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10/10, 6.12 and 6.14

Period 6: 1865-1898, Topic 12- Controversies over the role of government in the Gilded Age Student Learning Objective - Explain the continuities and changes in the role of government in the US economy. Historical developments: Laissez-Faire capitalism supporters ask for no government intervention in the economy Labor strife at times saw government intervention Sherman Anti-Trust Act- government intervention Foreign policy makers look outside US borders for opportunities “The necessities of our altered relationship to the Pacific Ocean [after the late 1840s] found expression in a comprehensive treaty of friendship, commerce, and navigation with the sovereign kingdom of Hawaii. . . . “[The line] from San Francisco to Honolulu [in Hawaii] marks the natural limit of the ocean belt within which our trade with [eastern Asia] must flow. . . . When we survey the stupendous progress made by the western coast during the thirty years of its national life as a part of our dominion, . . . it is not
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10/9 and 6.7

Period 6: 1865-1898, Topic 7-  Labor in the Gilded Age Student Learning Objective - Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898. Optional: Watch the following videos on AP Classroom assigned to you under my assignments 6.7 Daily Video #1 on AP Classroom 6.7 Daily Video #2 on AP Classroom  The following is required : https://dp.la/primary-source-sets/the-homestead-strike Discussion Question #1- Why did the workers at the Homestead Steel Works go on strike? http://resourcesforhistoryteachers.pbworks.com/w/page/125026035/The%20Pullman%20Strike%20of%201894 Discussion Question #2- Why did the Pullman sleeper car factory workers go on strike? https://guides.loc.gov/chronicling-america-haymarket-affair Discussion Question #3- What happened in the Haymarket Affair? Discussion Question #4- Unionism was not legal completely until the 1930's.  Explain the struggles of workers in the late 1800's. Discussion Questi
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10/8 and 6.5

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Period 6: 1865-1898, Topic 5- Technological Innovation Student Learning Objective - Explain the effects of technological advances in the development of the US over time. 1- Groups form 2- Groups pick an invention from the list 3- Groups identify how the invention revolutionized industries, life, etc. 4- Groups check with each other and Mr. Cook 5- Groups present their findings to the class https://nevadainventors.org/30-inventions-1800s/ Group #1- What invention revolutionized industries, life, etc.? (Stick to 1865-1898) Group #2- What invention revolutionized industries, life, etc.? (Stick to 1865-1898) Group #3- What invention revolutionized industries, life, etc.? (Stick to 1865-1898) Group #4- What invention revolutionized industries, life, etc.? (Stick to 1865-1898) Group #5- What invention revolutionized industries, life, etc.? (Stick to 1865-1898) Discussion Question #2- What inventions led to others which were groundbreaking? (Could start earlier than 1865!) Discussion Question
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10/7 and 6.3

Period 6: 1865-1898, Topic 3: Westward Expansion: Social and Cultural Development Student Learning Objective - Explain the causes and effects of the settlement of the West from 1865 to 1898. Students watch 6.3 Daily Video #1 on AP Classroom Discussion Question #1- What industries will boom because of the railroad boom? Discussion Question #2- What time zones were created because of the railroads in the continental US? Discussion Question #3- What started the Agricultural College System? (and the State College system) Discussion Question #4- What group drove cattle before the Railroads transported beef? Students watch 6.3 Daily Video #2 on AP Classroom Discussion Question #5- What is an example of a massacre of Native Americans in CO? Discussion Question #6- What happened at the battle of Little Bighorn? Discussion Question #7- What is the significance of the massacre at Wounded Knee? Discussion Question #8- What animal was severely reduced in population due to hunting for sport instea
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Writing rubric

Social Studies Department Rubric for Writing to Texts DDMs (aligned with Common Core standards and PARCC “condensed scoring rubric for prose constructed response items”) Criteria 4 3 2 1 0 Understanding of Key Ideas and Details The writing demonstrates thorough, sophisticated understanding of the ideas relevant to prompt that are stated explicitly and implicitly in the text. The writing demonstrates understanding of the ideas in the text that are relevant to the prompt. The writing demonstrates basic or general understanding of the ideas in the text that are relevant to the prompt even though the writing may include some inaccuracy, misunderstanding, and/or omissions. The writing demonstrates limited understanding The writing demonstrates Development of claim with supporting evidence The writing provides convincing and thorough development of a response to the prompt by using clear and persuasive reasoning supported by a command of relevant and accurate textual evidence. The writing pr
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19th and 20th Century Native American Assimilation Primary Source Document-based Essay (due 10/7)

AP US History Summative Assessment of Writing about Historical Texts Based on the Dawes Severalty Act and documents provided identify the purposes of the assimilation of the Native Americans. Then, assess the effectiveness of the assimilation of the Native Americans. You MUST use specific passages from the primary source documents and use relevant outside knowledge to support and develop your position. [Three days: first to read documents and second and third to write the essay responding to the prompt using the 2 sources and a source of your choice] On the Use of English in Indian Schools J.D.C. Atkins 1887 Starting in the 1830s, the United States government forced Native Americans into designated territories or reservations. The government saw schools as a prime means of assimilating Native Americans. The number of students enrolled in government schools increased from 3,000 in 1877 to 21,000 in 1900, and government funding soared from $20,000 to almost $3 million
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9/27 and 6.11

Period 6: 1865-1898, Topic 11- Reform in the Gilded Age Student Learning Objective - Explain how different reform movements responded to the rise of industrial capitalism in the Gilded Age. “The progress of society consists largely in separating . . . people into groups, in giving them different kinds of work to do, in developing different powers, and different functions. . . . This is the method of civilization. . . . “It is a great gain to humanity to have industry specialized if the unity of the spirit is not broken in the process. But this calamity, unhappily, is precisely what we are suffering. The forces that divide and differentiate have not been balanced by the forces that unite and integrate. . . . Social integration is the crying need of the hour. . . . How can all these competing tribes and clans, owners of capital, captains of industry, inventors, artisans, farmers, miners, distributors, exchangers, teachers, and all the rest, be made to understand that they are many member
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