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.
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.

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we should study history we should not study history

 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?

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.

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Why would there be different stories of the event if no one is just plain lying?
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) What might make one person’s story more believable or plausible that another person’s?

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Why might people see or remember things differently?
Who has an interest in one kid getting in trouble instead of another kid?
How could placement or proximity change the story?
How can we know who to trust? What makes a story believable?
Do stories change over time? How might what we remember after the event differ from what we remember a week later?
How can physical evidence (bruises, missing objects) effect what you believe?

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How do you know the story of your birth?
What evidence do you have to back your story?
How might someone else remember this story?

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    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?

 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.

 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.

  On the sticky note, list one thing that you learned in class today.
Don’t forget to put your name on it.

       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 -

Why Study History?

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  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.

  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.

  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.

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 Create a T Chart, then examine the evidence presented. What can you determine to be fact and interpretation?
Interpretation

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  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."

Primary Source Secondary Source

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A Nation Divided Answer the questions as you go through the clip.

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?

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   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 Balance The Compromise of 1850
Give a summary of each section. This needs to be handed in.  You have 20 minutes.

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 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?

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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.

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.

    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 their lives during the Civil War: 664, 928 Northern Casualties 483, 286 Southern Casualties After 4 years of war, could Northerners and Southerners forgive each other? Could they become unified as citizens of the same country?

  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

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     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 14 th › Amendment 1868 Becomes a condition of readmission

  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 13 th Amendment, repeals secession, and created Black Codes

    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.

     Angered by Johnson, Republicans worked together to move control from executive to the legislature.
Overrode his vetoes, drafted the 14 privileges to any US citizen.
th Amendment, which prevented states from denying rights and 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 14 th Amendment to reenter the Union. Johnson vetoed and Congress overrode.

    Reconstruction Act of 1867 › › New state governments formed 5 Military districts Refinanced the Freedmen’s Bureau 15 th › Amendment 1869 Good idea, Big Loopholes!
State Governments › Beginning of Republican party in the south    Freed Blacks Carpetbaggers Scalawags

  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.

    The 14 th › › 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 14 th Amendment

 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 14 th Amendment Former Confederate leaders must take an oath

 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 15 th  Amendment passed African Americans gain political rights

    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.

Complete a Venn Diagram that compares Lincoln’s Plan, Johnson’s Plan and the Radical's Plan.
Lincoln Radical Johnson

 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.

   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.

    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.

    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.

      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 13 th , 14 th , and 15 th Amendments remained leading to civil rights in the future.

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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 Failed 2 – Reason Reconstruction Was A Success 1 – Outcome of Reconstruction

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 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.

  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.

 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 26 th .

  Record your answers. Are the statements fact or interpretation? Remember the difference in facts and interpretations.
Would you change any of your answers?

      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?

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 Complete each section using information from the film.

 Summarize today’s lesson in 15 words. Not 14, not 16, 15 words.
 YOUR ASSESSMENT IS THE VERY NEXT CLASS. PLEASE STUDY.

Everything needs to be off your desk except a pen or pencil, phones put away. I will give you an answer sheet.

 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.

 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.

       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

    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)

  Gatlin Gun Web-Feed Newspaper Printing Press   Washing Machine Granulated Sugar Why were these notable inventions?

 Book Work

 Summarize the book section into 15 words.

 Due to technology issues, complete the packet from the last class. This is worth 80 points. Hand in when you are finished.

 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

 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?

 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.

 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.

 How would the economy have responded to widespread devastation?

Year
1869-1878 (Decade Average) 1879-1888 (Decade Average) 1889 1890 1891 1892 1893 1894 1895 1896 1897 1898 1899 1900
Total Gross National Product (GNP) in billions of dollars
$23.1
GNP Per Capita, in dollars
$531 42.4
49.1
52.7
55.1
60.4
57.5
55.9
62.6
61.3
67.1
68.6
74.8
76.9
774 795 836 856 920 859 819 900 865 930 933 1,000 1,011

   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.

 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.

 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.

  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?

  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.

   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.

      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.

  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.

 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.

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     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.

 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.

  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.

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› 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

The Wizard of Menlo Park Thomas Edison Thomas Edison

Telephone (1876) Telephone

Model T Henry Ford
I want to pay my workers so that they can afford my product!

 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

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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!

      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

William Graham Sumner Folkways (1906) $ Individuals must have absolute freedom to struggle, succeed or fail.
$ Therefore, state intervention to reward society and the economy is futile!

 Trust  John D. Rockefeller  Standard Oil Company John D. Rockefeller

   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

On a sticky note: Explain Lassier Faire? Why or Why not?

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 o Gustavus Swift  Meat-packing o Andrew Carnegie  U. S. Steel

J.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

•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

The public be damned!
What do I care about the law? H’aint I got the power?

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.

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

Watch the clip on Carnegie and Homestead, answer the questions.
Blood is Spilled

 3 – Ways Industrialization Helped The U.S
 2 – Ways Industrialization Hurt The U.S
 1 – Main Person During Industrialization

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.

 Read the two narratives. Summarize each one. Tell if they support think the industrialists were robberbarons or builders? Explain.

 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.

 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.