The Volstead Act, better known as the Prohibition Act, was central to the 1920s and had a significant impact on major social changes that took place during this time. For this discussion, you will explore primary and secondary sources about Prohibition in the 1920s.
Step 1: Carefully read and view this collection of primary and secondary resources.
- Interview with Edward Behr, author of “Prohibition: Thirteen Years That Changed America”
- 1922 Letter from J. O. Robertson to Henry C. Wallace, Secretary of Agriculture
- Prohibition: A Case Study of Progressive Reform
- The Neshoba Democrat, January 08, 1920
Step 2: Write a response which includes three elements: A thought, a question, and an epiphany. Each part is 1-3 sentences and should directly address the sources above. You are also encouraged to bring in your own resources
- Thoughts: What is a thought that stuck with you while viewing these resources? (Avoid picking the most obvious.) Here are some stems to guide you:
- It is interesting that…
- I now understand that…
- Questions: This is a thought-provoking question that cannot be answered with a simple yes or no or one word response. This could even be a question that does not have a clear answer or cannot be answered definitively. Your question should ask the responder to analyze and engage with the resources. Here are some stems to guide you:
- In what ways…?
- When the text says…do you think that…?
- How do you think…?
- Epiphanies: This is your “Aha!” moment. Remember to think like a historian, consider the sources and bias (your own and the source). Here are some stems to guide you:
- When I read…I realized that..
- A connection to current events I made is…
Step 3: Respond to two separate posts of two classmates. Your response does not need to respond to each element, however, it should continue to the discussion points and build on their response.
*You are encouraged to keep the discussion going. If a classmate agrees, disagrees, poses a question, or engages some new thoughts for you, respond to them in the discussion thread.
Discussion Grading Rubric
| Criteria | Developing | Satisfactory | Excellent | Points |
|---|---|---|---|---|
| Responds to prompt | Response is superficial, lacking in analysis or critique. Contributes few novel ideas, connections, or applications. | Provides an accurate response to the prompt, but the information delivered is limited or lacking in analysis. | Provides a thoughtful and clear response to the content or question asked. The response includes original thoughts and novel ideas. | __/4 |
| Supporting Details | Includes vague or incomplete supporting evidence or fails to back opinion with facts. | Supports opinions with details, though connections may be unclear, not firmly established, or explicit. | Supports response with evidence; makes connections to the course content and/or other experiences. Cites evidence when appropriate. | __/2 |
| Comments and participation | Provides brief responses or shows little effort to participate in the learning community. | Responds kindly and builds upon the comments from others, but may lack depth, detail, and/or explanation. | Kindly and thoroughly extend discussions already taking place or poses new possibilities or opinions not previously voiced. Response is substantive and constructive. | __/4 |
| Total | __/10 |