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?