Industrialization and the Rise of a Regulated Economy
For History 105: Dr. Stansbury’s classes (7 pages here)
Due Week 6 and worth 120 points. The formal deadline is Monday at 9am Eastern Time, Feb. 11.
[NOTE ON ECREE: As you know from our first paper, the university is adopting a tool, called ecree for doing writing assignments in many classes. We are using the ecree program for doing our papers in this class. Instructions on this tool have been posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted: “Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: 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.
Here below are two sample Thesis statements—feel free to use either. Make it the last sentence of your introductory paragraph:
- From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.
- From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to hurt the overall economy and the common workers.
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 with this FOUR-PART organization:
- The position you choose or something close to it—will be the thesis statement in your opening paragraph. [Usually this is a one paragraph introduction with your thesis statement being the last sentence of the 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. [This typically takes two paragraphs; and probably will need to have in-text citations in this part of the paper. Note—examples from different decades—including one from the 1930s. Focus on specific examples that support your thesis; you are not summarizing broad trends and periods.]
- Explain why the opposing view is weak in comparison to yours. [The opposing view holds to the other thesis statement—the one you did not choose. Don’t be dismissive. No new research needed; just one paragraph of critical thinking suggesting why your thesis/position is stronger than that different view.]
- Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? [This will work as the conclusion paragraph. Be succinct. Many of these types of government economic programs, laws, and regulations from this period became a normative part of our economic structure. Most came from “Progressive” reformers or later from “New Deal” leaders addressing problems of the Great Depression. They had diverse objectives, such as keeping a competitive environment for businesses, protecting workers and product safety, helping organized labor, shoring up financial institutions and deposits, and providing or subsidizing jobs for the unemployed.]
After the fourth part concluding the paper, be sure you have the numbered list of sources at the end.
Length: The paper should be 500-to-750 words in length. [This word-count does not include any title page or sources list.]
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: Most primary sources [listed below] can be accessed via direct link on the list. For others on the list, they are accessible through the permalink at the end of the source entry. Those sources (listed below) have libdatab.strayer.edu as part of the URL—this is the permalink to that source in our university’s online library. (The link takes you to the library log-in; you then log in, and then the source appears for you right away). Each source below is shown in SWS form, so if you use it, you may easily copy the entire entry onto your paper’s sources list. (On a paper, never list an item as URL only.)
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:
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
F. W. Taylor. 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 below. However, when using the ecree tool, some of the layout issues below can be ignored—thus some words are crossed out:
· This course requires use of new Strayer Writing Standards (SWS). The format is different than some other Strayer University courses. Please take a moment to review the SWS documentation for details.
· Be typed, double spaced between lines [single-spaced for ecree], using Times New Roman font (size 12), with one-inch margins on all sides; [font flexibility and margin flexibility with ecree.]; 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 [Title page and name info not needed for ecree. You might make up a title—put it right at start of first paragraph—as part of first paragraph.] The Sources page is not included in the required assignment 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.
[Grading Rubric on Next Pages]
GRADING RUBRIC for Assignment 2: Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. When using the ecree tool, some layout issues like double-spacing can be ignored.
Assignment 2: Industrialization and the Rise of the Modern State: The Creation of a Regulated Economy
Exemplary 100% A
Proficient 85% B
Fair 75% C
Meets Minimum Expectations 65% D
Unacceptable 0% F
- Clearly introduce your paper with your thesis. Weight: 10%
Thoroughly and clearly introduced your paper with your thesis statement chosen from the list provided.
Satisfactorily introduced your paper with your thesis statement; chosen from the list provided.
Partially introduced your paper with your thesis statement.
Insufficiently introduced your paper with your thesis statement.
Poor or no introduction. No thesis statement used from those provided.
- Discuss four specific examples from different decades (between 1865 and 1940) to support your thesis. One (1) example must be from the 1930s. Be persuasive and coherent with sound reasoning; have examples based on solid research. Weight: 30%
Thoroughly and coherently discussed four clear examples from the proper time frame. The discussion is persuasive and with sound reasoning and good support.
Satisfactorily discussed four clear examples from the proper time frame. Examples are based on good research and are relevant to the thesis.
Partially discussed four examples from the proper time frame. The examples might not be as relevant or as well researched as they should be.
Insufficiently discussed four examples from the right time frame. The examples might not all have clear relevance to the thesis or strong support from research and reason.
Did not submit or incompletely discussed four examples from the correct time period. The examples covered are not supported by research and reason.
- Explain clearly and persuasively why the opposing view to yours would be in error or would be a weaker view. Weight: 20%
Thoroughly and clearly explained why the opposing view to yours would be in error or would be the weaker view. Used persuasive reasoning or clear examples.
Satisfactorily explained why the opposing view to yours would be in error or would be the weaker view.
Partially explained why the opposing view to yours would be in error or would be the weaker view. The reasoning or examples might be flawed.
Insufficiently explained why the opposing view to yours would be in error or would be the weaker view. The reasoning or examples might be flawed.
Did not submit or incompletely explained why the opposing view to yours would be in error or would be a weaker view.
- Discuss effectively the ways that the history you have covered shapes or impacts issues in your workplace or desired profession. Weight: 20%
Thoroughly and effectively discussed how the history you have covered shapes or impacts issues in your workplace or desired profession.
Satisfactorily discussed how the history you have covered shapes or impacts issues in your workplace or desired profession.
Partially discussed how the history you have covered shapes or impacts issues in your workplace or desired profession
Insufficiently discussed how the history you have covered shapes or impacts issues in your workplace or desired profession.
Did not submit or incompletely discussed how the history you have covered shapes or impacts issues in your workplace or desired profession.
- Used the MINIMUM of three references, drawing from the list provided. The class text is one of the sources used. References are listed at the end and matching in-text citations are used. Weight: 10%
Meets at least the minimum number of required references; all references high quality choices. Sources are listed at the end and also cited in the body of the paper. Solid research is evident.
Meets minimum number of required references; most references come from the list provided.
Does not meet the required number of references; some references poor quality choices or not from the list provided.
Does not meet the required number of references; Insufficient on the reference list or in-text citations.
No references provided
- Writing and Presentation: Used good grammar. Presentation shows clarity, reason, and critical thinking with proper writing mechanics. SWS format is used for reference entries, in-text citations, paper layout, and organization. Instructions followed. Weight: 10%
More than 8 errors present.
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