Description
What was the relationship between race and belonging in the turn-of-the-century United States? How did non-white racial groups (including Native Americans, Chinese immigrants, African Americans, and residents of U.S. colonial holdings) make an argument for inclusion, access, and rights in the late 1800s and 1900s?
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COLLEGE OF ECONOMICS, MANAGEMENT AND INFORMATION SYSTEMS
Guidelines for Writing Assignments
Before you start answering the question please read instruction carefully.
Written Format :
a. Cover page template
b. Times New Roman font with font size 12;
c. All headings and sub-headings should be in bold.
d. 1.5 line spacing with 1 inch margin in all four sides
e. All page must be numbered
f. All sources should be properly referenced.
g. Don’t forget to write your name and ID on cover page.
There should be a table of content and explantion including following headings:
Sl. No.
1
2
3
4
5
Topics
Page No
Introduction
Discussion
Reviews / Recommendations
Conclusions
Bibliography/References
Marks will be given according to below table:
Organization (5)
Properly Organized- 4-5,
Moderately Organized – 34
Poorly Organized – 1-2)
Content (10)
Good quality- 8-10
Moderate Quality –
5-7,
Poor Quality – 1-4)
Originality (5)
Good – 4-5,
Moderate – 3,
Poor – 1-2)
Meeting Deadlines
(5)
Met – 5
Late Submission -1-2
Total
(25)
Note: Individual different creative answers will be promoted and plagiarism/similarity of
answers will be discouraged.
(This page you can remove when you submitting your assignment answer)
Conv
erted
to (5)
College of Economics, Management, and Information Systems
[Department of Economics and Finace]
[Business Finance-FINA 201/110]
[Assignment No: 01]
Submitted by:
[Student name:]
[Student ID:]
[Date:]
[Submitted to:]
[Shamsudheen Arumathadathil]
Semester: Summer 2020
(No need page number for cover page)
Table of Contents
Sl. No.
1
2
3
4
5
Topics
Page No
Introduction
Discussion
2.1……..
2.2……..
Reviews / Recommendations
Conclusion
Bibliography/References
(Page 1 start from here)
Assignment Question:
Imagine you would like be a financial manger in a corporate finance company and discuss
about the following questions/concepts to proceed your carrier.
•
•
•
Why you choose to be a finace professional?
How the study of cashflow, fiancial planning and Ethics will help your
profession?Explain with a real world examples.
How the the concept of time value of money will be usefull to you and solve the
question;
# Calculate,how much money will be having your account at the end of 5 years, if you
plan to deposit OMR 454 annually at the end of next five years in to a savings
account paying 4.5% annual interest.
Note:Your answer expecting as given formats,coverpage and detailed expanation given table
of contents headings(Expecting your answer 5-7 pages)
Last date of submission:Jul 08,2020)
Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
`
IN SEMESTER INDIVIDUAL ASSIGNMENT
Module Code: COMP 1009
Module Name: Project Management
Level: 6
Max. Marks: 100
Instructions to Student
Answer all questions.
Deadline of submission: 08/07/2020 23:59
The marks received on the assignment will be scaled down to the actual weightage
of the assignment which is 50 marks
Formative feedback on the complete assignment draft will be provided if the draft is
submitted at least 10 days before the final submission date.
Feedback after final evaluation will be provided along with the results of Spring 2020
Module Learning Outcomes
The following LOs are achieved once you complete this assignment
1) Evaluate the tools and techniques that need to be applied for the effective and successful
implementation of an information systems project
2) Appraise the changing social and organisational effects, on both individuals and society as a whole, of
information systems and technology projects
Assignment Objective
You are encouraged to see the role of a project manager within the broader perspective of
strategic business management, understanding where projects come from and why they are
selected.
Assignment Task
For the selected project in assignment 1, assume that your scope statement is accepted. Now the
management of Muscat Information Systems LLC (or the organization which you have selected)
has asked you, the project manager, to submit a detail project proposal document for the
selected project. Your project proposal document should be in the form of professionally
complied report of 12 to 14 pages and must include the following tasks.
MEC_AMO_TEM_034_01
Page 1 of 9
Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
Task 1:
[30 marks]
Requirements Specifications for the selected project and must include the following:
o
Functional Requirements
o
Resource Requirements &
o
Quality Requirements
Task 2:
[30 marks]
Compare two Project methodologies and identify the best methodology for the proposed project,
by providing the rationale for selecting a particular methodology. Provide scheduling plan – Work
Breakdown structure-task list for this project (show predecessors and duration of activities
include Gantt chart & Network Analysis Diagram – using any project management tool).
Task 3:
[20 marks]
Risk Identification and Mitigation plan – identify any five risk from at least two risk categories.
You can use any of the following techniques to identify the Risks
o
SWOT Analysis (Strengths, Weaknesses, Opportunities and Threats)
o
Scenario planning
o
Morphological
o
Cross-impact
o
CBR (Case-based reasoning)
Task 4:
[20 marks]
Recognize the influence of the selected project on the society/organization. Your discussion can
focus on the following questions: What benefits project can bring to society/organization? Does
the project promote ethical standards?
MEC_AMO_TEM_034_01
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Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
Rules & Regulations:
All resources should be cited using CU Harvard style.
The final assignment must have a Title page, Table of Contents, References/ bibliography using
CU Harvard Style and page numbers.
Title Page must have Assignment Name, Module name, Session, your name, ID, and the name of
the faculty.
Softcopy in word format is to be submitted through Turnitin link on Moodle.
Viva will be conducted after the assignment submission as per the dates informed earlier. If
needed VIVA will be conducted using MS TEAMS
Guidelines:
Assignment must be computer typed.
Font – Times New Roman
Font – Style – Regular
Font – Size – 12
Heading should be with Font Size 14, Bold, Capital and Underline.
Avoid Wikis’ as references.
Explain with suitable diagrams wherever required. Diagrams must be drawn using suitable
software or by pencil.
Each student has to do the assignment individually
You can refer books in eLibrary or use internet resource. But you should not cut and paste material
from internet nor provide photocopied material from books. The assignment answers should be
in your own words after understanding the matter from the above resources.
Important Policies to be followed
1. Student Academic Integrity Policy*:
MEC upholds the spirit of academic integrity in all forms of academic work and any form of violation
of academic integrity shall invite severe penalty. Any benefit obtained by indulging in the act of
violation of academic integrity shall be cancelled.
All cases of violation of academic integrity on the part of the student shall fall under any of the below
mentioned categories:
1.
Plagiarism
2.
Malpractice
3.
Ghost Writing
4.
Collusion
5.
Other cases
MEC_AMO_TEM_034_01
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Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
If the student fails a module and has a proven case of academic integrity violation in this module, the
student is required to re-register the module. This is applicable to first and second offenders of
plagiarism.
1. Plagiarism
A. First offence of plagiarism
I.
If a student is caught first time in an act of plagiarism during his/her course of study in
any assignment other than project work, the student will be allowed to re-submit the
assignment once, within a maximum period of one week. However, a penalty of
deduction of 25% of the marks obtained for the resubmitted work will be imposed.
II.
Period of re-submission: The student will have to re-submit the work one week from the
date he or she is advised to re-submit.
III.
If the re-submitted work is also found to be plagiarized, then that assessment will be
awarded a zero mark. Re-submission of the work beyond the maximum period of one
week will not be accepted and the assessment will be awarded a zero mark.
B. Second offence of plagiarism
If any student is caught second time in an act of plagiarism during his/her course of study (in a
subsequent semester), the student will directly be awarded zero for the work in which plagiarism
is detected. In such cases, the student will not be allowed to resubmit the work. A warning of
suspension shall be issued, and student has to sign an undertaking and undergo counselling
session in such cases.
2. Malpractice/Ghostwriting/Collusion
A. First offence of Malpractice/Ghostwriting/Collusion
If a student is caught in an act of Malpractice/Ghostwriting/Collusion for an assessment
component irrespective of coursework or end semester, the student shall fail the module
and shall be required to re-register the module
B. Second Offence of Malpractice/Ghostwriting/Collusion
If a student is caught a second time in an act of Malpractice/Ghostwriting/Collusion for
an assessment component irrespective of coursework or end semester, the student
shall fail the module. A warning of suspension shall be issued, and student has to sign
an undertaking and undergo counselling session in such cases.
3. Third Offence of Academic Integrity Violation
If a student is caught a third time in an act of Academic Integrity Violation for an assessment
component irrespective of coursework or end semester (in a subsequent semester), the student
shall fail the module and also shall be suspended for one semester from the College, as
recommended by institutional level academic committee, Chaired by the Associate Dean, Academic
Affairs.
MEC_AMO_TEM_034_01
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Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
4. Fourth Offence of Academic Integrity Violation:
If a student is caught a fourth time in an act of Academic Integrity Violation for an assessment
component irrespective of coursework or end semester (in a subsequent semester), the student shall
fail the module and also shall be expelled from the College, as recommended by institutional level
academic committee, Chaired by the Associate Dean, Academic Affairs.
5. Other cases
If a student commits an act of academic integrity violation as per the definition of “other cases”
mentioned in the previous section or of a different nature, student’s case shall be forwarded to an
institutional level academic committee, Chaired by the Associate Dean, Academic Affairs. The
committee shall investigate the case by means of a viva and/or a disciplinary hearing and shall take
appropriate decision. The penalty that can be granted to a proven case of academic integrity violation
which falls in this category of “other cases” can be a warning/component zero/ module
fail/suspension/expulsion depending on the nature and gravity of the offence.
6. Types/Variations of Cases:
I.
II.
III.
IV.
If plagiarism is detected in any component of one assessment, the deduction in marks will be
applicable for the whole assessment, even if only the component or part submission alone needs
to be resubmitted.
If plagiarism is detected in a group assessment, all students of the group will be considered as
having committed an act of plagiarism and the policy will then be applied to all students
If plagiarism is detected in any component of a group assessment, the deduction in marks will be
applicable for the whole assessment even if only the component or part submission alone needs
to be resubmitted.
All students of the group would be considered as having committed an act of plagiarism and the
policy will then be applied to all the students of the group.
If the assessment consists of components or part submissions that could be a group assessment
component (e.g. group assignment) and an individual assessment component (e.g. individual
reflection), the following will be applicable:
a.
If plagiarism is detected in the group assessment component, all students of the group
will be considered as having committed an act of plagiarism, The policy will then be
applied to all students of the group. Group assessment component will be resubmitted
as per the policy.
b.
If plagiarism is detected in the individual assessment component, the individual
assessment component will be resubmitted and the policy will then be applied to that
student alone.
c.
For both (a) and/or (b), the deduction in marks will be applicable for the whole
assessment.
* for further details Refer to MEC Student Academic Integrity Policy in Student Handbook.
MEC_AMO_TEM_034_01
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Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
2. Late Submission Regulations:
It is the students’ responsibility to check all relevant timelines related to assessments.
As per the Assessment Policy at MEC, late submissions are allowed for one week (5 working days)
for all UG modules with a penalty. In such cases, a deduction of 5% of the marks obtained for the
submitted work shall be imposed for each working day following the last date of submission
till the date of actual submission. Assessment documents submitted beyond a period of one
week (5 working days) after the last date of submission will not be accepted and will be awarded
a zero for that assessment. In cases where the submission has been delayed due to extenuating
circumstances, the student may be permitted to submit the work without imposing the late
submission policy stated above. The extended period of submission will be one week from the
original last date of submission. In such cases, the student is expected to submit the supporting
certificates on or before the original last date of submission of the assessment and the decision
of extension rests with faculty responsible for the assessment .The late submission policy shall be
applied if the student fails to submit the work within one week of the original last date of
submission.
Students may contact their teachers for clarification on specific details of the submission time if
required.
3. Research Ethics and Biosafety Policy
To protect and respect the rights, dignity, health, safety, and privacy of research subjects involved
including the welfare of animals and the integrity of environment, all student projects are
expected to be undertaken as per the MEC Research Ethics and Biosafety Policy. Accordingly the
following shall apply.
Research and other enterprise activities shall be conducted by maintaining the high ethical
standards consistent with national and international standards and conventions.
Any research at MEC that is categorized as high-risk research shall be subject to review and
approval by the Research Ethics and Biosafety Committee.
Research activities involving collection of human or animal tissues and manipulation of microbial,
animal or plant cells shall be subject to review and approval by the Research Ethics and Biosafety
Committee.
Participants involved in research must be informed about the purpose of research and intended
uses of research findings. Written consent must be obtained from people involved prior to the
commencement of research.
Data obtained from participants must be treated with high confidence and should be used only
for the intended purpose of research.
MEC_AMO_TEM_034_01
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Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
Feedback:
Detail feedback will be provided as follows:
Submission
Draft Assignment Submission:
Detail feedback on the draft assignment
submission will be provided. This feedback
will help you to understand and reflect on
your initial assignment draft and gives you
further opportunity to fine tune your work
before final submission.
Final Assignment Submission:
Detail feedback on the assignment document
will be provided. Feedback will help you to
reflect on your work. Also you can carry
forward the feedback comments in
understanding and completing the other
assessments of future modules
MEC_AMO_TEM_034_01
Scheduled date feedback
Channel
02/07/2020
MEC Moodle
Along with the results of
Spring 2020
MEC Moodle
Page 7 of 9
Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
Assessment Evaluation Criteria
Classification
Reflection and critical analysis.
And % Range
Knowledge and Understanding/
Evidence of Reading
Referencing and Bibliography
Presentation, Grammar and Spelling
Application of Theory
Outstanding
Highly competent analytical skills and
reflective practice, demonstrating personal
learning and growth, insight into required
professional values and principles and
professional development planning.
Extensive knowledge and depth
of understanding of principles
and concepts and /or
outstanding application of
theory in practice.
Evidence of reading an extensive
range of educational
literature/research and where
applicable workplace strategies,
policies and procedures.
Accurate referencing and
bibliography correctly using
appropriate referencing style
Excellent presentation, logically
structured, using correct grammar and
spelling, excellent cross-referencing and
links to supporting evidence
Excellent
Strong analytical skills and reflective
practice used, demonstrating personal
learning and growth, insight into required
professional values, principles and
competencies and professional.
development planning
Excellent knowledge and
understanding of principles and
concepts and /or excellent
knowledge and understanding
of the application of theory in
practice
Evidence of reading a wide range of
educational literature/research and
where applicable, workplace
strategies, policies and procedures.
Appropriate referencing and
bibliography correctly using
appropriate referencing style
Good presentation, competently
structured, using correct grammar and
spelling, clear and easy to use links to
supporting evidence
Very Good Quality
Good use of analytical skills and reflective
practice demonstrating personal learning
and growth, insight into required
professional values, principles and
competencies and professional
development planning.
Good knowledge or key
principles and concepts and/or
good knowledge of the
application of theory in practice
Evidence of reading a good range of
educational literature/research and
where applicable workplace
strategies, policies and procedures.
Generally well referenced with
correct use of the appropriate
referencing style
Reasonable presentation, completely
structured, acceptable grammar and
spelling, acceptable links to supporting
evidence
Good (Acceptable)
Acceptable use of analytical skills and
reflective practice demonstrating personal
learning and growth, insight into required
professional values, principles and
competencies and professional
development planning.
Acceptable knowledge of key
principles and concepts and/or
knowledge of the application of
theory in practice
Evidence of reading an appropriate
range of educational
literature/research and where
applicable, relevant workplace
policies and procedures
Adequate referencing. Generally
accurate use of appropriate
referencing style
Adequate presentation and structure,
acceptable grammar and spelling,
adequate links to supporting evidence
Adequate/ Satisfactory
Adequate use of analytical skills and
reflective practice demonstrating personal
learning and growth, insight into required
professional values, principles and
competencies and professional
development planning.
Adequate knowledge of key
principles and concepts and/or
satisfactory evidence of the
application of theory in practice
Evidence of minimal reading of
educational literature/research and
where applicable relevant workplace
policies and procedures
Adequate referencing.
appropriate referencing style
used but may contain some
inaccuracies.
Weak presentation , satisfactory structure,
grammar and spelling, links to supporting
evidence
Weak /Poor
Little use of analytical skills and reflective
practice demonstrating personal learning
and growth, insight into required
competencies and/or professional
development planning. Professional values
and principles not reflected in the
submission.
Little evidence of knowledge of
key principles or concepts
and/or little evidence of the
application of theory in practice
Little or no evidence of reading
outside of the course textbook
and/or reference to relevant work
place policies and procedures
Little or no referencing, incorrect
style, or very inaccurate use of
appropriate referencing style
Poor presentation, grammar and spelling,
links to supporting evidence
and/or
and/or
No evidence of knowledge of
key principles or concepts
and/or no evidence of
application of theory in practice
No evidence of reading outside of
the course textbook and/or reference
to relevant workplace policies and
procedures
(all learning outcomes not
adequately met)
and/or
Insufficient/no use of analytical skills and
reflective practice demonstrating personal
learning and growth, insight into required
competencies and professional
development planning
MEC_AMO_TEM_034_01
and/or
Unacceptable presentation, grammar and
spelling, structure is very poor, links to
supporting evidence
Page 8 of 9
Project Management (COMP 1009)-SPRING-2020-CW2(Assignment2)-All-QP
MODULE NAME: Project Management (COMP 1009)
Spring 2020
Assessment Sheet – Basic Assignment Analysis:
Deliverables
Task 1
Aspects
Requirements
Specifications
for
the
selected
project
0
1-12
Only providing the basic
definitions
and
understanding of tasks
without actually relating
them to the selected
project. [max 4 mark for
each of the requirements
specifications]
13-30
Complete report, with proper citation and referencing, by
providing the basic definitions, clear understanding of
tasks and relating them to the selected project to include
the following:
o Functional requirements of project
o Resource requirements clearly mentioning which
recourses are needed during which phase of the
project and
o Quality requirements, say, why the identified
resources (quality aspect) are needed.
[max 10 marks for each of the requirements
specifications]
Mark
No
attempt /
Irrelevant
work
Deliverables
Aspects
0
1-10
11-30
Mark
Task 2
Methodology
selection and
preparing
project plan
No
attempt /
Irrelevant
work
Only considered two
methodologies
and
done a comparison and
selected
one
methodology. [max 5
marks for each]
Deliverables
Task 3
Aspects
Risk analysis
0
No
attempt /
Irrelevant
work
1-10
Providing the basic
definitions of any five
risk categories without
actually relating them to
the selected project.
[max 2 marks for each
definition]
Deliverables
Task 4
Aspects
Influence of
the selected
project on the
society/organi
zation
0
No
attempt /
Irrelevant
work
1-5
Basic explanation of how
this project will bring in
benefit
to
the
organization
and
society.
Comprehensive report, with proper citation and
referencing, to include:
o Selecting the best methodology by providing
justification
o Preparing WBS and
o Implementing WBS using project management tool
[max 10 marks for each of the above tasks]
11-20
A detailed risk analysis, with proper citation and
referencing, – performing complete risks analysis for the
selected project. This must include the following:
o Risk identification using any of the given techniques
and categorizing the identified risks
o Risk analysis and assessment
o Mitigation plan
[max 10 marks for risk identification and max 5 marks
each for the next two criteria of risk analysis]
6-20
Detailed explanation, with proper citation and
referencing, of how this project will bring in the benefit
Mark
to the organization and society by addressing the
following key questions for selected project.
o How this project can bring in the change to
society/organization for overall enhancing the various
business process of the organization? And
o How does this project promote ethical standards?
[max five marks each]
Name of the student
: ______________________________
ID no
: ___________________
Section
: ______________
MEC_AMO_TEM_034_01
Mark
Total Marks
Penalty
Final Marks
Page 9 of 9
44
Voices of Freedom
who do not pay to civic virtue even the compliment of hypocrisy;
and the pillars of the republic that we thought so strong already
bend under an increasing strain.
We honor Liberty in name and in form. We set up her statues and
sound her praises. But we have not fully trusted her. And with our
growth so grow her demands. She will have no half service!
Liberty! it is a word to conjure with, not to vex the ear in empty
boastings. For Liberty means Justice, and Justice is the natural law-
the law of health and symmetry and strength, of fraternity and co-
operation.
They who look upon Liberty as having accomplished her mission
when she has abolished hereditary privileges and given men the bal-
lot, who think of her as having no further relations to the every-day
affairs of life, have not seen her real grandeur—to them the poets
who have sung of her must seem rhapsodists, and her martyrs fools!
As the sun is the lord of life, as well as of light; as his beams not merely
pierce the clouds, but support all growth, supply all motion, and
call forth from what would otherwise be a cold and inert mass, all
the infinite diversities of being and beauty, so is liberty to mankind.
It is not for an abstraction that men have toiled and died; that in
every age the witnesses of Liberty have stood forth, and the martyrs
of Liberty have suffered.
We speak of Liberty as one thing, and virtue, wealth, knowledge,
invention, national strength and national independence as other
things. But, of all these, Liberty is the source, the mother, the neces-
sary condition. She is to virtue what light is to color; to wealth what
sunshine is to grain; to knowledge what eyes are to sight. She is the
genius of invention, the brawn of national strength, the spirit of
national independence. Where Liberty rises, there virtue grows,
wealth increases, knowledge expands, invention multiplies human
powers, and in strength and spirit the freer nation rises among her
neighbors as Saul amid his brethren—taller and fairer. Where
Liberty sinks, there virtue fades, wealth diminishes, knowledge is
forgotten, invention ceases, and empires once mighty in arms and
arts become a helpless prey to freer barbarians!
a
SAUSAGEMAN
America’s Gilded Age, 1870-1890
45
The fiat has gone forth! With steam and electricity, and the new
powers born of progress, forces have entered the world that will
either compel us to a higher plane or overwhelm us, as nation after
nation, as civilization after civilization, have been overwhelmed
before. It is the delusion which precedes destruction that sees in
the popular unrest with which the civilized world is feverishly puls-
ing, only the passing effect of ephemeral causes. Between demo-
cratic ideas and the aristocratic adjustments of society there is an
irreconcilable conflict. Here in the United States, as there in Europe,
it may be seen arising. We cannot go on permitting men to vote
and forcing them to tramp. We cannot go on educating boys and
girls in our public schools and then refusing them the right to earn
an honest living. We cannot go on prating of the inalienable rights
of man and then utnymg mm
Tamnavn ngm tome bounty of the
5:14
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eric-foner-voices-of-freedom_-a-d…
The evils Arising from the unjust and unequal distribution of
wealth, which are becoming more and more apparent as modern
civilization goes on, are not incidents of progress, but tendencies
which must bring progress to a halt; that they will not cure them-
selves, but, on the contrary, mu
unless their cause is removed, grow
greater and greater, until they sweep us back into barbarism by the
road every previous civilization has trod. But it also shows that these
evils are not imposed by natural laws; that they spring solely from
social mal-adjustments which ignore natural laws, and that in remov-
ing their cause we shall be giving an enormous impetus to progress.
SAUSAGEMAN
America’s Gilded Age, 1870-1890
43
The poverty which in the midst of abundance, pinches and
embrutes men, and all the manifold evils which flow from it, spring
from a denial of justice. In permitting the monopolization of the natu-
ral opportunities which nature freely offers to all, we have ignored the
fundamental law of justice—for so far as we can see, when we view
things upon a large scale, justice seems to be the supreme law of the
universe. But by sweeping away this injustice and asserting the rights
of all men to natural opportunities, we shall conform ourselves to the
law—we shall remove the great cause of unnatural inequality in
the distribution of wealth and power; we shall abolish poverty; tame
the ruthless passions of greed; dry up the springs of vice and misery;
light in dark places the lamp of knowledge; give new vigor to inven-
tion and a fresh impulse to discovery; substitute political strength for
political weakness; and make tyranny and anarchy impossible.
The reform I have proposed accords with all that is politically,
socially, or morally desirable. It has the qualities of a true reform,
for it will make all other reforms easier. What is it but the carrying
out in letter and spirit of the truth enunciated in the Declaration of
Independence—the “self-evident” truth that is the heart and soul of
the Declaration—“That all men are created equal; that they are endowed
by their Creator with certain inalienable rights; that among them are life,
liberty, and the pursuit of happiness!”
These rights are denied when the equal right to land—on which
and by which men alone can live—is denied. Equality of political
rights will not compensate for the denial of the equal right to the
bounty of nature. Political liberty, when the equal right to land is
denied, becomes, as population increases and invention goes on,
merely the liberty to compete for employment at starvation wages.
This is the truth that we have ignored. And so there come beggars in
our streets and tramps on our roads; and poverty enslaves men
whom we boast are political sovereigns; and want breeds ignorance
that our schools cannot enlighten; and citizens vote as their mas-
ters dictate; and the demagogue usurps the part of the statesman;
and gold weighs in the scales of justice; and in high places sit those
5:14
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eric-foner-voices-of-freedom_-a-d…
laborers of the United States in this mighty movement….
Thus shall eight hours prevail; earnings and days’ work, wealth,
and business prosperity increase, financial reverses be made impos-
sible, and the whole human race emancipated … from the capitalist
despotism which is made possible and necessary by the poverty of
the most of mankind.
On the … issue of eight hours, therefore, or less hours, we join
hands with all, regardless of politics, nationality, color, religion, or
sex; knowing no friends or foes except as they aid or oppose this
long-postponed and world-wide movement.
And for the soundness of our political economy, as well as the recti-
tude of our intentions, we confidently and gladly appeal to the wiser
statesmanship of the civilized world.
Questions
1. Why does this declaration appeal to other countries for support?
2. What benefits does the declaration claim will come from shortening
the hours of work and increasing wages?
SAUSAGEMAN
42
Voices of Freedom
106. Henry George, Progress and Poverty (1879)
Source: Henry George, Progress and Poverty (1879] (New York, 1884),
pp. 489–96.
Dissatisfaction with social conditions in the Gilded Age extended well
beyond aggrieved workers. Alarmed by fear of class warfare and the grow-
ing power of concentrated wealth, social thinkers offered numerous plans
for change. Among the most influential was Henry George, whose Progress
and Poverty became one of the era’s great best-sellers. Its extraordinary suc-
cess testified to what George called “a wide-spread consciousness… that
there is something radically wrong in the present social organization.”
George’s book began with a famous statement of “the problem” sug-
gested by its title—the expansion of poverty alongside material progress.
His solution was the “single tax,” which would replace other taxes with a
levy on increases in the value of real estate. The single tax would be so
high that it would prevent speculation in both urban and rural land, and
land would then become available to aspiring businessmen and urban
working men seeking to become farmers. Whether or not they believed in
George’s solution, millions of readers responded to his clear explanation
of economic relationships and his stirring account of how the “unjust and
unequal distribution of wealth” long thought to be confined to the Old
World had made its appearance in the New.
THE EVILS ARISING HOI u unjust anu untqual distribution of
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eric-foner-voices-of-freedom_-a-d…
105. A Second Declaration of Independence
(1879)
Source: Philip S. Foner, We the Other People (Urbana, 1976), pp. 117–19.
Not all Americans adhered to the Social Darwinist definition of liberty
as frank acceptance of social inequality in an unregulated market. During
the Gilded Age, the labor movement presented a very different understand-
ing of freedom. It offered a wide array of programs, from public employ-
ment in hard times to currency reform, anarchism, socialism, and the
creation of a vaguely defined “cooperative commonwealth.” All these ideas
arose from the conviction that social conditions in the 1870s and 1880s
needed drastic change. One of the most popular demands was for legisla-
tion establishing eight hours as a legal day’s work. In 1879, Ira Steward, a
prominent union leader, drafted a revised version of the Declaration of
Independence for a Fourth of July labor picnic in Chicago. He insisted that
higher wages and greater leisure time would enable workers to develop
new desires, thereby increasing demand for goods and benefiting manu-
facturers, laborers, and society at large. Steward’s program illustrates how,
in the aftermath of the Civil War, reformers of all kinds increasingly
looked to the government to bring about social change. It also reveals a
new sense of identification between American workers and their counter-
parts overseas.
RESOLVED, THAT THE practical question for an American Fourth
of July is not between freedom and slavery, but between wealth and
poverty. For if it is true that laborers ought to have as little as possi-
ble of the wealth they produce, South Carolina slaveholders were
right and the Massachusetts abolitionists were wrong. Because,
when the working classes are denied everything but the barest
necessities of life, they have no decent use for liberty….
Slavery is … the child of poverty, instead of poverty the child of
slavery: and freedom is the child of wealth, instead of wealth the
child of freedom. The only road, therefore, to universal freedom is
the road that leads to universal wealth.
SAUSAGEMAN
America’s Gilded Age, 1870-1890
41
Resolved, That while the Fourth of July was heralded a hundred
years ago in the name of Liberty, we now herald this day in behalf
of the great economic measure of Eight Hours, or shorter day’s
work for wageworkers everywhere … because more leisure, rest and
thought will cultivate habits, customs, and expenditures that mean
higher wages: and the world’s highest paid laborers now furnish each
other with vastly more occupations or days’ work than the lowest
paid workers can give to one another…. If the worker’s power to buy
increases with his power to do, granaries and warehouses will empty
their pockets, and farms and factories fill up with producers….
And we call to the workers of the whole civilized world, especially
those of France, Germany, and Great Britain, to join hands with the
laborers of the United States minismigny movement….
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102. Jorgen and Otto Jorgensen,
Homesteading in Montana (1908)
Source: Jorgen and Otto Jorgensen: “Homesteading in Montana (1908)” from
the Smith Collections 178, Montana Historical Society. Reprinted by
permission of the Montana Historical Society.
The decades after the Civil War witnessed a flood of migrants moving
beyond the Mississippi River to take up farming. Hundreds of thousands
of families acquired land under the Homestead Act, and many others pur-
chased it from railroad companies and other private owners. As in earlier
westward movements, uprooting one’s family to take up land often
located far from settled communities required remarkable courage and
fortitude. In later interviews, Jorgen Jorgensen and his son Otto, members
of a Danish-American family, recalled the decision to move to Montana in
1906. While popular lore celebrated the lone pioneer settler, the Jor-
gensens’ experience illustrates the fact that many homesteaders went
West as parts of communities, often organized on an ethnic basis.
[JORGEN:) ONE WOULD think that we would have been satisfied to
settle down where we were but such was not the case. We had con-
stantly longed for fellowship with other Danes in a Danish congrega-
tion in a Danish settlement with a Danish school. There was a Danish
Church in Waupaca (Wisconsin) but that was a distance of seven
a
28
SAUSAGEMAN
America’s Gilded Age, 1870-1890
29
miles away. Our neighbors were all native Americans. Most of them
were uneducated and not too intellectual. They were congenial and
friendly enough but we got little satisfaction or enjoyment from fel-
lowship with them. The language was a handicap too because Kris-
tiane [his wife] had not had as good an opportunity to learn it as I who
had mixed with other people more. She could make herself under-
stood alright but has since improved a great deal. She reads English
books quite well but when it comes to writing I have to do it.
In the meantime we had managed to get all the land under culti-
vation that I was able to handle without hired help. All we had to do
was to plant potatoes in the spring, dig them up in the fall, and haul
them to town during the winter which was a little too tame an exis-
tence. I have mentioned two reasons why we wanted to move but
there was a third. The older girls were growing up, and what if one
of them should come home some day with one of these individuals
with a foreign background and present him as her sweetheart. This
was unthinkable. (Strangely enough after we came to Montana one
of the girls actually did come and present an American as her sweet-
heart but he was a high class individual. He was a lawyer who later
became district judge for Sheridan and other counties.)
When E. F. Madsen’s call came in “Dannevirke” in 1906 to establish
a Danish colony in eastern Montana, I immediately said, “That’s
where we are going
d. I think people
a
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big kitchen range, new harnesses, etc. It was now “for sure” that the big
adventure was about to become a reality. But it was not until the spring
of 1908 that all the difficulties of such an undertaking were over-
come. Selling the farm, auction sale, getting, the cash, etc. We didn’t
sell much—everything was stuffed into the immigrant-car, (spe-
cial homeseekers rates) and when I say “stuffed” I mean just that!
Cows and calves, chickens, pigs, horses, dogs, (no cats). All household
goods, all the farming implements, wagons, mower, hayrake, and
hayrack. The hayrack was used to double-deck the chickens above
the cows.
SAUSAGEMAN
America’s Gilded Age, 1870-1890
31
I have often wondered what Pa’s reactions were to all this. He never
showed anything, outwardly. I remember when we left the farm for
the last time, and we were about to get into the wagon. He was button-
ing his coat with one hand and with the other, reached down to stroke
the big old gray tom-cat, which was to be left behind; and he said,
“Kitty, Kitty!”I was dumbfounded, for I had never seen him do a thing
like that before. He straightened up and looked around at the good
new house and big new red barn; and in his slow, easy-going and delib-
erate way, climbed into the wagon. I have often wondered what his
innermost thoughts were at that moment. But like so many thousands
before him who have pulled up stakes for the unknown future in the
West, he left little room for sentiment. In tribute to my father, I think
this was his staunchest moment. Of course, the die was cast; the deci-
sion had been made some time before, which also took courage—but
the final last look at the fruits of 12 to 14 of his best years, brought
from him no outward sign of regret. Nor did he, I’m glad to say, ever
live to regret it. To turn his back on all this, against the advice of
well-meaning neighbors and friends; and at the age of 51 years,
take a family of eight children out into the un-tracked prairies fifty
miles from the railroad and “nowhere” with measly small capital,
took courage and fortitude, to say the least. That kind of spirit and
courage, I’m afraid, is fast becoming a thing of the past in these
United States.
Questions
1. In what ways do ideas about freedom affect the family’s decision to
move to Montana?
2. Why do you think Otto believes that the pioneer spirit is “a thing of the
past”?
TMNT
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Explanation & Answer:
200 words
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Native Americans
US colonial holdings
Chinese immigrants
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