Requirements
for any Major Comparison:
·
You may only use the possible primaries listed
below. They are placed immediately below this link. The section on primaries
tells you how to cite the primaries with the simple method provided in this
course.
·
You may only use exact pages of the textbook
that were listed for prior Comparisons.
All of those pages are listed below.
Caution: If you used an incorrect page with a prior
Comparison, you cannot use it now. Double-check your pages.
·
You need at least one primary
source from each of these time periods.
- 1860s through 1900
- 1900 to the 1940s
·
You may only use the definitions provided for
the prior Comparisons. All of those are provided in this folder.
If you use a brief portion of a
definition, you cite by writing the word Definition and then the word.
For example, if you decide to use a brief part of the definition of the word segregation, you would place this as
the text for the endnote:
Definition: segregation
·
You compare an event or action from 1860s through 1900 to those equivalent events or actions from 1900 to
the 1940.
·
You must focus—to quote the Texas standard—“to connect
choices, actions, and consequences to ethical decision making.” Note: you will find background on the Texas
standard in the Instructions link.
Tip: This may seem difficult unless you ask
yourself what made history change from those two broad time periods and how
much did individuals’ actions have to do with those changes. Sometimes things
work well and sometimes they don’t and frequently human action or inaction
makes that difference.
In each these 4 choices, you must meet all of the
listed requirements above:
1.
Compare an issue
with government from 1860s through 1900 with an equivalent issue from 1900 to
the 1940s “to connect choices, actions, and consequences to ethical decision
making.”
2.
Compare an issue
with individuals using the resources they had to try to solve a problem they
faced from 1860s through 1900 with individuals’ equivalent issues from 1900 to
the 1940s. What do those actions reveal about “consequences to ethical decision
making.”
3.
Compare the North
and South on an issue from 1860s through 1900 with an equivalent issue from
1900 to the 1940s. What do those actions reveal about “consequences to ethical
decision making.”
4.
Compare a form of
racism in the period from 1860s through 1900 with equivalent issues from 1900
to the 1940s. What do those forms of racism reveal about “consequences to
ethical decision making.”
For example: you could examine racism toward African Americans in the period
from 1860s through 1900 and racism toward another group from 1900 to the 1940s.
Alternative comparison topics, textbook pages, and
primaries:
If you would like to suggest something else to compare that is equivalent work and uses equivalent numbers of textbook pages and the same primaries, send me an email proposing the comparison topic. You must propose both the comparison topic and the specific pages you will use from our textbook. You may also propose other primaries if you send a link 10 days before the assignment is due. Unless I fear there is not enough content for you to succeed, I will try to approve it. Caution: do not begin working on it until I approve.
Primaries are documents written during the periods we
have been examining. The Constitution is certainly a primary and it is visible
with this comparison. A folder contains the other primaries listed below.
You must compare an issue
about two periods of time; therefore, you need at least one primary source from each of these time periods.
- 1860s through 1900
- 1900 to the 1940s
You can tell the date of the document from the first
column—and the links in the folder are in the same date order. The second
column is a brief description—and the links in the folder have the same
description.
In citing your two primaries, you use the title in the
third column to identify it. For the simple method to cite using Chicago in this course, you place the
brief title and the page number as the text for the endnote. For example, if
you wanted to cite the 1st paragraph of the 1st document below, you would first
click on File and the Print Preview to get an estimate of the page you want to
cite. The 1st paragraph is on the 1st page so you would
write this endnote:
1875 Civil Rights Act, p. 1
Date |
Document Title and Brief Description of the
Document |
Brief Title for Citation |
1875 |
Text of the Civil Rights
Act of 1875--the last legislation of the Reconstruction era. It is gutted by
the decisions of the Supreme Court in the Civil Rights Cases (1883).
You can find the pages covering both by using the link showing change over
time in your History Changes section of the course. The website PBS is the Public Broadcasting System. |
1875 Civil Rights Act |
1895 |
1895: B.T. Washington Address of Booker T. Washington, principal of the Tuskegee Normal and Industrial Institute, Tuskegee, Alabama, delivered at the opening of the Cotton States and International Exposition, at Atlanta, Ga., September 18, 1895 : with a letter of congratulation from the president of the United States. The website LOC is the
Library of Congress. |
1895: Washington |
1896 |
1896:
Plessy-Harlan Plessy v. Ferguson, 163 U.S. 537 (1896) – Judge Harlan's dissent The website CHNM is Roy Rosenzweig Center for History and New Media. |
1896:
Plessy dissent |
1898 |
1898:
I.W. Barnett-Letter to McKinley Killing the Messenger: Ida
Wells-Barnett Protests a Postmaster’s Murder in 1898 The website was created
by the American Social History Project / Center for Media and Learning
(Graduate Center, CUNY) and the Roy Rosenzweig Center for History |
1898:
I.W. Barnett |
1899 |
1899: I.W. Barnett-Lynch
Law Ida B. Well's pamphlet
"Lynch Law in Georgia," 1899. The website PBS is the Public Broadcasting System |
1899: Lynch Law |
1900 |
1900:
Senator Tillman "Their Own Hotheadedness”: Senator Benjamin
R.“Pitchfork Ben” Tillman Justifies Violence Against Southern Blacks. Notice
where this speech was given. The
website was created by the American Social History Project / Center for Media
and Learning (Graduate Center, CUNY) and the Roy Rosenzweig Center for
History and New Media (George Mason University). |
1900:
Tillman |
1909 |
1909:
Platform of the NAACP Platform Adopted by Those Who Helped Found the NAACP (National Association for the Advancement of Colored People), 1909. The website PBS is the Public Broadcasting
System. |
1909: NAACP |
1919 |
1919:
"The Causes of the Chicago Race Riot" Walter
White, "The Causes of the Chicago Race Riot," The Crisis, XVIII
(October, 1919), p. 25 The
webpage was created by the Gilder Lehrman Center for the Study of Slavery,
Resistance, and Abolition, a part of the Whitney and Betty MacMillan Center
for International and Area Studies at Yale, is dedicated to the investigation
and dissemination of knowledge concerning all aspects of chattel slavery and
its destruction. |
1919:
Chicago Race Riot |
1926 |
1926:
The Negro Artist and the Racial Mountain 1926: The Negro Artist and the Racial Mountain by Langston Hughes. |
1926: L. Hughes |
1938 |
1938:
Clarifying Our Vision with the Facts, Mary McLeod Bethune, The Journal of Negro History, Vol.
23, No. 1. (Jan., 1938), pp. 10-15. Bethune
was the National Youth Adminstration’s Office of Negro Affairs. |
1938: M.M. Bethune |
1941 |
Executive
Order 8802: Prohibition of Discrimination in the Defense Industry (1941) To see
the document in a larger image, click on it as the instructions on screen
tell you. |
1941:
Exec. Order 8802 |
If you want to read dictionary definitions, you can
find them beneath this link.
Use only
the page numbers below to avoid problems and notice the cautions.
Time
Period |
What You
Read in the 4th Edition Paperback |
African Americans in the South from 1865 to 1867 |
Pages 397-399, 403-407 in Chapters 15 & 16. Look
for these headings: ·
“Emancipation
in the South” ·
“Black
Mobilization” ·
“Andrew
Johnson” ·
“Johnson and
the Radicals” ·
“The
Reconstruction Act of 1867” ·
“Reconstruction
Begins” (stops at “Despite these…”) |
African Americans in the South from 1867 to 1872 |
Pages 409, 411-413, 420-421, 424 in Chapter 16. Look
for these headings: ·
“The
Fifteenth Amendment” ·
“The Rise of
the Klan” ·
“Breaking the
Power of the Klan” ·
“Grant and the
1872 Election” ·
“The 1872
Election” PLUS some elections from 1868 are in Chapter 16 in
“The Stigma of Corruption.” |
African Americans in the South from 1872 to 1877 |
Pages 423-429 in Chapter 16. Look for the “The
Failure of Reconstruction” which includes ·
“The Stigma
of Corruption” ·
“The Resurgence
of the Democrats” ·
“Why
Reconstruction Failed” ·
“The Race for
the White House” PLUS some elections from 1868 are in Chapter 16 in “The Stigma of Corruption” on page
424. |
African Americans in the South from 1877-1887 |
Pages
429-430 in Chapter 16 and 453-454 in Chapter 17. Look for these headings: ·
“CONCLUSION”
(stops at “As with”) – These pages include some things that WILL happen after the current time of 1877. ·
“Segregation” Caution:
These pages are about a later time
than 1877, such as the Supreme Court cases after 1883. The laws in these cases are the same ones created in
1875. |
African Americans in the South from 1887-1893 |
Pages
468-469 in Chapter 18. Look for this heading: “The Spread of Segregation.” |
African Americans in the South from 1893-1901 |
Pages
495-496, 504-505 Look for these headings: ·
“African
Americans and Segregation.” ·
Paragraph
on 504 beginning “The main combat” through paragraph on 505 ending “brought
harmony at the expense of black Americans. |
The publisher changed the organization of the textbook
with the 4th edition. If you are using an earlier edition than the 4th
edition, use this link to find:
·
Chapter numbers
and headings for the 3rd edition and earlier editions
·
Specific page
numbers in the 3rd edition paperback.
Students fail at understanding history because they
start writing before they have read enough and even tried to figure things out.
The remaining things on this webpage cover where students have frequently
misunderstood.
Be cautious. Use the terms
provided below this link.
Backgrounds You Can Observe in the
Table
If you want this as a printable pdf, click here.
Notice these things:
- Notice the
purple shading in the horizontal bar
across the
table when segregation starts.
- Make sure you
look up the word segregation in the
link to definitions. It does not mean any form of nasty treatment. It is a very
specific form of nasty treatment.
Parts of This Comparison Topic |
What You Read |
Beginnings
of Consumerism through the 1920s |
Required
Preparation: Read with care how workers’ pay was essential to
make consumerism work: ·
See Chapter 21
under the heading “Social and Cultural Change in the Wilson Years.” ·
Notice the chart
on the “Model T Ford” and the subheading ”Automobiles for a Mass Market.” Also, look in the index for consumerism and you will find pages 517 to 518. |
|
Required
Preparation: Use the Snapshot in the Resources for Reading Quiz
E to see consumer patterns, including an increase in leisure. |
Consumerism
and the Great Depression |
Required
Preparation: Also, look in the index for consumerism and you will find page 629. |
You may also use and cite these videos placed at the
bottom of in Unit 2:
·
In the folder “A
War to End All Wars,” the video “The Great Migration” – Compared to the harder
times in the South, the North offered opportunity for African American workers.
·
In the folder
“Modern Times: The 1920s,” the video “The Business of America” – The person you
see at the beginning is Charlie Chaplin and his showing how it felt to be a
“cog in the machine.” Also, watch for the term Fordism.
·
In the folder
“Modern Times: The 1920s,” the video “The Harlem Renaissance”
·
In the folder
“The Great Depression,” the video “Something is radically wrong”
There are additional videos that may be useful to you.
Ask if you need help.
Parts of This Comparison Topic |
What You Read |
Beginnings
of fascism with the treaty that ends World War I |
Required
Preparation: Read with care the background for the German War
Guilt clause, look in Chapter 22: ·
heading “The
Terms of the Peace” ·
heading “Wilson
and the Treaty of Versailles.” It also is on p. 665: look for the words "to
avenge the 'humiliation of Versailles." |
The
rise of fascism and its key characteristics, including racism |
Required
Preparation: For Fascism, look in Chapter 25, heading “The
Fascist Challenge” (pages 665 to 667). |
The
spread of fascism at the end of the 1930s |
Required
Preparation: For Fascism, look in Chapter 25, heading “Losing
Ground” (pages 674 to 675). |
You may also use and cite these videos placed at the
bottom of in Unit 2 or in the location specified:
·
In the folder “A
War to End All Wars,” the video “Over there”
·
In the folder
“The Great Depression,” the video “Something is radically wrong”
·
In the folder
“The Road to War,” the video “A Common Purpose” (This video is in the
Comparison folder itself.)
There are additional videos that may be useful to you. Ask if you need help.
Although it is painful to watch and it is about the aftermath of the war, the
videos include one on the Holocaust and racism.
There is a reading example
provided in the Good Habits for Evidence link (next to the last page from the
Rubric with Links or directly by clicking here).
This link also shows an example
of how I label in the margins any words I have to do something with—including explain the content to another person.
I was taught to do this kind of marking years ago by a community college
professor. Although I marked this page very quickly, it is shows two basic
principles of any information where you have to do something:
1) Read once, but mark the
facts with labels so you can:
2) When you use your marked text, you not only save
time but also begin to understand it better and catch your own mistakes.