Purpose Overview Living Newspaper

Required: cable modem or DSL connection, Windows 98 or higher, Flash Player 5 or higher (download)


1. React to the following sequence of images (click for larger version)

1. 2.Scene 19: Cotton Patch 3. Scene 20: Sharecroppers

4.Scene 21: Meat Strike 5.Scene 22: Dorothy Sherwood

 

3. Now hear the audio of the play with the corresponding images in the form of a Flash movie.

HIGH QUALITY (64 bps) 15 second download time

MEDIUM QUALITY (32 bps) 7 second download time

to exit the movie just close the window

4. Examine the following primary sources for each scene:

Scene 18: The New York Times: August 1st, 1934

Scene 21: New York Times: July 28, 1935

Scene 22: Daily News on August 21, 1935

 

 

5. Form groups and re-enact the scenes using this script.

 

QUESTIONS:

Comprehensive--

1. In Scene 18, what is the relationship between the weather and the price of wheat?

2. In Scenes 19 and 20, how do government payments affect poor farmers? How does Sam's conflict compare to that of the sharecroppers? Explain.

3. The "male voice" in Scene 21 asks "why don't you go to Washington? They started this." How do you think the Meat Strike is a result of the AAA legislation's reduction of supply strategy—paying farmers not to produce?

4. How is Scene 22 related to the previous scenes? What are the effects of high prices? Does AAA legislation seem effective?

Analytical--

1. Look carefully at the table of wheat prices in the New York Times article corresponding to scene 18. How does the table illustrate the economic trend?

2. Why do you suspect the Living Newspaper cited no sources for Scenes 19 and 20? In your opinion are these "fictional" scenes still valid representations?

3. How do scenes 21 and 22 differ in thier portrayal of women? How are they similar? Since these are the last two scenes before AAA is declared unconstitutional by the Supreme Court, how do they attempt to persuade the audience of the need for rectifying the ineffective legislation?

Interpretive--

1. Form groups and create a Student Union by deciding which issues will be incorporated into your agenda. Elaborate on the "injustices" your union seeks to correct and how you plan to do so.

2. Discuss whether your strategies address the concerns of a minority or a majority group. Will any one group be undermined by your strategy? If, for instance, one of your main objectives is to demand a higher quality of food served in the cafeteria, how will the fulfillment of that desire effect the cafeteria staff, and in turn the school? Think about how economic principles connect these issues.

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