AP US History
www.parisehistory.weebly.com/apush
1. Immigration and Urbanization - slideshow
2. Gilded Age Politics - slideshow 3. Ranking Intro Paragraphs - Evaluate the sample intro paragraphs for their context and thesis statement. Rank in order 1-3. The Question: In the post–Civil War United States, corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period 1870 to 1900. 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
HW: Prepare for test!
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1. Review Reconstruction DBQs
2. Organized Labor DBQ Practice
3. Some Period 6 Big 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. 4. 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
HW: Prepare for for Period 6 Test (Thursday 2/2)
1. Watch for review: LABOR in the Gilded Age [APUSH Review Unit 6 Topic 7] Period 6: 1865-1898
2. DBQ Review A. Go here and review what should go in an intro paragraph (Context and Thesis) B. Go here and review what should go into a body paragraph C. Go here and review the "Document Usage" section 2. Organized Labor DBQ
In a Google Doc complete the following: A. Write the Intro Paragraph for this essay (Context and Thesis) B. Write ONE (and only one) body paragraph for this essay. The body paragraph must contain at least:
C. Due by the end of class (what get submitted is what gets graded. If nothing gets submitted that is what will be graded). HW: Begin preparing for Period 6 Test (Thursday 2/2)
1. Review the Industrial Revolution Slideshow
2. Review this Organized Labor Fact Sheet for specifics about the movement in the 19th Century 3. Organized Labor DBQ - send to notability so you can annotate directly on the document. You should annotate related to the questions below and submit to the Google Classroom Assignment when done.
HW: Assignments 27 and 28 (Edpuzzles) 1. DBQ Self Assessment
2. IR Presentations HW: Assignment #26 - Industrial Economy Edpuzzle Hi Everyone,
I'm out today. Please complete the following in my absence. 1. Finish Impact of Westward Expansion
2. Complete Khan Academy Period 6 Modules "Contextualizing Period 6" through "Quiz 3". 2. Industrial Revolution Essential Question Two Minute Presentations
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
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: A. For Thursday - prepare for Period 5 Exam
B. For Monday - Industrial Revolution Presentations
1. Impact of Westward Expansion
HW: A. Period 5 Study Guide using Heimler's Period 5 Playlist and Khan Academy Period 5 B. Prepare for Period 5 Test (Thursday 1/12) Study resources below:
1. Period 5 Hexagonal Thinking - Place the "Civil War" Hexagon in the center of the slide and connect the other terms, events, and concepts in a way that makes sense to you and demonstrates the relationships between them. Go to Google Classroom for the resources!
2. DBQ thoughts and suggestions : A. The question asks about "how revolutionary" the Constitutional and and social changes were in the time between 1860-1877. B. So in thinking about your thesis/response, first think about the ways Constitution changed during this time period - you know this! Then think about how drastic those changes to the Constitution were. Did the Constitution change dramatically? Did the new amendments fundamentally change some aspects of the document and the rights/freedoms/protections that it granted to people? C. Next think about the ways society changed during this time period. And think about how drastic those changes were. Did society undergo dramatic change? D. In crafting your thesis, think about how you can communicate in the clearest way possible what the major Constitutional and social changes were between 1860-1877 and whether those changes were dramatic enough to be called "revolutionary". E. And you don't have to argue that the Constitutional and changes were either both revolutionary or not, you can totally say revolutionary for one and not the other! F. Some thesis structures (the letters represent categories/body paragraphs):
G. And remember- you aren't allowed to use the words/phrases "constitutional and social developments" in your thesis! HW: A. Work on DBQ essay - due Friday by 8:00 pm! |
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August 2023
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