Causes of The Great Depression By anon

Causes of The Great Depression

By

anon

HIS 112-003

2

Imagine witnessing the faces of pitiful starving young children, frantic men and

women lining up in front of closed banks that held their life savings, and/or the homeless

living in cardboard shantytowns. Unfortunately, these were just a fraction of some of the

horrific sights of everyday life during the Great Depression. For most people, it was a

very harsh time that was filled with despair, starvation, suicide, and suffering. 1 A boy

living in this era describes it well, “For a whole week one time we didn‟t have anything

to eat but potatoes. Another time my brother went around to grocery stores and got them

to give meat for his dog-only he didn‟t have a dog. We ate that dog meat with the

potatoes. I went to school hungry and came home to a house where there wasn‟t any

fire.” 2 This was a common scenario that was played out in many homes across the nation.

For the United States, it was one of the worst economic collapses of its time. 3 It began

soon after the stock market crash of October 1929, which sent Wall Street into a panic

and wiped out millions of investors. 4 Many people were out of work and poverty became

the norm after a decade of prosperity and good times. There were many contributing

causes to this catastrophe, which included the stock market crash, reduction in purchasing

after years of mass consumption, bank failures, the economic policy of the United States

with the rest of the world, and the severe drought. Even though Franklin Roosevelt

initiated many new programs in his New Deal such as the Civilian Conservation Corps

and Works Progress Administration, these only served to alleviate some of the problems

but not end the depression.

1 Ronald Reis, The Great Depression and The New Deal (New York: Chelsea House, 2011), 7.

2 Quoted in Studs Terkel, Hard Times: An Oral History of the Great Depression. (New York: Pantheon,

1970), 20. 3 . Habib, The Great Depression and The New Deal, 1.

4 . “The Great Depression” History.com http://www.history.com/topics/print/great-depression (Accessed

29 March 2012).

http://www.history.com/topics/print/great-depression

3

There is always that incident that seems to define a pivotal point in history. For

the Great Depression, it was the stock market crash on Black Tuesday, October 29, 1929.

Prior to this time, the stock market had been booming. Many investors and brokers were

so confident of making huge sums of money that they had been buying stocks on margin,

a practice of buying stocks on credit. Then when money was made, the stock would be

paid in full and the rest would be profit. People viewed it as an easy way to get rich. This

increased the demand for stocks, which in turn, inflated the prices of stock unrealistically.

Unfortunately, this practice destabilized the stock market system of the 1920s and all

kinds of people from doctors to shoeshine boys lost everything in this speculation frenzy

as banks called in their loans. 5 Huge amounts of money were lost in a single day. The

New York Times reported, “…it was estimated that 880 issues on the New York Stock

Exchange, lost between $8,000,000,000 and $9,000,000,000 yesterday.” 6 This crash

shook the financial market of the United States and served to be a catalyst for the

economic calamity that followed. 7 It was one of the many contributing factors that played

a role in causing the Great Depression.

Just as stocks were purchased on credit before the crash, so were many other

consumer products. A whole attitude change occurred about purchasing goods in the

1920s where people went from paying in full and buying only what they could afford to

purchasing luxury goods on payment plans. A mass production of consumer goods was

occurring in the years prior to the crash and this meant that there had to be mass

consumption to maintain the economy. Advertisers had to combat the traditional views of

5 Dennis Nishi, Life During the Great Depression (San Diego: Lucent Books, 1998), 11.

6 “Stocks Collapse in 16,410,030-Share Day, But Rally At Close Cheers Brokers.” The New York Times.

30 October 1929, http://partners.nytimes.com/library/financial/103029crash-lede.html (Accessed 4 April

2012). 7 Habib, The Great Depression and The New Deal, 19

http://partners.nytimes.com/library/financial/103029crash-lede.html

4

saving and avoiding debt and so the merits of credit resonated throughout the media. 8

Nearly 15 percent of all retail sales in the United State were made on the basis of

installment purchases in the 1920s. 9 “By the end of the decade, credit was used to procure

up to 90 percent of all major durable goods.” 10

Prior to the installment plan, it would

take a typical American family five years to save enough money to pay cash for an

automobile. 11

This new way of buying worked for a time but there were not enough

people that could support the purchase of all the goods coming off the assembly lines

even with credit. “Yet with worker‟s wages in no way keeping up with increased

productivity, the question surfaced: Would the middle class be able to keep paying on the

installment plan as the bills kept arriving every month?” 12

The answer was no and mass

consumer consumption came to a screeching halt. Eventually, there were stockpiles of

unsold goods in factories and warehouses. 13

As the goods accumulated, production had to

decrease, and workers were laid off from their jobs. Unemployed workers meant that

there was less purchasing power and so this created a vicious cycle that sucked the entire

economy into a deepening whirlpool. 14

“Almost twelve million Americans were

unemployed in 1932, which amounted to one quarter of the population of the United

States. Most of them had been out of work for so long that their savings had run out.” 15

If

people still had a job, many were only working part-time so there was much less income.

This just further compounded the problem of the stock market crash and played a role in

further deepening the depression.

8 Robert Mc Elvaine, The Depression and New Deal (New York: Oxford University Press, 2000), 17.

9 Ibid.

10 Habib, The Great Depression and The New Deal, 13

11 Ibid.

12 Ibid. 14

13 Habib. The Depression and New Deal, 17

14 Ibid.

15 Jacqueline Farrell, The Great Depression (San Diego: Lucent Books, 1996), 13.

5

Since people were unable to pay their bills due to unemployment and/or the stock

market crash, the banks that made the loans to these people began to feel the crunch and

were closing their doors. The trouble for the banks began before the stock market

crashed. During World War I, the farmers were having a boon as the need for wheat

increased to meet the demands for home and war-torn Europe. 16

Many farmers, in an

effort to increase production, had bought more farmland with money loaned from the

banks. Then when the war came to a close, the prices of farm crops decreased. In an

effort to make more money the farmers began buying even more land to increase

production but this only drove prices lower as crops began to stockpile. 17

As suburbia

grew, farmland began to be taxed at a higher rate because of the increased valuation of

the land. 18

Farmers were not able to make payment to the banks on their loans and

mortgages. Conditions worsened in the cities with more and more people out of work.

They could no longer pay their loans on homes and goods and this placed a further strain

on the banks. These issues combined with banks making some poor investments caused

many of them to fail and close their doors. There was no insurance for deposits so when

the banks closed many people lost their savings once the money ran out. The people were

quickly losing confidence in the whole banking system and began rushing to take their

money out. People began to hoard their money in mattresses, walls of their houses, and

tin cans buried in their yards, which in turn took it out of circulation. 19

“These „runs‟ as

they were called, drained what money a bank had left. 20

It forced the banks to liquidate

their assets for a fraction of what they were worth. “In 1929, there were 25,568 banks in

16

Habib, The Great Depression and The New Deal, 12. 17

Ibid. 18

Ibid. 19

Habib, The Great Depression, 21. 20

Habib, The Great Depression and The New Deal, 36.

6

the United States; by 1933, there were only 14,771. 21

All of these closures meant less

money being fed into the economy, higher unemployment, and personal financial losses.

Bank failures gave more fuel to the fire in causing the Great Depression.

Not only did the economic policies at home cause the Great Depression, the

economic policy of the United States with the rest of the world was a major cause of this

event. “By the middle of 1932, American industry was operating at half its maximum

1929 volume.” 22

President Hoover, in an effort to fix this problem, took action by first

signing the Smoot-Hawley Tariff Act into law, which raised tariffs from 38 to 49

percent. 23

Over one thousand economists recognized that this act would be a disaster.

They knew it would cause increased prices at home and discourage trade with foreign

countries. As reported in the New York Times, “Our export trade, in general, would

suffer. Countries cannot permanently buy from us unless they are permitted to sell to us,

and the more we restrict the importation of goods from them by means of ever higher

tariffs, the more we reduce the possibility of our exporting to them.” 24

These economists

were correct in their predictions but President Hoover did not follow their advice. Foreign

counties retaliated and raised tariffs on American exports.” 25

Now the overstock of goods

and crops were not being sold at home or in foreign countries. This tariff shut the United

States sellers off from the world at a time when they needed customers.” 26

Fewer

customers from abroad meant more stockpiles in factories and warehouses at home and

21

Kathy Gill, “What Caused The Great Depression?” About.com US Politics,

http://uspolitics.abour.com/od/economy/tp/what_caused_great_depression.htm?p=1 (Accessed 29 March

2012). 22

Habib, The Great Depression and The New Deal, 26. 23

Ibid. 24

“1028 Economist Ask Hoover To Veto Pending Tariff Bill,” New York Times, 5 May 1930,

http://www.clubforgrowth.org/assets/files/smooth%20hawley%20ny%20times%2005%2005%2030.pdf

(Accessed April 5, 2012). 25

Habib, The Great Depression and The New Deal, 26. 26

Ibid., 27.

http://uspolitics.abour.com/od/economy/tp/what_caused_great_depression.htm?p=1
http://www.clubforgrowth.org/assets/files/smooth%20hawley%20ny%20times%2005%2005%2030.pdf

7

farmers could not even afford to harvest their crops. Unemployment increased even more

as more and more businesses had to close their doors. This economic policy with foreign

countries was one more reason for the deepening depression.

It was bad enough that the economy was in such a dire state, but even Mother

Nature did not cooperate with the people, especially farmers, during the Great

Depression. A severe drought occurred during the 1930s in the Great Plains, which also

had a role in causing this disaster. “It was the beginning of what would be called the

„Dirty Thirties,” a seven-year period when the nation‟s Great Plains would experience the

worst drought in its history.” 27

Due to the lack of rain, farmers here could not produce

their usual crops of wheat and cotton. Without crops, they could not pay their loans

and/or mortgages. This drought was bad enough but unfortunately it was accompanied by

strong winds that would sweep over the dry plains and gather up the soil and bury the

area in a blizzard of dust. 28

This dust, coined the Dust Bowl, was so strong it would bury

the crops, suffocate the cattle and hogs, and carry yellow, hazy smog all the way to the

Atlantic seaboard. 29

Many Midwest farmers had no choice but to leave their farms

because they could no longer make a go it due to their seeds being ripped from the

ground and their belongings being blown down the street. 30

Many moved westward in

hopes of finding work but this just placed a further strain on the economy thus playing a

role in the depression that refused to end.

In an effort to bring the Great Depression to a close and relieve much of the

suffering, Franklin D. Roosevelt came up with several plans that combined were named

27

Ibid., 70. 28

Habib, The Great Depression, 50. 29

Ibid. 30

Habib, The Great Depression and The New Deal. 70.

8

the New Deal. One of the more successful programs of the New Deal was the Civilian

Conservation Corps (CCC). It was designed to help the unemployed and at the same time

preserve the natural resources of the United States. 31

It put to work unemployed single

men between the ages of 18 to 25 to plant trees, construct reservoirs, build dams and

refurbish forests, parks, and beaches while paying each enrollee $30 a month of which

$25 would have to be sent home to their families. 32

It also provided each young man in

the program with food, clothing, and shelter. 33

During its nine years of operation, this

program put 3 million young men to work. 34

It has a long list of accomplishments that it

can brag about that includes “38,087 vehicular bridges, 26,368,296 rods of fencing,

83,548 miles of telephone lines, 23,725 water sources, 122,169 miles of truck trails and

minor roads, 2,246,1000,600 trees planted” 35

and provided many other positive

contributions to this country that people are still benefiting from today. As great as it was

to put young men back to work and improve the landscape and structure of the United

States, it also built character in the men that joined. As a mother of eleven children

explained:

When he went he had the idea that everybody wuz pickin‟ on him an‟ I

was scared he‟d get in with wrong crowd. He‟d wanta go to a show an‟ I wun‟t

have the money fur him or ta buy him a pack a cigarettes an‟ ya know how it is.

Now he‟s home an‟ how he changed. Don‟t go round lookin‟ fur a crowd to rob

31

Habib, Life During the Great Depression, 19. 32

Habib, The Great Depression and The New Deal, 57. 33

Habib, The Great Depression, 44. 34

Ibid 35

Habib, The Great Depression and The New Deal, 62.

9

somebody‟s pear tree or something. And I cun‟t go round followin‟ after „leven.

So I wuz glad fur the CCC. 36

Even though the CCC did not end the depression, it was able to reduce the staggering

unemployment numbers, did major work to conserve the environment, and gave young

men a positive direction in their lives.

Another program of the New Deal that was designed to get people back working,

which was one of Roosevelt‟s main concerns, was the Works Progress Administration

(WPA). “Over the life of the program, the WPA gave jobs instead of handouts to 8.5

million people to build roads, bridges, and parks.” 37

This program also provided jobs for

unemployed artists, actors, and writers by hiring them to do sculpture, paintings and

statues for exhibit. 38

Lasting over an eight-year period, this dispensed nearly $11 billion

of government money. 39

Even though it put money in men and women‟s pockets, the

program drew criticism because some felt the projects the people worked on were

considered useless. 40

Yet much good did come out of these New Deal programs and they

helped many when they were at their lowest. Unfortunately these make-work programs

did not end the depression because they were not real jobs in productive and prosperous

industries. 41

Even though some were back at work, the economy had not been stimulated

enough to get business, factories, and warehouses booming again and so the depression

dragged on.

36

Habib, Life During the Great Depression, 20. 37

Ibid., 22. 38

Habib, The Great Depression, 58-59. 39

Habib, The Great Depression and The New Deal, 63. 40

Ibid., 63. 41

Habib, The Great Depression, 59.

10

The Great Depression was a catastrophic event that shaped the 20 th

century. It did

not discriminate as it brought joblessness, hunger, despair, and suffering to all people, all

ages, all races, all gender, all economic backgrounds, all towns/cities whether rural or

urban. The depression was not caused by a single circumstance but rather a multitude of

circumstances that fed on each other much like a fire that is continuously fed wood.

These conditions included the stock market crash, reduction in purchasing after years of

mass consumption, bank failures, the economic policy of the United States with the rest

of the world, and the severe drought. Franklin Delano Roosevelt succeeded to decrease

the unemployment rate with his New Deal Programs of Civilian Conservation Corps and

Works Progress Administration. Yet these government made jobs did not end the

depression even with all the billions that were spent. They did minimal to stimulate the

economy enough to cause the growth of private businesses and to get the people back to

work in these types of jobs. It took another war to accomplish that feat.

11

Bibliography

Farrell, Jacqueline. The Great Depression. San Diego: Lucent Books, 1996. This book

gave a good description of what life was like during this time using both primary

and secondary sources.

Gill, Kathy. “What Caused The Great Depression?” About.com US Politics,

http://uspolitics.abour.com/od/economy/tp/what_caused_great_depression.htm?p=1

(Accessed 29 March 2012). This Internet article gave a brief summary of the Great

Depression, its causes and effects.

McElvaine, Robert. The Depression and New Deal. New York: Oxford University Press,

2000. This book contained a collection of primary documents that told the history

of the Great Depression and the effectiveness of the New Deal.

Nishi, Dennis. Life During the Great Depression. San Diego: Lucent Books, 1998. This

author describes life for people living in the cities and rural area during the

depression using primary sources that included speeches, songs, interviews, and

pictures.

. “1028 Economists Ask Hoover To Veto Pending Tariff Bill,” New York Times, 5 May

1930,

http://www.clubforgrowth.org/assets/files/smooth%20hawley%20ny%20times%20

05%2005%2030.pdf (Accessed 5 April 2012). This primary source is the front page

newspaper article where leading economists of the depression era try to convince

Hoover to veto the Hawley-Smoot Tariff Act.

http://uspolitics.abour.com/od/economy/tp/what_caused_great_depression.htm?p=1
http://www.clubforgrowth.org/assets/files/smooth%20hawley%20ny%20times%2005%2005%2030.pdf
http://www.clubforgrowth.org/assets/files/smooth%20hawley%20ny%20times%2005%2005%2030.pdf

12

Reis, Ronald. The Great Depression and The New Deal. New York: Chelsea House,

2011. This author showed the many hardships of life during the Great Depression

by the use of primary sources of pictures, speeches and songs during this time.

“Stocks Collapse in 16,410,030-Share Day, But Rally At Close Cheers Brokers.” The

New York Times. 30 October 1929,

http://partners.nytimes.com/library/financial/103029crash-lede.html (Accessed 4

April 2012). This was a front-page article the day after Black Tuesday and gives an

account to just how many stocks were traded.

Studs, Terkel. Hard Times: An Oral History of the Great Depression. New York:

Pantheon, 1970. The book uses a collection of interviews with survivors of the

Great Depression to gain an insightful look at what life was like.

“The Great Depression.” History.Channel website,

http://www.higtory.com/topics/print/great-depression (Accessed 29 March 2012).

This article gives a short description of the Great Depression, its causes, and some

of Roosevelt‟s programs to end the many hardships of this era.

http://partners.nytimes.com/library/financial/103029crash-lede.html
http://www.higtory.com/topics/print/great-depression

The post Causes of The Great Depression By anon appeared first on homeworkhandlers.com.

Assignment 2: Industrialization and the Rise of a Regulated Economy 

Assignment 2: Industrialization and the Rise of a Regulated Economy

For History 105: Dr. Stansbury’s classes (7 pages here)

Due Week 6 and worth 120 points. The formal deadline is Monday at 9am Eastern Time, Feb. 11.

[NOTE ON ECREE: As you know from our first paper, the university is adopting a tool, called ecree for doing writing assignments in many classes. We are using the ecree program for doing our papers in this class. Instructions on this tool have been posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted:“Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]

BACKGROUND FOR THE PAPER: The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.

Statement—in which you can take a pro or con position:

· From the start of Progressive era of the late 1800s through the New Deal period in the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.   (Or you can argue that such interventions and regulations hurt the overall economy and the common workers.)  Use specific examples from different decades—and be sure one of your examples is from the 1930s.

Here below are two sample Thesis statements—feel free to use either. Make it the last sentence of your introductory paragraph:

1. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.

2. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to hurt the overall economy and the common workers.

After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues with this FOUR-PART organization:

1. The position you choose or something close to it—will be the thesis statement in your opening paragraph. [Usually this is a one paragraph introduction with your thesis statement being the last sentence of the paragraph.]

2. To support your position, use four (4) specific examples from different decades between 1865 and 1940. However, one (1) of your four (4) examples must be from the 1930s. [This typically takes two paragraphs; and probably will need to have in-text citations in this part of the paper. Note—examples from different decades—including one from the 1930s. Focus on specific examples that support your thesis; you are not summarizing broad trends and periods.]

3. Explain why the opposing view is weak in comparison to yours. [The opposing view holds to the other thesis statement—the one you did not choose. Don’t be dismissive. No new research needed; just one paragraph of critical thinking suggesting why your thesis/position is stronger than that different view.]

4. Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? [This will work as the conclusion paragraph. Be succinct. Many of these types of government economic programs, laws, and regulations from this period became a normative part of our economic structure. Most came from “Progressive” reformers or later from “New Deal” leaders addressing problems of the Great Depression. They had diverse objectives, such as keeping a competitive environment for businesses, protecting workers and product safety, helping organized labor, shoring up financial institutions and deposits, and providing or subsidizing jobs for the unemployed.]

After the fourth part concluding the paper, be sure you have the numbered list of sources at the end.

Length: The paper should be 500-to-750 words in length. [This word-count does not include any title page or sources list.]

Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling.

Source list for Assignment 2:  Most primary sources [listed below] can be accessed via direct link on the list. For others on the list, they are accessible through the permalink at the end of the source entry. Those sources (listed below) have libdatab.strayer.edu as part of the URL—this is the permalink to that source in our university’s online library. (The link takes you to the library log-in; you then log in, and then the source appears for you right away). Each source below is shown in SWS form, so if you use it, you may easily copy the entire entry onto your paper’s sources list. (On a paper, never list an item as URL only.)

SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.

Choose sources relevant to the topic and position you are taking:

D. P. Del Mar. 1998. Region and Nation: New Studies in Western U.S. History.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=957156&site=eds-live&scope=site

S. Gompers. 1914. The American Labor Movement: Its Makeup, Achievements, and Aspirations. http://wwphs.sharpschool.com/UserFiles/Servers/Server_10640642/File/bugge/Chapter%2021/Gompers.pdf

S. S. Harjo. 1996. Now and Then: Native Peoples in the United States. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507507152&site=eds-live&scope=site

Helen Hunt Jackson. 1881. Helen Hunt Jackson’s Account of Sand Creek  http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/helen_hunt_jackson_sand_creek.htm

S. M. Jacoby. Oct., 1983. Union Management Cooperation in the United States: Lessons from the 1920s. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4462675&site=eds-live&scope=site

R. La Follette. 1924. La Follette’s Progressive Platform.    http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/follette.html

T. C. Leonard. Spring, 2009. American Economic Reform in the Progressive Era: Its Foundational Beliefs and their Relation to Eugenics.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=36656984&site=eds-live&scope=site

H. D. Lloyd.  June, 1884. The Lords of Industry from North American Review, 331. In Modern History  Sourcebook.  https://sourcebooks.fordham.edu/mod/1884hdlloyd.asp

E. Rauchway. 2008. The Great Depression and the New Deal: A Very Short Introduction. eBook.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=218056&site=eds-live&scope=site

Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.

L. Steffens. 1904. The Shame of the Cities. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/steffens.html

F. W. Taylor. 1911. The Principles of Scientific Management.     http://college.cengage.com/history/wadsworth_9781133309888/courseware/ps/taylor.html

J. Whitaker. 1871. The Impact of the Factory on Worker Health. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htm

——————

Your assignment must follow these formatting requirements below. However, when using the ecree tool, some of the layout issues below can be ignored—thus some words are crossed out:

· This course requires use of new Strayer Writing Standards (SWS). The format is different than some other Strayer University courses. Please take a moment to review the SWS documentation for details.

· Be typed, double spaced between lines [single-spaced for ecree], using Times New Roman font (size 12), with one-inch margins on all sides; [font flexibility and margin flexibility with ecree.]; citations and references must follow SWS format. Check with your professor for any additional instructions.

· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and [Title page and name info not needed for ecree. You might make up a title—put it right at start of first paragraph—as part of first paragraph.] The Sources page is not included in the required assignment length.

The specific course learning outcomes associated with this assignment are:

· Specify ways that women and minorities have responded to challenges and made contributions to American culture.

· Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.

· Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.

· Recognize the major turning points in American history since the Civil War.

· Use technology and information resources to research issues in contemporary U.S. history.

· Write clearly and concisely about contemporary U.S. history using proper writing mechanics.

[Grading Rubric on Next Pages]

GRADING RUBRIC for Assignment 2: Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. When using the ecree tool, some layout issues like double-spacing can be ignored.

Points: 120 Assignment 2: Industrialization and the Rise of the Modern State: The Creation of a Regulated Economy
Criteria  

Exemplary  100% A

Proficient  85% B  

Fair  75% C

 

Meets Minimum Expectations  65% D

 

Unacceptable  0% F

1. Clearly introduce your paper with your thesis. Weight: 10% Thoroughly and clearly introduced your paper with your thesis statement chosen from the list provided. Satisfactorily introduced your paper with your thesis statement; chosen from the list provided. Partially introduced your paper with your thesis statement. Insufficiently introduced your paper with your thesis statement. Poor or no introduction. No thesis statement used from those provided.
2. Discuss four specific examples from different decades (between 1865 and 1940) to support your thesis. One (1) example must be from the 1930s. Be persuasive and coherent with sound reasoning; have examples based on solid research.  Weight: 30% Thoroughly and coherently discussed four  clear examples from the proper time frame. The discussion is persuasive and with sound reasoning and good support. Satisfactorily discussed four clear examples from the proper time frame. Examples are based on good research and are relevant to the thesis. Partially discussed four examples from the proper time frame. The examples might not be as relevant or as well researched as they should be. Insufficiently discussed four examples from the right time frame. The examples might not all have clear relevance to the thesis or strong support from research and reason. Did not submit or incompletely discussed four examples from the correct time period. The examples covered are not supported by research and reason.
3. Explain clearly and persuasively why the opposing view to yours would be in error or would be a weaker view.  Weight: 20% Thoroughly and clearly explained why the opposing view to yours would be in error or would be the weaker view. Used persuasive reasoning or clear examples. Satisfactorily explained why the opposing view to yours would be in error or would be the weaker view.  Partially explained why the opposing view to yours would be in error or would be the weaker view. The reasoning or examples might be flawed. Insufficiently explained why the opposing view to yours would be in error or would be the weaker view. The reasoning or examples might be flawed. Did not submit or incompletely explained why the opposing view to yours would be in error or would be a weaker view.
4. Discuss effectively the ways that the history you have covered shapes or impacts issues in your workplace or desired profession. Weight: 20% Thoroughly and effectively discussed how the history you have covered shapes or impacts issues in your workplace or desired profession. Satisfactorily discussed how the history you have covered shapes or impacts issues in your workplace or desired profession. Partially discussed how the history you have covered shapes or impacts issues in your workplace or desired profession Insufficiently discussed how the history you have covered shapes or impacts issues in your workplace or desired profession. Did not submit or incompletely discussed how the history you have covered shapes or impacts issues in your workplace or desired profession.
5. Used the MINIMUM of three references, drawing from the list provided. The class text is one of the sources used. References are listed at the end and matching in-text citations are used. Weight: 10% Meets at least the minimum number of required references; all references high quality choices. Sources are listed at the end and also cited in the body of the paper. Solid research is evident. Meets minimum number of required references; most references come from the list provided. Does not meet the required number of references; some references poor quality choices or not from the list provided. Does not meet the required number of references; Insufficient on the reference list or in-text citations. No references provided
6. Writing and Presentation:    Used good grammar. Presentation shows clarity, reason, and critical thinking with proper writing mechanics. SWS format is used for reference entries, in-text citations, paper layout, and organization. Instructions followed.  Weight: 10%

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2: According to Betty Friedan, what is the ″problem that has no name″? How did the National Organization for Women (NOW) propose to solve the problem?

  • Type of paperEssay (Any Type)
  • SubjectHistory
  • Number of pages5
  • Format of citationChicago/Turabian
  • Number of cited resources2
  • Type of serviceWriting

Chose the fourth question about referring to doc. 8 in chap. 11 and doc. 7 in Chap. 12: According to Betty Friedan, what is the ″problem that has no name″? How did the National Organization for Women (NOW) propose to solve the problem?

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Objective: In this assignment, you will not complete a project. Rather, you will propose a project. T

Objective: In this assignment, you will not complete a project. Rather, you will propose a project. This assignment is designed to allow you to be imaginative and draw on your own life experiences. Making use of a 250-word proposal and 6 slide PowerPoint, you will have the opportunity to demonstrate your mastery of Course Goals 1, 2, and 3 by:

  • Accurately and effectively communicate ideas, information, arguments, and messages to present material in a historical context.
  • Investigate and evaluate historical information from global, social, and ethical perspectives to guide decision making.
  • Applying historical precedent to contemporary roles, responsibilities, and relationships in order to advance the goals of a community or organization.

You will briefly identify and propose a solution for a problem for a community or organization. You should propose sources of funding; detail the means by which you would achieve your project; and support the need or viability of your idea with historical precedents from the course materials.

Instructions: Briefly identify a problem for a community or organization, and propose a solution. You should propose sources of funding; detail the means by which you would achieve your project; and support the viability of your idea with historical precedents from the course materials. Feel free to dream. The sky is the limit. Imagine that you could actually get the Department of Transportation to fund a light rail project to enable dog owners to get home to walk their dogs at lunch time in Los Angeles. It is fine to dream, so long as the problem is real and your solution would do actual good.

You may choose a problem that is rather simple or one that is complex. For an example, you might want to propose a solution to the issue of potholes in your community, a very basic problem. However, you might want to be more creative and propose a project to convert every car in your city to an electric one. This is probably not feasible, of course, but it is fine to dream, so long as the problem is real and your solution would do actual good.

In a 250 word summary, identify a problem for a community or organization and propose a project that would either solve that problem or increase the well being of its members. Propose sources of funding; detail the means by which you would achieve your project; and support the viability of your idea with historical precedents from the required readings. For an example, you could make a comparison to cities installing sewers and running water in the 19th and 20thcenturies or the TVA bringing electricity to rural areas in the 1930s.

You may always write beyond the minimum guideline. Your proposal must have a thesis statement.

Including additional relevant and substantive content beyond the minimum word count will help your grade. For historical background, if you would like to include it, you may consult any of the course materials, including the required readings and classroom discussion posts (by you, me, or your peers). Cite everything you use, and cite abundantly.

PowerPoint: Your PowerPoint of at least six slides will allow you to illustrate your proposal, providing supporting imagery. Do not fret about the PowerPoint! Remember this is history. The people we study did not have PowerPoint.

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