HIST 368
THE POPULIST AND PROGRESSIVE ERAS
History 368. The Populist and Progressive Eras. (A)
Three hours lecture (3).
Prerequisites: Three hours of history at the 1OO-level.
Political, economic, and social history from 188O-1917. Special emphasis on the Gilded Age thesis, the role of the Populists in American history and contemporary treatment of the origins and aims of the Progressive movements.
The course will offer an in-depth examination of the "origins of modern America," as many textbooks describe this period. The course will focus on the evolution of an industrial economy and the social and political impact of the new economic system. Students will examine the period from a variety of perspectives, including those of the leaders of the new industries, workers, farmers, minority groups, the "middle class," and others. The foundations of a modern industrial society were laid during this period. Students should leave with a greater appreciation of the complexities of this new society and the views of its supporters, as well as the views of its opponents. Major topics covered will include:
1. The end of Reconstruction and the "Compromise of 1877."
2. Robber Barons or Industrial Statesmen: Rockefeller, Carnegie, and the rise of the "trusts."
3. Politics, 188O-19OO: "the Great Barbecue?"
4. The New South, 1877-19OO.
5. Workers in industrial America.
6. The Populist Revolt.
7. Imperialism, expansionism, and the fate of Native Americans, 188O-1917.
8. Origins of "progressivism."
9. The Progressive Presidents, Roosevelt and Wilson.
1O. Varieties of social reform: the "social gospel," settlement houses, prohibition.
This course will combine lectures, class discussions based on assigned readings and media presentations, and a variety of written assignments. Students will be encouraged to explore topics of special interest through primary research and/or directed reading in secondary sources.
1. Students will develop a broader knowledge and deeper understanding of the origins of modern America.
2. Students will be able to think critically about historical issues.
Graded assignments may include in-class exams, a final exam, pop quizzes, research papers, book reviews, and class participation.
The instructor may make extensive use of primary documents from this period, including memoirs of participants in major events and movements. The Autobiography of Lincoln Steffens and The Education of Henry Adams are good examples of contemporary sources which provide analysis of the period equal to many later "historical" analyses, from which students might benefit.
Date Action Reviewed by
January 2005 Reviewed and Approved by Charles McClellan