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This document contains instructions for a multi-part assignment on American history and social movements from the 1950s to the present. For part A, students are asked to analyze the moral ambiguity of war presented in the book The Good Soldier. Part B involves choosing and fully answering one question from a list of six about the consequences of failing Great Society programs, claims about the relationship between black interests and American democracy, arguments about the weakness of America's will for racial justice, the influence of participatory democracy on a 1960s-70s social movement, and the view that political activity in the 1960s located in the individual. Part C asks students to choose and answer one of two questions analyzing views of the 1970s as a more conservative decade
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Submit your Major Essay here. Remember it is to be between Four.docx
Submit your Major Essay here. Remember it is to be between Four and Eight pages and you must cite sources and provide a references cited page.
Remember, these topics are just SUGGESTIONS. You are more than welcome to explore topics outside these—but first, run your topic through me to be sure that it’s ok. Your essay is to be between FOUR eight pages in length and should have one-inch margins all the way around. Use Times New Roman ora similar font and the 12-point type and remember to cite all sources using MLA 7th edition as your citation guide. Please be sure to read through the “How to Cite” guidelines and if you have any questions, don hesitates to ask. You are required to use a minimum of THREE sources for this essay—one of which must be non-internet. EBooks and digitized articles are considered non-internet for the purposes of this paper. Your textbook IS NOT an acceptable source. Sources such as Wikipedia, answers.com, Encarta, and similar sources ARE NOT ACCEPTABLE SOURCES. Your final draft will be due NO LATER than 11:59 PM, December 4.Nota Bene: Many of these questions are very broad in scope. There is no way you can answer all facets of some of these questions in a mere four to eight pages nor do I want you to. What I want you to do is to zero in on a FEW—often just ONE or TWO—key elements and go into detail on those. State in your introduction something to the effect that you are concentrating on that/those key elements and that you are aware that there is far more to the subject.
1. Discuss the industrialization of the United States following the Civil War through circa 1900: what were some of the more important factors that influenced industrialization and how did they impact that process? Finally, what were some of the positive and what were some of the negative products of industrialization? In your essay, you should consider the role played by industrial tycoons such as Andrew Carnegie as well as labor unions and the labor movement. Also, consider the role played by immigrant labor in industrialization.
2. Describe the development of Plains Indian culture and its destruction. What was it based on? What brought about its end? Cite concrete examples and sources in your answer.
3. Trace the growth of populism in US politics. In what ways do you think the populist movement impacted on future government social and economic policies?
4. Discuss the role played by women in various political and social movements during the later 19th century. In your answer, don’t forget to discuss such issues as women’s suffrage, civil rights, prohibition, populism, and poverty, and concern for the poor.
5. Discuss the role played by immigrants in the development of the United States following the Civil War through 1900. In your answer, take into account political, economic, social, and cultural factors. In your answer, don’t forget to discuss the nativist reaction to the growing number of immigrants entering the United States in the later .
The Cracking of the Two Halves of the Walnut --On American Anti-War Movement ...
The young American generation in the sixties seemed to have launched a pro-communist crusade against American establishment reversing the anti-communist crusade at home which William Chafe compared to “the other half of the same walnut” in his book The Unfinished journey. So what cracked open the walnut? Was it really like the conspiracy theory put forward by the House Un-American Activities Committee (HUAC)which explains that the American young had been poisoned by communism to act against the society built by their parents’ generation? This paper will demonstrate that the anti-war movement and the counterculture movement on the whole was actually an accumulated end product of the development of American history in the 20th century especially that of the post-war years. And to tje countrary of the conspiracy theory, the student generation was actually the staunchest promoter of the original American ideals,
I thank Eric Arnesen, Ava Baron, Jeff Cowie, Leon Fink, Michae.docx
I thank Eric Arnesen, Ava Baron, Jeff Cowie, Leon Fink, Michael Merrill, Ruth Milkman, and Richard
Schneirov for their very helpful comments on various iterations of this essay. Fellowship support from the
Russell Sage Foundation proved indispensable to the completion of this article.
1. Walter Licht, “Neither Pure nor Simple,” Reviews in American History 27 (1999): 610 – 17.
2. Among others, John Laslett, Labor and the Left: A Study of Socialist and Radical Influences in the
American Labor Movement, 1881 – 1924 (New York: Basic, 1970); Michael Kazin, Barons of Labor: The San
Francisco Building Trades and Union Power in the Progressive Era (Urbana: University of Illinois Press, 1987);
David Montgomery, Fall of the House of Labor: Work place, the State, and American Labor Activism, 1865 –
1925 (New York: Cambridge University Press, 1987); Howard Kimeldorf, Battling for American Labor: Wob-
blies, Craft Workers, and the Making of the Union Movement (Berkeley: University of California Press, 1999).
3. David Montgomery, Workers’ Control in America: Studies in the History of Work, Technology, and
Labor Struggles (Cambridge: Cambridge University Press, 1979); Joseph McCartin, Labor’s Great War: The
Struggle for Industrial Democracy and the Origins of Modern American Labor Relations, 1912 – 1921 (Chapel
Hill: University of North Carolina Press, 1997).
4. Julie Greene, Pure and Simple Politics: The American Federation of Labor and Political Activism, 1881 –
1917 (New York: Cambridge University Press, 1998); Gary Fink, Labor’s Search for Political Order: The Polit-
ical Behavior of the Missouri Labor Movement, 1890 – 1940 (Columbia: University of Missouri Press, 1973).
Labor: Studies in Working-Class History of the Americas, Volume 10, Issue 4
DOI 10.1215/15476715-2348700 © 2013 by Labor and Working-Class History Association
61
U P
F O
R D
E B
A T
E
Pure and Simple Radicalism:
Putting the Progressive Era AFL in Its Time
Dorothy Sue Cobble
In a 1999 review essay, “Neither Pure nor Simple,” Walter Licht rightly noted how
a newer generation of scholars had “significantly qualified” the standard view of the
Progressive Era American Federation of Labor (AFL).1 Socialists and other radicals,
researchers found, constituted a sizable portion of AFL membership and led some of
the most prominent AFL international unions, state federations, and local bodies in
the decades before World War I.2 Support for nationalization of industry, “industrial
democracy,” and other proposals for worker control also gained ground among AFL
affiliates over the course of the Progressive Era, peaking in the World War I era.3
Moreover, the AFL often strayed from voluntarist premises and engaged in lobbying,
grassroots electoral mobilization, and partisan as well as nonpartisan party politics.4
In short, the Progressive Era AFL, according to the new labor history, was neither
politically monolithic nor politically disengaged.
Labor
P ...
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
The Black Power Movement, A State of the Field. Joseph PE, 2009.
December 2009 The Journal of American History
Recommended
Submit your Major Essay here. Remember it is to be between Four.docx
Submit your Major Essay here. Remember it is to be between Four and Eight pages and you must cite sources and provide a references cited page.
Remember, these topics are just SUGGESTIONS. You are more than welcome to explore topics outside these—but first, run your topic through me to be sure that it’s ok. Your essay is to be between FOUR eight pages in length and should have one-inch margins all the way around. Use Times New Roman ora similar font and the 12-point type and remember to cite all sources using MLA 7th edition as your citation guide. Please be sure to read through the “How to Cite” guidelines and if you have any questions, don hesitates to ask. You are required to use a minimum of THREE sources for this essay—one of which must be non-internet. EBooks and digitized articles are considered non-internet for the purposes of this paper. Your textbook IS NOT an acceptable source. Sources such as Wikipedia, answers.com, Encarta, and similar sources ARE NOT ACCEPTABLE SOURCES. Your final draft will be due NO LATER than 11:59 PM, December 4.Nota Bene: Many of these questions are very broad in scope. There is no way you can answer all facets of some of these questions in a mere four to eight pages nor do I want you to. What I want you to do is to zero in on a FEW—often just ONE or TWO—key elements and go into detail on those. State in your introduction something to the effect that you are concentrating on that/those key elements and that you are aware that there is far more to the subject.
1. Discuss the industrialization of the United States following the Civil War through circa 1900: what were some of the more important factors that influenced industrialization and how did they impact that process? Finally, what were some of the positive and what were some of the negative products of industrialization? In your essay, you should consider the role played by industrial tycoons such as Andrew Carnegie as well as labor unions and the labor movement. Also, consider the role played by immigrant labor in industrialization.
2. Describe the development of Plains Indian culture and its destruction. What was it based on? What brought about its end? Cite concrete examples and sources in your answer.
3. Trace the growth of populism in US politics. In what ways do you think the populist movement impacted on future government social and economic policies?
4. Discuss the role played by women in various political and social movements during the later 19th century. In your answer, don’t forget to discuss such issues as women’s suffrage, civil rights, prohibition, populism, and poverty, and concern for the poor.
5. Discuss the role played by immigrants in the development of the United States following the Civil War through 1900. In your answer, take into account political, economic, social, and cultural factors. In your answer, don’t forget to discuss the nativist reaction to the growing number of immigrants entering the United States in the later .
The Cracking of the Two Halves of the Walnut --On American Anti-War Movement ...
The young American generation in the sixties seemed to have launched a pro-communist crusade against American establishment reversing the anti-communist crusade at home which William Chafe compared to “the other half of the same walnut” in his book The Unfinished journey. So what cracked open the walnut? Was it really like the conspiracy theory put forward by the House Un-American Activities Committee (HUAC)which explains that the American young had been poisoned by communism to act against the society built by their parents’ generation? This paper will demonstrate that the anti-war movement and the counterculture movement on the whole was actually an accumulated end product of the development of American history in the 20th century especially that of the post-war years. And to tje countrary of the conspiracy theory, the student generation was actually the staunchest promoter of the original American ideals,
I thank Eric Arnesen, Ava Baron, Jeff Cowie, Leon Fink, Michae.docx
I thank Eric Arnesen, Ava Baron, Jeff Cowie, Leon Fink, Michael Merrill, Ruth Milkman, and Richard
Schneirov for their very helpful comments on various iterations of this essay. Fellowship support from the
Russell Sage Foundation proved indispensable to the completion of this article.
1. Walter Licht, “Neither Pure nor Simple,” Reviews in American History 27 (1999): 610 – 17.
2. Among others, John Laslett, Labor and the Left: A Study of Socialist and Radical Influences in the
American Labor Movement, 1881 – 1924 (New York: Basic, 1970); Michael Kazin, Barons of Labor: The San
Francisco Building Trades and Union Power in the Progressive Era (Urbana: University of Illinois Press, 1987);
David Montgomery, Fall of the House of Labor: Work place, the State, and American Labor Activism, 1865 –
1925 (New York: Cambridge University Press, 1987); Howard Kimeldorf, Battling for American Labor: Wob-
blies, Craft Workers, and the Making of the Union Movement (Berkeley: University of California Press, 1999).
3. David Montgomery, Workers’ Control in America: Studies in the History of Work, Technology, and
Labor Struggles (Cambridge: Cambridge University Press, 1979); Joseph McCartin, Labor’s Great War: The
Struggle for Industrial Democracy and the Origins of Modern American Labor Relations, 1912 – 1921 (Chapel
Hill: University of North Carolina Press, 1997).
4. Julie Greene, Pure and Simple Politics: The American Federation of Labor and Political Activism, 1881 –
1917 (New York: Cambridge University Press, 1998); Gary Fink, Labor’s Search for Political Order: The Polit-
ical Behavior of the Missouri Labor Movement, 1890 – 1940 (Columbia: University of Missouri Press, 1973).
Labor: Studies in Working-Class History of the Americas, Volume 10, Issue 4
DOI 10.1215/15476715-2348700 © 2013 by Labor and Working-Class History Association
61
U P
F O
R D
E B
A T
E
Pure and Simple Radicalism:
Putting the Progressive Era AFL in Its Time
Dorothy Sue Cobble
In a 1999 review essay, “Neither Pure nor Simple,” Walter Licht rightly noted how
a newer generation of scholars had “significantly qualified” the standard view of the
Progressive Era American Federation of Labor (AFL).1 Socialists and other radicals,
researchers found, constituted a sizable portion of AFL membership and led some of
the most prominent AFL international unions, state federations, and local bodies in
the decades before World War I.2 Support for nationalization of industry, “industrial
democracy,” and other proposals for worker control also gained ground among AFL
affiliates over the course of the Progressive Era, peaking in the World War I era.3
Moreover, the AFL often strayed from voluntarist premises and engaged in lobbying,
grassroots electoral mobilization, and partisan as well as nonpartisan party politics.4
In short, the Progressive Era AFL, according to the new labor history, was neither
politically monolithic nor politically disengaged.
Labor
P ...
CONNECTING WITH MILLENNIALS (information found in Making Space f.docx
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
The Black Power Movement, A State of the Field. Joseph PE, 2009.
December 2009 The Journal of American History
Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Final ExaminationLegacies of the 1960sInstructions Please a.docx
Final Examination
Legacies of the 1960s
Instructions: Please answer three of the following:
1. Discuss the ways in which President Johnson’s deceptions about the Vietnam War and President Nixon’s lies about Watergate led to distrust of the presidency and of the American political system more generally.
2. Discuss the various parallels among the “radical” stages of the civil rights movement, the women’s movement, the gay rights movement, and other, similar movements during the late 1960s and early 1970s.
3. In what ways did the excesses of the counterculture and the anti-war movement serve to strengthen a new conservative movement in American life and politics?
4. In what ways have changes in attitudes toward marriage, family, and sexuality perhaps been the most profound and longest lasting of the legacies of the 1960s?
5. In what ways did the women’s movement charge (and not change) the lives of women in American society?
6. In what ways did the civil rights movement change (or not change) the lives of African Americans?
7. Do you agree that what happened in the sixties represents another Civil War? Why or why not?
8. What did you learn about the sixties that surprised you?
...
Unit VIII Course Project Art Gallery Commentary For Unit VI.docx
Unit VIII Course Project
Art Gallery: Commentary
For Unit VIII, the last segment of your art gallery course project, you will be adding a comprehensive statement to your PowerPoint presentation and finalizing your segments from the previous units. You will submit the entire presentation, including those portions from previous units, for a final grade.
Begin by reviewing your Unit VI feedback and making any necessary revisions. In your comprehensive statement, present the last words on your art gallery. Summarize your thoughts and convey the larger implications of your art gallery. This is an opportunity to succinctly answer the so what? question by placing the presentation within the context of research about the topic you have investigated. Be sure to demonstrate the importance of your ideas. Do not be shy. The comprehensive statement offers you a chance to elaborate on the significance of your findings.
For this segment, use the slides in the art gallery template labeled “Comprehensive Statement.” A minimum of three PowerPoint slides are required; however, you are welcome to add as many as you feel you need. You may include more than one idea on each slide, but please do not overload the slides with information.
Be sure to address the following in your comprehensive statement:
Describe what you learned about art in general.
Describe what you learned about the art criticism theory.
Describe what you learned about art’s role in society.
Citations and references are not a requirement for this section, but if you choose to use outside sources, they must be cited and referenced accordingly.
Although you do not need to add any new sources for the commentary section, you will need to ensure all APA guidelines are followed for the presentation as a whole.
Required Resources
Text
See attached file on chapters
Barnes, L. & Bowles, M. (2014). The American story: Perspectives and encounters from 1877[Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 13: The Conservative Triumph
· Chapter 14: A New Global Age
Websites
The Political Compass (Links to an external site.)Links to an external site.. (http://www.politicalcompass.org/)
· This is a website with a survey designed to determine placement on the political compass as well as the placement of many famous political figures. The site also provides some explanation of the common policy positions of different political groups. This website will assist you in your discussion work for this week.
· Accessibility Statement does not exist.
· Privacy Policy does not exist.
In the introduction, we explained the inadequacies of the traditional left-right line.
If we recognise that this is essentially an economic line it's fine, as far as it goes. We can show, for example, Stalin, Mao Tse Tung and Pol Pot, with their commitment to a totally controlled economy, on the hard left. Socialists like Mahatma Gandhi and Robert Mugabe would occupy a less extreme lef ...
His 204 week 4 dq 1 a single american nation
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Civil Protest and Civil RightsThink about how the civil rights mov.docx
Civil Protest and Civil Rights
Think about how the civil rights movement took shape in the 1950s. The difficulties of confronting a deeply ingrained social order like segregation were significant, and challenging that order often meant very real risks, including death. Nonetheless, in events like the Montgomery bus boycott of 1955, the sit-in wave that began in Greensboro, North Carolina, in 1960, and uncountable “freedom rides” and public marches, civil rights activists—led mostly by blacks but with substantial help from white allies—successfully challenged the old order. Consider the difficulties civil rights activists faced in organizing at the grassroots and convincing national-level political leaders to support the cause.
Instructions:
Write an essay of 500 to 1000 words that explains how civil rights advocates successfully challenged and overthrew the system of segregation.
Your essay should include:
· Discussion of the factors that led to increased activism and solidarity at the grassroots level
· Discussion of the role that elected officials within the federal government played in guaranteeing citizenship rights to all Americans
.
2017 History of Ideas Quiz
Written quiz for teams of two; conducted for the Karnataka Quiz Association.
Note: Presentation has answers immediately after questions; no gaps exist.
Foner Ch 12An Age of Reform 1820-1840Introductio.docx
Foner Ch 12
An Age of Reform 1820-1840
Introduction: Abby Kelley
An abolitionist banner
*
Abolitionism was one of many antebellum efforts to reform American society. Lacking a powerful national government, Americans’ political and social activities were organized through tens of thousands of voluntary associations, such as churches, fraternal orders, and political clubs. Americans established groups to prevent the making and selling of liquor, end public entertainments and mail delivery on Sunday, improve prisons, expand public education, improve working conditions, and reorganize society on a cooperative rather than competitive basis.
Most of these groups worked to convert public opinion in their favor. They lectured, petitioned, and published pamphlets. Many reformers confronted more than one issue. While some reform campaigns flourished throughout the nation, others, like labor reform and abolitionism, never took hold in the South. Reform was international, and many groups created ties with reformers in Europe.
Reformers tried a variety of tactics, from “moral suasion” to using government power to force changes in others’ behavior. Some reformers withdrew from society altogether and established their own communities. While never a majority, reformers significantly influenced American politics and society.
Click image to launch video
Q: In what ways did abolitionism lend vision to the anti-slavery movement? How did the abolitionists expand the idea of American freedom and American citizenship at the same time?
A: The abolitionists in the 1830s, '40s, and '50s were a very small number of men and women. They certainly were nowhere remotely near a majority of northern public opinion. Nonetheless, they had a powerful enduring impact on ideas of freedom and citizenship because the abolitionists were the first organized group to really put forward the idea of equal rights before the law for all persons regardless of race. That didn't exist; we take that for granted today, but that didn't exist. There was no place in the United States at that time where black people enjoyed equality before the law, not even in Massachusetts, where they came close. But more to the point, the abolitionists insisted that African-Americans had to be recognized as part of the American people, part of the American nation, citizens to be given the same rights as everybody else. The slaves should be freed and incorporated into American life. Now most people at that time when the abolitionist movement began who were against slavery were colonizationists, like Jefferson, and like Lincoln for much of his life. They believed slaves should become free, but they should then be sent out of the country to Africa, to the Caribbean, to Central America. They could not conceive of an interracial society of equals. The abolitionists were the first ones to put forward that ideal as a goal, freeing the slaves and also incorporating them as equals, and therefore redefining A.
More Related Content
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Discussion InstructionsThe purpose of the discussions are to giv.docx
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Final ExaminationLegacies of the 1960sInstructions Please a.docx
Final Examination
Legacies of the 1960s
Instructions: Please answer three of the following:
1. Discuss the ways in which President Johnson’s deceptions about the Vietnam War and President Nixon’s lies about Watergate led to distrust of the presidency and of the American political system more generally.
2. Discuss the various parallels among the “radical” stages of the civil rights movement, the women’s movement, the gay rights movement, and other, similar movements during the late 1960s and early 1970s.
3. In what ways did the excesses of the counterculture and the anti-war movement serve to strengthen a new conservative movement in American life and politics?
4. In what ways have changes in attitudes toward marriage, family, and sexuality perhaps been the most profound and longest lasting of the legacies of the 1960s?
5. In what ways did the women’s movement charge (and not change) the lives of women in American society?
6. In what ways did the civil rights movement change (or not change) the lives of African Americans?
7. Do you agree that what happened in the sixties represents another Civil War? Why or why not?
8. What did you learn about the sixties that surprised you?
...
Unit VIII Course Project Art Gallery Commentary For Unit VI.docx
Unit VIII Course Project
Art Gallery: Commentary
For Unit VIII, the last segment of your art gallery course project, you will be adding a comprehensive statement to your PowerPoint presentation and finalizing your segments from the previous units. You will submit the entire presentation, including those portions from previous units, for a final grade.
Begin by reviewing your Unit VI feedback and making any necessary revisions. In your comprehensive statement, present the last words on your art gallery. Summarize your thoughts and convey the larger implications of your art gallery. This is an opportunity to succinctly answer the so what? question by placing the presentation within the context of research about the topic you have investigated. Be sure to demonstrate the importance of your ideas. Do not be shy. The comprehensive statement offers you a chance to elaborate on the significance of your findings.
For this segment, use the slides in the art gallery template labeled “Comprehensive Statement.” A minimum of three PowerPoint slides are required; however, you are welcome to add as many as you feel you need. You may include more than one idea on each slide, but please do not overload the slides with information.
Be sure to address the following in your comprehensive statement:
Describe what you learned about art in general.
Describe what you learned about the art criticism theory.
Describe what you learned about art’s role in society.
Citations and references are not a requirement for this section, but if you choose to use outside sources, they must be cited and referenced accordingly.
Although you do not need to add any new sources for the commentary section, you will need to ensure all APA guidelines are followed for the presentation as a whole.
Required Resources
Text
See attached file on chapters
Barnes, L. & Bowles, M. (2014). The American story: Perspectives and encounters from 1877[Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 13: The Conservative Triumph
· Chapter 14: A New Global Age
Websites
The Political Compass (Links to an external site.)Links to an external site.. (http://www.politicalcompass.org/)
· This is a website with a survey designed to determine placement on the political compass as well as the placement of many famous political figures. The site also provides some explanation of the common policy positions of different political groups. This website will assist you in your discussion work for this week.
· Accessibility Statement does not exist.
· Privacy Policy does not exist.
In the introduction, we explained the inadequacies of the traditional left-right line.
If we recognise that this is essentially an economic line it's fine, as far as it goes. We can show, for example, Stalin, Mao Tse Tung and Pol Pot, with their commitment to a totally controlled economy, on the hard left. Socialists like Mahatma Gandhi and Robert Mugabe would occupy a less extreme lef ...
His 204 week 4 dq 1 a single american nation
HIS 204 Week 4 DQ 1 A Single American Nation
HIS 304 Week 3 Quiz
HIS 204 Week 3 Final Paper Preparation (Native American history)
HIS 204 Week 3 DQ 2 The End of Isolation
HIS 204 Week 3 DQ 1 Normalcy and the New Deal
HIS 204 Week 2 Quiz
HIS 204 Week 2 Paper The Progressive Presidents
HIS 204 Week 2 DQ 2 America's Age of Imperialism
HIS 204 Week 2 DQ 1 The Progressive Movement
HIS 204 Week 1 Quiz
HIS 204 Week 1 DQ 2 The Industrial Revolution
HIS 204 Week 1 DQ 1 The History of Reconstruction
HIS 204 Week 4 DQ 2 Cold War
HIS 204 Week 4 Quiz
HIS 204 Week 5 DQ 1 The Age of Reagan
HIS 204 Week 5 DQ 2 The Lived Experience of Ordinary People
HIS 204 Week 5 Final Paper Native American history
Civil Protest and Civil RightsThink about how the civil rights mov.docx
Civil Protest and Civil Rights
Think about how the civil rights movement took shape in the 1950s. The difficulties of confronting a deeply ingrained social order like segregation were significant, and challenging that order often meant very real risks, including death. Nonetheless, in events like the Montgomery bus boycott of 1955, the sit-in wave that began in Greensboro, North Carolina, in 1960, and uncountable “freedom rides” and public marches, civil rights activists—led mostly by blacks but with substantial help from white allies—successfully challenged the old order. Consider the difficulties civil rights activists faced in organizing at the grassroots and convincing national-level political leaders to support the cause.
Instructions:
Write an essay of 500 to 1000 words that explains how civil rights advocates successfully challenged and overthrew the system of segregation.
Your essay should include:
· Discussion of the factors that led to increased activism and solidarity at the grassroots level
· Discussion of the role that elected officials within the federal government played in guaranteeing citizenship rights to all Americans
.
2017 History of Ideas Quiz
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Note: Presentation has answers immediately after questions; no gaps exist.
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Foner Ch 12
An Age of Reform 1820-1840
Introduction: Abby Kelley
An abolitionist banner
*
Abolitionism was one of many antebellum efforts to reform American society. Lacking a powerful national government, Americans’ political and social activities were organized through tens of thousands of voluntary associations, such as churches, fraternal orders, and political clubs. Americans established groups to prevent the making and selling of liquor, end public entertainments and mail delivery on Sunday, improve prisons, expand public education, improve working conditions, and reorganize society on a cooperative rather than competitive basis.
Most of these groups worked to convert public opinion in their favor. They lectured, petitioned, and published pamphlets. Many reformers confronted more than one issue. While some reform campaigns flourished throughout the nation, others, like labor reform and abolitionism, never took hold in the South. Reform was international, and many groups created ties with reformers in Europe.
Reformers tried a variety of tactics, from “moral suasion” to using government power to force changes in others’ behavior. Some reformers withdrew from society altogether and established their own communities. While never a majority, reformers significantly influenced American politics and society.
Click image to launch video
Q: In what ways did abolitionism lend vision to the anti-slavery movement? How did the abolitionists expand the idea of American freedom and American citizenship at the same time?
A: The abolitionists in the 1830s, '40s, and '50s were a very small number of men and women. They certainly were nowhere remotely near a majority of northern public opinion. Nonetheless, they had a powerful enduring impact on ideas of freedom and citizenship because the abolitionists were the first organized group to really put forward the idea of equal rights before the law for all persons regardless of race. That didn't exist; we take that for granted today, but that didn't exist. There was no place in the United States at that time where black people enjoyed equality before the law, not even in Massachusetts, where they came close. But more to the point, the abolitionists insisted that African-Americans had to be recognized as part of the American people, part of the American nation, citizens to be given the same rights as everybody else. The slaves should be freed and incorporated into American life. Now most people at that time when the abolitionist movement began who were against slavery were colonizationists, like Jefferson, and like Lincoln for much of his life. They believed slaves should become free, but they should then be sent out of the country to Africa, to the Caribbean, to Central America. They could not conceive of an interracial society of equals. The abolitionists were the first ones to put forward that ideal as a goal, freeing the slaves and also incorporating them as equals, and therefore redefining A.
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- 1. America AmericaPART A (20%)Why does David Finkel call his book THE GOOD SOLDIER? Is his soldier good? Is his soldier bad? Write a brief analysis of this book that is focused on the moral ambiguity of war as it is presented here.http://www.nytimes.com/2009/10/11/books/review/Stanton- t.html?pagewanted=all&_r=0 here is a link to a book review I found on line, please do your best on this part of the assignment.)PART B (40%)1. Write an essay in which you discuss the consequences of the failure of the Great Society Programs of the late 60s. Follow the thread of that failure as it plays out in the 70s. 80s and the 90s. Be sure to include Pruitt- Igoe, Can’ t Stop, Won’ t Stop and finally the War on Drugs and the growth of the Prison- Industrial Complex.2. Stokely Carmichael once made the claim that what was good for Black people was good for American democracy. Discuss this claim and build a case for or against it for the period from 1954 to the present, drawing on course readings, lectures and films.3.Cornel West has argued that America’ s will toward racial justice is weak. Discuss this claim, using evidence gleaned from the lectures. films and your reading.4. The central philosophical underpinning of all of the significant social movements of the 60s and the 70s was the concept of participatory democracy. We now live in an age in which the gathering and the dissemination of information has been greatly democratized by a whole range of social media. Write an essay in which you 1) trace the influence of participatory democracy on one of the following social movements, paying particular attention to the ways in which the broad participation of adherents shaped the movement as a whole: Women’ s liberation, environmental, Black Power, Gay & Lesbian rights movement, Chicano Movement. 2.) In a brief conclusion you might want to imagine the impact on that movement of 21st century social media.5. Alice Echols writes: “ In a sense the individual became the site of political activity in the 60s.” Discuss. (not only in terms of the women’ s movement.)6. Write an essay in which you describe and discuss the waves of movements concerned with social justice that took place in the 60s and 70s. You need to begin with a brief comment on the Classical phase of the civil rights movement and then discuss at least three significant social movements of the period: Free Speech Movement, the anti-war movement, the Black Power movement, the women’ s movement and the gay and lesbian movement. You may also choose to discuss the Chicano power movement or environmentalism.( for part B, you can choose whichever one of these questions that you feel comfortable answering. please choose one that you can do a great job on.)PART C (40%)2. A historian has referred to the 1970s as a decade in which “ it seemed like nothing
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