Explain why the opposing view is weak in comparison to yours.  

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 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 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. Take one of the positions as suggested below, draw from the sources listed below, and present a paper with specific examples and arguments to demonstrate the validity of your position.

Write a 4-5 pages in your possible position in each case you can take the pro or con position:

a. From the Progressive era through the New Deal period, political interventions generally tended to favor big corporations and hurt the common workers, leading to economic instability. (or you can argue that they helped the workers and promoted economic stability)

b. From 1865 to 1940, the development of labor unions was generally a negative force leading to economic disruption and unnecessary laws that stifled businesses and hindered job growth. (or you can take the position that labor unions had a necessary function and generally positive impact)

c. From 1865 to 1940, expansion west was devastating to Native American culture, but government policies promoted economic growth in these territories and generally equal opportunities to the settlers. (or you can take the position that government policies did not promote those benefits in those new areas)

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:

1. The position you choose (from the list above) or something close to it will be the thesis statement in your opening paragraph.

2. To support your position, use four specific examples from different decades between 1865 and 1940.

3. Explain why the opposing view is weak in comparison to yours.

4. Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession?

APA Reference for the textbook – Schultz, Kevin M. (2018). HIST5: Volume 2: U.S. History Since 1865 (Student edition). Boston: Cengage.

· Del Mar, D. P. (1998). Region and nation: New studies in Western U.S. history. Canadian Review of  American Studies, 28(1), 121-128.

· Gompers, S. (1914).  The American Labor Movement:  Its makeup, achievements, and aspirations.  Retrieved from: http://wwphs.sharpschool.com/UserFiles/Servers/Server_10640642/File/bugge/Chapter%2021/Gompers.pdf

· Harjo, S. S. (1996, summer). Now and then: Native peoples in the United States. Dissent (00123846), 4358-4360.

· Jackson, Helen Hunt. (1881). Helen Hunt Jackson’s account of Sand Creek. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/helen_hunt_jackson_sand_creek.htm

· Jacoby, S. M. (1983, Oct.). Union Management cooperation in the United States: Lessons from the 1920s. Industrial and Labor Relations Review, 37(1), 18-33.

· La Follette, R. (1924). La Follette’s Progressive Platform. Retrieved from  http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/follette.html

· Leonard, T. C. (2009, Spring). American economic reform in the Progressive Era: Its foundational beliefs and their relation to Eugenics. History of Political Economy, 41(1), 109-141.

· Lloyd, H. D. (1884, June). The Lords of Industry. North American Review, 331. Modern History Sourcebook. Retrieved from  https://sourcebooks.fordham.edu/halsall/mod/1884hdlloyd.asp

· Rauchway, E. (2008). The Great Depression and the New Deal: A very short introduction. eBook. Oxford: Oxford University Press.

· Schultz, Kevin M. (2014) HIST: Volume 2: U.S. history since 1865 (3rd ed.). University of Illinois at Chicago: Wadsworth Cengage Learning.

What strategies did Charles II and James II employ to try to gain more centralized control over England’s American colonies? What did James hope to accomplish by creating the Dominion of New England?

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1.What strategies did Charles II and James II employ to try to gain more centralized control over England’s American colonies? What did James hope to accomplish by creating the Dominion of New England?

 

2.How did the long era of imperial warfare beginning in 1689 affect the colonies, Native Americans, and relations between them?

 

3.What was the South Atlantic System, and how did it shape colonial society?

 

4.How did the institution of slavery develop, and why did it develop differently in the Chesapeake, the Carolina low country, and the West Indies?

 

5.HEMATIC UNDERSTANDING Trace the developments outlined in the section entitled “Politics and Power” from 1660 to 1750 on the thematic timeline. What pattern of political evolution do you see in colonial interactions with Britain?  (http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/timeline/timeline102.html)

 

6.ACROSS TIME AND PLACE In Chapter 2, we traced the emergence of three distinct colonial types in the Americas during the sixteenth and seventeenth centuries: tribute, plantation, and neo-European colonies. In Chapter 3, we have seen how Britain’s plantation and neo-European colonies became more closely interconnected after 1700. What developments caused them to become more closely tied to each other? How did they benefit from these ties? Can you see any disadvantages to the colonies in a more fully integrated Atlantic system?

 

7.VISUAL EVIDENCE Consider the illustrations of women hulling rice in West Africa and Georgia. Historians have long debated the role Africans played in developing rice cultivation in the South Carolina and Georgia low country. These debates have focused primarily on methods of cultivation: Did Africans who had prior experience with rice teach English planters how to grow it? How can these two images contribute to the debate and expand our perspective on the question of African influences in American rice production? (http://www.macmillanhighered.com/BrainHoney/Resource/6696/digital_first_content/trunk/test/henretta8e/asset/img_ch3/ch03_03UN12.html)

 

8.KEY TURNING POINTS: The Glorious Revolution (1688–1689), salutary neglect and the rise of the assemblies (1714–1750), and the Hat, Molasses, Iron, and Currency Acts (1732–1751). How do these developments reflect Britain’s new attitude toward its colonies? In what matters did Parliament seek to control the colonies, and in what did it grant them autonomy?

 

Explain how Eggleston and Mediavilla use color to establish a focal point in their photographs. Analyze to what extent color contributes to the sequencing of Mediavilla’s photo-essay. Analyze to what extent color makes Eggleston’s and Mediavilla’s photographs subjective or objective for the reader

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It never was a conscious thing. I had wanted to see a lot of things in color because the world is in color. ––William Eggleston William Eggleston pioneered the use of color for serious fine art photography. Color is often used in his photographs to achieve emotionally unnerving effects. His groundbreaking use of color has had a profound effect on the work of several filmmakers, such as David Lynch, as well as having helped establish color as the default medium for serious photography in the late 20th and early 21st centuries. Color is now also the standard medium for documentary photography and photojournalism. The work of the Spanish photojournalist Héctor Mediavilla is a good example. His photo-essay The Congolese Sape makes striking use of color in an otherwise drab setting to celebrate humanity’s life-affirming resilience under the most challenging social conditions. To prepare for this Discussion: Read Chapter 8 from the course text, The Photographer’s Eye. Review the William Eggleston photograph and the Hector Mediavilla photo-essay listed in this Week’s Learning Resources. Review the websites in this Week’s Learning Resources for more inspiration and examples of photographs. Consider the following questions regarding the use of color in Eggleston’s Memphis, c. 1969–70 and Mediavilla’s The Congolese Sape: What types of color are present in Eggleston’s and Mediavilla’s photographs? How does color contribute to the overall mood of Eggleston’s and Mediavilla’s photographs? How might the meaning of Eggleston’s and Mediavilla’s photographs change if they had been shot in black and white? With these thoughts in mind: Post by Day 3 an analysis of the way color is used in Eggleston’s and Mediavilla’s photographs. Describe how color relates to the themes addressed in these photographs. Explain how Eggleston and Mediavilla use color to establish a focal point in their photographs. Analyze to what extent color contributes to the sequencing of Mediavilla’s photo-essay. Analyze to what extent color makes Eggleston’s and Mediavilla’s photographs subjective or objective for the reader. Cite at least one example from your course readings to support your analysis. (Approximately 2–3 paragraphs). Be sure to support your ideas by connecting them to the week’s Learning Resources, or something you have read, heard, seen, or experienced. ASX. (n.d.). Helen Levitt: “Color” (1971–1981). Retrieved from http://www.americansuburbx.com/series-2/h/helen-levitt-color Perivolaris, J. (n.d.-b). ARTS 2001—Week 5. Retrieved from https://pathbrite.com/portfolio/PvSKuPXLS/arts-2001-week-5 Eggleston, W. (n.d.). Memphis, c. 1969–70. Retrieved from http://www.masters-of-photography.com/E/eggleston/eggleston_woman_on_curb_full.html Mediavilla, H. (2007). The Congolese Sape: Hector Mediavilla. Retrieved from http://v1.zonezero.com/exposiciones/fotografos/mediavilla/index.html PLOG. (2010). America in color from 1939-1943. Denver Post. Retrieved from http://extras.denverpost.com/archive/captured.asp THIS

Describe how you would use certain elements of music to create the sounds of that emotion.  How would you choreograph the dancers to align with your musical ideas? 

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Respond to the following discussion questions in a minimum of 175 words:

I think we can all agree that our day-to-day experience might be a little less interesting. The music we listen to, the television and films we watch, and even the way we design and decorate our homes are directly influenced by the visual and performing arts; even if we aren’t aware of it.

  • What would life be like without music, dance, painting, theatre, or cinema?

Consider your own experiences with the visual and performing arts. Perhaps you saw great art in a museum, or you were in the audience for a play, film, or concert.

  • Describe your experience, including your emotional connection to what you saw or heard.
  • In what ways did this experience impact your life?

DISCUSSION 2

 

Often, when a person is shown a painting or sculpture, they can have an immediate reaction such as “I like it” or “I hate it!” But the real question is why do we feel the way we do? Studying the elements of visual art can help you make a more informed and interesting response. Also, knowing a little about the development of artistic style through the centuries helps you put your opinions in context.

Pick at least one of the elements of composition and explain why it is important when describing a work of art, and cite some examples of painting or sculpture that emphasize this element.

DISCUSSION 3

Respond to the following in a minimum of 175 words:

 

Music and dance are similar because both are able to communicate ideas and emotions without the use of words. In the absence of a vocal part, musicians create sounds that evoke certain emotions. Composers and performers do this through different elements of music like melody, harmony, and rhythm.  Dancers can also communicate emotions, ideas, or even a story through their movements, and these movements are often tied to musical elements like rhythm.

Imagine that you are composing a ballet. Pick an emotion that you want to show the audience.

Describe how you would use certain elements of music to create the sounds of that emotion.

How would you choreograph the dancers to align with your musical ideas?