Period Six Test Review

Period Six (1865 - 1898)

Online study guide

Class Outline
I.  Industrializing America: Corporations & Conflict

• How did industrialization reshape society?
• Consider the ways big business impacted politics, the economy and society.
• How successful was organized labor in improving the position of workers in the period 1875 - 1900? (DBQ from class)

II. Industrializing America: Farmers in Crisis

• Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period 1865 - 1900.  Evaluate the farmers' responses to these changes. (DBQ from class)

III.  Reform Initiatives

• How and why did reformers seek to address the problems of industrial America?  To what extent were the Progressives successful?

DBQ Test Prep

• Review questions from class.
• Be able to construct a thesis in response to the questions.  Be mindful of criteria for a complex thesis: degree or direction & specifics
• Identify all relevant outside information that helps support your argument

Wednesday January 20, 2016

Reform Initiatives

Tasks: 

• Today in class, we started to transition to the last part of Period Six by participating in some review to prepare for Monday's DBQ (1/25).  
• Introduction: Industrialization brings about many changes, some beneficial to society and others quite harmful to society.  Reformers identify the problems stemming from industrialization, and seek to bring about change.  
• Review the different types of reform that we have already covered in class: 
• Labor reform - major problems facing the workers by the late 19th century = long hours, low wages, horrible conditions.  Unions begin to organize to put pressure on local/state/federal government and big business to bring change.  
• Farmer reform - major problems facing the farmers by the late 19th century = overproduction, low food prices, increased farm tenancy.  Farmers begin to organize, first, in Farmers' Alliances, cooperative groups that sought help for large groups of farmers. Then, by creating a third political party, the People's Party or Populists.  
• Review important Populist demands.  Consider what the Populist Party achieved.
• Why did the Populists fail to meet their demands? (refer to Zinn p. 294 - 295 for an answer)
• Consider my thesis; what am I arguing in response to the farmer DBQ?  

The time between the end of the Civil War and the end of Theodore Roosevelt’s presidency was a time of great upheaval and change in America, especially for farmers.  Although industrialization brought many beneficial changes to America, the mechanization of agriculture, increased economic instability, and government practices favorable to big business severely harmed American farmers.  In an attempt to combat the excesses of industrial growth, farmers organized; however, their efforts did not fundamentally produce immediate change.

Tuesday January 19, 2016

TODAY WE ARE IN THE LITTLE THEATER FOR COURSE SELECTION.  

• While we are in the Little Theater, I am checking in your annotated bibliography.  If your assignment is incomplete, it is NOT TOO LATE to work on the assignment.  However, it will be your responsibility to show me the work, when it is completed.

Friday January 15, 2016

Industrializing America: Farmers in Crisis

Tasks:

• Purpose of class today is to practice DBQ process with support of peers.
• Introduction to DBQ: Industrialization impacted American farms. Many rural people faced same problems as urban, industrial workers.  In some ways, farmers feel their way of life slipping away, as the modern, industrial economy displaces the agrarian way of life.  Change arrives, and the farmers will respond by creating the "greatest movement of agrarian rebellion the country had ever seen" (Zinn, 282). 
• Farmers were at the mercy of large corporations
• Farmers were trapped in a web of middlemen
• Farmers confronted high tariffs that failed to protect export crops
• Farmers were at the mercy of big banks
• Distribute DBQ
• Read question: What are you being asked to do? (Subject, Task, Time period)
• Brainstorm outside information - This particular DBQ provides the categories for you to focus on (technology, government policy, economic conditions)
• Read documents (10 minutes)
• Outline argument.

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Thursday January 14, 2016

Industrializing America: Farmers in Crisis

Tasks: 

• Continue watching selected excerpts from Bury My Heart at Wounded Knee  to answer the question Why and how did the lives of the Plains Indians change after the Civil War?
• End class by considering the way in which interpretations of the American West changed from the late 1800s to today.
• Consider reviewing page 667 in Kennedy before the next exam.
• Be prepared to support different historians' interpretations of the West with evidence from chapter 26 on the next exam.

Wednesday January 13, 2016

Industrializing America: Farmers in Crisis

Tasks: 

• Introduction: Industrialization did not just impact the lives of factory workers in urban areas.  As America's economy transitioned from an agrarian to industrial one, the farmer felt pressure as well.  The next few days of class transition our focus away from labor to the farmer.
• Contextualize the American West: Integrating the national economy required the American government to incorporate the Great Plains into the country.  For years, many settlers pushed beyond the Great Plains to settle on the West Coast.  With the end of the Civil War, the American government had the power and desire to actively take the land of the Great Plains and make it part of the United States
• Question: How and Why did the lives of the Plains Indians change?
• Use the movie Bury My Heart at Wounded Knee to answer the "how" and "why" of this change.

Tuesday January 12, 2016

Industrializing America: Corporations and Conflict

Tasks: 

• Labor Quiz
• Using Labor DBQ, construct introduction paragraph, which includes thesis
• Analyze student essay to see how DBQ should come together.
• How does your argument compare to the student DBQ?
• Pay particular attention to: 
• Thesis
• Outside information
• Use of documents
• Debrief: What did this student accomplish well?  What does this student need to improve?

Monday January 11, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Review DBQ process from last week.
• Read question to determine subject, time, task
• Brainstorm thesis - Why brainstorm thesis before reading the documents?  To set your purpose for reading.
• Degree OR Direction
• Specifics
• Read documents.
• Spend 10 minutes individually analyzing the documents.
• All documents should trigger outside information, which is historical evidence not explicitly stated in the document. 
• Work in small groups to identify relevant historical evidence triggered by each document.
• Construct outline of argument.
• Choose 3 factors that you would use to support your thesis.
• Create a claim for each factor, and identify relevant evidence from the documents to support your claim.
• Management used tactics to suppress labor unions.
• Yellow dog contracts required workers to "abandon membership" (Doc. E)
• Assign: Construct outline of argument that you would use to support your thesis.

Reminders: 

• Labor Quiz - Tuesday 1/12
• Unit V test corrections due Friday January 15

Friday January 9

Industrializing America: Corporations & Conflicts

Tasks: 

• Small group discussion about the section of chapter 11 "Robber Barons & Rebels"  To help identify his argument, discussions should center around the following prompts: 
• Clarify any misunderstandings about the text
• Identify the sequence
• How does Zinn move the reader through the pages (262 - 282)?  
• Identify the language Zinn uses to argue.
• For example, in the first section we read before break, Zinn argues that Robber Barons sought to control economic growth by exploiting workers, influencing government to favor their interests, and creating institutions to control the masses.
• p. 257 "choking out competition"
• p. 260 "government was doing its best for ruling elite"

Reminders: 

• Unit V test corrections due Friday January 15

Thursday January 8, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Industrialization Quiz
• Review College Board expectations for DBQ: 
• Go beyond documents to set context
• Make clear argument - Thesis
• Direction OR Degree & Specifics
• Analyze the documents
• Corroborate; bring documents into "conversation"
• Organize documents into categories
• Categories might be explicitly stated in question
• You may have to create your own categories
• Return back to Labor DBQ - What is your thesis?
• Identify the degree to which you think labor was successful.
• Create a list of factors that influence the level of success achieved.

Reminders: 

• Zinn reading (p. 262 - 282) due Friday January 9.

Wednesday January 6, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Begin to contextualize working conditions in preparation for DBQ work by answering the question: How did working conditions change for American workers by the late 19th century?
• Small group debrief: Discuss answers to homework (describe working conditions in the 1830s and 1880s).  Identify changes to working conditions.
• Return to large class: 
• Identify the ways in which working conditions stayed the same.
• Identify the ways in which working conditions changed.
• Essay in Five Minutes: What is the question asking you to argue?
• Discuss the subject, time period & task associated with this DBQ question.
• Assign: Labor categorization.
• Important terms to know for this unit of study.

Reminders: 

• Zinn reading (pages 262 - 282) due Friday January 9, 2016.

Tuesday January 5, 2016

Industrializing America: Corporations & Conflict

Tasks: 

• Welcome back!
• Review industrialization process from prior to break by answering the following questions: 
• What factors facilitate economic growth?
• Which factor is most significant to understanding change?
• Which factor is an inferior choice?
• Review impact of Big Business on politics and economy by analyzing political cartoon.
• How did Big Business influence politics?
• How did Big Business influence the economy?
• Segue into the changing working conditions.
• Describe the working conditions of the 1830s and 1880s.  Use the following notetaker to organize your thoughts.  Use the following readings to described the working conditions: Lowell Mills (ch. 14 in Kennedy) and the Union Stockyards (excerpt from The Jungle).

Reminders: 

• Zinn p. 262 - 282 due Friday January 9.