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U.S HistoryMarking Period 1 – 2013/2014
Thursday, August 29th Tuesday, September 3rd
Hand in your signed syllabus to the basket.
Answer on your own sheet of paper:
Why (do you think) the school (and the state of Delaware) require all students
to take US History? Explain.
All Warm-ups should be completed the first few minutes of class and should be kept in your notebook. You need
to write out the question and then answer.
Pair/Chalk Talk
With your partner next to you:Create a T-Chart about why we should study history and why we should not study history.
we should study history we should not study history
EQ: How do I analyze documents and historical materials?
Read “Thinking Like a Historian” then answer the questions on “Why do we need to do to think like historians”.
Use close reading. Highlight the main ideas, circle “power” words and summarize each paragraph.
Examine the article. What type of text structure is this?› Cause and Effect, Chronological, Problem/Solution,
Compare/Contrast ›
What can we assume the author will try to do with this piece?
Why do we need to do to think like historians?
EQ: How do I analyze documents and historical materials?
Imagine the you are the principal of the school and you just found out that there was a fight in the cafeteria during lunch. You’re asked many students and teachers who witnessed the fight
to write down what they saw and who they think started the fight. Unfortunately, you
have received many conflicting accounts that disagree not only as to who started the fight, but also as to who was involved and when the fight even started. It’s important to remember
that NO ONE is just plain lying.
Questions for you…
1. Why would there be different stories of the event if no one is just plain lying?
2. What are the different types of people who might have seen this fight?
For example: Friends of those involved, people who don’t know the kids who were fighting, those who were fighting, teachers, students)
3. What might make one person’s story more believable or plausible that another person’s?
Debrief:1. Why might people see or remember things
differently?2. Who has an interest in one kid getting in trouble
instead of another kid?3. How could placement or proximity change the
story?4. How can we know who to trust? What makes a
story believable?5. Do stories change over time? How might what
we remember after the event differ from what we remember a week later?
6. How can physical evidence (bruises, missing objects) effect what you believe?
Snapshot Autobiography
What is the story of your birth?
1. How do you know the story of your birth?2. What evidence do you have to back your story?3. How might someone else remember this story?
Snapshot Debrief
What is the most important event to you? Explain.
Complete Debrief
Snapshot Autobiography
What made events memorable to you? Why did you choose certain events and
not others? What types of evidence would be
necessary to “prove” your event actually happened?
What happened when you asked someone about the event? Did they agree with your version? Did they remember the same things? Why or why not?
Snapshot Autobiography Project
For homework create a pamphlet that gives a snapshot of you life up to this point. Make sure you add information
about your family, your hobbies/sports, awards, and anything additional you want to share. Make sure that it’s
colorful and had pictures.
Book Search
Using your text book, answer the questions on the textbook scavenger hunt. This will help you understand
and be able to use your book better. Hand it in when you are finished.
Summary
On the sticky note, list one thing that you learned in class today.
Don’t forget to put your name on it.
Wednesday, September 4th
Thursday, September 5th Hand in Snapshot Autobiography and signed
Syllabus to the basket.Put one word or phase that describes HISTORY
with each letter. H - I - S - T - O - R - Y -
Lesson Essential Question
How do I analyze documents and historical materials?
History Mind Walk
Think about the events that you were involved in during the past 24 hours. List as many of these activities as you can remember.
Historical Mind walk
What evidence do we leave behind?
Historical Mind walk
If archaeologists had the materials above, what could they infer or conclude about your life?
What would the materials tell archaeologists about your family, community, religion, and or nation?
Evaluating Sources
We have a lot of material that is left behind, but that does not make it all equal.
What sources are more trustworthy? Why?
What characteristics help to influence the way we see the world? (ex: Race, Religion…)
Evaluating Sources
Which source is more trustworthy and why?
Evaluating Sources
Source 2: Historians base their accounts on multiple primary and secondary documents and extensive research. Hollywood films have no standards for historical accuracy.
Source 1: Audience shapes the stories we tell. We can imagine that even in 1936, a former slave would be wary of criticizing slavery to a white government official. That is not to say that Source 1 is necessarily accurate; we can imagine a former slave might exaggerate accounts or possibly not remember details so well. Of the two sources, however, Source 1 will probably be more trustworthy.
Evaluating Sources
Source 2: Human memory is notoriously unreliable. A map of concentration is technically an “objective” source. On the other hand, there is no guarantee that the map perfectly mirrored the layout of the camp.
Source 2: Any government film created in 1942 to explain internment would be propaganda. The declassified evidence in the Congressional report makes Source 2 more reliable.
Evaluating Sources
Source 1: Sworn testimony is the gold standard of evidence. Although testimony can be corrupted by lying, coercion, and the shakiness of human memory, in this instance Source 1 is more reliable than a public speech by a General whose reputation is on the line.
Neither: Textbooks from the 1980s tended to overlook and/or neglect the experiences and accounts of Native Americans. On the other hand, a newspaper account from 1876 would likely have lacked credible evidence about the battle and/or have been biased toward Custer and his men.
Lesson Essential Question
How does one recognize fact versus interpretation?
Artifacts Create a T Chart, then examine the
evidence presented. What can you determine to be fact and interpretation?
Fact Interpretation
Artifacts—Assessment Prompt #1
What interpretations can be made about a student in the early 21st century? Use the artifacts as your examples.
Sources
What is a primary source?
What is a secondary source?
Assessment Prompt--#2
Why is it important to use both primary and secondary sources when studying the past? Use specific examples from this lesson to support your answer.
Writing history or biography, you must remember that nothing was ever on a track," he said. "Things could have gone any way at any point. As soon as you say 'was,' it seems to fix an event in the past. But nobody ever lived in the past, only in the present. The difference is that it was their present. They were just as alive and full of ambition, fear, hope, all the emotions of life. And just like us, they didn't know how it would all turn out.
"The challenge is to get the reader beyond thinking that things had to be the way they turned out and to see the range of possibilities of how it could have been otherwise."
Summary - Venn Diagram
Primary Source
Secondary Source
Friday, September 6th Monday, September 9th
What do you know about the civil war?
The Civil War
A Nation Divided
Answer the questions as you go through the clip.
Lesson Essential Question
What caused the Civil War?
The Coming of War
In April 1861, the 33 states that made up the United States of America went to war against each other. The war was to last
four long, heart wrenching years and cost the lives of more than 600,000 Northern and Southern soldiers. The reasons for
the war have been debated by historians and citizens ever since.
What Caused the Civil War?
Introduction
Read “What Caused the Civil War?” using close reading. Highlight the main ideas, circle the “power” words and
summarize each paragraph.
Tuesday, September 10th
Wednesday, September 11th Using the close reading from the last class; create
a foldable on the Causes of the Civil War. Fold your white paper like a hotdog leaving a little
lip at the bottom. Then make 2 cuts so that you have three different sections. Label them as
follows:Introduction
Preserving the Delicate BalanceThe Compromise of 1850
Give a summary of each section. This needs to be handed in.
You have 20 minutes.
Document Jigsaw
Separate your documents evenly between every member of your group. Read through your documents, highlighting
any important information about the causes of the civil
war. Make any notes necessary on the documents.
What Caused The Civil War?
Separate the information from the documents into two different
categories. (Suggestion – One side North, One side South)
Give each category a title that links them all together.
Summarize the information into one unifying main point that answers –
WHAT CAUSED THE CIVIL WAR?
Summary
Write a 1 paragraph essay (5-7 sentences) on the cause of the Civil War. Support your answer. Write it on the back
of the column sheet and hand it in.
Thursday, September 12th
Friday, September 13th
ACES
You will be given an ACES sheet once class begins, you can use your highlighted reading, documents, and two column chart from last class to complete
it. This will count for your second assessment grade. You have 20 minutes to complete this.
YOU NEED TO BE QUIET OR YOU WILL RECEIVE A 0%
Hand it into the basket when you are finished, get a book and sit quietly.
The Civil War
What facts & events led to Union victory in the Civil War?
Answer the questions using pages 80-86 in your textbook. They must be
answered in complete sentences and be sure to answer the COMPLETE question.
Hand in when you are finished.
Monday, September 16th
Tuesday, September 17th
Warm Up Question:
Why do you think the period after the Civil War was called Reconstruction?
You are taking notes during class today.
Reconstruction
1865-1877
Reconstruction – the period during which the United States began to
rebuild after the Civil War, lasted from 1865 to 1877.
Problems facing Reconstruction
How should southern states be allowed to reenter the US? On what terms?
How should ex-confederates be treated?
What does Emancipation mean? How should the new state governments
be formed? Should the old confederates be elected?
Re-building the South
Over 1 million Americans lost theirlives during the Civil War:
664, 928 Northern Casualties
483, 286 Southern Casualties
After 4 years of war, could Northerners and Southernersforgive each other?
Could they become unified as citizens of the same country?
Lincoln’s Plan
Favored a lenient Reconstruction policy. 1863-Proclamation of Amnesty and
Reconstruction, also known as the 10% Plan.› The government would pardon all
Confederates (except high-ranking officials and those accused of war crimes) who would swear allegiance to the Union. As soon as 10% of those that voted in 1860 to the oath of allegiance, the state could rejoin the Union.
› Three States moved forward with this – Arkansas, Louisiana and Tennessee
Radical Republicans
Lincoln’s plan angered a minority of Republicans. They wanted to destroy the political power of former slaveholders. They also wanted African Americans to be given full citizenship and the right to vote.
Freedmen 13th Amendment 1865 Finding Freedom
› Family› Where to live› Making a living› Who will work?› Assistance to freedpeople
The State of Radical Reconstruction
State Governments› War Torn Economies› African Americans are fighting for a place in
the political process Democratic changes made by all state
governments Public Works Projects instituted by F.
Gov. Corruption 14th Amendment 1868
› Becomes a condition of readmission
ANDREW JOHNSON
Johnson
Former southern senator from Tennessee› Dislikes Plantation owners and African
Americans Wants:
› Amnesty for all (except the wealthy) Must personally apply to Johnson for
readmission› Provisional governor for each state› Create a new constitution that supports the
13th Amendment, repeals secession, and created Black Codes
Johnson’s Plan Backlash
When the senators showed up in December 1865 for the start of the Congress, Congress refused to admit them.
Moderate Republicans pushed for new laws to remedy weaknesses in Johnson’s Plan.
Civil Rights Act of 1866 gave African Americans citizenship and forbade states from passing discriminatory laws.
Johnson vetoed.
Congressional Reconstruction
Angered by Johnson, Republicans worked together to move control from executive to the legislature.
Overrode his vetoes, drafted the 14th Amendment, which prevented states from denying rights and privileges to any US citizen.
A US citizen was now ALL persons born or naturalized in the US.
Reconstruction Act of 1867 – This did not recognize state governments formed under either Lincoln or Johnson’s plans. Divided the states into 5 military districts. Had to give AA men the right to vote and ratify the 14th Amendment to reenter the Union.
Johnson vetoed and Congress overrode.
The State of Radical Reconstruction
Reconstruction Act of 1867› New state governments formed› 5 Military districts
Refinanced the Freedmen’s Bureau 15th Amendment 1869
› Good idea, Big Loopholes! State Governments
› Beginning of Republican party in the south Freed Blacks Carpetbaggers Scalawags
Politics
Scalawags – White southerners who joined the Republican Party after the Civil War.
Their intent was to keep large southern plantation owners from reclaiming their
wealth. Carpetbaggers – Northerners who moved to the
South after the war. Seen as greedy, penny-pinching and ruthless.
The Republican’s Problem The Republicans had to get the Scalawags, Carpetbaggers, and the African Americans in
the South to agree.
What does the South have to do to rejoin the United States?
The 14th Amendment› Cannot deny someone equal protection under
law› Any state that does will lose their
representation to Congress Any former officer of Congress (that
created secession) may not hold office again.
No compensation for lost slaves Empowering Clause—Congress gets power
to enforce the 14th Amendment
What does the South have to do to rejoin the United States?
For Readmittance:› 5 military districts each ruled by a union
general› The state constitution must have universal
MALE suffrage› Must hold an election to ratify the 14th
Amendment› Former Confederate leaders must take an
oath
What does Reconstruction do to the South? Politically:
› Governments created: Public Schools Laws for equal citizenship Established Railroads for the South (they had
very few) Raised taxes to pay for different political
efforts› Democrats (Southern) strongly oppose the
efforts of the Republicans in the south› 15th Amendment passed
African Americans gain political rights
Freedom for Slaves Movement of Freedmen
› Migration = Freedom› Leave Planters and go to the cities
Many move back to the South A lot of movement within the South
Education available› Freedom schools› Literacy rises
Religion and establishment of Black churches
Some occupational opportunities› Teachers, politicians, land owners, etc.
African Americans are able to marry
Summary
Complete a Venn Diagram that compares Lincoln’s Plan, Johnson’s Plan and the
Radical's Plan.
Lincoln Johnson
Radical
Wednesday, September 18th
Thursday, September 19th Crash Course Reconstruction
YOU ARE GETTING NEW SEATS.
You will have 4 more note slides to complete.
At the beginning of the next class (Friday/Monday), you will have a notebook quiz.
Your Civil War/Reconstruction test will be next Thursday/Friday.
Economy
Shortage of Labor in the south› Less work hours› No children or women labor› Demand for higher wages
Sharecropping› Use crops as a form of payment› Freedmen like this because their interests are
aligned with the land owner› Breaks up slave quarters
Tenant Farming› People who rent the land with cash.
Fear rises in the South
Rise of KKK (despite military presence)› The Klan always appears when society is in a state of
disruption or turmoil. Klan Tactics
› Use of Terror and Violence› Use Christianity as a front for their tactics
Goals During Reconstruction› Destroy Republican Party› Aid the Planter Class› Prevent African Americans from exercising their political
rights Enforcement Acts
› Used to curtail the violence brought on by the Ku Klux Klan.
Support Fades
Breakdown of Republican unity made it hard for Radicals to impose their Reconstruction Plan.
Bank failures triggered a 5-year depression.
Supreme Court began to undo social and political changes made.
Political violence continued in the South and AA were denied civil and political rights, Republicans slowly retreated from the policies of Reconstruction.
Reconstruction Comes To An End
As Republicans lost control of the South, Democrats regained it.
“Redemption” as the Democrats called their return to power was made during the election of 1876 when Reconstruction came to an end.
Democratic candidate Samuel J Tilden won the popular vote but was 1 electoral vote short. They would accept Hayes if troops were removed from the South. Republicans agreed.
Southern democrats take back over› De Jure Segregation› Black Codes with voting restrictions
Former confederate leaders are reelected to Congress. Reconstruction ended without much progress but the 13th, 14th,
and 15th Amendments remained leading to civil rights in the future.
The Reconstruction Era
Using a book, pages 87-91, complete the worksheet on
the Reconstruction Era. Make sure to answer all parts
of the questions and hand into the basket when
finished.
Summary – 3, 2, 1
On a sticky note, complete the 3,2,1 and place on the door before you leave. Do
not forget to put your name on it.
3 – Reason Reconstruction Failed2 – Reason Reconstruction Was A Success
1 – Outcome of Reconstruction
Friday, September 20th
Monday, September 23rd
Notebook Quiz! Get out your notebook and a
pen/pencil. This is to be done silently and on
your own.
Reconstruction Views
Close read the two readings from Thaddeus Stevens and Andrew
Johnson. Highlight the main ideas, circle the power words and summarize each sections. Complete the guiding
questions and hand them into the basket.
North or South: Who Killed Reconstruction?
Read the background essay on Reconstruction. As your read, highlight the main ideas, write the main idea of each paragraph on the side of the page in your own words, and circle all important vocabulary words in the passage.
When you are finished, bring it up to me and I will give you the questions to answer.
Tuesday, September 24th
Wednesday, September 25th Pick up the Hook Exercise from the front table
and complete it. This is your warm up for the day.
Remember your Civil War/Reconstruction test will be Thursday/Friday. Your student learning map is your review sheet. It will have multiple choice,
short answer, and extended response questions.
No work will be accepted after 2:35 pm on Thursday, September 26th.
Reconstruction Anticipation Guide
Record your answers. Are the statements fact or interpretation?
Remember the difference in facts and interpretations.
Would you change any of your answers?
Summary – Facts about Reconstruction
Using your facts, write a short (5-7 sentences) paragraph that summarizes Reconstruction.
Would anyone like to share their paragraphs? Which view of Reconstruction is correct? How might personal biases lead to one
interpretation or the other? How might the sources used by historians lead to
one interpretation or the other? Give an example of a course that would provide a positive/negative view of Reconstruction.
How would the questions asked by historians lead to one interpretation or another?
Document Analysis
Close read the 3 documents. Once finished,
complete the extended response paragraph
showing how interpretations change
over time.
Reconstruction and Segregation
Complete each section using information from the film.
Summary
Summarize today’s lesson in 15 words. Not 14, not 16, 15 words.
YOUR ASSESSMENT IS THE VERY NEXT CLASS. PLEASE STUDY.
Thursday, September 26th
Friday, September 27th
Civil War and Reconstruction Assessment
Everything needs to be off your desk except a pen or pencil, phones put away.
I will give you an answer sheet.
Monday, September 30th Tuesday, October 1st
What technology do you use on a daily basis?
Get a book.
U.S History Pre-Test
Please sign the back of your answer sheet and use a pencil. This is a pre-
test, you will not know all of the answers. You will be given a Post-Test in May and at this point, you will need
to show growth.
This grade does not count against you. I will put a participation grade in when
it is completed.
Post-Civil War AmericaThe North
Now that the war is over, the country must focus on both reconstruction in
the South but continued industrial progress in the North.
Think about this unit as what was going on in the North while Reconstruction
was happening in the South.
Southern Economy Limited land redistribution
› Whites refused to sell to freed blacks› Plantations continued› Agriculture continued to dominate
Continued need for manufacturing in the South Increased railways will help Migration to cities both in North & South for jobs Where will the wages come from? Began to diversify away
from cotton as main agricultural crop› Tobacco, rice, sugar cane
Increased use of crop rotation & fertilizers to save soil for future use
Southern raw materials will continue to fuel northern industry› Lumber, pottery, glass, ceramics, canned vegetables, bottled
beverages
Northern Economy Thrived during years of Civil War
› Larger population allowed for adequate numbers of soldiers and industrial workers at the same time
› Enough food produced to feed northern population because northern farmers were using machines not manual labor to produce food
Northern factories changed to produce supplies for war; when war ended, they started to produce peacetime necessities and supplies› Produced 90% of US manufacturing
Paper money in North was stable (backed by stable government)
Tax collection allowed government to gain more money (IRS)
Notable Civil War Inventions 1861-1865
Gatlin Gun Web-Feed Newspaper Printing Press
Washing Machine Granulated Sugar
Why were these notable inventions?
Book Work
Summary
Summarize the book section into 15 words.
Wednesday, October 2nd
Thursday, October 3rd Due to technology issues, complete the
packet from the last class. This is worth 80 points. Hand in when you are
finished.
Monday, October 7th
Tuesday, October 8th What do you know about the
industrial revolution? Answer in only 10 words. Not 5 or 7, 10 words.
Crash Course U.S History Industrialization
Industrial Revolution
Mystery
Between 1870 and 1900, the US economy expanded. Industrialization led the way,
fostering urban growth, but agriculture also grew. The US transportation network expanded, and commercial markets increased in number
and levels of sophistication. This growth occurred shortly after the American frontier
closed and after the Civil War ended – a war that claimed more than a million casualties and
destroyed many productive resources. Against the background of war’s devastation, what
enabled the US economy to grow?
Economic History
The Civil War did not change the fundamental rules governing the American economy. After the war, people who owned
resources and new ideas continued to enjoy legal protection of their property rights, including the right to derive income from
the sale or use of property. Protection of private property created incentives that encouraged Americans to engage in
productive activity, including investment and the development of new technology. Specifically, property rights for new ideas and processes were defined and protected through copyrights and patents. These legal instruments protected the rights of innovators, inventors and entrepreneurs, enabling them to realize profits from their investments and the technological advancements they developed. The inventions, innovations
and capital accumulation that resulted helped the US economy grow in response to changing political, social, business and
economic conditions.
Why?
The focus of this lesson focuses on a mystery about trends in the US economy after the Civil War. Those
trends are especially interesting in light of the destruction wrought by the war. The war drew
millions of people away from productive employment in the civilian economy; it claimed
more than a million causalities; it destroyed animals, buildings, land and entire cities, along with the wealth represented by these resources; and it
released approximately four million freed slaves into the US labor market, without providing them with resources or offering compensation to the former
slave owners.
Speculate
How would the economy have responded to widespread devastation?
Year Total Gross National Product (GNP) in billions of dollars
GNP Per Capita, in dollars
1869-1878(Decade Average)
$23.1 $531
1879-1888(Decade Average)
42.4 774
1889 49.1 795
1890 52.7 836
1891 55.1 856
1892 60.4 920
1893 57.5 859
1894 55.9 819
1895 62.6 900
1896 61.3 865
1897 67.1 930
1898 68.6 933
1899 74.8 1,000
1900 76.9 1,011
Trend
Note the trend in the constant value of goods and services produced with US resources (Gross National Product or GNP).
This GNP growth provides no evidence to suggest that the war had a negative effect on the US economy from 1870 to 1900 in terms of output.
Per capita output also increased during this period.
What might account for strong growth in the economy after the war?
Economic growth was most likely not caused by the war, even though the chronology may make
such causation seem likely. Economic performance is determined largely by the type
and quality of institutions that support free markets. Institutions embody the rules and
regulations that guide the actions and interactions of producers and consumers. Open markets with well-protected property rights and
minimal government intervention encourage individuals to allocate resources to application
that promise the highest rates of return.
Market Economy
A basic element in a market economy is the set of rules and regulations that protect
private property. Property rights included the right to exclusive use of property; legal
protection against thieves and others who threaten property; and the right to voluntarily
transfer land, labor, capital and entrepreneurial talent to others. Property rights are defined, enforced and limited
through constitutional guarantees, legislation and other processes of government.
Guide To Economic Reasoning
People choose. Choices involve costs.
People respond to incentives in predictable ways.
People create economic systems that influence individual choices and incentives.
People gain when they trade voluntarily. People’s choices have consequences that lie in
the future. How do these choices affect the private and
social benefits and costs?
Protection Provided by the US Constitution for Intellectual Property,
Patents and Copyrights US Constitution, Article 1, Section 8, Clause 8 (the Intellectual
Property Clause, also called the Patent and/or Copyright Clause): “Congress shall have the Power….To promote the Progress of
Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and
Discoveries.” This clause of the Constitution generally protects the rights of
authors and inventors to buy, sell or derive income from their writings and discoveries for a limited time.
The Guide to Economic Reasoning describes the rationale behind various decisions made by US producers, innovators, inventors and entrepreneurs in the post-war years. The profit motive and the right to keep profits encourages innovation. In the post-war years, these incentives encouraged market agents to rebound and return quickly
to a path of growth and development. Many advances in technology followed, producing long-run increases in US productivity in various sectors of the economy. Productivity refers to the amount
of goods and services each resource unit can produce over time.
Guide To Economic Reasoning
People choose. Choices involve costs.
People respond to incentives in predictable ways.
People create economic systems that influence individual choices and
incentives. People gain when they trade voluntarily.
People’s choices have consequences that lie in the future.
Activity 21.1 In writing, describe the trends implicit in the data. The data in the table shows an upward trend in the number of
patents and copyrights field. Determine the rate of growth in the number of patents and
copyrights field. An increase in the number of patents over the period and a
growth rate of 107%. (39,673-19,171 * 100) There will also be an increase in the number of copyrights over the period and a rate growth of 1,593%. (94,798-5,600 * 100)
Use the Guide to Economic Reasoning to explain the relationship between technological advancements and the protection of intellectual property rights guaranteed by the US Constitution.
The protection of intellectual and physical property encourages technological advancements as investors, innovators and entrepreneurs seek profits. This stimulates economic growth and development.
Activity 21.2
How did each invention transform the production of goods and services?
Explain how the invention of the automobile changed the market for horse-drawn carriages.
Summary
Complete the summary activity and hand in to the basket before you leave class today. This should be the only piece of paper handed in.
Wednesday, October 9th
Thursday, October 10th
Is it bad to be rich? Explain.
Get out the worksheet from the last class.
Activity 21.3 Read Activity 21.3 using close reading. Highlight the main ideas,
paraphrase each section and circle the vocabulary words. Answer the questions.
What incentives does a market economy, like that of the US, provide to individuals who are willing to experiment, invest, invent and innovate?› Profits and well-defined property rights provide important incentives in a
market economy. Patents and copyrights help to protect the right to retain and use any profits realized through investment, invention or innovation. This protection provides incentives to advance technologically.
Which incentives led producers like Seneca Oil Company to seek cost-effective methods of producing kerosene in order to find a substitute for whale oil?› The desire to realize maximum profits led producers to find substitutes.
Explain why technological advancements in the oil industry may have saved sperm whales from extinction.› Technological developments in the oil industry increased the supply of oil,
thus reducing its market price; as a result , the demand for whale oil decreased.
How does technology foster overall economic growth?› Advanced technology makes it possible to produce more and/or new goods
and services from existing resources.
Review main points:
Before, during and after the Civil War, American worker and businesses owners allocated resources to opportunities that promised the highest rates of return. Before and after the war, individuals could respond to incentives that encouraged economic expansion. Well-defined property rights protected within a reliable legal system provide an institutional environment that supports long-run economic growth.
Main Point
Provide recent examples of producers searching to find substitutes in response to high consumer prices and production costs.
Provide examples of modern technological improvements that benefit consumers and producers.
Growth and Market Economy
Protection of Private Property› Rights given for exclusive use of property› Right to voluntarily transfer land, labor, capital and
entrepreneurship to others› Protection against thieves› Constitutional guarantees protection of property
Minimal Government Intervention (Laissez-Faire)
Resources go to the highest bidder Resources go to those with the highest rate of
return
Innovations
The Wizard of Menlo Park
Thomas Edison
Thomas Edison
The Motion Picture CameraThe Motion Picture Camera
Alexander Graham BellAlexander Graham Bell
Telephone (1876)Telephone (1876)Telephone
Model T AutomobileModel T Automobile
Henry FordI want to pay my workers so that they
can afford my product!
Henry FordI want to pay my workers so that they
can afford my product!
Model T
Summarize (in 1 sentence only)
Technological advancement often requires replacing old products with new goods and services. This is called “creative destruction.” Using examples, explain why creative destruction results in economic growth.
Example (DO NOT USE THIS) – Railroad/automobiles replaced horse-drawn vehicles
MonopoliesLEQ: How did individual economic self
interest contribute to the greater good?
New Business Culture
1. Laissez Faire the ideology of the Industrial Age. Individual as a moral and
economic ideal. Individuals should compete freely
in the marketplace. The market was not man-made
or invented. No room for government in the
market!
Social Darwinism – Herbert Spencer
× British economist.× Advocate of laissez-faire.× Adapted Darwin’s ideas
from the “Origin of Species” to humans.
× Notion of “Survival of the Fittest” is applied to economics
× Strongest (wealthiest) nations survive & dominate the markets
× Used to explain US & European dominance
Social Darwinism in America
William Graham SumnerFolkways (1906)
$ Individuals must have absolute freedom to struggle, succeed or fail.
$ Therefore, state intervention to reward society and the economy is futile!
New Types of Business
Trust John D. Rockefeller
Standard Oil Company
John D. Rockefeller
Rockefeller & Standard Oil
Standard Oil Trust become world’s #1 oil refinery by 1870
The trust established domination in the U.S. and other countries in the transportation, production, refining, and marketing of petroleum products
Controlled all aspects of oil industry allowing for massive profits, ability to undercut competitors & drive them out of business
Standard Oil Co.Standard Oil Co.
Summary
On a sticky note:
Explain Lassier Faire? Why or Why not?
Friday, October 11th
Monday, October 14th
How did the American public feel about Rockefeller and
Standard Oil? Explain.
2. Trust:
Horizontal Integration John D. Rockefeller Expanded operations to allow for &
control multiple suppliers of the same product to control supply & prices; Many companies under one big umbrella Vertical Integration: absorption into a single firm of several
firms involved in all aspects of a product's manufacture from raw materials to distribution
oGustavus Swift Meat-packingoAndrew Carnegie U. S. Steel
Iron & Steel ProductionIron & Steel Production
New Type of Business EntitiesNew Type of Business Entities
U. S. Corporate MergersU. S. Corporate Mergers
New Financial BusinessmenJ.P Morgan
•Head of major railroad corporations•Helped finance major projects & provided economic stability to US government•Invested in & funded research labs with promising ideas for major industrial growth
Wall Street 1867 & 1900
•Corporations began selling shares in their companies•Shares are a part of the company•Shareholders began to help carry burden of investments•Wall Street was originally designed as a place for rich men to share in each other’s business opportunities, gain investments, & get richer
Assembly Line
% of Billionaires in 1900
% of Billionaires in 1918
“Bosses” of the Senate
Robber barons of the Past
Cornelius [“Commodore”] Vanderbilt – Can’t I do what I want with my money?
William Vanderbilt
The public be damned!
What do I care about the law? H’aint I got the power?
The Gospel of Wealth:Religion in the Era of Industrialization
Russell H. Conwell
• Wealth no longer looked upon as bad.
• Viewed as a sign of God’s approval.
• Christian duty to accumulate wealth.
$ Should not help the poor.
“On Wealth”
Andrew Carnegie
$ The Anglo-Saxon race is superior.
$ “Gospel of Wealth” (1901).
$ Inequality is inevitable and good.
$ Wealthy should act as “trustees” for their “poorer brethren.”
Andrew Carnegie
Relative Share of World Manufacturing
A New War Begins
Watch the clip on Carnegie and Homestead, answer the questions.
Blood is Spilled
Modern ‘Robber Barons’??
Analyze the political cartoon on a sticky note and place on the door before you leave. Don’t forget your name.
Tuesday, October 15th
Wednesday, October 16th
3 – Ways Industrialization Helped The U.S
2 – Ways Industrialization Hurt The U.S
1 – Main Person During Industrialization
Pop Quiz
Answer the questions on the pop quiz. This requires no talking, do not share answers and place in the basket when
you are finished.
You have 10 minutes.
Narratives
Read the two narratives. Summarize each one. Tell if they support think the
industrialists were robberbarons or builders? Explain.
Identity Map “Baron or Builder”
Read the evidence on your industrialist (Front and Back). Write down the
evidence that they are a baron and evidence they are a builder. Pick which
one you feel they are on the bottom section.
Baron or Builder Assessment Prompt
Using the same industrialist from the last activity, complete the writing
prompt (worth 25 points). When you are finished, hand in the
writing prompt and the stick figure sheet.
Summary
In 10 words, why is your person a
robberbarron or a captain of industry?
