Lesson on Wednesday, January 31, 2018

Aim: How did the changes wrought by industrialization shape Americans' identities, beliefs, and culture? 

Bell Ringer: Review Journal 92 / A: Although consumer culture appeared to be democratic, consumer venues became sites of contest. The appeal of department stores to female customers invited wealthier women into the public realm under a banner of commercial domesticity that was less available to poor, working-class women. Technology also became a class marker. Wealthier and middle-class homes purchased electricity, telephones, and washing machines. On railroads, seating was divided by class so that wealthier customers could surround themselves with other men and women of means. First-class cars became sites of racial contest as well, as black passengers who purchased first-class tickets were often refused a seat. Segregation characterized not just rail cars but most of public life in the South. While Americans were consuming more, class and race lines became more defined, and many Americans found themselves left out of the progress afforded by industrialism. (5 min)

Agenda:

1. Grade Journals 81-90 (5 min)

2. Consider what forces created the kinds of racism that were rampant in post-Civil War America. Why did racism, not just against African Americans, but also against all minorities, become so pervasive? 

3. Exam Alert: Students should be able to articulate the key concepts of the Plessy decision. This case has frequently appeared on previous AP exams, in both the multiple-choice and free-response sections. 

4. Journal 93 - What changes in American society precipitated the rise of national parks and monuments? (10 min)

"In an industrial society, the outdoors became associated with leisure and renewal rather than danger and hard work."

5. National Park Service: https://www.youtube.com/watch?v=5HSg5ccJQqo (8 min)

6. What was the Sierra Club?  

Government agencies and conservation organizations had to contend with corporate interest in the control of natural resources. You should be able to recognize how and why debates and policies over the environment and natural resources have changed since the end of the nineteenth century. 

7. An outstanding resource for studying American environment history is the National Humanities Center's Website "Nature Transformed." Choose a link in one of the three sections on the website and write a summary of your findings. (rest of class) 

http://nationalhumanitiescenter.org/tserve/nattrans/nattrans.htm

Terms to know: Plessy v. Ferguson, Young Men's Christian Association, Negro Leagues, National Park Service, 

Home Learning:

1. Journal 94 - In what ways did the Comstock Act reflect and contradict the realities of American life in the industrial era? 

2. Read Chapter 18, pages 584-592

3. Chapter 18 IDs, due Thursday, February 1, 2018

4. Thinking Like a Historian 18, due Friday, February 2, 2018

Lesson on Tuesday, January 30, 2018

Aim: How did the changes wrought by industrialization shape Americans' identities, beliefs, and culture? 

Bell Ringer: Review & grade Thinking Like a Historian 17. (10 min)

Agenda:

1. Grade journals 81-90

2. Journal 91 - Compare and contrast these two World Fair sources. What similarities and differences do you note?  

https://libwww.freelibrary.org/digital/feature/centennial/

http://mohistory.org/exhibitsLegacy/Fair/WF/HTML/Overview/?q=Fair/WF/HTML/Overview

3. Explain how industrialization and integration into the world economy have influenced society since the Gilded Age. (3 min})

4. Early phonograph recordings: 

https://www.youtube.com/watch?v=uBL7V3zGMUA

https://www.youtube.com/watch?v=5NBzpbYyq3M

5. Railway Pacific Poster, page 576: Consider what this image suggests about class, gender, and race in this period.

6. Compare and contrast:

A. "What were the luxuries have become the necessaries of life" - Andrew Carnegie
and
B. "Keeping up with the Joneses" meaning

7. Consider how the creation of credit plans during this era changed American purchasing habits in the twentieth century.



Home Learning:

1. Journal 92 - How did new consumer practices, arising from industrialization, reshape Americans' gender, class, and race relationships?

2. Chapter 18, pages 580-584

3. Chapter 18 IDs, due Thursday, February 1, 2018

Lesson on Monday, January 29, 2018

Aim: What new opportunities and risks did industrialization bring, and how did it reshape American society?

Bell Ringer: Review Journals 89 and 90 (10 min)

Agenda:

1. Review & grade Thinking Like a Historian 17. (10 min)

1. History of US V8.5 "MONOPOLY - Not Always a Game" (15 min)

2. Rober Baron vs. Captains of Industry (review and grade) (10 min)

3. Who are all of the industrialists mentioned in Chapter 17? Let's review.

3. Chapter 17 Vocabulary Quiz (rest of class)

Home Learning:

1. Begin reading Chapter 18, pages 574-580.
2. Begin Chapter 18 IDs, due Thursday, February 1, 2018

Lesson on Friday, January 26, 2018

What new opportunities and risks did industrialization bring, and how did it reshape American society?

Bell Ringer: Share B3-B5 (10 min)

Agenda: 

1. Read "PREFACE: An Age of Extremes" (10 min)

2. Assign students to read Chapter 1 "Carnegie" or Chapter 2 "A Bookkeeper Named Rockefeller" and fill out the Robber Baron / Captain of Industry handout as they read their assigned industrialist. (15 min)

3. Henry Ford and the Assembly Line: https://www.youtube.com/watch?v=f5_mQpR2_Uo (5 min)


LABOR REFORMS

4. Exam Alert: The 2007 AP exam included a DBQ that asked students to analyze how American agriculture developed in response to changes in technology, government policy, and economic conditions from 1865 to 1900. As part of the question, students were asked to evaluate farmers' responses to these changes. 

5. The Great Railroad Strike of 1877 and Granger Laws

6. Have students exchange IDs and check off as the video describes important topics (rest of class)

https://www.youtube.com/watch?v=OwmEUx331II

Terms to Know:  management revolution, vertical integration, horizontal integration, trust, deskilling, mass production, Chinese Exclusion Act, Great Railroad Strike of 1877, producerism, Granger Laws, Knights of Labor, Haymarket Square, Farmer's Alliance, Interstate Commerce Act, closed shop, American Federation of Labor. 


Home Learning: 

1. 


2. Journal 89 - What factor's contributed to the rapid rise of the Knights of Labor? To it's decline?

3. Journal 90 - How did the key institutions and goals of the labor movement change, and what gains and losses resulted from this shift?

3. Thinking Like a Historian 17, due Monday, January 29, 2017. Create a HISTORICALLY DEFENSIBLE THESIS.

4. Chapter 17 Vocab. Quiz, due Monday, January 29, 2017. 

Lesson on Thursday, January 25, 2018

Aim: What new opportunities and risks did industrialization bring, and how did it reshape American society?

Bell Ringer: Review Journal 87 / A: As industrialization advanced, workers increasingly endured the process of deskilling whereby each worker, rather than creating a finished product, was assigned a single task in the production process. This gave employers more power because they were able to pay their workers less and could more easily exploit them, because each worker could easily be replaced. For workers on the shop floor, industrialism brought lower wages, increased exploitation, and decreased power in the workplace. (5 min)

Agenda: 

1. Read: Chapter 3 "Industrialization" Lessons 1-3 (pp.92-103). Have students complete the note-taking guide for Industrialization (Attachment B) using their textbook (McGraw-Hill United States History & Geography). 

Students are to complete Attachment B-2: Factors that Contributed to Late 19th Century Economic Growth and Key Industries in groups. Divide the work between group members, be ready to present in 10 minutes. (10 min)

3. B1-B3 presentations (10 min)

4. Exam Alert: The 2003 AP exam included a FRQ that asked students to "analyze the ways in which farmers and industrial workers responded to industrialization and the Gilded Age." 

5. Immigration - America Compared: Questions 1 and 2 (5 min)

*It is crucial that students understand how industrialization led to both opportunities and restrictions for immigrants, minorities, and women. 

THE CHINESE EXCLUSION ACT

6. https://www.ourdocuments.gov/doc.php?flash=false&doc=47 (read intro, then click on "document transcript"to read the actual document) (10 min)

7. Journal 88 - What were the long-term consequences of the Chinese Exclusion Act of U.S. immigration policy? 

A: The act created the legal foundations on which modern, exclusionary immigration policies would be built after the 1920s. To enforce the law, Congress and the courts gave sweeping  new powers to immigration officials, transforming the Chinese into America's first illegal immigrants. 

Home Learning: 

1. Complete B-3, B-4, and B-5. Divide the work between group members, by ready to present tomorrow. 

2. Thinking Like a Historian 17, due Monday, January 29, 2017. Create a HISTORICALLY DEFENSIBLE THESIS. 

Lesson on Wednesday, January 24, 2018

Aim: What new opportunities and risks did industrialization bring, and how did it reshape American society?

Bell Ringer: Grade and review PERIOD 5 UNIT EXAM (10 min)

Agenda:

1. The Gilded Age, an effect of Industrialization: Periodization 

2. Journal 85 - Why did large corporations arise in the late nineteenth century, and how did leading industrialists consolidate their power? (10 min)

3. Exam Alert: The 2012 AP exam included a DBQ that asked students to analyze the impact of the growth of big business on the economy and politics for the period of 1870-1900. 

4. What was the management revolution? vertical integration? 

https://www.youtube.com/watch?v=P43Jo1Ld5r8 (6 min)

5. Monopoly vs. Trusts

6. Standard Oil Company and horizontal integration 

https://www.youtube.com/watch?v=8ZYAYTBXSTY (3 min)

7. Industrialists (captains of industry) vs. robber barons 

8. Journal 86 - What opportunities did the rise of corporations offer to different types of "middle workers" - those who were neither top executives nor blue-collar laborers? (10 min)

A: With the rise of corporations, a new class of middle managers and supervisors arose to oversee the work of industry. Middle managers took on entirely new tasks, directing the flow of goods, labor, and information throughout the enterprise. They were key innovators, counterparts to the engineers in research laboratories who, in the same decades, worked to reduce costs and improve efficiency. 

Home Learning: 

1. Rockefeller: The Richest American Who Ever Lived (6 min)

2. Journal 87 - How did conditions change for industrial workers in the late nineteenth century, and why? 

Lesson on Tuesday, January 23, 2018

PERIOD 5 EXAM

SAQ GUIDE

Lesson on Monday, January 22, 2018

Bell Ringer: Chapter 16 Vocabulary Quiz

Agenda:

1. Review Journal 85 / A:

2. Period 5 Study Guide

Home Learning:

1. Chapter 17 IDs, due Wednesday, January 24, 2018

2. Read over Chapters 13-16 IDs in preparation for tomorrow's PERIOD FIVE exam.

3. Watch the videos below to prepare for PERIOD 5 EXAM:

Lesson on Thursday, January 18, 2018

A HARVEST OF BLOOD: NATIVE PEOPLES DISPOSSESSED

Aim: How did U.S. policymakers seek to stimulate the economy and integrate the trans-Mississippi west into the nation, and how did this affect people living there?

Bell Ringer: Discuss Journal 81 / A: Mining evolved from the discovery of gold in California to silver, copper, lead, and zinc across the West. It fueled settlement in Colorado, the Dakotas, Nevada, and Idaho. Ranching was a result of the near extermination of the buffalo. Originally, cowboys would bring the cattle to market, but eventually stockyards grew up around railroads. Farming, aided by steel plows, barbed wire, and hardier strains of wheat, developed along the Great Plains. They all caused overdevelopment of western lands. The government designated tracts of land as federal park property to guard the land from the ravages of exploitation. (5 min)

Agenda:

1. Discuss Journal 82 / A: Rampant environmental destruction through the accelerated harnessing of natural timber, land, and water resources led morally conscientious Americans in the late 1800s to recognize the tourist and recreational potential of large national reserves, or parks. (5 min)

2. What factors led to warfare between whites and native peoples on the plains? 

3. Comparison: Consider why the government wanted to address what it called the "Indian problem." How was the "Indian problem" similar to or different from the issues associated with the newly freed African American population in the South. Are there any parallels between the treatments of these two groups? (5 min)

4. What are examples that show how the U.S. government responded to Indian resistance by using military force, then relocating Indians to reservations, and by trying to end tribal identity through assimilation? (5 min)

5. Journal 83 - How did Grant's peace policy fail to consider the needs of Native Americans in the West, and what were its results? (5 min)

A: Policies insisted on acculturation of native peoples to Anglo-American ways (adoption of Christianity, western education, and farming, although the parcels of distributed land were not always fertile) Results: created war, did not create conditions whereby native peoples could easily achieve independence. 

6. Concept Map presentations (rest of class) 

Terms to know: transcontinental railroad, protective tariff, Treaty of Kanagawa, Burlingame Treaty, gold standard, Homestead Act, Morrill Act, Comstock Lode, Exodusters, Yellowstone National Park, Sand Creek massacre, Lone Wolf v. Hitchcock, Battle of Little Big Horn, Ghost Dance movement, Wounded Knee. 

Bonuses will include Key People: two Native Americans and a result of the Morrill Act. 


Home Learning: 

1. Journal 84 - In what ways did the outlook of native peoples change in the era after armed resistance had ended? 


2. Chapter 16 Vocabulary Quiz: Monday, January 22, 2018

3. PERIOD 5 TEST: Tuesday, January 23, 2018 (Read chapter IDs 13, 14, 15, and 16)

4. Chapter 17 IDs due Wednesday, January 24, 2018



SOURCES:

1. 500 Nations (1994) - An eight-part documentary on the mistreatment of Native Americans. Below is part 1.




2. You may want to explore how the tribes discussed in this chapter are faring today. For links to the home pages of Native American tribes across the United States, see the "Native American Sites" website at http://nativeculturelinks.com/indians.html

3. Cultural historian Philip Deloris's book Indians in Unexpected Places (2004) acknowledges the discomfort and outright hostility of whites who were forced to acknowledge that allegedly "primitive" peoples could and did choose to live in the modern world, for example, by buying and driving automobiles.

Lesson on Wednesday, January 17, 2018

INCORPORATING THE WEST

Aim: How did U.S. policymakers seek to stimulate the economy and integrate the trans-Mississippi west into the nation, and how did this affect people living there?

Bell Ringer: Chapter 16 video: https://www.youtube.com/watch?v=6Ta1FF9IKSo (15 min) / highlight a partner's Chapter 16 IDs to ensure that they covered the needed information. 

Agenda:

1. Concept Map:

A. The Homestead Act (and Homesteaders)
B. Morrill Act
C. Comstock Lode (silver deposits, Hydraulic Mining) and Timber Industries
* Students could be expected to respond to questions about environmental issues relating to the mining and timber industries that emerged in the late nineteenth  century, and in particular how debates and policies regarding the use of these natural resources have changed over time. 

D. Bison in the West
E. Cattle Ranchers (long drive, barbed wire)
*The life of a cowboy is romanticized today, but primary sources suggest that this was not an easy life. Using two or more of these songs, make supportable inferences regarding life on the plains. 
http://www.pbs.org/weta/thewest/resources/archives/five/songs.htm

F. Blizzard of 1886
G. Steel Plow
H. Exodusters (including African American migration)
*Reflect on the conditions that led the Exodusters to move west. This website includes discussion of why they chose to settle in Kansas. 
https://www.nps.gov/home/learn/historyculture/exodusters.htm

I. Women in the West (suffrage in Utah)



Home Learning: 

Environmental Challenges (p. 521)

1. Journal 81 - Compare the development of mining, ranching, and farming in the West. How did their environmental consequences differ? (10 min)

2. Journal 82 - What factors led to the creation of the first national parks? 

3. Complete your concept map. 

Lesson on Tuesday, January 16, 2018

RAILROADS  

Aim: How did U.S. policymakers seek to stimulate the economy and integrate the trans-Mississippi west into the nation, and how did this affect people living there?

Bell Ringer: Journal 79 - How did the United States interact with the world diplomatically, economically, and militarily in Chapter 16? (10 min)

Agenda:

1. Transcontinental railroad, Panama Canal, Treaty of Kanagawa, Burlingame Treaty, annexation of Hawaii and Alaska, time zones. (5 min)

2. Let's discuss: Were government subsidies congruent with the philosophy of laissez faire? Why or why not? (5 min)

3. The Railroad Journey: https://www.youtube.com/watch?v=GYAk5jCTQ3s (13 min) / grade Chapter 16 IDs.

4. Journal 80 - How did Democrats and Republicans differ in their views of the protective tariffs of this period? (10 min) p. 513

5. Exam Alert: Munn v. Illinois has appeared frequently on AP exams. The ruling provides important insight for understanding the involvement of government in business during this period.

6. What is the gold standard? https://www.youtube.com/watch?v=d3PCjk7YAo0 (2 min)
https://www.youtube.com/watch?v=LdyHso5iSZI (5 min)

7. Exam Alert: The issues and debates surrounding the standard on which money's value rests have been frequently tested on the AP exam, most typically in the context of the Populists. To see how this issue develops over time, see Chapter 20 (free silver policy) and 23 (when Roosevelt took the country off the gold standard during the Great Depression. 

Home Learning:

1. Why Not Print More Money? http://www.learnliberty.org/videos/why-not-print-more-money/?utm_source=Video%2520Viewers&utm_medium=video%2520annotation&utm_content=What%2520Is%2520a%2520Gold%2520Standard&utm_campaign=%2520General (4 min)

2. Complete Chapter 16 IDs.

Lesson on Friday, January 12, 2018

THE UNDOING OF RECONSTRUCTION

Aim: What goals did Republican policymakers, ex-Confederates, and freepeople pursue during Reconstruction? To what degree did each succeed?

Bell Ringer: Review Journal 78 (5 min) A: African Americans built open communities through self-help institutions in a variety of categories, including schools, newspapers, churches, and fraternal organizations. In the wake of emancipation, black communities coalesced around independent churches separate from white-dominated congregations. The construction of black churches, schools, and organizations tied into African American's overall effort to improve their working conditions and widen the opportunities for the next generation, whether it be within the larger southern community or within the emerging black communities across the South. 

Agenda:

1. Collect Long Essay Question 3

2. Collect "Reconstruction Chart" / responses should include: (5 min)

A. Ex-Confederates welcomed the end of Reconstruction because they aimed to reconstruct the Democratic Party and white supremacy unfettered by the federal government. 

B. Freedpeople viewed the close of Reconstruction with trepidation as white Democrats claimed power across the South. 

C. Republicans were ready for the end of Reconstruction; they were ready to move their resources from the South to western expansion and settlement. 


3. Define Redemption, in Civil War context. 

CLASS ACTIVITY: 

4. History of US V   re: Lincoln's assassination (10 min)

5. How the Republican Party went from Lincoln to Trump
https://www.youtube.com/watch?v=s8VOM8ET1WU (8 min)

6. Literacy tests that African Americans had to pass to vote in southern states:
http://objectofhistory.org/objects/extendedtour/votingmachine/?order=5 (5 min)

7. Chapter 15 Vocabulary Quiz

8. Let's create a historically defensible thesis: Thinking Like a Historian 15, p.p. 502 and 503  (rest of class) 

Home Learning: 

1. 

How Southern Socialites Rewrote Civil War History

https://www.youtube.com/watch?v=dOkFXPblLpU (7 min)

Use this video as a source to complete your historically defensible thesis as, in addition to the sources presented on pages 502 and 503. Due Tuesday, January 16, 2018

2. The Rise and Fall of Jim Crow

https://www.thirteen.org/wnet/jimcrow/stories.html

3. Chapter 16 IDs due on Tuesday, January 16, 2018

Lesson on Thursday, January 11, 2018

SHARECROPPING 

Aim: What goals did Republican policymakers, ex-Confederates, and freepeople pursue during Reconstruction? To what degree did each succeed?

Bell Ringer: Review Journal 76. (5 min) A: Federal Reconstruction policies evolved because the policymakers included both Andrew Johnson and his cabinet and the Radical Republicans in Congress. When Johnson used his veto powers in an attempt to circumvent the 13th Amendment to the Constitution and allow the Black Codes to proliferate, Congress passed the Reconstruction Act, the 14th Amendment, and the 15th Amendment. When Johnson did not stop white Democrat paramilitary violence in the South, the Republican Congress passed legislation to increase funding for the Freedmen's Bureau and to eradicate the KKK. Johnson's lack of interest in protection for southern blacks resulted in the expansion of federal oversight of Reconstruction. 

Agenda:

1. Reconstruction and Sharecropping: https://www.youtube.com/watch?v=XTJw7J-Pm0Y (4 min)

2. Journal 77 - Why did sharecropping emerge, and how did it affect freepeople and the southern economy? (Complete 1 and 2 in 15 min)

3. Journal 77 / A: Because of the economic devastation wrought by the war, many southern planters did not have enough money to pay wages for agricultural labor. Instead, freedmen farmed the planter's land in exchange for a portion of the crop, a place to live, and tools. The relationship was an unequal one because the sharecropper was usually forced to borrow from the owner to make ends meet. Sharecropping left most freepeople in perpetual debt and therefore tied to the land by the burden. The system devastated the economic progress of freepeople and tied the southern economy to cotton, discouraging agricultural or industrial development. 

4. Define the Union League, scalawags, and carpetbaggers. (5 min)

5. Exam Alert: The 2006 AP exam included a DBQ that asked students to "explain why and how the role of the federal government changed as a result of the Civil War with respect to two of the following: race relations, economic development, and westward expansion." 

6. Building Black Communities: What did African Americans want from Reconstruction? To explore this question read Frederick Douglass's speech "What the Black Man Wants." This discussion can be extended to include the Jim Crow laws and segregation system after Reconstruction. 

http://utc.iath.virginia.edu/africam/afspfdat.html (10 min)

7. Civil Rights Act of 1875 https://www.youtube.com/watch?v=uXhBDbcgF5E (2 min)

A. Granted all Americans equal access to all public places. 

B. Set a penalty for anyone who denied equal access to someone else, due to race. (fine of $500)

C. Grants rights of all citizens, regardless of race, to serve on a jury. 

*note: know the difference between the Civil Rights Act of 1866 and the Civil Rights Act of 1875. 

Terms to know: Ten Percent Plan, Black Codes, Freedmen's Bureau, Civil Rights Act of 1866, 14th Amendment, Reconstruction Act of 1867, Fifteenth Amendment, sharecropping, Union League, scalawags, carpetbaggers, Civil Rights Act of 1875, classical liberalism, Ku Klux Klan, Civil Rights Cases, Andrew Johnson, Elizabeth Cady Stanton, Charles Sumner. 

Chapter 15 Vocal. Quiz: tomorrow. 

8. Begin working on Thinking Like a Historian 15, due tomorrow, Friday, January 12, 2018

9. Chapter 16 IDs, due Tuesday, January 16, 2018

Home Learning: 

1. Journal 78 - Compare the results of African Americans' community building with their struggles to obtain better working conditions. What links do you see between these efforts? 

2. "Reconstruction Chart" Please submit by Friday, January 12 before 4pm.

3. Complete Long Essay Question 3. Please submit by Friday, January 12 before 4pm.

Lesson on Wednesday, January 10, 2018

RADICAL RECONSTRUCTION

Aim: What goals did Republican policymakers, ex-Confederates, and freepeople pursue during Reconstruction? To what degree did each succeed?

Bell Ringer: Review Journal 75. (5 min) A: The 14th Amendment won passage in Congress on account of the systematic violence against freepeople and their advocates throughout the South. The amendment sought to protect freepeople by guaranteeing them the right of citizenship under federal law. The amendment served to warn white terrorists that the federal government protected its citizens, even if state governments refused to do so.

Agenda:

1. Let's discuss Long Essay Question 3 (5 min) / due Friday by 4pm.

INTRO TO LEQ (15% OF YOUR EXAM GRADE, 35 MINUTES, TAKE 5 MINUTES TO SKETCH OUT AN OUTLINE AND THESIS, 30 MINUTES TO WRITE THE ESSAY. 

SYNTHESIS: ESSAY SHOULD FLOW WELL, ARGUMENT SHOULD BE EASILY TRACEABLE, AND IT MUST MAKE A CONNECTION to another period, situation, era, or geographical area. 

https://www.youtube.com/watch?v=rxIkiGIBH4o (15 min)


BLACK CODES & 14th AMENDMENT REFLECTIONS

Assign groups of students 2, 3, or 4. Have them write a summary of what they have read, ready to present to the class in a 3-5 minute presentation. (20 min)

2. North Carolina Black Codes http://www.learnnc.org/lp/editions/nchist-civilwar/5516

3. Mississippi Black Codes https://www.thirteen.org/wnet/slavery/experience/legal/docs6.html

4. The 14th Amendment https://www.law.cornell.edu/constitution/amendmentxiv

--------------

WHY RADICAL?

5. Reconstruction Act of 1867:

A. 5 military district, each under the command of a U.S. general.

B. freedmen suffrage must be guaranteed by state constitutions and denied to ex-Confederates

C. Register all eligible adult male

D. Supervise state constitutional conventions

E. Must ratify the 14th Amendment

6. Tenure of Office Act: Required Senate consent for removal of any federal official whose appointment had required Senate confirmation. See Table 15.1 (Reconstruction Main Ideas)

7. Andrew Johnson Impeachment: https://www.youtube.com/watch?v=uvOBAfKbiMo (He was impeached but not convicted, and it established a precedent for future impeachments, Nixon and Clinton)

Exam Alert: On the AP exam, the Thirteenth, Fourteenth, and Fifteenth Amendments are sometimes groups together and referred to as the "Civil War Amendments" 

8. While the Thirteenth Amendment abolished slavery, an exploitative sharecropping system developed in its place that would endure for many generations.

Home Learning:

1. Journal 76 - How and why did federal Reconstruction policies evolve between 1865 and 1870?

2. "Reconstruction Chart" Please submit by Friday, January 12 before 4pm.

3. Complete Long Essay Question 3. Please submit by Friday, January 12 before 4pm.

GOOD SOURCES OF INFORMATION: 

A. Civl War / Reconstruction Videos http://hippocampus.org (videos about the causes and effects of the Civil War, Reconstruction, and Black Codes.

B. Andrew Johnson Impeachment: https://www.youtube.com/watch?v=rCSQbiybLjY (25 min)

C. The WPA slave narratives give voice to former slaves who lived through Reconstruction. What are the limitations of relying on sources that were recorded decades after the events that happened?

Library of Congress's "Introduction to the WPA Slave Narratives" site includes articles pertaining to the issues associated with this type of source, along with the lsave narratives themselves, organized by state.

https://www.loc.gov/collections/slave-narratives-from-the-federal-writers-project-1936-to-1938/about-this-collection/

Lesson on Tuesday, January 9, 2018

Aim: What goals did Republican policymakers, ex-Confederates, and freepeople pursue during Reconstruction? To what degree did each succeed?

Bell Ringer: EOC Review Guide pages 18 and 19 / grade and review (10 min)

Agenda:

1. Grade Chapter 14 Vocab. Quiz (5 min)
2. "Reconstruction Chart": Create a chart that tracks the goals of Republican policymakers, ex-Confederates, and freed people during Reconstruction. After completing the chart, explain why certain goals may have fallen short. Due Friday, January 12, 2018.

3. Thinking Like a Historian 14 / discuss thesis (10 min)

4. Chapter 15 IDs

5. PERIODIZATION: Reconstruction is a distinct turning point in U.S. history - and one of the most difficult ever faced by Americans. Within Reconstruction itself, historians identify other turning points, such as the passage of the Fifteenth Amendment. In your reading of the chapter identify other important turning points.

"Reconstruction's eventual failure stemmed from the conflicting goals of lawmakers, freepeople, and relentlessly hostile ex-Confederates" p. 478

6. Journal 74 - How did Lincoln and Johnson approach Reconstruction differently? (10 min)

A:

-Lincoln - 10% of a rebellious state's voters had taken an oath of loyalty and approved the 13th Amendment, the state would be restored to the Union.

-Johnson - A white supremacist who believed in quickly reuniting whites in the North and South and returning southern whites to power over their lands and former slaves. Amnesty to all southerners who swore allegiance to the U.S., except for the highest-ranking Confederates. He appointed provisional governors for the southern states and required only that they revoke secession, repudiate Confederate debts, and ratify the 13th Amendment. He fought against his own Congress, nearly suffered impeachment, and successfully elevated ex-Confederate s to retake land and power in the South.

7. BP: Reconstruction / Watch video and complete the Primary Sources section (10 min)

Home Learning:

1. Journal 75 - Under what circumstances did the Fourteenth Amendment win passage, and what problems did its authors seek to address?

2. "Reconstruction Chart" Please submit by Friday, January 12 before 4pm.

3. Complete Long Essay Question 3. Please submit by Friday, January 12 before 4pm.

BRAINPOP.COM

Username: yonkers14
Password: yonkers

Lessons Monday, January 8, 2018

Aim: How did the military and political goals of the war bring significant changes to social, economic, and cultural life?

Bell Ringer: Grade and review Chapter 14 IDs while listening to the video: https://www.youtube.com/watch?v=bcr-APaghQo (15 min)

Agenda:

1. Review Chapter 14: Key points of the Civil War
2. BP: "Causes of the Civil War"(5 min)
3. BP: "Civil War" (5 min)
4. Review and collect "Thinking Like a Historian 14" (5 min)
5. Collect Chapter 15 IDs.
6. Chapter 14 Vocabulary Quiz (rest of class)

Home Learning:

1. Complete EOC Review Guide pages 18 and 19 (due tomorrow)
2. Complete Long Essay Question 3 (due ___)