The Republican victory in 1896

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The Republican victory in 1896 gave heart to proponents of prosperity through foreign trade.   McKinley sought neither war nor colonies, but many in his party wanted both. Called “jingos,” they included Assistant Secretary of the Navy, Theodore Roosevelt; John Hay, the ambassador to London, and senators Albert Beveridge and Henry Cabot Lodge.  Britain, France, and Germany were seizing territory around the world, and jingos believed the United States needed to do the same for strategic, religious, and economic reasons.

In order to prepare for this discussion forum::

  • Review and identify the relevant sections of Chapter 21 that support your discussion.
  • Read the linked document, taken from an article by Senator Henry Cabot Lodge (R-MASS), in the 1895 issue of Forum magazine. What motives for imperialism are reflected in Lodge’s article?

After you have completed your readings post your response to only ONE of the following questions.

  1. Several reasons are proposed explaining why the United States decided to join the “Imperialist Club”.  Which argument was the strongest, and which argument was the weakest?  Explain your position.
  2. Is there any evidence to support Kristin Hoganosn’s argument regarding the role of gender and the Spanish-American War? (Suggestion:  students might want to review the previous chapter for a discussion on this topic).  Discuss if you agree or disagree with her argument.  Make sure to support your position.
  3. In your opinion, do Lodge’s arguments support the need for the United States to acquire an imperial empire?  Explain your position.

In order to earn the full 100 points (100%) for this assignment, you must:

  1. Directly and completely answer at least ONE question. Please make sure that you clearly indicate which question you have chosen to discuss. Clearly and accurately explain your answer based on factual information contained in the assigned readings. (80 points)
  2. Students must respond to at least one fellow student’s posting explaining the reason(s) for their agreement or disagreement, with the arguments that have been presented, in order to get full credit for the discussion. (20 points)
  3. When posting your response to a fellow student’s comment, please try whenever possible, to select the question that you did not address for your discussion.
  4. Make sure that all statements are supported with facts from the reading selections.

Reminder: Please make sure to comply with all Netiquette Guidelines listed in the Getting Started module.

Need help with Blackboard?

If you do, please watch the Blackboard Learn Creating a Discussion Post

Philosophy Paper

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Historical Development of Philosophy– PH221-NO-FA17

Final Assignment Due Date: 12/14/2017, 6PM

General Instructions:

• Your paper should be no longer than 4 double spaced pages (standard font and size).

• All sources and quotations must be properly referenced according to APA rules – 1 point will be taken off for each missing or improper referencing! A reference page can be added (over the 4-page limit), or you may place your references list at the bottom of the last page.

• Add a cover page (5th page) with your name, course information and the following Honor Code Statement:

I stipulate that I have worked on this Final Assignment independently and have neither received nor given assistance to any other students. I further agree not to share information related to this Final Assignment with any other students until the assignment is returned and that failure to comply will constitute cheating.  I understand that cheating on an assignment constitutes grounds for course failure and possible expulsion from the school.

( Specific instructions for online submission are detailed on the BlackBoard.

Final Assignment Instructions:

* The questions below pertain to Chapters 3, 4 & 7.

* Answer the questions fully and intelligently, while exhibiting fluency in the reading material and supplying examples when mentioned.

(1) According to John Hick the sorrows, tragedies, and disappointments of this world are necessary ingredients in “soul-making”.

(a) Explain Hick’s distinction between “soul-making” and “pleasure-making” views of worldly reality. (10 points)

(b) Do you agree with this way of thinking? Explain. (10 points)

[READING CRITICALLY, p. 377]

(2) Reflect in your mind and identify the contents that you are experiencing, as Hume would have described them: isolated and fleeting sounds images, tastes, smells, etc. Now reflect on the contents of your mind and identify the contents that you are experiencing, as Kant would describe them: an integrated world of objects, relationships, space, and time.

(a) Describe, concretely and in detail, a particular instance in your life in which your experience was very much as Hume describes it, and then how it changed into an experience that was more Kantian. (10 pints)

(b) Which analysis, Hume or Kant’s, seems a more accurate description of your experience? Why? (10 points)

[THINKING PHILOSOPHICALLY, p. 120]

(3) James returns to his initial epistemological foundation when he states, “The great point is that the possibilities are really here. Whether it be we who solve them or he working through us, at those soul-trying moments when fate’s scales seem to quiver, and good snatches the victory from evil or shrinks nevertheless from the fight, is of small account, so long as we admit that the issue is decided nowhere else than here and now.”

(a) Explain the significance of James grounding his conclusion on the “here and now.” (10 points)

(b) Do you agree with this analysis? Why or why not? (10 Points)

[READING CRITICALLY, p. 191]

(4) Sartre believes that many people (perhaps all people to some extant) seek to “escape” from their freedom and responsibility. One indication of such escape attempts is denying the experience of existential emotions such as anguish, abandonment, and despair.

(a) Have you ever experienced these emotions in the profound, existential sense that Sartre believes is part of the human condition? Give example/s and explain. (7 points)

(b) Do you think experiencing or not experiencing these emotions is a useful barometer for measuring your efforts to escape from your freedom? Explain. (6 points)

(c) What comfort do you think Sartre finds in this existential human condition? Explain in terms of your own personal life experience. (7 points)

[READING CRITICALLY, p. 201]

(5) Both Frye and Bartky discuss the way that individuals adopt gendered social norms such that they appear to be natural facts rather than social decisions

(a) What are some examples from your own life of tacitly accepted social norms? (10 points)

(b) Is it likely that rational reflection on some of these norms would lead you to act differently? Elaborate and give concrete example/s (10 points)

[READING CRITICALL, p. 205]

Good Luck!

Us Labor&Work Essay

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Class Topic: Artisan Republicanism and Industrialization.

 

 

 

1) Define “Artisan Republicanism”

 

 

 

 

 

 

 

 

 

2) How did industrial production threaten the Artisan Republican ideal? (Or: why did artisans and other workers feel uneasy about these changes?)

 

 

 

 

 

 

 

 

 

 

3) How did artisans and other workers respond to these new social conditions?

 

 

 

 

 

 

 

 

 

4) What does it mean to be an American in 2018? How is this similar, or different from what it meant in the mid-1800s?

HIS105 Dealing With Diversity In America From Reconstruction Through The 1920s

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Assignment 1:  Dealing with Diversity in America from Reconstruction through the 1920s
Due Week 3 and worth 120 points

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:

  1. The position you choose —or something close to it—will be the thesis statement in your opening paragraph.
  2. 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.
  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?

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.