Major Comparison – the Content

What Are Your Possible Topics to Compare?

Primaries You May Choose From and How to Cite These Primaries

Content from the Textbook Available to You from Unit 1 (1860s to 1900)

Essential Background from the Unit 1 Comparison

Content from the Textbook Available to You from Unit 2 (1900 to 1940s)

What Do You Have to Read and Use If You Select Consumerism Topic?

What Do You Have to Read and Use If You Select the Fascism Topic?

Background about Methods to Help Your Brain Focus

 

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 You May Choose From and How to Cite These Primaries

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

1875: Civil Rights Act

 

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
and New Media (George Mason University).

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.

The website ourdocuments.gov provides documents from the National Archives.

1941: Exec. Order 8802

 

 

Content from the Textbook Available to You from Unit 1 (1860s to 1900)

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”
Caution: the law created in the lame-duck session in 1875 is gutted by the Supreme Court in 1883.

·         “Why Reconstruction Failed”
Caution: the use of the word segregation in text is about the future, not the period of 1872-1877.

·         “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.

If You Are Using the 3rd Edition Paperback or Any Earlier Version - What You Have to Read for Each Time Period

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.

Essential Background from the Unit 1 Comparison

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.

 

Background about the Terms

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.

 

Content from the Textbook Available to You from Unit 2 (1900 to 1940s)

What Do You Have to Read and Use If You Select Consumerism Topic?

 

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.

What Do You Have to Read and Use If You Select the Fascism Topic?

 

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.

 

Background about Methods to Help Your Brain Focus

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.

 

 

Copyright C. J. Bibus, Ed.D. 2003-2014

 

WCJC Department:

History – Dr. Bibus

Contact Information:

281.239.1577 or bibusc@wcjc.edu

Last Updated:

2014