Pearson Edexcel International GCSE (9-1) History: The USA, 1918-41 PDF

EDEXCEL INTERNATIONAL GCSE (9 –1) HISTORY Uncorrected proof, all content subject to c...

EDEXCEL INTERNATIONAL GCSE (9 –1) HISTORY Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2018 THE USA, 1918–41 Student Book E Simon Davis EDEXCEL INTERNATIONAL GCSE (9 –1) HISTORY THE USA, 1918—41 Student Book Series Editor: Nigel Kelly PL Pearson Edexcel International GCSE (9–1) History: The USA, 1918–41 provides comprehensive coverage of the specification and is designed to supply students with the best preparation possible for the examination: Written by a highly experienced History teacher and author Content is mapped to the specification to provide comprehensive coverage Learning is embedded with differentiated exercises and exam practice throughout Signposted transferable skills M Track progress with the Pearson Progression Scale Reviewed by a language specialist to ensure the book is written in a clear and accessible style Glossary of key History terminology eBook included Online Teacher Resource Pack (ISBN 9780435191320) also available, providing further planning, teaching and assessment support EDEXCEL INTERNATIONAL GCSE (9 –1) eBook HISTORY included For Pearson Edexcel International GCSE (9–1) History specification (4HI1) for first teaching 2017. SA THE USA, 1918–41 www.pearsonglobalschools.com Student Book Simon Davis Series Editor: Nigel Kelly USA_1918.indd 1-3 22/08/2017 15:48 Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2018 Simon Davis Student Book Series Editor: Nigel Kelly SA HISTORY THE USA, 1918–41 M PL EDEXCEL INTERNATIONAL GCSE (9 –1) E  Published by Pearson Education Limited, 80 Strand, London, WC2R 0RL. We are grateful to the following for permission to reproduce copyright material: Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2018 www.pearsonglobalschools.com Text Extract on page 16 from USA Between the Wars, 1919–41 (Discovering the Past Copies of official specifications for all Pearson qualifications may be found on the for GCSE), Stu Rep ed., (White,C. and Samuelson,M. 1998) p.49, reproduced by website: https://qualifications.pearson.com permission of Hodder Education; Extracts on pages 34, 101, 109 from Edexcel GCSE History A: The Making of the Modern World Unit 2C: The USA 1919–41, Text © Pearson Education Limited 2017 (Shuter,J. 2013), Pearson Education Limited; Extract on page 45 from Hodder Edited by Claire Smith, Jane Grisdale and Sarah Wright Twentieth Century History: The USA, 1914–41, (Mantin,P. 1997) p.18, reproduced Designed by Cobalt id and Pearson Education Limited by permission of Hodder Education; Extract on page 87 from Franklin D. Roosevelt: Typeset and illustrated by Phoenix Photosetting Ltd, Chatham, Kent The New Deal and War (Lancaster Pamphlets), Routledge (Heale,M.J. 1999) p.24; Original illustrations © Pearson Education Limited 2017 Extract on page 69 from USA 1918–1941: Foundation Edition: Evaluation Pack Cover design by Pearson Education Limited (Heinemann Secondary History Project), (Kelly,N. 1997) p.41, Pearson Education Picture research by Sarah Hewitt Limited. Cover photo/illustration Mary Evans Picture Library: Everett Collection E Inside front cover Shutterstock.com: Dmitry Lobanov Select glossary terms have been taken from The Longman Dictionary of Contemporary English Online. The rights of Simon Davis to be identified as author of this work have been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. Disclaimer All maps in this book are drawn to support the key learning points. They are First published 2017 illustrative in style and are not exact representations. PL 19 18 17 Endorsement Statement 10 9 8 7 6 5 4 3 2 1 In order to ensure that this resource offers high-quality support for the associated Pearson qualification, it has been through a review process by the awarding body. British Library Cataloguing in Publication Data This process confirms that this resource fully covers the teaching and learning A catalogue record for this book is available from the British Library content of the specification or part of a specification at which it is aimed. It also confirms that it demonstrates an appropriate balance between the development ISBN 978 0 435 18545 9 of subject skills, knowledge and understanding, in addition to preparation for assessment. Copyright notice All rights reserved. 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All other images © Pearson Education  CONTENTS iii Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2018 ABOUT THIS BOOK IV TIMELINE VI 1. THE ROARING TWENTIES 2 2. INCREASED SOCIAL TENSIONS IN THE 1920S 27 E 3. THE USA IN DEPRESSION, 1929–33 49 4. ROOSEVELT AND THE NEW DEAL, 1933–41 71 GLOSSARY INDEX PL 5. THE OPPOSITION TO THE NEW DEAL 91 111 113 M SA  iv ABOUT THIS BOOK ABOUT THIS BOOK Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2018 This book is written for students following the Edexcel International GCSE (9–1) History specification and covers one unit of the course. This unit is The USA, 1918–41, one of the Historical Investigations. The History course has been structured so that teaching and learning can take place in any order, both in the classroom and in any independent learning. The book contains five chapters which match the five areas of content in the specification: ◼◼ The Roaring Twenties ◼◼ Increased social tensions in the 1920s ◼◼ The USA in Depression, 1929–33 ◼◼ Roosevelt and the New Deal, 1933–41 E ◼◼ The Opposition to the New Deal Each chapter is split into multiple sections to break down content into manageable chunks and to ensure full coverage of the specification. Each chapter features a mix of learning and activities. Sources are embedded throughout to develop your understanding and exam-style questions help you to put learning into practice. Recap pages at the end of each chapter summarise key PL information and let you check your understanding. Exam guidance pages help you prepare confidently for the exam. Learning objectives Extend your knowledge Each section starts with a list of Interesting facts to encourage wider what you will learn in it. They are thought and stimulate discussion. Timeline carefully tailored to address key They are closely related to key Visual representation of assessment objectives central to issues and allow you to add depth events to clarify the order the course. to your knowledge and answers. in which they happened. 28 INCREASED SOCIAL TENSIONS THE USA, 1918–41 82 ROOSEVELT AND THE NEW DEAL THE USA, 1918–41 took action to help migrant workers who travelled across the USA in search 2.1 ATTITUDES AND POLICIES TOWARDS IMMIGRATION of work. They set up migrant camps to provide shelter to those who had left the Dustbowl for California and paid for doctors and dentists to look after migrants. Although this did not help migrants find work, it did help to keep LEARNING OBJECTIVES them alive and healthy. ◼ Understand how attitudes towards immigration changed FARM PRICES ◼ Understand what policies were introduced concerning immigration The first Agricultural Adjustment Act had been declared not valid by the M ◼ Understand the impact of those policies. Supreme Court in 1936, but the price of agricultural goods was still too low. The second Agricultural Adjustment Act created compulsory measures to limit production, using quotas. These were effective because they did not rely on ATTITUDES Until the early years of the 20th century, the USA had happily accepted co-operation from farmers. Instead, they were enforced through heavy taxes immigrants from around the world. They provided a cheap source of labour on sales above the quota, helping the government control how much was both for farmers and factory owners. However, after the First World War produced. attitudes began to change. May 1935 Resettlement 14 August 1935 May 1936 Rural 1 September 1937 25 June 1938 Fair Traditionally, most immigrants had come from western Europe and formed Administration starts to Social Security Act Electrification Act Housing Act creates the Labor Standards Act the largest ethnic grouping in the USA – the White Anglo-Saxon Protestants rehouse urban and rural provides pensions and makes the REA a US Housing Authority to improves working (WASPS). However, in the decade before the war the majority of immigrants poor unemployment insurance permanent agency build homes conditions in industry had come from countries such as Italy, Austria–Hungary, Russia, Western Poland and Greece, in eastern and southern Europe. This wave of immigration KEY TERM upset some Americans because: ◼ Many of the immigrants were Catholics or Jews and so had a different 8 April 1935 Emergency Relief 5 July 1935 23 August 1935 22 July 1937 Farm 16 February 1938 radicalism the desire for dramatic social cultural and religious background to the majority of the people already in the Appropriation Act creates the Works National Labor Banking Act Tenancy Act establishes Second Agricultural change country. Progress Administration and the Relations Act helps strengthens the US the Farm Security Adjustment Act targets ◼ The immigrants were often poor, illiterate and could not speak English. Rural Electrification Authority (REA) workers to unionise banking system Administration over-production on farms ◼ There was a fear that some of the immigrants brought with them undemocratic ideas and supported radicalism. Fear of communism was ▲ Timeline of events in the second New Deal particularly strong after the Russian Revolution in 1917. SOURCE A ◼ Many American workers were worried that workers from other countries ACTIVITY SA A US banking poster from the 1920s. It would accept lower wages and take their jobs from them. shows an immigrant family arriving in the 1 Look at the first three aims of the second New Deal on page 79. Find USA. EXTEND YOUR KNOWLEDGE an example of a law or agency that was designed to meet each aim. HARRY LAUGHLIN 2 Study Source H and answer the following questions. Harry Laughlin was an educator and sociologist who believed that people from a Which second New Deal programme does the source show? southern and eastern Europe were born inferior. His research suggested they b Who were these programmes designed to help? were more likely to end up in a prison or mental hospital than other ethnic groups. c Why would this photo make a good advert for the second New Deal? In 1922, he published a book that promoted their forced sterilisation in order to 3 Use Source H, along with the information in this section, to create a prevent them from having children. Several states made this into law, carrying poster promoting the second New Deal. it out on a small scale and there were people in the federal government who sympathised with his views. The Secretary of Labor sent Laughlin to Europe in 1923 to investigate nations that sent people to the USA. Congress then used his conclusions to create new immigration laws. HELP FOR THE OLD AND Before 1935, the USA had no national system for pensions or unemployment DISADVANTAGED insurance for workers. It was left to each state to establish a policy that SOURCE B worked for them. In most cases, this meant they had done little. Roosevelt was determined to change this and helped to make the Social Security Act law in From a speech by Senator Ellison Smith of South Carolina, given in April 1924 to Congress. 1935. The Social Security Act created: I think we now have enough people in our country for us to shut the door and ◼ A federal pension system: employees paid into a pension scheme for their to breed up a pure American citizenship. I would make this not an escape for retirement, with their contributions matched by a tax on their employer. The the oppressed of all countries, but a country to develop that splendid type of contributions were initially 1 per cent of their income, rising to 3 per cent man that has made America the best nation in her progress and in her power. later on. M02_TUSA_SB_IGBLB_4082_U02.indd 28 17/08/2017 08:53 M04_TUSA_SB_IGBLB_4082_U04.indd 82 17/08/2017 08:57 Key term Activity Useful words and phrases are colour coded Each chapter includes activities within the main text and picked out in the margin to help check and embed with concise and simple definitions. These help knowledge and understanding. understanding of key subject terms and support students whose first language is not English.  ABOUT THIS BOOK v Exam-style question Hint Recap Recall quiz Questions tailored to All exam-style questions are At the end of each chapter, you will find This quick quiz is ideal for Uncorrected proof, all content subject to change at publisher discretion. Not for resale, circulation or distribution in whole or in part. ©Pearson 2018 the Pearson Edexcel accompanied by a hint to help a page designed to help you consolidate checking your knowledge specification to allow for you get started on an answer. and reflect on the chapter as a whole. or for revision. practice and development of exam writing technique. They also allow for OPPOSITION TO THE NEW DEAL THE USA, 1918–41 95 24 THE PAPER ROARING 2 TWENTIES THE USA, 1918–41 practice responding to the Security, which businesses did not like. They wanted low taxation so people had more money to buy goods. They believed that was the way to create jobs. RECAP command words used in SOURCE C the exams. From an article by a businessman in Scribner’s Magazine, October 1934. RECALL QUIZ NRA: Most business men accept the theory of government regulation of private 1 Name three natural resources that were required from the USA to help defeat Germany during the First World industry, but they resent many of the clumsy methods of application. Fine War. schemes thought out at the top don’t work well at the bottom. Toward the 2 Who was the famous car manufacturer who used mass production techniques in the 1920s? Skills agricultural end, the AAA, the feelings are similar. There’s fear that the magnitude of the problem is too great for solution by a few minds in Washington. 3 How much was spent on advertising in 1929: $1 billion, $2 billion or $5 billion? 4 Name two reasons that farmers over-produced wheat in the 1920s. Relevant exam questions 5 What replaced coal as a means of heating homes in the 1920s? 6 How many cinema tickets were sold each week in 1924: 10 million, 40 million or 75 million? have been assigned the EXAM-STYLE QUESTION Study Sources B and C. How far does Source B support the evidence of Source C about the reasons 7 Name one famous jazz performer. 8 When was the first radio network set up? key skills which you will AO3 for opposition to the NRA and AAA? Explain your answer. (8 marks) 9 When did women from across the USA get the right to vote? 10 What percentage of the workforce were women in the 1920s: 10 per cent, 20 per cent or 50 per cent? gain from undertaking HINT ANALYSIS, ADAPTIVE LEARNING, SKILLS CREATIVITY This question targets your ability to comprehend, interpret and cross-refer sources. them, allowing for a Think about the attitude to the federal government as a point of agreement between the sources. CHECKPOINT strong focus on particular E SOURCE D STRENGTHEN S1 Describe, in detail, three reasons why the economy of the USA grew between 1918 and 1929. academic qualities. These A 1935 cartoon criticising the cost of the New Deal. S2 What evidence can you find that farmers and manufacturers struggled in the 1920s? S3 Give three detailed examples of changes in the society and culture of the USA in the 1920s. transferable skills are CHALLENGE C1 Find evidence for each of the interpretations of the 1920s listed below: highly valued in further a ‘The First World War helped improve the USA.’ b ‘There was a huge amount of social change in the 1920s.’ study and the workplace. c ‘Most Americans benefited from the economic boom of the 1920s.’ C2 Find evidence to challenge each of the interpretations offered in C1. C3 In your own words, write a summary of the USA in the 1920s, using the interpretations to provide a structure for your response. Source How confident do you feel about your answers to these questions? If you’re not sure you answered them well, Photos, cartoons and create a table with two columns: ‘Positive developments in the 1920s’ and ‘Negative developments in the 1920s’. Then use the material in the chapter to add notes to your table. text sources are used to PL explain events and show SUMMARY you what people from the ◼ ◼ The First World War created demand for industrial and agricultural goods from the USA. There was an economic boom in the 1920s, because of mass production, hire purchase plans and advertising. period said, thought or ◼ ◼ Trading in stocks and shares became popular in the 1920s. An economic boom helped the leisure industry to grow, as people spent money on visits to cinemas, dance created, helping you to ◼ halls, jazz performances and sporting events. Advertising encouraged Americans to buy radio sets, cars and other consumer goods. build your understanding. ◼ Women’s rights improved after the First World War, as more women joined the workforce and gained the right to vote. ◼ Some women rejected the values of their parents and became flappers. ◼ Coal mining, textiles production and the railroad industries all experienced decline in the 1920s. ◼ Over-production and a decline in demand created problems for American farmers. M05_TUSA_SB_IGBLB_4082_U05.indd 95 17/08/2017 08:58 M01_TUSA_SB_IGBLB_4082_U01.indd 24 17/08/2017 08:54 Checkpoint Summary Checkpoints help you to check and reflect on your learning. The Strengthen The main points of each chapter section helps you to consolidate knowledge and understanding, and check are summarised in a series of that you have grasped the basic ideas and skills. The Challenge questions bullet points. These are great for push you to go beyond just understanding the information, and into embedding core knowledge and evaluation and analysis of what you have studied. handy for revision. M Exam guidance At the end of each chapter, you will find two pages Student answers designed to help you better understand the exam questions Exemplar student answers are used to show what and how to answer them. Each exam guidance section an answer to the exam question may look like. focuses on a particular question type that you will find in There are often two levels of answers so you can the exam, allowing you to approach them with confidence.