10/27- Progressivism group work

Student learning objective- Students will explain the point of view, intended audience, purpose and historical situation of an excerpt.

Directions- In the following groups on Friday, October 27, do your best to answer the questions after reading the provided excerpts.  The groups will lead class discussion Monday, October 30.


Group 1- Black, Bren, Buckley- Ida Tarbell- History of the Standard Oil Company

What is Ida Tarbell's point of view?

Who is the intended audience?

What is the purpose?

What is the historical situation at the time?

How does this connect to other time periods, especially today?


Group 2- Castellucci, Cracchiolo, Cunningham- Upton Sinclair- The Jungle

What are the most shocking details in the Jungle?

Despite the excerpt being referred to as fiction by the website due to names, what are multiple historically factual issues pointed out in the Jungle? (Historical situation)

What is the solution to the problems?

What is the purpose of this book?

How does this connect to other time periods, especially today?


Group 3- do Carmo, Faria, Friday- Lincoln Steffens- The Shame of the Cities

What is the historical situation?

What is the purpose of this?

How do Philadelphia and New York compare? (Similarity and difference)

How does this connect to other time periods, especially today?


Group 4- Harvey, Hone, Jewell, Kilroy- "Fighting Bob" La Follette- The Danger of Threatening Representative Government

What is Fighting Bob's point of view?

How is that Progressive?

What is an example we learned about that would corroborate this source?

What is an example to provide as a counter-point to this claim La Follette makes?


Group 5- Klopotoski, Love, McElhenny- Luis Brandeis- The Brandeis Brief (Page 31)

What is the historical situation in the late 1800's and early 1900's?

What is Brandeis' point of view?

What is the purpose of this document?

How does this connect to other time periods, especially today?


Group 6- McKeen, Nixon, Parsons, Pierce- Theodore Roosevelt- The New Nationalism (Read the second half)

What is Roosevelt's point of view?

What is the purpose of this document?

What does he use to support his claim?

How does this connect to other time periods, especially today?


Group 7- Sarrouf, St. Peter, Taylor- Woodrow Wilson- New Freedom

What is the purpose of this speech in 1912?

Who is the intended audience and why?

What is the historical situation in 1912 that this could be relevant to?

What historical developments would occur (in Chapter 29) that would corroborate or contradict his claim?

Comments

Post a Comment

Popular posts from this blog

19th and 20th Century Native American Assimilation Primary Source Document-based Essay

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
Read more

Nixon Resignation and Ford Pardoning or Nixon Essay

Directions: 1- The class reviews the prompt together 2/26 2- Read the Nixon Resignation Speech (I like to listen to Nixon give the speech on youtube while I read along) 2/26 3-  Read the Ford Pardoning Proclamation  (I like to listen to Ford give the speech on youtube while I read along) 2/26 4- Develop a thesis.  Decide was Ford justified to pardon Nixon or not? Turn in 2/26 5-  Create a works cited, which will eventually be after your essay.  Use citation machine, easy bib, the Purdue Owl, or whatever you like to use.  Make sure it is in MLA format.  Nixon Resignation Speech, Ford Pardoning Speech and a source of your choice are required.  Demonstration 2/27 or 2/28 6- Write the introduction with the thesis at the end.  2/27 7- How would you support your thesis using the Nixon source? How do you cite it in text or parenthetically? Where does it go best in the essay? 2/27 8-  How would you support your thesis using the Ford source?  How do you cite it in text or parenthetically?  Wher
Read more

Period 8 Long Essay Question

Monday, March 4 3/4 Step #1- Student learning objective - Explain the extent to which the events of the period from 1945 to 1980 reshaped national identity. 3/4 Step #2-  LEQ Rubric 3/4 Step #3 : Pick one of the following LEQ prompts and briefly  outline  how you would answer the prompt with examples pertaining to the theme you picked: -Explain the extent to which the federal government's role in the economy changed from 1945 to 1980. -Explain the extent to which the Cold War altered the role of the US in the world. -Analyze the impact of the Cold War on domestic policies from 1945 to 1980. -Explain the extent to which race relations developed from 1945 to 1980. Wednesday, March 6- Students write the Long Essay Question in 40 minutes Thursday, March 7- Students use the LEQ rubric on each other in peer review
Read more