*+Ideas+on+Gov't

Ideas on the role of government in resolving the depression The assignment proceeds in stages and has several components – outline, note cards (5x8 work best), and a 4-5 page essay - and will be completed in stages.
 * __* The outline is due via email to__** **lschuster@ric.edu** on Monday, Feb 13. bring copies to class.
 * __* Outlines will require revisions and approval by me before you proceed to writing__**
 * __* The first draft of the essay is then due__**
 * __* Mandatory revision for everyone.__**

The 1929 depression generated many ideas about how to resolve the economic crisis and assist the people. These ideas contained, sometimes only implicitly, prescriptions or beliefs about the extent and nature of the relations between government and its citizens. (Remember that until this time, most Americans supported a limited government that did not intervene in the social or economic affairs of the nation or of its citizens.) ==The Problem for this group of primary sources - **What were the various ideas proposed about the appropriate** __purpose__ **of government in society? (What was the diebate about the appropriate function or role of government in society?)**==

__The primary sources in the package are your **only** sources and you must use them all__; Protestant Social Creed Hoover Reassures Henry Ford 'We Can Do It' ad (use the website address at the bottom to get a clear version) FDR - Fear Itself FDR - Call for Federal Responsibility HH Against Huey Long Townsend "Snap Out of it" American Liberty League

__ Organizing the Sources, Taking Notes and constructing an outline __ Read all the material through once and jot down some ideas about the problem. Don't focus on the data but on the information and ideas in the sources that are relevant to this one question. Think about categories that might work to organize the material – for instance, what are the issues discussed in these sources - kinds of solutions? (two, three or seventeen ideas?) Do you see inferences or explicit ideas about the role of government? The role of individuals? Of groups? Try to group them by idea instead of by the individual who promoted them. Each of these issues then becomes a category and one supporting argument for your larger thesis. Then read each of the documents more carefully for information relevant to the topic. If you find information or ideas that are appropriate, take notes on cards __(one subject per card).__ The notes must have __reliable bibliographic citation, proper pagination__. One article will inevitably contribute several different note cards, perhaps on several different topics. Make at least three notes from each of the following categories (noting each with Q, P, S or C): notes of direct quotation notes of paraphrase notes of summary (of an entire document or a section) notes of your ideas or comments – your thoughts about the depression /reasons/ sources/ paper/ contemporary connections.

__ Content Outline __ **DUE by email and in hard copy Monday, February 13** Once you have read and taken notes, organize the note cards by the topics. This should provide the structure to construct a 1-page content outline, or model, for your essay. The outline will include the thesis or argument/problem and will have several distinct sections each corresponding to an argument that supports the thesis. We will work on this step in class. Interpretative essay du, hard copy and email. //__ Using only your notes __////, // Write an interpretative essay of 4-5 pages, double-spaced and typewritten. Use quotations with caution. If you discover your notes are inadequate to write the essay or construct a coherent outline please go back to the sources. Remember that your interpretation should be based on the evidence contained only in the notes that you derived from the documents. __Take care to use appropriate footnoting form for citing the individual sources__. Evaluation will be on accuracy and quality of notes, your ability to use them properly, clarity of the outline, footnote form, and the strength and coherence of the essay.


 * RUBRIC**
 * || Exceptional || Excellent || Great || Good || Fair || Poor || Tried &missed || Absent ||
 * || ** 10 pts. ** || ** 9.5 pts. ** || ** 9 pts. ** || ** 8.5 pts. ** || ** 8 pts. ** || ** 7 pts. ** || ** 5 pts. ** || ** 0 pts. ** ||
 * The thesis of the essay is clearly made in the first or second paragraph. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Presents appropriate historical context so the reader understands why this issue is interesting / important. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Names and develops at least three arguments (themes) that support the thesis. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Topic sentences introduce the issue of each paragraph (and are related to the thesis). ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Interprets and analyzes the primary sources. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Makes clear distinctions between the perspectives of the sources. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Clearly presents the meaningsignificance of the sources for the reader. ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Overall creativity and thoughtfulness ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Writing skills – grammar ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Writing skills –­ style & organization. ||  ||   ||   ||   ||   ||   ||   ||   ||