Assignment 2: Industrialization and the Rise of a Regulated Economy 
For History 105:  (7 pages here)
Due Week 6 and worth 120 points. 
[NOTE ON ECREE: As you know from our first paper, the university is adopting a tool, called ecree for doing writing assignments in many classes. We are using the ecree program for doing our papers in this class. Instructions on this tool have been posted. You are welcome to type your paper in MS-Word as traditionally done—and then to upload that file to ecree to revise and finish it up. Or, as we suggest, you may type your paper directly into ecree. When using ecree, you should use CHROME as your browser. As posted:“Please note that ecree works best in Firefox and Chrome. Please do not use Internet Explorer or mobile devices when using ecree.”]
BACKGROUND FOR THE PAPER: The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed (monopolistic practices, work conditions, low wages, arbitrary and oppressive expectations) led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Examine the statement below and drawing from provided sources, present a paper with specific examples and arguments to demonstrate the validity of your position.
Statement—in which you can take a pro or con position:
· From the start of Progressive era of the late 1800s through the New Deal period in the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.   (Or you can argue that such interventions and regulations hurt the overall economy and the common workers.)  Use specific examples from different decades—and be sure one of your examples is from the 1930s. 
Here below are two sample Thesis statements—feel free to use either. Make it the last sentence of your introductory paragraph:
1. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to help the overall economy and the common workers.
2. From the late 1800s to the end of the 1930s, increasing government interventions and regulations of business tended to hurt the overall economy and the common workers.
After giving general consideration to your readings so far and any general research, select one of the positions above as your position—your thesis. (Sometimes after doing more thorough research, you might choose the reverse position. This happens with critical thinking and inquiry. Your final paper might end up taking a different position than you originally envisioned.) Organize your paper as follows, handling these issues with this FOUR-PART organization:  
1. The position you choose or something close to it—will be the thesis statement in your opening paragraph. [Usually this is a one paragraph introduction with your thesis statement being the last sentence of the paragraph.]
2. To support your position, use four (4) specific examples from different decades between 1865 and 1940. However, one (1) of your four (4) examples must be from the 1930s. [This typically takes two paragraphs; and probably will need to have in-text citations in this part of the paper. Note—examples from different decades—including one from the 1930s. Focus on specific examples that support your thesis; you are not summarizing broad trends and periods.]
3. Explain why the opposing view is weak in comparison to yours. [The opposing view holds to the other thesis statement—the one you did not choose. Don’t be dismissive. No new research needed; just one paragraph of critical thinking suggesting why your thesis/position is stronger than that different view.]
4. Consider your life today: In what way does the history you have shown shape or impact issues in your workplace or desired profession? [This will work as the conclusion paragraph. Be succinct. Many of these types of government economic programs, laws, and regulations from this period became a normative part of our economic structure. Most came from “Progressive” reformers or later from “New Deal” leaders addressing problems of the Great Depression. They had diverse objectives, such as keeping a competitive environment for businesses, protecting workers and product safety, helping organized labor, shoring up financial institutions and deposits, and providing or subsidizing jobs for the unemployed.]
After the fourth part concluding the paper, be sure you have the numbered list of sources at the end.
Length: The paper should be 500-to-750 words in length. [This word-count does not include any title page or sources list.]
Research and References: You must use a MINIMUM of three sources; the Schultz textbook must be one of them. Your other two sources should be drawn from the list provided below. This is guided research, not open-ended Googling. 
Source list for Assignment 2:  Most primary sources [listed below] can be accessed via direct link on the list. For others on the list, they are accessible through the permalink at the end of the source entry. Those sources (listed below) have libdatab.strayer.edu as part of the URL—this is the permalink to that source in our university’s online library. (The link takes you to the library log-in; you then log in, and then the source appears for you right away). Each source below is shown in SWS form, so if you use it, you may easily copy the entire entry onto your paper’s sources list. (On a paper, never list an item as URL only.)
SWS Form for the textbook: Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865. 5th ed.
Choose sources relevant to the topic and position you are taking:
D. P. Del Mar. 1998. Region and Nation: New Studies in Western U.S. History.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=957156&site=eds-live&scope=site   
S. Gompers. 1914. The American Labor Movement: Its Makeup, Achievements, and Aspirations. http://wwphs.sharpschool.com/UserFiles/Servers/Server_10640642/File/bugge/Chapter%2021/Gompers.pdf 
S. S. Harjo. 1996. Now and Then: Native Peoples in the United States. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=507507152&site=eds-live&scope=site
Helen Hunt Jackson. 1881. Helen Hunt Jackson’s Account of Sand Creek  http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/helen_hunt_jackson_sand_creek.htm  
S. M. Jacoby. Oct., 1983. Union Management Cooperation in the United States: Lessons from the 1920s. http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=4462675&site=eds-live&scope=site  
R. La Follette. 1924. La Follette’s Progressive Platform.    http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/follette.html  
T. C. Leonard. Spring, 2009. American Economic Reform in the Progressive Era: Its Foundational Beliefs and their Relation to Eugenics.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=36656984&site=eds-live&scope=site 
H. D. Lloyd.  June, 1884. The Lords of Industry from North American Review, 331. In Modern History  Sourcebook.  https://sourcebooks.fordham.edu/mod/1884hdlloyd.asp  
E. Rauchway. 2008. The Great Depression and the New Deal: A Very Short Introduction. eBook.  http://libdatab.strayer.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=218056&site=eds-live&scope=site  
Kevin M. Schultz. 2018. HIST: Volume 2: U.S. History since 1865.  5th ed.
L. Steffens. 1904. The Shame of the Cities. http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/steffens.html  
F. W. Taylor. 1911. The Principles of Scientific Management.     http://college.cengage.com/history/wadsworth_9781133309888/courseware/ps/taylor.html  
J. Whitaker. 1871. The Impact of the Factory on Worker Health. Retrieved from http://college.cengage.com/history/wadsworth_9781133309888/unprotected/ps/impact_factory.htm
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Your assignment must follow these formatting requirements below. However, when using the ecree tool, some of the layout issues below can be ignored—thus some words are crossed out:
· This course requires use of new Strayer Writing Standards (SWS). The format is different than some other Strayer University courses. Please take a moment to review the SWS documentation for details.
· Be typed, double spaced between lines [single-spaced for ecree], using Times New Roman font (size 12), with one-inch margins on all sides; [font flexibility and margin flexibility with ecree.]; citations and references must follow SWS format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and [Title page and name info not needed for ecree. You might make up a title—put it right at start of first paragraph—as part of first paragraph.] The Sources page is not included in the required assignment length.
The specific course learning outcomes associated with this assignment are:
· Specify ways that women and minorities have responded to challenges and made contributions to American culture.
· Examine how changes in social and economic conditions and technology can cause corresponding changes in the attitudes of the people and policies of the government.
· Summarize and discuss the ways that formal policies of government have influenced the direction of historical and social development in the United States.
· Recognize the major turning points in American history since the Civil War.
· Use technology and information resources to research issues in contemporary U.S. history.
· Write clearly and concisely about contemporary U.S. history using proper writing mechanics.