AP US History
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1. American Imperialism - APUSH Explained Slide Show
2. . POV Practice - Imperialist Expansion To what extent and for what reasons, did Americans support or oppose the imperialist ambitions of the US gov. in the late-nineteenth and early-twentieth century? - Imperialism Quotes
- Imperialism Political Cartoons
2. American Imperialism - APUSH Explained Slide Show
HW: Create an outline for the following LEQ To what extent was late nineteenth-century and early twentieth-century United States expansionism a continuation of past United States expansionism and to what extent was it a departure? A. 3-4 sentences of context (broad causes of the issue the question addresses - US expansion) B. Although Thesis (CA + 3 category MA) C. 2-3 sentence explanation of a historical example for each body paragraph (CA, and 3 MA body paragraphs). At least one sentence that describes/identifies the example. And at least 1-2 sentences that explain how the example supports your thesis.
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1. Watch Crash Course US History: Progressive Era
2. Reforms of the Progressive Movement - Activity 3. LEQ Quiz
The question: Evaluate the effectiveness of Progressive Era reformers in bringing about reform at the national level in the period 1900-1920. The task: A. Write intro paragraph B. Write any of the main arg. body paragraphs
HW - Ch. 21 1. Review MC from Period 6 test 2. Read and self-assess Organized Labor DBQ 3. The Progressive Movement - Slideshow 4. Watch Crash Course US History: Progressive Era 5. The Long Essay (LEQ)
HW: Prepare for Long Essay "Quiz": Evaluate the effectiveness of Progressive Era reformers in bringing about reform at the national level in the period 1900-1920.
Hi Everyone,
I'm out sick today. You should use class time to prepare for the Period 6 test and DBQ next class. Please read all of the essential info below to help prepare. 1. Review your Period 5 DBQ and rubric (the sub will hand them back at the beginning of class). Pay close attention to where you missed points, and think about how to ensure you get those points on the test on Thursday. The most commonly missed points were the Support and Explain HIPP document points, and the outside examples point. 2. You should spend class preparing for the test and DBQ however you see fit. I've created an Albert.io practice assignment. The APUSH Time Periods and Key Concepts tab from the APUSH menu above has links to all of the slideshows from this period as well as some other helpful resources. I also recommend that you spend some time looking over the "Politics of the Gilded Age" information on the agenda from last class, as we did not get the chance to talk about it together. 3. Organized Labor DBQ - below is what you will be allowed to bring with you on the test:
4. Format of test:
HW: Prepare for the Period 6 test next class! 1. Back to Washington, Du Bois and Garvey...
2. Immigration and Urbanization - slideshow 3. Politics of the Gilded Age (1868-1900) Republicans & Democrats 1. Party differences blur during this period with loyalties determined by region, religious, and ethnic differences. 2. Voter turnout for presidential elections averaged over 78 percent of eligible voters; 60 to 80 percent in non-presidential years. 3. Both parties were pro-business. 4. Both parties were opposed to any type of economic radicalism or reform. 5. Both parties advocated a "sound currency" and supported the status quo in the existing financial system. 6. Federal government and, to some extent, state governments tended to do very little. 7. Republicans dominate the Senate; Democrats dominate the House of Representatives. 8. Stable party politics
4. Period 6 Multiple Choice Practice HW: Outline for Organized Labor DBQ
1. Organized Labor DBQ
2. Gilded Age Politics - Slideshow 3. Three Visions for African Americans: In the early years of the 20th century, Booker T. Washington, W. E. B. Du Bois, and Marcus Garvey developed competing visions for the future of African Americans.
4. “Cast Down Your Bucket Where You Are”: Booker T. Washington’s Atlanta Compromise Speech 5. WEB Dubois Responds to Booker T. Washington "...it has been claimed that the Negro can survive only through submission. Mr. Washington distinctly asks that black people give up, at least for the present, three things, -- First, political power, Second, insistence on civil rights, Third, higher education of Negro youth, — and concentrate all their energies on industrial education, the accumulation of wealth, and the conciliation of the South. This policy has been courageously and insistently advocated for over fifteen years, and has been triumphant for perhaps ten years. As a result of this tender of the palm-branch, what has been the return? In these years there have occurred: 1. The disfranchisement of the Negro. 2. The legal creation of a distinct status of civil inferiority for the Negro. 3. The steady withdrawal of aid from institutions for the higher training of the Negro." "...Nevertheless, the questions involved are so fundamental and serious that it is difficult to see how men like the Grimkes, Kelly Miller, J.W.E. Bowen, and other representatives of this group, can much longer be silent. Such men feel in conscience bound to ask of this nation three things. 1. The right to vote. 2 Civic equality. 3 The education of youth according to ability. This group of men honor Mr. Washington for his attitude of conciliation toward the white South; they accept the “Atlanta Compromise” in its broadest interpretation; they recognize, with him, many signs of promise, many men of high purpose and fair judgment, in this section; they know that no easy task has been laid upon a region already tottering under heavy burdens. But, nevertheless, they insist that the way to truth and right lies in straightforward honesty, not in indiscriminate flattery; in praising those of the South who do well and criticising uncompromisingly those who do ill; in taking advantage of the opportunities at hand and urging their fellows to do the same, but at the same time in remembering that only a firm adherence to their higher ideals and aspirations will ever keep those ideals within the realm of possibility. They do not expect that the free right to vote, to enjoy civic rights, and to be educated, will come in a moment; they do not expect to see the bias and prejudices of years disappear at the blast of a trumpet; but they are absolutely certain that the way for a people to gain their reasonable rights is not by voluntarily throwing them away and insisting that they do not want them; that the way for a people to gain respect is not by continually belittling and ridiculing themselves; that, on the contrary, Negroes must insist continually, in season and out of season, that voting is necessary to modern manhood, that color discrimination is barbarism, and that black boys need education as well as white boys. In failing thus to state plainly and unequivocally the legitimate demands of their people, even at the cost of opposing an honored leader, the thinking classes of American Negroes would shirk a heavy responsibility,—a responsibility to themselves, a responsibility to the struggling masses, a responsibility to the darker races of men whose future depends so largely on this American experiment, but especially a responsibility to this nation,—this common Fatherland. It is wrong to encourage a man or a people in evil-doing; it is wrong to aid and abet a national crime simply because it is unpopular not to do so. The growing spirit of kindliness and reconciliation between the North and South after the frightful difference of a generation ago ought to be a source of deep congratulation to all, and especially to those whose mistreatment caused the war; but if that reconciliation is to be marked by the industrial slavery and civic death of those same black men, with permanent legislation into a position of inferiority, then those black men, if they are really men, are called upon by every consideration of patriotism and loyalty to oppose such a course by all civilized methods, even though such opposition involves disagreement with Mr. Booker T. Washington. We have no right to sit silently by while the inevitable seeds are sown for a harvest of disaster to our children, black and white..." 6. Mr. Betts on Booker T Washington v. WEB Dubois HW: Ch. 19 1. Watch: Industrialization Crash Course
A. In what ways did the Civil War cause the Industrial Revolution? B. What natural resources were essential to industrialization? C. Describe some of the population changes as a result of the Industrial Rev? D. In what ways did the law/Constitution/Gov. help encourage industrialization? E. In what ways did big business limit competition during the Industrial Rev.? F. What were some problems faced by industrial workers? G. How did Social Darwinism effect the ways people perceived the fate of industrial workers and the success of business owners, and felt about government intervention. 2. Two-Minute Presentations
A. Should the industrial leaders of the late 19th century be considered "Captains of Industry" or "Robber Barrons"?
B. Did organized labor (labor unions) largely succeed or fail in their efforts to secure better wages and protections for industrial workers in the 19th century?
C. Did the major labor strikes of the 19th century do more to help or hurt efforts of organized labor (labor unions).
D. To what extent did the social and business philosophies of the late 19th century lead to the growth of monopolies and/or significant social/economic inequality.
E. Did the actions of the Federal government do more to regulate or stimulate corporate dominance in the late 19th century
3. Organized Labor DBQ
HW - Ch. 18 1. I. Major Ideas
A. By 1900 the U.S. was the most powerful economy in the world: exceeded the combined output of Germany and Great Britain. 1. U.S. still borrowed heavily from Europe; after World War I, U.S. emerged as the largest creditor. 2. Technological innovations the fueled industrial growth: a. Steel: railroads, skyscrapers, engines b. Oil: used mostly to make kerosene for lighting homes, businesses, etc. Later, provided fuel for internal combustible engine, cars, subways, streetcars c. Electricity: lights, power, refrigerated railroad cars d. Advances in business: telephone, typewriter, cash register, adding machines. e. Mass popular culture (early 20th century): cameras, phonographs, bicycles, moving pictures, amusement parks, professional sports. f. Contrasts 1st Industrial Revolution: textiles, coal, iron, early railroads. 3. In 1880, about 50% of Americans worked in agriculture; only 25% by 1920; (about 2% today) 4. Class divisions became most pronounced in U.S. history during this period. 5. Farmers lost ground - In 1880, 25% of those who farmed did not own their land. II. Impact of the Civil War on the Economic Expansion A. Republican legislation 1. Pacific Railway Act (1862) paved the way for the building of the transcontinental railroad 2. National Banking Act (1863) created a modern system that facilitated economic growth 3. The Morrill Tariff (1862) protected American companies from foreign competition 4. The Homestead Act (1862) facilitated westward expansion 5. The Morrill Land Grant Act (1862) provided federal land to create state agricultural colleges B. Civil War economy foreshadowed the Second Industrial Revolution 1. Mass production used to manufacture muskets, bullets, uniforms, etc. 2. A new class of millionaires created; used their capital after the war to invest in industrial growth III. Impact of the Second Industrial Revolution on America A. Standard of living rose sharply and remained highest in the world B. Urban centers mushroomed as factories increasingly demanded more labor C. American agriculture eclipsed by industrialism: railroads, steel, oil, electricity D. Free-enterprise eclipsed by monopoly E. The work-place became regimented and impersonal F. Women achieved social and economic independence in new careers in typing, stenography, and switchboard operating -- Marriages delayed, smaller families resulted G. Social stratification most pronounced in U.S. history
H. Foreign trade developed as high U.S. productivity resulted in overproduction. II. Industrial Revolution Essential Question Two Minute Presentations For your assigned topic below:
Essential Questions and Examples A. Should the industrial leaders of the late 19th century be considered "Captains of Industry" or "Robber Barrons"?
B. Did organized labor (labor unions) largely succeed or fail in their efforts to secure better wages and protections for industrial workers in the 19th century?
C. Did the major labor strikes of the 19th century do more to help or hurt efforts of organized labor (labor unions).
D. To what extent did the social and business philosophies of the late 19th century lead to the growth of monopolies and/or significant social/economic inequality.
E. Did the actions of the Federal government do more to regulate or stimulate corporate dominance in the late 19th century
Resources: HW: Prepare for Two-minute presentations Grading Rubric
1. Historical accuracy and specificity 2. Argumentation: the presentation gives a clear and historically defensible answer to the essential question using the assigned example. 3. Verbal Presentation: the student speaks clearly, and demonstrates adequate preparation and content knowledge (isn't simply reading from prepared remarks). 4. Visual Aid: the visual aid clearly and effectively provides the audience with the main "take-aways" from the presentation. See requirements above. 5. Time: the presentation is between 1:30-2:00 minutes long 1.1996 Reconstruction DBQ
A. Document Questions? B. Outline Criteria - You may include:
2. APUSH EXPLAINED - "Conquering the West" slideshow 3. APUSH EXPLAINED - "Gilded Age Politics" slideshow
4. Westward Expansion Kahoot! HW:
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August 2023
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