AP United States History I: P1 - Watson, B.
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- AP United States History I: P1 - Watson, B.
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Lessons May 30-June 16
May 30: OBJECTIVE – Students will debate the responses to the essay on how best to describe Reconstruction.
May 30: OBJECTIVE – Students will analyze an image of Dearborn Street circa 1900 as illustrative of the major transformative themes of the late 19th and early 20th centuries in the United States.
HW: Read pages 515-522.
May 31: OBJECTIVE – OQ: How does industrial development in the post-Civil War South differ from development in the North? Analyze the impact of immigration and urbanization on industrial development. Discuss the effect of low/high wages on economic growth both then and now. Note the impact of these differences on culture and society.
HW: Read pages 522-526 and 608-609.
June 1: OBJECTIVE – OQ: How did farmers adapt to the new realities of mechanized agriculture and dependence on corporate means of distribution? Analyze the reasons for the drop in cotton prices after the Civil War. Ask what farmers proposed to ease their burden. Read and analyze the Omaha Platform. Discuss the virtues of collectives/cooperatives vs. “free markets”.
HW: Read pages 529-535.
June 2: OBJECTIVE – OQ: How did whites justify violence, segregation and discrimination in their relations with blacks? Ask why relations between blacks and whites worsened by the 1890’s. Compare the southern race problem with the European race problem of the late 19th century. Ask what lynchings were a sign of. Contrast de jure and de facto segregation.
June 2: OBJECTIVE – Analyze the case of Plessy v. Ferguson.
June 5: OBJECTIVE – Analyze methods of disfranchisement in the South and the case of Bradwell v. Illinois. Sample some literacy tests.
HW: Read pages 535-542.
June 5: OBJECTIVE – OQ: How did blacks respond to the “Jim Crow” policies of the South? Note the revisionist history and scientific racism used to support the “southern solution.” Have groups note how blacks responded to racism.
HW: Read Du Bois and Washington texts.
June 5: OBJECTIVE – Compare the strategies of Washington and Du Bois for black progress.
June 6: OBJECTIVE – Students will demonstrate understanding of the southern race solution and the post-Civil War farm crisis by averaging 80% on multiple choice/short answer test. Test.
HW: Read pages 584-593.
June 7: OBJECTIVE – OQ: How does interaction with Native Americans in the post-Civil War era demonstrate continuity and change? Contrast white and Native American philosophical differences regarding production and the environment. Analyze Federal Indian Policy, including warfare and dispossession, environmental destruction, reservations, and assimilation/cultural terrorism as examples of continuity or change.
HW: Read pages 593-601.
June 8: OBJECTIVE – OQ: How does labor relations in the mining and cattle industries demonstrate patterns of continuity and change? Discuss the social environment of male mining camps. Discuss the environmental effects of corporate mining. Analyze the impact of corporate consolidation on labor in the mining and cattle industries.
June 9-16: OBJECTIVE – End of year project.
May 30: OBJECTIVE – Students will analyze an image of Dearborn Street circa 1900 as illustrative of the major transformative themes of the late 19th and early 20th centuries in the United States.
HW: Read pages 515-522.
May 31: OBJECTIVE – OQ: How does industrial development in the post-Civil War South differ from development in the North? Analyze the impact of immigration and urbanization on industrial development. Discuss the effect of low/high wages on economic growth both then and now. Note the impact of these differences on culture and society.
HW: Read pages 522-526 and 608-609.
June 1: OBJECTIVE – OQ: How did farmers adapt to the new realities of mechanized agriculture and dependence on corporate means of distribution? Analyze the reasons for the drop in cotton prices after the Civil War. Ask what farmers proposed to ease their burden. Read and analyze the Omaha Platform. Discuss the virtues of collectives/cooperatives vs. “free markets”.
HW: Read pages 529-535.
June 2: OBJECTIVE – OQ: How did whites justify violence, segregation and discrimination in their relations with blacks? Ask why relations between blacks and whites worsened by the 1890’s. Compare the southern race problem with the European race problem of the late 19th century. Ask what lynchings were a sign of. Contrast de jure and de facto segregation.
June 2: OBJECTIVE – Analyze the case of Plessy v. Ferguson.
June 5: OBJECTIVE – Analyze methods of disfranchisement in the South and the case of Bradwell v. Illinois. Sample some literacy tests.
HW: Read pages 535-542.
June 5: OBJECTIVE – OQ: How did blacks respond to the “Jim Crow” policies of the South? Note the revisionist history and scientific racism used to support the “southern solution.” Have groups note how blacks responded to racism.
HW: Read Du Bois and Washington texts.
June 5: OBJECTIVE – Compare the strategies of Washington and Du Bois for black progress.
June 6: OBJECTIVE – Students will demonstrate understanding of the southern race solution and the post-Civil War farm crisis by averaging 80% on multiple choice/short answer test. Test.
HW: Read pages 584-593.
June 7: OBJECTIVE – OQ: How does interaction with Native Americans in the post-Civil War era demonstrate continuity and change? Contrast white and Native American philosophical differences regarding production and the environment. Analyze Federal Indian Policy, including warfare and dispossession, environmental destruction, reservations, and assimilation/cultural terrorism as examples of continuity or change.
HW: Read pages 593-601.
June 8: OBJECTIVE – OQ: How does labor relations in the mining and cattle industries demonstrate patterns of continuity and change? Discuss the social environment of male mining camps. Discuss the environmental effects of corporate mining. Analyze the impact of corporate consolidation on labor in the mining and cattle industries.
June 9-16: OBJECTIVE – End of year project.
