THE Thought OF Advancement IN NINETEENTH–CENTURY AMERICA An Online Expert Improvement Class.


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THE Thought OF Advancement IN NINETEENTH–CENTURY AMERICA An Online Expert Improvement Class Objectives OF THE Course Develop your comprehension of how Americans in the nineteenth century characterized progress.
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THE IDEA OF PROGRESS IN NINETEENTH–CENTURY AMERICA An Online Professional Development Seminar

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GOALS OF THE SEMINAR Deepen your comprehension of how Americans in the nineteenth century characterized advancement. Extend your comprehension of how the thought of advancement impacted American life in the nineteenth century. Present new essential assets that you can use in you\'re instructing.

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FRAMING QUESTIONS What encounters and occasions molded the lives of Americans who came into adulthood in the late nineteenth century? In the late nineteenth century, how did Americans characterize the “old,” the “new,” “backwards,” and “progressive”? How did financial and modern thoughts and techniques impact different regions of American life?

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HENRY C. BINFORD NHC FELLOW, 1990-91 PROFESSOR OF HISTORY NORTHWESTERN UNIVERSITY The First Suburbs: Residential Communities on the Boston Periphery, 1815-1860 Work in Progress: The Slum\'s Invention: Poverty and the Remaking of Urban Space in America, 1830-1890

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TO BEGIN OUR DISCUSSION How would you show this material? What writings do you utilize? What pictures do you investigate? What thoughts do you stress?

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THE IDEA OF PROGRESS IN NINETEENTH-CENTURY AMERICA Essential Understandings 1.  From the 1840s on, and particularly in the most recent three many years of the nineteenth century, Americans were both energized and frightful as they managed rehashed scenes of extraordinary innovative change: the railroad, the broadcast, extensive scale processing plants, electric lights and force — all of which adjusted financial, social, and political connections. 2.  In considering “Progress” in the midst of shocking changes, Americans attempted to accommodate old thoughts regarding individual open door and accomplishment with new substances of work and force. 3.  Understanding the fiery late-nineteenth-century discuss about the potential outcomes of individual and social advancement is vital to understanding the Progressive development that took after.

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John Gast, American Progress, 1872 Framing Question: What encounters and occasions formed the lives of Americans who came into adulthood in the late nineteenth century?

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Framing Question: What encounters and occasions formed the lives of Americans who came into adulthood in the late nineteenth century? Carnegie Steel Plant, Homestead, Pennsylvania

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Framing Question: What encounters and occasions molded the lives of Americans who came into adulthood in the late nineteenth century? Estate Steel Works, Homestead, Pennsylvania

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Framing Question: In the late nineteenth century, how did Americans characterize the “old,” the “new,” “backwards,” and “progressive”? Corliss motor Philadelphia 1876

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William Graham Sumner, What the Social Classes Owe Each to Other (passage). 1833 "The conglomeration of vast fortunes is not under any condition a thing to be lamented.  On the opposite, it is an essential state of numerous types of social advance.... Every sign we are to see new advancements of the force of totaled money to serve progress, and that the new improvements will be made right here in America....  Furthermore, it appears to me sure that all amassed capital will fall more under individual control.  Each extraordinary organization will be known as controlled by one expert mind.... This inclination is in general society enthusiasm, for it is toward more tasteful responsibility...We are to see the nation\'s improvement pushed forward at a remarkable rate by a collection of capital, and an efficient use of it under the course of skilled men."

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Frederick Winslow Taylor, The Principles of Scientific Management (extract), 1910 "Well, on the off chance that you are an expensive man, you will do precisely as this man instructs you to-morrow, from morning until night.  When he instructs you to get a pig and walk, you lift it up and walk, and when he instructs you to take a seat and rest, you take a seat.  You do that right straight as the day progressed.  And likewise, no back talk....    "This is by all accounts rather extreme talk.  And in reality it would be if connected to an informed workman or even an astute worker.  With a man of the rationally lazy kind of Schmidt it is suitable and not unkind, since it is viable in altering his consideration on the high wages which he needs and far from what, on the off chance that it were called to his consideration, he most likely consider unthinkably hard work...." _________________________ Framing Questions: What encounters and occasions molded the lives of Americans who came into adulthood in the late nineteenth century? In the late nineteenth century, how did Americans characterize the “old,” the “new,” “backwards,” and “progressive”?

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“After Mr. Watson had gone, I swung excitedly to my spouse. ‘George,’ I said, ‘that productivity gospel is going to mean an incredible arrangement to present day housekeeping. . . . Do you realize that I am going to work out those standards here in our home! . . . I’m going to get some answers concerning how these specialists conduct examinations, and about it, and after that apply it to my production line, my business, my home.’” Christine Frederick, The New Housekeeping , 1913 Framing Question: How did financial and mechanical thoughts and strategies impact different ranges of American life?

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“The mind itself must be taken close by, oversaw and composed , keeping in mind the end goal to be efficient…. One set out not let the psyche rest and dream a lot without arriving at conclusions: the brain must be instructed and manipulated.” Christine Frederick, The New Housekeeping, 1939 Framing Question: How did financial and mechanical thoughts and systems impact different regions of American life?

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Henry Adams, The Education of Henry Adams (extract), 1907 "Chicago approached in 1893 surprisingly the inquiry whether the American individuals knew where they were driving.... For a hundred years, somewhere around 1793 and 1893, the American individuals had dithered, wavered, influenced forward and backward, between two constrains, one just modern, the other free enterprise, bringing together, and mechanical.  In 1893 the issue went ahead the single highest quality level, and the dominant part finally announced itself, once for all, for the free enterprise framework with all its essential hardware.  All one\'s companions, all one\'s best nationals, reformers, places of worship, universities, taught classes, had joined the banks to compel accommodation to capitalism.... Of the considerable number of types of society or government, this was the one he preferred minimum, however his preferences and aversions were as out of date as the agitator teaching of State rights." Framing Question: In the late nineteenth century, how did Americans characterize the “old,” the “new,” “backwards,” and “progressive”?

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PLUNKITT’S PHILOSOPHY “Or, supposin’ it’s another scaffold they’re goin’ to assemble. I get tipped off and I purchase as much property as I can that must be taken for methodologies. I offer at my own value and drop some more cash in the bank. Wouldn’t you? It’s simply like lookin’ ahead in Wall Street or in the espresso or cotton market. It’s fair join, and I’m lookin’ for it consistently in the year.” Framing Question: How did monetary and mechanical thoughts and strategies impact different regions of American life? 1905 spread

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S O M E I M P O R T A N T L I F E D A T E S BUSINESS JOURNALISM POLITICS MISCELLANEOUS 1830s Horatio Alger 1834-1899 Andrew Carnegie 1835-1919 J. P. Morgan 1837-1913 John D. Rockefeller 1839-1937 1840s Carroll D. Wright 1840-1909 G. W. Plunkitt 1842-1924 Elbert H. Gary 1846-1927 Daniel Burnham 1846-1912 Thomas Edison 1847-1931 Joseph Pulitzer 1847-1911 John P. Altgeld 1847-1902 Jacob Riis 1849-1914 1850s Tom Johnson 1854-1911 Robert LaFollette 1855-1925 Eugene Debs 1855-1926 Woodrow Wilson 1856-1924 Booker T. Washington 1856-1915 Louis Sullivan 1856-1924 Ida Tarbell 1857-1944 Clarence Darrow 1857-1938 Theodore Roosevelt 1858-1919 John Dewey 1859-1952 Florence Kelley 1859-1932 1860s Wm. Jennings Bryan 1860-1925 Jane Addams 1860-1935 Henry Ford 1863-1947 Wm. R. Hearst 1863-1951 Ransom Olds 1864-1950 Lincoln Steffens 1866-1936 W. E. B. Du Bois 1868-1963 Frank Lloyd Wright 1869-1959 1870s Theodore Dreiser 1871-1945 Herbert Hoover 1874-1964 Upton Sinclair 1878-1968 Otis Van Sweringen 1879-1936 1880s Mantis Van Sweringen 1881-1935 Jesse Clyde Nichols 1880-1950 Franklin D. Roosevelt 1882-1945

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John Gast, American Progress From Hull House Maps and Papers 1894 Framing Question: How did monetary and modern thoughts and strategies impact different territories of American life?

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THE IDEA OF PROGRESS IN NINETEENTH-CENTURY AMERICA "PROGRESS" -Efficiency   =avoidance of waste     =doing assignments all the more rapidly and inexpensively -Greater Control  (by whom? for whom?) -Reliance upon Professionalism and Expertise -Large-Scale Organization and Management -Wider Distribution of Goods and Opportunities

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