USHAP

1. USHAP Unit 7, Week 1

2. Monday 1/28 • Agenda • DBQ Outline Practice • Reminders • DBQ Outline: Friday 2/1 • MC Exam Chapters 21 & 22: Monday 2/11

3. 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 • 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.

4. 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.

5. 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.

6. Possible Outside Information: General List • 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” • 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

7. 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

8. 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 • 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

9. The Tasks- Do these in order for every DBQ! TASK #5 – Create an Essay outline • T - Thesis statement claim: prompt, position, paragraphs • BP1 Sub thesis claim which persuasively substantiates the overall thesis. • A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • BP2 Sub thesis claim which persuasively substantiates the overall thesis. • A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • BP3 Sub thesis claim which persuasively substantiates the overall thesis. • A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • C- Conclusion: Reinforces significance of evidence, indicates "So what?" Incorporate the documents Incorporate the documents Incorporate the documents

10. Tuesday 1/29 • Agenda • Fluency Fact Review Quiz • Advisory Day

11. 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

12. 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

13. Progressivism The Progressive movement consisted of: Unifying qualities/beliefs: Critical Optimists Collectivists Activists • socialists • machine politicians • women’s rights advocates • Social Gospelers • Populists • laborers • social scientists (technocrats) • nativists • muckrakers

14. Causes of the Progressive Era

15. Compare and Contrast: Venn Diagram Using the list of terms, complete the venn diagram for populists and progressives: 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

16. The Power of Photography & Technological Innovation on the Progressive Era • http://www.youtube.com/watch?v=EACoIbokOcc

17. Problem-Solving Activity • For each problem on the next few slides, say which choice you think is best and then explain why.

18. 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. • 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. • 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. • 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.

19. 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. • Elect people into office who promise not to be corrupt and who will try and change the laws that allow corruption. • 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. • Get rid of local government and instead have all meetings decided by the entire town in local town hall meetings.

20. 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. • 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. • 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. • 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.

21. 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. • 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. • 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? • 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?

22. Options • Laissez-Faire, Conservative, Captain of Industry, Big Business • Progressive, Liberal, Big Government • Radical, Socialist

23. POV: Big Government vs. Big Business

24. Match the problem caused by political machines with the Progressives’ solutions.

26. Friday 2/1 • DBQ Outline • 15 min reading period • 35 min

27. Outline: • T - Thesis statement claim: prompt, position, paragraphs • BP1 Sub thesis claim which persuasively substantiates the overall thesis. • A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • BP2 Sub thesis claim which persuasively substantiates the overall thesis. • A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • BP3 Sub thesis claim which persuasively substantiates the overall thesis. • A. Fact or reference used as evidence • B. Fact or reference used as evidence • C. Fact or reference used as evidence • Clincher sentence ties the paragraph together and links back to thesis • C- Conclusion: Reinforces significance of evidence, indicates "So what?" Incorporate the documents Incorporate the documents Incorporate the documents