I will need the tutor to go down to the attachments and read Part B for the DBQ page and write a 5 paragraph MLA formatted professional essay. The requirements will be in the attachments. Follow the rubric and Part B.Need good grammar, no plaigiarsm, and good writing.
dbq_great_depression.pdf
modified_apush_dbq_rubric.pdf
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NAME
SCHOOL
In developing your answer to Part III, be sure to keep these general definitions in mind:
(a) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
(b) explain means “to make plain or understandable; to give reasons for or causes of; to
show the logical development or relationships of”
PART III
DOCUMENT-BASED QUESTION
This question is based on the accompanying documents. It is designed to test your ability to work
with historical documents. Some of the documents have been edited for the purposes of the
question. As you analyze the documents, take into account both the source of each document and
any point of view that may be presented in the document.
Historical Context:
After the crash of the stock market in 1929, the Great Depression began. The
Depression brought devastation to the economy of the United States and resulted
in severe problems for the American people. Throughout the 1930s, the American
people and the government dealt with the Depression in various ways.
Task: Using information from the documents and your knowledge of United States
history, answer the questions that follow each document in Part A. Your answers to
the questions will help you write the Part B essay, in which you will be asked to
• Discuss problems faced by the American people during the Great Depression
of the 1930s
• Explain how the American people and the government dealt with the problems
of the Depression
U.S. Hist. & Gov’t.–Aug. ’05
[14]
Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
. . . This is not an issue as to whether the people are going hungry or cold in the United States.
It is solely a question of the best method by which hunger and cold can be prevented. It is a
question as to whether the American people on the one hand will maintain the spirit of charity
and of mutual self-help through voluntary giving and the responsibility of local government as
distinguished on the other hand from appropriations out of the Federal Treasury for such
purposes. My own conviction is strongly that if we break down this sense of responsibility, of
individual generosity to individual, and mutual self-help in the country in times of national
difficulty and if we start appropriations of this character we have not only impaired something
infinitely valuable in the life of the American people but have struck at the roots of selfgovernment. Once this has happened it is not the cost of a few score millions, but we are faced
with the abyss of reliance [trap of relying] in [the] future upon Government charity in some form
or other. The money involved is indeed the least of the costs to American ideals and American
institutions. . . .
Source: President Herbert Hoover, Press Statement, February 3, 1931
1 According to this document, how did President Hoover hope the American people would respond to the
problems of the Depression? [1]
_____________________________________________________________________________________
President Hoover hoped the American people would all become more charitable and help one
another. He also does not want the people to rely on the government.
_____________________________________________________________________________________
Score
U.S. Hist. & Gov’t.–Aug. ’05
[15]
[OVER]
Document 2
. . . Kentucky coal miners suffered perhaps the most. In Harlan County there were whole towns
whose people had not a cent of income. They lived on dandelions and blackberries. The women
washed clothes in soapweed suds. Dysentery bloated the stomachs of starving babies. Children
were reported so famished they were chewing up their own hands. Miners tried to plant
vegetables, but they were often so hungry that they ate them before they were ripe. On her first
trip to the mountains, Eleanor Roosevelt saw a little boy trying to hide his pet rabbit. “He thinks
we are not going to eat it,” his sister told her, “but we are.” In West Virginia, miners mobbed
company stores demanding food. Mountain people, with no means to leave their homes,
sometimes had to burn their last chairs and tables to keep warm. Local charity could not help
in a place where everyone was destitute. . . .
“No one has starved,” Hoover boasted. To prove it, he announced a decline in the death rate. It
was heartening, but puzzling, too. Even the social workers could not see how the unemployed
kept body and soul together, and the more they studied, the more the wonder grew. Savings, if
any, went first. Then insurance was cashed. Then people borrowed from family and friends.
They stopped paying rent. When evicted, they moved in with relatives. They ran up bills. It
was surprising how much credit could be wangled. In 1932, about 400 families on relief in
Philadelphia had managed to contract an average debt of $160, a tribute to the hearts if not the
business heads of landlords and merchants. But in the end they had to eat “tight.” . . .
A teacher in a mountain school told a little girl who looked sick but said she was hungry to go
home and eat something. “I can’t,” the youngster said. “It’s my sister’s turn to eat.” In Chicago,
teachers were ordered to ask what a child had had to eat before punishing him. Many of them
were getting nothing but potatoes, a diet that kept their weight up, but left them listless,
crotchety [cranky], and sleepy. . . .
Source: Caroline Bird, The Invisible Scar, David McKay Company
2 State two ways the families described in this passage dealt with the problems of the Depression. [2]
People would plant food in hopes to have enough to eat.
(1) __________________________________________________________________________________
__________________________________________________________________________________
Score
They ate a lot of potatoes to keep their weight up which was very unhealthy for them because they
(2) __________________________________________________________________________________
would not eat any vegetables.
__________________________________________________________________________________
Score
U.S. Hist. & Gov’t.–Aug. ’05
[16]
Document 3
Source: H. W. Felchner, New York City, February, 1932
3 Based on the photograph, state one effect the Great Depression had on many Americans. [1]
People had to line up for free food as money was scarce.
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
U.S. Hist. & Gov’t.–Aug. ’05
[17]
[OVER]
Document 4
. . . Brigades of Bonus Marchers converged on Washington [in 1932]. Congress had voted the
bonus money, but for later. Some of these men might have been hustlers and perhaps there were
a few Communists among them, but most were ex-soldiers who had served the nation [in World
War I], frightened men with hungry families. The ragged hordes blocked traffic, clung like
swarming bees to the steps of the Capitol. They needed their money now. They built a shacktown
on the edge of Washington. Many had brought their wives and children. Contemporary reports
mention the orderliness and discipline of these soldiers of misfortune. . . .
Source: John Steinbeck, “Living With Hard Times,” Esquire
4 Based on this document, state the reason the Bonus Marchers went to Washington. [1]
These people were selfish and wanted their money now.
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
Document 5
. . . Working women at first lost their jobs at a faster rate than men — then reentered the
workforce more rapidly. In the early years of the Depression, many employers, including the
federal government, tried to spread what employment they had to heads of households. That
meant firing any married woman identified as a family’s “secondary” wage-earner. But the
gender segregation in employment patterns that was already well established before the
Depression also worked to women’s advantage. Heavy industry suffered the worst
unemployment, but relatively few women stoked blast furnaces in the steel mills or drilled rivets
on assembly lines or swung hammers in the building trades. The teaching profession, however,
in which women were highly concentrated and indeed constituted a hefty majority of employees,
suffered pay cuts but only minimal job losses. And the underlying trends of the economy meant
that what new jobs did become available in the 1930s, such as telephone switchboard operation
and clerical work, were peculiarly suited to women. . . .
Source: David M. Kennedy, Freedom From Fear, Oxford University Press
5 Based on this document, state two ways women in the labor force were affected by the Great Depression. [2]
Women lost their jobs a lot quicker than men.
(1) __________________________________________________________________________________
__________________________________________________________________________________
Score
They also suffered pay cuts especially in teaching
(2) __________________________________________________________________________________
__________________________________________________________________________________
Score
U.S. Hist. & Gov’t.–Aug. ’05
[18]
Document 6
. . . For black people, the New Deal was psychologically encouraging (Mrs. Roosevelt was
sympathetic; some blacks got posts in the administration), but most blacks were ignored by the
New Deal programs. As tenant farmers, as farm laborers, as migrants, as domestic workers, they
didn’t qualify for unemployment insurance, minimum wages, social security, or farm subsidies.
Roosevelt, careful not to offend southern white politicians whose political support he needed,
did not push a bill against lynching. Blacks and whites were segregated in the armed forces. And
black workers were discriminated against in getting jobs. They were the last hired, the first fired.
Only when A. Philip Randolph, head of the Sleeping-Car Porters Union, threatened a massive
march on Washington in 1941 would Roosevelt agree to sign an executive order establishing a
Fair Employment Practices Committee. But the FEPC had no enforcement powers and
changed little. . . .
Source: Howard Zinn, A People’s History of the United States, HarperCollins Publishers
6a Based on this document, state one reason many African Americans did not benefit from New Deal
programs. [1]
They didn’t qualify for unemployment insurance minimum wages or social security.
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
b According to this document, how did the government respond to the threat from the Sleeping-Car Porters
Union? [1]
The government signed the fair employment practices law.
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
U.S. Hist. & Gov’t.–Aug. ’05
[19]
[OVER]
Document 7
. . . Suddenly the papers were filled with accounts of highway picketing by farmers around Sioux
City. A Farmers’ Holiday Association had been organized by one Milo Reno, and the farmers
were to refuse to bring food to market for thirty days or “until the cost of production had been
obtained.” . . .
The strike around Sioux City soon ceased to be a local matter. It jumped the Missouri River and
crossed the Big Sioux. Roads were picketed in South Dakota and Nebraska as well as in Iowa.
Soon Minnesota followed suit, and her farmers picketed her roads. North Dakota organized.
Down in Georgia farmers dumped milk on the highway. For a few days the milk supply of New
York City was menaced. Farmers in Bucks County, Pennsylvania, organized, and potato farmers
in Long Island raised the price of potatoes by a “holiday.” This banding together of farmers for
mutual protection is going on everywhere, but the center of this disturbance is still Iowa and the
neighboring States.
The Milk Producers’ Association joined forces with the Farmers’ Holiday. All the roads leading
to Sioux City were picketed. Trucks by hundreds were turned back. Farmers by hundreds lined
the roads. They blockaded the roads with spiked telegraph poles and logs. They took away a
sheriff’s badge and his gun and threw them in a cornfield. Gallons of milk ran down roadway
ditches. Gallons of confiscated milk were distributed free on the streets of Sioux City. . . .
Source: Mary Heaton Vorse, “Rebellion in the Cornbelt,” Harper’s Magazine, December 1932
7 Based on this document, state two actions taken by farmers to deal with their economic situation during the
Great Depression. [2]
Farmers striked and protested protect their cost production.
(1) __________________________________________________________________________________
__________________________________________________________________________________
Score
Also they organized.
(2) __________________________________________________________________________________
__________________________________________________________________________________
Score
U.S. Hist. & Gov’t.–Aug. ’05
[20]
Document 8
Lorena Hickok, a former Associated Press reporter, was hired by Harry Hopkins (head of the Federal
Emergency Relief Administration) to travel throughout the United States and send Hopkins private reports on
the state of the nation and effects of the New Deal programs. This is an excerpt from one of those reports, dated
January 1, 1935.
. . . Only among the young is there evidence of revolt, apparently. These young people are
growing restive [restless]. Out of some 15 weekly reports from industrial centers all over the
country, hardly one omitted a paragraph pointing out that these young people may not tolerate
much longer a condition that prevents them from starting normal, active, self-respecting lives,
that will not let them marry and raise families, that condemns them to idleness and want. At
present there is no leadership among them. College men are shoveling sand, checking freight
cars, working in filling stations. High school graduates are offering themselves to industry “for
nothing, just experience”—and are being accepted. Boys who normally would be apprentices in
the trades are tramping [wandering] the pavements, riding the freights back and forth across the
country, hanging about on street corners. One day in November a 21-year-old boy in Baltimore
walked 20 miles, looking for work. “I just stopped at every place,” he said, “but mostly they
wouldn’t even talk to me.” . . .
Source: Lowitt and Beasley, eds., One Third of a Nation, University of Illinois Press, 1981
8 Based on this document, state one way the Great Depression affected young people. [1]
Young people were restless and their educations worthless they were forced into manual labor jobs
_____________________________________________________________________________________
_____________________________________________________________________________________
Score
U.S. Hist. & Gov’t.–Aug. ’05
[21]
[OVER]
Part B
Essay
Directions: Write a well-organized essay that includes an introduction, several paragraphs, and a conclusion.
Use evidence from at least five documents in the body of the essay. Support your response with
relevant facts, examples, and details. Include additional outside information.
Historical Context:
After the crash of the stock market in 1929, the Great Depression began. The
Depression brought devastation to the economy of the United States and resulted
in severe problems for the American people. Throughout the 1930s, the American
people and the government dealt with the Depression in various ways.
Task: Using information from the documents and your knowledge of United States
history, write an essay in which you
• Discuss problems faced by the American people during the Great Depression
of the 1930s
• Explain how the American people and the government dealt with the problems
of the Depression
Guidelines:
In your essay, be sure to:
• Develop all aspects of the task
• Incorporate information from at least five documents
• Incorporate relevant outside information
• Support the theme with relevant facts, examples, and details
• Use a logical and clear plan of organization, including an introduction and a conclusion that
are beyond a restatement of the theme
U.S. Hist. & Gov’t.–Aug. ’05
[22]
Category
Scoring
Explanation
Thesis
2 pts
Responds to the prompt with
a historically defensible
thesis/claim that establishes
a line of reasoning.
To earn this point, the thesis
must make a claim that
responds to the prompt rather
than restating or rephrasing
the prompt. The thesis must
consist of one or more
sentences located in one
place, either in the
introduction or the
conclusion.
Contextualization
2pts
Describes a broader historical
context relevant to the
prompt.
To earn this point, the
response must relate the
topic of the prompt to broader
historical events,
developments, or processes
that occur before, during, or
continue after the time frame
of the question. This point is
not awarded for merely a
phrase or reference
Evidence
4 pts.
Supports an argument in
response to the prompt using
at least five documents
To earn two points, the
response must accurately
describe — rather than
simply quote — the content
from at least three of the
documents.
To earn four points, the
response must accurately
describe — rather than
simply quote — the content
from at least five documents.
In addition, the response
must use the content of the
documents to support an
argument in response to the
prompt.
Analysis/Reasoning
2pts
For at least three documents,
explains how or why the
document’s point of view,
To earn this point, the
response must explain how
or why (rather than simply
identifying) the document’s
Grammar and structure
purpose, historical situation,
and/or audience is relevant to
an argument.
point of view, purpose,
historical situation, or
audience is relevant to an
argument about the prompt
for each of the three
documents sourced.
2pts
Essay has 5 paragraphs, and
has little to no spelling or
grammar errors.
Essay uses academic
language, has no “I”
statements, no spelling and
grammar mistakes.
…
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