To advance critical thinking and writing skills

Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 18, 21, 22
• Lesson
• 1 source that corresponds with your selected topic (noted in the topic instructions)
• Minimum of 3 scholarly sources (in addition to the textbook)

Optional Resources to Explore
Feel free to review the library guide for scholarly sources and videos at the following link:

• Link (website): https://library.chamberlain.edu/history

Introduction
The purposes of each case study assignment include the following:

• To hone your abilities to research using scholarly sources
• To advance critical thinking and writing skills
• To compile a response to the prompts provided
• To explore a historical topic and make connections to change over time

Instructions
Pick one (1) of the following topics. Then, address the corresponding questions/prompts for your selected topic. Use at least one (1) documented example of the corresponding primary source in your writing.

Option 1: Big Business (Monopolies) and Exploitation of Workers
View the following resource:

Link (video): https://search-alexanderstreet-com.chamberlainuniversity.idm.oclc.org/view/work/bibliographic_entity%7Cvideo_work%7C1790467(27:30)

Browse and read one (1) of the following:

Link (library article): https://eds-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/detail/detail?vid=0&sid=cc04efe2-2fcf-40cd-85b0-15529b48b427%40sessionmgr4007&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=125077563&db=ehh

Link (library article):https://eds-a-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/detail/detail?vid=0&sid=a9d4b796-c232-4e23-a952-bd51964e00e5%40sdc-v-sessmgr02&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=8700110&db=bah

Then, address the following:

• Explain if big business leaders were “captains of industry,” “shrewd businessmen,” or “robber barons.”
• Based on one of the resources noted for this option, assess American working conditions and exploitation of workers in the Age of Industry.
• Analyze the role that government played in reforming American working conditions.
• Explain the benefits of the Federal Government regulations of monopolies.
• Analyze which progressive presidents attained economic justice and reform for workers.

Option 2: Who is A Progressive?
Review the following site: https://www.loc.gov/rr/program/bib/elections/election1912.htmlhttps://www.loc.gov/rr/program/bib/elections/election1912.html

Then, address the following:

• According to Roosevelt, what are the characteristics of a progressive?
• Explain and give examples of the characteristics of “anti-progressives.”
• Trace what types of activities “anti-progressives” engaged in?
• Analyze the goals of progressivism.
• Explain what areas of society progressives addressed?
• Analyze the progressive achievements Roosevelt highlights in his speech?

Option 3: World War I
Review the following resources:

• Link (video): A War to End All Wars: Part 2 (Links to an external site.) (6:56)
• Link (library article): The Treaty of Versailles and the Rise of Nazism (Links to an external site.)

Then, address the following:

• Trace the origins of World War I, and assess if the world war was inevitable in 1914?
• Explain if it was possible for the United States to maintain neutrality in World War I. If yes, explain how. If no, explain why not.
• Analyze if the United States should have entered World War I to make the world safe for democracy.
• Analyze if the Treaty of Versailles was a fair and effective settlement for lasting world peace.
• Explain if the United States Senate should have approved of the Treaty of Versailles.

Writing Requirements (APA format)

• Length: 3-4 pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page
• In-text citations that correspond with your end references

References

Dyer, J. (Director), & Dyer, J. (Producer). (2005). A war to end all wars: Part 2 [Video file]. Dallas County Community College District. Retrieved from Academic Video Online: Premium database.

Farmer, B. (2018). The Treaty of Versailles and the Rise of Nazism. New American (08856540), 34(21), 33–38. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=132888411&site=eds-live&scope=site

The Library of Congress. (2018, October 23). Presidential election of 1912: A resource guide. Retrieved from https://www.loc.gov/rr/program/bib/elections/election1912.html

McNatt, E. B. (1944). The Pullman strike (Book). American Economic Review, 34(1), 184–186. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=8700110&site=eds-live&scope=site

Media Rich Communications (Producer). (2004). The progressive era [Video file]. Retrieved from Academic Video Online: Premium database.

Smith, P. (2017). The Triangle disaster: How a fire a century ago at a New York clothing factory changed U.S. labor laws. New York Times Upfront, 150(1), 11. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=125077563&site=eds-live&scope=site