http://deimos3.apple.com/WebObjects/Core.woa/Browse/utah.edu.1589036033.01690875913 University Of Utah History 1700 - All This course will provide an overview of American history from the colonial period to the present. As you explore the specific details of American history you should keep this broad theme in mind: What does it mean to be an American? This seemingly simple question is in fact quite complicated when you place it in historical perspective. Your task for this course is to consider how, historically, have Americans decided who is or isn’t “an American”? How has the definition of “an American” changed over time? As you think about these questions, consider the following: the United States has always been an unusually diverse society, and diversity has usually encouraged unequal conditions—policies and practices that discriminate against or take advantage of marginal groups. But in the Revolutionary era the United States established an idealistic commitment to make liberty and equality ruling principles for national development. The tension between those two facts—America’s diversity on the one hand and its commitment to liberty and equality on the other—has been the central force shaping American social and political development throughout its history. University of Utah Founding Virginia and Massachusetts This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. 1681852911 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:14:04 clean Education University of Utah Founding Virginia and Massachusetts This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. 1681852914 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:07:19 clean Education University of Utah Colonial Views of Indians This course – like many American history courses – begins with European settlement of the Americas, focusing specifically on the English experience because the English in many ways dominated what would become the United States. Still, it is important to remember that lands the English settled on were by no means empty. The "first Americans" had been on the continent for thousands of years, and the Indians the English encountered in eastern North America had developed complex, diverse cultures and economies (as you learned in lesson 1). Europeans, particularly the English, often couldn't or wouldn't recognize Indian claims to the lands of North America, and their settlement of this country began a tragic chapter in American Indian history as Indian peoples met disease, violence, and exploitation, and were constantly being pushed off their lands (although it is important also to keep in mind that many Indians were remarkably adept at resisting encroachment, at least for a time). In this lesson, think about the specific differences between Indians and Europeans that made it difficult, if not impossible, for them to live in harmony. How did Europeans view Indians? What misunderstandings led to conflict? How did Indians resist? Why, ultimately, did Europeans seem to have the upper hand? Also, use this lesson to think about the big question for this course. Have American Indians been excluded from the dominant definition of an "American," in spite of the fact that their ancestors were here long before Europeans? Why or why not? In future lessons, look for change over time. Has Indians' access to the rights and privileges associated with being an American changed over the course of American history? This course – like many American history courses – begins with European settlement of the Americas, focusing specifically on the English experience because the English in many ways dominated what would become the United States. Still, it is important to remember that lands the English settled on were by no means empty. The "first Americans" had been on the continent for thousands of years, and the Indians the English encountered in eastern North America had developed complex, diverse cultures and economies (as you learned in lesson 1). Europeans, particularly the English, often couldn't or wouldn't recognize Indian claims to the lands of North America, and their settlement of this country began a tragic chapter in American Indian history as Indian peoples met disease, violence, and exploitation, and were constantly being pushed off their lands (although it is important also to keep in mind that many Indians were remarkably adept at resisting encroachment, at least for a time). In this lesson, think about the specific differences between Indians and Europeans that made it difficult, if not impossible, for them to live in harmony. How did Europeans view Indians? What misunderstandings led to conflict? How did Indians resist? Why, ultimately, did Europeans seem to have the upper hand? Also, use this lesson to think about the big question for this course. Have American Indians been excluded from the dominant definition of an "American," in spite of the fact that their ancestors were here long before Europeans? Why or why not? In future lessons, look for change over time. Has Indians' access to the rights and privileges associated with being an American changed over the course of American history? 1681852917 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:10:03 clean Education University of Utah Slavery One of the darkest realities about American history is that the progress of the nation was built on the backs of slaves. Once tobacco became a successful cash crop in the Chesapeake, Virginians quickly became committed to the system of slavery to fill their labor needs. Eventually the slave system that developed in the American colonies became racially based, and the terms slave and free became synonymous with black and white. It is important to realize that the slave economy that developed in American (and eventually led to the Civil War) was not a foregone conclusion. In this lesson, think about why and how white Americans became so invested in slavery, particularly in the southern colonies. How did slavery in the Americas differ from older forms of slavery in Europe and Africa? What developments made slaves a particularly attractive form of subservient labor? One of the darkest realities about American history is that the progress of the nation was built on the backs of slaves. Once tobacco became a successful cash crop in the Chesapeake, Virginians quickly became committed to the system of slavery to fill their labor needs. Eventually the slave system that developed in the American colonies became racially based, and the terms slave and free became synonymous with black and white. It is important to realize that the slave economy that developed in American (and eventually led to the Civil War) was not a foregone conclusion. In this lesson, think about why and how white Americans became so invested in slavery, particularly in the southern colonies. How did slavery in the Americas differ from older forms of slavery in Europe and Africa? What developments made slaves a particularly attractive form of subservient labor? 1681852920 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:11:56 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1681852923 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:07:52 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1681852926 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:18 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1681852929 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:58 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1681852932 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:54 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1681852935 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:33 clean Education University of Utah The Revolution and its Meaning Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? 1681852938 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:02:00 clean Education University of Utah The Revolution and its Meaning Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? 1681852941 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:03:47 clean Education University of Utah The Revolution and its Meaning Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? 1681852944 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:57 clean Education University of Utah The Constitution Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? 1681852947 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:08:23 clean Education University of Utah The Constitution Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? 1681852950 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:03:55 clean Education University of Utah The Constitution Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? 1681852953 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:10:03 clean Education University of Utah The South and the North: Diverging Regions Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? 1681852956 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:15 clean Education University of Utah The South and the North: Diverging Regions Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? 1681852959 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:14 clean Education University of Utah The South and the North: Diverging Regions Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? 1681852962 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:14 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1681852965 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:40 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1681852968 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:22 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1681852971 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:02 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1681852974 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:28 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1681852977 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:03 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1681852980 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:00 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1681852983 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:59 clean Education University of Utah The Civil War and the Journey to Emancipation The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? 1681852986 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:42 clean Education University of Utah The Civil War and the Journey to Emancipation The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? 1681852989 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:04:24 clean Education University of Utah The Civil War and the Journey to Emancipation The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? 1681852992 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:58 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1681852995 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:04:14 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1681852998 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:47 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1681853001 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:07:38 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1681853004 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:49 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1681853007 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:04:19 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1681853010 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:08 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1681853013 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:07 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1681853016 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:12 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1681853019 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:35 clean Education University of Utah The Postwar West The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? 1681853022 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:06:13 clean Education University of Utah The Postwar West The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? 1681853025 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:08:27 clean Education University of Utah The Postwar West The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? 1681853028 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:01:47 clean Education University of Utah From Isolation to Intervention Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? 1681853031 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:41 clean Education University of Utah From Isolation to Intervention Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? 1681853034 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:14:48 clean Education University of Utah Progressivism In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? 1681853037 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:27 clean Education University of Utah Progressivism In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? 1681853040 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:38 clean Education University of Utah Progressivism In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? 1681853043 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:15:24 clean Education University of Utah World War I Abroad and at Home In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? 1681853046 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:11:18 clean Education University of Utah World War I Abroad and at Home In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? 1681853049 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:07:46 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1681853052 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:57 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1681853055 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:09:46 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1681853058 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:33 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1681853061 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:16 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1681853064 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:04 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1681853067 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:58 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1681853070 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:09:05 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1681853073 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:24 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1681853076 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:47 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1681853079 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:10:41 clean Education University of Utah World War II Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? 1681853082 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:17:58 clean Education University of Utah World War II Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? 1681853085 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:47 clean Education University of Utah World War II Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? 1681853088 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:12 clean Education University of Utah World War II Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? 1681853091 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:33 clean Education University of Utah World War II Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? 1681853094 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:17 clean Education University of Utah The Origins of the Cold War From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? 1681853097 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:17:36 clean Education University of Utah The Origins of the Cold War From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? 1681853100 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:49 clean Education University of Utah The Origins of the Cold War From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? 1681853103 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:26 clean Education University of Utah The Origins of the Cold War From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? 1681853106 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:35 clean Education University of Utah The Origins of the Cold War From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? 1681853109 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:47 clean Education University of Utah The Origins of the Cold War From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? From the mid-1940s to the early 1990s, the United States and Soviet Union engaged in a "Cold War," a period of intense conflict, tension, and competition. In the end, the Cold War never turned hot – it never resulted in a direct military engagement between the two countries – but it did lead to political battles for support around the world, massive military buildups on both sides, and proxy wars in Greece, Korea, Vietnam, Afghanistan, and many other countries. In this lesson, concentrate on the escalation of tensions between the United States and Soviet Union in the decade following World War II. In just a few short years, the countries went from being allies in the fight against German fascism and Japanese imperialism to bitter enemies vying – or so they thought – for the for the ideological future of the globe. Before you go through this lesson, first think back to the events at the end of World War II, particularly after the death of Franklin Delano Roosevelt. Is there evidence that the United States and the USSR were already growing apart? What role did the atomic bombing of Japan have in the growing rift between the two allies? Next, focus on America's foreign policy immediately after World War II. How do George Kennan's "Long Telegram" and the Truman Doctrine reveal the beginnings of a "Cold War mentality," the idea that the world was clearly divided between "us" and "them"? Finally, pay attention to changes on the home front that accompanied America's increasingly rigid anticommunist stance. Why did Americans' fear of communism abroad morph into fear of communists in their own backyards? What measures did the federal government take to root out communism in the United States? What impact did these measures have on Americans' civil liberties? If Americans supported the Cold War because they believed in the superiority of market capitalism and America's political institutions, why would they have been willing to allow the erosion of cherished values like freedom of speech and freedom of assembly? 1681853112 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:04:00 clean Education University of Utah The Fifties When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? 1681853115 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:02:58 clean Education University of Utah The Fifties When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? 1681853117 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:06:06 clean Education University of Utah The Fifties When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? 1681853119 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:06:06 clean Education University of Utah The Fifties When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? When Americans look back on the 1950s, they often wax nostalgic. Compared to the fast-paced, fractured world we live in today, the fifties seem like a simpler time, years defined by economic abundance and family values. However much we long to return to the good ol' days, it is important to see that there was more to the fifties than the pleasant portrait we get from television shows. In this lesson, think about the conditions that facilitated American prosperity. Who benefited the most from the fifties economy? Who did not share in the affluence of the decade? What do the discrepancies between the "haves" and "have nots" tell us about what it means to be an "American" in this period? Also, take a closer look at how family life was portrayed in the 1950s. Did the "Father Knows Best" ideal reflect Americans' actual experiences? Focus especially on the role of women in the "traditional" 1950s family. What did women think of their lives as homemakers? 1681853121 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:02:54 clean Education University of Utah The Civil Rights Movement In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? 1681853123 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:01:28 clean Education University of Utah The Civil Rights Movement In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? 1681853125 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:06:53 clean Education University of Utah The Civil Rights Movement In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? 1681853127 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:03:42 clean Education University of Utah The Civil Rights Movement In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? 1681853129 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:11:49 clean Education University of Utah The Civil Rights Movement In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? In this lesson, you will learn about the African American Civil Rights movement of the 1950s and 1960s. Although African Americans had been working for years to challenge racial segregation, disfranchisement, and racial violence, especially in the American South, the modern Civil Rights movement is often said to have started in 1955 with the Montgomery bus boycott, which successfully challenged the policy racial segregation on the Alabama city's public transit system. In this lesson, identify the key problems African Americans were facing in the 1950s and 1960s, as well as the strategies they used to fix these problems. Historians often distinguish between de jure discrimination – racial prejudice that is embedded in city, state, and national legal codes – and de facto discrimination – racial prejudice that is based on local custom or practice rather than being spelled out by law. How successful were Civil Rights activists in battling de jure discrimination? What accounts for their success or failure in this area? How successful were they in combating de facto discrimination? What accounts for their success or failure in this area? Finally, although the Civil Rights movement experienced extraordinary achievements in reshaping American society, it would be a mistake to assume that it eradicated all racial prejudice. Thinking about America today, in what ways is discrimination still evident in American society? What can we as Americans do to rid our society of racial prejudice, especially given what we know about the successes and failures of the Civil Rights movement? 1681853131 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:01:16 clean Education University of Utah The Eighties and Nineties The election of Ronald Reagan in 1980 has come to be known as the "Reagan Revolution" because the former actor and conservative Republican ushered in a dramatic shift in American domestic and foreign policy. By the time another Democrat was elected president-Bill Clinton, in 1992 – Americans politics had shifted decidedly to the right. In this lesson, think about how American economic policy changed under the Reagan administration, and who these changes were meant to benefit. What vision did Reagan have for the American economy? What role was government supposed to play in this economy? Also consider how Reagan reconfigured the role of the federal government in Americans' lives. What programs from the New Deal and the Great Society did Reagan attempt to get rid of? What programs were allowed to remain intact? In what areas did government spending increase? Economic issues and racial issues are often intertwined in America. At the end of the Civil Rights lesson, you were asked to think about what problems of racial prejudice and injustice America still faces today, and why. Return to this question as you read about the presidencies of Ronald Reagan, George Bush Sr., and Bill Clinton. What, if anything, did these presidents do to heal the racial divide in our country? What can we do today? The election of Ronald Reagan in 1980 has come to be known as the "Reagan Revolution" because the former actor and conservative Republican ushered in a dramatic shift in American domestic and foreign policy. By the time another Democrat was elected president-Bill Clinton, in 1992 – Americans politics had shifted decidedly to the right. In this lesson, think about how American economic policy changed under the Reagan administration, and who these changes were meant to benefit. What vision did Reagan have for the American economy? What role was government supposed to play in this economy? Also consider how Reagan reconfigured the role of the federal government in Americans' lives. What programs from the New Deal and the Great Society did Reagan attempt to get rid of? What programs were allowed to remain intact? In what areas did government spending increase? Economic issues and racial issues are often intertwined in America. At the end of the Civil Rights lesson, you were asked to think about what problems of racial prejudice and injustice America still faces today, and why. Return to this question as you read about the presidencies of Ronald Reagan, George Bush Sr., and Bill Clinton. What, if anything, did these presidents do to heal the racial divide in our country? What can we do today? 1681853133 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:08:58 clean Education University of Utah Post-Vietnam Foreign Policy As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? 1681853135 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:03:46 clean Education University of Utah Post-Vietnam Foreign Policy As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? 1681853137 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:08:00 clean Education University of Utah Post-Vietnam Foreign Policy As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? 1681853139 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:05:06 clean Education University of Utah Post-Vietnam Foreign Policy As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? As you read through this lesson, you will be reading about history that you lived. It is sometimes hard for historians to understand the recent past because we cannot achieve enough emotional distance from events that we ourselves experienced. Undoubtedly, no event in America's recent history has been more heart-wrenching than the terrorist attacks on the Pentagon and the World Trade Center on September 11, 2001. Possibly, those of us who watched the twin towers collapse on live television will never fully understand what happened that day. However, it is important to realize that the events of September 11th did not happen in a vacuum. Understanding American foreign policy since the end of the Cold War gives us insights into the anti-American sentiment that fueled the September 11th attacks (which is not to say that those attacks were excusable). Studying American foreign policy also helps us understand some of the missteps that have been made since September 11th and guides us as we try to shape America's foreign policy in the future. It is clichéd but true to say that today's college students are the leaders of tomorrow, so in this lesson, place yourself in the president's shoes. Given all that you've learned in this course about America's place in the world, and particularly about America's role as a global superpower in the twentieth and twenty-first centuries, what would you do to make this world a better, safer place, for Americans and for people around the world? 1681853141 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:04:09 clean Education University of Utah Founding Virginia and Massachusetts This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. 1693633680 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:14:04 clean Education University of Utah Founding Virginia and Massachusetts This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. This lesson focuses on the early English settlement of North America. As you read, pay attention to two regions, the Chesapeake Bay (the location of the Virginia colony) and New England (home of the Massachusetts Bay and other Puritan colonies). These were the first (although not the only) regions successfully settled by the English in the seventeenth century. Their histories reflect two different models of English settlement. In this lesson, pay attention to the reasons the English went to each area and the type of societies they tried to develop. Consider which fundamental values and beliefs held by the settlers of Virginia and Massachusetts Bay persist in America today. 1694484541 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:07:19 clean Education University of Utah Colonial Views of Indians This course – like many American history courses – begins with European settlement of the Americas, focusing specifically on the English experience because the English in many ways dominated what would become the United States. Still, it is important to remember that lands the English settled on were by no means empty. The "first Americans" had been on the continent for thousands of years, and the Indians the English encountered in eastern North America had developed complex, diverse cultures and economies (as you learned in lesson 1). Europeans, particularly the English, often couldn't or wouldn't recognize Indian claims to the lands of North America, and their settlement of this country began a tragic chapter in American Indian history as Indian peoples met disease, violence, and exploitation, and were constantly being pushed off their lands (although it is important also to keep in mind that many Indians were remarkably adept at resisting encroachment, at least for a time). In this lesson, think about the specific differences between Indians and Europeans that made it difficult, if not impossible, for them to live in harmony. How did Europeans view Indians? What misunderstandings led to conflict? How did Indians resist? Why, ultimately, did Europeans seem to have the upper hand? Also, use this lesson to think about the big question for this course. Have American Indians been excluded from the dominant definition of an "American," in spite of the fact that their ancestors were here long before Europeans? Why or why not? In future lessons, look for change over time. Has Indians' access to the rights and privileges associated with being an American changed over the course of American history? This course – like many American history courses – begins with European settlement of the Americas, focusing specifically on the English experience because the English in many ways dominated what would become the United States. Still, it is important to remember that lands the English settled on were by no means empty. The "first Americans" had been on the continent for thousands of years, and the Indians the English encountered in eastern North America had developed complex, diverse cultures and economies (as you learned in lesson 1). Europeans, particularly the English, often couldn't or wouldn't recognize Indian claims to the lands of North America, and their settlement of this country began a tragic chapter in American Indian history as Indian peoples met disease, violence, and exploitation, and were constantly being pushed off their lands (although it is important also to keep in mind that many Indians were remarkably adept at resisting encroachment, at least for a time). In this lesson, think about the specific differences between Indians and Europeans that made it difficult, if not impossible, for them to live in harmony. How did Europeans view Indians? What misunderstandings led to conflict? How did Indians resist? Why, ultimately, did Europeans seem to have the upper hand? Also, use this lesson to think about the big question for this course. Have American Indians been excluded from the dominant definition of an "American," in spite of the fact that their ancestors were here long before Europeans? Why or why not? In future lessons, look for change over time. Has Indians' access to the rights and privileges associated with being an American changed over the course of American history? 1693633686 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:10:03 clean Education University of Utah Slavery One of the darkest realities about American history is that the progress of the nation was built on the backs of slaves. Once tobacco became a successful cash crop in the Chesapeake, Virginians quickly became committed to the system of slavery to fill their labor needs. Eventually the slave system that developed in the American colonies became racially based, and the terms slave and free became synonymous with black and white. It is important to realize that the slave economy that developed in American (and eventually led to the Civil War) was not a foregone conclusion. In this lesson, think about why and how white Americans became so invested in slavery, particularly in the southern colonies. How did slavery in the Americas differ from older forms of slavery in Europe and Africa? What developments made slaves a particularly attractive form of subservient labor? One of the darkest realities about American history is that the progress of the nation was built on the backs of slaves. Once tobacco became a successful cash crop in the Chesapeake, Virginians quickly became committed to the system of slavery to fill their labor needs. Eventually the slave system that developed in the American colonies became racially based, and the terms slave and free became synonymous with black and white. It is important to realize that the slave economy that developed in American (and eventually led to the Civil War) was not a foregone conclusion. In this lesson, think about why and how white Americans became so invested in slavery, particularly in the southern colonies. How did slavery in the Americas differ from older forms of slavery in Europe and Africa? What developments made slaves a particularly attractive form of subservient labor? 1693633689 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:11:56 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1693633692 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:07:52 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1693633695 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:18 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1693633698 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:58 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1693633701 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:54 clean Education University of Utah From Empire to Revolution Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? Starting in grade school, Americans are taught to celebrate the key people and events that led up to the American Revolution. In the celebratory version of the Revolutionary story, the British king is an unyielding tyrant. The Boston "tea party" is a patriotic act in defense of liberty. While Americans should undoubtedly be grateful for the rights they have, and many of these rights are legacies of the American Revolution, the Revolution was not as simple as heroic Americans protecting sacred rights against the tyrannical British. Indeed, even only a decade before the outbreak of the Revolution, the majority of American colonists probably thought of themselves not as "Americans," but rather as good British citizens. It is important, therefore, to delve into the events that led to the disintegration of the American colonies from the British Empire. In this lesson, think about the relationship between British authorities in London and the American colonists. What was the reasoning behind the way the British administered the colonies? How could they have done things differently? Should they have done things differently? Finally, what were the key misunderstandings and conflicts between the British and the Americans, and why were these differences so great that they led to war? 1693633704 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:33 clean Education University of Utah The Revolution and its Meaning Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? 1693633707 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:02:00 clean Education University of Utah The Revolution and its Meaning Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? 1693633710 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:03:47 clean Education University of Utah The Revolution and its Meaning Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? Because the American Revolution was one of the defining moments in American history, it should come as no surprise that for years historians have debated what exactly the Revolution meant. In the late nineteenth century, many saw the Revolution as a heroic struggle against British tyranny, which resulted in a free government that became the model for the rest of the world. In the early twentieth century, some historians came to sympathize with British officials and emphasized the difficulty of maintaining good relations between the colonies and the British crown when they were separated by a vast ocean. Other early twentieth century historians came to question whether the Revolution was even a true revolution at all – they maintained that Revolutionary leaders were acting to preserve their economic and political power rather than to defend liberties. During the Cold War, scholars emphasized consensus, saying that for all their differences, the Revolutionaries (leaders and rank-and-file alike) were united by a commitment to republicanism, property rights, and individual liberties. Today, disagreements about the meaning of the Revolution have yet to be settled. One key question that puzzles us today: what was so revolutionary about the American Revolution? Consider this question as you go through the material, and think about what defines a revolution. Is the ideology – the ideas that rallied people to the cause - the way we define a revolution? Or alternatively, should we measure a revolution by its actual results rather than its rhetoric? 1693633713 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:57 clean Education University of Utah The Constitution Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? 1693633716 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:08:23 clean Education University of Utah The Constitution Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? 1693633719 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:03:55 clean Education University of Utah The Constitution Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? Because the American Revolution and the U.S. Constitution both symbolize values and liberties that Americans hold dear, it is sometimes easy for us to forget that the U.S. Constitution we have today is not the same as the one that was created during the American Revolution. America's first constitution, the Articles of Confederation, created a much more limited central government, in part because American revolutionaries were so angry about the strong authority exercised by British officials in London. In this lesson, trace the events and conflicts that convinced some Americans that the Articles of Confederation were inadequate to serve the needs of the new nation. What problems was the confederate government unable to solve? Why? Which groups came to oppose the Articles of Confederation, and which groups thought they should remain in place? Also use this lesson to think about the type of government that the U.S. Constitution gave us. What new powers did it have? Why? Did it adequately protect people's liberties? How? Finally, is this the type of government that leaders of the American Revolution would have approved of, or at least in some ways, did the Constitution violate America's revolutionary ideals? 1693633722 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:10:03 clean Education University of Utah The South and the North: Diverging Regions Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? 1693633725 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:15 clean Education University of Utah The South and the North: Diverging Regions Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? 1693633728 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:14 clean Education University of Utah The South and the North: Diverging Regions Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? Because we already know that the country was split by war in the 1860s, it is sometimes easy for historians to emphasize the developments in the nineteenth century that led up to this conflict and ignore the developments that did not. This teleological approach-telling the story about the years leading up to the Civil War as if war was the destined outcome-belies the fact that history is contingent, and no event is ever completely inevitable. On the other hand, the Civil War was one of the most definitive events in American history, and it is important to understand some of the reasons it occurred. In the first half of the nineteenth century, the economies of the North and the South increasingly diverged. As the regions grew apart economically, they grew apart culturally. By the eve of the Civil War, the distinction between "free labor" and "slave labor" came to encapsulate the values Northerners and Southerners held dear, and events of the 1850s convinced many Americans that the two regions could not peacefully coexist. In this lesson, consider the economic and cultural changes that took place in both the North and the South. Why did each region develop in the way that it did? What did economic changes mean for the people there? Did life get better for them? Worse? In what ways were the North and the South already starting to show their suspicion of each other? 1693633731 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:14 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1693633734 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:40 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1693633737 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:22 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1693633740 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:02 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1693633743 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:28 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1693633746 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:03 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1693633749 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:00 clean Education University of Utah The Origins of the Civil War By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? By the late 1840s, the stage was set for open political conflict between the North and the South. Where people came from became more important than the political party they belong to (and some political parties were destroyed by this change in American politics). Much of the sectional tension centered around the West. With hoards of Americans moving west to pursue the American dream, and with the acquisition of western lands in Oregon, California, New Mexico, and Texas, the United States faced the task of organizing millions of acres into American territories. The key question, especially for lands bordering the American South, was whether slavery would expand into these new lands. National political leaders attempted to compromise, but their compromises rarely satisfied both sides. Eventually Northerners became convinced that Southerners had set out to destroy America's key political institutions and its important political ideals, and Southerners became convinced that Northerners wanted to keep slavery from expanding so it would wither away and die. In this lesson, trace the key events that drove the two regions farther and farther apart. Why, by 1860, did some Southern states feel so threatened that they felt they had to secede? Could secession have been avoided, and if so, how? 1693633752 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:59 clean Education University of Utah The Civil War and the Journey to Emancipation The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? 1693633755 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:42 clean Education University of Utah The Civil War and the Journey to Emancipation The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? 1693633758 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:04:24 clean Education University of Utah The Civil War and the Journey to Emancipation The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? The Civil War changed the nation in ways too numerous to list. Manufacturing exploded in the North, as did railroads. The federal government increased in size and power. Southern lands were depleted and destroyed. Over half a million Americans died. But keeping in mind the theme of this course, perhaps the most important development was the change in the status of millions of African Americans. Slavery was not abolished at the outset of the Civil War, even though slavery was clearly the central reasons that the war was being fought. In this lesson, trace the developments that led to the abolition of slavery. How and why were slaves eventually emancipated? How had their lives already changed before emancipation? How did the abolition of slavery change the meaning of the Civil War? How did it change our definition of an "American"? 1693633761 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:58 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1693633764 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:04:14 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1693633767 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:47 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1693633770 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:07:38 clean Education University of Utah Reconstruction For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? For several decades after the end of Reconstruction, many white Americans chose to remember this historical period as a failure because, according to the stereotypes of that era, it took away rights from deserving white Southerners and gave them to inferior and undeserving blacks. They wanted to put the divisions of the Civil War behind them, and they were not concerned with the blatant racism that underlay the argument that blacks did not know how to use American rights and freedoms. The view was not without its detractors. Black historian and political leader W. E. B. Du Bois criticized Reconstruction historians for not being able to "conceive Negros as men." Yet the story of Reconstruction as a failure, and the accompanying view of blacks as childlike and incapable remained remarkably persistent until it faced heavy challenge from the Civil Rights movement of the 1950s and 1960s. Today's historians are not as quick to condemn Reconstruction. One has called Reconstruction America's "unfinished revolution": a revolution because blacks and whites briefly enjoyed political equality in the South, unfinished those rights were taken away from blacks and not restored until the Civil Rights era. In this lesson, consider what you think are the important legacies of Reconstruction. The era is generally divided into three periods. How does the legacy of Reconstruction depend on which period you are looking at? Focusing just on "Radical Reconstruction," could this have been what Lincoln meant when he talked about a "new birth of freedom"? Also consider the racial stereotypes that infused the historic debate about Reconstruction. How do those stereotypes play out in American culture, particularly in film? Have we escaped those stereotypes today? 1693633773 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:49 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1693633776 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:04:19 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1693633779 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:08 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1693633782 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:02:07 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1693633785 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:05:12 clean Education University of Utah Industrialization, Urbanization, Immigration, and Labor In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? In the period between the end of the Civil War and the beginning of the twentieth century, the United States underwent massive economic and demographic changes. The victory of the North in the Civil War meant the triumph of the Northern economy and way of life, and in this period American industry exploded, fueled by new technologies, new business strategies, and an influx of immigrant workers. Although it was a period of astounding economic growth, not everyone agreed that these changes were good for America, and by the turn of the century Americans were organizing to cure the many ills they believed industrialization had caused. In this lesson, consider the costs and the rewards of industrialization to Americans. Which groups benefited most from America’s changing economy? Which groups were harmed by it? What does this era tell us about economic opportunity and economic equality in America? Do any of the problems of the “Gilded Age” remain with us today? 1693633788 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:35 clean Education University of Utah The Postwar West The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? 1693633791 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:06:13 clean Education University of Utah The Postwar West The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? 1693633794 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:08:27 clean Education University of Utah The Postwar West The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? The American West has long enjoyed a special place in America’s heart, so much so that the region’s past has been greatly romanticized and mythologized. Many Americans have understood the West as the place that makes our country unique, that sets us apart from our European forebears. The archetypal Western hero—the cowboy—has long represented American values of individualism, hard work, and self-sufficiency. The West was a rough-and-tumble place, but it also offered endless opportunity to Americans who sought their fortunes. Most, if not all, Americans of today are familiar with the romanticized version of the nineteenth century West. We have seen it in the movies of John Wayne or read about it in the novels of Louis L’Amour, or maybe we just know from a Will Smith song that it was the Wild, Wild West. This lesson asks you to measure the stereotypes about the West against the actual experiences of the people who lived here in the second half of the nineteenth century. What was life really like for these people? How did their experiences differ based on their gender, race, ethnicity, or social class? Was the West really a land of endless opportunity? If so, for whom? 1693633797 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:01:47 clean Education University of Utah From Isolation to Intervention Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? 1693633800 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:41 clean Education University of Utah From Isolation to Intervention Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? Over the course of the nineteenth century, the United States went from a vulnerable new nation to country on the brink of becoming a global superpower. In this lesson, you will trace the developments that led America to look outward beyond its borders at the end of the nineteenth century and the beginning of the twentieth. In considering American imperialism, it is important to realize that no single motive can explain America’s efforts to create an overseas empire. Americans were driven by a mixture of economic and security concerns, as well as the sense that America has a special mission to act as a role model to the rest of the world. As you go through this lesson, consider the different motives that explain American actions in different parts of the world. Also think about America’s role in the world today. What motives explain the way we act toward other countries now? Can any of the roots of America’s current foreign policy be found in American foreign policy between 1865 and 1917? 1693633803 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:14:48 clean Education University of Utah Progressivism In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? 1693633806 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:27 clean Education University of Utah Progressivism In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? 1693633809 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:01:38 clean Education University of Utah Progressivism In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? In the last decade of the nineteenth century, many Americans looked at the rapid changes that America had undergone since the Civil War—particularly industrialization, urbanization, and immigration—and became concerned that the country had lost its way. Tales of corporate greed, government corruption, dangerous working conditions, and filthy urban slums impelled many Americans to clamor for reform. Historians often refer to the period between the turn of the century and World War I as the Progressive Era, so-named for the spirit of reform that animated many Americans. Although the reformers of the Progressive period were never completely unified in their leadership or their goals, they all rejected the rampant individualism that had characterized the Gilded Age and shared a belief that the government had a responsibility to address economic and social problems. In this lesson you will learn about a variety of reformers who called themselves Progressives. As you look at each of these groups, think about how attempts at social reform can reflect ideas about what it means to be an American. Who were these reformers? How did their race, class, gender, and religion shape their vision for the country? Also think about the groups of people who were the targets of Progressive reforms. Why did Progressives want to change the lives of some people and not others? What does this tell us about the definition of an “American” in the Progressive era? 1693633812 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:15:24 clean Education University of Utah World War I Abroad and at Home In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? 1693633815 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:11:18 clean Education University of Utah World War I Abroad and at Home In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? In 1917, Americans turned away from reform at home to focus on events overseas. The Great War—which later became known as World War I—had broken out in Europe in 1914, but the United States initially remained neutral in the conflict. In April 1917, after a series of conflicts with Germany, President Woodrow Wilson declared that American neutrality was no longer possible and asked Congress for a declaration of war so that the United States could help make the world “safe for democracy.” In this lesson, you will learn about the American war effort both at home and abroad. In times of war, questions about what America stands for and who can be properly considered a patriotic American often come into sharp focus. Think about these two ideas as you go along. Why, exactly, did America become involved in this European conflict, and what did the country’s actions say about America’s perceived place in the world? On the homefront, how did the war effort raise questions about who should be considered an American? How were those seen as un-American treated by the American people and the U.S. government? Was this treatment justified by wartime necessity, or should we understand it as a lesson about the dangers of wartime repression? 1693633818 Tue, 08 Jul 2008 22:00:00 GMT Eric Hinderaker, Ph.D. 0:07:46 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1693633821 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:00:57 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1693633824 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:09:46 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1693633827 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:33 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1693633830 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:16 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1693633833 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:04 clean Education University of Utah The Twenties The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? The 1920s symbolize a romantic period in American history. Often called the “Roaring Twenties” or the “Jazz Age,” the decade saw a return to economic growth, spurred by new industries like the automobile, aviation, and chemicals. Even as America prospered, there existed certain economic weaknesses that would contribute to the Great Depression of the next decade. At the time, however, most Americans could not see that trouble was brewing. They were content to leave the economy alone, abandoning many of the reform efforts of the early twentieth century to instead focus on consumption, pleasure, and leisure. The “sicknesses” in the 1920s economy would not be revealed until the stock market crash of 1929. In this lesson think about how America changed economically in the 1920s and what that meant for everyday Americans. Who shared in America’s economic prosperity? Who was left behind? Why were Americans, who had been so reform-minded only a few years earlier, blind to the economic inequalities and fraudulent practices that would lead to the Great Depression? Also think about how American culture changed in the 1920s. What accounts for this new emphasis on pleasure and acquisitiveness? What older values did Americans leave behind? Can we learn anything about American consumption today by looking at the 1920s? 1693633836 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:58 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1693633839 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:09:05 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1693633842 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:06:24 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1693633845 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:03:47 clean Education University of Utah The Great Depression On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? On October 29, 1929, the American stock market crashed as panicked investors began to dump their stock. Although the stock market crash did not cause the Great Depression, it did mark the beginning of a deep economic downturn that touched the lives of all Americans. Herbert Hoover, president at the time of the crash, was sympathetic to Americans who were losing their jobs, homes, farms, and life savings. Like many political leaders of the time, however, he believed that private action on the part of businesses and charities—as opposed to intervention by the federal government—was the proper solution to economic problems. Hoover’s successor, Franklin Delano Roosevelt, took the opposite approach. Although he lacked a comprehensive plan to bring America out of the Depression, he experimented with a variety of federal programs aimed at easing Americans’ suffering and reforming the country’s economy. In this lesson, think about how the role of the federal government—and its obligations to the American people—changed with Roosevelt’s New Deal. What responsibilities did the federal government take on in this decade, and which of these New Deal programs do we still have today? Also think about the type of reforms that FDR and his advisors undertook. Who were the New Deal programs meant to benefit? Who, if anyone, did they leave behind? Did these reforms fix the underlying inequalities of the 1920s economy? Why or why not? 1693633848 Tue, 08 Jul 2008 22:00:00 GMT Bob Goldberg, Ph.D. 0:10:41 clean Education University of Utah World War II Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war overseas changed life in America. How did the U.S. armed forces change in this war, and what does this tell us about who should be considered a patriotic American? What new economic opportunities did wartime industry create, and for whom? Although war mobilization created myriad opportunities, it also led to discrimination and repression. Which groups suffered most in wartime America, and why? Also pay close attention to the conclusion of World War II, particularly the way the war ended in the Pacific. The decision to drop atomic bombs on the Japanese cities of Hiroshima and Nagasaki was one of the gravest and most important decisions ever made by a United States president, and it would have lasting consequences for Japan, the United States, the Soviet Union, and indeed the whole world. Carefully weigh the benefits of dropping the bomb against its costs. If you were in President Truman’s shoes, knowing what he knew, what would you have done? Although the New Deal changed the role of the federal government dramatically, it did not bring the country out of the Great Depression. Rather, prosperity returned with the massive wartime spending of World War II, which infused American industry with federal monies. As in World War I, Americans were initially reluctant to become involved. Many were especially jaded, as renewed conflict made it clear that World War I had not made the world safe for democracy. However, the Japanese attack on Pearl Harbor left Americans little choice but to join the fight against fascism and imperialism. In this lesson, focus again on how war over