Over the 11-week course, we have covered many events and issues

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Over an 11-week course, students studied many political and social events in US history from 1865 to the present, including Reconstruction, the Progressive Era, Jim Crow, the Roaring 20s, the Great Depression, the Cold War, the Civil Rights movement, and the rise of the Information Age. The document discusses how people struggled for rights and freedoms and had to adapt to changes in the economy, technology, laws, and society over this time period. Students are asked to reflect on the long-term impacts of specific historical events or examples on their own lives and the modern workplace.

Education

Over the 11-week course, we have covered many events and
issues that arose in the United States between 1865 and today.
From the era of Reconstruction, the Progressive era and Jim
Crow, the roaring 20s and the Great Depression, the Cold War
and Civil Rights struggles, on through the age of Information to
now. We have seen many examples of people struggling for
rights and freedoms and people having to adapt to significant
changes in the economy, technology, laws, and society. We
have seen military engagements impact lives and our country.
Think about these various periods and challenges.
Please do the following two things for your main post in our
last discussion—this reflection:
Choose a specific historical event or example and reflect on the
“long range” effect of it on your own life.
Choose another historical event and reflect on the “long range”
impact on the modern workplace—perhaps on the profession
you have chosen.

Similar to Over the 11-week course, we have covered many events and issues

Chapter ObjeCtives After studying this chapter, you should be able to • Describe how the middle and upper classes in the late 1800s viewed the poor and the working class • Describe how the elite’s view of the poor and the working class influenced the types of social control mechanisms that were developed • Describe who the “child savers” were and why they were interested in poor, wayward youths • explain how the inability or unwillingness of criminal courts to deal with young offenders encouraged the development of the juvenile courts • Describe the ways in which the social context of the late 1800s and early 1900s contributed to the development of the juvenile courts • Describe the legal doctrine of parens patriae, and indicate how it was used as a justification for state intervention into family life • explain why concern about the lack of due process in juvenile courts grew during the middle of the 1900s • Describe the significance of Kent v. United States, In re Gault, In re Winship, and McKeiver v. Pennsylvania and how these cases influenced juvenile justice practice Chapter Outline introduction the social Context of the juvenile Court the legal Context of the juvenile Court the Operation of the early juvenile Courts the legal reform Years legal issues Chapter summary The Development of the Juvenile Court chapter 5 © Jones & Bartlett Learning, LLC. NOT FOR SALE OR DISTRIBUTION. 1592 F O S T E R , C E D R I C 1 6 9 2 T S ■ introduction This chapter examines the development of the juvenile court in the United States. It describes the social context influencing the creation of the first juvenile court, established in Chicago in 1899, and the rapid spread of juvenile courts to other jurisdictions. It explores the legal developments that formed the underlying basis of juvenile court practice. It also looks at early juvenile court operation and important landmark cases that have affected the operation and practices of contemporary juvenile courts and other juvenile justice agencies. The chapter closes with an examination of the extent to which important legal cases actually influence the practice of juvenile justice. ■ the social Context of the juvenile Court The period from 1880 to 1920, referred to as the progressive era by historians, was a time of major change in the United States. The pace of industrialization, urbanization, and immigration quickened during this period, and the population became more diverse. The stream of Irish and German immigrants that had begun during the early 1800s trailed off at the end of the century, but they were replaced by Italians, Russians, Jews, Greeks, and other immigrants from eastern and southern Europe—people who came from cultural backgrounds that were alien to native-born Americans.1 The dream of a better life drew many people to American cities during the Progressive Era. This dream, however, fre- quently remained unrealized..

Chapter ObjeCtivesAfter studying this chapter, you should be.docx

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For part 2 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions: 1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security. 2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse? 3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states? 4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers. 5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure. 6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction? 7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age? 8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement. 9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract? 10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not? PART3: For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of ch.

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

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HIS 1120, American History II 1 Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 3. Compare and contrast the 19th century values of the Gilded Age and the Progressive Era. 3.1 Define the catalysts for the attitudes present during the end of the 19th century. 4. Interpret the role expanding leisure played in reinforcing class segregation and access to opportunity. 4.1 Discuss the rise of leisure, both private and public, in America in its most common forms and its impact on society, including issues like segregation and access to opportunity. 4.2 Recall the likelihood of participation in unionized activities among different labor and social classes. 4.3 Assess the impact of political machines, including their overall benefit and/or detriment to the communities they served. Reading Assignment To gain further knowledge of the material, please view the PowerPoint presentations below. These will help you identify key people discussed in this unit, important details not covered within the lesson, and political cartoons from the time period to have a view into the mindset of people towards key topics. For the Unit II PowerPoint, please click here. For a PDF version please click here. Lazarus, E. (n.d.). The new Colossus. Retrieved from http://www.poets.org/poetsorg/poem/new-colossus Unit Lesson In Unit I our focus was introducing the realities of Twain’s Gilded Age. The issues of greatest note reverberated around the need and opportunities for reforming the changing populations and attitudes of post- Reconstruction, and also the widening economic gap, which thrived on the theory of Social Darwinism. As the U.S. steamrolled towards the 20th century, again the nation would attempt to build a truly Progressive Era. This last quarter of the 19th century witnessed a renewed industrial age and a rebuilding of America as a global culture. First person, Anachronism, and Bias Continuing our introduction to the purpose of historical study, this era provides us the opportunity to embrace the first-person perspectives, a key part of observing intention and effect separate from our modern views, morals, and expectations. When working with first-person perspectives in history, it is most common to find individual accounts, immediate reports, and incomplete investigations. However, when beginning this type of research, it is necessary to be aware of two common issues that share the potential for misrepresentation: anachronism and bias. Anachronism and bias, though often linked, are significantly different from one another and have separate roles. A quick comparison would be that anachronism is unintentionally studying based on modern morals, whereas bias is the more conscious intention to argue a perspective and may be present during or after the event or issue. When we put today’s values or perspective on the past, it can be called anachronistic. A ...

HIS 1120, American History II 1 Course Learning Out.docx

aryan532920

When the First World War ended, Americans welcomed what they hoped would be a “return to normalcy.” The decades that followed, however, are ones which would rarely be described as normal, in comparison to what came before or after. During these decades, a struggle ensued within the American nation regarding how best to define the nation’s essential character, as groups like the revived Ku Klux Klan fought a rearguard action to define nationhood solely in terms of white skin and Protestant religion against secularists, Catholics, flappers, “New Negroes,” and others who challenged the traditional order. Immediately thereafter, the New Deal implemented in response to the Great Depression threatened to revolutionize the role of the federal government in lives of the American people, in ways which many Americans believed violated the basic tenets of the Constitution—and others believed were not radical enough. Taken together, the decades from 1920 to 1940 may have transformed the American nation more than any other comparable time period. Review the major social and economic developments in American society during the 1920s and 1930s. Identify the factors which made the 1920s “roar,” and explain how the events of that decade contributed to the outbreak of the Great Depression. Then, describe how Americans responded to the Great Depression, both individually and through the government and other organizations, and assess the effectiveness of their responses. Pay particular attention to New Deal programs, and how the approach of the New Deal changed over the course of the 1930s. Along with the general discussion, address developments across these two decades related to TWO of the following groups: Evangelical Protestants Farmers African Americans Women Business owners The middle class .

When the First World War ended, Americans welcomed what they hoped w.docx

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Discussion Post: The Constitution 19 19 Think about the discussion in chapter two on what the led to the \"second founding\", the experiences of the colonists, and issues the framers encountered in establishing the constitution. What was the primary aim of the framers of the Constitution in creating that document? Why did they think it was necessary? What did they hope to accomplish and avoid? Overall, do you think they were successful? Why or why not? Write approximately 3 paragraphs in response to the assignment, then make constructive comments on the posts of at least 2 other students. If you agree or disagree with one of your classmates responses respectfully give a detailed response as to why. Saying\"I agree\" or \"I disagree\" alone will not count as a constructive response to others\' work. Solution In 1865-86, the U.S. was in a dilema. The Civil War was over. President Lincoln was dead. And the nation was beginning to face a series of unanswerable questions in the after result of the Civil War like: How does the U.S. answer the Declaration of Independence’s call for equality? How does the country define what it means to be a U.S. citizen? How broadly should the right to vote be like? And what role should the federal government play in protecting the civil rights of all? These are the some of the questions raised post Civil War after Lincoln\'s death. In answer to them the FED Govt led by President Andrew Jhonson of republican party gave a speech in 1866. The major part of his speech was indicating some enormous changes in constitution of U.S by the results of Civil War. As a result of this U.S \'s first Civil Rights bill passed on APR 1866 along the amendments in the constitution took place (13,14,15th ) which was termed as Second Founding. I do think it is necesarry to bring some social equality in the times .As many years the Slave System was in act in U.S and it is one of the Sparking cause for the Civil War. Yes, It could able to restrict the nerves of the people who are suppressed over year without getting provoked..

Discussion Post The Constitution 19 19 Think about the discussion in.pdf

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