Exploring Cause and Effect Through Primary Resources
The Great Depression was a time in American History of extreme poverty, panic, and uncertainty. After a period of prosperity, the sudden downturn created unforeseen challenges for Americans across the country. In this discussion, you will consider the context of events and cause and effect to understand how various events are connected.
Step 1: For this discussion, consider the three primary sources below. The first is the front page of a newspaper from Tuesday, October 29, 1929, the second is a photograph from July 2, 1932 of the Bonus Army’s demonstration at the U.S. Capitol building, and the third is of a “Hooverville” taken in 1935 in Washington.
Write a response to the following prompt in one substantial paragraph of 6-8 sentences.
Discussion Prompt: Examine these primary resources, choose at least two and discuss how they are connected. In your response, comment on the historical context and evidence of cause and effect.
In your response consider the following:
- Significance: What is the significance of the dates and the sequence of events that took place during The Great Depression?
- Context: What else was happening in the country at each of these times?
- Connection: How did the economic situation in the country have an effect on the events seen in these primary sources?
Primary Sources
Figure 1. The Indianapolis times. [volume] (Indianapolis [Ind.]), 29 Oct. 1929. Chronicling America: Historic American Newspapers. Lib. of Congress.
Figure 2. Bonus Army stages huge demonstration at empty Capitol / photo by Underwood and Underwood, Washington. July 2, 1932 Library of Congress.
Figure 3. A Hooverville in Seattle, Washington between 1932 and 1937. Washington State Archives.
Step 2: Respond to two separate posts of two classmates. Your response should engage with the ideas presented by your classmate, not simply an agreement or disagreement without explanation. You should build upon the ideas presented by your peers. (About 75 words.)
In your response consider the following:
- Is there additional historical context and background that you can add to your classmate’s response?
- Can you provide an alternate idea or opinion about an idea presented by your classmate? Could the source also be interpreted another way?
Discussion Grading Rubric
| Criteria | Poor | Good | Excellent | Points |
|---|---|---|---|---|
| Responds to prompt | Response is superficial, does not consider context and how events are related. Contributes few original thoughts, 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 prompt including considerations of context and cause and effect. The response includes original thoughts. | _/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. Response does not contribute or build upon responses of peers. | Responds thoughtfully and builds upon the comments from others, but may lack depth, detail, and/or explanation. | Thoughtfully and thoroughly extends discussions already taking place or poses new possibilities or opinions not previously voiced. Response is substantive and constructive. | _/4 |
| Total | __/10 |