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(FIFTH WEEK) 10/26 Midterm Exam #2-Due Thursday 29th October Midterm Essay #2: The following essay is due anytime between Tuesday the 27th October and Midnight Thursday, the 29th of October. Please put "Go! H112 MT Essay #2" in the subject line, and send your essay in the email itself. (I know usually we like your essays sent as attached documents, but I can't always open them; including your essay in the email is fine as I read this as an essay exam and not a formal paper). I suggest that after you finish the quizzes and have studied these last chapters, you sit down and write this essay as an "in-class" essay. Then, if you wish, you can go through the text for additional examples to support your argument. Please do your own work, no plagiarism. Really, I absolutely hate to find plagiarized papers--do not use the wiki, please use our text book, think about the material, and construct your own argument. Email your essay to nan.yamane@canyons.edu with Go! H112 MT#1 in the subject line, by the 29 October deadline, midnight. Please answer the following question in the form of an argument, as we have been doing on the Bulletin Board, using evidence you find significant to support your point. The idea here is to develop your thoughts on these topics, and to express these ideas in your own words. It does take time to formulate your thoughts, and to back them with rich examples from the text--please take this time to write a thoughtful essay. QUESTION: Which of the following do you think has been the most critical in defining our "modern state"? Choose one, tell me about its significance, and then your reasons for choosing it as most important in defining our "modern" State--choose ONE: Business Practices in the 1920s You might begin by saying that they were all important--but in writing your paper, choose only ONE to define the "modern" United States. Please include a THESIS PARAGRAPH (including your thesis, brief explanation, and the layout of your paper by listing the points of evidence you will discuss); the BODY of your essay (perhaps with a paragraph devoted to each of your major points of evidence--perhaps 3-5 paragraphs); and finally, your CONCLUSION. The conclusion is as important as your thesis paragraph--be persuasive in your conclusion by summing up your overall thesis passionately and thoughtfully. Class #5: Chapters 27, 28 & 29 THEME: From Left to Right MIDTERM ESSAY #2--Coming on Sunday
_____________________________ (FOURTH WEEK) 10/19 Class #4: Chapters 24, 25 & 26 THEME: Building of the Liberal State from New Deal to Cold War
_____________________________ (THIRD WEEK) 10/12 Class #3: Chapters 22 & 23 THEME: What is "modernity," and in what ways do you think the U.S. becomes "modern" b/t 1917 and the 1920s? Why? What are the characteristics of a "modern" nation--industrial and technical growth, educational opportunities, urbanization, and world war-can you think of others? How do these characteristics affect the United States? Chapter 22: "War and the American State, 1914-1920" At your local Library: PBS Film on the Influenza Pandemic & numerous films on WWI (I like the PBS series on The Great War but there are many) The Great War--how does it affect the United States (and the world), how does it change the United States? How does it unify Americans, and which Americans are dissenters? How does the war define or redefine politics?
1-The Great War War in Europe: Perils of Neutrality: Senators Robert La Follette (Wisconsin) & George Norris (Nebraska), Euguen Debs, A. Philip0 Randolph, Women's Peace Party, & Andrew Carnegie--what did they all have in common? After the outbreak of war in Europe, what happened to U.S. trade with Britain and France? What was the impact of the sinking of the Lusitania in 1915? What was its impact on American public opinion? What was Teddy Roosevelt's opinion? Supreme Court Justice charles Evans Hughes, Election of 1916 & Wilson's Campaign Slogan 1917 Relationship with Germany, German Foreign Secretary Arthur Zimmermann--what happened on the 6th of April in 1917 and why?
"Over There" : The American Fighting Force : 1918 Influenza Epidemic killed 8 million soldiers of the Allied and Central Powers combined, and 500,000 American civilians Sergeant Alvin York & Edward Vernon Rickenbacker Americanization of the forces, segregation, and German Propaganda as described by Charles Williams 2-War on the Home Front Mobilizing Industry and the Economy: Creditor Nation, U.S. Banks, $33 Billion was the U.S. Cost, Treasury Secretary William McAdoo, decreased tariffs, increased income taxes, WarRevenue Bills (1917 & 1918), War Mobilization--War Industries Board (WIB) July 1917, Bernard Baruch, The Railroad War Board, guaranteed "standard return," Food Administration, Herbert Hoover Mobilizing American Workers:
Wartime Constitutionalism: Woman Suffrage and Prohibition: What other kinds of reforms were there? Protestant Christian Organizations, the Young Men's Christian Association, the Young Women's Christina Association, the Social Purity Movement, War Risk Insurabnce Act in 1917, prohibitionists' movement, urban political reform, tempeerance, German Breweries (Pabst, Busch, Schlitz), Eighteenth Amendment (1920-1933) Promoting Natinal Unity/ The Great Migration: How did Americans use media--and new media? Newspapers, Magazines, Radio, Film, Posters & Art How did the government attempt to manipulate and control dissent? Espionage Act of 1917, Sedition Act of 1918, prosecution of socialists and others such as the Industrial Workers of the World (Wobblies), Victor Berger, Schenck v. United States (1919) 3-An Unsettled Peace, 1919-1920 The Treaty of Versailles: What is the role of the U.S. in the making of the peace after WWI? Racial Strife, Labor Unrest, and the Red Scare: Why are there raids and action against the left about the time of the war? How does the governent participate? Chapter 23: "Modern Times, 1920-1932" Oh, those 1920s! What are they, innovative or reactionary? What happens to American society in these years, an American society that becomes 51 % urban. How do urban and rural populations define national issues and events. Then of course there is the economy, what happens to the economy? What is the connection between domestic growth and economic markets abroad? 1-The Business-Government Partnership Politics in the Republican "New Era": What is the relationship between business and politicians? Corporate Capitalism: Court Cases: Colorado Coal Company v. United Mine Workers (1925); Atkins v. Children's Hospital (1923). Economic Expansion Abroad: American Banks, trade, debt, Fordney-McCumber Tariff (1922), Charles G. Dawes and the Dawes Plan, Allies and world debt structure--what was the U.S. part in the post war debt payments? Foreign Policy in the 1920s: How did corporate growth relate to foreign policy, or did it? 2-A New National Culture A Consumer Society Buy Now-Pay Later debt, significance of new appliances, what are they? What is the role of advertising in turning products into "necessities"? How and why are they successful in marketing their products? World of the Automobile: Movies and Mass Culture: Business of the movies, the business of movies (United Artists, Paramount, Metro-Goldwyn-Mayer), Samuel Goldfish, The Jazz Singer, Ferdinand "Jelly Roll" MOrton, Louis "Satchmo" Armstrong, Edward "Duke" Ellington, Bessie Smith Magazines: Time, Saturday Evening Post, Ladies Home Journal, Good Housekeeping, tabloid newspapers Radio--November 1920 KDKA Pittsburgh, Columbia Broadcasting System (CBS), National Broadcasting Company (NBC) 3-Redefining American Identity Rise of Nativism/ Fight for Americanism: Legislating Values: Evolution and Prohibition: Intellectual Crosscurrents: Harlem Renaissance Langston Hughes, Claude McKay, Zora Neale Hurston, W.E. B. Du Bois, the Jazz Age, Universal Negro Improvement Association (UNIA), Marcus Garvey, Negro World, Black Star Line Steamship Company Culture Wars: The Election of 1928: 4-The Onset of the Great Depression, 1929-1932 Causes and Consequences: Herbert Hoover Responds: Rising Discontent/ Breadlines and Beggars: The 1932 Election: _____________________________ (SECOND WEEK) 10/5 Class #2: Chapters 19, 20 & 21
THEME: How does the American "public space" change in these years? How does the political system to reflect these changes in public space--or do you think it does? Chapter 19: Politics in the Age of Enterprise, 1877-1896 The Politics of the Status Quo What is the “politics of the status quo,” and why do you think the national government has so little power? Politics and the People How does politics affect the lives of most people? Race and Politics in the New South What kinds of political interests and groups are defined in the South? How are southern politics affected by race? The Crisis of American Politics: The 1890s What is the “crisis” in American politics in the 1890s? Chapter 20: The Progressive Era, 1900-1914
The Course of Reform What is “progressivism”? Who are the various progressive groups of people that come together behind political action in the early 20th Century? Progressivism and National Politics How does progressivism affect national politics? Do you think it transforms national politics, and if so, how? How does progressivism affect the Republican Party, and why? Who is Woodrow Wilson, and what is his “New Freedom”? Does Wilson and his plan reveal significant changes that have occurred in the political system since the years Rutherford B. Hayes? Have national politics changed significantly? Why or why not? Chapter 21: An Emerging World Power, 1877-1914 Roots of Expansion What are the “roots” of American imperialism? Examples of American “empire”? An American Empire Explain U.S. foreign policy and position in the world on the eve of WWI. How does the U.S. define its relationships with Europe and Latin America? Other places in the world? (using some of the above listed terms—sum up early Am Foreign Policies and relationships with nations of the Old and New Worlds.) Cuban Crisis; Spanish American War; Jingoism; New York Journal and William Randolph Hearst Onto the World Stage Hay-Paunceforte Agreement, 1901; Roosevelt’s Navy; Panama Canal; ”Police Powers” in the Caribbean, Roosevelt Corollary (to Monroe Doctrine) 1904; Intervention: Dominican Republic, 1905; Cuba in 1906; Nicaragua in 1909 & 1911; Haiti in 1916+; Open Door Policy in Asia; Dollar Diplomacy; Woodrow Wilson and the Mexican Revolution; Porfirio Diaz; Venustiano Carranza; Vicotriano Huerta; Poncho Villa ________________________________ (FIRST WEEK) 9/28 CLASS #1 Welcome to Go!H112! This is a very fast paced class on the second part of American History, Reconstruction to the present. Please do the following--email me, post an introduction on BB, and begin reading. Also, familiarize yourself with both the website--the heart of our class (including the syllabus). Take a look at the reuquirements and grading, and know where to find critical information on our web. Tomorrow I will have our first week's lecture page up, along with our discussion questions. Again, read the class requirements, and I will go over this tomorrow on our lecture page. nay _____________________________ 1-Please Check in by emailing me at nan.yamane@canyons.edu to let me know you plan to take the course; please send phone number where I can reach you if necessary (rarely necesary, just in case) and your address 2-Post Your Introduction on Blackboard's Discussion Board, and please follow directions (Introduce self and Answer the Question Posted) 3-Begin the first Week's Reading * * * * * * CLASS ORGANIZATION: Welcome to our very fast-paced class. Again, I appreciate your thoughtfulness in taking this class, and your consideration about whether or not you have the time for it--you cannot complete it in the last week as some have tried! Rather this class requires weekly reading and quizzes and discussion participation. If you have the time, the class has a very simple design to it--read chapters, take chapter quizzes, participate in weekly discussions, submit one thoughtful and paper-like answer to an assigned discussion question, and submit two thouhtful midterm essays. These requirements are addressed in more depth on our "Grading & Requirements" page--but I wanted to mention a few points here. You can make a check-list for your assignments due: Check-in & Posted Introduction: Please Check-in by email, as instructed on our Course Index Page, and also, post an introduction on BB's (i.e. BlackBoard) "Discussion Board." The Discussion Board is found on your main menu. Discussion Participation: You are expected to participate in discussions and are graded for them (see grading page for details). Your discussion points should be thoughtful points, including your reaction to the points of others, and should include supportive evidence from the text. Every time you make a point, back it up with evidence from the text--history is argument and evidence. Take care not to make your points too general, without any specific evidence. Remember to include evidence in all your work. . . Please note that you cannot participate in Discussions after they are closed, you must participate weekly and these dates will be posted. Discussion Lead-Answering Your Assigned Question: You will be assigned ONE question to answer and then post on our BB. This answer is expected to be as thoughtful as a paper (see details on the Assigned Discussion Questions Page--this will be up by Saturday, and the questions will also be posted on BB). Please follow the posted instructions for anwering this question--you will be providing thoughts for class discussion with your answer. You must answer your question in the week assigned--the discussion questions are closed in the week after the questions are assinged. You must participate in them weekly (I always give an extra week for the first discussions ) Chapter Quizzes: There will be 14 Chapter Quizzes, one for each chapter assigned. These are short quizzes, and the Lecture/ Reading Guide material below will prepare you for them. You can take these at any time, though I suggest you do them weekly as a way of preparing you for the Midterm Exams. Two Midterm Exams: The first one will be next week! It will address the first two weeks of reading--I will post the question at the end of the week and you will have about 4 days to turn it in (Thursday -Monday). I decided to give you this Midterm Essay early, then you will have three weeks before the last one. After you complete the reading, what do you think would make a good Midterm Essay Question? Please read through our class webpage carefully, and then begin reading the chapters--our chapter guides will be up on Saturday (I will email you) and I will have "Virtual Office Hours" tomorrow from 6 to 7 PM.
Class #1: Chapters 16, 17 & 18 Virtual Field Trip: You will enjoy this! And here is another. . . Transcontinental RR Museum/ http://cprr.org Virtual Tenement Museum/ http://www.tenement.org/Virtual_Tour/index_virtual.html THEMES: The Era after the end of Reconstruction, beginning in 1877 when the federal troops pull out of the South, is a period of both tragedy and promise. As the Era of Jim Crow begins and the South struggles with significant economic problems, the U.S. expands West--many lured by the great Gold Rush of '49, as well as the promise of owning land. With the development of mining technology and the transcontinental railroad, corporate capitalism takes root in the Northeast, West, and Midwest--both the development of the mining industry and the railroad require large amounts of capital, which becomes the job of corporations. This is also an era of capital concentration--with more and more money in the hands of fewer and fewer people. In this era of "economies of scale," the businesses require increasing money to stay in business and to compete. What is the "response to industrialization"? There is immigration and urbanization, especially outside of the South--although there is some industrialization in the South, too. There is also ORGANIZATION among people as they begin to feel less control and opportunity in their lives. Frank Norris dubbed the railroad an "octopus," strangling the life out of hard working Americans. As it is an era of corporate organization, it is also an era of organization among farmers (populists), laborers, socialists, women, the middle class generally, and the ensuing coalition among people who call themselve "Progressives." This is an era of battle between Capital and Labor--so who is winning by the turn of the century? What happens to capitalists and reformers after 1900, and in the years before WWI? Finally, what is the impact of WWI on Americans? In this period, industrial growth and the railroad increasingly bring Americans and regions together as a nation; does WWI solidify this national bond among people across regions? To what extent are the South, the Northeast, the Midwest, and the Pacific Slope brought together as one nation by WWI? This is such a short class- we will focus particularly on economic changes and their impact on Americans. You might go through the chapters and write identifications for the terms/ events/ people listed for each part of the chapter--then read the entire chapter. Use these terms to explain the larger point. For example, who were the Lakota Sioux and what was their role in the story of the Great Plains? Chapter 16: The American West
Great Plains Indians-Lakota Sioux, Sun Dance Wagon Train, RRs, and Ranchers/ the "Great American Desert", from Missouri to Oregon in 1842, Telegraphg 1861, Promontory, Utah in 1869 (transcontinental RR), the Union Pacific, the Central Pacific, the Southern Pacific, Buffalo, Cattle drives (Abilene, Ellsworth, Dodge City), Texas Ranchers, cowboys, open range ranching, the "Romantic West" (Ned Bunting, King of the Border Men), Buffalo Bill (William Cody), Wild West Shows, Chief Sitting Bull Homesteaders/ Homestead Act 1862, Wet Cycle b/t 1878 and 1886, women homesteaders, German Migration, Norwegians and Swedes, African American migration--why did these people settle in the West, what "pulled" them to this region--what were the attributes of the region, the Great Plains, that seemed promising? Why was it so difficult to settle on this land? What was "dry farming"? Farmers' Woes/ Oliver H. Kelley and the National Grange of the Patrons of Husbandry, cooperatives & state legislation, farm prices, wheat (and the world prices) Fate of the Indians/ What happened to the Great Plains Indians and what wa the role of the government? Indian Resistance (Apaches, Cheyenne, Arapahos, Sioux), Peace Commission 1867, Southwestern Region of the Dakota Territory (Lakota Sioux) and Oklahoma Territory (Choctaw, Cherokee, Chickasaw, Creek, Seminole), Eastern tribes already relocated--other areas given to the Navajos & Utes, Chief Joseph and the Nez Perce (1877), Gatling Guns & the U.S. Army, Geronimo, Sitting BullGeorge Custer and the Battle of the Little Big Horn, Gold in the Black Hills, 1880s encroachment on Indian land (Oklahoma), Helen Hunt Jackson's A Century of Dishoner (1881), "severalty," Dawes Act, Zitkala-Sa & Indian Schools, Wounded Knee (1890) The Far West The Gold Rush pulled the American population from the East and the Midwest, pulling Americans to the Pacific Slope and California--then in the 1870s and 1880s, people from both coasts--along with immigrants, begin to settle the Great Plains region. The Mining Frontier/ Sierra Nevada and the Colorado Rockies, Virginia City, Comstock Silver Lode (1859), corporate consolidation and control of mining, Corine in Utah (Baron Joseph Alexander Von Hubner), San Francisco Hispanics, Chinese, and Anglos/ vaqueros, mestizos, Pueblo Indians, the Hispanic Southwest after 1848 (Treaty of Guadalupe Hidalgo in 1848 following the Mexican American War), New Mexico Peasants, Los Pobres, Chinese immigrants, indentured servitude, SF Chinatown, Charles Crocker, anti-Chinese frenzy (why?), Japanese immigrants--race and California labor, how are these related historically?
Honorable mention here for our state. . . Sam Clemens (aka Mark Twain), "The Luck of Roaring Camp," Helen Hunt Jackson & Romona, "specialty crops", migrant labor, John Muir, Yosemite, Environmentalism, national park movement (why?), Hetch Hetchy Valley (1913)
Chapter 17: Capital and Labor in the Age of Enterprize, 1877-1900 Industrial Capitalism Age of Steel/ Consumer Goods, Artisan Labor, "infrastructure goods" such as locomotives, factory machinery, trolley lines, sanitation systems, etc., Steel revolution, wholesale prices, Bessemer Converter, Andrew Carnegie, mineral resources (Mesabi Range, Irone Ore-Great Lakes, Appalachian coal), steam engines, coal, and the turbine. The RR Boom/ What was the role of the government in the development of the railroad? The corporation, limited liability, Credit Mobilier, Cornelius VanderbiltJames Hill and the Great Northern, Jay Gould, idea of efficiency, RR technology, Banking (J.P. Morgan & Co., Kuhn Loeb & Co.), Wall Street Large-Scale Enterprise/ Chicago's Union Stock Yards (1865), Gustavus Swift, vertical integration, oligopoly, farmers and rural Americans, Titusville, Pennsivlania and Oil, John D. Rockefeller, Standard Oil of Ohio, South Improvement Company, monopoly, development of mass market in retailing, Montgomery Ward, Sears Roebuck, Great Atlantic and Pacific Tea Company (A & P), and Woolworths--and this brings up Advertising, middle management, departmentalization: By 1900 top 100 companies controlled about 1/3rd total national "productive capacity" The World of Work Labor Recruits/ Who were the laborers? Farm "folk" without artisan background--those with lnguage, literacy, and "cultural ease"--became middle management ("white collar")--tho in the South, rural whites became factory workers. Southern textile mills, family labor (family system of mill labor), black migration out of South, Irish immigrants, Germans, Scandinavians--how were ethnic origins related to jobs? Hunky-work, padrones--why did immigrants come to the U.S. ("push" factors)? Why did they choose the U.S. ("pull" factors)? Traditional peasant economies, women as industrial labor force, married women workers--what was the top occupation for women in the progressive era? What were the top three jobs for women? Working Class family wages, Count Vay de Vaya und Luskod, cheap steamship passage Autonomous Labor/ John Brophy, the "stint", artisan sense of the craft, the social meaning of jobs, young women, pushers--what happened to worker autonomy over time? Systems of Control/ mass production, machine tools, dedicated machines, mechanization, scientificm anagement, Frederick W. Taylor on efficiency
The Labor Movement Reformers and Unionists/ Collective Bargaining, The wages of Thomas B. McGuire, the Noble and Holy Orderof the Knights of Labor, Terence V. Powderly, the closed shop, craft workers, social role of the union, trade unions, organizing across race--role of idealism in early union efforts Emergence of the AFL/ How did the AFL differ from the Knights of Labor? Who was Samuel Gompers, and in what way did he think the unions could gain power? What was/ is anarchism? Yellow dog contracts? The Haymarket Strike? Industrial War/ What happened at Homestead, Carnegie's steel plant in 1892? Who was Henry Clay Frick? What about the Pullman strike in 1894? (American Railway Union, Eugene V. Debs) What was/ is a secondary labor boycott? What was the role of the government in these strikes of the 80s and 90s? What about in the Great RR Strike of 1877, noted at the outset of this chapter? American Radicalism in the Making/ Eugene V. Debs, industrial union, Karl Marx on Capital, Socialism, Socialist Labor Party 1877, Daniel De Leon, Socialist Party of America 1901, Western Federation of Miners, Coeur d"Alene strike, Ed Boyce, "Big" Bill Haywood, general strike, syndicalism, and the IWW--otherwise known as the "wobblies" or the Industrial Workers of the World. Chapter 18: The Industrial City: Building It, Living in It
Urbanization/ 1-What is the process of urbanization? Why? Theodore Dreiser; Commerce v. Industry; Steam Engines & Railroads & Urbanization; Downtown; Omnibus Carriage; Horsecar; Electric Trolley Car; Elevated Railroads/ “Els”; Skyscrapers; Gaslights/ Electric Lights; Alexander Graham Bell Telephone; Real Estate; “Private City”; “Public City”; Environmental Impact; Poverty; Rural Ideal; Frederick Law Olmsted; “City Beautiful Movement”; Chicago v. Berlin in 1900 Upper Class/ Middle Class/ In what ways do cities reflect class stratification in American Society? City Life/ From “low” to “high” culture, how might you describe “city life”? _____________________________
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Field Trip!