APUSH 2024-2025

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...

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...

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...

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 ...

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 ?

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 accu...

History Visual Rubric Criteria 4 3 2 1 0 Points Relevance of Visuals Visuals add to understanding of the topic. Visuals add Some understanding of the topic. Visuals add minimal understanding of the topic. No relevant visuals. No Visuals Organization Presentation is organized, clear and concise. Presentation is not as organized, clear and concise. Presentation is unclear in some areas. Presentation lacks organization or clarity. Presentation is confusing and disorganized, Explanation of Topic Excellent explanation of topic using creativity and originality. Thorough explanation of topic using standard format. Limited explanation of topic using standard format. Minimal explanation of topic without discernable format. Does not explain topic and no discernable format.  Visual Appeal Immediately grabs viewer’s attention. Grabs viewer’s attention. Struggles to grab viewer’s attention. Does not grab viewer’s attent...

American History 10- Immigrant Project Directions:  Interview an immigrant to the  US   or someone who can answer all of these questions in place of the immigrant in case they are deceased or for another reason.  Step 1- All students must ask the questions and fill out the answers.  Interviewed people may not fill this out.  Students must record the answers themselves in order to learn.  Step 2- Students may choose between making an attractive and informative poster (see class examples) or writing a narrative essay with formal English writing rules.  Students can also choose to make a Google slides presentation. Step 3- Students must present their findings to the class on 10/1 and 10/2. Name of person interviewed Name of person the story is about (obviously it can be the same person for #1 and 2) How do you know this person? Interview starts- Ask them these questions Country of origin? Date you came to the  US ? Where did y...

Period 6: 1865-1898, Topic 8- Immigration and migration in the Gilded Age Student learning objective - Students will explain how cultural and economic factors affected migration patterns over time. “One-third of the population of the South is of the Negro race. No enterprise seeking the material, civil, or moral welfare of this section can disregard this element of our population and reach the highest success. . . . “To those of the white race who look to the incoming of those of foreign birth and strange tongue and habits for the prosperity of the South, were I permitted I would repeat what I say to my own race, ‘Cast down your bucket where you are.’ Cast it down among the eight millions of Negroes whose habits you know, whose fidelity and love you have tested. . . . Cast down your bucket among these people who have, without strikes and labour wars, tilled your fields, cleared your forests, builded your railroads and cities, and brought forth treasures from the bowels of the earth, an...

Period 6: 1865-1898, Topic 4- "The New South" Student Learning Objective - Explain how various factors contributed to continuity and change in the "New South" from 1877-1898. 6.4 Daily Video #1 on AP Classroom 1. What city was Henry Grady from? 2. In his opinion, what should be allowed in the South? 3. Do you think Grady is right- Diversification over solely agricultural based economy? Why? 4. What is a good example of a nation-wide product from the New South? 5. Continuity, not change- What was still the same? 6. Who is "grandfathered in" to voting? 7. What does Plessy vs. Ferguson establish legally until 1954? 8. What type of education did Booker T. Washington recommend? 9. Do you agree that people will eventually respect a hard working culture? 10. W.E.B. Du Bois criticized Washington's approach openly.  Why should African Americans pursue higher education and not trades? 11. Check out Tuskegee - Still exists today! 12. What place does NAACP have in...

Period 6: 1865-1898, Topic 6- "The Rise of Industrial Capitalism" Student Learning Objective - Explain the socioeconomic continuities and changes associated with the growth of industrial capitalism from 1865 to 1898. “Economically speaking, aggregated [accumulated] capital will be more and more essential to the performance of our social tasks. Furthermore, it seems to me certain that all aggregated capital will fall more and more under personal control. Each great company will be known as controlled by one master mind. The reason for this lies in the great superiority of personal management over management by boards and committees. This tendency is in the public interest, for it is in the direction of more satisfactory responsibility. The great hindrance to the development of this continent has lain in the lack of capital. The capital which we have had has been wasted by division and dissipation, and by injudicious applications. The waste of capital, in proportion to the tota...

Period 6: 1865-1898, Topic 2- Westward Expansion: Economic Development Student Learning Objective - Explain the causes and effects of the settlement of the West from 1865 until 1898. Discussion Question #1- What trend does the graph show? Discussion Question #2- What led to this ability to transport goods? Discussion Question #3- What does the transportation of commodities enable? Discussion Question #4- How did you interpret the political cartoon? Discussion Question #5- What role did the US government have in railroad expansion? American Pageant Chapter 24 Page 529- What does the map show? What was the origin of time zones in America? What importance do time zones have today? HW- Read Chapter 24 of the American Pageant and study the ID's American Pageant Chapter 24 Quiz is Monday, 9/22

Period 6: 1865-1898, Topic 13- Politics in the Gilded Age Student Learning Objective - Explain the similarities and differences between political parties during the Gilded Age. James Garfield- 60 Second Presidents 1. Who were the Stalwarts? 2. What happened to Garfield and why? Chester Arthur- 60 Second Presidents 3. Why did Garfield choose Arthur as a VP? 4. What did people think Arthur might do when he became president? 5. What did Arthur do regarding patronage? Historical developments: Patronage led to cities run by political machines and political bosses Roscoe Conkling and the Stalwarts James Garfield's assassination Chester Arthur and the Pendleton Civil Service Act Populism Populism pg 427 “The [political] machine represented the dominant urban political institution of the late nineteenth century. . . . Bosses purchased voter support with individual economic inducements such as offers of public jobs. . . . The machine sustained itself by exchanging material benefits for poli...

60 Second Presidents- Andrew Johnson 1. From a recent quiz- What did Johnson's Secretary of State, William Seward purchase? 2. Why did Americans call it Seward's Folly or Seward's Icebox? 3. How were they actually wrong? 4. How could you back the other side of the argument? 5. Why did Abraham Lincoln pick Andrew Johnson as his 1864 running mate? 6. After Lincoln was assassinated- How would you  evaluate  Johnson's presidency? 7. Why? 60 Second Presidents- US Grant 1. What is Grant most respected for? 2. What is President Grant criticized for? 60 Second Presidents- Rutherford B. Hayes 1. How did Hayes become President? 2. What else did the Compromise of 1877 do? 3. What still existed when Hayes left office? Note- This year I am going to align the AP lessons with the current reading American Pageant Chapter 23 aligns best with Period 6, Topic 7- Labor in the Gilded Age Gilded Age Sharecropping Period 6, Topic 8- Immigration and Migration in the Gilded Age Period 6, Topic ...