Ap u. S. History syllabus matthew S. Garrett Washington County High School


Assignment: Civil War Cause and Effect



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Assignment: Civil War Cause and Effect

  • The Civil War

    1. Ob.: Students will examine the Civil War and its political and social consequences.

    2. LQs:

      1. Explain the thinking and failures of “King Cotton Diplomacy”

      2. Discuss the connection between the Union blockade and the anaconda strategy.

      3. Discuss the connection between the battle at Antietam and the Emancipation Proclamation.

      4. Discuss the major successes and limitations of black soldiers during the war.

    3. Topic: Major Events of the Civil War, War and Society

    4. SFI: Union Blockade, Anaconda Strategy, Antietam, Emancipation Proclamation, Gettysburg,

    Vicksburg, Sherman’s March, Appomattox Court House, 54th Massachusetts, Copperheads

      1. Read:

        1. Brinkley 375-379, 398-399

        2. Franklin Slavery to Freedom “Blacks Fighting for the Union” 238-243

        3. (In Class) The Civil War Chart

    1. Reconstruction I: Theory

      1. Ob.: Students will compare and contrast Lincoln, Johnson, and the Congressional Plan for

    Reconstruction against the needs and goals for reunifying the nation.

      1. LQs:

        1. Explain Lincoln’s Plan, Johnson’s Plan, and the Congressional Plan and analyze which is the most effective at healing the nation’s wounds.

        2. Explain why Johnson was the first president impeached.

      2. Topic: Lincoln’s Plan, Johnson’s Plan, Congressional Plan

      3. SFI: “The Lost Cause”, Lincoln’s Reconstruction Plan, Wade-Davis Bill, Johnson’s Reconstruction

    Plan, “Radical” Republican’s Reconstruction Plan, Johnson’s veto of Civil Rights Act, Tenure of

    Office Act, Johnson’s Impeachment, 13th Amendment, 14th Amendment, 15th Amendment,

    military districts, ex parte Milligan (1866), “Seward’s Folly”


      1. Read: Brinkley 402-409

      2. Assignment: Generalization Exercises 6.2

    1. Reconstruction II: From Theory to Reality

      1. Ob.: Students will compare and contrast the goals of Reconstruction with their bitter realities.

      2. LQs:

        1. Discuss the major attempts of the North to help freedmen.

        2. Compare and contrast the crop-lien system, sharecropping, and slavery.

        3. Explain the purpose of black codes.

      3. Topic: South in Reconstruction , Slavery to “Freedom” to Dependency

      4. SFI: black codes, Freedmen’s Bureau, 14th Amendment, 15th Amendment, Civil Rights Act of 1866,

    Crop-lien System, sharecropper, “scalawags,” “carpetbaggers,” segregated schools,

    “40 acres and mule”



      1. Read: Brinkley 409-414

      2. Assignments: Main Idea Log “Amendments”

    1. End of Reconstruction

      1. Ob.: Students will discuss the political and economic failures that led the end of Reconstruction.

      2. LQs:

        1. Discuss the connection between Grant’s scandals and the failure of Reconstruction

        2. Compare the cause and outcomes of the Panic of 1873 with the Panic of 1837 and the Panic of 1819.

      3. Topic: Grant Administration, Rutherford B. Hays, Compromise of 1877, Failures of Reconstruction

      4. SFI: Ku Klux Klan Acts, black codes , Grant Scandals, Credit Molière, Whiskey Ring Scandal, Panic

    of 1873, National Greenback Party, Rutherford B. Hays, Compromise of 1877, Social Darwinism

      1. Read: Brinkley 414-421

      2. Assignment:

        1. Generalization Exercises 6.3

        2. Visual Main Idea Logs (APPARTS)

    1. The New South

      1. Ob.: Students will examine the New South after the failures of Reconstruction and the rise and legacy

    of Jim Crow and Segregation that followed.

      1. LQs:

        1. *Explain the rise of the Ku Klux Klan and their goal in the South.

        2. Compare Jim Crow Laws and the black codes.

        3. Explain if the Civil War and Reconstruction benefited the South.

      2. Topic: From Slavery to Segregation

      3. SFI: Jim Crow Laws (including examples), Segregation, Minstrel Show, Ku Klux Klan, “wage

    slavery”, Redeemers, Bourbon Rule, Henry Grady, lynching, Plessy v. Ferguson, voting

    restrictions (examples e.g. “literacy” or “understanding” tests, grandfather clauses, white



    primaries, poll taxes)

      1. Read:

        1. Brinkley 421, 424-425, 427-430

        2. Brinkley “The Minstrel Show”

        3. Ku Klux Klan “Charter”

      2. Assignment:

        1. Generalization Exercises 6.4

        2. Visual Main Idea Logs

        3. Essay(s) Explain the impact of western expansion on national politics from 1848 to 1860. (CR5)

    Discuss the degree to which Reconstruction healed the wounds caused by the Civil War. (CR5)

        1. DBQ (2009): In what ways did African Americans shape the course and consequences of the Civil War? Confine your answer to the years from 1861 to 1870.


    Unit 6 Test

    Unit 7: The Gilded Age and Populists 1877-1900 12 days Ch. 16-20

    Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)



    1. The Gilded Age fostered the consolidation of business, the beginnings of government involvement

    in the economy, and the organization of disadvantaged economic and social classes.

    1. The rise and fall of the Populist movement challenged the gains of industry during the Gilded Age.

    2. The Wild West: Fact and Fiction

      1. Ob.: Students will analyze the varied approaches to the American West.

      2. LQs:

        1. Discuss the impact of Chinese immigration on the Chinese and American industry.

        2. Discuss the attitude taken by the US to Native Americans and the response by Native Americans.

        3. Discuss the true nature of the Wild West and its Romanization.

      3. Topic: “Taming the West” The Chinese, Tribes, Cowboy Myth

      4. SFI: Chinese Exclusion Act 1882, Homestead Act of 1862, Timber and Stone Act 1878, Exodusters of

    1878, Comstock Lode, The Cattle Kingdom, Wild West Shows, Frederick Jackson Turner’s

    Frontier Thesis, Battle of Little Big Horn, “Battle” of Wounded Knee, Sioux Tribe, Nez Perce Tribe/War, Dawes Severalty Act, Ghost Dance Movement

      1. Read: Brinkley 437-440,453-457, 447-449, 452

      2. Assignment: (In class) Groups to Organize the West

    1. The Gilded Age and the Rise of Big Business

      1. Ob.: Students will discuss the rise of Big Business and the consequences of free market capitalism.

      2. LQs:

        1. Explain the connection between corporations, consolidating corporations, and trust.

        2. Compare and contrast the myth of the Self-Made Man and Social Darwinism.

        3. Discuss the challenges of Henry George and Edward Bellamy against lassiez-faire capitalism.

        4. Explain the impact of “Taylorism” and the moving assembly line on industrial production.

        5. Discuss the impact of the railroad expansion during the later 19th century.

      3. Topic: Technology, Corporations, Critics (W,X,T) CR 4

      4. SFI: “Gilded Age” Taylorism, Robber Barons/Captains of Industry, Andrew Carnegie, John D.

    Rockefeller, Cornelius Vanderbilt, Social Darwinism (applied to wealth, not race), JP Morgan,

    Adam Smith and classical economics/laissez-faire, The Gospel of Wealth, Horatio Alger, “self-made man” Henry George Progress to Poverty, Edward Bellamy’s Looking Backward, Limited liability, vertical integration, horizontal integration (Id, peo, pol, ideas, beliefs, culture, America in the World CR 4)



      1. Read: Brinkley 464-477

    1. Labor, Unions, Strikes

      1. Ob.: Students will compare and contrast labor organization and strikes in response to the rise of Big

    Business.

      1. LQs:

        1. Explain the causes, reactions by the government, and outcome of each of the following strikes: Railroad strike of 1877, Haymarket Square, Homestead Strike, Pullman Strike.

        2. Compare and contrast the Knights of Labor and the American Federation of Labor.

      2. Topic: Workers’ Problems, Creation of Unions, National Strikes

      3. SFI: Molly Maguires, National Labor Union, Railroad Strike of 1877, Knights of Labor, American

    Federation of Labor (AFL) Samuel Gompers, Haymarket Square, Henry Frick, Homestead Strike, Pinkerton Detective Agency, Pullman Strike

      1. Read: Brinkley 477-486

      2. Student Assignment:

        1. Generalization Exercise 7.1

        2. Organizer for Unions and Strikes

        3. Students will compare and contrast the competing interests of labor and capital by completing a Competing Interests Chart.(WXT-5)(WXT-6)(WXT-7) [CR4]

    1. • Students will evaluate the effectiveness of the Knights of Labor and the Grange in achieving their goals.(WXT-7)



      1. Presentation: Strikes! (Gaubrie ), Samuel Gompers (Gwendolyn)




    1. Urbanization and Problems of Urbanization

      1. Ob.: Students will examine how urbanization exacerbated city conditions.

      2. LQs:

        1. Discuss the ethnic makeup of the cities during the late 19th century.

        2. Explain the reaction to a second wave of immigration and compare it to the first wave of immigration (Irish and Germans

        3. Discuss the major components of city life from pollution to violence to poverty, to urban bosses.

      3. Topic: Population, Urban Landscape, Pollution, Poverty, Crime, Bosses.

      4. SFI: Immigration Restriction League, City Beautiful Movement, Tenements, Jacob Riis, How the

    Other Half Lives, Public Health Service, Urban Machines, Tammany Hall, “Boss Tweed”

      1. Read: Brinkley 490-504 (skim enough to get SFI)

      2. Student Assignment:

        1. Main Idea Log: Boss Tweed

        2. Main Idea Log: Jacob Riis

        3. Document: Horace Greeley: An Overland Journey (1860)

    iv: Document: Tragedy at Wounded Knee (1890)

    v Document: The Gilded Age (1880) (CUL-3)

    vi Image: Puck Magazine: Cartoon of Standard Oil Monopoly (1B)



    1. The Rise of Consumption and Leisure—Paideia Seminar

      1. Ob.: Students will compare and contrast the role capitalism played in creating social classes.

      2. LQs: See Paideia Questions

      3. Topic: Consumerism, High Brow Culture, Low Brow Culture

      4. SFI: Mass Consumption, Mass merchandising, Major League Baseball, Vaudeville,

      5. Read: Brinkley 504-517 (Group 1 = 504-513, Group 2 = 504-506, 513-517)

      6. Assignment:

        1. Paideia Questions

        2. Generalization Exercises 7.2

        3. Quiz [10 pts]: Amendments Quiz 1-15 (matching test)

    2. Politics of the 1880s

      1. Ob.: Students will discuss the feeble and inept governmental attempts of curbing the abuses of

    Business.

      1. LQs:

        1. Compare and contrast the arguments between the Stalwarts and Half-Breeds.

        2. Explain the circumstances resulting in the assassination of President Garfield.

        3. Discuss the significance of the Sherman Antitrust Act.




      1. Topic: Hayes Administration, Garfield Administration, Arthur Administration , Cleveland Administration (Act 1), Harrison Administration, Cleveland Administration (Act II)

      2. SFI: Civil War Pension System, Stalwarts and Half-Breeds, Civil Service Commission, Pendleton Act of 1883, Sherman Anti-Trust Act 1890, Interstate Commerce Act 1887, Interstate Commerce Commission, Wabash v. Illinois¸ U.S. v. E.C. Knight and Co.

      3. Read: Brinkley 522-527

      4. Assignment: Generalization Exercise 7.3

    1. Rise of Populism—Money, Land, Transportation

      1. Ob.: Students will discuss the rise of Populism as a response to problems of unregulated capitalism.

      2. LQs:

        1. Explain the evolution of the grangers, to the alliances, to the Populists.

        2. * Discuss the major complaints and solutions given by Mary Elizabeth Lease

        3. ** Discuss the major components of the Omaha Platform of the People’s Party

      3. Topic: Populism Origins and Influence

      4. SFI: Grangers, Sharing farm techniques, Farmers Alliance, Colored Alliances, Mary Elizabeth Lease,

    “Raise Less Corn and More Hell!”, Ocala Demands, Populists, Free Silver Movement, Coxey’s Army, “In God we trusted, in Kansas we busted” (1880s dustbowls), Ward and Co. catalogue, Sears Roebuck, Growing power of women in the West,

      1. Read

        1. Brinkley 527-533

        2. *“Voices: Two Speeches by Mary Elizabeth Lease” 226-229

        3. **“Voices: The Omaha Platform of the People’s Party of America”

    1. Election of 1896—A Wizard of Oz?

      1. Ob.: Students will compare the campaign platforms of the 1896s election as a moniker for politics of the 1890s.

      2. LQs:

        1. Discuss the major challenges to the United States during the 1890s.

        2. Compare and contrast the economic challenges and solutions during the 1890s.

        3. Discuss the merits and shortcomings of the Wizard of Oz essay.

      3. Topic: William Jennings Bryan, McKinley Administration

      4. SFI: William Jennings Bryan, 16:1, Gold Standard Act of 1900, Pan-American Congress, McKinley Tariff

      5. Read:

        1. Brinkley 533-540

        2. William Jennings Bryan: Cross of Gold Speech (1B)

        3. Wizard of Oz Essay

    2. Uncle Sam the Imperialist: The Spanish-American War

      1. Ob.: Students will analyze the way in which the United States used the Spanish-American War as an

    pretext for following European colonialism and Imperialism.

      1. LQs:

        1. Discuss the impact of the Spanish American War on the Populist movement.

        2. Explain the causes and outcomes of the Spanish American War.

        3. Discuss challenges to Washington’s Isolationism precedent as the United States turns to Imperialism.

      2. Topic: “The Splendid Little War”, New Imperialism in America: Philippines, China, and Panama

      3. SFI: jingoism, Hawaiian Islands’ annexation, The Maine, Yellow Journalism, William Randolph

    Hearst, Spanish American War, Rough Riders, Anti-Imperialist League, Treaty of Paris, Platt

    Amendment, Philippine Insurrection (add use of black troops), Open Door Policy (China), Boxer

    Rebellion (China)


      1. Read:

        1. Brinkley 546-547, 549, 553-561

        2. (In class) Mark Twain's views on Imperialism (CR7)

        3. Albert J.Beveridge “America Should Retain the Philippines”

        4. Joseph Henry Cooker “America Should Not Rule the Philippines” (OpV) [CR1b: “

      2. Assignment: Generalization Exercise 7.5

        1. Assignment: Debate Should America Annex the Philippines?” [WOR-6] [CR4]



    1. Debate: The Robber Barons

      1. Topic: Robber Barons vs. Industrial Giants and Criticism of Industrialization

      2. Read: “Taking Sides: Were the 19th Century Big Businessmen “Robber Barons”

          1. YES 51-62 Men

          2. NO 51-52, 63-73 Women

    Unit 7 Test


    Unit 8: The Age of Progressivism, the Age of Reform 1900-1920 11 days Ch. 21-22
    Organizing Principles (Politics and Power, America in the World, Environment and Geography, Ideas, Beliefs, Culture, Work, Exchange, Technology, Identify, Peopling)


    1. The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making the government more responsive to the will of the people, and enacting social welfare legislation.

    2. Rise of Progressives I: Intro and Social and Moral Reform

      1. Ob.: Students will analyze the foundational ideology for progressives and will apply this ideology to

    the Social Gospel, Settlement Houses, and the Temperance movement.

      1. LQs:

        1. Describe the different “varieties of Progressivism.”

        2. Discuss the tactics of the muckrakers.

        3. Compare and Contrast the role of religion on the Social Gospel and the WCTU (p. 584)

      2. Topic: Progressive attitudes towards journalism, immigrants, and how to reform the problems of

    industrialization.

      1. SFI: Progressivism, Muckrakers, Ida Tarbell Standard Oil, Lincoln Steffens The Shame of Cities,

    Jacob Riis’ How the Other Half Lives, Upton Sinclair’s The Jungle, Salvation Army, Jane

    Addams, Hull House, Settlement Houses, Social Gospel, Walter Rauschenbusch, Father John A.



    Ryan

      1. Read: Brinkley 566-571

      2. Assignment:

        1. President’s Quiz (35 points) 6 Presidents, terms, 3 SFI through McKinley (7 min)

        2. Decade By Decade Review: Unit 1-Unit 6

    1. Rise of Progressives II: Women and Reform

      1. Ob.: Students will examine how women impacted and were impacted by the Progressive movement

    during their quest for suffrage and equality in the public sphere.

      1. LQs:

        1. Explain the role of the “New Woman”

        2. Discuss the social and political implications of “Clubwomen.”

        3. Discuss the major arguments for and against, as well as the major groups (for and against) suffrage for women.

      2. Topic: Role of Women in politics and society to use the Government to secure women’s rights.

      3. SFI: Carrie Chapman Catt, 19th Amendment, NAWSA (National American Woman Suffrage

    Association) Equal Rights Amendment, Women’s Christian Temperance Union (WCTU), Temperance, 18th Amendment (Prohibition), Women’s Clubs

      1. Read: Brinkley 572-577, 584-586 (Including “Women and Professionals” pg. 572)

      2. Assignment: Visual Maid Idea Logs 8.1

    1. Rise of Progressives III: Political and Economic Reform at the State and Local levels

      1. Ob.: Students will analyze the effect of Progressivism Reform on local, state, labor, and party elements

    of the nation while also undermining Socialistic challenges of capitalism.

      1. LQs:

        1. Explain how each of the SFI listed below challenged urban bosses and gave more power to the people.

        2. Discuss how Socialism challenged capitalism and industry.

      2. Topic: State and Local Progressive victories

      3. SFI: Robert La Follett, referendum, initiative, recall, City-manager plan, 16th Amendment, Socialism,

    IWW (Wobblies), Eugene V. Debs, “Good” vs. “Bad” Trusts

      1. Read: Brinkley 577-583 (exclude “Western Progressives”), 587-589

      2. Assignment: Generalization Exercises 8.1




    1. “For Whites Only” Booker T. Washington vs. W.E.B. DuBois in an Age of Progression

      1. Ob.: Students will compare and contrast Booker T. Washington’s pragmatic approach to racial

    segregation to the idealistic vision of W.E.B. DuBois

      1. LQs:

        1. Compare and Contrast the major ideas of Booker T. Washington and W.E.B. Du Bois.

        2. Whose ideas—Washington or Du Bois—challenged segregation more effectively?

      2. Topic: Booker T. Washington vs. W.E.B. DuBois

      3. SFI: W.E.B. Du Bois, Booker T. Washington, Plessy v. Ferguson 1896, NAACP, Atlanta

    Compromise, “Cast down your Bucket”, Tuskegee Institute, Niagara Conference,

    “Talented Tenth”



      1. Read:

        1. Brinkley 425-427, 583-584 (African Americans)

        2. Franklin Slavery to Freedom “The Age of Booker T. Washington” 299-306

      2. Assignment: Generalization Exercises 8.2

    1. The Nadir of Race Relations and The Race Question 1895-1921

      1. Ob.: Students will compare and contrast differing views about Race and will analyze the Nadir of Race

    Relations in the South by examining original sources from the time’s major contributors

      1. LQs:

        1. See Paideia Questions

      2. Topic: Violence in the South and attempts at Reform

      3. SFI: Nadir of Race Relations, Minstrel shows, Uncle Remus Stories, Ida B. Wells, Jim Crow, Anti-

    lynching movement, lynching, “Strange Fruit”, Marcus Garvey, black nationalism

      1. Reading

        1. “Changing Interpretations: The Race Question” 122-134

        2. Franklin Slavery to Freedom “ Patterns of Violence” 345-350

        3. “Voices: Ida B. Wells-Barnett ‘Lynch Law’” 232-234

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