Assignment 2: Industrialization and the Rise of a Regulated Economy For History 105: Dr. Stansbury’s classes (7 pages here)Due Week 6 and worth 120 points. The formal deadline is on Monday morning

Assignment 2: Industrialization and the Rise of a Regulated Economy 

For History 105: Dr. Stansbury’s classes (7 pages here)

Due Week 6 and worth 120 points. The formal deadline is on Monday morning at 9am Eastern Time; this is the next day after Week 6 ends. Watch announcements, emails, and postings for exact dates and any holiday notes that sometimes arise.

[NOTE ON ECREE: As you know from our first paper, the university is adopting a tool, called ecree for doing writing assignments in many classes. We are using the ecree program for doing our papers in this class. Instructions on this tool have been posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted: “Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]

BACKGROUND FOR THE PAPER: 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. Government might intervene on the side of business owners for a variety of reasons. Or it might intervene on the side of workers. Or it might intervene for more general reasons. 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 the end of the 1930s. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.

Topic and Thesis Statement—choose one of the following as your Thesis Statement: 

THESIS STATEMENT 1. 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. 

THESIS STATEMENT 2. 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. 

· Plan to make that thesis statement the last sentence in your introductory paragraph. The general subject is government economic interventions and regulations in that period of history. You may moderate the wording slightly to fit more precisely the position you wish to take. This is NOT a simple statement of a topic; it is a statement of a position you are taking about that topic. p.s.—Valid arguments and “A” papers can be made with either thesis. So, you choose the one you think is the stronger 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 with this FOUR-PART organization (see FORMAT SAMPLE PAPER also):  

1. Part       One—one paragraph. INTRODUCTION AND THESIS STATEMENT. The position you choose will be       the thesis statement in your opening paragraph; make it the last sentence       of the paragraph.
2. Part       Two—two paragraphs normally. FOUR EXAMPLES. To support your thesis, use four       specific examples from different       decades between 1865 and 1940. However, one of your four examples       must be from the 1930s. The examples should be specific and clearly       support your thesis. These should       be examples of actual government intervention (not just the hope for       it). In these paragraphs one       generally must have in-text citations to support your specific examples       and to show where the information was found. Spread out the examples—different       decades. Make the examples       SPECIFIC. The FORMAT SAMPLE paper       can also help on this part. 
3. Part Three—one paragraph normally. DEALING WITH THE       OPPOSING VIEW. Identify the opposing view and explain why the opposing       view is weak in comparison to yours. No       new research needed; just one paragraph of critical thinking suggesting       why your thesis/position is stronger than a different view. Approach it this way: You adopted a thesis statement. The       opposing view is the thesis statement you did NOT adopt. You might start       this paragraph by saying “Some may disagree with my thesis and argue       that ------- .” THEN—you spend 3 or 4 sentences giving       a reasoned argument why your thesis is stronger than the opposing view. 
4. Part       Four—one paragraph: LEGACY TODAY AND CONCLUSION: Consider your life and work today in       relation to issues of government involvement and regulation of business       and the economy. Also consider       your major. Many of these types of government economic programs, laws,       and regulations from this period became a normative part of our economic       structure. In what way does the history you have shown shape or impact       issues in your workplace or desired profession? This will work as the       conclusion paragraph. Be succinct.       Keep your thesis in mind. The       FORMAT SAMPLE paper has good suggestions for this part also.

After the fourth part concluding the paper, be sure you have the numbered list of sources at the end. 

Length: The paper should be 500-to-750 words in length. This word-count does not include any title page or sources list. 

Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources must be drawn from the list provided below. This is guided research, not Googling. 

Source list for Assignment 2:  Most primary sources listed below can be accessed via direct link on the list. For others on the list, they are accessible through the permalink at the end of the source entry. Those sources (listed below) have libdatab.strayer.edu as part of the URL—this is the permalink to that source in our university’s online library. (The link takes you to the library log-in; you then log in, and then the source appears for you right away). Each source below is shown in SWS form, so if you use it, you may easily copy the entire entry onto your paper’s sources list. (On a paper, never list an item as URL only.)

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:

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. 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 

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

L. Steffens. 1904. The Shame of the Cities. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/steffens.html 

F. W. Taylor. 1911. The Principles of Scientific Management.     http://college.cengage.com/history/wadsworth_9781133309888/courseware/ps/taylor.html 

S. Vaheesan. Jan-Mar, 2019. The Progressives’ Secret Weapon. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=133679932&site=eds-live&scope=site 

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

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Your assignment must follow these formatting requirements below. However, when using the ecree tool, some of the layout issues below can be ignored—thus some words are crossed out below:

• This course requires use of new Strayer Writing Standards (SWS). The format is different than some other Strayer      University courses. Please take a moment to review the SWS documentation      for details.
• Be typed, double spaced between lines [single-spaced for ecree], using Times New Roman font (size 12), with      one-inch margins on all sides; [font      flexibility and margin flexibility with ecree.]; 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 [Title page and name info not needed      for ecree. You might make up a      title—put it right at start of first paragraph—as part of first      paragraph.] The Sources page is not included in the required assignment length.

The specific course learning outcomes associated with this assignment are:

• Specify ways that women and minorities have responded      to challenges and made contributions to American culture.
• Examine how changes in social and economic conditions      and technology can cause corresponding changes in the attitudes of the      people and policies of the government.
• Summarize and discuss the ways that formal policies of      government have influenced the direction of historical and social      development in the United States.
• Recognize the major turning points in American history      since the Civil War.
• Use technology and information resources to research      issues in contemporary U.S. history.
• Write clearly and concisely about contemporary U.S.      history using proper writing mechanics.

[Grading Rubric Below ]

GRADING RUBRIC for Assignment 2: Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. When using the ecree tool, some layout issues like double-spacing can be ignored.

 Points: 120

Assignment   2: Industrialization and the Rise of the Modern State: The Creation of a   Regulated Economy

Criteria

Exemplary 100% A

Proficient 85% B

Fair 75% C

Meets   Minimum Expectations 65% D

Unacceptable 0% F

1. Clearly introduce your paper   with your thesis. Weight: 10%

Thoroughly and clearly introduced   your paper with your thesis statement chosen from the list provided.

Satisfactorily introduced your   paper with your thesis statement; chosen from the list provided.

Partially introduced your paper   with your thesis statement.

Insufficiently introduced your   paper with your thesis statement.

Poor or no introduction. No thesis   statement used from those provided.

2. Discuss four specific examples   from different decades (between 1865 and 1940) to support your thesis. One   (1) example must be from the 1930s. Be persuasive and coherent with sound   reasoning; have examples based on solid research.   Weight: 30%

Thoroughly and coherently   discussed four   clear examples from the proper time frame. The discussion is persuasive and   with sound reasoning and good support.

Satisfactorily discussed four   clear examples from the proper time frame. Examples are based on good   research and are relevant to the thesis.

Partially discussed four examples   from the proper time frame. The examples might not be as relevant or as well   researched as they should be.

Insufficiently discussed four   examples from the right time frame. The examples might not all have clear   relevance to the thesis or strong support from research and reason.

Did not submit or incompletely   discussed four examples from the correct time period. The examples covered   are not supported by research and reason.

3. Explain clearly and   persuasively why the opposing view to yours would be in error or would be a   weaker view.   Weight: 20%

Thoroughly and clearly explained   why the opposing view to yours would be in error or would be the weaker view.   Used persuasive reasoning or clear examples.

Satisfactorily explained why the   opposing view to yours would be in error or would be the weaker view.

Partially explained why the   opposing view to yours would be in error or would be the weaker view. The   reasoning or examples might be flawed.

Insufficiently explained why the   opposing view to yours would be in error or would be the weaker view. The   reasoning or examples might be flawed.

Did not submit or incompletely   explained why the opposing view to yours would be in error or would be a   weaker view.

4. Discuss effectively the ways   that the history you have covered shapes or impacts issues in your workplace   or desired profession. Weight: 20%

Thoroughly and effectively   discussed how the history you have covered shapes or impacts issues in your   workplace or desired profession.

Satisfactorily discussed how the   history you have covered shapes or impacts issues in your workplace or   desired profession.

Partially discussed how the   history you have covered shapes or impacts issues in your workplace or desired   profession

Insufficiently discussed how the   history you have covered shapes or impacts issues in your workplace or   desired profession.

Did not submit or incompletely   discussed how the history you have covered shapes or impacts issues in your   workplace or desired profession.

5. Used the MINIMUM of three   references, drawing from the list provided. The class text is one of the   sources used. References are listed at the end and matching in-text citations   are used.   Weight: 10%

Meets at least the minimum number   of required references; all references high quality choices. Sources are   listed at the end and also cited in the body of the paper. Solid research is   evident.

Meets minimum number of required   references; most references come from the list provided.

Does not meet the required number   of references; some references poor quality choices or not from the list   provided.

Does not meet the required number   of references; Insufficient on the reference list or in-text citations.

No references provided

6. Writing and   Presentation:      Used good grammar. Presentation shows clarity, reason, and critical thinking   with proper writing mechanics. SWS format is used for reference entries,   in-text citations, paper layout, and organization. Instructions   followed.   Weight: 10%

0–2 errors.

3–4 errors.

5–6 errors.

7–8 errors.

More than 8 errors present.