Read/review the following resources for this activity:
Textbook: Chapter 18, 21, 22
Minimum of 3 scholarly sources (in addition to the textbook). The sources associated with each topic selection below can be used as part of the 3 scholarly sources.
Optional Resources to Explore
Feel free to review the library guide for <a href=”https://www.homeworkgain.com/downloads/global-management-rememberalso-scholarly-sources-are-best-and-apa-format-for-sources-please/”>scholarly sources</a> and videos at the following link:
Link (website): History Library Guide (Links to an external site.)
The purposes of each case study assignment include the following:
To hone your abilities to research using scholarly sources
To advance<a href=”https://www.homeworkgain.com/downloads/global-management-rememberalso-scholarly-sources-are-best-and-apa-format-for-sources-please/”> critical thinking</a> and writing skills
To compile a response to the prompts provided
To explore a historical topic and make connections to change over time
Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.
Option 1: Big Business (Monopolies) and Exploitation of Workers
View the following resource:
Link (video): The Progressive Era (Links to an external site.) (27:30)
Browse and read one (1) of the following:
Link (library article): The Triangle Disaster: How a Fire a Century ago at a New York Clothing Factory Changed U.S. Labor Laws (Links to an external site.)
Link (library article): The Pullman Strike (Links to an external site.)
Then, address the following:
Explain if big business leaders were “captains of industry,” “shrewd businessmen,” or “robber barons.”
Based on one of the resources noted for this option, assess American working conditions and exploitation of workers in the Age of Industry.
Analyze the role that government played in reforming American working conditions.
Explain the benefits of the Federal Government regulations of monopolies.
Analyze which progressive presidents attained economic justice and reform for workers.
Option 2: Who is A Progressive?
Review the following site:
Link (website): Presidential Election of 1912: A Resource Guide (Links to an external site.)
Then, address the following:
According to Roosevelt, what are the characteristics of a progressive?
Explain and give examples of the characteristics of “anti-progressives.”
Trace what types of activities “anti-progressives” engaged in?
Analyze the goals of progressivism.
Explain what areas of society progressives addressed?
Analyze the progressive achievements Roosevelt highlights in his speech?
Option 3: World War I
Review the following resources:
Link (video): A War to End All Wars: Part 2 (Links to an external site.) (6:56)
Link (library article): The Treaty of Versailles and the Rise of Nazism (Links to an external site.)
Then, address the following:
Trace the origins of World War I, and assess if the world war was inevitable in 1914?
Explain if it was possible for the United States to maintain neutrality in World War I. If yes, explain how. If no, explain why not.
Analyze if the United States should have entered World War I to make the world safe for democracy.
Analyze if the Treaty of Versailles was a fair and effective settlement for lasting world peace.
Explain if the United States Senate should have approved of the Treaty of Versailles.
Writing Requirements (APA format)
Length: 3-4 pages (not including title page or references page)
12-point Times New Roman font
In-text citations that correspond with your end references
This activity will be graded based on W5 Case Study Grading Rubric.
Course Outcomes (CO): 4, 5, 6
Due Date: By 11:59 p.m. MT on Sunday
Dyer, J. (Director), & Dyer, J. (Producer). (2005). A war to end all wars: Part 2 [Video file]. Dallas County Community College District. Retrieved from Academic Video Online: Premium database.
Farmer, B. (2018). The Treaty of Versailles and the Rise of Nazism. New American (08856540), 34(21), 33–38. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=132888411&site=eds-live&scope=site
The Library of Congress. (2018, October 23). Presidential election of 1912: A resource guide. Retrieved from https://www.loc.gov/rr/program/bib/elections/election1912.html
McNatt, E. B. (1944). The Pullman strike (Book). American Economic Review, 34(1), 184–186. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=8700110&site=eds-live&scope=site
Media Rich Communications (Producer). (2004). The progressive era [Video file]. Retrieved from Academic Video Online: Premium database.
Smith, P. (2017). The Triangle disaster: How a fire a century ago at a New York clothing factory changed U.S. labor laws. New York Times Upfront, 150(1), 11. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=125077563&site=eds-live&scope=site
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