ASH HIS 204 W EEK 1 DQ 2 T HE I NDUSTRIAL R EVOLUTION NEW C HECK THIS A+ TUTORIAL GUIDELINE AT HTTP :// WWW. ASSIGNMENTCLOUD. COM / HIS ASH - NEW / HIS WEEK -1- DQ -2- THE - INDUSTRIAL - REVOLUTION F OR MORE CLASSES VISIT HTTP :// WWW. ASSIGNMENTCLOUD. COM T OO MUCH CORPORATE INFLUENCE IN POLITICS ; THE SPECTER OF SOCIALIST POLICIES UNDERMINING CAPITALISM AND INDIVIDUAL FREEDOMS ; A MIDDLE CLASS IN APPARENT DECLINE ; WAVES OF IMMIGRATION WHICH THREATENED TO ALTER THE CHARACTER OF A MERICAN SOCIETY ; NEW TECHNOLOGIES WHICH INTRODUCED NEW SOCIAL PROBLEMS AS WELL AS OFFERING NEW OPPORTUNITIES ; AND A GENERAL SENSE THAT THE COMMON PEOPLE HAD LOST CONTROL OF THEIR GOVERNMENT : T O A SOMETIMES SURPRISING DEGREE, THE ISSUES WHICH TROUBLED A MERICANS IN THE LAST QUARTER OF THE NINETEENTH CENTURY RESEMBLED OUR OWN. T HE 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 — TRANFORMATIVE, DISRUPTIVE, UNPRECEDENTED, AND DIVISIVE — AN EVENT SUCH AS THE I NDUSTRIAL R EVOLUTION WAS FOR THE PEOPLE WHO LIVED THROUGH IT. HTTP :// WWW. ASSIGNMENTCLOUD. COM / HIS ASH - NEW / HIS WEEK -1- DQ -2- THE - INDUSTRIAL - REVOLUTION HTTP :// WWW. ASSIGNMENTCLOUD. COM

T O BETTER UNDERSTAND THIS TURBULENT PERIOD, REVIEW THE MAJOR ECONOMIC AND SOCIAL CHANGES OF THE LAST QUARTER OF THE NINETEENTH CENTURY. I LLUSTRATE THE REVOLUTIONARY CHARACTER OF THIS PERIOD BY DESCRIBING THE RISE OF B IG B USINESS AND IDENTIFYING THE PARTICULAR FORMS NEW CORPORATIONS ASSUMED. I DENTIFY THE SOCIAL PROBLEMS AND OPPORTUNITIES WHICH ECONOMIC CHANGES CREATED IN THE CITIES, THE N EW S OUTH, THE FARMLANDS, AND THE W EST. E XPLAIN THE ROLE OF STATE AND FEDERAL GOVERNMENTS IN THESE DEVELOPMENTS. I N YOUR RESPONSE, EXPLAIN HOW SOCIOECONOMIC CHANGES AFFECTED THE FOLLOWING GROUPS, AND HOW THOSE GROUPS RESPONDED TO THESE CHANGES : A. N ATIVE A MERICANS B. I MMIGRANTS C. F ARMERS S UMMARIZE YOUR RESPONSES TO THE PROMPTS ABOVE BY RESPONDING TO THE FOLLOWING QUESTIONS : A. W HAT WERE THE MOST REVOLUTIONARY SOCIAL AND ECONOMIC DEVELOPMENTS OF THE LAST QUARTER OF THE NINETEENTH CENTURY ? B. H OW DID DIFFERENT GROUPS OF A MERICANS RESPOND TO THOSE CHANGES AND HOW EFFECTIVE WERE THEIR RESPONSES ? C. W HAT ROLE DID GOVERNMENT PLAY IN THESE DEVELOPMENTS ? W HEN COMPOSING YOUR INITIAL POST AND YOUR RESPONSES TO YOUR CLASSMATES, DRAW FROM THE MATERIAL IN AT LEAST THREE OF THE FOLLOWING PRIMARY SOURCES : A. C ROSS OF GOLD SPEECH B. W EALTH C. C HIEF J OSEPH SPEAKS : S ELECTED STATEMENTS AND SPEECHES BY THE N EZ P ERCÉ CHIEF D. O UR IMMIGRANTS AT E LLIS I SLAND E. L ETTER ON LABOR IN INDUSTRIAL SOCIETY TO J UDGE P ETER G ROSSCUP F. P OPULIST P ARTY PLATFORM G. W HAT ’ S THE MATTER WITH K ANSAS ?

A LSO DRAW FROM THE MATERIAL IN ONE OF THE FOLLOWING VIDEOS : A. T HE A MERICAN INDUSTRIAL REVOLUTION B. I NDUSTRIAL N EW Y ORK Y OUR INITIAL POST SHOULD BE NO FEWER THAN 200 WORDS IN LENGTH, WHICH DOES NOT INCLUDE WORKS CITED OR THE QUESTIONS BEING ANSWERED. I T SHOULD ADDRESS ALL OF THE COMPONENTS OF THE QUESTION IN A WAY THAT DEMONSTRATES INDEPENDENT, CRITICAL THOUGHT AND COMMAND OF THE REQUIRED MATERIAL. I T 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. I N 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. W HEN RESPONDING TO CLASSMATES, YOU SHOULD REFER TO THE MATERIAL FROM ONE OF THE SOURCES WHICH YOU DID NOT REFERENCE IN YOUR INITIAL POST. I DENTIFY IMPORTANT POINTS WHICH THEY MAY HAVE MISSED WHICH EITHER SUPPORT OR CHALLENGE THEIR INTERPRETATION. E XPLAIN HOW THEIR VIEWS HAVE MADE YOU RETHINK YOUR OWN CONCLUSIONS OR OFFER PERSPECTIVES WHICH MIGHT HELP THEM REGARD THE TOPIC IN A DIFFERENT WAY. F EEL FREE TO ASK PROBING QUESTIONS OF YOUR CLASSMATES, BUT, IF YOU DO, OFFER YOUR OWN INTERPRETATION. T HAT IS, DON ’ T JUST RESPOND, “W HAT DO YOU THINK OF X, Y, AND Z?” I NSTEAD, RESPOND, “W HAT DO YOU THINK OF X? I THINK W BECAUSE OF V, U, AND T. O N THE OTHER HAND SOME MIGHT POINT TO S AND R.” I N 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.