Students! Next week is the week! Your first benchmark exam will give you an idea of how well you're doing so far, and, as 30% of your grade, is a very important test!
Leave me some shout-outs and comments if you came through to prep for the test!!!
I know you'll all do well, but just in case you want to study a bit more in some different ways, here are some links for help:
Videos:
This video is an EXCELLENT breakdown and overview of Theodore Roosevelt's presidency and his ties to the progressive movement.
A slideshow covering the Gilded Age leading into the Progressive Era. This video covers ALMOST everything we've studied and looked at over the past few weeks!
Still uncertain about the Dawes Act? Check this clip out!
Let's not forget about the importance of railroads! Here is a great student-created video!
FROM HISTORY.COM (HISTORY CHANNEL WEBSITE)
Prohibition and the movement leading up to it (great, short clip!)
From "America: The Story of Us":
Henry Ford, the assembly line, and his Model T car
Statue of Liberty (really cool breakdown of the construction process)
Thomas Edison
Brooklyn Bridge (remember the importance of steel in urbanization!)
Information/Organizers and Outlines
A great rundown/timeline from 1868-1900.
An awesome summary of key people, events, ideas, and terms in the Gilded Age (industrialization) from Sparknotes.com!
Another awesome breakdown and summary from sparknotes.com, this time on the Labor Movement of the late 1800s.
One more great summary/breakdown from sparknotes.com- the rise and fall of the Populist Party
Practice Tests:
I recommend trying to answer ALL the questions, even if you don't know them! You never know what you'll learn! All tests are for PRACTICE, and they all come from Advanced Placement (AP) college-level courses! Challenge yourself!
Try completing the two Gilded Age tests here, as well as the Progressive Era tests as well!
AP US History Practice Quiz 1: Gilded Age (multi-choice)
AP US History Practice Quiz 2: Gilded Age (multi-choice)
AP US History Practice Quiz 3: Gilded Age (matching/fill in the blank)
AP US History Practice Quiz 4: Progressive Era (multi-choice)
AP US History Practice Quiz 5: Progressive Era (multi-choice)
AP US History Practice Quiz 6: Progressive Era (multi-choice)
Thursday, September 29, 2011
Wednesday, September 14, 2011
9/14/2011
Students: Use the cartoon below to edit and correct your responses from the "pop" quiz!
As a reminder, the questions were:
1. Who or what is being depicted in this cartoon? How are they being shown?
2. Why do you think the artist choose to depict the subject of the cartoon the way they did? EXPLAIN!
3. Lastly, what do you feel is the overall message of this cartoon? What is the artist is trying to show or say about the subject overall! BE SURE TO USE DIFFERENT PIECES OF EVIDENCE FOR SUPPORT!!
Sunday, September 4, 2011
9/4/2011
This past week all classes have been focused upon the main topics from Unit 1 and the growth of industrialization during the late 19th century.
Students in class period 3 are using this weekend to study their cause and effects graphic organizer in preparation for the first quiz of the year for Tuesday. The quiz is composed of 12 questions, will be completed within half a class period and corrected the same day. Students in all other periods have the same task for this weekend: study and be prepared for success!
Beginning next week, all classes will start to investigate the development of, tactics, and successes of the so-called "robber barons" or "champions of industry" from the period: John D. Rockefeller, Andrew Carnegie, J. Pierpoint Morgan, and earlier, Cornelius Vanderbilt. Great information about these business titans can be found at the following places:
"Thus is the problem of Rich and Poor to be solved. The laws of accumulation will be left free ; the laws of distribution free. Individualism will continue, but the millionaire will be but a trustee for the poor; [e]ntrusted for a season with a great part of the increased wealth of the community, but administering it for the community far better than it could or would have done for itself. The best minds will thus have reached a stage in the development of the race which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year by year for the general good. This day already dawns. But a little while [...] men may die sharers in great business enterprises from which their capital cannot be or has not been withdrawn, and is left chiefly at death for public uses, yet the man who dies leaving behind many millions of available wealth, which was his to administer during life, will pass away "unwept, unhonored, and unsung," no matter to what uses he leaves the dross which he cannot take with him. Of such as these the public verdict will then be : "The man who dies thus rich dies disgraced."
This last idea later became the basis of what was called "The Gospel of Wealth". Both Carnegie and Rockefeller donated large sums of money toward charities and other associations toward the end of their lives.
Students will eventually, through study and lessons, come to evaluate the achievements of these men from the perspective of "exploiter" or "champion"; basically, the "robber baron" idea vs. the "go-getter" view. Were they simply just better businessmen during the period? Or, did they succeed through taking advantage of the system and the average American (worker)? Ultimately, students will have to draw their own conclusions.
Further down the road, students will investigate the government attempts to address the business juggernauts of the period through the Interstate Commerce Commission and the Sherman Anti-Trust Act. We'll then look a bit more in-depth at the effects of immigration of the period, leading to study of Ellis Island, the Chinese Exclusion Act, and the symbolism and significance of the creation of the Statue of Liberty during the period.
Sparknotes.com has a great rundown/summary of important figures and concepts from the period as well!
HAPPY STUDYING!
Beginning next week, all classes will start to investigate the development of, tactics, and successes of the so-called "robber barons" or "champions of industry" from the period: John D. Rockefeller, Andrew Carnegie, J. Pierpoint Morgan, and earlier, Cornelius Vanderbilt. Great information about these business titans can be found at the following places:
- For a video (just under 10 minutes) about John D. Rockefeller, check this youtube clip out.
- A short biography page (with videos) for Rockefeller from Biography.com.
- Andrew Carnegie's can also be found on the site as well.
- And so can J. Pierpoint Morgan's! Fantastic sources for general information!
- And, you guessed it! Cornelius Vanderbilt has his biography summary on the site too!
- Andrew Carnegie, later in life, wrote an extremely influential essay titled "Wealth" where he argued, among many other things, the responsibility rich people have to use their wealth toward causes for social improvement. The essay can be found here. (GREAT primary source!)
"Thus is the problem of Rich and Poor to be solved. The laws of accumulation will be left free ; the laws of distribution free. Individualism will continue, but the millionaire will be but a trustee for the poor; [e]ntrusted for a season with a great part of the increased wealth of the community, but administering it for the community far better than it could or would have done for itself. The best minds will thus have reached a stage in the development of the race which it is clearly seen that there is no mode of disposing of surplus wealth creditable to thoughtful and earnest men into whose hands it flows save by using it year by year for the general good. This day already dawns. But a little while [...] men may die sharers in great business enterprises from which their capital cannot be or has not been withdrawn, and is left chiefly at death for public uses, yet the man who dies leaving behind many millions of available wealth, which was his to administer during life, will pass away "unwept, unhonored, and unsung," no matter to what uses he leaves the dross which he cannot take with him. Of such as these the public verdict will then be : "The man who dies thus rich dies disgraced."
This last idea later became the basis of what was called "The Gospel of Wealth". Both Carnegie and Rockefeller donated large sums of money toward charities and other associations toward the end of their lives.
Students will eventually, through study and lessons, come to evaluate the achievements of these men from the perspective of "exploiter" or "champion"; basically, the "robber baron" idea vs. the "go-getter" view. Were they simply just better businessmen during the period? Or, did they succeed through taking advantage of the system and the average American (worker)? Ultimately, students will have to draw their own conclusions.
Further down the road, students will investigate the government attempts to address the business juggernauts of the period through the Interstate Commerce Commission and the Sherman Anti-Trust Act. We'll then look a bit more in-depth at the effects of immigration of the period, leading to study of Ellis Island, the Chinese Exclusion Act, and the symbolism and significance of the creation of the Statue of Liberty during the period.
Sparknotes.com has a great rundown/summary of important figures and concepts from the period as well!
HAPPY STUDYING!
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