AP U.S. HISTORY WITH DR. NEAL
Spring 2010
SEMINAR #4: Captains of Industry vs. Robber Barons
DUE: Thursday, February 4 (Orange day) or Friday, February 5 (Black day)
While Andrew Carnegie, John D. Rockefeller, J.P. Morgan, Cornelius Vanderbilt, and others have
been championed as “Captains of Industry” for being leaders in the Industrial revolution in the U.S.,
they have also been accused of abusing their workers and have been called “Robber Barons.” Which
title do you believe is more appropriate? What evidence can you find to support each side of this
debate? Consider our focus on the three turn-of-the-century revolutions: industrialization,
immigration, and urbanization. Try to include evidence and examples from all three of these. Don’t
forget to include labor, labor unions, labor strikes, and anti-trust laws.
Focus Question: Should the leaders of industry at the turn of the century be
considered Captains of Industry or Robber Barons?
Preparation:
To prepare for this seminar, you should study both sides of the question. Come prepared to argue
either side of this issue, but choose a side of the argument you think is more convincing. You will be
expected to present one side of the issue with point, evidence, and analysis (PEA). Since each
student will be expected to do the same, you should try to find some unique angles or pieces of
evidence that will support your claim.
Students will also be expected to ask a question to challenge the opposing side, so be prepared to
refute or compensate for challenges to your perspective.
Written Assignment:
1. Write two thesis proposals (introductory paragraphs with thesis statement and potential
topic sentences)—one for each side of the question. These should demonstrate that the
leading industrialists could be considered either Captains of Industry or Robber Barons.
2. Below each thesis statement separately, list several facts and supporting evidence that
support each thesis proposal.
3. Add DBQ-style documentation (e.g., excerpts from primary source documents,
political cartons, news articles, historical pictures) to use as evidence for both sides of
the question that you can use during the debate either to support your team’s position or to
help you propose effective questions and arguments against your opposing team.
4. Attach a bibliography of the sources you use.
Grading: As with our previous seminars, there will be two parts assessed to determine your grade
for this project: written (75 points) and oral (75 points).
Grading Rubric for Seminar:
A
Written requirements
Oral Requirements
Thesis Proposals – TWO well written introductory paragraphs with a
well chosen lead-in sentence(s), a clear, developed thesis statement, and
main points overviewed in a controlling statement or series of topic
sentences.
Speak up two or more
times
Documentation of Evidence – list 20-25 or more substantial and
quality facts, quotes, events, historic detail, and/or issues. A majority of
these should be taken from a variety of sources, including several
primary and secondary sources. Textbook, encyclopedia, and other
quality Internet sources may be used to provide a foundation of
knowledge, but primary and secondary sources must make up the bulk
of the research. (Consider these the type of documentation you would
find in a DBQ.)
Analytical Comments are included after each section of evidence to
indicate what analysis you might provide during the Seminar.
Bibliography – Sources are listed in proper Chicago style or Turabian
format and indicate a wide range of research
B
Thesis Proposals – Effective introductory paragraphs with clear,
developed thesis statement and main points overviewed in a controlling
statement or series of topic sentences.
Documentation of Evidence – lists 15-20 or more quality facts, quotes,
events, historic detail, and/or issues. A number of these should be taken
from a variety of sources, including primary and secondary sources.
Textbook, encyclopedia, and other quality Internet sources may be used
to provide a foundation of knowledge, but primary and secondary
sources must be included. (Consider these the type of documentation
you would find in a DBQ.)
Analytical Comments are included after sections of evidence to
indicate interpretation/analysis/commentary you may use during the
Seminar.
Bibliography – A variety of sources are listed in proper Chicago style or
Turabian format.
C
Thesis Proposal – Adequate introductory paragraphs with thesis
statement and main points overviewed in controlling statement or
series of topic sentences.
Documentation of Evidence – lists 10- 15 or more facts, quotes,
events, historic detail, and/or issues. Some of these should be taken
from primary and secondary sources. Textbook, encyclopedia, and
other quality Internet sources may be used to provide a foundation of
knowledge, but primary and secondary sources must be included.
Bibliography – At least three sources are listed in proper format.
Provide quality
comments that include
well chosen, clearly
discussed Point,
Evidence, and Analysis
Respond to or question
other students
intelligently and
respectively to address
the historic issues.
Attempt to present
reasonable synthesis or
evaluative comments to
work towards
consensus
Speak up two or more
times
Provide quality
comments that include
Point, Evidence, and
Analysis
Respond to or question
other students
intelligently and
respectively to get at the
heart of the historic
issues.
Participate actively in
the discussion.
Speak up two or more
times
Provide comments that
include Point,
Evidence, and Analysis
Participate actively in
the discussion.