Now that the first semester is over, it’s time to wrap up my inquiry. I’ll return to the primary questions I laid out at the beginning of the semester to recap the knowledge I’ve gained. Then, I’ll reflect on the holistic inquiry experience and the historian skills I’m developing.
My exploratory question for the Gilded Age was: How does the Gilded Age reveal compelling themes in American culture and how are these trends still applicable today? I spent a significant amount of time examining a “cultural clash” in the Gilded Age between labor and capital, wherein both sides attempted to define American idealism. I concluded that the industrial forces of capital were ultimately successful, and related this historical evidence to modern wealth inequality and the idea of a second Gilded Age in the modern era. In particular, wealth inequality has been a critical focus in this inquiry; I connected wealth inequality to political science research and political theory.
I restructured my inquiry mid-semester to focus on the Great Depression, but was inspired to research immigration during the Gilded Age by the current Syrian refugee crisis, allowing me to make another modern link. I looked at urbanization during the Gilded Age in key American cities and further studied political economy, a new concept for me. Finally, I researched Cobdenism in Britain and America and used my knowledge of economics to better understand the impact of free trade ideology on American isolationism and global responsibility. The overall themes I identified in the Gilded Age and connected to modern society, then, are, among other subtleties: American idealism, wealth inequality, political theory, urbanization, immigration, free trade ideology and isolationism.
My exploratory question for the Great Depression was: How did the Great Depression alter American economic and political ideals, and to what extent are those ideals still relevant in modern America? I began by connecting my idea of American global responsibility to the 1920s and 30s financial system and its ensuing meltdown. I later followed this up with a second post exploring the theme. I then discussed one of the critical functions of the New Deal, which was a changing perspective on the role of government in the economy; I connected this significant historical trend to modern opinion on government intervention. I also examined social security, which originated during the Great Depression as a long-term economic sustainability program. I contacted historian Eric Rauchway to discuss the enduring legacy of Herbert Hoover in the Depression and did a two-part series on the topic (here and here).
From there, I researched FDR quite heavily, analyzing his policies regarding big banks and the general progression of the New Deal during the 1930s. After examining many economic and political ideas, I delved into the rural perspective of the Great Depression through farming lifestyles. Afterwards I deviated slightly from my actual inquiry, writing about World War II spending and the significance of Eisenhower’s farewell warning to contemporary society. I returned to explore the environmental perspective of FDR’s Civilian Conservation Corps (CCC); in modern connections, my work culminated with a final critique of the New Deal, the importance of a thriving American political left, and the lessons Obama learned (or didn’t learn) from his democratic predecessor in FDR. The overall themes I identified in the Great Depression and connected to modern society, then, are, among other subtleties: American global responsibility, government’s role in the economy, big banks versus rural lifestyles, the New Deal’s effectiveness, the CCC and the environment, and military spending in the 1940s.
In exploring the Gilded Age and the Great Depression at a more intensive and nuanced level than I had done previously, I was definitely able to approach the historical content in those time periods with a critical and analytical eye. While researching I actively applied my argumentative skills to dissect the perspectives of other historians and compare them to one another; then, I could articulate their positions and my resulting ideas about the topics. For example, my idea of “American global responsibility” arose from other historians’ writing on isolationism and protectionism in American political and economic history. I significantly deepened my understanding of American history and society through my modern connections, allowing me to become a better historian. I did have trouble developing my “personal learning network” although I did meet and converse with Mr. Thornton; I also did not engage much with primary sources, choosing instead to delve into secondary sources by other historians. So, those are areas I can look to improve in as I continue seeking excellence in this field of study.
I would definitely recommend other students to create their own independent inquiry about a topic they’re passionate about or interested in exploring beyond the classroom; the opportunity to construct one’s own learning for personal and intellectual enrichment is immensely rewarding. I will likely add a post about my final presentation sometime during January or February.
An American Inquiry 