APUSH 2024-2025

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 ...

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 ...

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...

AP US History Summative Assessment of Writing about Historical Texts Directions: 1- 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 2- T he class will introduce the assignment 10/6 3- Read sources 10/6 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...

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...