...The era between 1895 and 1920 included a series of movements, each aiming in one way or another to renovate or restore american society, values, and institutions by imposing change from above and by exercising influence from below. The Populists and Progressive were one of them movements that occurred during the outbreaks of the workers union after the civil war. The populists began after the civil war.Whereas the progressive began in World War 1 eve. Populist party was found by farmers in order to protect their rights and powers of common people in their struggle against the privileged elite. Because of the fact that was found by people, they decided to call it Populism, which is derived from populus, the Latin word for “people”. They drew...
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...president, and founder of this party. James Madison and Thomas Jefferson were founders of the Democratic-Republican party. The ideology today for the Democratic party's ideology are liberalism, progressivism, centrism, and social liberalism. Liberalism is based off of liberty and freedom. Social Liberalism is similar to Liberalism, but addresses social issues. Progressivism is simply the idea to progress. Centrism is for supporting social equality. The president and the vice president, Barack Obama and Joe Biden, are Democratic. The current Senate Democratic Leader is Harry Reid, and the current House Leader is Nancy Pelosi. Last but not least is the Chair of Democratic National Committee, Debbie Wasserman. These people are all currently representing the Democratic...
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...Populism/Progress 3.5.3 Test (TS): Populism and Progressivism | Test | | | U.S. History since the Civil War Core (S2493642) | Name: ____________________ | | | Date: ____________ | | The Big Question: How did farmers, activists, workers and politicians face the problems of industrial America during the Populist and Progressive Eras? Section 1: Short-Answer Questions (30 points) Write multi-sentence responses for the prompts below. Be specific and give examples from the history we have learned. A. Use the grid below to compare the ideas of early black civil rights leaders for assisting African Americans during the Progressive Era. (10 points) W.E.B. Du Bois | - Increased political representation - Equal voting rights- Equal education opportunities | Booker T. Washington | * Former slave * Went to an African-American college called Tuskegee Institute * Wanted to end disfranchisement * Was supported by WEB Du Bois * Wanted African-Americans to focus on trying to be wealthy and skilled jobs | B. Farming was changing as the 20th century dawned. Write ONE paragraph about the challenges facing American farmers and include two of the following sub topics in your brief commentary. (10 points) * Railroad companies – The farmers saw the railroads as competition. It even caused some of them to go broke. Groups formed such as The Grange but it failed in the end. The railroad business was seen as a monopoly. There was also a deflation. * Panic...
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...is not constant, and is invariably altered by additional contributions, we might question how the future of cultural Europe should be. As the Middle East is not the most stable part of our globe, the refugees we are accepting or declining now will not be the last. As Europe becomes more and more culturally diverse, we must have a strategy to how we should handle similar situations. Currently, the inevitable waves of migrants have led to the rise of far-right populism, seeking an end to Muslim immigration – both because of terrorism and the “supremacy of clean, European, Christian culture”. Other politicians believe in free immigration, or less radical ideas such as “accepting enough” refugees, ensuring the voters that thorough background checks and an international unit of security will protect Europe from future terrorist attacks. These are two different strategies ¬– populism and progressivism. The former strategy is based on fear and hatred, and by contrast, the latter is based on hope and optimism. Furthermore, populism seeks a bland, common culture, while the progressives are fond of a more diverse society. To find out which group you belong to, you simply have to answer one question: would you rather eat a Granny Smith apple or feast on a diverse plate of fruits from all around the world? Although this is a huge simplification, and it would be quite grotesque to eat humans like fruit, there is also a dose of truth in it. Populists like Geert Wilders and Marine le Pen would...
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...Tradition? Allison D. Murdach Social work authors in the 1950s claimed progressivism as a unique social work "tradition" and set of values, and this historical interpretation has influenced many versions ofsocial work history since that time.Today, other voices in the profession claim various divergent traditions for social work and note that the progressive tradition has waned in the profession. Given these uncertainties, the question of whether social work has or still possesses a progressive tradition is once again revisited, and the current relationship between social work and progressivism is evaluated. KEY WORDS: professional identity;progressivism; social work practice; social work traditions; social work values T he field ofsocial work has long been identified with a focus on poverty, tbe welfare of children and families, unemployment, discrimination, and social justice. Tbese areas are also among the constant concerns of progressivism, a political movement stemming from the early 20th century that, at various times, has dominated tbe political process in tbe United States during the past 100 years. Given the similarity ofthe concerns of social work and progressivism, it has been argued that because social work from its earliest days adopted a "tradition" of humanitarian social reform—called the "American tradition" by Cohen (1958)—tbe profession has essentially become identical with progressivism in all major respects. Furthermore, it has been asserted tbat tbis orientation...
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...3.5 Politics and Reform Segment 5 highlights how legislative issues blocked change endeavors and how African Americans confronted expanding separation amid the late 1800s. The two-party framework created a stalemate in Washington in the late 1800s. The administration experienced issues tending to national issues because of the about even appropriation of force in the middle of Republicans and Democrats. At the point when Republicans won control of both places of Congress and the White House in 1888, they pushed through new financial changes. These changes, in any case, changed the financial backing surplus into a financial plan deficiency. Troubled with the two-party framework and their financial viewpoint, numerous ranchers swung to populism. Ranchers sorted out into the Grange, the Greenback Party, and the Farmers' Alliance. The primary goal of the gathering was to extend the forces of the government to ensure ranchers. In spite of the fact that the Populists never won a presidential race, they motivated changes that were later received by different gatherings. Taking after the Civil War, isolation became possibly the most important factor, and African Americans were confronted with narrow mindedness, roughness, and financial hardship. Empowered by the Supreme Court's choice to upset the Civil Rights Act of 1875, Southern States passed a progression of laws that fortified isolation. Another Supreme Court decision supported "separate yet rise to" offices for African Americans...
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...Syllabus College of Humanities HIS/125 U.S. History 1865 to 1945 Professor Jewell gjjewell@email.phoenix.edu 843-863-0102 Copyright © 2012, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events affecting U.S. history from the Civil War through World War II. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, volume 2 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Reconstruction and the New South Details Objectives 1.1 Evaluate the outcomes of Reconstruction. 1.2 Summarize the economic, political, and social characteristics of the New South. 1.3 Explain the populist response to late 19th-century developments. Read the course description and objectives. Read the instructor’s biography and post your own. Read Ch. 16 of HIST2, Volume 2. Read pp. 318–325 in Ch. 19 of HIST2...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 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 . . . . . . . . . . . . . ....
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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