Tuesday 10/10/17

I can explain how innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

I can explain how new transportation systems and technologies dramatically expanded manufacturing and agricultural production.

Agenda Homework1. Review GL readings2. Quiz GL readings3. Investigation: Alexis de Tocqueville4. Gaddis Review5. Work on A/B IDs for chapters 13 & 14 (A/B IDs are a standing assignment, 10/chapter)

1. Test #5 on Thursday2. Stay current with your NHD ProjectNHD Research Analysis 1 has been MOVED to Thursday 10/12

Prompt 471. Read “Doing Business in America”

2. Answer the three questions at the end in your prompts.

Investigation

1. Who was Alexis de Tocqueville?

2. Why is he significant in US History?

3. How do Historians view his opinions today?

Born Modern (Richard White)

1. What is White’s definition of “The West?”

2. “The modern American West is not the product of the arrival at the Pacific of a steadily moving frontier but is instead the result of transformative events and new processes.”

What were those transformative events and new processes?

a. Civil War

b. World War II

c. Cold War?

d. Grenville Dodge: “the Railroad line through Indian Territory a Fortress as well as a highway.”

3. Explain the following: “It saw itself as the hewer of wood and carrier of water for the East and as exploited by eastern capital and corporations.”

4. How does White challenge the stereotypes of the West?

5. Explain the following: “The West was born modern.”

Women and the Early Industrial Revolution in the United States (Thomas Dublin)

1. What is Dublin’s main argument?

2. Compare and Contrast the Rhode Island system (1790-1840) to the Waltham-Lowell system (1830-1860).

3. What motivated women to work in the mills?

4. What was the Ten Hour Movement?

5. What was a “turn out?” (1836, Lowell Factory Girls Association, 1846, Lowell Female Reform Association)

6. Explain the following: “Republicanism from the revolutionary tradition and perfectionism from evangelical Protestantism were two major threads that both working men and working women drew upon to protest the new impositions of industrial capitalism in nineteenth-century America.”

7. Who was Mary Emerson?

Think about this:

“The experiences of mill women demonstrate that factory employment not only brought women’s work out of the home but also provided women a collective experience that supported their participation in the world of broader social reform. Lowell women became involved in anti-slavery, moral reform, peace, labor reform, prison reform, and women’s rights campaigns. Furthermore, working women, like working men in this period, drew initially on republican traditions to defend their rights and interests but ultimately came to justify their concern for social justice on a combination of religious and rationalist grounds. They came to oppose the growing inequality evident in American society and to demand for themselves as workers and as women greater rights and rewards in that society.”

Images from The Landscape of History

Directions: Be able to explain the following images in the relationship of Gaddis’ ideas.

A. Wanderer above the Sea of Fog by Caspar David Friedrich

B. Portrait of Giovanni(?) Arnolfini and his Wife by Jan van Eyck

C. Image of the Bill of Portland

D. The Sideling Hill roadcut, I-68 in western Maryland

E. Trees

F. North Dakota road adjusting for the convergence of longitude lines as they approach the North pole by Alex S. MacLean

G. Portrait of Winston Churchill by Graham Sutherland

H. Angelus Novus by Paul Klee

His face is turned towards the past. Where we see a chain of events before us, he sees a single catastrophe which keeps piling wreckage upon ruin till they reach his feet. If only he could stay to wake the dead and to piece together the fragments of what has been broken! But a storm blows from the direction of Paradise, catching his wings with such force that the Angel can no longer close them. This storm drives him irresistibly into the future, to which his back is turned, while the pile of debris at his feet grows into the sky. This storm is what we call progress (Walter Benjamin).

The momentum gave rise to a more dynamic, market-oriented, national economy.

The Westward Movement“Europe stretches to the Alleghenies; America lies beyond.”

“demographic center”

“Self-Reliance”

Shaping the Western Landscape “Kentucky bluegrass”

“rugged individualism”

“ecological imperialism”

George Catlin (compare to George Caleb Bingham)

The March of the MillionsNew York was the metropolis; New Orleans, the “Queen of the South’’; and Chicago, the swaggering lord of the Midwest, destined to be “hog butcher for the world.”

“surplus” people

“America letters’’

The Emerald Isle Moves West“Black Forties.’’

“No Irish Need Apply’’

The Ancient Order of Hibernians/“Molly Maguires,’’

“Paddy wagons’’

“twisting the British lion’s tail.’’

The German Forty-EightersKindergarten

“Continental Sunday”

The Irish“famine Irish’’

“nativists.’’

Flare-ups of Antiforeignism“popish brothels.’’

“Know-Nothing,’’

Maria Monk’s Awful Disclosures (1836)

The Germans“Germans”

“German Athens”

Amish

APUSH – Chapter 14: Forging the National Economy (1790-1860)

Briefly Outline Alexander Hamilton’s Plan for the Economy

Briefly Outline Henry Clay’s American System

Thesis for Chapter 14

Why are Americans moving WEST?

Describe the Changes in the American Population (Numbers and Immigration)

Inventor/Contributor Invention/Contribution IMPACTSamuel Slater

Eli Whitney (2)

Elias Howe

Samuel FB Morse

John Deere

Robert Fulton

Dewitt Clinton

What was the INDUSTRIAL REVOLUTION? (What changed?)

What was the TRANSPORTATION REVOLUTION? (What changed?)

Period 4 Claims

A. The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

B. The nation’s transition to a more participatory democracy was achieved by expanding suffrage from a system based on property ownership to one based on voting by all adult white men, and it was accompanied by the growth of political parties.

C. While Americans embraced a new national culture, various groups developed distinctive cultures of their own.

D. Increasing numbers of Americans, many inspired by new religious and intellectual movements, worked primarily outside of government institutions to advance their ideals.

E. Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

F. New transportation systems and technologies dramatically expanded manufacturing and agricultural production.

G. The changes caused by the market revolution had significant effects on U.S. society, workers’ lives, and gender and family relations.

H. Economic development shaped settlement and trade patterns, helping to unify the nation while also encouraging the growth of different regions.

I. The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

J. Struggling to create an independent global presence, the United States sought to claim territory throughout the North American continent and promote foreign trade.

K. The United States’ acquisition of lands in the West gave rise to contests over the extension of slavery into new territories.

Reading Schedule for October-December 2017

10/2 - M Gaddis 7American Pageant 256-265 (Ch 13)

10/3 - T Gaddis 8American Pageant 265-274 (Ch 13)

10/4 – WEarly Release

American Pageant 274-285 (Ch 13)Quiz on AP 13

10/5 – ThEnd of the Grading Period

American Pageant 287-297 (Ch 14, Up to section “Creeping Mechanization”)American Pageant 298-299 (Ch 14, “The Germans”)Gilder Lehrman “Andrew Jackson and the Constitution” (This reading is about 3.5 pages long)

10/6 – F American Pageant 297-308 (Ch 14)Gilder Lehrman “Indian Removal” (This reading is about 4 pages long)

10/9 – M American Pageant 308-319 (Ch 14)10/10 – T Gilder Lehrman “Born Modern” (About 4 pages)

Gilder Lehrman “Women and the Early Industrial Revolution” (About 4 pages)

10/11 – W Review 13-14Research Day in Hege LibraryNHD Research Analysis 1 is due (at the end of the research session)

10/12 – Th Test #5 (13-14)10/13 – F American Pageant 320-328 (Ch 15)

Gilder Lehrman “The First Age of Reform” (About 4 pages)NHD Research Day – Proof of Contact

10/16 to 10/20 Fall BreakReview Gaddis 1-8

10/23 – M American Pageant 328-338 (Ch 15)Gilder Lehrman “Seneca Falls Convention” (About 3 pages)

10/24 –T Turning Points Test: Gaddis 1-810/25 – W American Pageant 338-347 (Ch 15) (Hudson River School)10/26 – Th American Pageant 348-349, 350-359 (Ch 16)10/27 – F American Pageant 359-370 (Ch 16)

NHD Bibliography Phase 3 Due10/30 – M Gilder Lehrman “Abolition and Antebellum Reform” (About 3.5 pages)

Gilder Lehrman “National Expansion and Reform” (About 8.5 pages)10/31 – T American Pageant 371-378 (Ch 17)11/1 – W Test #6 (15-16)11/2 – Th American Pageant 378-389 (Ch 17)11/3 – F Zinn 8 “We Take Nothing By Conquest, Thank God” (About 20 pages)11/6 – M American Pageant 390-401 (Ch 18)11/7 – T American Pageant 401-408 (Ch 18)

Gilder Lehrman The Underground Railroad and the Coming of the Civil War (About 3 pages)

11/8 – WEarly Release

American Pageant 409-422 (Ch 19)

11/9 – Th American Pageant 422-433 (Ch 19)11/10 – FHoliday

Holiday

11/13 – M Zinn 9 “Slavery Without Submission, Emancipation Without Freedom” (About 40 pages!)

11/14 – T Test #7 (17-19) End Period 4 (1800-1848)11/15 – W American Pageant 434-443 (Ch 20) Start Period 5 (1844-1877)11/16 - Th American Pageant 443-452 (Ch 20)11/17 – F American Pageant 453-462 (Ch 21)

NHD Research Analysis 2 Due11/20 - M American Pageant 462-469 (Ch 21)

Gilder Lehrman Lincoln’s Interpretation of the Civil War (About 3.5 pages)

11/21 – T American Pageant 469-478 (Ch 21)11/22 to 11/24 Thanksgiving Break11/27 – M Zinn 10 “The Other Civil War” (About 40 pages!)11/28 – T American Pageant 479-490 (Ch 22)11/29 – W American Pageant 490-501 (Ch 22)11/30 – Th Gilder Lehrman Civil War and Reconstruction, 1861-1877 (About 5

pages)12/1 – F Test # 8 (20-22) End Period 5 (1844-1877)12/4 –M American Pageant 502-510 (Ch 23) Start Period 6 (1865 to 1898)12/5 – T American Pageant 510-520 (Ch 23)12/6 – W American Pageant 521-529 (Ch 23)12/7 – Th American Pageant 530-538 (Ch 24)12/8 - F American Pageant 538-547 (Ch 24)

NHD Final Project Due12/11 – M American Pageant 547-557 (Ch 24)12/12 – T APUSH Exam12/13 – W Exams???12/14 – Th Exams???12/15 – F Exams???12/18End of the Grading Period

Exams???

12/19/17 to 1/2/18 Winter BreakREMEMBER!12/19, 12/20, and 1/2 are Inclement Weather Make Up Days!

1/3/18 – W American Pageant 558-572

Zinn 11 “Robber Barons and Rebels” (About 43 pages!)