...Ch. 16 Study Questions - America’s Gilded Age: 1870-1890 1. The American economy thrived because of federal involvement, not the lack of it. How did the federal government actively promote industrial and agricultural development in this period? BE SPECIFIC. The federal government actively promoted industrial and agricultural development. It enacted high tariffs that protected American industry from foreign competition, granted land to railroad companies to encourage construction, and used the army to remove Indians form western land desired by farmers and mining companies. 2. Why were railroads so important to America’s second industrial revolution? What events demonstrate their influence on society, politics, and the economy? Spurred by private investment and massive grants of land and money by federal, state, and local governments, the number of miles of railroad track in the US tripped between 1860 and 1880 and tripled again by 1920, opening vast new areas to commercial farming and creating truly national market for manufactured goods. The growing population formed an ever-expanding market for the mass production, mass distribution, and mass marketing of goods, essential elements of a modern industrial economy. The railroads created 5 transcontinental lines and 4 times zones throughout the nation. 3. Why did organized efforts of farmers, workers, and local reformers largely fail to achieve substantive change in the Gilded Age? In order to achieve substantive...
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...Irvin Whiteman ““A man always has two reasons for doing anything: a good reason and the real reason.” – J.P. Morgan J.. Morgan Attention To The Detail Contents Origin 1 EARLY YEARS AND FAMILY 2 Forcasting 2 political parties 3 buying property 4 Cash Consolidation 5 Origin JP Morgan is one of the most powerful bankers of his time. J.P. (John Pierpont) Morgan, who died in 1913. He financed railroads and helped organize U.S. Steel, General Electric and other major corporations during his time. He did alot and hadrto go threw a lot as well. The Connecticut native followed his wealthy father into the banking business in the late 1850s, and in 1871 formed a partnership with Philadelphia banker Anthony Drexel. His family was already established. He just added his way of doing thing when his time came along. In 1895, the firm was reorganized as J.P. Morgan & Company. Morgan used his powerful influence to help level out American financial markets during several economic crises. However, he faced criticism that he had too much power and was accused of manipulating the nation’s financial system for his own gain. I am not sure what he had to gain from doing so. He was already established and famous. Morgan spent a large portion of his wealth amassing a vast art collection. I see it as having a hobby that can generate a great profit the older it gets. EARLY YEARS AND FAMILY John Pierpont Morgan was born into a well known family from New England on April...
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...this fair? No but the way they justified their thinking was the Indians had a different way of life and it didn’t fit the mold of the U.S. They thought the Indians were uneducated, unclean, savages who didn’t know how to make the most of the modern civilization. The rest of the unknown territory needed railroads, manufacturing, and agricultural growth. They also thought the Indians would be better off with their own kind and in a place of their own, meaning further west. But the Indians were educated people. They could read and write, some spoke three languages and they were the original expansionists. They helped tame the west and shape it way before the settlers. They were already “farmers and entrepreneurs”(Edmunds). Also, the Indians didn’t believe anyone owned the land, it was for everyone to share. So this land that was founded on the rights of others (U.S.), decided to take their land (the Indians) and basically told them you don’t belong here. This land is ours now. But the U.S. was a democracy and this was their destiny, to bring their knowledge and “technology” (Edmunds) to the untamed west. After all, they were just doing what all the other countries were doing, growing, prospering and bringing this land into the 19th century. I think the displacement of the Indians has always been a black spot on the white shirt of American history. The early...
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...inhabited some fifteen to twenty thousand years prior. The glaciers were reduced because of global warming and this gave the nomadic hunters access to the core of the North American continent. Amazingly, this contributed to their food supply abundantly and this produced a swift population growth. More changes became evident in the environment which included a new food source such as fish, nuts and berries. These Native Americans, known as Paleo-Indians, adjusted and propelled forward. Because they were exposed to a new food source they discovered how to cultivate certain plants. At this stage, the Agriculture Revolution was born and this significantly altered the Native American culture. With a more stable food source these Indians became docile and established. This also helped in establishing stable villages and eventually led to some type of government which included elders and leaders. The Eastern Woodland Cultures did not practice agriculture first and foremost but supplemented their food chain with hunting and fishing. They had settled in the northern region along the Atlantic coast. The Algonquian-speaking Natives resided from North Carolina to Main and spoke many different dialects depending on the region they were associated with. Furthermore, most Native American hierarchy was established in their culture through kinship. Surprisingly, many of the Native Americans were not hostile and in many instances, their differences were settled in a civilized...
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...also, surf the internet to help you find relevant outside information. QUESTION FOR ANALYSIS: In the period from 1815 to 1858, two giant forces—nationalism and sectionalism--ostensibly in opposition to each other—prevailed simultaneously in the first half of 19th century America. Describe these two forces and discuss the geographic, political, constitutional, economic, and diplomatic contrasts of both forces. PROMPT: Formulate a thesis statement Use documents as well as your own outside knowledge of the period. Deal evenly with all aspects of the questions Be sure to cover the time period given • Assess the validity of the documents • Draw effective and specific conclusions whenever possible TEXTBOOK RECOMMENDATIONS Gillon & Matson The American Experiment Boydston & McGerr Making A Nation Murrin, et.al Liberty, Equality, Power Norton, et.al. A People & A Nation Brinkley American History Bailey & Kennedy The American Pageant Boyer, et.al. Enduring Visions Davidson, et.al. Nation of Nations Cherny & Berkin The Making of a Nation Henretta, et.al. America’s History Document A Election of Andrew Jackson 1828, map. John D. Hicks. The Federal Union. p.366 Document B...
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...Mississippi ratifies 13th amendment abolishing slavery ... 147 years late Academics prompt ratification after noticing that 1995 move to accept amendment detailed in Lincoln had not been completed * Share77 * * * 1 * inShare0 * ------------------------------------------------- Email Daniel Day-Lewis in Lincoln. Photograph: David James/AP Mississippi has officially ratified the 13th amendment to the US constitution, which abolishes slavery and which was officially noted in the constitution on 6 December 1865. All 50 states have now ratified the amendment. 1. ------------------------------------------------- Lincoln 2. Production year: 2012 3. Countries: India, Rest of the world, USA 4. Cert (UK): 12A 5. Runtime: 150 mins 6. Directors: Steven Spielberg 7. Cast: Daniel Day-Lewis, David Strathairn, Hal Holbrook, James Spader, John Hawkes, Joseph Gordon-Levitt, Lee Pace, Sally Field, Tommy Lee Jones 8. More on this film Mississippi's tardiness has been put down to an oversight that was only corrected after two academics embarked on research prompted by watching Lincoln, Steven Spielberg's Oscar-nominated film about president Abraham Lincoln's efforts to secure the amendment. Dr Ranjan Batra, a professor in the department of neurobiology and anatomical sciences at the University of Mississippi Medical Center, saw Spielberg's film and wondered about the implementation of the 13th amendment after the Civil War. He discussed...
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...New Nationalism and Teddy Roosevelt: The new ideals of federal intervention, social justice and economic welfare for the Nation. Abstract In 1901 when President McKinley was assassinated, Roosevelt confronted sentiment, especially from the older members of the Republican Party, that he was not the right person to lead the country, often referring to him as “His Accidency.” Roosevelt was interested in quickly changing the mood of the country and establishing his legitimacy to his new position. He did so by introducing a “New Nationalist” form of Progressivism. When Roosevelt was sworn in, the Progressive Party had already been developing and growing since the end of the 19th century. It advocated for reforms and the lead of the government in changing society’s problems in response to socio-economic and political imbalances. Such thinking was a radical change in the country’s mindset, with earlier efforts supporting private efforts to solve the nation’s ills. The Progressive party had a broad platform, but the overall goal was for government to implement and lead efforts to alter societal inequalities. The Progressives called for eliminating corruption in the federal government as well as supporting a social welfare program, the women’s vote, penal system reform, and prohibition. Although the issue of civil rights for African-Americans was of concern of some members, this issue was not formally included in any of the Progressive party’s literature. With the support of...
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...Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Transforming a Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Monuments and Memorials . . . . . . . . . . . . . . . . . . . . . . . . 161 Turmoil and Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229 21st Century Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293 Bibliography . . . . . . . ....
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...Federalist: The Federalists were originally those forces in favor of the ratification of the Constitution. A desire to establish a strong central government. Federalists felt strongly that the inability of the United States, operating under the Articles of Confederation, to implement protective tariffs had led to the uncontrolled flood of manufactured items that were depressing the new nation's economy. They pointed out that the European powers were not likely to negotiate thirteen separate commercial treaties, and that Britain was well served by letting the situation fester. The term "Federalist" was later applied to the emerging political faction headed by Alexander Hamilton in George Washington's administration. Revolution of 1800: Some observers have regarded Jefferson's election in 1800 as revolutionary. This may be true in a restrained sense of the word, since the change from Federalist leadership to Republican was entirely legal and bloodless. Nevertheless, the changes were profound. The Federalists lost control of both the presidency and the Congress. By 1800, the American people were ready for a change. Under Washington and Adams, the Federalists had established a strong government. They sometimes failed, however, to honor the principle that the American government must be responsive to the will of the people. They had followed policies that alienated large groups. For example, in 1798 they enacted a tax on houses, land and slaves, affecting every property owner in...
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...The Ambiguity of Weeping. Baroque and Mannerist Discourses in Haynes’ Far from Heaven and Sirk’s All That Heaven Allows. Jack Post Abstract Although Douglas Sirk’ All That Heaven Allows (1954) and Todd Haynes’ Far from Heaven (2002) are both characterized as melodramas, they address their spectators differently. The divergent (emotional) reactions towards both films are the effect of different rhetorical strategies: the first can be seen a typical example of baroque discourse and the latter as a specimen of mannerist discourse. The reference to the terms melodrama, mannerism and baroque does not imply that these films are just formal repetitions of historical periods or that they thematically and structurally refer to historical styles, but that they are characterized by opposing discursive strategies which came to the foreground in a specific historical time and constellation. Because these discursive strategies return in other historical periods and socialpolitical circumstances in different guises and with different aims, they can be compared to what Aby Warburg calls Pathosformeln (pathos formula). The expressive forms, gestures and discursive modes of melodrama, baroque and mannerism can thus be understood as transhistorical (gestural) languages of pathos that recur in history. Résumé Bien que All that heaven allows (1954) par Douglas Sirk et Far from heaven (2002) par Todd Haynes se caractérisent nettement comme un mélodrame, les deux films adressent...
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...Department of State by Christopher Conte, a former editor and reporter for the Wall Street Journal, with Albert R. Karr, a former Wall Street Journal reporter. It updates several previous editions that had been issued by the U.S. Information Agency beginning in 1981. How the U.S. Economy Works The U.S. Economy: A Brief History Small Business and the Corporation Stocks, Commodities, and Markets The Role of the Government in the Economy Monetary and Fiscal Policy American Agriculture: Its Changing Significance (Posted February 2001) Labor in America: The Worker's Role Other Language Versions: Foreign Trade and Global Economic Policies Afterword: Beyond Economics Glossary Executive Editor: George Clack | Editor: Kathleen E. Hug | Art Director: Barbara Long Illustrations: Lisa Manning | Internet Editor: Barbara Long This site is produced and maintained by the U.S. Department of State's Bureau of International Information Programs. Links to other internet sites should not be construed as an endorsement of the views contained therein. Home | About USINFO | Site Index | Webmaster | Privacy Topics | Regions | Resource Tools | Products | | Continuity and Change How the U.S. Economy Works The U.S. Economy: A Brief History Small Business and the Corporation Stocks, Commodities, and Markets The Role of the Government in the Economy Monetary and Fiscal Policy American Agriculture: Its Changing Significance Labor in America: ...
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...Hide WLE Austria Logo (no text).svgWiki Loves Africa: share African cultural fashion and adornment pictures with the world! This is a good article. Click here for more information. Page semi-protected Tiger From Wikipedia, the free encyclopedia "Tigress" redirects here. For other uses, see Tiger (disambiguation) and Tigress (disambiguation). Tiger Temporal range: early Pleistocene–Recent PreЄЄOSDCPTJKPgN ↓ Tigress at Jim Corbett National Park.jpg A Bengal tiger (P. tigris tigris) Conservation status Endangered (IUCN 3.1)[1] Scientific classification Kingdom: Animalia Phylum: Chordata Subphylum: Vertebrata Class: Mammalia Order: Carnivora Family: Felidae Genus: Panthera Species: P. tigris Binomial name Panthera tigris (Linnaeus, 1758) Subspecies P. t. tigris P. t. corbetti P. t. jacksoni P. t. sumatrae P. t. altaica P. t. amoyensis †P. t. virgata †P. t. balica †P. t. sondaica †P. t. acutidens †P. t. trinilensis Tiger map.jpg Tiger's historic range in about 1850 (pale yellow) and in 2006 (in green).[2] Synonyms Felis tigris Linnaeus, 1758[3] Tigris striatus Severtzov, 1858 Tigris regalis Gray, 1867 The tiger (Panthera tigris) is the largest cat species, reaching a total body length of up to 3.38 m (11.1 ft) over curves and exceptionally weighing up to 388.7 kg (857 lb) in the wild. Its most recognisable feature is a pattern of dark vertical stripes on reddish-orange fur with a lighter underside. The species is classified in the genus...
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...state of Hawaii is an archipelago in the mid-Pacific. The country also has five populated and nine unpopulated territories in the Pacific and the Caribbean. At 3.79 million square miles (9.83 million km2) in total and with around 316 million people, the United States is the fourth-largest country by total area and third largest by population. It is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries.[12] The geography and climate of the United States is also extremely diverse, and it is home to a wide variety of wildlife. Paleo-indians migrated from Asia to what is now the US mainland around 15,000 years ago,[13] with European colonization beginning in the 16th century. The United States emerged from 13 British colonies located along the Atlantic seaboard. Disputes between Great Britain and these colonies led to the American Revolution. On July 4, 1776, delegates from the 13 colonies unanimously issued the Declaration of Independence. The ensuing war ended in 1783 with the recognition of independence of the United States from the Kingdom of Great Britain, and was the first successful war of independence against a European colonial empire.[14][15] The current Constitution was adopted on September 17, 1787. The first 10 amendments, collectively named the Bill of Rights, were ratified in 1791 and guarantee many fundamental civil rights and...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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