AP Success - AP US History: Glass-Steagall Act

President Franklin D. Roosevelt's response to the Great Depression included regulating the banking system.
In the wake of the 1929 stock market crash and the subsequent Great Depression, Congress was concerned that commercial banking operations and the payments system were incurring losses from volatile [stock] markets. An important motivation for the act was the desire to restrict the use of bank credit for speculation and to direct bank credit into what [Senator] Glass and others thought to be more productive uses, such as industry, commerce, and agriculture.

In response to these concerns, the main provisions of the Banking Act of 1933 effectively separated commercial banking from investment banking…Basically, commercial banks, which took in deposits and made loans, were no longer allowed to...deal in [stocks], while investment banks, which underwrote...[stocks], were no longer allowed to have close connections to commercial banks…

Another important provision of the act created the Federal Deposit Insurance Corporation (FDIC), which insures bank deposits with a pool of money collected from banks…A temporary fund became effective in January 1934, insuring deposits up to $2,500…This limit was raised numerous times over the years until reaching the current $250,000.
Julia Maues. “Banking Act of 1933 (Glass-Steagall).” The Federal Reserve History, 2013.

Question 1

Short answer
Briefly describe ONE benefit of the FDIC described in the excerpt.

Question 2

Short answer
Briefly explain ONE historical development between 1929 and 1934 that influenced the creation of the FDIC.

Question 3

Short answer
Briefly explain ONE way the Glass-Steagall Act helped reestablish Americans' faith in the banking system.

Teach with AI superpowers

Why teachers love Class Companion

Import assignments to get started in no time.

Create your own rubric to customize the AI feedback to your liking.

Overrule the AI feedback if a student disputes.

Other U.S. History Assignments

10/4: Foreign Policy in the Early Republic10/4: Foreign Policy in the Early Republic10/4: Foreign Policy in the Early Republic10/4: Foreign Policy in the Early Republic11.1 Colonial Foundations11.1 Colonial Foundations11.2c: From the Articles of Confederation to the Constitution11.2 CONSTITUTIONAL FOUNDATIONS (1763 – 1824)11.2d: U.S. Government Foundations: Key Developments and Precedents11.2 Reliability - Declaration of Independence11.3 Reliability - Monroe Doctrine1.2 Compare Native Americans in Two Regions1.2 Compare Native Americans in Two Regions1.3 & 1.4 Extent Transatlantic Voyages affected the Americas1 - 4.6 (a) Market Revolution: Society and Culture1 - 4.6 (b) Market Revolution: Society and Culture1 - 4.8 (a) Jackson and Federal Power1 - 4.8 (b) Jackson and Federal Power1 - 4.8 (c) Jackson and Federal Power1492-1700 Interactions with Native Americans1.4 Extent the Columbian Exchange fostered Change(1.4) SAQ - THE COLUMBIAN EXCHANGE14th & 15th Amendments 1865-18771.6 Change because of Interactions Between Europeans & Native Americans1920s: Cultural and Political Controversies1920s Cultural Developments1920s DBQ1920s SAQ1945-Present Unit Exam Reassessment1950s conformity19th Century Immigration and Economic Growth in the United States19th Century Industrialists: Captains of Industry or Robber Barons1 Doc DBQ Antebellum Women1 Doc DBQ Antebellum Women2000 DBQ: Organized Labor's Success in Improving Workers' Position (1875-1900)2018 DBQ Role of US in the World 1865-19102018 Practice Exam - Q1: Historians on the Civil War2018 Practice Exam - Q2: Tire Advertisement - explain2018 Practice Exam - Q3: Compare First Great Awakening to Enlightenment2018 Practice Exam - Q4: Compare Korean War to Vietnam War2018 Practice Exam - Q5: Extent of Change in U.S. Foreign Policy2019 DBQ2019 International Practice Exam DBQ2019 International Practice Exam LEQ2019 International Practice Exam SAQ2019 International Practice Exam SAQ (Required)2023 LEQ Colonial Societies Revolution2.0 Colonial Dynamics and the Fur Trade2.0 Colonial Grievances and Responses: The Case of Nathaniel Bacon2.0 Comparative Goals in Spanish and English Colonial Expansion