PERIOD 6+: 1865 - 1889

The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.​

FRASER'S BY THE PEOPLE/ CHAPTER 16-19 READINGS
*READ (pp. 479-508) CH16
*READ (pp. 509-538) CH17
*READ (pp. 539-567) CH18
*READ (pp. 568-600) CH19

TEXTBOOK READINGS.  Please have read by the DUE DATE.  You are accountable for the textbook reading and subject for evaluation to demonstrate your proficiency of the content.

 SHORT-ANSWER-RESPONSE/2018 #1

LOGIN [BUTTON, ABOVE] TO HYPERLINK TO TESTMOZ FOR COMPLETION OF SHORT-RESPONSES AS ASSIGNED ON GOOGLE CALENDAR
What does a short answer question require me to do?  Taken from the APUSH website, a short answer question will have you:

1. Analyze historians’ interpretations, historical sources, and propositions about history.
2. Answer questions that may include texts, images, graphs, or maps.
3. Update for 2017-18: The number of required short answer questions has been reduced to three, and the time allotted has been decreased to 40 minutes. Students will choose between two options for the final required short answer question, each one focusing on a different time period.
  • Question 1 (required): periods 3-8
  • Question 2 (required): periods 3-8
  • Students choose between Question 3, periods 1-5, and Question 4, periods 6-9
Think of the short answer as an opportunity for you to do more of the historical thinking work that you have prepared to do.

READ FOR SOCRATIC SEMINAR
Genocide and American Indian History  
by Jeffrey Ostler

The issue of genocide and American Indian history has been contentious. Many writers see the massive depopulation of the indigenous population of the Americas after 1492 as a clear-cut case of the genocide. Other writers, however, contend that European and U.S. actions toward Indians were deplorable but were rarely if ever genocidal. To a significant extent, disagreements about the pervasiveness of genocide in the history of the post-Columbian Western Hemisphere, in general, and U.S. history, in particular, pivot on definitions of genocide. Conservative definitions emphasize intentional actions and policies of governments that result in very large population losses, usually from direct killing. More liberal definitions call for less stringent criteria for intent, focusing more on outcomes. They do not necessarily require direct sanction by state authorities; rather, they identify societal forces and actors. They also allow for several intersecting forces of destruction, including dispossession and disease. Because debates about genocide easily devolve into quarrels about definitions, an open-ended approach to the question of genocide that explores several phases and events provides the possibility of moving beyond the present stalemate. However one resolves the question of genocide in American Indian history, it is important to recognize that European and U.S. settler colonial projects unleashed massively destructive forces on Native peoples and communities. These include violence resulting directly from settler expansion, intertribal violence (frequently aggravated by colonial intrusions), enslavement, disease, alcohol, loss of land and resources, forced removals, and assaults on tribal religion, culture, and language. The configuration and impact of these forces varied considerably in different times and places according to the goals of particular colonial projects and the capacities of colonial societies and institutions to pursue them. The capacity of Native people and communities to directly resist, blunt, or evade colonial invasions proved equally important.

PDF READING:  Scandals, Populists & Progressives

HYPERLINK [button, below] and read the pdf on Grant's presidential scandals, the Populist movement and the resulting Progressive movements.  You are held liable for the information by the due date assigned.  This material is testable.
HYPERLINK on the YOUTUBE VIDEO (below) to access a look at our RECONSTRUCTION PERIOD presentation  ​

VIDEO:  The Importance of Freedmen’s Bureau Records - Dean Helen Easterling Williams [ 3:29 ]

Dean of the Graduate School of Education and Psychology (GSEP) at Pepperdine University. 

PERIOD 6 CONTENT CHAPTER OUTLINE

A CENTURY OF DISHONOR
HELEN HUNT JACKSON
WEIGHT: 45 PTS

​HYPERLINK on the BUTTON (below) which takes you to selected passages of Helen Hunt Jackson's Century of Dishonor.  Once you read the article/story,  complete the WORKSHEET FORM (BUTTON below) and turn it in by the deadline. 

VIDEO:  A Century of Dishonor Summary [ 3:38 ]

CHAPTER 16-19 VOCABULARY
Xcredit Opportunity

​Select the bottom BUTTONS to HYPERLINK to the respective CHAPTER for their terms.  Please follow FIRST SEMESTER procedures AND remember to turn in by yhe deadline assigned.  NNO PARTIAL CREDIT earned. 
PERIOD 6.1
(Optional)
HYPERLINK on the BUTTON (below) to access PPT presentation on P6.1.

​This objective covers the technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States​
PERIOD 6.2  
(Optional)
HYPERLINK on the BUTTON (below) to access PPT presentation on P6.2.  

​The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.

PERIOD 6.3
(Optional)

HYPERLINK on the BUTTON (below) to access PPT presentation on P6.3.

The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.
GILDER LEHRMAN
PERIOD 6
(Optional)
HYPERLINK on the BUTTONS (below) to access a cache of information for PERIOD 6.  It includes TIMELINE, DOCUMENTS, VIDEOS and ESSAYS  

POPULIST PARTY
​(Optional)

The People's Party, also known as the Populist Partyor the Populists, was an agrarian-populist politicalparty in the United States. For a few years, 1892–96, it played a major role as a left-wing force in American politics.

HYPERLINK on the BUTTON (below) to access PPT presentation on POPULIST PARTY

THE "NEW IMMIGRATION"
​(Optional)

Unlike earlier immigrants, who mainly came from northern and western Europe, the "new immigrants" came largely from southern and eastern Europe. Largely Catholic and Jewish in religion, the new immigrants came from the Balkans, Italy, Poland, and Russia.

​HYPERLINK on the BUTTON (below) to access PPT presentation on NEW IMMGRANTS

BOSS TWEED
​(Optional)

Born in New York City in 1823, Boss Tweed was a city alderman by the time he was 28 years old. Elected to other offices, he cemented his position of power in the city’s Democratic Party and thereafter filled important positions with people friendly to his concerns. Once he and his cronies had control of the city government, corruption became shockingly widespread until his eventual arrest in 1873.

​HYPERLINK on the BUTTON (below) to access PPT presentation on BOSS TWEED

How to Write an APUSH Document-Based-Question [DBQ] 
Document Based—1 Question | 60 Minutes (includes 15-minute reading period) | 25% of Exam Score

Take the OPPORTUNITY and carefully REVIEW the SAMPLE DBQ [button, to the left], to see how COLLEGE BOARD grades the historical essay.  Along with their analysis are SAMPLES of student writing from good to not so good responses.

BELOW the YOUTUBE VIDEO on HOW TO WRITE THE APUSH DBQ are 2 RUBRICS.  Please REVIEW these prior to taking any DBQ.

OVERVIEW:

The Document Based Question (DBQ) essay is a key feature of the APUSH exam. And at 25% of your total score, it’s an important feature! Keep reading and you will get some great tips on how to write a DBQ for the APUSH exam.
What is a DBQ essay?

As I stated in a previous post on what the APUSH exam is all about, the goal of the exam is to test your historical thinking skills. Historians write arguments based on documents, and for this exam, you will, too.

For a DBQ essay, you will receive several documents of varying length. You will be asked to respond to some historical prompt that will require you to use the documents as evidence in your response. The great thing about a DBQ is that a lot of information you need to answer the question is in the documents themselves – score! However, you do need to have some background knowledge to make sense of the documents (we will practice this later in the post). The documents could be tables, charts, personal letters, or any other source that the exam creators believe would help you answer the question. Generally speaking, the documents will represent multiple perspectives on one topic.

It will be your job to synthesize those various perspectives into a coherent response.

Let’s say that you come across this prompt for a DBQ question:

Compare and contrast views of United States overseas expansion in the late nineteenth and early twentieth centuries. Evaluate how understandings of national identity, at the time, shaped these views.

Before you Read.  You have 6-7 documents to read in the suggested time of 15 minutes. How is that even possible?!

Well, no one ever said it was going to be easy. But it is possible. When you get that prompt, or any other DBQ prompt like it, what you do before you read the documents will be just as important as what you end up writing. Before you even read the content of the documents, you should:
  1. Recall what you know about the time period.
  2. Read the source information for each document.
  3. Recognize the possible opinions that could be compared and contrasted.

Let’s dig into each of those steps.

1. Recall what you know

2. Read the source information

3. Recognize possible opinions

 You have quite a few documents to make sense of in a short amount of time. But, as you are reading as fast as you can, you should be actively annotating the document for the following:
  • Words, phrases, and/or visual cues that help you place the document into a group that helps you answer the question.
  • Words, phrases, and/or visual cues that help you activate background knowledge.
  • Words, phrases, and/or visual cues that help you understand the document’s bias.
 When you are writing your DBQ, use the five paragraph essay to your advantage. I am sure you know lots of other things that could turn this answer into a novel, but the most important thing for this task is to make sure that you get enough of your ideas on the page so that your APUSH exam scorer knows that you know.
  1. First paragraph: introduction with a thesis statement
  2. Second paragraph: documents
  3. Third paragraph: documents
  4. Fourth paragraph: documents
  5. Fifth paragraph: Conclusion that reiterates your argument

Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.

In summary: Strategies for writing the DBQ EssayBefore you ReadWhile you ReadAs you Write
  1. Recall what you know about the time period.

  2. Read the source information for each document.

  3. Recognize the possible opinions that could be compared and contrasted.
Annotate:
  • Words, phrases, and/or visual cues that help you place the document into a group that helps you answer the question

  • Words, phrases, and/or visual cues that help you activate background knowledge.

  • Words, phrases, and/or visual cues that help you understand the document’s bias.
  1. Have a clear thesis statement

  2. Group documents and compare the groups

  3. Don’t shy away from complexity!