The Hoover Years

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Central Piedmont Community College *

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HIS 131

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Economics

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Jan 9, 2024

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U5L8 The Hoover Years and American Life Due Nov 29 by 11:59pm Points 10 0 Submitting an external tool Available Nov 29 at 12:35pm - Dec 19 at 11:59pm Steps to complete the Hyperslides answer sheet: 1. Warm-up use the transcript here to answer the warm up questions: 2. What does the sentiment expressed in this sign indicate about the American public during the Great Depression? 3. We will be doing this section in collaboration in class. If you are absent please make a copy of the document here and follow the directions for each section. Farmers African Americans The Bonus Army Women Children Hobos Unions Physical & Mental Health Unemployment/ Banking Native Americans -- Recording to go with Native Americans Directions: Within your group you will review each of the 2 Google Slides presentations you are assigned TOGETHER and take notes on how each group or aspect of life is represented by each presentation. Be sure to include any facts, data, and inferences you can make about each group as your classmates will not be accessing them and only able to use your notes. This is our first attempt at using the collaboration tool on Canvas so be patient as everyone will be editing at once to give an overview of each section. Norms for collaboration today: You must have 1 summarizing fact for each slide on your presentation- 10 slides = 10 summarizations - I have added the number under each link and some guiding questions. You CAN copy and paste images from the slides if they will be helpful for your peers. You CANNOT Google outside information to summarize your slides. Group 1 Members: Joy Miller, Cady Cropper, Allison Huffman, Group 2 Members: Ruby Landrum, Carlos Escobar, Elizabeth N. Capps Group 3 Members: Juliebeth Reyes /Addie Clutts/ Armani Jones Group 4 Members: Miles H, Asadbek Irismatov, Jaiden S Group 5 Members: Olivia Rogers, Maddux Johansson, Sophia VanderMeyden Group 6 Members: Christian Vilaysack-Gaither, Kanaan Walker, Marcel Villarroel FARMERS - 11

1. In 1920 farmers were in high debts because of large bank loans and low agricultural prices. The dust bowl made this worse because huge dust storms would ruin all farm land 2. In 1920 the earnings of farmers peaked at about $520 per person, then by 1922 it declined to about $390 per person. 3. By 1930 farms tripled the amount of farmland but their practices caused a lot of erosion. Also in 1930 there was a severe drought that affected over 1 million acres known as the dust bowl. This generated huge dust storms known as black blizzards. 4. 3 photos of the weak soil and the dust storms 5. Huge dust, rain and snow storms sweeps most of the Midwest U.S.A, Some dust storms leaving humans and animals injured 6. The dust storms reached all the way down to the east coast and overseas. 7. https://livinghistoryfarm.org/farminginthe30s/water_02.html “link said page not found” 8. Farmers were having a hard time recovering from the drought so the left to go to California 9. “Okies” the name given to dust bowl migrants who were looking for new employment. 10. Dust bowl migrants mainly immigrated west. 11. 268,796 farmers migrated to California; 66,132 from Texas, 30,549 from Arkansas, 41,810 from Kansas, 56,953 from Missouri, and 91,303 from oklahoma. Be sure to insert at least 1 image of the Dust Bowl for your peers to see: AFRICAN AMERICANS - 7 - 50% unemployment rate (up to 70%), most did unskilled jobs but then fired when stock market crashed, many moved to northern cities (wages and equality) - experienced increased violence over employment (even murder) - protests lead to civil right gains through and past the 1930s - community efforts were made and women helped black owned businesses - NAACP saw gains, 1930: rejection of Supreme Court nominee John Park (of NC), 1932: investigated conditions for African American workers in the War Department in Mississippi Be sure to watch this video and summarize the Great Migration for your peers.  Occurred in the decades after the civil war  Hundreds of thousands of African Americans moved out of the south to the north  1910-1940 & 1940-1970, two different sections of the Great Migration  Lack of opportunities and unfair labor practices drove African Americans to move out of the south

 1910-1940:  1.5 million African Americans migrated to the north  Harlem Renaissance UNEMPLOYMENT/ BANKING - 15 How would you describe the homes in a "Hooverville?" How does the name symbolize the feelings of people toward President Herbert Hoover in relation to their situation? In your opinion, is this characterization fair? Why or why not? Slide 1-7  From the years 1929-1938 unemployment rates grew from 3.2% to 19.1%  Protesters stood outside buildings with signs. "6m out of work in the US, the richest country in the world." "Take children out, put men in”  Unemployment rates went up to 30%. Income and spending rates went down from the years 1929-1933.  People had to go to soup kitchens to eat. Government thought it was the person's fault if they were too poor.  People stood in line for hours and paid a dollar every twenty meals.  Free meals were given to people in poverty from 12 AM till 2 PM and lines grew longer.  Banks made many risky loans and over 9 million savings accounts were lost. No chance of getting them back without an FDIC. Slide 8-15  People start hearing banks are not trustworthy and hurry to get their money back but the banks will not give them their money.  The picture is saying that even the people who saved money lost their money. Everyone lost their money when the banks stopped giving them money.  The movie changed the names but it was showing what was going on it made it clear about what this was about. I suggest to everyone if you are having trouble understanding watch the video.  The graph has gone up and done over the years but during the years of 1925-1930 it was extremely low. Then in 1931 it increased but dropped again in 1932. But in 1933 it went back up to the highest rate of the whole graph. How would you describe the homes in a "Hooverville?"  The homes looked like scraps of things that shouldn't be making a home but did. They also look like they are not safe and extremely dangerous for anyone to live in.  Hooverville was created because of the unemployment increase which caused an increase of foreclosures and homelessness. So homes where built out of scraps such as cardboard, metal, and wooden scraps basically whatever they could find.  Their living conditions were poor and dangerous. WOMEN - 4 What is the changing role of women? Women were given jobs that seemed traditional and if they were married women and had jobs they were considered selfish and that they should be fired for being greedy. Many of the women who had jobs were either married or single

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and the single woman who had jobs had to provide for themselves while the married woman were being fired just for providing for their family. Women were also paid less than men. Describe why the article ““Long Term Given Mother of Six as Seller of Liquor,” May 4, 1932 is important. ( Think prohibition) The article ““Long Term Given Mother of Six as Seller of Liquor,” is important because it teaches people how just one woman took the responsibility of her actions and should that even women can do whatever it takes to make money for their family and it showed the people that woman should also take responsibility for the actions they did and not their husbands. CHILDREN - 13 - As parents lost their jobs, children were exposed to the realities of the economic crisis. - Malnutrition led to diseases - Some children found work wherever they could to help contribute to the family funds - people had to drop out of school so they could help their family survive - Traveled in large groups for safety - mixed ages, races, and genders, girls would often disguise themselves as boys for extra protection Be sure to summarize: (Malcolm X) recalls his family’s experience when going “on relief” Author Beverly Cleary Journalist Hugh Sidey recalls how the Great Depression impacted his childhood HOBOS - 6 What is riding the rails? A train going from town to town to find work Slide 3 - What does the man say about hobos? They were good honest hard working people without transportation Slide 5- What happened to the young man? What does this say about riding the rails? He was picked up, choked and beaten until two men saw and threw the attacker off the train. This shows how little food was on the trains and how bad the conditions of the train and the people were Physical & Mental Health - 8 What is Eugenics? Eugenics is the idea that criminal tendencies and disorders can be bred out of society by sterilizing the ill. Slide 6: What can you determine from the information from this chart? What do you think contributed to the causes of these trends? It depicts the trends in death rates and its respectives causes. Factors that may have contributed to the causes of these trends would be the Great Depression, and economic adversity. This would lead to an increase of diseases.

Slide 7: What can you determine from the information from this chart? What do you think contributed to the causes of these trends? It shows the fluctuation in deaths over the years and the causes. Factors that could have caused the death rates may be losing their homes, and the great depression in general. Slide 8: What can you determine from the information from this chart? What do you think contributed to the causes of these trends? It depicts the range of deaths over the years and what caused them. The factors that could have caused the death rates may be losing money, the great depression, and the situations they were in. Native Americans -- Recording to go with Native Americans Native Americans -- Recording to go with Native Americans 10 AND Summarize either the Boarding School Video - American Indian Stories on slide 3 OR The Podcast About American Indians on slide 10 What is the impact of the Dawes Act? Slide 1: The dawes act impact is that it forced many Native Americans to move out of their land since it was being parcleded to persons, Thus made Natives move upper east, where they thought was infertile and safe from ‘white men’, ended up being a massive oilmine thus leading to an oil craze Video/Podcast Summary: The Osage Natives were settled in Kansas when settlers forced them out of the land where the then chief recommended moving to rocky plains of Oklahoma, where they discovered the oil fields on the land, which then made the Natives lots of money. Video: American Indians were forced from their lands and homes westward toward reservations made by the government in the 1870s. When the isolation was protested by reformers boarding schools would be opened in order to integrate them into American communities. These boarding schools eliminated cultural traditons such as long hair and broke the spirits of the children. The schools failed to accommodate the Native children so they felt outcast in a school where they knew no traditions or language and were looked down upon. The schools had forced them to give up their old lives and left children stuck between two lifestyles which they fit in neither. Unions - 2 slides AND summarize this reading AND Choose two of these people to explore and summarize:  Bill Knox Advises Young Workers About Unions Slide 1 Summary: Labor unions increased and were blamed for contributing to the Great Depression. There is a quote from a worker against the labor unions saying that he doesn’t think the government should be responsible for feeding people who are choosing not to work. He believes that if man works and doesn’t avoid it, he’ll be okay. Slide 2 Image Shows: Protesters demanding more work or wages, many people walking down a street holding signs saying “Work Or Starve” and “Unity of White and Negro Workers”.

 A Georgia Automobile Worker and His Family  Savage Blames Labor Unions for the Great Depression  Songs and Yells of Steel Workers  An Elevator Strike  Jim Cole, African American Packinghouse Worker  A Mexican American Laborer and Labor Organizer Summarize the Library of Congress reading: In 1933, labor unions had 3 million people compared to the 5 million a decade before. The unions were made up of mostly skilled crafts unions associated with AFL (American Federation of Labor). Union gains resulted from Roosevelt’s early New Deal. The National Industrial Recovery Act of 1933 allowed collective bargaining and the 1935 National Labor Relations Act, aka Wagner Act, required businesses to bargain with any union supported by the majority of their employees. Person 1: A Mexican American Laborer and Labor Organizer (Jesse Perez). Information from interview on June 21, 1939: Jesse Perez is a packing house worker that lives in a 2nd floor flat with 7-8 rooms. Some of them are empty, others have some good furniture. He finds it hard to pay rent but wants to stay because he likes the modern bathroom and large rooms. He has a Polish wife and 3 small children, is a volunteer organizer (P.W.O.C), is interested in union work and political work. His physical description is 6 foot, speaks Spanish fluently and speaks some English, looks like a Spaniard, and is extremely fond of his children. He has been fired for wearing a CIO union button and has been treated unfairly at his job because he is Mexican. Perez put together a group of people where he works to join a union to advocate for better wages and to not have to work as fast. Perez and 13 other men that worked with him were fired for not being able to keep up with the workload, so they took the case to a labor board and eventually got their jobs back but it was still risky because the bosses were looking for any excuse to fire them. Person 2: Songs and Yells of Steel Workers (Ida Rinas). Information from interview on May 18 1939: Hilda lived in a small cottage that was about 1 ½ miles away from The Republic Steel Mills. It was lightly furnished. She is German and used to live in Dortmund, Germany until 1922, where she moved to Chicago. She has 3 children, about 6 foot, blond hair and blue eyes. The repeats the songs and yells that were made up by the men, women, and children during the steel strike of 1937. The main idea of the song is that the steel workers work long hard hours and live in constant fear of being fired or laid off, so they are putting together a C.I.O. union to “make them strong” and they are going to protest until the union contract is signed. Another yell continues to talk about how the C.I.O. will grow and make up many different labor forces. More yells are talking about wearing your union buttons, unions working together to be happy, that the unions mean serious business, and that everyone is encouraged to join the union. Immigrants - 7 (skip slide 5) Question 1: How is the message of this letter connected to the Great Depression? The message of the letter talks about the constant rising of unemployment occurring yearly. Question 2: How is the message of this letter connected to Mexican Repatriation?

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Slide 1: As unemployment grew so did the urge for the removal of immigrants Slide 2: A chart showing the number of legal immigrants who came to America from 1820 through 2009 Slide 4: Deportation raids often occurred in public places. Slide 6: A letter regarding the problem of unemployment and relating that problem at immigrants Slide 7: A video of the repatriation of the filipinos This message is connected to the Mexican Repatriation because in the letter they viewed immigrants as a problem and portrayed the idea of getting rid of them to solve their issue so the letter might be hinting at the Repatriation of any immigrants. The Art of Living During the Great Depression Slide 1: People had to make do with what they had during the great depression. Slide 2: Music genres like Jazz, Blues, and Gospel characterized the decade and were used to bring spirits up. Slide 3: Radios/movies were a source of entertainment during this era and kept peoples spirits up. Slide 4: Board games and dance contests were cheap ways to keep entertained during this time period. Slide 5: Many Americans put off certain clothing in order to save money and wore things like flour sack dresses. Slide 6: Beverly Cleary's mother and friends repurposed and handed down clothing while admiring each other's clothes. Slide 7: People repurposed flour sacks for things like dresses or table cloths. Slide 8: Food was limited so people had to have creative meal planning in order to fill their stomachs and save money. Slide 9: It was hard to afford certain things during the great depression, so they had to use cheaper foods like potatoes and hot dogs in meals, hence why it’s called the “Poor Man’s meal”. Be sure to include: How Beverly Cleary’s mom repurposed items: Beverly Cleary's mom would turn things like old dresses into a Jumper for her. Summarize the Poor Man’s Meals video: It was hard to afford certain things during the great depression, so they had to use cheaper foods like potatoes and hot dogs in meals, hence why it’s called the “Poor Man’s meal”.

The Hoover Years

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