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Outline for Week 8 (week of Weds 27 February 2008) Week #8 Readings: Henretta, pp. 574-596;

Outline for Week 8 (week of Weds 27 February 2008) Week #8 Readings: Henretta, pp. 574-596; Calloway, pp. 182-208; Critical Thinking Module “ Documenting Violence ” Preparations for Analysis Paper #2 due Next Monday, 3 March 2008

nichole-osborn
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Outline for Week 8 (week of Weds 27 February 2008) Week #8 Readings: Henretta, pp. 574-596;

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  1. Outline for Week 8 (week of Weds 27 February 2008) • Week #8 Readings: • Henretta, pp. 574-596; • Calloway, pp. 182-208; • Critical Thinking Module “Documenting Violence” • Preparations for Analysis Paper #2 • due Next Monday, 3 March 2008 • based on discussion themes, voices, and readings for weeks 6, 7, and 8 • Discussion Themes: • Why was Sitting Bull killed and what did his death and the Wounded Knee Massacre that same year represent to Americans? • What accounts for the wave of enthusiasm for lynching in the late 19th century and how did community organizers respond? • How did changes in women’s political culture influence strategies of reform in the late 19th century? • How did racial tensions influence strategies of political reformers in the late 19th century? • Voices: • Helen Potter, Tom Watson • Sitting Bull, Lone Man, Wovoka, Black Elk, Ida Wells

  2. Before Next Meeting (Monday) • Analysis Paper #2: due Monday, 3 March 2008 • Read and be prepared to discuss (by Feb 27): • Henretta, pp. 597-627 • Critical Thinking Module “Jane Addams and Hull House” • Marten, pp. 63-70, 76-112, 123-140, and 145-154 • Voices for Week 9: John Dewey, Evelyn Dewey, Cyrus McCormick, Chicago Child Welfare Exhibit, Tantine, Clifford Shaw, Jane Addams, E.N. Clopper, Ernest Crosby, Child Labor Bulletin, Lewis Hine, Edward Devine, Lilian Robinson Walter Kruesi, Felix Koch, William Graham Sumner • Week #9 Discussion Questions:;; • How did the Progressive movement relate to the Populist movement of the 1890s (comparisons & contrasts)? • How did the involvement of the urban middle class influence the priorities and effectiveness of urban “rescue” missions? • Who was considered worth “saving” in the progressive era, and by what means (what strategies of reform)? • How did the priorities and methods of “child savers” differ with the gender and race of the children they targeted for “rescue”?

  3. Analysis Paper #2 Question: • In the last third of the 19th century (1870-1900), industrial capitalism transformed rural and urban landscapes and traditions of work and leisure. With this in mind, discuss the ways in which experiences with violence influenced strategies of reform, and how those strategies varied with race, gender, and class. Consider, in your answer, how the ideology of individual self improvement related to group identities and strategies of resistance and reform during this period. Who was considered worth “saving”, and why? Provide specific examples and evidence to support your answer.

  4. Exclusion from the Commons: Political Disenfranchisement and the New South

  5. Harper’s Weekly depictions of lynching and the Klan, ca. 1870s

  6. Rural-Urban migration and the Horatio Alger Ideal, ca 1870s-1890s

  7. Urban Ideal? Child Labor: Chimney Sweeps and Breaker Boys (ca 1880s)

  8. The Cooperative Commons Ideal: Populist Party organizing, ca 1890s

  9. Populist Ideals: The Cooperative Commonwealth (“if I only had a heart…”)

  10. Immigrant Realities and rural vs urban ideals, ca 1890s-1910s

  11. Accessing the Commons: Who were the populists (compare RR access with areas of populist strength)?

  12. Election of 1876: The “Compromise of 1877” & “Redemption” campaigns

  13. Election of 1880

  14. Election of 1884

  15. Election of 1888

  16. Election of 1892

  17. Election of 1896: Democratic Party “Fusion” with the People’s Party

  18. Woman Suffrage (compare with areas of People’s Party Strength)

  19. Before Next Meeting (Monday) • Analysis Paper #2: due Monday, 3 March 2008 • Read and be prepared to discuss (by Feb 27): • Henretta, pp. 597-627 • Critical Thinking Module “Jane Addams and Hull House” • Marten, pp. 63-70, 76-112, 123-140, and 145-154 • Voices for Week 9: John Dewey, Evelyn Dewey, Cyrus McCormick, Chicago Child Welfare Exhibit, Tantine, Clifford Shaw, Jane Addams, E.N. Clopper, Ernest Crosby, Child Labor Bulletin, Lewis Hine, Edward Devine, Lilian Robinson Walter Kruesi, Felix Koch, William Graham Sumner • Week #9 Discussion Questions:;; • How did the Progressive movement relate to the Populist movement of the 1890s (comparisons & contrasts)? • How did the involvement of the urban middle class influence the priorities and effectiveness of urban “rescue” missions? • Who was considered worth “saving” in the progressive era, and by what means (what strategies of reform)? • How did the priorities and methods of “child savers” differ with the gender and race of the children they targeted for “rescue”?

  20. Reimagining the West in 19th century America

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