HIS204 WK 1 DQ

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  1. The History of Reconstruction

    Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.

  2. Resources: Review the following resources about the differences between primary and secondary sources:
  3. BeamLibrary. (2009, September 23).  Primary, secondary, tertiary sources . [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
  4. Review the  How to Research Primary Sources and How to Research Secondary Sources  in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.

When responding to the questions, draw from at least ONE of the following primary sources and specifically cite them in your post:

  1. Bruce, B. K. (1876, March 31).  Speech in the Senate. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php 
  2. Johnson, J. R. (1865, Aug. 4).  Northern teacher to the Freedmen’s Bureau commissioner.  Land and Labor, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
  3. The Ku-Klux.  (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
  4. United States Congress. (1866, April 9).  Civil Rights Act.  Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html


Also, draw from the material in ONE of the following films:

  1. Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).  What is freedom?.  [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  2. Pollard, S. (Producer & Director). (2012).  Slavery by another name.  [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/


Instructions:  After reviewing your Instructor’s Guidance and completing the weekly reading assignments (including those in the resource section below), please post a substantive discussion post of at least 200 words that analyzes the period of Reconstruction using the following questions as the basis of your analysis:

  • Were the goals of Radical Reconstruction feasible ones? 
  • Is it possible to transform a society drastically by government action, or might attempts to do so prove counterproductive? 
  • Would a more gradualist approach to extending rights to and establishing freedom for African Americans have been more successful?
  • What would be the costs and dangers of such an approach?


Your initial post should be no fewer than 200 words in length, which does not include works cited or the questions being answered. It should address all of the components of the question in a way that demonstrates independent, critical thought and command of the required material. It should not merely repeat the material in the textbook or other sources, but should use that material as the basis for an idiosyncratic interpretation of the topic. All sources need to be cited using proper APA format. If you borrow wording from a source, the wording absolutely must be marked as a quotation.

In addition to your initial post, you should respond substantially, in posts of no fewer than 100 words, to at least two classmates and contribute to their analysis of the topic. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post. Identify important points which they may have missed which either support or challenge their interpretation. Explain how their views have made you rethink your own conclusions or offer perspectives which might help them regard the topic in a different way. Feel free to ask probing questions of your classmates, but, if you do, offer your own interpretation. That is, don’t just respond, “What do you think of X, Y, and Z?” Instead, respond, “What do you think of X?  I think W because of V, U, and T. On the other hand some might point to S and R.” In short, the ideal response to a classmate would involve you encouraging a classmate to see things from a new perspective, even as you clarify and develop your own thoughts as well.

The Ashford Writing Center (AWC)  has two kinds of tutoring available to you.

  • Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat
  • Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review.
    • Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date. AWC Email Paper Review
       
  • The Industrial Revolution

    Background: Too much corporate influence in politics; the specter of socialist policies undermining capitalism and individual freedoms; a middle class in apparent decline; waves of immigration that threatened to alter the character of American society; new technologies that introduced new social problems as well as offering new opportunities; and a general sense that the common people had lost control of their government: To a sometimes surprising degree, the issues that troubled Americans in the last quarter of the nineteenth century resembled our own. The past often loses much of its vigor and tumult as it becomes codified as history, and it can be difficult at times to understand how truly revolutionary— transformative, disruptive, unprecedented, and divisive—an event such as the Industrial Revolution was for the people who lived through it.

Resources: When composing your initial post and your responses to your classmates, draw from the material in AT LEAST TWO of the following primary sources:

  1. Bryan, W. J. (1896, July 8).  Cross of gold speech. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/william-jennings-bryan-cross-of-gold-speech-july-8-1896.php
  2. Carnegie, A. (June 1889).  Wealth. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/andrew-carnegie-wealth-june-1889.php 
  3. Chief Joseph. (1877-1879).  Chief Joseph speaks: Selected statements and speeches by the Nez Percé chief. Retrieved from http://www.pbs.org/weta/thewest/resources/archives/six/jospeak.htm 
  4. Clark, F. E. (1912).  Our immigrants at Ellis Island. Boston, MA: United Society of Christian Endeavor. Retrieved from the Library of Congress at http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/our_immigrants.pdf 
  5. Gompers, S. (Sept. 1894).  Letter on labor in industrial society to Judge Peter Grosscup.  Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/samuel-gompers-letter-on-labor-in-industrial-society-to-judge-peter-grosscup-september-1894.php
  6. United States Populist Party. (1892, July 4).  Populist Party platform. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/populist-party-platform-july-4-1892.php 
  7. White, A. W. (1896, Aug. 16).  What’s the matter with Kansas?.  Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/william-allen-white-whats-the-matter-with-kansas-august-16-1896.php

Also draw from the material in ONE of the following videos:

  1. Hawksworth, R. (Producer). (2001).  The American industrial revolution  [Video]. United States: Media Rich LLC. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=47596&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  2. Robbins, A. (Director). (2011).  Industrial New York.  [Television series episode]. In E. Hardy. (Executive producer), Filthy Cities: A History of Public Sanitation (or Lack Thereof). United Kingdom: BBC Productions. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=48012&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=

Instructions: After reviewing your Instructor’s Guidance and completing the weekly reading assignments (including those in the resource section below), please post a substantive discussion post of at least 200 words that analyzes how the revolutionary nature of this period impacted either Native Americans, Immigrants or Farmers, using the following questions as the basis of your analysis:

  • What were the most revolutionary social and economic developments of the last quarter of the nineteenth century? 
  • How did different groups of Americans respond to those changes and how effective were their responses? 
  • What role did government play in these developments?

Your initial post should be no fewer than 200 words in length, which does not include works cited or the questions being answered. It should address all of the components of the question in a way that demonstrates independent, critical thought and command of the required material. It should not merely repeat the material in the textbook or other sources, but should use that material as the basis for an idiosyncratic interpretation of the topic. All sources need to be cited using proper APA format. If you borrow wording from a source, the wording absolutely must be marked as a quotation.

In addition to your initial post, you should respond substantially, in posts of no fewer than 100 words, to at least two classmates and contribute to their analysis of the topic. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post. Identify important points which they may have missed which either support or challenge their interpretation. Explain how their views have made you rethink your own conclusions or offer perspectives which might help them regard the topic in a different way. Feel free to ask probing questions of your classmates, but, if you do, offer your own interpretation. That is, don’t just respond, “What do you think of X, Y, and Z?” Instead, respond, “What do you think of X? I think W because of V, U, and T. On the other hand some might point to S and R.” In short, the ideal response to a classmate would involve you encouraging a classmate to see things from a new perspective, even as you clarify and develop your own thoughts as well.

  • The History of Reconstruction

    Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.

Resources: Review the following resources about the differences between primary and secondary sources:

      1. BeamLibrary. (2009, September 23). Primary, secondary, tertiary sources . [Video file]. Retrieved from http://youtu.be/L5DdedR_iF8
      2. Review the How to Research Primary Sources and How to Research Secondary Sources in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.

When responding to the questions, draw from at least ONE of the following primary sources and specifically cite them in your post:

      1. Bruce, B. K. (1876, March 31). Speech in the Senate. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php
      2. Johnson, J. R. (1865, Aug. 4). Northern teacher to the Freedmen’s Bureau commissioner. Land and Labor, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
      3. The Ku-Klux. (1871, April 1). Harper’s Weekly, p. 281. Retrieved from http://education.harpweek.com/KKKHearings/Article23.htm
      4. United States Congress. (1866, April 9). Civil Rights Act. Retrieved from http://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html


Also, draw from the material in ONE of the following films:

      1. Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002). What is freedom?. [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
      2. Pollard, S. (Producer & Director). (2012).Slavery by another name. [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/


Instructions: After reviewing your Instructor’s Guidance and completing the weekly reading assignments (including those in the resource section below), please post a substantive discussion post of at least 200 words that analyzes the period of Reconstruction using the following questions as the basis of your analysis:

Were the goals of Radical Reconstruction feasible ones?

Is it possible to transform a society drastically by government action, or might attempts to do so prove counterproductive?

Would a more gradualist approach to extending rights to and establishing freedom for African Americans have been more successful?

What would be the costs and dangers of such an approach?


Your initial post should be no fewer than 200 words in length, which does not include works cited or the questions being answered. It should address all of the components of the question in a way that demonstrates independent, critical thought and command of the required material. It should not merely repeat the material in the textbook or other sources, but should use that material as the basis for an idiosyncratic interpretation of the topic. All sources need to be cited using proper APA format. If you borrow wording from a source, the wording absolutely must be marked as a quotation.

In addition to your initial post, you should respond substantially, in posts of no fewer than 100 words, to at least two classmates and contribute to their analysis of the topic. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post. Identify important points which they may have missed which either support or challenge their interpretation. Explain how their views have made you rethink your own conclusions or offer perspectives which might help them regard the topic in a different way. Feel free to ask probing questions of your classmates, but, if you do, offer your own interpretation. That is, don’t just respond, “What do you think of X, Y, and Z?” Instead, respond, “What do you think of X? I think W because of V, U, and T. On the other hand some might point to S and R.” In short, the ideal response to a classmate would involve you encouraging a classmate to see things from a new perspective, even as you clarify and develop your own thoughts as well.

The
Ashford Writing Center (AWC) has two kinds of tutoring available to you.

Live Chat – If you have writing-related questions about a topic before you draft a discussion post or submit a written assignment, you will now be able to chat live with a tutor for a short (up to 20 minute) conversation. Live Chat will be available Monday through Friday from 10:00-11:00 am and 4:00-5:00 pm (PST). AWC Live Chat

Email Paper Review – If you have a draft, partial draft, or even if you’re having trouble getting started, you can complete a submission form and email your paper to the AWC for review.

Writing Tutors will do their best to return your paper with their comments within 48 hours, not including Saturdays and Sundays. Please plan accordingly if you would like to receive feedback before an assignment due date.AWC Email Paper Review

  • The Industrial Revolution

    Background: Too much corporate influence in politics; the specter of socialist policies undermining capitalism and individual freedoms; a middle class in apparent decline; waves of immigration that threatened to alter the character of American society; new technologies that introduced new social problems as well as offering new opportunities; and a general sense that the common people had lost control of their government: To a sometimes surprising degree, the issues that troubled Americans in the last quarter of the nineteenth century resembled our own. The past often loses much of its vigor and tumult as it becomes codified as history, and it can be difficult at times to understand how truly revolutionary— transformative, disruptive, unprecedented, and divisive—an event such as the Industrial Revolution was for the people who lived through it.

 

 

Resources: When composing your initial post and your responses to your classmates, draw from the material in AT LEAST TWO of the following primary sources:
  • Bryan, W. J. (1896, July 8).Cross of gold speech. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/william-jennings-bryan-cross-of-gold-speech-july-8-1896.php
  • Carnegie, A. (June 1889).Wealth. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/andrew-carnegie-wealth-june-1889.php
  • Clark, F. E. (1912).Our immigrants at Ellis Island. Boston, MA: United Society of Christian Endeavor. Retrieved from the Library of Congress at http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/our_immigrants.pdf
  • United States Populist Party. (1892, July 4). Populist Party platform. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/populist-party-platform-july-4-1892.php
  • White, A. W. (1896, Aug. 16). What’s the matter with Kansas?. Retrieved from http://www.let.rug.nl/usa/documents/1876-1900/william-allen-white-whats-the-matter-with-kansas-august-16-1896.php

 

 

Also draw from the material in ONE of the following videos:
  • Hawksworth, R. (Producer). (2001). The American industrial revolution [Video]. United States: Media Rich LLC. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=47596&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
  • Robbins, A. (Director). (2011). Industrial New York. [Television series episode]. In E. Hardy. (Executive producer), Filthy Cities: A History of Public Sanitation (or Lack Thereof). United Kingdom: BBC Productions. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=48012&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=

 

 

Instructions: After reviewing your Instructor’s Guidance and completing the weekly reading assignments (including those in the resource section below), please post a substantive discussion post of at least 200 words that analyzes how the revolutionary nature of this period impacted either Native Americans, Immigrants or Farmers, using the following questions as the basis of your analysis:

What were the most revolutionary social and economic developments of the last quarter of the nineteenth century?
How did different groups of Americans respond to those changes and how effective were their responses?
What role did government play in these developments?
Your initial post should be no fewer than 200 words in length, which does not include works cited or the questions being answered. It should address all of the components of the question in a way that demonstrates independent, critical thought and command of the required material. It should not merely repeat the material in the textbook or other sources, but should use that material as the basis for an idiosyncratic interpretation of the topic. All sources need to be cited using proper APA format. If you borrow wording from a source, the wording absolutely must be marked as a quotation.

In addition to your initial post, you should respond substantially, in posts of no fewer than 100 words, to at least two classmates and contribute to their analysis of the topic. When responding to classmates, you should refer to the material from one of the sources which you did not reference in your initial post. Identify important points which they may have missed which either support or challenge their interpretation. Explain how their views have made you rethink your own conclusions or offer perspectives which might help them regard the topic in a different way. Feel free to ask probing questions of your classmates, but, if you do, offer your own interpretation. That is, don’t just respond, “What do you think of X, Y, and Z?” Instead, respond, “What do you think of X? I think W because of V, U, and T. On the other hand some might point to S and R.” In short, the ideal response to a classmate would involve you encouraging a classmate to see things from a new perspective, even as you clarify and develop your own thoughts as well.

 

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