Running head: UNIVERSITY OF WISCONSIN-MILWAUKEE 1

Archival Research: A Glimpse of the University of Wisconsin-Milwaukee from 1950 to 1960

Missouri State University

Courtney Brewer, Reiner Gall, Robin Hamilton, Zachery Holder, Alex Johnson, & Kelsie Young

UNIVERSITY OF WISCONSIN-MILWAUKEE 2

An institutional archival analysis of the University of Wisconsin-Milwaukee (UWM) from

the years of 1950 until 1960 unpacks the concerns of students, faculty, administrators, and the

community during this era in which UWM was taking shape. Despite the involvement of political

horizontal effects taking place during the merger, the 1957 edition of UWM’s student yearbook,

The Ivy, describes the UWM as: “a school with the potential of a great university. UWM is now in

the process of formation and growth” (Jaeger, 1957). These concerns brought to life through this

time period address how the university came to become the second main institution within the

University of Wisconsin System with an urban mission. Additionally, this period shaped what the

University is today, putting into place the urban mission of the institution, the campus culture and

climate, as well as its tradition.

Wisconsin State College

In 1951, the Milwaukee State Teacher’s College changed its name to Wisconsin State

College-Milwaukee, because it was no longer just a teacher’s college (UW-Milwaukee's

Predecessor Institutions., 2012), as it offered several other degrees. With enrollment growing

seemingly overnight, the college was forced to expand its facilities, including the library; the

Campus School, which was a laboratory for educational experimentation and training; student

union; and campus dormitories. While the post-World War II expansion of this campus was

massive, it was not enough to meet the higher education needs of the Milwaukee area, which craved

a bigger variety of undergraduate and graduate programs (Cassell, Klotsche, Olson, 1992). An

alternate solution was to combine the Wisconsin State College-Milwaukee with the University of

Wisconsin-Extension to create a comprehensive public university.

WSC and Student Engagement

There was much economic and political upheaval about the expansion; nonetheless,

student life at Wisconsin State College (WSC) was thriving. Students were able to get involved in a

UNIVERSITY OF WISCONSIN-MILWAUKEE 3 variety of organizations including, but not limited to, student government, academic and civic clubs

and organizations, fraternities and sororities, and social events. The student government, referred to

as “The Commonwealth,” was the organization that united all students and faculty at WSC (see

Appendix A to view the 1951 executive board). Students became officers of this organization via

student elections, from the general student body. They served on the executive board and

completed projects, implemented a faculty rating board, attended conferences, created budgets, and

sponsored activities for students (The Ivy, 1951). Numerous clubs and organizations existed,

including a theater club that consisted of a cast and crew that put on several plays throughout the

year. A band and choir, camera and art boards, academic and religious clubs, even political and

town hall clubs existed in order for students to share their ideas on contemporary

matters. Additionally, during the 1950s, WSC had more than 20 fraternities and sororities in which

students could get involved socially, join to participate in community service, or as an honor society

(see Appendix A to view the 1951 Intersorority Council). Even if students were not affiliated with

a club or organization, there were still a number of social events put on throughout the year for all

students to enjoy such as: Homecoming, roller skating parties, dances, and a variety show (The Ivy,

1951) (see Appendix A to view the 1951 Prom King and Queen).

University of Wisconsin-Extension and Programs/Resources

When university extensions first started, their outreach affected the surrounding

communities and was considered progressive and innovative (Board of Regents UW-Extension,

2013). The University of Wisconsin (UW) was one of the first states to function and utilize an

extension center. Throughout history, the UW-Extension programs were created by the University

and by the people of Wisconsin. These programs helped shape the local and state government and

the University by meeting the needs and responding to what the Wisconsin people needed (Board of

Regents UW-Extension, 2013).

UNIVERSITY OF WISCONSIN-MILWAUKEE 4 The UW-Extension program had an interesting experience in the time immediately after the

close of World War II (Adolfson, 1956). With a huge influx of veterans, the extension expanded to

thirty-four centers to meet the need of veterans who desired a college education (Adolfson,

1956). “Under the federal Engineering, Science, and Management War training program” there

were 500 classes and greater than 10,000 students that were enrolled (UW-Extension, 2013). The

program even offered night shifts for the students enrolled to meet their availability and educational

needs. These students represented around 600 businesses in 37 cities throughout the state of

Wisconsin. “By 1953, active enrollments in correspondence study stabilized at more than 93,000 –

10,000 in UW courses and 85,000 in USAFI courses” (UW-Extension, 2013). After the high

number of veteran students stabilized, Milwaukee had eight centers just outside the city (Adolfson,

1956). Since the war, a program that saw slow and steady growth during the 1950s was the cultural

arts. “The cultural arts have come to be one of the first major bridges in the joint program planning

between the general Extension Division of the University and the cooperative Extension Service of

the College of Agriculture” (Adolfson, 1956, p. 101).

In addition, the decade of 1950-60, the Extension had major reshaping of their

correspondence study program (Adolfson, 1956). Everything from curriculum, organization, and

the format of the courses were addressed. The use of television was also a major addition to the

“home study activities” (Adolfson, 1956, p. 101); however, at the time, no one knew the

effectiveness and impact of using a medium like television. From the time after World War II to the

mid 1950s, the Extension and University as a whole had engaged closely together. The Extension

was beginning to be viewed as a resource to the University within the technical and professional

fields; hence, the Extension was moving closer to a point of merging with the University. The

growth from the returned veterans and technological advances, amongst other reasons, helped

expand and merge the two educational outlets. This decision was a necessity during this time, in

UNIVERSITY OF WISCONSIN-MILWAUKEE 5 order to serve the rapid increase in student enrollment.

WSC and UW-Extension Merger: A Political Horizontal Perspective

The development of the merger came after the conclusion of WWII, when an influx of

veterans were returning to the US in hopes of gaining employment and/or a quality undergraduate

education, or other educational trainings. Institutions in America during this time were in large

demand for creating or expanding colleges and universities. Similar pressures developed in the

Wisconsin state institutions in order to meet the needs of those individuals wanting an education

(Cassell et al.,1992). Between the WSC and the UW-Extension Center, enrollment rapidly

increased and reached its capacity of the services it could offer the public who desired a higher

education (Cassell et al., 1992); hence, it was imperative that both institutions examine how to

collaborate in order to provide more resources to its students.

The need to make this merger happen was supported by the Milwaukee community and

returning Veterans, because they desired access to affordable and quality education similarly to

other urban Americans during the early 1950s. However, powerful political crosscurrents had a

different agenda. The Board of Regents who governed the University of Wisconsin and the State

College System illustrated little to no enthusiasm for the educational welfare of Milwaukee when

the merger between the State College and the Extension Center was introduced (Cassell et al.,

1992). In fact, when horizontal stakeholders including politicians, the governor, mayor, city

leaders, and legislators began discussions about how to increase both school’s ability to serve its

students, “powerful forces resisted shifting educational resources to Milwaukee (Cassell et al.,

1992, p. 31). As a result, the merger to create the University of Wisconsin-Milwaukee (UWM) was

a difficult task to accomplish, especially to appease all vested parties.

The merger formed after going through four different proposals created by several

horizontal stakeholders. Governor Oscar Rennebohm (see Appendix B to view a picture) endorsed

UNIVERSITY OF WISCONSIN-MILWAUKEE 6 the American Council of Education (ACE) initial proposal for a new campus to be built and new

degrees to be offered in arts and sciences, home economics, and commerce; however, he had

reservations of its pending location (Cassell et al., 1992). He eventually vetoed the proposal,

because he felt the proposed new location by the seven lake shore counties would cause too much

congestion in the state. This decision was done despite the civic, labor, and governmental leaders in

these counties supporting the proposal (Cassell et al., 1992).

Mayor Frank P. Zeidler (see Appendix B to view a picture) endorsed industrialist Joseph

Heil’s suggestion of the Commission of Public Higher Education expanding the Extension Center’s

campus and programs in the second proposal for the merger. The mayor liked the idea of keeping

the campus in close proximity of “the low income citizens who would otherwise be denied the

opportunity for a college education” (Cassell et al., 1992, p. 32). Nonetheless, this proposal was

rejected by the UW-Madison campus and the Governor.

“The politically adroit and well-connected leaders of the state college system came close to

achieving their goals in 1953, when they managed to gain control of a legislatively-created

committee” (Cassell et al., 1992, p. 37). The state college regents endorsed certain parts of ACE’s

initial proposal, but felt the new college should be under their control rather than University of

Wisconsin. The UW board of regents and Milwaukee leaders rejected the third proposal suggesting

that the new campus be overseen by the University of Madison; Mayor Zeidler also supported this

suggestion (Cassell et al., 1992).

The political tug-of-war in establishing UWM continued with the fourth proposal. In 1951,

“the merger of the Extension Center and the State College” (Cassell et al., 1992, p. 37) on a new

campus, was introduced during a legislative session, and was supported by the newly elected

Governor, Walter Kohler (see Appendix B to view a picture). The creation of the fourth proposal

and new piece of legislation was the only time in the recorded history where volumes of attention

UNIVERSITY OF WISCONSIN-MILWAUKEE 7 from Milwaukee citizens, students, politicians, faculty members at several Wisconsin schools, and

others were received. The board of regents from the state system and UW-Madison were surprised

by the previously silent voices, and how the support varied positively and negatively. Nonetheless,

“after eight frustrating years, Milwaukee finally had its public university” (Cassell et al., 1992, p.

38), when Governor Kohler signed the bill into law on October 13, 1955 (Cassell et al., 1992). The

Governor’s signature was concluded with a comment that “the new institution had almost

unimaginable potential, not only in Milwaukee but in the entire state” (Cassell et al., 1992, p.

40).

During the 1950-1960 period, as it relates to the merger, voices of students, faculty, and

administrators were silent. The political horizontal perspectives illustrated a power struggle of what

entity would be in charge of the new university being built. Because the focus surrounded just

politicians’ and legislators’ views, there was no room for other individuals (e.g. students,

administrators, and faculty) who had a vertical vested interest to articulate their concerns. If they

were given the opportunity, perhaps the proposals would have been more inclusive and had more

overall support. Nonetheless, after the two schools merged, students, faculty, staff, and local

communities’ opinions slowly began to receive attention. This change came about as the

enrollment continued to increase, the campus climate became warmer, and students’ level of

engagement continued.

UWM Enrollment, Campus Climate, and Student Engagement

During the 1950s, only those students in the top 40% of their high school class were

admissible to UWM. A year later any student in the top three quartiles could matriculate. If

students were in the bottom 25% of their class and passed an entrance exam, they could be admitted

as well. This resulted in enrollment exceeding 500 per term, which was the largest in institutional

history. However, no new faculty members were hired to accommodate this increase (Cassell et al.,

UNIVERSITY OF WISCONSIN-MILWAUKEE 8 1992).

UWM opened its door to a student enrollment of 6,195 students with 5,865 of those

students seeking their undergraduate degree and 330 seeking a graduate level degree (Levine,

1998). Out of those students over 4,000 students were enrolled full time (see Appendix C to view

the students registering). An enrollment total that had a steady increase for several years to come,

with 1960 student enrollment being close to 8,000; about 7,000 of those students striving to earn

their undergraduate degree (Levine, 1998). The university operated the first year with a budget of

$3,660,986 with the majority of a little more than $2,5000,000 being delegated to salaries and

wages for 338 faculty (Levine, 1998).

On July 1, 1956 UWM consisted of the College of Letters and Science, and the School of

Education (Klotsche, 1972) split between a Kentwood campus and a downtown campus. The

College of Letters and Science was described by the students as the core of the university, housing

twenty-six fields of study. The school of education was home to seven teaching degree programs

from art to physical education. The university also offered an evening division program for both

undergraduates and adults who wished to continue their education. The university also offered a

school of commerce a technical skills program. The next school, School of Fine Arts, was not

established until 1962; until then, the arts were a part of the College of Letters and Science. With

one of the purposes of the formation of UWM to offer graduate programs, the graduate school was

housed on the campus as part of Madison’s graduate school. This location was until 1965 when it

separated and become the graduate school at UWM (Klotsche, 1972).

The Ivy 1959 yearbook documents the coming together of the two campuses of the

downtown location and the Kenwood Campus of UWM, as a noticeable split between the campuses

was rather prevalent. The Ivy was

a record of the birth and growth of a new school spirit when Wisconsin State College

UNIVERSITY OF WISCONSIN-MILWAUKEE 9

Milwaukee and the University Extension Division in Milwaukee were merged to form this

university three years ago the student body consisted of two camps each a stranger to the

other and neither making much effort to know the other last year efforts to create a feeling of

unity between the downtown and Kenwood campuses were followed by complaints about

student apathy this year the feeling of separateness between the two campuses having

disappeared there was evidence of a new and strong school spirit not seen since the merger

(Jaeger, 1959, p. 4).

The central hub of the university was located on the Kentwood campus with the location of

the student union and athletic departments. The Kentwood campus (see Appendix C to view

Kenwood Campus), was home to departments such as English, philosophy, language, education,

and fine arts. The Downtown Campus (see Appendix C to view the Downtown Campus) was the

science buildings and barracks for the laboratories and the majority of the technical skills

courses. The students recognized during these times the facilities were not meeting the needs of the

students across campus and described as “overcrowded and antiqued” (Jaeger, 1959, p. 13) while

showing appreciation for the faculty for their continuous efforts to address the needs of the students

with such limit resources.

From the cohesion of the two campuses, the university began coming together as one

through its profound representation of student organization, having special interest for majors,

honors, Greek life, cultural, and religious organization. These entities created a warm campus

climate and allowed for students across campus to find their place (Jaeger, 1959). Even through

Residence Life referred to as Residence was shaped differently having dormitories, which were a

prevalent part of the campus, but were closer to what is seen as Greek life today rather than a part of

the university system. These residences were housed in large houses or apartments around the

campus area including in between the two campuses.

UNIVERSITY OF WISCONSIN-MILWAUKEE 10 Additionally, student athletics at UWM had a strong history prior to the merger. Coach

Herman Kluge was head coach of the Milwaukee State Teachers College Football Team winning 6

State Championships in 1931, 1938, 1939, 1942, 1947 and 1948, and ending with a coaching record

of 74-74-15 (Dreyer, 2012). This record would not be matched by Armin Kraeft who replaced

Herman Kluge when Kluge became UWM’s first athletic director in 1955 as part of the Wisconsin

State Universities Conferences from 1950-55 (Dreyer, 2012). Under the new mascot of the

Cardinal, the university took on the school colors of The University of Wisconsin of red and white

colors joining the Wisconsin State Colleges Conferences 1955-64 (See Appendix C to view the

UWM mascot) (Houston, 2009). Under this new status UWM’s football would never see this

success again; however, in 1960 Basketball, led by Russ Rebholz, won the Wisconsin State

Colleges Conference championship, leading to UWM's first ever post-season appearance (Roche,

2012).

Vertical Perspective of Early UWM

There are a number of factors, both within the university and outside, that affected the

development of UWM immediately following the merger in 1956 and the following years. When

examining this historical era of the institution, it is important to consider all of these internal and

external factors. Examining the vertical and horizontal histories of the university provides a

framework which allows one to more fully understand the historical events and comprehend the

implications of those events.

Following the merger of two large universities, the newly created UWM spent the first few

years establishing its own identity. Naturally, there was confusion among faculty, staff, students,

and alumni at both previous institutions. In an effort to aid in the transition, university President E.

B. Fred appointed a committee of 30 representatives, “…ten members each from the State College,

the Extension Center, and the Madison Campus…” (Cassell & Klotsche, 1992, p. 41). The

UNIVERSITY OF WISCONSIN-MILWAUKEE 11 committee was responsible for a number of different tasks, all geared towards establishing norms

for UWM. In its initial years, UWM stakeholders modeled the institution after the University of

Wisconsin Madison campus, wanting to duplicate the achievements and spirit of that campus

(Cassell & Klotsche, 1992). Although the ties to Madison helped create a strong foundation for

UWM, the institution needed to develop its own culture in order to effectively serve “…the urban

community it was supposed to serve” (Cassell & Klotsche, 1992, p. 43). Thus, by 1960, UWM had

severed many of its ties with Madison and would continue to do so as it became a unique institution.

One of the most vocal groups in the movement to cut ties from Madison was the

new faculty of UWM. Many of the new faculty members were “…young, educated at some of the

best universities in America and Europe, and intensely ambitious to excel in the scholarly world”

(Cassell & Klotsche, 1992, p. 48). Feeding from this ambition, members of the faculty were eager

not only to establish themselves, but also to contribute to the goal of establishing UWM as a major

urban university. Through the end of the 1950s, the faculty continued to “…fight hard for greater

autonomy from Madison” (Cassell & Klotsche, 1992, p. 48). Combined with the voices of students,

this movement to separate from Madison and establish UWM as a strong, individual institution

would continue to strengthen and eventually succeed in establishing UWM as an equal counterpart

to UW-Madison. Furthermore, UWM continued to progress to establish itself as a prestigious

position of college choice within the state, and currently ranks second in the pecking order in the

state.

Another issue that UWM faced in its early years was the question of location. Although the

two previous institutions each had their own campus, both were already overcrowded and

inadequate to handle a growing UWM (Klotsche, 1972). University officials held meetings with

local schools Downer Seminary and Downer College as well as Milwaukee City Hall to discuss the

possibilities of expanding and acquiring new land. In 1959, UWM purchased the Downer Seminary

UNIVERSITY OF WISCONSIN-MILWAUKEE 12 for $1.5 million (Klotsche, 1972). Eventually, UWM would also purchase Downer College as well

and over the next few years, would acquire a number of other buildings and land, as well as

permission to start new projects, in order to meet the growing need for space (Klotsche,

1972). However, the implications of having to separate campuses were never fully eliminated. To

this day, classes at UWM start on the half hour. This is reminiscent of the 1950’s era when students

needed time to travel between campuses (Cassell & Klotsche, 1992). All of this contributed to

UWM developing its identity as an urban university.

One of the biggest hurdles of the newly combined institutions was creating a single

academic program. While each previous university had successful academic departments, the two

schools had to adjust and combine their programs into one. Many departments cooperated

extensively and a number of programs grew, but the largest expansion was in the area of liberal

arts. Neither of the previous institutions had an extensive liberal arts program. However, in an

effort to serve different types of students in the urban population, it became apparent “…that the

new institution needed to develop a stronger and broader liberal arts program” (Klotsche, 1992, p.

51). Although other areas such as engineering, education, and graduate programs saw some growth,

adjustments were very limited in these areas during the late 1950s. (Klotsche, 1992). Each of these

areas would eventually see growth, but the main focus in the late 1950s was the liberal arts

program.

UWM and Community Horizontal Perspective

In addition to internal stakeholders’ perspective, the expansion of UWM also greatly

affected the city of Milwaukee. The urban setting of the university, which is included in its

mission, is what makes it unique. Administrators of the university suggested that UWM be a “high

quality urban university” (Cassell & Klotsche, 1992, p. 63). The urban culture is reflected in the

campus location and students’ interests. For instance, jazz was a large part of the Milwaukee

UNIVERSITY OF WISCONSIN-MILWAUKEE 13 community and greatly influenced the area. This musical movement was popular in the African-

American community, and later spread to other parts of the city (Barbera, 2012). Furthermore, this

jazz movement also spread throughout UWM to form student and faculty interest in fine

arts. Today, the Peck School of Fine Arts stands at UWM encouraging “collaboration with

community arts organizations and artists to provide professional experiences for its students”

(UWM, 2012). This collaboration with the campus community is reflective of the influence of

Milwaukee’s community in the late 1950s.

Between 1950 and 1960, UWM went through several changes, which greatly impacted

students, faculty, staff, and community members. The university and city archives provide insight

on the major feelings and concerns of those in the campus community. Additionally, first-hand

accounts from students, faculty members, and politicians, as well as photographs, paints a picture to

unpack the challenges and achievements of the university, despite the initial struggle to merge WSC

and UW-Extension as one institution.

It is apparent that prior to the merger taking place, there was little to no involvement from

the vertical stakeholders (e.g. student body, faculty, staff, etc.) based on the recorded history. These

voices lost in the archival history make it difficult to examine their perspective during this era;

however, post-merger the archival histories do a better job of articulating students and the

community needs, as well as the ambitions of the faculty and staff at UWM. Furthermore, this

urban institution, ranked second in the state, consisted of a dynamic well-round student population,

with an overwhelming response of engagement. Collectively the student body and other vested

stakeholders were able to channel the early political frustrations into an institution of meaningful

and scholarly contributions to the city of Milwaukee and the state of Wisconsin. These same

principles are evident today, and reflected in the University of Wisconsin-Milwaukee’s formal and

living mission, as the institution strives to impact student success through access and tradition.

UNIVERSITY OF WISCONSIN-MILWAUKEE 14

References

Adolfson, L. H. (1956). A half-century of university extension. The Wisconsin Magazine of

History, 40(2), 99-103. Retrieved from: http://www.jstor.org/stable/4633076.

Barbera, B. (2012). An improvised world: Jazz and community in milwaukee, 1950-1970 (Master's

thesis). 1August

Board of Regents UW-Extension. (2013). University of wisconsin-extension. Retrieved from:

http://www.uwex.edu/about/uw-extension-history.html#timeline.

Cassell, F. A., & Klotsche, J. M. (1992). The university of wisconsin-milwaukee: A historical

profile, 1885-1992. Milwaukee, WI: UWM Foundation.

Dreyer, W. (2012). Football at the university of wisconsin-milwaukee. Research & Course

Guides at University of Wisconsin-Milwaukee. Retrieved from:

http://guides.library.uwm.edu/content.php?pid=106313&sid=799623

Gurda, J. (n.d.). Historical Figures. Retrieved from:

http://www.themakingofmilwaukee.com/people/historical.cfm.

Houston, B. (2009). Mascots at uwm: Gulls, cardinals, and panthers, oh my! Research & Course

Guides at University of Wisconsin-Milwaukee. Retrieved from:

http://guides.library.uwm.edu/content.php?pid=48767.

Jaeger, Ron. (Ed.). (1959). The 1959 Ivy. Milwaukee, WI: The student body of the University of

Wisconsin-Milwaukee.

Klotsche, J. M. (1972). The university of wisconsin-milwaukee, an urban university. Milwaukee,

WI: University of Wisconsin-Milwaukee.

Levine, M. (1998). The economical state of milwaukee. Milwaukee, WI: the University of

Wisconsin-Milwaukee Center for Economic Development. Retrieved from:

http://www4.uwm.edu/ced/publications/milwecon/contents.cfm.

UNIVERSITY OF WISCONSIN-MILWAUKEE 15 Meyer, D. & Pirner, P. (Eds.). (1951). The 1951 Ivy. Milwaukee, WI: The Commonwealth

Milwaukee State Teachers College.

Roche, N. (2012). Men’s basketball at uwm: A brief history of men's basketball at uwm, from its

beginnings at milwaukee state teacher's college to the present day. Research & Course

Guides at University of Wisconsin-Milwaukee. Retrieved from:

http://guides.library.uwm.edu/content.php?pid=284515&sid=2341670

UW-Milwaukee's Predecessor Institutions. (2012). Research & Course Guides at University of

Wisconsin-Milwaukee. Retrieved from:

http://guides.library.uwm.edu/print_content.php?pid=275472&sid=2270307

Wisconsin Historical Society. (2013). Wisconsin Historical Images. Retrieved from:

http://www.wisconsinhistory.org/whi/.

UNIVERSITY OF WISCONSIN-MILWAUKEE 16

Appendix A

Wisconsin State College Student Government Executive Board in 1951 (Retrieved from The Ivy 1951)

King and Queen from Prom, one of the many social events sponsored by Wisconsin State College (Retrieved from The Ivy 1951)

Wisconsin State College Intersorority Council in 1951 (Retrieved from The Ivy 1951)

UNIVERSITY OF WISCONSIN-MILWAUKEE 17

Appendix B

Governor Oscar Rennebohm (Retrieved from Wisconsin Historical Society)

Governor Walter Kohler-Seated (Retrieved from Wisconsin Historical Society)

Mayor Frank P. Zeidler (Retrieved from Wisconsin Historical Society)

UNIVERSITY OF WISCONSIN-MILWAUKEE 18

Appendix C

Kenwood Campus, 1961 (Retrieved from http://collections.lib.uwm.edu)

Enrollment and Registration (Retrieved from http://collections.lib.uwm.edu)

Downtown Campus, 1959 (Retrieved from The Ivy: http://collections.lib.uwm.edu)

UWM Mascot, 1956 (Retrieved from http://guides.library.uwm.edu)

UNIVERSITY OF WISCONSIN-MILWAUKEE 19

25 points

Dimension/Task Very below Expectations

1

Below expectations

2

Meets Expectations

3 pts.

Surpasses Expectations

4-5 pts. Defined a

historical era 5-10 years at the

institution where you completed

Assignment two. Anchor the paper

based on university or

college archives

5

Unpacked the major concerns of students, faculty

and administrators during the era.

5

Employed a coherent

descriptive and analytic

framework in your paper.

5

Peer Group Evaluation

Paper length (12 pages

excluding references),

Structural issues

Paragraphs, Headings, Grammar,

APA.

4

Total:24/25 Comments: Good paper. I especially like the application of the vertical and horiztional perspectives in your paper. Pay attention to APA formatting. See note in the margin.