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19th and 20th Century Native American Assimilation Primary Source Document-based Essay (due 10/14)

AP US History Summative Assessment of Writing about Historical Texts Directions: 1- The class will introduce the assignment 10/3 2- This assignment final draft will be turned in on Turnitin.com. Students log in using Google. Students join the class on turnitin.com 10/3: class ID- 50422718 class enrollment key- pcookapush 3- Read sources 10/3 4- Thesis statements turned in 10/6 5- Write intro and start body paragraphs 10/6? 6- Preliminary Works Cited turned in 10/7 7- Time to work on essay 10/8 and 10/9 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 ...
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10/3 and 6.3 continued

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. “All Indian peoples in the years after the Civil War saw their sovereignty erode. . . . “Reformers regarded Indian nations as legal fictions which the federal government should no longer recognize. . . . [Civilian and military leaders] disdained Indian sovereignty. . . . Reformers pushed the federal government toward direct supervision of the lives of individual Indians. . . . “The reform policy had three basic components. The first was the suppression of Indian norms of family life, community organization, and religion. . . . Reformers tried to educate Indian children in order to instill mainstream American Protestant values in place of tribal values. Finally, reformers sought a policy of land allotment that would break up communal landholding patterns and create private ownership. In the end, Ind...
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9/30 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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9/29 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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9/25 and 6.9

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Period 6: 1865-1898, Topic 9- Responses to immigration in the Gilded Age  Student learning objective - Explain the various responses to immigration in the period over time. Source: Based on data from the United States Bureau of the Census,  Historical Statistics of the United States  (1975). Discussion Question #1- What  was a difference between the immigration from 1865 to 1895 depicted in the graph and immigration in the 1840s and 1850s? Discussion Question #2- What was  a response to both immigration in the 1850s and the immigration depicted in the graph? Discussion Question #3- What  was a long-term development that contributed to the change in Chinese immigration depicted in the graph between 1875 and 1885 ? “The Italian laborer does more than his share of work and receives less than his share of earnings; for as a matter of fact, the laws enacted with regard to this matter oppress the laborer and assist rather than hamper the contractor. Even supposin...
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9/26 and 6.10

Period 6: 1865-1898, Topic 10- Development of the Middle Class Student learning objective - Explain the causes of increased economic opportunity and its effect on society. “The purpose of this article is to present some of the best methods of performing this duty of administering surplus wealth for the good of the people. The first requisite for a really good use of wealth by the millionaire who has accepted the gospel [of wealth] . . . is to take care that the purpose for which he spends it shall not have a degrading, pauperizing tendency upon its recipients, and that his trust should be so administered as to stimulate the best and most aspiring poor of the community to further efforts for their own improvement. . . . “The result of my own study of the question ‘What is the best gift which can be given to a community?’ is that a free library occupies the first place, provided the community will accept and maintain it as a public institution, as much a part of the city property as its ...
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9/24 and 6.8 continued

Student learning objective: Students will analyze The New Colossus by Emma Lazarus. Ignite : List what countries or regions you know of regarding your ancestry . All Stand Students with one or two should go first Students with rarer heritage or many different ones should wait The class tries to name 24 different backgrounds (countries or regions) Chunk : Ellis Island etc Angel Island Chew - Students read " The New Colossus " Review - What is the point of view regarding immigration in the poem? How does this poem relate to a course essential question ?
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