HIS 110 Strayer University Great Depression History Presentation

Description

2 attachmentsSlide 1 of 2attachment_1attachment_1attachment_2attachment_2

Unformatted Attachment Preview

1
Assignment 1: Evaluating Sources for a Historical Topic
Allegro Worley
HIS110
Leslie Ruff
January 23, 2022
2
Research Question: How can the lessons learned from the Great Depression (1929–1941) help
prepare Americans for another economic depression?
Secondary Source 1: Life for
the Average Family During the
Great Depression.
Secondary Source 2: New
Deal Summary, Programs,
Policies, and Its Success
1. Who wrote it?
This source was written by
Lindsey Konkel.
Kimberly Amadeo
2. When was it written?
This article was originally
written on April 19, 2018 and
updated on August 31, 2018.
May 2020
3. Why was it written?
The author wanted to explain
how people lived during the
Great Depression.
It was written to outline
President Roosevelt’s New
Deal and how it was to help
end the Great Depression.
4. In your own words,
explain the main idea of
this source.
The main idea of this source is
people made good use of what
they had available to them.
The Great Depression force
people to be resourceful by
growing their own vegetables
and coming together to share
with each other. They source
explains how people resorted
to the simplest of life to
maintain livelihood.
The main idea of this source is
the outline of FDR’s New Deal
that consisted of 3 programs.
Between 1933-1939, Acts
were passed to stabilize the
economy, get American’s back
to work, and help American’s
save their properties. The
source explains why some
believed the New Deal worked
and why the New Deal failed.
Even though the economy
grew, the Depression
continued for 10 years and the
national debt grew. The source
includes how The New Deal
still affects Americans today
with Social Security,
Minimum Wage, SEC, and
FDIC.
5. What makes this a
secondary source?
This is considered a secondary
source because this is not a
firsthand account of The Great
Depression of the 1920s.
Lindsey Konkel is a journalist
This is a secondary source
because the author, Kimberly
Amadeo, obtained her sources
from national archives,
libraries, articles, and etc. She
3
that wrote is article at a later
time in 2018.
does not have firsthand
account of these events.
6. Is the writer neutral, or
does the writer advance a
particular point of view or
perspective? Explain your
answer by referring to
specific examples from the
source.
Lindsey is neutral. She
presents facts of how families
and communities maintained
daily life during the
depression. For example, when
she described the divorce rates
dropped during the depression,
she mentions marriages faced
hardships as couples started to
feel the financial pressure. It
was not one sided. They faced
it as a couple or as a family.
She stuck to the facts of daily
life instead of speaking from a
woman’s perspective or a
man’s perspective.
I think the writer is neutral.
She stated facts the New Deal.
She provided information
about why some believed the
New Deal worked and why
some believed the New Deal
did not work. This source was
not one-sided.
7. In your own words,
explain which facts or
details from the source will
help you answer your
research question.
The details from this source
will help me answer “How can
the lessons learned from the
Great Depression (1929–1941)
help prepare Americans for
another economic depression?”
are how people had to adjust to
the new norms of daily life by
creating gardens at home to
provide fresh vegetables and
herbs, do potlucks with others
in the community, find new
forms of entertainment, more
women joining the workforce,
and how President’s
Roosevelt’s New Deal plan
helped improve daily life for
Americans.
I think the details in this
source will help me answer
“How can the lessons learned
from the Great Depression
(1929–1941) help prepare
Americans for another
economic depression?” are the
acts FDR passed in the New
Deal. The Great Depression
aligns with the economic
challenges we are facing
currently due to the Covid
pandemic. I think some of the
Acts that were passed will
allow me to compare the Great
Deal with what is currently
happening in the government
to pull us out the economic
crisis we are facing now.
8. Why is this source
credible?
This source is credible because
Lindsey Konkel is an
accomplished journalist and
the article to provided by
History.com which is a reliable
source.
This source is credible because
the author is an expert in world
economics and investing with
over 20 years experience. She
provided references from
4
credible sources, which she
listed in her article.
Primary Source 1: Firsthand
Accounts of the Great
Depression (Interviews by
Studs Terkel)
Primary Source 2: Making
Ends Meet in the Great
Depression
1. What type of primary
source is it (e.g., a written
article, a diary entry, a
speech, a newspaper
article, an interview with
witnesses)?
This primary source is an
interview with a witness.
The primary source is an
interview with witnesses.
2. Who is the author,
speaker, or compiler of the
source?
Studs Terkel is the author of
this source.
Joyce Wadler
3. When was the source
created?
This article doesn’t have a
date.
The source was created April
2009.
4. In your own words,
explain the main idea of
this source.
The source’s main idea was to
get first hand accounts from
different witness of how
people were suffering during
The Great Depression. Three
interviews were conducted by
people in different capacities a future civil rights activist, a
case worker, and a
sharecropper. Each person
described the suffering as
humiliating, terrible, and
humbling. Families, children,
and individuals were in need
of food and clothing but there
were companies that was
wasting it instead of providing
it to the people in need. Case
workers were told to people
had to prove their poverty
before being granted relief.
Black people took on jobs in
white homes in the hopes of
The source are interviews from
6 people that lived during the
Great Depression. They
explain how they maintained
daily life in different areas of
the United States. They
explain the sacrifices they had
to make in order to make ends
meet. Dropping out of school
to help make money, getting
food and clothing handouts,
joining the military, and etc
where ways they coped with
daily life.
5
the home owners would give
them old clothes or food
scrapes to take home to their
families. People taken
advantage of individuals that
were suffering by taking the
free food the government was
giving away and selling it to
the people that were not able
to get the free food.
5. Why is this source
considered primary?
This source is considered
primary because Studs Terkel
interviewed three people that
lived during The Great
Depression and they provided
their experiences during this
time.
This is a primary source
because it is first hand
accounts from witnesses that
lived during the Great
Depression.
6. Is the writer or speaker
neutral, or does the writer
advance a particular point
of view or perspective?
Explain your answer by
referring to specific
examples from the source.
The writer is neutral. He
doesn’t provide his point of
view. The source comes from
the perspective of the three
witnesses’ experience.
I think the writer was neural.
Joyce Wadler provided
accounts from 6 different
sources of that time. The
witnesses had poor experience
and then there were other
witnesses that wasn’t suffering
as bad as others. Joyce gave
different perspectives by
providing accounts from
witnesses that had different
experiences of the Great
Depression.
7. In your own words,
explain which facts or
details from the source will
help you answer your
research question.
How can the lessons learned
from the Great Depression
(1929–1941) help prepare
Americans for another
economic depression? The
details in this source that will
help me answer “How can the
lessons learned from the Great
Depression (1929–1941) help
prepare Americans for another
economic depression?” are the
witnesses’ accounts of how the
community suffered and how
The details from the source
that help me answer “How can
the lessons learned from the
Great Depression (1929–1941)
help prepare Americans for
another economic depression?”
are the details about how the
witnesses made ends meet
during the Great Depression.
Thomas Moon explained
nothing went to waste. When
they wanted chicken the used
every part of the chicken. They
6
the government tried to
provide will help me
understand what worked and
what didn’t work. I can
compare families way of
survival to families survival in
the current economic crisis we
are having due to the
pandemic. The details of the
government providing relief to
families in need.
ate the chicken by making
various recipes and used the
feathers to make beds. Annie
Moon would get stale bread
and cake from the nuns to
bring home to her family. She
would also go to the “Rich
Lady’s House” to get toys and
new shoes from the Endicott
Johnson factory. These details,
and many more, will help with
answering my research
question.
8. What does this source
tell you about overall life
for people living in this
time (as it relates to your
research question)?
This source tells me overall
life for people living during
the Great Depression was a
time of suffering and making
extreme sacrifices in order to
eat and clothe their families.
People did not have adequate
food to eat and had
malnutrition due to the lack of
protein and calcium available.
Families had to relocate to new
cities in the hopes to find
work. People had to take side
jobs for money or for
handouts. It was a stressful
time for all groups of people young, old, poor, and rich.
This source tells me overall
life for the people living in
during the Great Depression
was a struggle but they made
the best of it. People from all
walks of life were affected in
different ways. In order to
survive during this time they
had to be humble and set their
pride aside.
9. What parts or aspects of
this source help you
confirm that it’s a credible
source?
This source is credible because
the the witnesses lived during
the Great Depression. They
had a first hand account of
living during the Great
Depression. They provided
evidence of their role during
this time as a future civil rights
activist, a case worker, and a
sharecropper.
The source is a credible source
because the witnesses lived
during the Great Depression.
The ages of the witnesses fall
during the Great Depression
years. Their experiences have
some similarties and it helps
me confirm this is a credible
source.
7
Sources
1. Lindsey Konkel. April 19, 2018. https://www.history.com/news/life-for-the-averagefamily-during-the-great-depression
2. Kimberly Amadeo. May 2020. New Deal Summary, Programs, Policies, and Its Success.
https://www.thebalance.com/fdr-and-the-new-deal-programs-timeline-did-it-work3305598
3. Firsthand Accounts of the Great Depression (Interviews by Studs Terkel). No date.
https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression
4. Joyce Wadler. April 1, 2009. Making Ends Meet in the Great Depression.
https://login.libdatab.strayer.edu/login?url=https://www-proquestcom.libdatab.strayer.edu/newspapers/still-they-prospered/docview/434065466/se2?accountid=30530
1
Assignment 2: Thinking Critically About Your Historical Topic
Allegro Worley
HIS110
Leslie Huff
February 20, 2022
2
Step 1: Knowledge
Research question: How can the lessons learned from the Great Depression (1929–1941) help
prepare Americans for another economic depression?
What are some focused questions that will help you find the information you need in your
sources?
• How did families adjust to their new way of life during the Great Depression?
• What were some of the specifics in the New Deal and did they help the United States
come out of the Great Depression?
• What were some of the actual experiences of people that lived during the Great
Depression?
• How did the community help each other to make ends meet during the Great Depression?
Step 2: Comprehension
What have you learned from your primary sources about the historical challenges or social
changes that relate to your research question?
From my primary sources I learned the social changes of many citizens. The Great Depression
affected all social groups. Once there was a time when people could go and buy new things
because the old things have become torn or ragged. During the Great Depression they had to
make their old things last longer or they had to convert it into something else. They also didn’t let
anything go to waste. For example, one witness stated when they killed one of their live
chickens, they would use the feathers for pillows or beds and the meat to eat. Or they would use
old bedsheets as curtains. They had to become frugal because money was scarce.
What have you learned from your primary sources about how these challenges were
addressed by society or how these changes affected society?
These challenges were addressed by society by accepting this was the new “normal” by most. It
was difficult to accept by others. Everyone was affected — middle class and upper class. It was
not just the poor who didn’t have money for food and clothes, it was everyone. Everyone had to
become creative in making end meet. There were citizens that lost jobs and had to rely on the
government for assistance. Some people humbled themselves but it was hard for others to accept
assistance from the government.The government didn’t make it easy to accept assistance because
they would send case workers to inspect there homes to determine if they really needed the
assistance.
How does the information you learned from your primary sources connect to the current
issues mentioned in your research question?
3
How can the lessons learned from the Great Depression (1929–1941) help prepare Americans for
another economic depression? The information I learned from the primary sources connect to the
issues mentioned in helping prepare Americans for another economic depression by showing
what worked and what didn’t work. We are currently in an economic depression due to the Covid
pandemic. The government has provided relief to all Americans instead of inspecting the homes
and financial statements. A witness talked about her mother was good at saving money before
the pandemic and a father that having a pandemic free profession. Another witness’ mother was
good at sewing and making clothes. Having a career or talent that can help you in an economic
depression is important. Many Americans found use of everything and wasted nothing.
What are some pieces of evidence (like facts or examples) from your secondary sources that
support what you’ve learned from your primary sources?
The secondary source that was written by Lindsey Konkel, corroborates the primary sources that
states the Great Depression affected all class levels that include middle and upper class
professions. Per Lindsey Konkel, Americans had a “Depression-era motto: “Use it up, wear it
out, make do or do without.” A witness from the Primary source had live chickens and they
would use every part of the chicken. They would use the feathers to stay warm in the winter and
the meat to eat. Another witness would use old sheets as curtains. They didn’t throw anything
out. Both sources explain the increasing need for government assistance. The government
supplied food and clothes for Americans for relief during the depression.
What evidence (like facts, data, or examples) is missing from your secondary sources—
what else would you still like to learn about your topic that these sources didn’t tell you?
The evidence that is missing from the Secondary sources is the end of the story. I want to know
how did Americans get back on their feet. The primary and secondary sources only give the
struggles but they do not share how the Americans overcome their struggles. People relocated to
other states but were they successful with that move? Did people go back to their previous
careers or obtain new careers after the Depression? Were Americans required to repay or taxed
for the relief they received from the government? I would like to hear some primary sources of
the aftermath of The Great Depression.
Step 3: Application
What connections or similarities do you see among your sources? Consider aspects like
their time period, the type of information they contain, and the perspective they offer on
events.
The similarities I see among the sources are everyone was affected. All class levels. The Great
Depression humbled most Americans. Most households lacked food due to the lack of
availability or the lack of money to purchase food. Americans learned new ways to entertain
4
themselves by playing board games at home instead of going to the movie theater, for example.
The sources all align with each other.
What discrepancies or differences do you see among your sources? Think critically. Are
their perspectives different? Do they offer different explanations about how or why
something happened? Do any of your sources disagree with each other?
I wouldn’t say the sources disagree or there are any discrepancies but I will say the secondary
source written by Lindsey Konkel suggest Americans were accepting of the government
assistance. The caseworker from the primary source explains how humiliating it was for
Americans to have a caseworker come inspect their homes to determine if they really needed
relief.
Step 4: Analysis
In your own words, describe your strongest evidence. Which pieces of information from
your sources are most helpful for answering your research question?
My strongest evidence will be my primary sources. The firsthand account about how Americans
made ends meet, the humiliation Americans felt when having to accept government assistance,
and the neighborhood potlucks will be the strongest evidence in answering my research question.
In your own words, describe your weakest evidence. Which pieces of information from
your sources don’t connect as easily to your research question?
I think most of my resources connect with each other. The only piece I think does not connect
with the other sources is the small piece in the Lindsey Konkel article that suggest Americans
normalized government assignment. Witness statements suggest different.
What has been difficult about using these sources to answer your research question?
I think these resources have been great with helping answer my research question. The primary
sources have been detailed and informative and the secondary sources have provided information
to corroborate each other.
Step 5: Synthesis
Summarize your argument.
The Great Depression or the “Roaring Twenties” changed the lives of all class levels of
Americans. Changing how Americans entertained themselves, how and what they fed their
families, and for many, changed their professions. Americans learned it is important to plan for
the future by saving and make good use of everything they have instead of being wasteful.
5
Sources
1. Lindsey Konkel. April 19, 2018. https://www.history.com/news/life-for-the-averagefamily-during-the-great-depression
2. Kimberly Amadeo. May 2020. New Deal Summary, Programs, Policies, and Its Success.
https://www.thebalance.com/fdr-and-the-new-deal-programs-timeline-did-it-work3305598
3. Firsthand Accounts of the Great Depression (Interviews by Studs Terkel). No date.
https://www.facinghistory.org/mockingbird/firsthand-accounts-great-depression
4. Joyce Wadler. April 1, 2009. Making Ends Meet in the Great Depression.
https://login.libdatab.strayer.edu/login?url=https://www-proquestcom.libdatab.strayer.edu/newspapers/still-they-prospered/docview/434065466/se2?accountid=30530

Purchase answer to see full
attachment

Explanation & Answer:
9 Slides

Tags:
Great Depression

future

past

User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.