October 1, 2014

OBJECTIVES:
Review previously identified objectives for Period 6 Exam

Reiterate process of completing DBQ.

Complete DBQ 

Key Concept 7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

Procedure:
1. Fact Check 4 Quiz
2. Period 6 Exam Format
3. DBQ Review
4. DBQ Completion
5. Introduce Period 7 and World Power Terms (Page 425)

September 30, 2014

OBJECTIVES:

• Review previously identified objectives for Period 6 Exam
•  Reiterate process of completing DBQ.
•  Complete DBQ 

PROCEDURE:

1. Just the Facts: Gilded Age- Completion
2. Dissecting the DBQ: The Question
3. Dissecting the DBQ: The Documents
4. Compiling TheDBQ: The Thesis
5. Completing the DBQ: The Argument
6. DBQ work
7. Fact Check 4 (Wednesday)

Topic: The Gilded Age

The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies

(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)

September 29, 2014

OBJECTIVES:

1. Review significant historical patterns of the Gilded Age
2. Utilize Historical Thinking Skills outlined by the College Board
3.  Explain how Gilded Age politics and corruption ultimately led to the beginnings of reform efforts both in government and in addressing social concerns.(ID2) (ID6) (POL6)
4. Identify and explain how cultural and intellectual movements both supported and challenged the social order of the Gilded Age(ID6) (CUL3) (CUL5)    

 Procedure:

1. Warm-up:  Short Answer Question #1 Page 396- Timed (15 Minutes)
2. Recent Time Change Announced for APUSH 
3. Test Review #1- Content for Multiple Choice (Thursday)
4. Short Answer- Unannounced (Thursday)
5. Just The Facts:  Gilded Age (video)
6. DBQ #2- Part of Test #1 (Page 400)- Take Home due by Friday (10/3)
7. New DBQ Tips (Video)
8. Fact Check #4- Wednesday (10/1)

Topic: The Gilded Age

The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies

(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)

September 26, 2014

Objectives:
1.Develop a thesis using primary source documents
2. Utilize primary documents to assess the effectiveness of Gilded Age politics in addressing social and economic concerns of the period.
3. Identify and utilization Historical Thinking Skills outlined by the College Board

Procedure:

1. Comments on Short Answer Responses
2. Introduction of the Document-Based Question #2 (Page 404)
3. Developing a Thesis and Using Sources
4. Collaborative Review: "Answering Document-Based Questions" in Introduction (xxxiii-xxxv)
5. Develop Thesis and Organize Information

*Homework:  Draft the Document-Based Question #2 (Page 404) response

September 25, 2014

Agenda:

1. Warm-up:  MC Questions 4-8 (Pages 394-395)
2. Review of Short Answer Practice Questions
3. Review of Short Answer Procedure
4. Short Answer #3 Page 396 (Graded and Timed-15 Minutes)
5. Document Based Question 2 (Pages 404-407)- Preparation

Topic: The Gilded Age

The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies

(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)

Technological changes, large-scale production, and pro-business government policies led to a “Gilded Age” that was also marked by corruption, the growth of monopolies, and the expansion of both domestic and international markets.

(WXT3) (WXT6) (WOR3) CUL3) (CUL5)

Objectives:

Identify and utilization Historical Thinking Skills outlined by the College Board

Explain how Gilded Age politics and corruption ultimately led to the beginnings of reform efforts both in government and in addressing social concerns.

(ID2) (ID6) (POL6)

           

Identify and explain how cultural and intellectual movements both supported and challenged the social order of the Gilded Age

(ID6) (CUL3) (CUL5)  

Enrichment:

William Jennings Bryan, Cross of Gold Speech. What made Bryan the standard bearer for both the Democrats and the Populists at this time? Why, in spite of this appeal, was he never successful politically?

Using the chart in the test of “Marriages and Divorces, 1890-2008,” what conclusions can be drawn about the changing role of women at this time? What might have contributed to making those changes possible?

September 24, 2014

Agenda:

1. Warm-up:  MC Questions 1-3 Page 393
2. Crash Course:  Gilded Age Completion
3. Populist Party Platform – Be able to identify and evaluate the major components of the Populist Platform. Which did they achieve? Which were the unable to achieve and why? Which became realities over a decade later and why at that time rather than sooner?
4. Review of Short Answer Practice Questions
5. Short Answer #3 Page 396 (Graded and Timed)

Topic: The Gilded Age

The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies

(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)

Technological changes, large-scale production, and pro-business government policies led to a “Gilded Age” that was also marked by corruption, the growth of monopolies, and the expansion of both domestic and international markets.

(WXT3) (WXT6) (WOR3) CUL3) (CUL5)

Objectives:

Identify and utilization Historical Thinking Skills outlined by the College Board

Explain how Gilded Age politics and corruption ultimately led to the beginnings of reform efforts both in government and in addressing social concerns.

(ID2) (ID6) (POL6)

           

Identify and explain how cultural and intellectual movements both supported and challenged the social order of the Gilded Age

(ID6) (CUL3) (CUL5)    

Enrichment:

William Jennings Bryan, Cross of Gold Speech. What made Bryan the standard bearer for both the Democrats and the Populists at this time? Why, in spite of this appeal, was he never successful politically?

Using the chart in the test of “Marriages and Divorces, 1890-2008,” what conclusions can be drawn about the changing role of women at this time? What might have contributed to making those changes possible?

September 22, 2014

Agenda:

1. Warm Up:  MC 1-5 on P. 375-376
2. Fact Check 3 Quiz Reminder
3. Reiterated Historical Thinking Skills and Historic Themes
4. Short Answer Review
5. Crash Course:  Women in the 19^th Century
6. Closure:  MC 6-8 PP. 377

  

Key Concept 7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

Lecture Topic: Women and Reform Movements of the 19^th Century

 The late-nineteenth century was characterized by urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban America, the “New Woman,” African-American push for expanded civil rights

(PEO2) (PEO3) (PEO6) (POL3)

Crash Course:  Women in the 19^th Century

Draw conclusions as to what can be drawn about the changing role of women at this time.

Objectives:

 1. Describe how the movement of both internal and international populations changed the makeup of America.

2. Identify ways that early reformers try to address some of the concerns associated with urbanization and immigration.  (PEO2) (PEO3) PEO-6) (PEO3)

3. Draw conclusions as to what can be said about the changing role of women at this time. 

Explain how as migration both within the United States and from overseas increased rural and urban populations, reformers began to try to address gender, racial, ethnic, religious, and socioeconomic inequalities. (PEO2) (PEO3) (PEO6) (POL3) 

September 23, 2014

September 23, 2014

Agenda:

1. Fact Check 3 Quiz
2. Review short answer question
3. Reiterated Historical Thinking Skills and Historic Themes
4. Crash Course:  Gilded Age
5. Short Answer (Graded) Question #3 Page 396

Topic: The Gilded Age

The rise of big business along with massive migration and urbanization led to efforts to reshape both the economy and the environment of the country. The “Gilded Age” brought mass marketing, increased consumption, and the creation of monopolies

(WXT3) (WXT6) (WOR3) (CUL3) (CUL5)

Technological changes, large-scale production, and pro-business government policies led to a “Gilded Age” that was also marked by corruption, the growth of monopolies, and the expansion of both domestic and international markets.

(WXT3) (WXT6) (WOR3) CUL3) (CUL5)

Objectives:

Identify and utilization Historical Thinking Skills outlined by the College Board

Explain how Gilded Age politics and corruption ultimately led to the beginnings of reform efforts both in government and in addressing social concerns.

(ID2) (ID6) (POL6)

           

Identify and explain how cultural and intellectual movements both supported and challenged the social order of the Gilded Age

(ID6) (CUL3) (CUL5)     

September 19, 2014

Agenda:

1. Warm Up:  Short Answer Question (ANY- PP. 358-359) TIMED:  5 Minutes- Selection.  10 Minutes Writing (Collected).

2. Review of Primary Source Exercise (Turner Thesis and Intro xxxiv (Answering DBQ) and Historical Themes.

 Key Concept 7.1: Government, political and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration.

Lecture Topic: America Moves to the City

 The late-nineteenth century was characterized by urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban America, the “New Woman,” African-American push for expanded civil rights

(PEO2) (PEO3) (PEO6) (POL3)

Crash Course:  Immigration and Cities

OBJECTIVES:

1. Describe how the movement of both internal and international populations changed the makeup of America.

2. Identify ways that early reformers try to address some of the concerns associated with urbanization and immigration.  (PEO2) (PEO3) PEO-6) (PEO3)

3. Discuss challenges that big business faced increasing challenges from labor movements and those supporting regional concerns.  (WXT5) (WXT6) (PEO6) (ID5)

4. Explain how as migration both within the United States and from overseas increased rural and urban populations, reformers began to try to address gender, racial, ethnic, religious, and socioeconomic equalities.  (PEO2) (PEO3) (PEO6) (POL3)

ENRICHMENT:

Examine the chart in the text illustrating “Annual Immigration to the United States, 1860-2010.” What political issues and world events account for the peaks and valleys in the chart for the years of the late-nineteenth century?

Read “A Textile Worker Explains the Labor Market.” Based on this account, what was the plight of the factory worker in the late-nineteenth century? How sympathetic might the Senate committee have been and why?

Examine the chart “Annual Immigration to the United States, 1860-2010.” What political issues and world events account for the peaks and valleys in the chart for the years of the late-nineteenth century?

September 18, 2014

Agenda:

1. Warm Up:  MC Questions 7-8 P. 357

2. Review MC Questions 1-6 (355-356)

3. Review Plessy v. Ferguson Case and Booker T. Washington speech (practice)

4. Reviewing Historical Themes (Intro xvii-xviii)- Work, Exchange, and Technology (WXT) and Peopling (PEO)

5. Topic: The Turner Thesis and the Agricultural Revolution

Westward migration, the close of the frontier and its impact, industrialization of agriculture new forms of transportation, and political dissent among farmers led to political and popular conflicts. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7)

6. Assignment:  Primary Source Readings;

Frederick J. Turner, The Significance of the Frontier in American History. What argument does Turner make about the importance of the frontier in American development? What are the implications for future expansion?  Cite two specific items from the document.  (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7

Populist Party Platform – Be able to identify and evaluate the major components of the Populist Platform. Which did they achieve? Which were the unable to achieve and why? Which became realities over a decade later and why at that time rather than sooner?

William Jennings Bryan, Cross of Gold Speech. What made Bryan the standard bearer for both the Democrats and the Populists at this time? Why, in spite of this appeal, was he never successful politically?

Using the chart in the test of “Marriages and Divorces, 1890-2008,” what conclusions can be drawn about the changing role of women at this time? What might have contributed to making those changes possible?

Crash Course:  Reform Movements

Objectives:
1. Identify and describe how Westward migration, the close of the frontier and its impact, industrialization of agriculture new forms of transportation, and political dissent among farmers led to political and popular conflicts. (ENV5) (WXT5) (POL3) (PEO3) PEO5) (WXT7)

2. Identify and evaluate the major components of the Populist Platform.

September 17, 2014

Agenda:

Warm Up:  MC Questions 7-8 P. 357

Key Terms (Fact Check 2) Quiz

Topic Lecture: Washington and DuBois 

Booker T. Washington and W.E.B DuBois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the nineteenth and the beginning of the twentieth centuries.  Examination of The Souls of Black Folk and Up From Slavery.  Emphasis on Plessy v Ferguson case.

Closure:  Advocate for the position of Booker T. Washington OR WEB Dubois in context of “Separate But Equal.”

Assign Terms P. 374 for Fact Check 3

Objectives:

1. Research the economic conditions facing the African American population.

2. Evaluate the appropriateness of Booker T. Washington and W.E.B DuBois’ strategies in the historical context of 1877-1968.

(SK4) (SK5) (SK8) (CR8) (CR10) (CR12) (CR13)

September 16, 2015

Agenda:

1. Warm Up:  "Thinking as an Historian, Page 338.

2. AP Skill Development:  HISTORICAL THEMES (Intro- xvii- xix)

2. Lecture Topic:  The Last West and the New South:  The West was no longer seen as The Great American Desert. And the opportunities offered to the miners, farmers and ranchers altered the landscape. But the mythical “frontier” popularized by dime store novels and movies bore little resemblance to these images.  Topics related to the solidification of Southern segregation through the Plessy Case, as well as the impact of Western settlement on Native Americans and farmers.  Transcontinental railroads and the destruction of the buffalo and the Plains Indian culture pushed a government policy of increased reservations and assimilation (PEO4) (ENV5) (POL6)

3. Crash Course:  The West

4. Multiple Choice Questions 1-6, pp. 355-356.  Students will explain why they selected each response (collected)

5. Fact Check 2 Quiz (Wed)

Objectives:

1. Examine the Amerindian cultures which existed in the region prior to the movement west.
2. Explore the other cultural factors which altered the landscape. These include: Indians, Mexicans, French, British Canadians, and Asians.
3. Examine the “myth of the yeoman farmer” as discussed by Hofstadter.
4. Familiarize the students with the work of Frederick Jackson Turner and his “Frontier Thesis.”

September 15, 2014

Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies.

Topic: Industry Comes of Age

The late-nineteenth century was the era of the Robber Barons, with increasing distance between the lives of the rich and the working classes. The growth of unionism, of government and politics of regulation, and the expansion of the United States in the world economy characterized this period.

(WXT5) (WXT6) (PEO6) (ID5)

Teacher will review long essay question strategies, historical thinking skills, thesis development, and essay strategies.

Students will complete long essay

Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe Each Other. Read and compare the writings of these two “Robber Barons.” How are they different in the beliefs and how might that difference be explained? Which view had the most influence during this period of history?

Primary Source Reading: Samuel Gompers, Letter on Labor in Industrial Society. Evaluate Gompers’ arguments. How successful was he and why?

September 11, 2014

Agenda:

1. Fact Check 1

2. Long Essay Review

September 12, 2014

Agenda:

1.     WARM UP: Thinking as a Historian (P. 359)

2. Long Essay Completion

*Homework- Complete Terms (P. 354)

September 10, 2014

Agenda:

1. Warm Up:  Multiple Choice 6-8, P. 336

2. Understanding the Long Essay: See Introduction- xxiv- xxii

3. Answer Question 8 in the Period 6 Review.

*Homework- Terms Quiz 
Begin Terms (354)

September 9, 2014

Agenda:

1. WARM UP: MC Questions 1-5 P. 334-335  
2. Crash Course #23- Industrial Revolution
3. Key Terms Quiz- Thursday
4. Teacher Lecture Completion:   The Struggle of Organized Labor.
5. Short Answer Question 1 (Collected) Page 337

Examining the DBQ:  Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe Each Other. Read and compare the writings of these two “Robber Barons.” How are they different in the beliefs and how might that difference be explained? Which view had the most influence during this period of history?

September 8, 2014

Agenda:

1. WARM UP: Short Answer Question #1 P. 308 (Practice)
2. Process of identifying main idea, synthesis, comparison, and using evidence.
3. AP Themes and Key Terms (333)
4. Teacher Lecture:  Railroads, Oil, and Steel:  Oh my!  The rise of monopolies and robber barons, Laissez-Faire Capitalism, Social Darwinism, and Class.
5. Activity:  Social Darwinism

Examining the DBQ:  Andrew Carnegie, Wealth and William Graham Sumner, What Social Classes Owe Each Other. Read and compare the writings of these two “Robber Barons.” How are they different in the beliefs and how might that difference be explained? Which view had the most influence during this period of history?

September 5, 2014

Agenda:

1. Multiple Choice Questions 4-8 (306-307)

2. Crash Course Completion- Reconstruction

3. Tackling Short Answer Questions and Historical Thinking Skills

- Short Answer Practice #1 (Page 308)

4. Lecture:  Rise of Industrial America

5. Terms

September 4, 2014

Agenda:

1. Warm Up:  Multiple Choice Questions 1-3 on Page 305

     a. Read and answer the questions
     b. Explain WHY you selected each response
     c. Identify the incorrect choices

2. Overview of the AP Exam:  Historical Thinking Skills (Introduction xiv-xvii)

Skill Type	Historical Thinking Skill
I. Chronological Reasoning	1. Historical Causation
	2. Patterns of Continuity and Change over Time
	3. Periodization
II. Comparison and Contextualization	4. Comparison
	5. Contextualization
III. Crafting Historical Arguments from Historical Evidence	6. Historical Argumentation
	7. Appropriate Use of Relevant Historical Evidence
IV. Historical Interpretation and Synthesis	8. Interpretation
	9. Synthesis

3. Lecture:  Reconstruction and the Election of 1876

4. Short-Answer Question #2 (Page 309)

5. Crash Course US History:  Reconstruction

*HOMEWORK:  Key Names, Events, and Terms (ALL) on Page 304.

September 3, 2014

Agenda:

2. Classroom Procedures and Grading Policy
3. Daily Expectations
4. Resources and Supplies
4. Getting to Know the Foe:  AP Central
AP US HISTORY 2015

5. Lecture: Reconstruction
Map of Conservative Governments
Election of 1876





6. Assignment 1: Key Terms