Extra Credit: Impact of the Industrial Revolution - Watch the following videos that explains the impact of the Industrial Revolution on the US during the industrial era. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class.
Extra Credit: The Industrial Era: Watch the following videos to see the way in which Andrew Carnegie and other industrialists and inventors used production techniques that came to transform not only the US, but the world. Write a minimum 1 page summary about what you learned, relating it to what we discussed in class.
The Men Who "Built America"
The Assembly Line, Then and Now
Extra Credit: The Men Who Built America - The Men Who Built America is a
- The Rise of Henry Ford - http://www.history.com/topics/henry-ford/videos/the-rise-of-henry-ford
- Rockefeller's Standard Oil - http://www.history.com/topics/john-d-rockefeller/videos/rockefellers-standard-oil?m=5189719baf036&s=All&f=1&free=false
- Andrew Carnegie - http://www.history.com/topics/andrew-carnegie/videos/the-men-who-built-america-andrew-carnegie
- The Rise of Cornelius Vanderbilt - http://www.history.com/topics/cornelius-vanderbilt/videos/the-men-who-built-america-the-rise-of-cornelius-vanderbilt
- The Rise of JP Morgan (see below) - http://www.history.com/topics/john-pierpont-morgan/videos/the-rise-of-j-p-morgan
More on the video series/Link to History channel webpage - http://www.history.com/shows/men-who-built-america
Extra Credit: Topics on American Industrialization - Click the link below and learn more about various topics related to the American Industrial Era. When you are ready for the next topic, click the red box link to the next topic. for extra credit, write a minimum 1 page summary about what you learned and relate it to what was discussed in class. You can do multiple topics for multiple extra credit if you like. http://www.history.co.uk/study-topics/history-of-america/rise-of-the-robber-baronsExtra Credit: Industrial Supremacy - Steel and stockyards are featured in this program as the mighty engine of industrialism thunders forward at the end of the nineteenth century. Professor Miller continues the story of the American Industrial Revolution in New York and Chicago, looking at the lives of Andrew Carnegie, Gustavus Swift, and the countless workers in the packinghouse and on the factory floor. Write a minimum 1 page summary about what you learned, relating it to what was disccused in class. http://www.learner.org/vod/vod_window.html?pid=1384
Extra Credit: Capital and Labor - The making of money pits laborers against the forces of capital as the twentieth century opens. Professor Miller introduces the miner as the quintessential laborer of the period -- working under grinding conditions, organizing into unions, and making a stand against the reigning money man of the day, J. Pierpont Morgan. For extra credit, click on the following link and watch the movie. Write a minimum 1 page summary about what you learned, relating it to what was disccused in class. http://www.learner.org/vod/vod_window.html?pid=1394
Extra Credit: Industrialists "Break the Back" of Labor - Watch the following clips to see how the famed industrialist Big Business tycoons broke up the organized workers in their plants. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class.
Andrew Carnegie and the Homestead Strike
J.P. Morgan Battles Coal Miners
Extra Credit: The History of Industrialization, 1750-1915 - Watch the following movie about the history of industrialization in England and the US and write a minimum 1 page summary about what you learned, relating it to what was discussed in class.
Extra Credit: Capitalism Explained - Watch the following "Mr Hughes" video that explains the capitalistic system. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class.
Extra Credit: 20th-21st Century Capitalism and Regulation in the US - To laissez faire or to not lassez faire, that is the question! Watch the following video that discusses the US government's regulation of capitalism throughout the 20th - early 21st century, including the US's "Great Recession" that started in 2008. Also, very informative! For extra credit write a minimum 1 page summary about what you learned, relating it to what was discussed in class.
Extra Credit: Capital and Labor Collide, The Ludlow Massacre - A lot more than 2,000 miles separated the Rockefeller estate from Southern Colorado when on Monday April 20, 1914, the first shot was fired at Ludlow. One of history's most dramatic confrontations between capital and labor — the so-called "Ludlow massacre" — took place at the mines of the Rockefeller-owned Colorado Fuel and Iron Company. The face-off raged for fourteen hours, during which the miners' tent colony was pelted with machine gun fire and ultimately torched by the state militia. A number of people were killed, among them two women and eleven children who suffocated in a pit they had dug under their tent. The deaths were blamed on John D. Rockerfeller, Jr.For years, he would struggle to redress the situation - and strengthen the Rockefeller social conscience in the process. Watch the following videos about the Ludlow Massacre and write a minimum 1 page summary about what you learned, relating it to what was discussed in class.
Extra Credit: The Issue of Child Labor - Child labor, the practice of employing young children in factories and in other industries, was a widespread means of providing mass labor at little expense to employers during the American Industrial Revolution. The employers forced young workers into dangerous labor-intensive jobs that caused severe and permanent physical, psychological, intellectual, and social damage. The United States experienced a boom in child labor during the Industrial Revolution. The American Industrial Revolution, which was at its peak between the late 19th century and early 20th century, fostered the employment of children. By 1900 over two million children, mostly immigrant children under the age of sixteen, were employed. Many young immigrants to the United States lived in abject poverty in tenement houses located in urban areas. The immigrant children worked in inhumane conditions in textile mills, coalmines, flourmills, machine shops, garment factories, tobacco factories, shoe factories, and carpet plants, in order to provide a source of income for their families. In numerous industries children labored around unsafe machinery. Children labored for many hours, but received wages that were much lower than those received by adult laborers for comparable work. Each and every industry that emerged during the Industrial Revolution contributed to the impairment of the health and social well being of its young workers.Watch the following videos related to the issue of child past and present. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class. Click on the following links to find out more information. http://ihscslnews.org/view_article.php?id=95
Extra Credit: Too Big To Fail? How Deregulation Led to the Financial Crisis of 2008 - Andrew Ross Sorkin, a financial journalist for the New York Times, has attempted, in Too Big to Fail, to provide a moment-by-moment account of the worst calamity to ever affect the U.S. financial markets since the Great Depression. It became a tsunami that triggered financial collapse in the world markets as well. Sorkin builds a story of how the financial collapse of Wall Street in the fall of 2008 actually started much earlier - in the spring of 2008. Wall Street and Washington were intricately tied together in the collapse and Sorkin details the level and depth of these ties. At the first of the book, he lists his cast of characters. They include the management of all the major investment banks like Goldman Sachs and Morgan Stanley, along with AIG, Bank of America, Fannie Mae and Freddie Mac, as well as overseas organizations from countries like China and Korea. For extra credit, watch the following clips and write a minimum 1 page summary about what you learned, relating it to what was discussed in class.
Author of Too Big Too Fail Andrew Sorkin Explains What Happened
Click on the following link to find out more about the HBO film Too Big To Fail.
Extra Credit: "Racial Science in the 19th Century - Race and The Power of Illusion"- In the 19th century, Social Darwinism brought about "scientific" ideas about race, eugenics, and natural intelligence based on birth. Prevalent in the 19th century, "psedo-sciences" were used to justify the status quo, social stratification, and why some were at the top of the social hierarchy and others at the bottom. In producing the movie "Race and the Power of Illusion", the filmmakers questioned the idea of "biological race", asking what is thing called "race". What they found was that most people's ideas about biological racial lines are wrong. Yet, the consequences felt of race can be very real. Watch the film trailers below that introduces the ideas about how science characterized notions of race and identity at the turn of the 19th century. After the clip, click on the following PBS link to investigate and read more about ideas of race and the power of illusion. You can also read about the three-part movie in detail. Write a minimum 1 page summary about what you learned about the topic. http://www.pbs.org/race/000_General/000_00-Home.htm
Extra Credit: Consequences of Social Darwinism: the Eugenics Movement - The term "eugenics", was coined in 1883 by Francis Galton, cousin of Charles Darwin. Meaning "good genes", it was rooted in the theory of evolution and its application to Social Darwinism in the late 19th century. During the Industrial Era, applying the idea of"survival of fittest", notions of fitness, competition, and biological differences were used as rationalizations for inequity. Based on hereditary, the most fit and capable would rise to the top and achieve success, while those least fit would endure a life in poverty and eventually dwindle out of existence. Promoting the idea that society could be improved through "better breeding" the "desirables" would be multiplied through reproduction, while at the same time the getting rid of the "undesirables" through immigration reform, population control, and forced sterilization. In the US, this movement influenced many policies and laws that extended well beyond the 19th century. For extra credit, watch the following videos and write a minimum 1 page summary about what you learned. Interested in knowing more about the history of eugenics or its link to modern day IQ tests? Click on the following link! http://www.eugenicsarchive.org/eugenics/list2.pl
Social Darwinism and Eugenics in Nazi Germany
Extra Credit: Eugenics and Forced Sterilization in Recent Times - One of the lasting impacts of the Buck v. Bell US Supreme Court case dealing with the issue of eugenics has been its consequences of forced sterilization in the US. "Eugenics in the U.S. is something that's still not nationally known. People associate it with Nazis; they don't realize that the U.S. did it too," says Rebecca Kluchin, an assistant professor of History at California State University, Sacramento who specializes in the U.S. eugenics programs. In all, 65,000 Americans were sterilized before the last program was shut down in the early 1980s. Watch the following news segments and click on the link to read the articles that describes ramifications of North Carolina's forced sterilization and eugenics program that occurred as recently as the 1970s. North Carolina was one of 33 US states in the 20th century that had some type of forced sterilization program focused on those deemed by the state to be either the poor, "feeble-minded", or "promiscuous". Most of the victims targeted were also African Americans. Only North Carolina, home to the third most prolific and arguably the most racist sterilization program in the nation, made moves to compensate its victims, however the North Carolina Senate in the end voted against the measure. For extra credit, read the articles, watch the news clips and then write a minimum 1 page summary about what you learned, relating it to what was discussed in class and the ideas of Social Darwinism and the Eugenics movement.
http://rockcenter.msnbc.msn.com/_news/2011/11/07/8640744-victims-speak-out-about-north-carolina-sterilization-program-which-targeted-women-young-girls-and-blacks
Sterilizing the Sick, Poor to Cut Welfare Costs: North Carolina's History of Eugenics
http://rockcenter.msnbc.msn.com/_news/2011/11/07/8640744-victims-speak-out-about-north-carolina-sterilization-program-which-targeted-women-young-girls-and-blacks
Sterilizing the Sick, Poor to Cut Welfare Costs: North Carolina's History of Eugenics
North Carolina Senate Denies the Compensation for Victims of Forced Sterilization
http://abcnews.go.com/Health/WomensHealth/north-carolina-senate-blocks-compensation-sterilization-victims-eugenics/story?id=16628515#.UH7NmsXA_yA
Extra Credit: The Triangle Shirtwaist Factory Fire - It was the deadliest workplace accident in New York City’s history. A dropped match on the 8th floor of the Triangle Shirtwaist Factory sparked a fire that killed over a hundred and forty innocent people (mostly young women) who were trapped inside because of doors locked from the outside and a lack of adequate fire escapes. As a result of this tragedy that could have been prevented, legislation was passed that led to workplace safety legislation and reform. Until 911, this remained the worst catastrophe to happen in the work place in American history. Although charges were brought in those seen Find out more! Watch the following clips and you can also visit the website at the following link to to learn more and watch PBS' American Experience episode "Triangle Fire" online. Write a minimum 1 page summary about what you learned.
The Industrialized Workplace - forward clip to start it at 1:45
Commemoration of 100 year anniversary of the fire in March 2011 by many descendants of the victims
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