Please read the day's post below. Here you will find a sample response to the practice DBQ. The argument is a little underdeveloped, as we'd prefer to not see the separate body paragraphs for Native Americans, but this would be awfully close to a 7/7 for 20 minutes work.
Was it a new deal for everyone practice dbq
In what ways and to what degree did the New Deal address economic and social issues facing various groups of American during the Great Depression
Time period: 1930s
Themes: Culture and Society/ WXT
Skill: Continuity and Change
CONTEXTUALIZATION: The Great Depression was a crisis caused by more than just the crash of Black Tuesday in 1929, but by fundamental issues in the economy such as over-extension of commercial and consumer credit, increased tariffs through the Hawley-Smoot bill (in opposition to 1,000 economists of the time), and income inequality rising as a result of the 1923 law. The depression in turn impacted Americans in ways varied not only by economic class but by location, race, and gender. This is illustrated most clearly by the overall unemployment rate peaking at 25% while the Black unemployment rate hitting 50%(!). This dire crisis directly led to the election of Roosevelt and the passage of his New Deal. THESIS: The New Deal substantively addressed the economic concerns of some, mostly white Americans, but it failed to address economic and social issues facing other groups of more-marginalized Americans during the Great Depression.
Roosevelt’s New Deal did address the economic and social issues facing some Americans during the Great Depression. The famed First 100 Days were a bonanaza of newly-created Federal Agencies meant to encourage recovery, relief, and reform. 250,000 young (mostly white) men were hired by the Civilian Conservation Corps to reforest America, give funds to families in need, and avoid overconcentration of young, unemployed men that might lead to trouble. This program is representative of many that addressed economic needs created by the Great Depression. Women were also helped explicitly by the New Deal. Leseur in “New Masses,” shows that women also needed relief as much as men who might be more obvious, asking, “what happens to them?” (Doc 2). The New Deal was one answer. The WPA hired women, most famously photographer Dorothea Lange who captured the evocative shot of “Migrant Mother” and her children. At the Democratic Women’s Regional Conference, Ms. Woodward asserted the New Deal had brought “no discrimination.” But she notes “unemployed women are without [exogenously commodified in a patriarchy] skills” which presumably made employment prospects more difficult (Doc 5). This connects to the historical situation through American history of the division between “skilled” and “unskilled” labor and how the Knights of Labor under Powderly allowed in unskilled laborers but the AFL under Gompers did not. Gendered assumptions about the abilities and efficacy of women would continue throughout the 1930s, with notable change being achieved in the 1940s personified by the “Rosie the Riveter” woman working an industrial job producing supplies for America’s involvement in World War II. This shows that women were helped by the New Deal, though that help was constrained by the general patriarchal social and economic norms of the time.
African Americans experienced benefits during this time, with the Crisis writing “government has taken on [new] meaning.” (Doc 1) This is the newspaper of the National Association for the Advancement of Colored People and as such would be well situated to evaluate and judge the impact of the New Deal on Black populations. This positive pronouncement indicated the amount of change that did in fact happen. In all these ways, the New Deal addressed economic concerns of mostly white men and women, but also African Americans in the Great Depression.
Despite those successes, it is important to note the New Deal did not benefit all groups. The same Crisis excerpt that emphasized change also stated “government policies have harmed the race” (Doc 1). This, paired with the later positive statement, proves the New Deal was not monolithically successful. African Americans, who served gallantly in the US Armed Forces of WWI and made up the most-decorated unit of “Harlem Hellfighters,” still did not receive equal treatment by the New Deal. This is most clearly exhibited by the redlining of the HOLC and by the exclusion of farm and domestic workers in the Social Security Act. Famed Harlem Renaissance writer wrote that a “dream deferred” might “explode,” but it is important to note that even facing this inequity African Americans served again with honor in World War II. The New Deal didn’t address all economic or social inequality, but that didn’t stop varied groups of Americans from believing in the ideals of America.
Mexicans and Mexican-Americans were differentially impacted by the New Deal. Boulder County appropriated funds to deport Mexican Families to Mexico (doc 3). The purpose of this document was to identify who was a legitimate recipient of the benefits of the New Deal, but it is not apparent in the text how much care, if any, was used to differentiate between Mexicans and Mexican-Americans (or the further complications of birthright-citizenship). Many Mexican-Americans chose to self-deport during this time because they understood they would not be considered as recipients of the federal programs helping so many Americans. Ultimately 84,000 were deported and migrant workers were especially vulnerable (Doc 6). This relates to the historical situation of migrant workers being encouraged to come into America throughout American history and demonstrates that Mexicans (and possibly Mexican-americans) did not fully benefit from the New Deal.
Native Americans gained some advantages during the New Deal, such as the opportunity for scholarship loans, but generally represented a continuity in “Americanizing” influences (Doc 7). This is most closely associated with the Carlisle School, led by Pratt, which had the motto “kill the Indian, save the man.” Under the paternalistic, racist standard of the day this was represented as benefit but certainly in comparison with other groups Native Americans did not receive the benefits of the New Deal.
The New Deal was an incredibly impactful group of legislative efforts and represents a massive shift in the public’s interaction with the American Government. While the goal was to provide “relief, recovery, and reform” for the American people, as demonstrated above not all groups saw their economic and social needs met.
[group response] Despite those successes, it is important to note the New Deal did not benefit all groups in America. The county commissioners of Bolder, Colorado appropriated funds to deport “unemployed” Mexicans to Mexico (Doc. 3). The purpose of this document is to ensure American relief funds are going to Americans, not foreign nationals, and achieving this by deportation, which by definition excluded groups that were in America. In this way we see the American New Deal relief program did not address economic issues for all groups in America.
The county commissioners of Bolder, Colorado appropriated funds to deport “unemployed” Mexicans to Mexico (Doc. 3). The purpose of this document is to marginalize some communities and focus relief monies for those deemed most worthy, here an unstated, presumably WASP-ish population. In this way we see the New Deal did not address economic issues for all Americans.
Today we tackled the origins of WWII by beginning with an exercise over what you consider your four most important freedoms then comparing your responses to Roosevelt's 1941 speech. We then discussed the nature of Fascism and then spent the past part of class analyzing documents sets on how Hitler rose to power and created a Fascist state in Germany.
Tomorrow is your first in-class DBQ. Tonight you should look back over the materials from our Writing Workshop and everything posted on the Writing Tips page. The content for tomorrow's DBQ will be drawn from the Great Depression and the New Deal.
One final note: We have added a day to the unit next week, so please look over the changes in due dates on the calendar over the next few weeks! Of upcoming importance, the Exam next week is now Wednesday and the Scored Discussion on Thursday. The scored discussion materials are posted under Period 7 and this time covers aspects of the use of atomic weapons at the end of WWII.
Today we finished our conversations about the New Deal by debriefing the political cartoons you analyzed last night then by using a sample DBQ over the New Deal as practice in our teams after our DBQ Writing Workshop.
Friday will be your first in-class DBQ essay. You will find today's slide show as well as numerous other practice materials on the Writer's Tips page of this site!
Don't forget, Chapter 27 is due tomorrow.
After our long weekend off, we started out today with a quiz over Chapter 26. After the quiz, we tackled an analysis of two "Fireside Chats" by Roosevelt detailing his early plans for addressing the Depression. After analyzing the broadcasts, we looked at a selection of letters written by average Americans from a broad cross section of the political and social spectrum.
Tomorrow we will explore the reaction of the press to the Fireside Chats. Tonight you need to complete the analysis questions on your handout from today's class using the "Fireside Political Cartoons" posted under the Skill Block Files under Period 7 of the website. Chapter 27 is also due on Thursday!
We started out today with another graphic organizer debrief of Chapter 25 as we began investigating the causes and outcomes of the Great Depression. WE spent the last part of class then going on a "trip around the nation" by looking at stations representing how the depression affected different groups of people in different parts of the country. If you were absent, you can find these "Human Impacts of the Depression" stations and the questions handout on the website under Period 7.
Chapter 26 is dueTuesday and Chapter 27 on Thursday! There's no school on Monday, so enjoy your long weekend!
Today we did the 1920's in a whirlwind fast day! We started with a debrief discussion of Chapter 24 using a graphic organizer focusing on 6 different essential lenses for understanding the events of the 1920's. We also completed a new style DocBlock analysis over the essay by Andre Siegfried, "On New Society." We ended with a brief discussion over the 1920's as a decade of conflict between the forces of change and the status quo.
Chapter 25 is due tomorrow as we will begin discussing the Great Depression.
We discussed World War I today, focusing mainly on the Homefront effects of the war and on a quick study in causations. We wrapped up with an analysis of the debate over sedition and First Amendment rights and freedoms as they played out in the context of WWI.
Tomorrow, Chapter 24 is due and Chapter 25 is due on Friday. this is your last week with more than 2 chapters due for the semester!
Today was your third scored discussion, this one over the reasons behind American Imperialism in the late 1800's and early 1900's. Your online follow-up discussion comments will be due next Tuesday evening by 10:00pm.
Tomorrow we will be discussing WWI and your Chapter 23 notes are due. Chapter 24 is due Thursday and 25 on Friday. This is the last week with more than 2 chapters due this semester!
So apparently posting Blogs from my home has not been working! I apologize for those of you that may have come here looking for details on what happened in class and didn't find any updates over the last little bit. If there is ever a delay in the blog post past 6:00 pm, please shoot me an email so I can see if I can get it working.
Today we spent the day doing some extended historiography of the work of four different historians on the issue of American Imperialism. Please make sure you are bring your analysis of these arguments, along with the work you did Thursday while I was out (slideshow of activities still active under Period 7). into tomorrow's scored discussion. The readings and the pre-write directions are posted under Period 7.
PLEASE REMEMBER: The opportunity to make up in-class points using the online discussion is only available to students who are absent on the day of the discussion. If you are present in class, you are responsible for contributing to the conversation in a meaningful way tomorrow to earn your points in-class.
Today we discussed the Reconstruction Era which followed the Civil War. We debriefed your textbook reading then completed a brief historiography survey and then expanded our understanding of Reconstruction through a DocBlock Lit Circle.
Tomorrow is Exam 2! Mr. Hutchison's classes remember, due to the flub with the Blog on Friday, I will not be looking at your binders to check chapter notes, etc. until Thursday. Also, don't forget that your next Scored Discussion is on Thursday, so be sure you are preparing for that by completing the assigned readings and pre-write activity found under Period 6.