James Zabel
Tripoli High School
|
C |
Summer 2009
Bonus Expeditionary Force: How Should
it Be Handled?
James Zabel
Tripoli High School
|
C |
Summer 2009
Veterans defy soldiers. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
Photo ID call #:
LC-USZ62-115565
Gas masks, MacArthur, World War I veterans: What do they all have in common in July of 1932? The answer is the Bonus Expeditionary Force. The Great Depression was in full swing and Herbert Hoover was in the White House. Thousands of World War I veterans converge on Washington, D.C., in July of 1932 demanding the government bonuses that were promised in 1919 to be paid out in 1945. What happened next is one of the most controversial actions in American History. Students will be exposed to primary sources through the use of pictures, news clippings and handwritten letters, allowing them to form their own opinions on what was the best course of action when dealing with the Bonus Expeditionary Force (B.E.F), better known as the “Bonus Army.”
Overview/ Materials/Historical
Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
|
Objectives |
Students will: · Be able to take and support a position on the events discovered using primary sources from July 1932 (provided by the teacher). Each student will be assessed using a rubric during a classroom debate. · Be able to correctly answer 3 out of 5 questions on a post-assessment questionnaire covering the photographs shown on the projector. |
|
Recommended time frame |
2–3 Days |
|
Grade level |
10, 11, or 12 |
|
Curriculum fit |
American History or World History |
|
· Primary source handouts · Three photos for pre- and post-assessments · Computer and projector or transparencies and overhead · Debate rubric · Pre- and post-assessment questionnaire · Timer for debate · Textbook |
|
|
|
History: GOAL 5: Understand the effect
of economic needs and wants on individual and group decisions · 5.3. The learner will analyze the role of economic factors in conflicts and in decisions to use military force. ·
5.4.
The learner will explain the ways in which economic factors have
influenced the movements. |
|
|
Day One: ·
The
teacher will place three photos of the Bonus Army on the projector, one at a time. The students will answer a five-question
set over the three photos and hand in a questionnaire. o Photo 1 http://memory.loc.gov/service/pnp/npcc/31300/31313r.jpg o Photo 2
http://memory.loc.gov/service/pnp/cph/3b10000/3b11000/3b11700/3b11702r.jpg o Photo 3 http://memory.loc.gov/service/pnp/thc/5a46000/5a46300/5a46328r.jpg ·
A
short overview of the historical events will be given to the class. ·
The
class is expected to take notes over this brief (10–15 minute) lecture. ·
The
class will then be split into two even groups. One group will represent the
government/military, and the other group will represent the B.E.F. ·
Give
the group representing the B.E.F. letters from supporters, pictures of the
B.E.F., and the information from the textbook. ·
Give the
group representing the government/military the letters in which Hoover is
sided with, the pictures, and the information in the textbook. Allow both groups the remainder of the time
to work on the information and how to present it in the debate. Day Two: ·
Give
groups five minutes to regroup and review the information. ·
Have
the groups split up, each going to a different side of the room. ·
Use
the attached debate questions and rubric to complete the debate. o
Each
side has five minutes to answer questions and then three minutes for a
rebuttal. o
Score
the three rounds according to the score sheet and assess the students through
the rubric. ·
Review
the material and ask the students to write a short paragraph explaining the
differing viewpoints as expressed in the debate. |
|
|
·
As an
assessment activity, show the three pictures again and have the students
answer the same questions they answered on the pre-assessment. · The students should be able to correctly answer three of the five questions. |
|
|
Have the students look at photos from the Hoover Presidential Library and the Library of Congress via a handout. The students will then write a three-paragraph essay expressing their reaction to the event, taking the viewpoint of either the government/military or a citizen supporting the B.E.F. |
When World War I ended on November 11, 1919, many American soldiers returned home to a changing country. The United States Congress promised these returning troops “Service Bonuses” that were to be paid out in 1945. The decade that followed the Great War was one of economic boom. The Roaring Twenties was a decade of low unemployment, economic prosperity, and the Great Stock Market Crash of October 1929.
Herbert Hoover, the President of the United States, was in office when the Great Depression began. As the Depression worsened, many people found themselves in bread lines and asking for governmental help. The Great War Veterans were no different. These men formed the Bonus Expeditionary Force and came to Washington, D.C., in the summer of 1932, seeking the bonuses promised by Congress. By the end of July they had become unruly and could not be controlled by the Washington, D.C., police force. In reaction to the account from the Police Commissioner, President Hoover and Secretary of War Hurly called in the United States Army under command of Douglas MacArthur.
The Army’s objective was to dismiss the Veterans in a “nonviolent” way. What instead happened was the burning of the camps, the use of tear gas, and tanks on Pennsylvania Avenue. In the days that followed, President Hoover received thousands of letters and telegrams protesting the action taken against these Veterans. In 1938 Franklin D. Roosevelt and the United States Government did pay the service bonuses.
Primary Resources from the Library of Congress
|
Image |
Description |
Citation |
URL |
|
LOC Resources |
|
|
|
|
|
Ex-serviceman hanging a poster encouraging men to join the B.E.F. (Bonus March) on Washington D.C. in late July of 1932. |
Western History/Genealogy Department, Denver Public Library, 10 W. 14th Avenue Parkway, Denver, Colorado 80204 Photo #: Rh-197 |
|
|
|
Poster announcing the march on Washington in December 1932 by veterans still demanding army bonuses. |
Veterans March to Washington to Arrive at Opening of
Congress, December 5, 1932, to Demand Cash Payment Bonus. Rare Book & Special Collections Division (58G.2) |
|
|
|
Tent city built by the B.E.F. near Pennsylvania Ave. in the summer of 1932. |
Tent City. Theodor Horydczak (ca. 1870-1971) Veterans Bonus March, Washington, July 1932 Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Call number: 58F.2b |
http://www.loc.gov/exhibits/treasures/images/at0058f2bs.jpg |
|
|
Veterans of World War I march down the street in front of the U.S. Capitol in July of 1932. |
Bonus Marchers in
Dress Uniforms. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Photo #: LC-USZ62-131803 |
http://memory.loc.gov/service/pnp/cph/3c30000/3c31000/3c31800/3c31803v.jpg |
|
|
Bonus Expeditionary Forces gather near the Capitol in July 1932. |
Bonus veterans.
B.E.F. at the U.S. Capitol. Horydczak, Theodor, ca. 1890-1971. Library of Congress Prints and Photographs Division
Washington, D.C. 20540 USA Photo #: LC-H823- 1466 |
http://memory.loc.gov/service/pnp/thc/5a46000/5a46300/5a46328r.jpg |
|
|
This B.E.F. camp resembles many of the camps used on the way to Washington. |
Veterans Bonus March. Theodor Horydczak (ca. 1870–1971). Washington, July 1932 Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Photo #: 58F.2a |
|
|
|
Herbert Hoover addresses the nation days after the Bonus Marchers were dispersed from Washington, D.C. |
Hoover Speaks. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Photo #: LC-USZ62-64107 |
http://memory.loc.gov/service/pnp/cph/3b10000/3b11000/3b11700/3b11702r.jpg |
|
|
Not only white veterans participated. This Native American soldier was also involved in the B.E.F. on Washington. |
Bonus Veterans. Indian Bonus Veteran. Horydczak, Theodor, ca. 1890-1971. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Photo #: LC-H823- 1475 |
http://memory.loc.gov/service/pnp/thc/5a46000/5a46300/5a46337r.jpg |
|
|
Iowans joined the march in need of bonus money as well. |
Iowa Marchers at
Camp. Horydczak,
Theodor, ca. 1890-1971. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Photo #: LC-H823- 1462 |
http://memory.loc.gov/service/pnp/thc/5a46000/5a46300/5a46323r.jpg |
|
Image |
Description |
Citation |
URL |
|
|
These accountants are calculating the cost of the bonuses requested by the B.E.F. |
Calculating Bonuses. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Photo#:LC-DIG-npcc-31313 |
|
|
|
Thousands of B.E.F. members join to demonstrate the refusal of army bonuses. |
Bonus Demonstration.
Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA Photo #: LC-F8- 18648 |
Primary
Sources from the Herbert Hoover Library
|
Image |
Description |
Citation |
URL |
|
|
This letter was sent from President Hoover to the Commissioner of Police about the President’s compliance with the request for Federal troops to help in the dispersing of the crowd. |
Herbert Hoover Presidential Library. Presidential Papers. Subject Files Box 375. “Public Comments on July 29, 1932.” To: Luther Reichelderfer From: Herbert Hoover July 29, 1932 (Washington, D.C.) |
N/A |
|
|
Mrs. Shee is aware the President is going on a trip and wants to know if she can help around the White House with laundry and other things. |
Herbert Hoover Presidential Library. Presidential Papers Subject Files Box 375 “Public Comments on July 29, 1932.” To: President Hoover From: Mrs. Shee July 29, 1932 (Cleveland , Ohio) |
N/A |
|
|
Senator Brunner is sending a report to President Hoover about the messages he has been receiving about the treatment of the members of the Bonus Army. |
Herbert Hoover Presidential Library. Presidential Papers Subject Files Box 375 “Public Comments on July 29, 1932.” To: President Hoover From: Senator Brunner July 29, 1932 (Washington, D.C.) |
N/A |
|
|
Mr. Kennell is writing about his opinion on the treatment of the veterans in Washington, D.C. |
Herbert Hoover Presidential Library. Presidential Papers Subject Files Box 375 “Public Comments on July 29, 1932.” To: President Hoover From: Frank E. Kennell July 28, 1932 (Bronx, NY) |
N/A |
|
|
Mr. Ring, a former soldier in the United States Army, is writing on behalf of the Auxiliary Veterans Club on the group’s opinion of the B.E.F. situation. |
Herbert Hoover Presidential Library. Presidential Papers Subject Files Box 375 “Public Comments on July 29, 1932.” To: President Hoover From: E.L. Ring July 29, 1932 (Houston, Texas) |
N/A |
|
|
Ms. Brooks is upset with the treatment of the B.E.F. and the way that Douglas MacArthur handled the situation. |
Herbert Hoover Presidential Library. Presidential Papers Subject Files Box 375 “Public Comments on July 29, 1932.” To: President Hoover From: Josephine Brooks July 28, 1932 (New York, New York) |
N/A |
|
|
Mr. Nolan referred to the situation as governmental terrorism. |
Herbert Hoover Presidential Library. Presidential Papers Subject Files Box 375 “Public Comments on July 29, 1932.” To: President Hoover From: Richard Nolan July 29, 1932 (Philadelphia, Penn.) |
N/A |
|
|
In this document, Secretary of War Hurley is requesting that General MacArthur disperse the veterans gathered near the Capitol. |
Herbert Hoover Presidential Library. Presidential Papers Subject Files Box 376 “Public Comments on July 29, 1932.” To: Douglas MacArthur From: Patrick J. Hurley July 28, 1932 2:50 p.m. (Washington, D.C.) |
N/A |
|
|
|
|
|
Resource Table Hoover Library Resources
Rubric
|
|
B.E.F Debate |
|||
|
Criteria |
1 |
2 |
3 |
4 |
|
1. Organization and Clarity: Viewpoints and responses are outlined both clearly and orderly. |
Unclear in most parts |
Clear in some parts but not overall |
Most clear and orderly in all parts |
Completely clear and orderly presentation |
|
2. Use of Arguments: Reasons are given to support viewpoint. |
Few or no relevant reasons given |
Some relevant reasons given |
Most reasons given: most relevant |
Most relevant reasons given in support |
|
3. Use of Examples and Facts: Examples and facts are given to support reasons. |
Few or no relevant supporting examples/facts |
Some relevant examples/facts given |
Many examples/facts given: most relevant |
Many relevant supporting examples and facts given |
|
4. Use of Rebuttal: Arguments made by the other teams are responded to and dealt with effectively. |
No effective counter-arguments made |
Few effective counter-arguments made |
Some effective counter-arguments made |
Many effective counter-arguments made |
|
5. Presentation Style: Tone of voice, use of gestures, and level of enthusiasm are convincing to audience. |
Few style features were used; not convincingly |
Few style features were used convincingly |
All style features were used, most convincingly |
All style features were used convincingly |
Total /20:__________
