I think that American Yawp does a fantastic job covering the major events in the history of early America. It sheds light on many of the transformative forces that shaped our understanding of the American past. But I did feel like some specific sections could have been much longer. I also think more is needed about the United States' engagement with the rest of the world from the time of the republic's founding. For instance, why is there next to nothing on American trade with China in the first volume? The early republic quickly became the second largest trading partner to China. I thought in general more could have been discussed about Americans in the world. For instance, I would recommend that there be a section on Americans at sea, which covers their interactions with peoples all over the world---in the Mediterranean Sea, the Indian Ocean, or the Pacific Ocean. Overall, I thought the primary sources selected were fantastic and often meshed well with the secondary material. But again I think some more primary sources from Americans in the China trade and much more on the California Gold Rush.
Major Problems In American History Volume 1 To 1877 Pdf Free
For millions of working Americans, the industrialrevolution changed the very nature of their daily work.Previously, they might have worked for themselvesat home, in a small shop, or outdoors, crafting rawmaterials into products, or growing a crop from seedto table. When they took factory jobs, they wereworking for a large company. The repetitive work ofteninvolved only one small step in the manufacturingprocess, so the worker did not see or appreciate whatwas being made; the work was often dangerous andperformed in unsanitary conditions. Some womenentered the work force, as did many children. Childlabor became a major issue. Dangerous workingconditions, long hours, and concern over wages andchild labor contributed to the growth of labor unions.In the decades after the Civil War, workers organizedstrikes and work stoppages that helped to publicizetheir problems. One especially significant laborupheaval was the Great Railroad Strike of 1877. Wagecuts in the railroad industry led to the strike, whichbegan in West Virginia and spread to three additionalstates over a period of 45 days before being violentlyended by a combination of vigilantes, NationalGuardsmen, and federal troops. Similar episodesoccurred more frequently in the following decades asworkers organized and asserted themselves againstperceived injustices.
This course provides a broad introduction to the history of human relationships with nature throughout the world. The human relationship with the natural environment the world of plants, animals, and microbes, of air, water, and land is an important historical subject. History 110 provides a broad, thematic description and analysis of major global trends and shifts, with an emphasis on contemporary issues and problem solving. The most important goal of the course is to provide students with the historical context necessary to construct a thoughtful appreciation of the environmental dilemmas of our time. Ecology has contributed a great deal to historical understanding in terms of specific examples or case studies; however, it has also begun to reconstruct the overall structure of the history that we teach. History 110 seeks to leverage this new paradigm by encouraging students to break down the barriers that often divide the humanities and the sciences. This course utilizes environmental science to demonstrate and explain specific human tendencies. Finally, this course is structured to help students better situate the history of the United States in a more global centered view of both the past and contemporary environmental concerns. Particularly in relation to contemporary environmental issues, History 110 will make clear that many environmental problems are local in neither their construction nor impact. The course will focus on several critical points, including: How has the non-human world shaped the course of human history? What were the environmental impacts of historic changes in the ways humans produced and consumed resources? What ideas shaped the ways different groups of people defined and used specific resources? What role have science and technology played in changing popular attitudes about the human place in the world?
The main goal of this course is to think through and understand major developments, ideas and issues in natural philosophy. "Natural philosophy" is the premodern term for science. The term "science" began to acquire its modern meanings around 1840. The geographic focus of this course is the Mediterranean region and Europe, but we will also investigate early science in China, the Indian subcontinent, and the Islamic world. The temporal coverage of this course is vast: from about 10,000 years ago to the 19th century. As is common in history courses, it will be essential for us temporarily to set aside modern and contemporary biases and ways of thinking. Our goal is to understand the world as ancient and premodern people did. Issues of religion will constantly make appearances in this course. If you have studied world religions already, that is great, but if not, the books and lectures will provide the essential points as we go along. You should also use Wikipedia or similar reference tools to look up any key term or concept that does not make sense to you, whether with respect to lectures or the books. It is your job to make an active effort to master the material. This course is ideal for anyone pursuing a scientific or technical major, but anyone should benefit from it. We will be exploring some of the most important issues that have shaped our world, key developments in the human capacity for creating knowledge and useful technologies, and, in some cases, innovative solutions to vexing problems. We will also examine some of the ways that social institutions, belief systems, and paradigms (models) have helped both to organize and to constrain human knowledge. If all goes reasonably well, this course will enhance your knowledge and open your mind to hitherto unfamiliar ways of thinking and approaches to problems.
Survey of the causes and consequences of America's deadliest conflict, the Civil War, from the end of the U.S.-Mexican War in 1848 through the end of Reconstruction in 1877. This course meets the Bachelor of Arts degree requirements. HIST 130 is a general survey of the American Civil War Era that satisfies the Gen Ed GH requirement. Course content features the causes of the war, the conflict itself, the consequences for the meaning of freedom in the United States, and the continuing relevance of this conflict today. Students will become familiar with American slavery; Northern and Southern social, cultural, political, and economic composition; the military progress of the war; problems on the home front; the struggle for emancipation; and the creation of a new nation based on free labor.
Survey of the causes and consequences of America's deadliest conflict, the Civil War, from the end of the U.S.-Mexican War in 1848 through the end of Reconstruction in 1877. HIST 130H is an honors course surveying the American Civil War Era that satisfies the Gen Ed GH requirement. Course content features the causes of the war, the conflict itself, the consequences for the meaning of freedom in the United States, and the continuing relevance of this conflict today. Students will become familiar with American slavery; Northern and Southern social, cultural, political, and economic composition; the military progress of the war; problems on the home front; the struggle for emancipation; and the creation of a new nation based on free labor. The honors course will also take time to go further in depth in discussion and analysis of significant trends and topics in the history of the Civil War Era through intensive focus on primary sources in discussion and written assignments.
Chronological and topical survey of the history of African Americans from the colonial period to the early twenty-first century. This course covers major themes in African American history including the societies and cultures of Africa, the Middle Passage, the Colonial experience, slavery, abolition, and the quest for freedom, Civil War and emancipation, Reconstruction, Jim Crow, the Great Migration, African American cultural expressions, WWII and the seeds of Civil Rights, the Freedom Movement, Black politics and White backlash. While "knowing the facts" is obviously important to historical understanding, this course helps students develop critical thinking skills. These skills include: close and thoughtful reading and analysis of primary and secondary sources; looking for a broader coherence or "order" to the material; independent analysis and effective articulation (both in writing and in class discussion) of well-reasoned, well-crafted conclusions and interpretations and arguments (conclusions/interpretations/arguments which are supported by specific factual evidence derived from a variety of sources). The three specific course objectives underscore its scholarly dimensions: (1) Students will gain a knowledge and understanding of the relationship between the experiences of African Americans and United States history as a whole. (2) Students will gain an understanding and knowledge of the political, economic, and social processes that shaped African American history. (3) Students will learn how to "think historically" by placing documents written in the past in their historical contexts, and to consider the relationship of the past to the present. By the end of the course students will: Demonstrate an understanding of the chronology of African American history. Demonstrate an understanding of the diverse experiences of different groups of Americans. Demonstrate an understanding of the social, political, and ideological structures that shaped African American history and continue to shape the modern United States. 2ff7e9595c
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