Strayer University Industrialization and the Rise of a Regulated Economy The United States went through dramatic economic change during and after the Civil

Strayer University Industrialization and the Rise of a Regulated Economy 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.

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:

The position you choose or something close to it—will be the thesis statement in your opening 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.
Explain why the opposing view is weak in comparison to yours.
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:

Source list for Assignment 2: 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. Each source below is shown in SWS form.

SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.

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

Taylor, F. W. 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 [THIS IS A FORMAT SAMPLE for doing Assignment 2 using our ecree platform. The usual
SWS form calls for double spacing and a title page (so did APA)—but when we use ecree (as in
this HIS105 class), we won’t use double-spacing or a title page. It will be important to write
good quality, distinct paragraphs and to organize the paper in the four-part structure called for by
the instructions. So, this “format sample” of Assignment 2 has no title page and is singlespaced—except between paragraphs and between source entries at the end. It still has in-text
citations (see third paragraph below) and it still has the sources list at the end—you do
need those. As required by the instructions, the sources used in this sample are from the
REQUIRED list on the instructions sheet. This sample does not really help you on content, but
this gives you guidance on each part of the paper—and illustrates the four-part set-up of the
paper and the sourcing. Regulations Helping our Economy is the sample title here—and I put
it with the first paragraph. (with another thesis, you might choose Regulations Hurting our
Economy). Feel free to word your title to fit your thesis. ]
Regulations Helping our Economy– PART ONE: INTRODUCTION WITH THESIS
Notice how this first line of the paragraph and the heading can go together in this ecree
approach to the paper. The PART ONE heading is optional, but probably useful for your own
clarity while writing and my clarity when I grade it. You have no worry here about indenting or
double-spacing; not needed or wanted for ecree. In terms of content, a format sample like this
does not provide that—this sheet just shows the form and organization—and samples of citing.
And I provide a few tips here. Keep in mind the paper mostly focuses on a long period—from
1865 to the 1930s; and you will eventually need specific examples from four different decades in
that period (and one example MUST be from the 1930s). But, in this first paragraph, you will
have an introduction to your paper and you will also include your thesis statement as the
last sentence of the paragraph. Perhaps you feel that overall the government interventions and
regulations of the era did prove beneficial to the overall economy and to common workers. Or,
perhaps you feel the government interventions of the era, whatever their intent, usually hurt the
overall economy and the common workers. In the late 1800s and early 1900s, most government
economic regulations were supported by the “Progressive” reform movements of the day—a
term you see much in chapter 19. But, by the 1930s (chapter 22), government economic
interventions are associated with a new label—Roosevelt’s New Deal, a wide-ranging program
attempting to address the problems of the Great Depression. As you explore the class text for
examples, chapters 16 through 22 may be reviewed. Keep in mind, you want FOUR
EXAMPLES from different decades—and one of them from the 1930s. How do you view these
things? Will your thesis statement be something like this?: 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.
Or, perhaps you will you take this position:
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.
PART TWO—FOUR EXAMPLES: The second and third paragraphs will cover your
four SPECIFIC examples supporting your thesis. Caution—don’t get bogged down in describing
long trends here, or events that don’t support your thesis. At times the government got involved
in stopping labor strikes (Schultz, 1, p. 324). At other times it guaranteed the right to form labor
unions (Schultz, 1, p. 425). Leonard (2) describes a progressive commission’s work in 19131916 that led many states to adopt legislation on “minimum-wage, maximum-hour, and working
conditions” (p. 128), and many debate the benefits of such mandates. Even as early as 1871, a
report like that by Whitaker (3) on unhealthy factory conditions might be used as a reason for
regulating the workplace. Government intervention with the 18th Amendment made illegal the
“manufacture, sale, or transportation of intoxicating liquors” (Schultz, 1, p. 402); we know thisby
the term “Prohibition”. Besides choosing an example, you also must determine whether or not
you feel such regulation was beneficial. Notice that in the lines above you have illustrations of
what SWS style in-text citations look like. In each case, you see the number matches the number
on the list at the end. For a book like Schultz, you should always include a page number as well.
EXAMPLES CONTINUED–In this part of the paper you really start developing the topic
and your position and evidence. It normally takes two paragraphs to cover your four examples,
but stay focused on the examples and don’t get sidetracked from supporting your thesis. Be
concise. By the way, you can make valid arguments for either thesis, and present an “A” paper in
doing so. The assignment requires you to use the Schultz textbook and at least two other
sources from the list on the instruction sheet (don’t use other sources not listed). Since
those sources are listed in SWS form and also have a convenient link with them, one can easily
copy/paste the ones you use for your sources list at the end. And, with the link, each source is
very easy to access.
PART THREE: OPPOSING VIEW This third section of the paper involves some critical
thinking on your part. How might a reasonable person disagree with you and give a different
position or counter-argument? Keep this in mind—they are opposing the THESIS you chose to
argue for in your paper. So, in effect, think of them as adopting the other thesis—the one you
did not choose. For example, perhaps you argued that government interventions and regulations
of business tended to be beneficial in this period. The opposing view would be that that
government interventions of that period tended to have negative effects. In this paragraph, then,
you would need to make the reasoned argument that they did have benefits (pointing to evidence
you gave) and to provide a very short critique of the opposing view. Debate—but don’t be
dismissive. Normally, this part is not so much doing more research or providing more examples.
Instead it is about suggesting what that different position might be, and then your own logical
rationale for favoring your own position instead. It is just critical thinking on your part.
PART 4: LEGACY and IMPACT TODAY (CONCLUSION)
This fourth and concluding paragraph of the paper does not normally involve researching
information. It does involve some reflection about the issues covered in your paper and ways
those issues perhaps are still around (maybe in a different form). In any profession that you are
currently in or to which you aspire, there are numerous government regulations. Are they good?
Are they burdensome paperwork for new businesses? Safety rules, tax and pay records, hiring
regulations and records, standards on hours and wages, etc. Social security withholding. As the
seeds of such things were born in the era studied in this paper, you should think of ways to
connect the modern situation to the history you have written about. Again, this fourth part is
normally a paragraph or so—lengthy treatment not needed here. This fourth part should
normally serve as the conclusion of the paper. Be sure your paper ends in some way that
wraps up succinctly. FOR SOURCES–Then, in ecree, click on the word “Conclusion” to add
new paragraph boxes below it that you can use for source entries—it works best if you can get
each source into its own paragraph box. As below, each source must be numbered and should be
in SWS style (as can be copied from the instruction sheet). Just do your best with ecree.
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Sources
1. Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
2. 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.as
px?direct=true&db=bth&AN=36656984&site=eds-live&scope=site
3. J. Whitaker. 1871. The Impact of the Factory on Worker Health. Retrieved
from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/i
mpact_factory.htm
[It is best if you can get each source into its own paragraph box. As below, each source must be
numbered and should be in SWS style (as can be copied from the instruction sheet). ]
[Tip, if you upload a Word file of your paper to ecree, have the Sources list very close to the end
of your last paragraph—like an inch or so below it. If you have a lot of space between the last
paragraph and the list, the upload not include the Sources list.]
[LAST PART—try this on last part, but don’t worry if you can’t get it just right. Your final essay paragraph
will ideally be in the box “Conclusion”. Once typed, then click on that word “Conclusion and it will
create a new box below with three dots. Keep clicking “Conclusion” until you have 4 or more “threedot” boxes—one for the heading Sources and one for each source entry on your list of sources. If you
cannot quite get this to work, don’t worry about it—just be sure you have a final paragraph (Part 4—
Conclusion—Legacy) followed by the list of sources. Even if those boxes seem mislabeled, I will figure it
out ok in the grading. Don’t get worried about that.]
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