters to Herbert Hoover:
1. http://www.ecommcode.com/hoover/hooveronline/text/94.
html
2. http://www.ecommcode.com/hoover/hooveronline/text/10
9.html
Learning Standards
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Iowa Core Curriculum: History
Goal 1: Understand historical patterns, periods of time,
and the relationships among these elements.
 Identify and interpret major events that happened
during a time period.
Goal 2: Understand how and why people create,
maintain, or change systems of power, authority, and
governance.
 Explore change over time through the lens of
evolving government services.
 Explore how government has reacted to problems in
the past, such as social, environmental, political and/or
economic issues and how the government’s actions
affected individuals.
Goal 4: Understand the role of individuals and groups
within a society as promoters of change or the status
quo.
 Identify significant individuals who have affected
historical development in positive or negative ways.
Goal 5: Understand the effect of economic needs and
wants on individual and group decisions.
 Analyze the ways various societies have met their
economic needs and wants over time.
 Assess and analyze the development of various
economic systems.
Goal 8: Understand cause-and-effect relationships and
other historical thinking skills in order to interpret
events and issues.
 Interpret actions taken, analyze impact experienced,
and evaluate decisions made in history in the context in
which they occurred.
 Determine the validity and accuracy of primary
sources and secondary sources and evaluate them for
bias.
 Predict how different decisions might have impacted
the outcome of an event.
Procedures
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Day 1:
 Students should already have a background on the
stock market crash and the beginnings of the Great
Depression.
 The class should be split into smaller groups with
half of the class getting documents on Hoover and
half of the class getting documents on Roosevelt.
 In small groups the students will read the documents
pertaining to their President and make a list of
policies or ways that the President is planning on
dealing with the problems caused by the Great
Depression, focusing on unemployment and
farming.
 Have the students use the Document Analysis Sheet
to help them organize their thoughts.
 http://www.trumanlibrary.org/educ/docanal2.pdf
 When each group is done, have a class discussion
about the policies and make a list on the board for
each President as to how they are planning to
respond to unemployment and the farming crisis.
 Discuss any similarities and differences between the
two policies and emphasize that Hoover was focused
on the local/state governments getting involved with
minimal federal assistance, whereas Roosevelt felt it
was the federal government’s job to do anything in
its power to help.
Day 2:
 Students will use the Photo Analysis Sheet to help
them analyze the Depression Photos of Iowa.
 http://www.trumanlibrary.org/educ/photo.pdf
 If you haven’t spent a lot of time analyzing
photographs, use the first photo to do an example
with the class, then get them working on the rest of
the photos.
 Put up stations around the classroom, 1–9 for the
remaining photos. Each student should fill out a
photo analysis form for each photo so that they
really reflect on it and think about what they are
seeing in the photograph.
 When all students have had time to look at each
photo, come back together as a class to discuss what
they saw, how they felt, what they think life was like
for many people in Iowa during the Depression, and
what they learned from looking at the photographs.
Day 3:
 Split the class back into their Hoover/Roosevelt
groups from Day 1 and give the Hoover group the
Letters to Hoover and give the Roosevelt group the
Letters to Roosevelt.
 Have students use the Document Analysis Sheet to
organize their thoughts.
 http://www.trumanlibrary.org/educ/docanal2.pdf
 Students should be able to use their knowledge
gained from analyzing the photos to get a feel for
what people were going through and why they were
asking for assistance from the Presidents.
When students are done analyzing their letters, pair
each Hoover student up with a Roosevelt student
and have them discuss what they have found in their
own letters.
 When each group is done, come together as a class
and have each group share 1 thing from their letters.
Have the Hoover students share what they learned
from the Roosevelt students and have the Roosevelt
students share what they learned from the Hoover
students.
 Make a large list on the board of the types of things
that people were struggling with and what they were
asking for. Have them relate this back to what they
saw in the photos the previous day. This should be a
great discussion starter for students.
Day 4:
 Have students choose to be one of the Presidents and
choose a letter or photograph that really struck them.
 As the President of the United States, they are going
to write a letter in response to either the letter or the
photograph that they chose and explain what they
are going to do. (Hint: They may not do anything,
but they need to give examples as to why they are
not going to do anything.)
 They need to be specific in the letter and give at
least 3 examples of specific policy items from Day 1
to support their decision to help or not help this
person, group, family, organization, etc.

Evaluation
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Students will be evaluated on their letter written from
the perspective of one of the Presidents to determine
that they understand the policies of the President and
how that President would have responded to situations
of the Great Depression. The students need to have at
least 3 ideas expressed in their letter that explain the
policies of the Presidents.
Extension
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As an extension, the students could have a debate
between Hoover and Roosevelt concerning the issues of
the Great Depression such as unemployment, public
works, the Bonus Army, the New Deal Programs, etc.
This would require more research on the students’ part
to become knowledgeable about the issues and topics in
order to have a useful debate.
Historical Background
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During the economic boom of the “Roaring Twenties,” the average American was busy speculating in the stock
market, where big money could be made, and buying automobiles and household appliances. Those appliances were
bought on credit, however. Although businesses had made huge gains—65%—from the mechanization of
manufacturing, the average worker’s wages had increased only 8%.
The disparity between the rich and the poor could not be sustained, with 0.1% of society earning the same total
income as 42%, pooled with production of more and more goods and rising personal debt. On Black Tuesday,
October 29, 1929, the stock market crashed, triggering the Great Depression, the worst economic collapse in the
history of the modern industrial world. It spread from the United States to the rest of the world, lasting from the end
of 1929 until the early 1940s. With banks failing and businesses closing, more than 15 million Americans (25% of the
workforce) became unemployed.
President Herbert Hoover, underestimating the seriousness of the crisis, called it “a passing incident in our national
lives,” and assured Americans that it would be over in 60 days. A strong believer in rugged individualism, Hoover did
not think the federal government should offer relief to the poverty-stricken population. Focusing on a trickle-down
economic program to help finance businesses and banks, Hoover met with resistance from business executives who
preferred to lay off workers. Blamed by many for the Great Depression, Hoover was widely ridiculed. Franklin
Delano Roosevelt, the rich governor from New York, offered Americans a New Deal, and was elected in a landslide
victory in 1932. He took quick action to attack the Depression, declaring a four-day bank holiday, during which
Congress passed the Emergency Banking Relief Act to stabilize the banking system. During the first 100 days of his
administration, Roosevelt laid the groundwork for his New Deal remedies that played a role in rescuing the country
from the depths of despair.
The Great Depression and the New Deal changed forever the relationship between Americans and their government.
Government involvement and responsibility in caring for the needy and regulating the economy came to be expected.
http://www.pbs.org/wgbh/amex/dustbowl/peopleevents/pandeAMEX05.html
Primary Resources from the Library of Congress
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Resource Table – LOC Resources
Image
Description
Part of an impoverished family
of nine on a New Mexico
highway. Depression refugees
from Iowa. Left Iowa in 1932
because of father’s ill health.
Father an auto mechanic
laborer, painter by trade,
tubercular. Family has been on
relief in Arizona but refused
entry on relief roles in Iowa to
which state they wish to return.
Nine children including a sick
four-month-old baby. No
money at all. About to sell their
belongings and trailer for
money to buy food. “We don't
want to go where we’ll be a
nuisance to anybody.”
Christmas dinner in home of
Earl Pauley. Near Smithfield,
Iowa. Dinner consisted of
potatoes, cabbage, and pie.
Citation
Lange, Dorothea. Part of an
Impoverished family of 9. Aug.
1936. America from the Great
Depression to World War II:
Black-and-White Photographs
from the FSA-OWI, 1935-1945.
American Memory. Library of
Congress. July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b29000/8b29700/8b29797r.jp
g
URL
http://memory.loc.gov/pnp/fsa/
8b29000/8b29700/8b29797r.jp
g
Lee, Russell. Christmas
Dinner. Dec. 1936. America
from the Great Depression to
World War II: Black-and-White
Photographs from the FSAOWI, 1935-1945. American
Memory. Library of Congress.
July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30046r.jp
g
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30046r.jp
g
Home of owner-operator, Little
Sioux Township, Woodbury
County. The years of drought
and bad crops have drained
resources to keep up taxes. This
man owns four to six hundred
acres of land.
Lee, Russell. Home of owneroperator, Little Sioux
Township. Dec. 1936. America
from the Great Depression to
World War II: Black-and-White
Photographs from the FSAOWI, 1935-1945. American
Memory. Library of Congress.
July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30042r.jp
g
Lee, Russell. Backyard of
shack in Shantytown. Dec.
1936. America from the Great
Depression to World War II:
Black-and-White Photographs
from the FSA-OWI, 1935-1945.
American Memory. Library of
Congress. July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8a21000/8a21400/8a21442r.jpg
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30042r.jp
g
Lee, Russell. Men’s Dormitory
at Night. Dec. 1936. America
from the Great Depression to
World War II: Black-and-White
Photographs from the FSA-
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30049r.jp
g
Backyard of shack in
“Shantytown,” Spencer, Iowa.
Men’s dormitory at night at the
homeless men’s bureau, Sioux
City, Iowa (for unattached
men). Unemployment is the
primary cause of their being
http://memory.loc.gov/pnp/fsa/
8a21000/8a21400/8a21442r.jpg
here. This unemployment has
been the direct cause of broken
homes, through divorce and
incompatibility. Most of the
men are willing to work if they
could find it. Average age fiftytwo. Most of the men are from
the urban districts.
OWI, 1935-1945. American
Memory. Library of Congress.
July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30049r.jp
g
Garage on J.H. and Ellis
Cline’s farm in northeastern
part of Ringgold County, Iowa.
They rent one hundred eighty
acres of land from an estate.
Lee, Russell. Garage in Iowa.
Jan.1937. America from the
Great Depression to World
War II: Black-and-White
Photographs from the FSAOWI, 1935-1945. American
Memory. Library of Congress.
July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8c51000/8c51000/8c51092r.jpg
http://memory.loc.gov/pnp/fsa/
8c51000/8c51000/8c51092r.jpg
Daughters of John Scott, hired
man near Ringgold County,
Iowa.
Lee, Russell. Daughters of
John Scott. Jan. 1937. America
from the Great Depression to
World War II: Black-and-White
Photographs from the FSAOWI, 1935-1945. American
Memory. Library of Congress.
July 30, 2009.
http://memory.loc.gov/pmp/fas/
8b30000/8b30000/8b30061r.jp
g
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30061r.jp
g
Frank Moody and family lived
in this home for two years.
Near Anthon, Iowa.
Lee, Russell. Frank Moody and
Family. Jan. 1937. America
from the Great Depression to
World War II: Black-and-White
Photographs from the FSAOWI, 1935-1945. American
Memory. Library of Congress.
July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b38000/8b38500/8b38535r.jp
g
http://memory.loc.gov/pnp/fsa/
8b38000/8b38500/8b38535r.jp
g
Marcus Miller and family in
shack that he built himself.
Spencer, Iowa. This is half the
house. Miller is a hired hand
who has managed to save
enough to make a part payment
on seven and a half acres of
land. However, he is most
anxious to get steady work or
to operate a farm.
Lee, Russell. Marcus Miller
and Family. Dec. 1936.
America from the Great
Depression to World War II:
Black-and-White Photographs
from the FSA-OWI, 1935-1945.
American Memory. Library of
Congress. July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30038r.jp
g
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30038r.jp
g
Farm home of Andy Grubb
near Mount Ayr, Iowa. He
rents one hundred eighty acres
from an estate.
Lee, Russell. Farm Home of
Andy Grubb. Jan. 1937.
America from the Great
Depression to World War II:
Black-and-White Photographs
from the FSA-OWI, 1935-1945.
American Memory. Library of
Congress. July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30058r.jp
g
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30058r.jp
g
Franklin Delano Roosevelt and
Herbert Hoover in convertible
automobile on way to U.S.
Capitol for Roosevelt’s
inauguration, March 4, 1933
No author. Franklin Delano
Roosevelt and Herbert Hoover
in Convertible. 1933. I Do
Solemnly Swear: Presidential
Inaugurations. American
Memory. Library of Congress.
July 31, 2009.
http://memory.loc.gov/service/
pnp/ppmsc/02800/02895r.jpg
http://memory.loc.gov/service/
pnp/ppmsc/02800/02895r.jpg
Dead animal skeleton on a
farm.
Lee, Russell. Untitled. 19351942. America from the Great
Depression to World War II:
Black-and-White Photographs
from the FSA-OWI, 1935-1945.
American Memory. Library of
Congress. July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30056r.jp
g
Lee, Russell. Marcus Miller in
front of the Shack. Dec 1936.
America from the Great
Depression to World War II:
Black-and-White Photographs
from the FSA-OWI, 1935-1945.
American Memory. Library of
Congress. July 30, 2009.
http://memory.loc.gov/pnp/fsa/
8a21000/8a21400/8a21401r.jpg
http://memory.loc.gov/pnp/fsa/
8b30000/8b30000/8b30056r.jp
g
Marcus Miller in front of the
shack he built for himself,
Spencer, Iowa.
http://memory.loc.gov/pnp/fsa/
8a21000/8a21400/8a21401r.jpg
Resource Table – Other Resources
Image
N/A
N/A
N/A
Description
Hoover urges state
governors to increase public
construction so as to reduce
unemployment.
Hoover states his views on
the use of federal funds for
disaster relief.
Hoover signs the
Reconstruction Finance
Corporation Act.
N/A
Outlining the New Deal
Program – May 7, 1933
N/A
On the Purposes and
Foundations of the
Recovery Program – July
24, 1933
N/A
On the Works Relief
Program – April 28, 1935
N/A
Primary Source Worksheet Photograph
N/A
Primary Source Worksheet
– Documents
Citation
The Depression Papers of
Herbert Hoover. Myles B.
Williams. The State Papers
and other Public Writings of
Herbert Hoover. July 31,
2009.
http://web.archive.org/web/
20021005113707/http://ww
w.geocities.com/mb_willia
ms/hooverpapers/1929/pape
r19291123.html
The Depression Papers of
Herbert Hoover. Myles B.
Williams. The State Papers
and other Public Writings of
Herbert Hoover. July 31,
2009.
http://web.archive.org/web/
20021022095525/http://ww
w.geocities.com/mb_willia
ms/hooverpapers/1931/pape
r19310203.html
The Depression Papers of
Herbert Hoover. Myles B.
Williams. The State Papers
and other Public Writings of
Herbert Hoover. July 31,
2009.
http://www.presidency.ucsb.
edu/ws/index.php?pid=2321
0
Fireside Chats of Franklin
D. Roosevelt. Franklin D.
Roosevelt Presidential
Library and Museum. July
31, 2009.
http://docs.fdrlibrary.marist.
edu/050733.html
Fireside Chats of Franklin
D. Roosevelt. Franklin D.
Roosevelt Presidential
Library and Museum. July
31, 2009.
http://docs.fdrlibrary.marist.
edu/042433.html
Fireside Chats of Franklin
D. Roosevelt. Franklin D.
Roosevelt Presidential
Library and Museum. July
31, 2009.
http://docs.fdrlibrary.marist.
edu/042835.html
Primary Source Worksheets.
Harry S. Truman Library
and Museum. July 31, 2009.
http://www.trumanlibrary.or
g/educ/photo.pdf
Primary Source Worksheets.
Harry S. Truman Library
URL
http://web.archive.org/web/
20021005113707/http://ww
w.geocities.com/mb_willia
ms/hooverpapers/1929/pape
r19291123.html
http://web.archive.org/web/
20021022095525/http://ww
w.geocities.com/mb_willia
ms/hooverpapers/1931/pape
r19310203.html
http://www.presidency.ucsb.
edu/ws/index.php?pid=2321
0
http://docs.fdrlibrary.marist.
edu/050733.html
http://docs.fdrlibrary.marist.
edu/042433.html
http://docs.fdrlibrary.marist.
edu/042835.html
http://www.trumanlibrary.or
g/educ/photo.pdf
http://www.trumanlibrary.or
g/educ/docanal2.pdf
N/A
Letter to Hoover
N/A
Letter to Hoover
N/A
Letters to Roosevelt
and Museum. July 31, 2009.
http://www.trumanlibrary.or
g/educ/docanal2.pdf
Hoover Online! Digital
Archives. Herbert Hoover
Presidential Museum and
Library. July 31, 2009.
http://www.ecommcode.co
m/hoover/hooveronline/text/
94.html
Hoover Online! Digital
Archives. Herbert Hoover
Presidential Museum and
Library. July 31, 2009.
http://www.ecommcode.co
m/hoover/hooveronline/text/
109.html
Levine, Lawrence W. “The
People and the President:
America’s Extraordinary
Conversation with FDR.”
Massachusetts: Beacon Hill,
2002.
http://www.ecommcode.co
m/hoover/hooveronline/text/
94.html
http://www.ecommcode.co
m/hoover/hooveronline/text/
109.html
N/A
Rubric
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Letter-Writing : Hoover vs. Roosevelt: Great Depression Politics
Letter Rubric
Teacher Name:
Student Name:
CATEGORY
________________________________________
4
3
2
1
Content
Accuracy
The letter
contains at least
3 accurate facts
about the topic.
The letter
contains 2
accurate facts
about the topic.
The letter
contains 1
accurate fact
about the topic.
The letter
contains no
accurate facts
about the topic.
Sentences &
Paragraphs
Sentences and
paragraphs are
complete, wellconstructed, and
of varied
structure.
All sentences are
complete and
well-constructed
(no fragments, no
run-ons).
Paragraphing is
generally done
well.
Most sentences
are complete and
well-constructed.
Paragraphing
needs some
work.
Many sentence
fragments or runon sentences OR
paragraphing
needs lots of
work.
Ideas
Ideas are
expressed in a
clear and
organized
fashion. It is easy
to figure out
what the letter is
about.
Ideas are
expressed in a
pretty clear
manner, but the
organization
could be better.
Ideas are
somewhat
organized, but
are not very
clear. It takes
more than one
reading to figure
out what the
letter is about.
The letter seems
to be a collection
of unrelated
sentences. It is
very difficult to
figure out what
the letter is
about.
Handouts
Back to Navigation Bar
The Depression Papers of Herbert Hoover
Telegram to state governors, November 23, 1929 - Hoover urges state governors to increase public construction so as to reduce
unemployment.
http://web.archive.org/web/20021005113707/http://www.geocities.com/mb_williams/hooverpapers/1929/paper19291123.html
With view to giving strength to the present economic situation and providing for the absorption of any unemployment which might result
from the present disturbed conditions, I have asked for collective action of industry in the expansion of construction activities and in
stabilization of wages. As I have publicly stated, one of the largest factors that can be brought to bear is that of the energetic yet prudent
pursuit of public works by the Federal Government and state municipal and county authorities.
The Federal Government will exert itself to the utmost within its own province and I should like to feel that I have the cooperation of yourself
and the municipal county and other local officials in the same direction. It would be helpful if road, street, public building, and other
construction of this type could be speeded up and adjusted in such fashion as to further employment.
Press statement, February 3, 1931 - Hoover states his views on the use of federal funds for disaster relief.
http://web.archive.org/web/20021022095525/http://www.geocities.com/mb_williams/hooverpapers/1931/paper19310203.html
This is not an issue as to whether people shall go hungry or cold in the United States. It is solely a question of the best method by which
hunger and cold shall be prevented. It is a question as to whether the American people on one hand will maintain the spirit of charity and
mutual self-help through voluntary giving and the responsibility of local government as distinguished on the other hand from appropriations
out of the Federal Treasury for such purposes. My own conviction is strongly that if we break down this sense of responsibility of individual
generosity to individual and mutual self-help in the country in times of national difficulty and if we start appropriations of this character we
have not only impaired something infinitely valuable in the life of the American people but have struck at the roots of self-government. Once
this has happened it is not the cost of a few score millions but we are faced with the abyss of reliance in future upon Government charity in
some form or another. The money involved is indeed the least of the costs to American ideals and American institutions.
President Cleveland, in 1887, confronted with a similar issue stated in part:
“A prevalent tendency to disregard the limited mission of this power and duty should, I think, be steadfastly resisted, to the end that the
lesson should be constantly enforced that though the people support the Government, the Government should not support the people.
“The friendliness and charity of our countrymen can always be relied upon to relieve their fellow-citizens in misfortune. This has been
repeatedly and quite lately demonstrated. Federal aid in such cases encourages the expectation of paternal care on the part of the Government
and weakens the sturdiness of our national character, while it prevents the indulgence among our people of that kindly sentiment and conduct
which strengthens the bonds of a common brotherhood.
“And there is a practical problem to all this. The help being daily extended by neighbors, by local and national agencies, by municipalities, by
industry and a great multitude of organizations throughout the country today is many times any appropriation yet proposed. The opening of
the doors of the Federal Treasury is likely to stifle this giving and thus destroy far more resources than the proposed charity from the Federal
Government.
“The basis of successful relief in national distress is to mobilize and organize the infinite number of agencies of self-help in the community.
That has been the American way of relieving distress among our own people and the country is successfully meeting its problem in the
American way today.”
Press statement, January 22, 1932 - Hoover signs the Reconstruction Finance Corporation Act.
http://www.presidency.ucsb.edu/ws/index.php?pid=23210
The President said:
I have signed the Reconstruction Finance Corporation Act.
It brings into being a powerful organization with adequate resources, able to strengthen weaknesses that may develop in our credit, banking,
and railway structure, in order to permit business and industry to carry on normal activities free from the fear of unexpected shocks and
retarding influences.
Its purpose is to stop deflation in agriculture and industry and thus to increase employment by the restoration of men to their normal jobs. It is
not created for the aid of big industries or big banks. Such institutions are amply able to take care of themselves. It is created for the support
of the smaller banks and financial institutions, and through rendering their resources liquid to give renewed support to business, industry, and
agriculture. It should give opportunity to mobilize the gigantic strength of our country for recovery.
Fireside Chats and other Documents of Franklin D. Roosevelt
Outlining the New Deal Program (Fireside Chat) - May 7, 1933
http://docs.fdrlibrary.marist.edu/050733.html
Radio Address of the President:
On a Sunday night a week after my Inauguration I used the radio to tell you about the banking crisis and the measures we were taking to meet
it. I think that in that way I made clear to the country various facts that might otherwise have been misunderstood and in general provided a
means of understanding which did much to restore confidence.
Tonight, eight weeks later, I come for the second time to give you my report — in the same spirit and by the same means to tell you about
what we have been doing and what we are planning to do.
A prompt program applied as quickly as possible seemed to me not only justified but imperative to our national security. The Congress, and
when I say Congress I mean the members of both political parties, fully understood this and gave me generous and intelligent support. The
members of Congress realized that the methods of normal times had to be replaced in the emergency by measures which were suited to the
serious and pressing requirements of the moment. There was no actual surrender of power, Congress still retained its constitutional authority
and no one has the slightest desire to change the balance of these powers. The function of Congress is to decide what has to be done and to
select the appropriate agency to carry out its will. This policy it has strictly adhered to. The only thing that has been happening has been to
designate the President as the agency to carry out certain of the purposes of the Congress. This was constitutional and in keeping with the past
American tradition.
The legislation which has been passed or in the process of enactment can properly be considered as part of a well-grounded plan.
First, we are giving opportunity of employment to one-quarter of a million of the unemployed, especially the young men who have
dependents, to go into the forestry and flood prevention work. This is a big task because it means feeding, clothing and caring for nearly
twice as many men as we have in the regular army itself. In creating this Civilian Conservation Corps we are killing two birds with one stone.
We are clearly enhancing the value of our natural resources and second, we are relieving an appreciable amount of actual distress. This great
group of men have entered upon their work on a purely voluntary basis, no military training is involved and we are conserving not only our
natural resources but our human resources. One of the great values to this work is the fact that it is direct and requires the intervention of very
little machinery.
Second, I have requested the Congress and have secured action upon a proposal to put the great properties owned by our Government at
Muscle Shoals to work after long years of wasteful inaction, and with this a broad plan for the improvement of a vast area in the Tennessee
Valley. It will add to the comfort and happiness of hundreds of thousands of people and the incident benefits will reach the entire nation.
Next, the Congress is about to pass legislation that will greatly ease the mortgage distress among the farmers and the homeowners of the
nation, by providing for the easing of the burden of debt now bearing so heavily upon millions of our people.
Our next step in seeking immediate relief is a grant of half a billion dollars to help the states, counties and municipalities in their duty to care
for those who need direct and immediate relief.
The Congress also passed legislation authorizing the sale of beer in such states as desired. This has already resulted in considerable
reemployment and, incidentally, has provided much needed tax revenue.
We are planning to ask the Congress for legislation to enable the Government to undertake public works, thus stimulating directly and
indirectly the employment of many others in well-considered projects.
Further legislation has been taken up which goes much more fundamentally into our economic problems. The Farm Relief Bill seeks by the
use of several methods, alone or together, to bring about an increased return to farmers for their major farm products, seeking at the same
time to prevent in the days to come disastrous over-production which so often in the past has kept farm commodity prices far below a
reasonable return. This measure provides wide powers for emergencies. The extent of its use will depend entirely upon what the future has in
store.
It is wholly wrong to call the measure that we have taken Government control of farming, control of industry, and control of transportation. It
is rather a partnership between Government and farming and industry and transportation, not partnership in profits, for the profits would still
go to the citizens, but rather a partnership in planning and partnership to see that the plans are carried out.
On the Purposes and Foundations of the Recovery Program (Fireside Chat) - July 24, 1933
http://docs.fdrlibrary.marist.edu/042433.html
Radio Address of the President:
Long before Inauguration Day I became convinced that individual effort and local effort and even disjointed Federal effort had failed and of
necessity would fail and, therefore, that a rounded leadership by the Federal Government had become a necessity both of theory and of fact.
Such leadership, however, had its beginning in preserving and strengthening the credit of the United States Government, because without that
no leadership was a possibility. For years the Government had not lived within its income. The immediate task was to bring our regular
expenses within our revenues. That has been done.
For many years the two great barriers to a normal prosperity have been low farm prices and the creeping paralysis of unemployment. These
factors have cut the purchasing power of the country in half. I promised action. Congress did its part when it passed the farm and the
industrial recovery acts. Today we are putting these two acts to work and they will work if people understand their plain objectives.
First, the Farm Act: It is based on the fact that the purchasing power of nearly half our population depends on adequate prices for farm
products. We have been producing more of some crops than we consume or can sell in a depressed world market. The cure is not to produce
so much. Without our help the farmers cannot get together and cut production, and the Farm Bill gives them a method of bringing their
production down to a reasonable level and of obtaining reasonable prices for their crops. I have clearly stated that this method is in a sense
experimental, but so far as we have gone we have reason to believe that it will produce good results.
It is obvious that if we can greatly increase the purchasing power of the tens of millions of our people who make a living from farming and
the distribution of farm crops, we will greatly increase the consumption of those goods which are turned out by industry.
On the Works Relief Program (Fireside Chat) - April 28, 1935
http://docs.fdrlibrary.marist.edu/042835.html
Radio Address of the President:
The program for social security now pending before the Congress is a necessary part of the future unemployment policy of the government.
While our present and projected expenditures for work relief are wholly within the reasonable limits of our national credit resources, it is
obvious that we cannot continue to create governmental deficits for that purpose year after year. We must begin now to make provision for
the future. That is why our social security program is an important part of the complete picture. It proposes, by means of old age pensions, to
help those who have reached the age of retirement to give up their jobs and thus give to the younger generation greater opportunities for work
and to give to all a feeling of security as they look toward old age.
The unemployment insurance part of the legislation will not only help to guard the individual in future periods of lay-off against dependence
upon relief, but it will, by sustaining purchasing power, cushion the shock of economic distress. Another helpful feature of unemployment
insurance is the incentive it will give to employers to plan more carefully in order that unemployment may be prevented by the stabilizing of
employment itself.
Provisions for social security, however, are protections for the future. Our responsibility for the immediate necessities of the unemployed has
been met by the Congress through the most comprehensive work plan in the history of the Nation. Our problem is to put to work three and
one-half million employable persons now on the relief rolls. It is a problem quite as much for private industry as for the government.
Photo Analysis Sheet: (From the Truman Library Website) http://www.trumanlibrary.org/educ/photo.pdf
Analyzing a Photograph
Name _________________________________________ Hour ____ Date ___________
1. Study the photograph carefully. Fill in the boxes with appropriate information.
People
Objects
Activities
2. What is the subject of the photograph?
________________________________________________________________________
3. List three conclusions about the subject that you can make from studying the photograph.
• _______________________________________________________________________
• _______________________________________________________________________
• _______________________________________________________________________
4. What questions does this photograph raise in your mind?
______________________________________________________________________________________________
__________________________________________________
5. Why is this photograph important to history?
______________________________________________________________________________________________
__________________________________________________
6. Write your own caption for the photograph.
________________________________________________________________________
7. How would you crop this photo to further bring out a main theme?
______________________________________________________________________________________________
__________________________________________________
Truman Presidential Museum & Library
Document Analysis Sheet: (From the Truman Library Website) http://www.trumanlibrary.org/educ/docanal2.pdf
Document Analysis
Name _____________________________________ Hour ___ Date ________________
1. What type of document is this? __ Graph __ Political cartoon __ Diary excerpt
__ Letter __ Patent __ Report __ Memorandum __ Meeting minutes
__ Telegram __ Press Release __ Resolution __ Public law __ Executive Order
__ Chart __ Summary __ Transcript __ Statement __ Advertisement
__ Message, Speech, Address (actual or draft) __ Newspaper or magazine article
__ Map __ Notes __ Other _______________________________________________________
2. Is this document classified “Top Secret,” “Secret,” or “Confidential”? __ yes __no
If classified, when was it “declassified” and open to the public? ___________ by whom?
______________________________________________________________________________
3. Describe the physical qualities of the document (check all that apply):
__ official letterhead – which government agency or office?
______________________________________________________________________________
__ from a private citizen __ handwritten __ typed __official seals
__ notations on page __ other characteristics
______________________________________________________________________________
4. Document date(s) _______________ Where was it written or created?
______________________________________________________________________________
5. Author/creator _________________ What is the author’s status/title?
______________________________________________________________________________
6. For what person(s) is this document intended?
______________________________________________________________________________
7. Why was this document created?
______________________________________________________________________________
8. In a brief summary of three to five sentences, explain the factual information contained in this primary source document:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
___
9. Does this author also state opinions? __yes __no If yes, cite an example of an opinion the author presented.
______________________________________________________________________________
10. Why is this a valuable source of information?
______________________________________________________________________________
11. How can you use this source? Explain:
_______________________________________________________________________________________________________
_____________________________________________________
12. What is left unanswered in this document? What questions would you like the author(s) to answer?
_______________________________________________________________________________________________________
_____________________________________________________
Truman Presidential Museum & Library
Transcripts of Letters to Hoover
April 26th, 1930
Mr. Herbert Hoover-President
United States,
Washington, D. C.
Dear Mr. Hoover:I am writing in regard to a program which we are trying to put over here. For many years we have been trying to
secure a High School building for the colored children and at several attempts the project failed. At this time it has
come up again and we are most sure we will get the school with a little help. I feel that you would be interested in this
program because you know the problems the colored people have to undergo. The building will cost $5,000.00
without being equipped. The money that has been given is as follows: The Julius Rosenwald Fund, $1,750.00 and the
County, $2,250.00, making the total $4,000.00. I have been selected as one of twenty to secure the balance of the
money needed to complete this project.
If you are interested in helping us secure this building which is very much needed, please send donation to the Central
High School Fund, First State Bank and Trust Co. Mr. J. F. Aden-Vice President (White). I am sure the people here
would be proud to know that you aided in securing this building for the colored children of this city.
Thanking you in advance for your donation,
Respectfully yours,
(s) Dave Travis
August 18, 1931.
The President,
The White House,
Washington,
District of Columbia.
Dear Mr. President:
In a recent speech at Detroit, copy of which I enclose, I called attention to what I believe to be the inescapable fact
that the hungry cannot be fed during the coming winter without Federal assistance. In support of my belief I beg to
transmit herewith a report upon the actual situation in Pennsylvania, which is widely regarded as more fortunate in
this emergency than some of the other States.
This report, prepared by a committee of experts, and based upon Federal and State official figures, presents
conclusions which I have no doubt are substantially correct. Briefly, some of these conclusions, as of June, 1931, are
as follows:
The total number of unemployed in Pennsylvania is more than 900,000, or nearly one-quarter of the whole working
population; wages are decreasing; distress in many counties is acute; many children are suffering from partial
starvation; because of unemployment the hospitals are overburdened, and the demand for charity shows no decrease
this summer over the high record of last winter.
In the face of this calamity Pennsylvania is by no means lying down. Social agencies in the State raised $11,200,000
for 1931, and special unemployment relief funds added $6,000,000. Every effort will be made to raise $5,000,000
more this fall.
Mothers' Assistance Funds were increased in my budget by $1,360,000, and State contributions to hospitals were
lifted to the highest point ever reached.
In addition, the largest road program ever undertaken in any State is already employing over 19,000 men, and by
September 1st will employ at least 25,000. Other very extensive State construction work has been begun.
We intend to neglect nothing in Pennsylvania to secure every possible penny from private charity and community
assistance. But when that is done to the limit of our ability, hundreds of thousands will go hungry next winter unless
the Federal Government steps in. And if they do go hungry, the consequences will not stop with those who are
allowed to starve.
A situation like this, in a State like Pennsylvania, leads many to believe that the present emergency is as vital to the
people as the Great War. Local private charity cannot meet the need. Local public relief, which should carry the bulk
of the load, is hampered or hamstrung, like relief from the State, by constitutional limitations upon appropriations and
borrowing, and by the inability of tax payers to pay.
Under these conditions I am compelled by the necessities of my people to urge that you call an extra session of
Congress.
The regular session does not meet until December. After the two Houses have organized, many subjects of grave and
pressing importance, including relief for people across the sea, will demand immediate attention.
Because of them, Congress may not be able to consider with promptness, much less act quickly upon, the question of
Federal help. But even if appropriations for relief at home could be debated, passed, and approved by Christmas, they
would still be too late for the machinery of distribution to be organized throughout the Nation in time to prevent
widespread suffering and the probability of serious disorder.
For these reasons I urge upon you, with all the emphasis of which I am capable, not only the calling of an extra
session of Congress for the purpose of meeting this national emergency, but the calling of it at the earliest possible
date. Already the time is very short.
The calling of an extra session will be opposed by politicians as inexpedient. It will be condemned by large tax payers
as likely to cost them money. It will be deplored by those who refuse to admit the obvious facts of the present
situation. But every such consideration is swept aside by the urgent need of our people.
You have yourself asked for appropriations by Congress for relief of the needy in distant parts of the world, and,
having obtained them, have supervised their expenditure. It would seem to be most appropriate that you should do no
less for our own needy here at home. Only an extra session can empower you to do so in time.
Because this question is of grave consequence to millions of our people, I have taken the liberty of making this letter
public.
I have the honor to be, Sir,
Very respectfully yours,
(s) Gifford Pinchot