HIS105 American
History after 1865
Week 1
Discussion
During the Reconstruction Era, the Southern states created
many laws and policies of their own. These “Black Codes” either tried to
minimize federal laws and policies or were in retaliation to them.
Suppose you were a former slave during this era, which one
of the following restrictions would you find the most offensive?
Restrictions or prohibitions on voting
Restrictions such as those on job, land purchase, and
mobility
Inability to serve on juries or accuse a white person in
court
Then, in a full paragraph or two:
Discuss the immediate and long-term consequences from your
chosen restriction.
Identify any lessons we can learn today from this
restriction and its impact.
Identify the source(s) where you read about the restriction.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Week 1 Learn materials: Mississippi example of “Black Codes”
Chapter 16 (p. 294-5)
An Example: Black Codes in Mississippi:
http://web.mit.edu/21h.102/www/Primary%20source%20collections/Reconstruction/Black%20codes.htm
HIS105 American
History after 1865
Week 2
Discussion
Part 1: Post a Response
America’s Industrial Revolution transformed all sectors of
the economy and changed society. In the text (Chapter 17 p. 310-317), some of
the business practices of the late 1800s and early 1900s are described. There
are pros and cons to these developments. On one hand, they streamlined costs
and made goods and new products available to many more consumers. But, there
were also consequences—some unintended.
Choose one of these two new problems introduced by the
American Industrial Revolution.
The development of monopolies instead of a competitive
business market.
Unsafe and oppressive work conditions.
Then, in a full paragraph or two:
Identify your chosen problem.
Discuss a specific example from that period that clearly
illustrates the chosen problem and a negative consequence of it. What did the
government do about this—and what should it have done?
Identify a similar problem or example that exists in the USA
today.
Identify the source(s) where you read about the problem.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Week 2 Learn materials
Week 2 Resource - Primary Sources
Chapter 17 (p. 316-317, map 17.1 on p. 312)
The Methods of Tycoons
HIS105 American
History after 1865
Week 3
Discussion
Part 1: Post a Response
Each region (North, South, West) of the United States
experienced the era of Industrialization (1865–1920) differently, with
different issues and groups at the forefront.
Choose one of the following groups in the American
Industrial Era (1865-1920):
New European immigrants in the east
African Americans in the “new south”
Asian immigrants in the west
Then, in a full paragraph or two:
Identify the main challenges facing this group during these
industrial years.
Describe at least one specific example that illustrates such
challenge(s) and how the group dealt with it.
Suggest lessons for our own time, such as positive or
effective ways for some group today to deal with society's barriers as well as
the inevitable challenges of economic change.
Identify the source(s) where you read about the group and
its challenges.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Week 3 Learn materials
Chapter 18
HIS105 American
History after 1865
Week 4
Discussion
Part 1: Post a Response
Various reform groups with various causes developed in the
US in the late 1800s and early 1900s; these are loosely called “Progressives”
as they aimed to use government policies or science to improve and advance
society. Also, this period was a time when the US started as a major player in
international conflicts—first in the “Spanish American War and then in World
War I. There were deep isolationist sentiments about such overseas
entanglements, and President Wilson first has one position and then the other.
Choose and discuss (in a full paragraph or two) one of the
following two topics related to the late 1800s and early 1900s.
In the Progressive Era (roughly 1890–1920), multiple groups
advocated for reforms in various aspects of government, society, and the
economy. Discuss here the “muckrakers” and Taylor’s “scientific management”.
Explain briefly the approach and aim of the “muckrakers” and
that of F. W. Taylor.
Compare their approaches and describe your feelings about
them, and relate some modern situation that reminds you of one of these
approaches and reform causes.
Identify the source(s) where you read about the reform
cause.
From the text, Wilson did not maintain his own campaign
slogan (“He kept us out of war”).
Explain with some specifics why Wilson became pro-war.
Describe your own feelings on that issue when you look back at it, and whether
he was right to change.
Briefly, identify a similar international consideration
today—or of the last 20 years, and what lesson might be drawn from the example
in Wilson’s time.
Identify the source(s) where you read about Wilson.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Week 4 Learn materials
Chapters 19 and 20
HIS105 American
History after 1865
Week 5
Discussion
Part 1: Post a Response
After the end of World War I, overall economic growth
exploded in the US in the early 1920s, but then there was a severe economic
breakdown with the Great Depression of 1929-1939.
Choose and discuss (in a full paragraph or two) one of the
following two topics related to the 1920s and1930s.
The textbook highlights the significant emergence of new
cultural trends due to improved technology (radio, movies, photography) and the
spread of books & magazines (writers) in the “roaring” 1920s as well as in
the 1930s, and also to new movements like the Harlem Renaissance, consumerism,
and new “norms” for women.
Consider the new technology of radio and photography. With
specific examples from the 1920s, discuss how these new technologies helped one
of the movements and trends above.
Explain whether you think this helped to develop a more
unified national culture or more individuality, and identify a similar example
today with technology helping a trend or movement.
Identify the source(s) where you read about the trend of the
1920s.
The Great Depression (1929-1939) was one of the most
devastating economic downturns that America has ever experienced. Determine
whether you believe that the federal responses to the Great Depression by
President Franklin Roosevelt encouraged real economic growth and confidence or
whether the arguments by critics of the day were accurate that it made the Depression
last longer.
Identify your position and support it with at least two
specific examples of New Deal responses.
Provide a rationale for your response.
From this historical experience, identify any lessons for
today for handling or avoiding severe economic downturns in the U.S. economy.
Identify the source(s) where you read about the New Deal
responses.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Week 5 Learn materials
Chapters 21 and 22
HIS105 American
History after 1865
Week 6
Discussion
Part 1: Post a Response
By the late 1930s, the US was still dealing with the Great
Depression, and conflict was intensifying between powers in Europe and between
Japan and its neighbors in Asia. At first, isolationist sentiments prevailed,
but eventually the US entered the conflict. Besides developments of the
overseas conflict, the next few years of a “war economy” had an enormous impact
on the nature of work and the workforce that left a lasting legacy.
Choose and discuss one of the following two topics related
to the American experiences in World War II:
Focusing on American opinions and events of the late 1930s
and early 1940s, discuss isolationist views and why those changed.
Identify two isolationist arguments for staying out of World
War II.
Describe the events that led us into war despite the
isolationist views. What lessons can be drawn from this experience for our
modern day concerns about war and when to engage in it.
Identify the source(s) where you read about the New Deal
responses.
In the period 1940-1945, the US would go into a “war
economy” that dramatically impacted the American economy and society. It was
one of the most devastating economic downturns that America has ever
experienced. Determine whether you believe that the federal responses to the
Great Depression by President Franklin Roosevelt encouraged real economic
growth and confidence or whether the arguments by critics of the day were
accurate that it made the Depression last longer.
Give two examples of changes during the “war economy” period
Describe the impact on US society and work during the war
years
Taking the long term view, explain ways our society is
different due to the wartime experiences.
Identify the source(s) where you read these changes during
World War II.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Week 6 Learn materials
Chapters 23
HIS105 American
History after 1865
Week 7
Discussion
Part 1: Post a Response
By the early 1950s, the US was a world super-power
militarily and economically. The Great Depression was no more. But, two major
rival powers were developing, rivals ideologically and militarily: The Cold War
between the US and its allies versus the Soviet Union and its allies/clients
would be the dominant international issue for the next four decades.
Domestically, in the 1950s and the 1960s, the US would begin grappling head-on
with major Civil Rights and economic issues, as well as a divisive conflict in
Vietnam---and widespread demonstrations and some high profile assassinations.
Choose and discuss (in a full paragraph or two) one of the
following two topics related to the period from the late 1940s and through the
1960s.
Discuss America’s Cold War policy or strategy aimed at
dealing with communism and the Soviet threat, and an example of a Cold War
conflict or crisis.
Identify one or two Cold War strategies of the US. Describe
a specific example of a conflict or crisis that was part of this Cold War
strategy, and compare or contrast this to the international situation today.
Identify the source(s) where you read about these Cold War
issues.
Discuss the Civil Rights advances and struggles that took
place in the 1950s and 1960s along with relevant legal developments.
Identify two key specific events of the Civil Rights
struggle and at least one major piece of legislation or court decision.
Explain the historical significance of your examples and
ways they have impacted our own time.
Identify the source(s) where you read these Civil Rights
issues.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Chapters 24 and 25
Week 7 Learn materials
Week 7 Primary Sources
HIS105 American
History after 1865
Week 8
Discussion
Part 1: Post a Response
The 1970s and 1980s brought remarkable changes for the
Untied States. The Cold War between the US and its allies versus the Soviet
Union and its allies/clients was still the dominant international issue. China
was also going to start emerging as a major world power. Nixon was dealing with
Vietnam and then Watergate—one of the pivotal scandals of modern history.
Reagan would bring a new national spirit, and he would tackle economic problems
by deregulation and moderating taxes—and he would be dealing with a very new
type of Soviet leadership.
Discuss lessons in leadership with the examples of President
Nixon and President Reagan:
Choose and discuss (in a full paragraph or two) one of the
following two topics related to the 1960s and 1970s, especially to the terms of
Presidents Nixon and Reagan.
Discuss lessons in leadership with the examples of President
Nixon and President Reagan:
Identify a leadership example from President Nixon’s
handling of the Watergate issue, and another example from Reagan’s presidency.
Give two lessons in leadership—one from each example. They can
be positive lessons or negative lessons (good things to do; things not to do,
etc). Discuss how these lessons can apply to those in business or politics or
some other realm.
Identify the source(s) where you read about these issues.
Discuss Presidents Nixon and Reagan as Cold Warriors:
Identify a strategy or policy from the Nixon presidency that
related to the Cold War, and another from the Reagan presidency.
In hindsight, describe your views of each approach and how
effective (or not) each approach was.
Identify the source(s) where you read these issues.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Chapters 26 and 27
Week 8 Learn materials
Week 8 Primary Sources
HIS105 American
History after 1865
Week 9
Discussion
Part 1: Post a Response
By the 1990s, the US was stepping into the “Information
Age”. This would coincide with the presidency of Bill Clinton. One can also see
this as a period when global connections really became more visible and faster,
in part because of new trade agreements around the globe. In North America,
there was NAFTA—the North American Free Trade Agreement. By the late 1990s the
US economy was entering a dynamic period of growth.
Choose and discuss one of the following two topics related
to the American history under President Clinton:
Discuss opposing viewpoints about free trade during the
1990s.
For the period of the Clinton presidency, identify one view
of those favoring “free trade” and one view of those who were opposed.
Explain how you would weigh the pros and cons of this
policy. In hindsight, what is your view of NAFTA? Is globalization good?
Identify the source(s) where you read about these “free
trade” issues of that time.
Discuss the “economic rebound” of the late 1990s under
President Clinton.
Identify three of the “package” of changes that
characterized the economic boost of the “information revolution” in the late
1990s.
Discuss and explain what you think was the most important of
these changes. What can we learn from that sort of period of economic rebound?
Identify the source(s) where you read about these changes
during the late 1990s. For guidance, view this short video.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Chapter 28
Week 9 Learn materials
Week 9 Primary Sources
HIS105 American
History after 1865
Week 10
Discussion
Part 1: Post a Response
Between 200 and2016, the US experienced remarkable changes
internationally and domestically. By any measure, the terrorist attack of Sept.
11, 2001, was a game changer. With that a long, still-ongoing “war on terror”
began that meant military engagements overseas and increased domestic security
measures. In 2008, remarkably, the US elected its first African American
president, Barack Obama. He was elected to a second term in 2012.
Choose and discuss one of the following two topics related
to American history under Presidents Bush and Obama:
Discuss the Sept. 11 (2001) attack and its impact.
Describe what stands out to you (perhaps from memory) from
the events of Sept. 11, 2001
Give two examples of events or changes since 9/11 that you
attribute to that terrorist attack. In your view, what should we learn from
this attack and our experiences trying to deal with it.
Identify the source(s) where you read about these “free
trade” issues of that time.
Discuss president Obama’s election and presidency.
(Considering our many explorations of race relations and Civil Rights in our
history, there is much that can be said of President Obama’s election and
presidency, and it is still perhaps too early to evaluate fully.)
Identify two specific examples that you think were the most
important developments of Obama's presidency.
Explain why you chose those two examples.
Identify the source(s) where you read about these changes of
the early 21st Century.
Part 2: Respond to a Peer
Read a post by one of your peers and respond, making sure to
extend the conversation by asking questions, offering rich ideas, or sharing
personal connections.
Reference Material
Chapter 29
Week 10 Learn materials
Week 10 Primary Sources
HIS105 American
History after 1865
Week 11
Discussion
Part 1: Post a Response
This week we have no new reading or subjects. 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.
Part 2: Respond to a Peer
Read a post by one of your peers and respond. Feel free to
say any fond farewells to classmates and instructors.
Reference Material
No new reading; reflect back on the course.
For guidance, view this short video:
HIS105 American
History after 1865
Week 1 Quiz
Question 1
Passed by most of the new southern state governments during
Reconstruction, the Black Codes did all of the following except
Question 2
How did President Grant's administration respond to
increased southern violence against free men and women?
Question 3
The Civil Rights Act of 1875 did not include restrictions on
racial discrimination in
Question 4
What effect did the Fourteenth and Fifteenth Amendments have
on the women's suffrage movement?
Question 5
Congress impeached Johnson because
Question 6
The Tweed Ring, working out of Tammany Hall, was
Question 7
Racism was a particularly important incentive for poor white
voters supportive of the Democratic ticket in the South because
Question 8
"Robber barons" or "captains of
industry" were businessmen who
Question 9
The need for managers in the many new businesses of the late
1800s contributed significantly to the growth of
Question 10
How did business owners respond to the growth of unions and
the labor movement?
American
History after 1865
Week 2 Quiz
Question 1
The major industries that developed in the South prior to
1900 included all of the following except
Question 2
The rapid growth of the southern textile industry
established it as
Question 3
The Chinese Exclusion Act of 1882
Question 4
Henry Grady's speech, "The New South," could best
be classified as
Question 5
The Dawes Act
Question 6
Which was true for most immigrants to America?
Question 7
Housing for factory workers was so bad in the late 1800s,
and city sanitation was so poor, that epidemics of ____ swept through whole
cities.
Question 8
The final act in the U.S. war against the Plains Indians
took place at
Question 9
Which of these was not a major reason for immigration to
America in the late 1800s and early 1900s?
Question 10
Ida B. Wells-Barnett, an editor and writer, concentrated her
reform efforts on the social issue of
American
History after 1865
Week 3 Quiz
Question 1
All of the following is true about the Social Gospel
Movement, except
Question 2
By 1920, the U.S. Census Bureau reported that for the first
time,
Question 3
The Federal Reserve Act of 1913 created
Question 4
Municipal housekeeping is a term that describes
Question 5
Progressive governor Robert "Battling Bob" La
Follette secured passage of his "Wisconsin Idea," which produced laws
in all of the following areas, except
Question 6
What was known as "Seward's Folly"?
Question 7
Which of these events finally pushed the United States to
enter World War I?
Question 8
Businessmen who were heavily invested in Cuba were concerned
when Cuba began a war for independence from Spain, because they feared that
Question 9
In order for Theodore Roosevelt to be able to volunteer for
military service in Cuba he had to
Question 10
When Britain and Venezuela found themselves in a border
dispute in 1895, the American Secretary of State sought to stop the conflict by
American
History after 1865
Week 4 Quiz
Question 1
Immigration to America changed a great deal during the
1920s, as all of the following happened EXCEPT
Question 2
As approved, the Social Security Act (1935) would
Question 3
Passed in 1935, the Wagner Act
Question 4
The term "Americanization" referred to
Question 5
Immigration to America changed a great deal during the
1920s, as
Question 6
The Glass-Steagall Act created the
Question 7
The Harlem Renaissance was an African American movement
characterized by all of the following except.
Question 8
Historians regard the Great Depression as probably the
greatest factor in causing World War II because
Question 9
In June 1942, American forces halted Japan's advance at the
Battle of
Question 10
The Servicemen's Readjustment Act of 1944 (the GI Bill)
provided
American
History after 1865
Week 5 Quiz
Question 1
The Chicano Movement led by Caesar Chavez
Question 2
What was the most common reaction of Americans to Cold War
uncertainties and fears of Communism?
Question 3
Truman eventually managed to break the Berlin blockade by
Question 4
All of the following is true about the Montgomery Bus
Boycott, except
Question 5
The revival of the women's movement in the 1960s is often
identified with the publication of Betty Friedan's book
Question 6
The North Atlantic Treaty Organization stipulated that
Question 7
The main goal of those who participated in Freedom Summer
was to
Question 8
Women who held jobs during the 1950s
Question 9
Johnson ran for election in 1964 advocating a "mandate
for change," which he dubbed the
Question 10
Stalin initiated the blockade of the city of West Berlin in
order to
American
History after 1865
Week 6 Quiz
Question 1 All of the following is true about young
conservatives in the late 1950s under the leadership of William F. Buckley,
EXCEPT
Question 2 The activism of the 1960s ran into roadblocks in
the 1970s, which included all of the following, EXCEPT
Question 3 Passed in 1972, Title IX is important because
Question 4 The Cuban Missile Crisis
Question 5 Nixon is often called an accidental liberal
because
Question 6 Reagan's supply-side economics program focused
first on
Question 7 Reagan won reelection handily in 1984, in large
part because
Question 8 Several issues plagued Carter in his bid for
reelection, including all of the following except
Question 9 The temporary improvement in the American economy
during Reagan's early tenure was mainly the result of
Question 10 Reagan was the perfect conservative candidate
and president because of his belief in
American
History after 1865
Week 7 Quiz
Question 1 One of the most negative changes that has taken
place in communications in recent years is that
Question 2 Digital technology sparked economic growth by
Question 3 Which of these is not a criticism of
globalization?
Question 4 Bill Clinton took office with a decidedly
centrist world view, as evidenced by his
Question 5 Which of these was true of the 1996 election?
Question 6 Abu Ghraib refers to
Question 7 The centerpiece of George W. Bush's agenda when
he entered office was
Question 8 After September 11, it became clear that the al
Qaeda network operated from a base of power in
Question 9 One of the biggest successes of Obama's
presidency was
Question 10 Kenneth Lay was the head of
HIS105 American
History after 1865
Week 3
Assignment 1
Dealing with
Diversity in America from Reconstruction through the 1920s
After the Civil War, the United States had to recover from
war, handle western expansion, and grapple with very new economic forms.
However, its greatest issues would revolve around the legacies of slavery and
increasing diversity in the decades after the Civil War. In the South, former
slaves now had freedom and new opportunities but, despite the Reconstruction
period, faced old prejudices and rapidly forming new barriers. Immigrants from
Europe and Asia came in large numbers but then faced political and social
restrictions. Women continued to seek rights. Yet, on the whole, America became
increasingly diverse by the 1920s. Consider developments, policies, and laws in
that period from 1865 to the 1920s. Examine the statement below and drawing
from provided sources, present a paper with specific examples and arguments to
demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
Political policies and movements in the period from 1865 to
the 1920s generally promoted diversity and “the melting pot” despite the strong
prejudices of a few. (or you can take the position that they did not). Use specific examples of policies or movements
from different decades to support your position.
After giving general consideration to your readings so far
and any general research, select one of the positions above as your
position—your thesis. (Sometimes after doing more thorough research, you might
choose the reverse position. This happens with critical thinking and inquiry.
Your final paper might end up taking a different position than you originally
envisioned.) Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be
the thesis statement in your opening paragraph.
To support your position, use three (3) specific examples
from different decades between 1865 and 1930. You may narrowly focus on race or
gender or immigrant status, or you may use examples relevant to all categories.
Explain why the opposing view is weak in comparison to
yours.
Consider your life today: In what way does the history you
have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of three
sources; the Schultz textbook must be one of them. Your other two sources
should be drawn from the list provided below. This is guided research, not
open-ended Googling.
Source list for Assignment 1: Some sources are “primary”
sources from the time period being studied. Some sources below can be accessed
via direct link or through the primary sources links on Blackboard. Each week
has a different list of primary sources. For others, they are accessible
through the permalink to the source in our online library: Sources below having libdatab.strayer.edu as
part of the URL have a permalink to that source in our university’s online
library.
SWS Form for the textbook: Kevin M. Schultz. 2018. HIST:
Volume 2: U.S. History since 1865. 5th
ed.
Choose sources relevant to the topic and position you are
taking:
Y. Abu-Laban & V. Lamont. 1997. Crossing borders:
Interdisciplinary, Immigration and the Melting Pot in the American Cultural
Imaginary.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=392542&site=eds-live&scope=site
Black Testimony on the Aftermath of Enslavement. 1866.
Report of the Joint Committee on Reconstruction.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/black_testimony.htm
Chinese Exclusion Act. 1882.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/chinese_exclusion_act.htm
Civil War Journeys. n.d. The Lost Cause.
http://civil-war-journeys.org/the_lost_cause.htm
J. C. Bancroft Davis. 1896. Plessy vs. Ferguson.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/plessy_ferguson_1896.htm
Fitzgerald, M. W. January, 2018. Terrorism and Racial
Coexistence in Alabama’s Reconstruction.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=127269628&site=eds-live&scope=site
G. M. Foster. Feb. 24, 2002. The Lost Cause. http://www.civilwarhome.com/lostcause.html
S. S. Harjo. 1996. Now and Then: Native Peoples in the
United States.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507507152&site=eds-live&scope=site
J. Meacham. 2017. Our Historical Ambivalence about
Immigrants is a Great American Paradox.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=121093561&site=eds-live&scope=site
Mississippi Black Code. n.d. http://chnm.gmu.edu/courses/122/recon/code.html
W. G. Moody. 1883. Bonanza Farming and Its Impact.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bonanza_farming_impact.htm
Katy Morris. March, 2017. “More reputation than she deserves”.
Remembering Suffrage in Wyoming.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=120948598&site=eds-live&scope=site
E. F. Parsons. Feb., 2011. Klan Skepticism and Denial in
Reconstruction-Era Public Discourse.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=57671212&site=eds-live&scope=site
Populist Party Platform. 1896.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/populist_partyplatform_1896.htm
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
Upton Sinclair. 1906. Attack on the Meatpackers.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/attack_meatpackers.htm
J. D. Zahniser. Dec., 2015.
“How long must we wait?” Alice Paul Wanted Action on Votes for Women.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=109513499&site=eds-live&scope=site
Your assignment must follow these formatting requirements:
This course requires use of new Strayer Writing Standards
(SWS). The format is different than other Strayer University courses. Please
take a moment to review the SWS documentation for details.
Be typed, double spaced between lines, using Times New Roman
font (size 12), with one-inch margins on all sides; citations and references
must follow SWS format. Check with your professor for any additional
instructions.
Include a cover page containing the title of the assignment,
the student’s name, the professor’s name, the course title, and the date. The
cover page and the Sources page are not included in the required assignment
page length.
The specific course learning outcomes associated with this
assignment are:
Identify and discuss the different ways that the heritage of
slavery, the Civil War, Reconstruction, and segregation have shaped America’s
history.
Specify ways that women and minorities have responded to
challenges and made contributions to American culture.
Summarize and discuss the ways that formal policies of
government have influenced the direction of historical and social development
in the United States.
Recognize the major turning points in American history since
the Civil War.
Use technology and information resources to research issues
in contemporary U.S. history.
Write clearly and concisely about contemporary U.S. history
using proper writing mechanics.
HIS105 American
History after 1865
Week 6 Assignment
2
Assignment 2: Industrialization and the Rise of a Regulated
Economy
The United States went through dramatic economic change
during and after the Civil War, as industrialization spread rapidly and changed
society. This transformation and some of the apparent abuses that developed
(monopolistic practices, work conditions, low wages, arbitrary and oppressive
expectations) led to an increased role of the government in regulating
businesses and society. This role was heightened as government was viewed as
the arbiter between business and organized labor. One can explore these
developments from 1865 on through to World War II. Examine the statement below
and drawing from provided sources, present a paper with specific examples and
arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
From the start of Progressive era of the late 1800s through
the New Deal period in the 1930s, increasing government interventions and
regulations of business tended to help the overall economy and the common
workers. (Or you can argue that such
interventions and regulations hurt the overall economy and the common
workers.) Use specific examples from different
decades—and be sure one of your examples is from the 1930s.
After giving general consideration to your readings so far
and any general research, select one of the positions above as your
position—your thesis. (Sometimes after doing more thorough research, you might
choose the reverse position. This happens with critical thinking and inquiry.
Your final paper might end up taking a different position than you originally
envisioned.) Organize your paper as follows, handling these issues:
The position you choose or something close to it—will be the
thesis statement in your opening paragraph.
To support your position, use four (4) specific examples
from different decades between 1865 and 1940. However, one (1) of your four (4)
examples must be from the 1930s.
Explain why the opposing view is weak in comparison to
yours.
Consider your life today: In what way does the history you
have shown shape or impact issues in your workplace or desired profession?
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of three
sources; the Schultz textbook must be one of them. Your other two sources
should be drawn from the list provided below. This is guided research, not
open-ended Googling.
Source list for Assignment 2: Some sources are “primary”
sources from the time period being studied. Some sources below can be accessed
via direct link or through the primary sources links on Blackboard. Each week
has a different list of primary sources. For others, they are accessible
through the permalink to the source in our online library: Sources below having
libdatab.strayer.edu as part of the URL have a permalink to that source in our
university’s online library. Each source below is shown in SWS form.
SWS Form for the textbook: Kevin M. Schultz. 2018. HIST:
Volume 2: U.S. History since 1865. 5th ed.
D. P. Del Mar. 1998. Region and Nation: New Studies in
Western U.S. History.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=957156&site=eds-live&scope=site
S. Gompers. 1914. The American Labor Movement: Its Makeup,
Achievements, and Aspirations.
http://wwphs.sharpschool.com/UserFiles/Servers/Server_10640642/File/bugge/Chapter%2021/Gompers.pdf
S. S. Harjo. 1996. Now and Then: Native Peoples in the
United States. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507507152&site=eds-live&scope=site
Helen Hunt Jackson. 1881. Helen Hunt Jackson’s Account of
Sand Creek
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/helen_hunt_jackson_sand_creek.htm
S. M. Jacoby. Oct., 1983. Union Management Cooperation in
the United States: Lessons from the 1920s.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4462675&site=eds-live&scope=site
R. La Follette. 1924. La Follette’s Progressive
Platform.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/follette.html
T. C. Leonard. Spring, 2009. American Economic Reform in the
Progressive Era: Its Foundational Beliefs and their Relation to Eugenics.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=36656984&site=eds-live&scope=site
H. D. Lloyd. June,
1884. The Lords of Industry from North American Review, 331. In Modern
History Sourcebook.
https://sourcebooks.fordham.edu/mod/1884hdlloyd.asp
E. Rauchway. 2008. The Great Depression and the New Deal: A
Very Short Introduction. eBook.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=218056&site=eds-live&scope=site
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
L. Steffens. 1904. The Shame of the Cities.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/steffens.html
Taylor, F. W. 1911. The Principles of Scientific
Management.
http://college.cengage.com/history/wadsworth_9781133309888/courseware/ps/taylor.html
J. Whitaker. 1871. The Impact of the Factory on Worker
Health. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htm
Your assignment must follow these formatting requirements:
This course requires use of new Strayer Writing Standards
(SWS). The format is different than other Strayer University courses. Please
take a moment to review the SWS documentation for details.
Be typed, double spaced between lines, using Times New Roman
font (size 12), with one-inch margins on all sides; citations and references
must follow SWS format. Check with your professor for any additional
instructions.
Include a cover page containing the title of the assignment,
the student’s name, the professor’s name, the course title, and the date. The
cover page and the Sources page are not included in the required assignment
page length.
The specific course learning outcomes associated with this
assignment are:
Specify ways that women and minorities have responded to
challenges and made contributions to American culture.
Examine how changes in social and economic conditions and
technology can cause corresponding changes in the attitudes of the people and
policies of the government.
Summarize and discuss the ways that formal policies of
government have influenced the direction of historical and social development
in the United States.
Recognize the major turning points in American history since
the Civil War.
Use technology and information resources to research issues
in contemporary U.S. history.
Write clearly and concisely about contemporary U.S. history
using proper writing mechanics.
HIS105 American
History after 1865
Week 9 Assignment
3
Assignment 3: America as a Superpower
The previous assignments focused on domestic matters in U.S.
history. This last assignment explores America’s international role in recent
decades. By the mid-20th century, the United States had become the dominant
force in international relations. Some have argued that the United States’
military functions as the world’s “police.” This assignment covers the manner
in which this shift occurred and the consequences the United States faces as a
result of its status as “policeman of the world.” One can identify early steps
this direction well before World War II, but in this paper focus on the period
from the 1940s to the present. Examine the statement below and drawing from
provided sources, present a paper with specific examples and arguments to
demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
The American international “policing” role developed because
of the Cold War, but now terrorists or
any power having or trying to get weapons of mass destruction (WMD) are
the potential targets of such a role. By examples from different decades since
1950, it is clear that the policing strategy was once essential but should be
discarded as ineffective and counterproductive.
(Or you can argue the opposite—that the policing strategy is more
necessary than ever; or you can argue for a more moderate position.) Use specific examples—two from the Cold War
years and two from the past two decades.
After giving general consideration to your readings and your
research, select one of the positions above as your position—your thesis.
(Sometimes after doing more thorough research, you might choose the reverse
position. This happens with critical thinking and inquiry. Your final paper
might end up taking a different position than you originally envisioned.)
Organize your paper as follows, handling these issues:
The position you choose —or something close to it—will be
the thesis statement in your opening paragraph.
To support your position, use four (4) specific examples
from different decades between 1950 and the present. However, two (2) examples
must be from the Cold War years (before 1991) and the other two (2) examples
must be from the past twenty (20) years.
Explain why the opposing view is weak in comparison to
yours.
Consider your life today: In what way does the history you
have shown shape or impact issues in your workplace or desired profession?
(This might be unclear at first since it is foreign policy. But, super-power
status does inevitably provide advantages in a global economy.)
Length: The paper should be 500-to-750 words in length.
Research and References: You must use a MINIMUM of four
quality academic sources; the Schultz textbook must be one of them. Two of them
must come from the online library—either those library sources listed or
others. Your other source should be drawn from the list provided below. This is
guided research, not open-ended Googling.
Source list for Assignment 3: Some sources are “primary”
sources from the time period being studied. Some sources below can be accessed
via direct link or through the primary sources links on Blackboard. Each week
has a different list of primary sources. For others, they are accessible
through the permalink to the source in our online library: Sources below having
libdatab.strayer.edu as part of the URL have a permalink to that source in our
university’s online library.
SWS Form for the textbook: Kevin M. Schultz. 2018. HIST:
Volume 2: U.S. History since 1865. 5th
ed.
G. H. W. Bush. March 6, 1991. Address before a Joint Session
of the Congress on the Cessation of the Persian Gulf Conflict.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/bushnwo.html
J. F. Dulles. Jan. 2, 1954. Secretary Dulles’ Strategy of
Massive Retaliation.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/dulles.html
M. Klare. July 15, 2002. Endless Military Superiority. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=6926412&site=eds-live&scope=site
C. Paul. 2008. Marines on the Beach: The Politics of U.S.
Military Intervention Decision Making. eBook. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=275009&site=eds-live&scope=site
C. Powell. Feb. 6, 2003. Transcript of Powell’s UN
Presentation. http://www.cnn.com/2003/US/02/05/sprj.irq.powell.transcript/
R. Reagan. March, 1983. Remarks at the Annual Convention of
the National Association of Evangelicals.
http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/evilemp.html
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since
1865. 5th ed.
S. M. Tarzi. Sept. 2014. The Folly of a Grand Strategy of
Coercive Global Primacy: A Fresh Perspective on the Post-9/11 Bush
Doctrine.
http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=98323177&site=eds-live&scope=site
Your assignment must follow these formatting requirements:
This course requires use of new Strayer Writing Standards
(SWS). The format is different than other Strayer University courses. Please
take a moment to review the SWS documentation for details.
Be typed, double spaced between lines, using Times New Roman
font (size 12), with one-inch margins on all sides; citations and references
must follow SWS format. Check with your professor for any additional
instructions.
Include a cover page containing the title of the assignment,
the student’s name, the professor’s name, the course title, and the date. The
cover page and the Sources page are not included in the required assignment
page length.
The specific course learning outcomes associated with this
assignment are:
Analyze the rise of the United States to a world
“superpower” and how that status has shaped its internal developments in recent
decades.
Examine how changes in social and economic conditions and
technology can cause corresponding changes in the attitudes of the people and
policies of the government
Summarize and discuss the ways that formal policies of
government have influenced the direction of historical and social development
in the United States.
Recognize the major turning points in American history since
the Civil War.
Use technology and information resources to research issues
in contemporary U.S. history.
Write clearly and concisely about contemporary U.S. history
using proper writing mechanics.
