USHAP Unit 7 Week 1

Report
USHAP
Unit 7, Week 1
Monday 1/28
• Agenda
• DBQ Outline Practice
• Reminders
• DBQ Outline: Friday 2/1
• MC Exam Chapters 21 & 22: Monday 2/11
The Tasks- Do these in order for every
DBQ!
• TASK #2 – CCP. Read the documents and for each one do a brief
CCP. As you do CCP make sure to link your responses to the
question.
• Context
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Who
What
When
Where
• Content
• What the document actually says
• Point of View
• Purpose of the document
• From 1775 to 1830, many African Americans gained freedom
from slavery, yet during the same period the institution of
slavery expanded. Explain why BOTH of those changes took
place. Analyze the ways that BOTH free African Americans and
enslaved African Americans responded to the challenges
confronting them.
The Tasks- Do these in order for every
DBQ!
• TASK #3 – Assembling evidence. – Create a table of
possible points of view and various groupings.
• From 1775 to 1830, many African Americans gained
freedom from slavery, yet during the same period the
institution of slavery expanded. Explain why BOTH of
those changes took place. Analyze the ways that
BOTH free African Americans and enslaved African
Americans responded to the challenges confronting
them.
The Tasks- Do these in order for every DBQ!
• TASK #4 – Outside Information
• What outside information do you have that could help you respond
to the prompt?
• Add this information to your organizational table.
• From 1775 to 1830, many African Americans gained
freedom from slavery, yet during the same period the
institution of slavery expanded. Explain why BOTH of
those changes took place. Analyze the ways that
BOTH free African Americans and enslaved African
Americans responded to the challenges confronting
them.
Possible Outside Information: General List
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African American Baptist Church
American Colonization Society (back to Africa,
Liberia)
American Indian removal
apologists’ view (slavery as a positive good)
banning of foreign slave trade (1808)
Battle of New Orleans
compensated emancipation
cotton gin
disenfranchisement of African Americans
enlistment of Blacks
free soil
Fugitive Slave Law, 1793
fugitive slaves
gang system
gradual emancipation laws in the North
immediate, uncompensated emancipation
internal slave trade
King Cotton
Louisiana Purchase
Missouri Compromise
moderate abolitionism (gradual uncompensated
emancipation)
• “necessary evil”
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Nat Turner’s Rebellion
Northwest Ordinance (banning of slavery)
Prince Hall Masons, Masonry
Quaker impulse toward abolition
radical abolitionism (immediate uncompensated
emancipation)
Second Great Awakening
slave codes (Black Codes may be used
interchangeably)
slave trade (Constitutional restrictions)
strategies of resistance—running away, feigning
illness, working slowly, violence, sabotage
Three-Fifths Compromise
tobacco, rice, and indigo crops
Truth, Sojourner
Underground Railroad (not Harriet Tubman)
upper/lower South
War of 1812
Whitney, Eli
William Lloyd Garrison/Liberator
Essay Analysis
• Instead of writing your own essay, use the rubric to score an
essay given to you by me 
• DBQ Essay Rubric on the next slide
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Advanced (8-9 points)
All of the Proficient criteria PLUS
Establishes context beyond time and place indicated in the prompt
Shows change over time
Shows perceptive, systemic analysis
Accommodates complexities, contradictions or alternative views
Proficient (5-7 points)
Thesis statement: addresses prompt, takes position, provides paragraphs
Defines terms
Demonstrates familiarity with the material
Defends thesis with outside information
Defends thesis with documents
Effectively organized, coherently and concisely written
Basic or Below (2-4 points)
Lacks clear thesis, simply restates prompt, does not take a position, does not indicate organizational
categories that will be used in the essay paragraphs
• Did not directly or completely respond to the prompt
• Lack of outside information (specific references) to support generalizations
• Lack of document references to support generalizations
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Other Areas To Improve:
Paragraphs lack strong topic sentence and clincher, relation to overall thesis
Buries best analysis in the body
Not enough analysis to link evidence to thesis (“storytelling”)
Evidence presented and/or analysis of documents is incorrect or misapplied
Verbosity, rhetoric, redundancy, inappropriate word choices
The Tasks- Do these in order for every DBQ!
TASK #5 – Create an Essay outline
• TThesis statement claim: prompt, position, paragraphs
• BP1
Sub thesis claim which persuasively substantiates the overall thesis.
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A. Fact or reference used as evidence
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B. Fact or reference used as evidence
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C. Fact or reference used as evidence
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Clincher sentence ties the paragraph together and links back to thesis
• BP2
Sub thesis claim which persuasively substantiates the overall thesis.
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A. Fact or reference used as evidence
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B. Fact or reference used as evidence
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C. Fact or reference used as evidence
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Clincher sentence ties the paragraph together and links back to thesis
• BP3
Sub thesis claim which persuasively substantiates the overall thesis.
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A. Fact or reference used as evidence
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B. Fact or reference used as evidence
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C. Fact or reference used as evidence
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Clincher sentence ties the paragraph together and links back to thesis
• CConclusion: Reinforces significance of evidence, indicates "So what?"
Tuesday 1/29
• Agenda
• Fluency Fact Review Quiz
• Advisory Day
Block Day 1/30 & 1/31
• Agenda
• AP Signup Booklets
• Notebook Check 
• Chapter 21: Urban America and the Progressive Era
• Problem Solving Activity
• Reminders
• DBQ Outline: Friday 2/1
• Be in class & in your seat BEFORE the bell rings!
• We will start as soon as class starts.
• MC Exam Chapters 21 & 22: Monday 2/11
Check #5 Notes Range
5th Period
• Dates: November 30th – January 31st
• Page #s 592-755
• Total Assignments: 23
6th Period:
• Dates: November 30th – January 30th
• Page #s 592-748
• Total Assignments: 22
Progressivism
The Progressive movement
consisted of:
Unifying qualities/beliefs:
• socialists
• Critical Optimists
• machine politicians
• Collectivists
• women’s rights advocates
• Social Gospelers
• Populists
• laborers
• social scientists
(technocrats)
• nativists
• muckrakers
• Activists
Causes of the Progressive Era
Compare and Contrast:
Venn Diagram
Populists
Progressives
Using the list of terms, complete the venn
diagram for populists and progressives:
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Time period
Rural
Urban
Sought government involvement in economy
Wanted to reform aspects of industrialization
Anti-monopoly
Prohibition
Women's rights
Worker's rights
Conservationists
Based on emerging fields of science
Nativism
Racism
Helped bring about the ICC
Shaped national politics
Focused on social control
Socialism
Unified
Accomplished goals
The Power of Photography & Technological
Innovation on the Progressive Era
• http://www.youtube.com/watch?v=EACoIbokOcc
Problem-Solving Activity
• For each problem on the next few slides, say which
choice you think is best and then explain why.
Scenario #1
The majority of workers live in tenement houses that are
falling apart and overcrowded. Because they are made
mostly of wood and built right next to each other without any
fire escapes, they would be very dangerous for people if a
fire started. Lack of adequate plumbing has led to there
being a lot of sewage on the streets.
A.These buildings provide housing for people who have no where
else to live. If the housing were nicer then the new immigrants
couldn’t afford it and they would be homeless.
B.A law should be passed that requires the city to collect trash weekly
and also to require buildings to have a fire escape. Also, money
should be spent on roads and trolleys so it is easy to work in the
city but live somewhere else. This will keep the city from getting
overcrowded.
C.Workers should be given a larger share of the profits made by the
companies where they work. No business owner should be able to
make more than 20 times as much money as his lowest paid
employee.
Scenario #2
Democracy is no longer working well in local governments
because of the political machines. Elected officials are taking
bribes from businesses to make laws that favor those businesses.
Also, people can only be hired for government positions like mail
carrier or teacher if they pay a bribe. Lastly, elected officials are
using tax money to pay ridiculously high prices for building and
contract work that is all being done by their friends. Sometimes
this leads to a kick-back where their friends let them keep some of
the money “paid” for the job.
A. Elect people into office who promise not to be corrupt and who
will try and change the laws that allow corruption.
B. Change how governments are run so that instead of electing a
mayor, the governor appoints 5 people to run the city together.
The appointment people are experts in their field – an
engineer, a public safety office, a financial advisor, etc.
C. Get rid of local government and instead have all meetings
decided by the entire town in local town hall meetings.
Scenario #3
State and federal governments allow monopolies to control an entire
industry. Once a monopoly exists in an industry they can charge
consumers high prices, pay workers low wages and pollute the
environment.
A.Monopolies mass produce products wanted and used by society. By
becoming so large they are able to offer more products to more people
and employ more workers. Also, they have generated wealth and power
that has made the United States into a world power.
B.State governments should make laws that regulate businesses. These
laws could include requirements for working conditions, limits on the
pollution that a business can generate and making monopolies illegal.
C.The state should take control of essential businesses, like railroads,
electricity, and oil because these items are all necessary for people to
eat, live in warm houses and transport themselves and goods. Since no
one would choose to live without electricity it defies the rules of supply
and demand, meaning an electric company that was a monopoly could
charge whatever they wanted and people would still pay. For this
reason, it should be run by the government and equally distributed to all
people for a reasonable price.
Scenario #4
80% of African-Americans live in the South in 1900 as tenant
farmers under Jim Crow laws that segregate their daily life,
voting restrictions that deprive them of their right to vote and
the Ku Klux Klan that terrorize anyone who tries to fight for a
better life.
A. This problem is not a Federal issue, but a state and local
issue.
• If you think the people themselves should fix it, describe what the people can do
themselves without relying on the government.
B. This is the Federal Government’s responsibility
• If you think government should fix it, what steps can the government take to
enforce the laws and amendments that have been passed?
C. This problem is too big for our political system, change the
system!
• If you think we need to change the system, what other political systems would
work to address the problems of segregation and racism in American society?
Options
Laissez-Faire, Conservative, Captain of Industry, Big
Business
B. Progressive, Liberal, Big Government
C. Radical, Socialist
A.
POV: Big Government vs. Big Business
Approach to
business
Big Government
Big Business
Businesses will better serve
the consumer if they follow
regulations and requirements
set by the government.
Businesses can create jobs
for workers and goods for
consumers best when they
don’t have to follow lots of
government rules. (Laissezfaire policies)
What makes
Equality: The government
the US great? protecting everyone’s public
welfare
Liberty: The freedom to
pursue your dreams and be
free from government control
What they
were called in
1900
Captains of Industry
Progressives
What they are Democrats
called today
Republicans
Match the problem caused by political machines with the
Progressives’ solutions.
Problems caused by Political Machines
Progressive reforms for Government
A. Political parties kept average people from
choosing the candidate.
B. Immigrants voted for political bosses in
return for the favors that the boss had done
for them.
C. Government officials were paid off to
ignore illegal activities like gambling or
drinking.
D. Corporations bribed political parties to get
their favorite candidate into office.
E. Politicians gave jobs to their friends and
government contracts to their friends’
businesses without allowing other companies
to compete for the contract.
F. Voter fraud included people voting more
than once in different voting stations.
1.Secret ballots and private voting booths
2.Voters select their candidates in a
primary rather than have political
parties select the candidates.
3.Recalls allow voters to remove a corrupt
or disliked elected official if enough
people sign a petition to create a
special election.
4.Initiatives allow people to propose their
own laws to be voted on by people
on the election day ballot.
5.Pendleton Act sets up guidelines for
hiring government workers (“civil
servants”) so that jobs would be
given based on merit.
Problems caused by Political
Machines
Progressive reforms for Government
A. Political parties kept average people
from choosing the candidate.
B. Immigrants voted for political bosses in
return for the favors that the boss had
done for them.
C. Government officials were paid off to
ignore illegal activities like gambling or
drinking.
D. Corporations bribed political parties to
get their favorite candidate into office.
E. Politicians gave jobs to their friends and
government contracts to their friends’
businesses without allowing other
companies to compete for the contract.
F. Voter fraud included people voting more
than once in different voting stations.
1.Secret ballots and private voting booths – A
and/or F
2.Voters select their candidates in a primary
rather than have political parties select
the candidates. – A and/or D
3.Recalls allow voters to remove a corrupt or
disliked elected official if enough people
sign a petition to create a special
election. A, B, C, D, E and/or F
4.Initiatives allow people to propose their own
laws to be voted on by people on the
election day ballot. D and/or E
5.Pendleton Act sets up guidelines for hiring
government workers (“civil servants”) so
that jobs would be given based on merit.
B, C and/or E
Friday 2/1
• DBQ Outline
• 15 min reading period
• 35 min
Outline:
• TThesis statement claim: prompt, position, paragraphs
• BP1 Sub thesis claim which persuasively substantiates the overall thesis.
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A. Fact or reference used as evidence
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B. Fact or reference used as evidence
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C. Fact or reference used as evidence
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Clincher sentence ties the paragraph together and links back to thesis
• BP2 Sub thesis claim which persuasively substantiates the overall thesis.
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A. Fact or reference used as evidence
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B. Fact or reference used as evidence
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C. Fact or reference used as evidence
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Clincher sentence ties the paragraph together and links back to thesis
• BP3 Sub thesis claim which persuasively substantiates the overall thesis.
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A. Fact or reference used as evidence
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B. Fact or reference used as evidence
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C. Fact or reference used as evidence
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Clincher sentence ties the paragraph together and links back to thesis
• CConclusion: Reinforces significance of evidence, indicates "So what?"

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