AP US History
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1. Two Minute Presentations
Grading Rubric 1. Historical accuracy and specificity - 20 pts 2. Argumentation: the presentation gives a clear and historically defensible answer to the essential question using the assigned example - 20 pts 3. Verbal Presentation and Content Knowledge: the student speaks clearly, and demonstrates adequate preparation and content knowledge (isn't simply reading from prepared remarks) - 10 pts 4. Visual Aid: the visual aid clearly and effectively provides the audience with the main "take-aways" from the presentation. See requirements above. 10 pts 5. Time: the presentation is between 1:30-2:00 minutes long - 10 pts Topics and Presentation Order A. To what extent did Republican legislation passed during the Civil War lead to industrial and economic development in the late 19th century?
B. Should the industrial leaders of the late 19th century be considered "Captains of Industry" or "Robber Barrons"?
C. 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?
D. Did the major labor strikes of the 19th century do more to help or hurt efforts of organized labor (labor unions).
E. 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.
F. To what extent did technological innovations spur industrial growth and economic development in the late 19th century.
G. Did the actions of the Federal government do more to regulate or stimulate corporate dominance in the late 19th century
H. To what extent to immigration and migration effect the economy and society in the late 19th century.
HW: Complete the following A. Khan Academy - from "Reform in the Gilded Age" through the "Unit Test" B. REFORM in the Gilded Age [APUSH Review Unit 6 Topic 11] Period 6:1865-1898 C. CONTROVERSIES Over the Role of GOVERNMENT in the Gilded Age [APUSH Review 6.12] Period 6: 1865-1898 D. POLITICS in the Gilded Age [APUSH Unit 6 Topic 13] Period 6: 1865-1898
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1. Review Period 5 Short Answer
2. Birth of a Birthright - the 14th amendment, and birthright citizenship. 3. Map of foreign born population 1850-2010 4. Immigration and Urbanization - slideshow 5. If time - work on presentations HW - be ready to present next class (have you submitted your visual aid to Google Classroom)? No "make-up" for presentation. Ready to go, or no go, and ze-ro. .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 aimed at encouraging settlement and the economic development of the West. 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. To what extent did Republican legislation passed during the Civil War lead to industrial and economic development in the late 19th century?
B. Should the industrial leaders of the late 19th century be considered "Captains of Industry" or "Robber Barrons"?
C. 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?
D. Did the major labor strikes of the 19th century do more to help or hurt efforts of organized labor (labor unions).
E. 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.
F. To what extent did technological innovations spur industrial growth and economic development in the late 19th century.
G. Did the actions of the Federal government do more to regulate or stimulate corporate dominance in the late 19th century
H. To what extent to immigration and migration effect the economy and society in the late 19th century.
Resources:
Grading Rubric 1. Historical accuracy and specificity - 20 pts 2. Argumentation: the presentation gives a clear and historically defensible answer to the essential question using the assigned example - 20 pts 3. Verbal Presentation and Content Knowledge: the student speaks clearly, and demonstrates adequate preparation and content knowledge (isn't simply reading from prepared remarks) - 10 pts 4. Visual Aid: the visual aid clearly and effectively provides the audience with the main "take-aways" from the presentation. See requirements above. 10 pts 5. Time: the presentation is between 1:30-2:00 minutes long - 10 pts HW:
1. Discuss Andrew Jackson DBQ
2. APUSH EXPLAINED - "Conquering the West" slideshow 3. Watch: How the US stole thousands of Native American children 4. Westward Expansion Short Answer Quiz HW: Khan Academy: Period 6 Modules - "Technological Innovation" to "Development of the Middle Class" Hi Everyone,
Here is your asynchronous Wednesday assignment Assignment #20 1. Watch: Westward Expansion: Economic Development [APUSH Review Unit 6 Topic 2] Period 6: 1865-1898 Answer: Explain two major causes and two major effects of westward expansion. 2. Watch: Westward Expansion: SOCIAL & CULTURAL Development [APUSH Review Unit 6 Topic 3] Period 6: 1865-1898 Answer: Describe the ways in which the federal government sought to solve the "Indian problem" during this time period 3. Read: In the Shadow of Wounded Knee and The Legacy of ‘Bury My Heart at Wounded Knee’ Answer: after reading both articles reflect on what stood out to you most in what you read. How does it alter/complicate/inform your understanding of how we became these United States - how do you feel about what happened to the people who "stood in the way" of westward settlement and the economic progress it promised? 4. Watch The "NEW" South [APUSH Review Unit 6 Topic 4] Period 6: 1865-1898 Answer: what was one primary continuity and one primary change experienced in the "New South"? Hi Everyone,
Here is your asynch. Wednesday assignment! Assignment #19 1. 1996 Reconstruction DBQ (try to complete in 30 minutes or less - turn off or put away ALL distractions and set a timer!) A. Send the document to Notability - you will be completing the following tasks by marking up the document and submitting it back to GC. B. Read and analyze the question - what exactly are you being asked? Rephrase the question in your own words or in a new way. C. Look at each of the documents and take notes on the HIPP of each document (not all documents will necessarily have each of the HIPP elements - do your best, this is practice). D. Write a thesis statement - write it at the bottom of the first page. E. Submit your annotated DBQ document to Assignment #19 2. Begin prep for Period 5 Test - Schedule for Thursday 1/14. 1. Intro to "13th" (0-9:22)
2. Read: The framers of the 13th Amendment did not intend to establish an empire of prison labor. 3. APUSH Explained - Reconstruction Slideshow 4. 1996 Reconstruction DBQ
HW: A. Watch: The FAILURE of RECONSTRUCTION [APUSH Review Unit 5 Topic 11] Period 5: 1844-1877 B. Khan Academy - Reconstruction C. Khan Academy - Failure of Reconstruction |
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August 2023
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