Herbert Hoover on the New Deal (1932)

Herbert Hoover on the New Deal (1932)

Americans elected a string of conservative Republicans to the presidency during the boom years of the 1920s. When the economy crashed in 1929, however, and the nation descended deeper into the Great Depression, voters abandoned the Republican Party and conservative politicians struggled to in office. In this speech on the eve of the 1932 election, Herbert Hoover warned against Franklin Roosevelt’s proposed New Deal.

This campaign is more than a contest between two men. It is more than a contest between two parties. It is a contest between two philosophies of government.

We are told by the opposition that we must have a change, that we must have a new deal. It is not the change that comes from normal development of national life to which I object but the proposal to alter the whole foundations of our national life which have been builded through generations of testing and struggle, and of the principles upon which we have builded the nation. The expressions our opponents use must refer to important changes in our economic and social system and our system of government, otherwise they are nothing but vacuous words. And I realize that in this time of distress many of our people are asking whether our social and economic system is incapable of that great primary function of providing security and comfort of life to all of the firesides of our 25 million homes in America, whether our social system provides for the fundamental development and progress of our people, whether our form of government is capable of originating and sustaining that security and progress.

This question is the basis upon which our opponents are appealing to the people in their fears and distress. They are proposing changes and so-called new deals which would destroy the very foundations of our American system.

Our people should consider the primary facts before they come to the judgment–not merely through political agitation, the glitter of promise, and the discouragement of temporary hardships–whether they will support changes which radically affect the whole system which has been builded up by 150 years of the toil of our fathers. They should not approach the question in the despair with which our opponents would clothe it.

Our economic system has received abnormal shocks during the past three years, which temporarily dislocated its normal functioning. These shocks have in a large sense come from without our borders, but I say to you that our system of government has enabled us to take such strong action as to prevent the disaster which would otherwise have come to our nation. It has enabled us further to develop measures and programs which are now demonstrating their ability to bring about restoration and progress.

I may say at once that the changes proposed from all these Democratic principals and allies are of the most profound and penetrating character. If they are brought about, this will not be the America which we have known in the past.

Let us pause for a moment and examine the American system of government, of social and economic life, which it is now proposed that we should alter. Our system is the product of our race and of our experience in building a nation to heights unparalleled in the whole history of the world. It is a system peculiar to the American people. It differs essentially from all others in the world. It is an American system.

It is founded on the conception that only through ordered liberty, through freedom to the individual, and equal opportunity to the individual will his initiative and enterprise be summoned to spur the march of progress.

The implacable march of scientific discovery with its train of new inventions presents every year new problems to government and new problems to the social order. Questions often arise whether, in the face of the growth of these new and gigantic tools, democracy can remain master in its own house, can preserve the fundamentals of our American system. I contend that it can; and I contend that this American system of ours has demonstrated its validity and superiority over any other system yet invented by human mind.

It has demonstrated it in the face of the greatest test of our history–that is the emergency which we have faced in the past three years.

I therefore contend that the problem of today is to continue … measures and policies to restore this American system to its normal functioning, to repair the wounds it has received, to correct the weaknesses and evils which would defeat that system. To enter upon a series of deep changes, to embark upon this inchoate new deal which has been propounded in this campaign, would be to undermine and destroy our American system.

[Source: The State Papers and Other Public Writings of Herbert Hoover, vol. 2, William S. Myers, ed., 1934, pp. 408-413. Available online via The American Presidency Project http://www.presidency.ucsb.edu/ws/?pid=23317 (Links to an external site.)Links to an external site. ).]

 

 

 

Franklin Roosevelt’s Re-Nomination Acceptance Speech (1936)

In July 27, 1936, President Franklin Roosevelt accepted his re-nomination as the Democratic Party’s presidential choice. In his acceptance speech, Roosevelt laid out his understanding of what “freedom” and “tyranny” meant in an industrial democracy.

… Philadelphia is a good city in which to write American history. This is fitting ground on which to reaffirm the faith of our fathers; to pledge ourselves to restore to the people a wider freedom; to give to 1936 as the founders gave to 1776—an American way of life.

That very word freedom, in itself and of necessity, suggests freedom from some restraining power. In 1776 we sought freedom from the tyranny of a political autocracy—from the eighteenth century royalists who held special privileges from the crown. It was to perpetuate their privilege that they governed without the consent of the governed; that they denied the right of free assembly and free speech; that they restricted the worship of God; that they put the average man’s property and the average man’s life in pawn to the mercenaries of dynastic power; that they regimented the people.

And so it was to win freedom from the tyranny of political autocracy that the American Revolution was fought. That victory gave the business of governing into the hands of the average man, who won the right with his neighbors to make and order his own destiny through his own Government. Political tyranny was wiped out at Philadelphia on July 4, 1776.

Since that struggle, however, man’s inventive genius released new forces in our land which reordered the lives of our people. The age of machinery, of railroads; of steam and electricity; the telegraph and the radio; mass production, mass distribution—all of these combined to bring forward a new civilization and with it a new problem for those who sought to remain free.

For out of this modern civilization economic royalists carved new dynasties. New kingdoms were built upon concentration of control over material things. Through new uses of corporations, banks and securities, new machinery of industry and agriculture, of labor and capital—all undreamed of by the fathers—the whole structure of modern life was impressed into this royal service.

There was no place among this royalty for our many thousands of small business men and merchants who sought to make a worthy use of the American system of initiative and profit. They were no more free than the worker or the farmer. Even honest and progressive-minded men of wealth, aware of their obligation to their generation, could never know just where they fitted into this dynastic scheme of things.

It was natural and perhaps human that the privileged princes of these new economic dynasties, thirsting for power, reached out for control over Government itself. They created a new despotism and wrapped it in the robes of legal sanction. In its service new mercenaries sought to regiment the people, their labor, and their property. And as a result the average man once more confronts the problem that faced the Minute Man.

An old English judge once said: “Necessitous men are not free men.” Liberty requires opportunity to make a living—a living decent according to the standard of the time, a living which gives man not only enough to live by, but something to live for.

For too many of us the political equality we once had won was meaningless in the face of economic inequality. A small group had concentrated into their own hands an almost complete control over other people’s property, other people’s money, other people’s labor—other people’s lives. For too many of us life was no longer free; liberty no longer real; men could no longer follow the pursuit of happiness.

Against economic tyranny such as this, the American citizen could appeal only to the organized power of Government. The collapse of 1929 showed up the despotism for what it was. The election of 1932 was the people’s mandate to end it. Under that mandate it is being ended.

Today we stand committed to the proposition that freedom is no half-and-half affair. If the average citizen is guaranteed equal opportunity in the polling place, he must have equal opportunity in the market place.

These economic royalists complain that we seek to overthrow the institutions of America. What they really complain of is that we seek to take away their power. Our allegiance to American institutions requires the overthrow of this kind of power. In vain they seek to hide behind the Flag and the Constitution. In their blindness they forget what the Flag and the Constitution stand for. Now, as always, they stand for democracy, not tyranny; for freedom, not subjection; and against a dictatorship by mob rule and the over-privileged alike.

Governments can err, Presidents do make mistakes, but the immortal Dante tells us that divine justice weighs the sins of the cold-blooded and the sins of the warm-hearted in different scales.

Better the occasional faults of a Government that lives in a spirit of charity than the consistent omissions of a Government frozen in the ice of its own indifference.

There is a mysterious cycle in human events. To some generations much is given. Of other generations much is expected. This generation of Americans has a rendezvous with destiny.

[Source: Franklin D. Roosevelt, “Acceptance Speech for the Re-Nomination for the Presidency,” Philadelphia, Pennsylvania, June 27, 1936. Available online via The American Presidency Project, http://www.presidency.ucsb.edu/ws/?pid=15314 (Links to an external site.)Links to an external site. .]

Hidden Figures Book For Brilliant Answers

Instruction:

1. The whole paper should be addressed of following question and based on the four articles in attachment;

2. APA format, over 1000 words, excluding references and exhibits;

3. Cite your sources. 100% no plagiarism!

4. At least 3 citations from the four articles in attachment, and 2 citation from outside resources;

5. Due November 1, 11:59pm

Question:

students may wish to focus on a narrow topic or theme, or engage in close readingor analysisof a single reading or resource. For example, you might focus on an author’s style or writing choices, an interpretation of the composition of an image, or scrutiny of a particular word or set of terms that appears repeatedly in a reading. A close reading is a reflection on and interpretation of a specific reading or passage. Close readings are the easiest and most straightforward types of blog posts to write, since you are engaging your own interpretation of a specific passage or reading. In a close reading, ask yourself “What did I observe in these readings and what possible different meanings or interpretations could these observations have?” The key task in this type of blog post is to gather a set of observations and interpretations in order to develop your own perspective on a reading or to explore the reading(s) from different perspectives. This exercise will help you to become skilled in “perspective taking” or “re-framing.” In this format, you want to address how a reading speaks to your own perspective or knowledge. Then, you might form an interpretation of the themes or issues raised on the readings based on this perspective. As you do this, you might also ask yourself how other readers (or types of readers) might view and interpret the passage under consideration. Some of the following questions might be helpful in developing a close reading blog post: What might a “neutral” observer read? Is a “neutral” reader or interpretation even possible? What kind of reader might disagree with or contest either your conclusions or that of the passage you have chosen to analyze? Take into account the ways in which privilege and power, or struggle and disempowerment, might alter your perceptions and interpretations.

Instruction:

1. The whole paper should be addressed of following question and based on the four articles in attachment;

2. APA format, over 1000 words, excluding references and exhibits;

3. Cite your sources. 100% no plagiarism!

4. At least 3 citations from the four articles in attachment, and 2 citation from outside resources;

5. Due November 1, 11:59pm

Question:

students may wish to focus on a narrow topic or theme, or engage in close readingor analysisof a single reading or resource. For example, you might focus on an author’s style or writing choices, an interpretation of the composition of an image, or scrutiny of a particular word or set of terms that appears repeatedly in a reading. A close reading is a reflection on and interpretation of a specific reading or passage. Close readings are the easiest and most straightforward types of blog posts to write, since you are engaging your own interpretation of a specific passage or reading. In a close reading, ask yourself “What did I observe in these readings and what possible different meanings or interpretations could these observations have?” The key task in this type of blog post is to gather a set of observations and interpretations in order to develop your own perspective on a reading or to explore the reading(s) from different perspectives. This exercise will help you to become skilled in “perspective taking” or “re-framing.” In this format, you want to address how a reading speaks to your own perspective or knowledge. Then, you might form an interpretation of the themes or issues raised on the readings based on this perspective. As you do this, you might also ask yourself how other readers (or types of readers) might view and interpret the passage under consideration. Some of the following questions might be helpful in developing a close reading blog post: What might a “neutral” observer read? Is a “neutral” reader or interpretation even possible? What kind of reader might disagree with or contest either your conclusions or that of the passage you have chosen to analyze? Take into account the ways in which privilege and power, or struggle and disempowerment, might alter your perceptions and interpretations.

The autobiography of Catalina de Erauso,

The autobiography of Catalina de Erauso, The Lieutenant Nun: Memoir of a Basque Transvestite in the New  World, complicates the stereotypical image that many people have of a 17th century Spanish conquistador.  However, other than Catalina’s spectacular experiences of running away from a convent, fighting as a soldier, and escaping to the New World, Catalina de Erauso’s dreams and ambitions were not that different  from the ordinary experiences, dreams, and ambitions of male conquistadors like Columbus or Cortès.

In your first essay of the quarter, reflect upon the ways that the Lieutenant Nun’s spectacular and ordinary experiences are both similar and different to the male conquistadors that we’ve learned about in class. 

  • In what ways did Catalina de Erauso challenge society’s expectations for a woman of Catalina’s age, race, and class status? 
  • In what ways did Catalina conform to society’s expectations for a male conquistador? 
  • How did Spanish colonization and the New World shape Catalina’s experiences?

Minimum length is 1,500 words.  Be sure to structure your essay in a traditional narrative format with an argument/thesis statement, introduction, body paragraphs with examples from the readings, and conclusion.  To cite passages from the reading, placing the page number in parenthesis is fine.

Essay Rubric (1)

Criteria Ratings Pts

This criterion is linked to a Learning Outcome Requirements

Requirements

5.0 pts

Essay meets the 1,500-word minimum length requirement. The essay is written in traditional narrative essay format with an introduction, body paragraphs, and a conclusion. The essay includes an argument/thesis statement.

0.0 pts

Essay is less than 1,500 words and is not written in traditional narrative essay format. The essay does not include an argument/thesis statement.

5.0 pts

This criterion is linked to a Learning Outcome Prompt

5.0 pts

Essay fully answers the prompt questions.

0.0 pts

Essay either did not answer the prompt questions or answered them incompletely.

5.0 pts

This criterion is linked to a Learning Outcome Analysis

15.0 pts

Every example is explained in a straightforward, clear, and thorough manner. The writer demonstrates critical thinking (by explaining why and how events took place) rather than simply summarizing what took place in the reading. The student includes their point-of-view rather than repeating the opinion of the author.

0.0 pts

The examples from the reading need further analysis. The essay includes too much summary of the book and not enough of the writer’s own opinions.

15.0 pts

This criterion is linked to a Learning Outcome Content

15.0 pts

Superb comprehension of the reading. The essay includes an abundance of concrete examples, and all of the examples support the student’s argument in the essay.

0.0 pts

It is unclear whether the student understands the reading. The essay is too vague and more examples from the reading are needed.

15.0 pts

This criterion is linked to a Learning Outcome Writing

10.0 pts

The writing is clear, interesting, and the ideas in the essay flow logically from one to the next. It is free of spelling and grammatical errors. No further revisions are needed.

0.0 pts

The writing is slightly unclear or hard to follow. The essay contains misspellings, typos, and it appears to still be a “rough draft.”

10.0 pts

Total Points: 50.0

Ideas that Shape Public Policy: Taxation

PADM 550

Policy Briefs Instructions

 

For Modules/Weeks 3–7, you are expected to submit a 1 1/2–2-page paper (not including the title page, abstract, and reference page) in current APA format in which the May-Can-Should model is applied in the context of the policy focus in the assigned module/week. Be certain to emphasize a focused analysis of a particular issue chosen from the broader policy concentration for the assigned module/week. You must include citations from:

 

1. all of the required reading and presentations from the assigned module/week

2. all relevant sources from Modules/Weeks 1–2 (especially the “Biblical Principles of Government” article), and

3. 3–5 outside sources. NOTEThese sources should be focused on the problem and the piece of legislation, and you may find that you need more than just 3-5 sources to adequately research and discuss these items.

4. Please feel free to use the following link for the purposes of additional research.

 

Students often struggle with keeping the analysis needed for these policy briefs to just 2 pages of content at most (not counting the title page and references), and it can be hard to see past one’s choice of wording to discover that there are indeed many ways to say the same thing with less words. Attached are “before and after” samples of the same policy brief; the first was too long and includes edits of how to shorten it, and the second shows the finished product at 2 pages. Review these before writing your first policy brief.

 

NOTE: the sample briefs are not perfect in every respect in terms of following the “May-Can-Should” analysis. It is mean to show you how to be more concise in communicating ideas.

 

Submit the appropriate assignment by 11:59 p.m. (ET) on Sunday of the assigned module/week.