INSTRUCTOR MANUAL for American History Connecting with the Past 15th Edition. (Volume 2) Alan Brinkl by welldoneassistant

American History Connecting with the Past 15e (Volume 2) Alan Brinkley (Instructor Manual All Chapters, 100% Original Verified, A+ Grade) (Lecture Notes Only) Chapter 16 The Conquest of the Far West Learning Objectives • • • • •

Detail the effects of ethnic, racial, and cultural prejudice on western society. Describe the three major industries important to western development and discuss their importance for the region’s economic transformation. Describe the romantic image of the West as it was expressed in art, literature, and popular culture. Explain how the actions and policies of the federal government affected the fate of western Indians. Describe the significance of the idea of the “frontier” in American history.

Chapter Overview Far from being empty and unknown, significant parts of what would become the western United States were populated by Indians and Mexicans long before the post–Civil War boom in AngloEuropean settlement. Even after the waves of white occupation, and faced with significant prejudice from those whites, large numbers of Mexicans and Asian Americans continued to live in the West. White settlement developed in initial boom and decline patterns in three industries that would do much to shape the region in the long run: mining, ranching, and commercial agriculture. Asians, Mexicans, and African Americans provided much of the labor force for these industries. In the late nineteenth century, the South and West were underdeveloped regions with an almost colonial relationship to the industrial, heavily populated Northeast and Midwest. Except for a few pockets in the Far West, the frontier line of agricultural settlement in 1860 stopped at the eastern edge of the Great Plains. Hostile Plains Indians and an unfamiliar environment combined to discourage advance. By the end of the century, the Indian barrier to white settlement had been removed, cattlemen and miners had spearheaded development, and railroads had brought farmers, who, despite nagging difficulties, had made significant adaptations to the Great Plains.

Themes •

The varied and vibrant ethnic and racial cultures that characterized the American West, and how Anglo-European whites enforced their dominant role by the latter part of the nineteenth century

• • • •

The transformation of the Far West from a sparsely populated region of Indians and various early settlers of European and Asian background into a part of the nation’s capitalistic economy The closing of the frontier as Indian resistance was eliminated, miners and cowboys spearheaded settlements, and railroads opened the area for intensive development The development of mining, ranching, and commercial farming as the three major industries of the West The problems faced by farmers as the agricultural sector entered a relative decline

Lecture Strategies The New Western History The West is similarly diverse in geography, similarly elusive in definition. Patricia Limerick’s A Legacy of Conquest discusses the various myths and images of the West, as well as summarizes the major topics as seen through the eyes of the new western history. Rich details of that new view of the West are available in Richard White’s It’s Your Misfortune and None of My Own: A New History of the American West. Another approach to a lecture would be to begin by contrasting the images of individual initiative—the cowboy, the prospector, or the prairie farmer—with the realities of corporate control of key resources. White and Limerick develop that idea. So too do they point out that the ideal of Frederick Jackson Turner’s frontier democracy—one characterized by individualism, self-reliance, and decentralized authority— might apply in Wisconsin where he grew up, but it bears scant relationship to a region dominated by technology, corporate capitalism, and government regulation. Finally, in a land where stereotypes of cowboys and miners abound, there is good anecdotal material about women’s experiences in Limerick, in White, in Dee Brown’s The Gentle Tamers, and in Joanna Stratton’s Pioneer Women.

Teaching Suggestions Economic Opportunity versus Personal Freedom One hundred years ago, the West symbolized opportunity and freedom, and that conception of the West is still thriving today. Donald Worster, in his provocative essay collection, Under Western Skies, describes two dreams that animate our sense of the West: “one of a life of nature, the other with machines; one of a life in the past, the other in the future.” He goes on to add, “If the West has any spiritual claim to uniqueness, I believe it lies in the intensity of devotion to those opposing dreams.” A discussion could invite students to explore how and why two ideals that brought so many people to the region—one of economic opportunity, the other of personal freedom—so often clash. Contrasting Indian and White Cultures Students should enjoy discussing the contrasts between Indian cultures and their own. The ecological implications of contrasting white and Indian values are especially relevant today, although we should all try to resist the somewhat facile conceit of painting Indians as IM – 16 | 2 Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

proto-ecologists. A more nuanced view is developed in William Cronon’s Changes in the Land. Though it applies specifically to colonial New England and is becoming a bit dated, the ideas have general validity. In discussing the struggle between Indian and white cultures, students should be able to consider the relative importance of military, economic, social, and environmental factors in determining the outcome of the struggle between whites and Indians in the West.

Chapter 17 Industrial Supremacy Learning Objectives • • • •

Identify some of the business and industrial titans of the late nineteenth century and evaluate their contribution to America’s industrial growth. Describe the changes that took place in late-nineteenth-century corporate organization and their effect on the national economy. Explain how Social Darwinism attempted to justify the social consequences of industrial capitalism. Describe workers’ response to industrial growth and the new economy.

Chapter Overview Although some economists place the industrial “take-off” of America in the years before the Civil War, it was in the three decades following that great conflict that the United States became the world’s leading industrial power. A fortunate combination of sufficient raw materials, adequate labor, enviable technological accomplishments, effective business leadership, nationwide markets, and supportive state and national governments boosted America past its international rivals. The industrial transformation had a profound impact on the lives of the millions of workers who made the production revolution possible. Some who were distrustful of industrial power turned toward socialism; others tried to organize workers into powerful unions. But, in these early years of industrial conflict, the forces of business usually triumphed.

Themes • • •

How various factors (raw materials, labor supply, technology, business organization, growing markets, and friendly governments) combined to thrust the United States into worldwide industrial leadership How this explosion of industrial capitalism was both extolled for its accomplishments and attacked for its excesses How American workers, who on the average benefited, reacted to the physical and psychological realities of the new economic order

Lecture Strategies Industrialization in a Transatlantic Context The maturing industrial economy of America in the late nineteenth century was part of a global revolution in industry. An opening lecture might therefore set the American experience squarely in the context of other industrializing nations. Western Europe, predating industrialization in America, could serve as a useful foil for what follows in the United States. The lecture might also set the stage for beginning to explain why European reforms—from housing laws to social insurance programs—were far more ambitious than their American counterparts and served as models for what followed across the Atlantic. Particularly good for the human impact of industrialization is A. J. P. Taylor’s collection of essays, The Standard of Living in Britain in the Industrial Revolution. The Role of Heavy Industry A second lecture might focus on the process of industrialization by examining a few heavy industries. The rise of heavy industry is yet another distinguishing feature of a maturing industrial economy. We have used the railroads as our starting point, since they laid the foundation for industrial development, stimulated economic growth, and pioneered many new management techniques. But you can discuss similar developments in such industries as steel and coal, which are also keys to the industrial revolution. The lecture might then proceed to a discussion of the rise of mass production, mass markets, and big business, with appropriate attention paid to the managerial revolution. Adjusting to the Industrial World A third lecture in this sequence could explore the world of workers, who found themselves more and more subjected to the discipline of machines. Industrialization destroyed age-old patterns of work, and most workers underwent a painful adjustment that required them to adapt, in the words of Herbert Gutman, “older work routines to new necessities and strained those wedded to premodern patterns of labor.” Good material on the change is available in Gutman’s Work, Culture, and Society in Industrializing America; David Montgomery’s Workers’ Control in America; and Michael Frisch and Daniel J. Walkowitz’s collection of essays, Working-Class America. The strained efforts of workers to play their roles as citizens, family members, and wage earners is explored in Leon Fink’s Workingmen’s Democracy: The Knights of Labor and American Politics. A fascinating case study of the industrial world can be found in the Amoskeag Company textile mills on the Merrimack River in Manchester, New Hampshire. At first, Amoskeag employed young women, but by the turn of the century increasing numbers of immigrant men could be found among its 17,000 machine-tending employees. They worked in a closed and self-contained environment, more tightly controlled even than workers who lived in the planned community of Pullman. For more details, see Tamara K. Hareven and Randolph Langenbach’s Amoskeag. For more on working women, see Alice Kessler-Harris’s Out of Work, and for black women, Jacqueline Jones’s Labor of Love, Labor of Sorrow.

Teaching Suggestions The Role of Individual Entrepreneurs in the Industrial Economy The role of individual entrepreneurs in building the new industrial order has long been the subject of historical debate. Matthew Josephson’s The Robber Barons offers a highly critical view, which later scholarship has gone far to debunk. In particular, Thomas Corcoran’s Railroad Leaders and Glenn Porter’s The Rise of Big Business present more sympathetic views. Just as important, the “managerial revolution” focuses the attention of students on the critical role played by middle managers, as corporate ownership became separated from corporate management. Alfred Chandler’s The Visible Hand details the overall process and specific strategies. Questions to be addressed here might be: were the entrepreneurs ruthless “robber barons” or forward-thinking “captains of industry”? And how important were their contributions compared to those of the middle managers? Comparing the Prewar and Postwar Economy Getting students to understand industrialization is not an easy task. One way to illustrate its effects is to compare the pre–Civil War industrial economy with the more mature industrial economy that blossomed after the war. Here students could begin to explore how industrialization contributed to greater efficiency and rising productivity, the key features of modern industrial economies. In addition, it could be useful to discuss interlocking industrial systems and how such systems actually worked.

Chapter 18 The Age of the City Learning Objectives • • • • • •

Identify the people most likely to move to the cities of late nineteenth-century America and explain why they moved. Describe the relationship between immigration and urbanization in the late nineteenth century. Analyze governmental and institutional responses to the hazards of urban life. Describe the new urban, consumer society. Describe the leisure activities of the era. Assess the development of a new “high culture” and the ways in which the elite separated themselves from the urban masses.

Chapter Overview In the years after the Civil War, America’s cities boomed as people left the rural areas of Europe and the United States to seek jobs and other attractions offered by American cities. The rapid growth of cities caused many problems in housing, transportation, and health. Technological attacks on these problems barely kept pace, and city governments often resorted to boss rule to cope. The booming cities were places of intellectual ferment and cultural change. Urban dwellers found many ways to enjoy increased leisure time. Many Americans wanted to prove to skeptical Europeans that the nation had cultural as well as economic accomplishments to admire. American culture became more uniform through free public education, mass-market journalism, and standardized sports. Higher education, especially new state universities, reached out to a wider market. More and more women attended college in coeducational and single-sex institutions.

Themes • • •

How the social and economic lure of the city attracted foreign and domestic migrants, and how these newcomers adjusted to urban life How rapid urban growth forced adaptations to severe problems of government mismanagement, poverty, inadequate housing, and precarious health and safety conditions How the urban environment served as the locus for new philosophical ideas, fresh approaches to education, rapid expansion in journalism, and a new consumerism

•

How the new order of urban culture inspired serious writers and artists to render realistic portrayals of the seamy side of city life, while many middle- and upper-class Americans were engaging in expanded forms of leisure and entertainment

Lecture Strategies Relationship between Industrialization and Urbanization Urbanization, along with industrialization and immigration, was one of the great forces of change in this age of transformation. You should encourage students to understand and explore the interplay among them. The modern city could not have existed without the growing network of industrial systems that developed simultaneously. Yet those same systems could not have developed themselves without the rise of sprawling industrial cities. Indeed, urban construction replaced railroad construction as the principal catalyst for industrialization in the last third of the century. The “New” Immigrants Since immigration also served as an important source of city growth, a lecture on the “new” immigration could be most helpful to students. The aim here would be to stress the dual themes of ordeal and adventure to correct the old stereotype of immigrants as the “dregs” of humanity. In fact, the journey to America required ambition, resourcefulness, adaptability, initiative, stamina, and courage. By and large, we take up the story of immigrants once they arrive in America, placing them in the larger context of the great global migration of the nineteenth and early twentieth centuries. You might begin with a lecture tracing the initial journey to the port cities of Europe and include, as well, the Atlantic crossing and the arrival. Good material on the European context can be found in Irving Howe’s World of Our Fathers and Umberto Nelli’s The Italians of Chicago. On the arrival at Ellis Island, Abraham Cahan’s The Rise of David Levinsky offers a moving—if thinly veiled autobiographical—account of pulling into New York harbor and being processed at Ellis Island. The Family and Urban Life Increased interest in family life in Victorian America has produced an abundance of sources. Using notions of the middle-class home as a haven from a tumultuous urban world and middleclass conventions as a means of ordering life and controlling urban society, you could profitably explore some of these themes: sexuality and birth control, child-rearing, courtship and marriage, home life, old age, and death. Helpful sources here are Harvey Green’s The Light of the Home, Robert H. Walker’s Life in the Age of Enterprise, and Herbert Gutman’s The Black Family in Slavery and Freedom. As a counterpoint to families, one could raise a few issues from Howard P. Chudacoff’s The Age of the Bachelor, which deals with the ubiquitous figure of the single man during this era.

Teaching Suggestions The Immigrant Experience The immigrant experience in America has been the subject of scholarly scrutiny for some time, while the notion of ethnocentrism informs almost every one of our chapters on the late nineteenth century. Earlier studies, such as F. Znaniecki and W. I. Thomas’s The Polish Peasant in Europe and America, stressed the inferiority of “new” immigrants, while later works, including Oscar Handlin’s The Uprooted and Moses Rischin’s The Promised City, emphasize non-normative differences and the pathos of immigrant life. (For good material on the rising tide of nativism, see John Higham’s Strangers in the Land.) Students could be asked to put themselves in the place of several new arrivals, each from a different country and culture. How might such people respond to the bewildering world of America? What strategies might they develop for survival? What sorts of hostilities might they encounter? How might they describe their experiences to friends and relatives back home? Mass Consumption and Leisure Students will begin to recognize the roots of our own contemporary consumer and mass entertainment cultures in the urban environments of this era. The textbook mentions the significance of the rise of the department store in the 1890s; this notion can be expanded upon by drawing from William Leach’s rich study of department stores, Land of Desire. Similarly, you can draw upon compelling literature on the rise of mass entertainment during this period. David Nasaw’s Going Out serves as a good overview, while Robert Snyder’s Voice of the City provides a concise look at vaudeville in New York City, and Lewis Erenberg’s Steppin’ Out examines New York nightlife from the 1890 to 1930.

Chapter 19 From Crisis to Empire Learning Objectives • • • • • • •

Explain how and why the federal government attempted to regulate interstate commerce in the late nineteenth century. Describe Populism and its origins. Explain the “silver question” and its importance to Americans and their political parties. Assess the importance of the 1896 election. Analyze the sources and manifestations of U.S. imperialism. Analyze how the Spanish-American War changed the U.S. relationship with the rest of the world. Identify the major arguments for and against U.S. imperialism.

Chapter Overview Close elections and shifting control of the White House and Congress characterized the politics of the period from 1876 to 1900. Regional, ethno-cultural, and economic factors helped determine party affiliation, and elections often turned on consideration of personality. But there were real issues, too. Tariff, currency, and civil-service questions arose in almost every election. Discontented farmers in the People’s Party briefly challenged the Republicans and Democrats, but the two-party system remained intact. The election of 1896, the great battle between the gold standard and the silver standard, firmly established the Republican Party as the majority party in the United States. Agrarian and mining interests were unable to convince voters that currency inflation through the free coinage of silver would lead the nation out of the depression of the 1890s. By fusing with the Democrats, the Populists ended any chance they might have had to become a major force in American politics. By the end of the nineteenth century, business forces had triumphed. They had secured a gold-based currency and a rigorously protective tariff. Efforts to regulate railroads and trusts were half-hearted to begin with and were weakened even further by court decisions. Turning its interest from the continental United States to the world at large, America in the years after the Civil War fought a war with Spain and acquired a far-flung empire. By 1900, American possessions included Alaska, Hawaii, the Philippines, Puerto Rico, and a string of Pacific islands. In addition, Cuba was essentially an American protectorate. The United States suddenly found itself a world power, with worldwide responsibilities and burdens. The empire had been acquired for economic and philosophical reasons, including expansionism, which could provide an outlet for a perceived glut of American goods and an arena in which to demonstrate the superiority of Western civilization. To accommodate its new role, the nation had to devise ways to improve its military establishment and govern its overseas territories. IM – 19 | 1 Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

John Maynard Keynes. Though accepted by a majority of historians, the Keynesian explanation is not the only one to gain attention. Monetarists, such as Milton Friedman, stress the shrinking money supply from 1929 until early 1933. The failure of the Federal Reserve System to reverse this decline, say monetarists, was the key to what they call “the great contraction.” Peter Temin’s Did Monetary Forces Cause the Great Depression? offers the most sophisticated treatment of this point of view.

Chapter 24 The New Deal Learning Objectives • • • • •

Identify the programs which “launched” the New Deal. Describe the criticisms of the New Deal that came from the right and the left, and the FDR administration’s responses. Describe and explain the gains organized labor made during the 1930s. Describe the end of the New Deal. Assess the New Deal’s treatment of African Americans, Hispanic Americans, Native Americans, and women.

Chapter Overview Franklin D. Roosevelt was bound by traditional economic ideas, but unlike Herbert Hoover, he was willing to experiment with the economy and was able to show compassion to those suffering most desperately from the Depression. During the first two years of his New Deal, the groundwork was laid for a new relationship between government and the economy. Roosevelt sought temporary relief for the unemployed, and long-term recovery and reform measures for industry and finance. Not all of his plan proved effective, and the Depression continued, but Roosevelt got the country moving again. In 1935, frustrated and facing pressures from all sides, Roosevelt launched a new set of programs called the Second New Deal. The new programs were less conciliatory to big business and more favorable to the needs of workers and consumers than were those of the New Deal of 1933. Roosevelt was swept to reelection in 1936 by a new coalition of workers, African Americans, and liberals. Soon, however, Roosevelt’s political blunders in the Supreme Court fight and congressional purge effort combined with growing conservative opposition to halt virtually all New Deal momentum. The legacy of the New Deal was a more activist national government poised to serve as the broker among society’s various interests.

Themes • •

How Franklin Roosevelt, although limited by his basically traditional economic views, pushed through programs of economic planning and Depression relief How popular protests against New Deal policies from rightists, leftists, and those who defied categorization inspired Roosevelt to launch a new burst of action known as the Second New Deal

• •

That, despite Roosevelt’s overwhelming reelection in 1936, the New Deal was virtually moribund by 1938, thanks to increasing conservative opposition, his own political blunders, and continued hard times That the New Deal helped give rise to a new role for the national government as a “broker state” among various organized interests

Lecture Strategies A Thematic Approach to the New Deal The New Deal can be approached either thematically or chronologically. It may be useful to take a more thematic approach in lectures. Recovery, relief, and reform are old chestnuts but still useful in organizing the complex web of New Deal agencies and programs that often leave students confused. Since recovery dominates the early New Deal, it might be best to begin there. After experimenting with economy and currency, the New Deal relied on the NRA and the AAA, which emphasized such New Era techniques as volunteerism, private cooperation, and selfregulation. When those failed (because of faulty conception, internal inconsistencies, or constitutional impediments), the New Deal resorted to piecemeal planning and stricter regulation. It should probably be re-emphasized that Roosevelt was no Keynesian, and that the New Deal never spent enough or encouraged sufficient private investment to achieve recovery. On industrial recovery, see Ellis Hawley’s The New Deal and the Problem of Monopoly; on agricultural recovery, see Van Perkins’s Crisis in Agriculture and Donald Worster’s Dust Bowl (especially the section on New Deal agricultural agencies); and on Roosevelt and Keynes, see Robert Lekachman’s The Age of Keynes. New Deal Relief Programs Most of the New Deal relief agencies were intended to be temporary, designed to see Americans through the crisis and to go no further. Early programs stressed doles and local control (e.g., FERA); later ones focused on work relief and federal control (e.g., WPA). Only a few programs, such as Social Security, were institutionalized on a permanent basis. Even these programs, moreover, had limits of coverage and support. The larger notion to stress here is commitment rather than accomplishment. James T. Patterson’s America’s Struggle against Poverty in the Twentieth Century and John Garraty’s Unemployment are excellent studies of the entire problem of poverty and public assistance. The New Deal in Global Context Placing the New Deal within a global context also helps students to understand the restrained nature of its methods and accomplishments, including even its modest reorganization of the presidency. John Garraty’s The Great Depression offers such a perspective, while his “The New Deal, National Socialism, and the Great Depression” in The American Historical Review (October 1973) presents an intriguing comparison between Roosevelt and the New Deal, and Hitler and National Socialism. For an excellent essay on the place of the New Deal in the spectrum of American liberal reform, see Alan Brinkley’s “The New Deal and the Idea of the State,” in Steve Fraser and Gary Gerstle, The Rise and Fall of the New Deal Order, 1930–1980.

Teaching Suggestions How Revolutionary Was the New Deal? An older question that still animates students is: “How revolutionary was the New Deal?” Historians are less interested in it than they once were, but it furnishes a useful point of departure for analyzing the place of the New Deal in history. Implicit in our discussion is the notion that the New Deal was less revolutionary than it felt at the time. The early New Deal (1933–1934) in particular drew heavily on the legacy of the New Era of the 1920s. Voluntarism, industrial cooperation, and self-regulation were all promoted during the New Era and continued to be important themes in such early New Deal programs as the NRA, AAA, and even the TVA. As Barton Bernstein and other New Left historians have pointed out, moreover, the overall achievements of the New Deal were quite conservative. There was no redistribution of wealth, income, or power, and those at the very bottom—migrant and domestic workers, African Americans, and other disadvantaged minorities—found little change in their circumstances. Yet those quantitative measures fail to capture the genuine sense of movement contemporaries experienced. The invigoration of the presidency, the establishment of the semi-welfare state, the electrification of rural America, the subsidization of labor and other groups—all left Americans feeling as if a momentous change of direction were taking place. For useful material on the sense of change, see Studs Terkel’s Hard Times. The Rise of Demagogues during the New Deal Huey Long, Father Charles Coughlin, and Dr. Francis Townsend advocated programs that became mass movements in the 1930s. It is in these mass movements (as Alan Brinkley has argued with respect to Long and Coughlin in Voices of Protest) that political and social history intersect. Each touched on a real problem—Long, uneven distribution of wealth; Coughlin, a constricted supply of money; Townsend, the dispossession of the elderly. Each relied on modern techniques of advertising and on modern mass media, particularly the radio. Each offered a simplistic analysis of the problem and an equally simplistic solution to it. Each won devoted followings that saw salvation in the program of their leader. And in the cases of Long and Coughlin, each expressed deep resentments over the intrusion of the industrial state on community life. How dangerous were these movements? How did they reflect deep urges for a lost sense of community in the 1930s? How much did they influence Roosevelt’s turn leftward in 1935?