Students will read Sovereignty Should Settle the Slavery Question” by “Popular Stephen A. Douglass and Should Not be Allowed to Spread” by Abraham “Slavery Lincoln. Students will identify major arguments of each man, and then debate whose argument was more persuasive. Students analysis should address at least two of the following features from each of the documents: audience, purpose, point of view, format, argument, limitations, and content germane to the evidence considered [CR7] Working in groups of and using the following articles as a basis for their arguments, students will have a class discussion focused on the question: “What caused the Civil War?” 1. Economic Origins of the Civil War” 2. “The “The Political Origins of the Civil War” 3. the Constitution, and the Origins of “Slavery, the Civil War” [CR8][CR6] Students will read The Spectator article Southerners Defense of Slavery.” What were the moral, political and economic arguments for slavery? Students will create Cornell notes for chapters 17-22 of The American Pageant, 13th Ed. Period (1865-1898) [CR2] The transformation of the U.S. from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. Textbook: American Pageant Chapters: 23-26 [CR1a] Content Grant Administration Gospel of wealth Political corruption Labor Economic depression Urbanization Compromise of 1877 Immigration Jim Crow Settlement Houses Class conflict and ethnic clashes Nativism Billion Dollar Congress Washington vs. DuBois Homestead Strike Urban culture Populists The West Railroads Native conquest Age of Industry Bryan vs. McKinley Gilded Age
Students will read “Popular Sovereignty Should Settle the Slavery Question” by Stephen A. Douglass and “Slavery Should Not be Allowed to Spread” by Abraham Lincoln. Students will identify major arguments of each man, and then debate whose argument was more persuasive. Students analysis should address at least two of the following features from each of the documents: audience, purpose, point of view, format, argument, limitations, and content germane to the evidence considered [CR7] Working in groups of and using the following articles as a basis for their arguments, students will have a class discussion focused on the question: “What caused the Civil War?” 1. “The Economic Origins of the Civil War” 2. “The Political Origins of the Civil War” 3. “Slavery, the Constitution, and the Origins of the Civil War” [CR8][CR6] Students will read The Spectator article Southerners Defense of Slavery.” What were the moral, political and economic arguments for slavery? Students will create Cornell notes for chapters 17-22 of The American Pageant, 13th Ed. Period [CR2] (1865-1898) The transformation of the U.S. from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. Textbook: American Pageant Chapters: 23-26 [CR1a] Content Grant Administration Political corruption Economic depression Compromise of 1877 Jim Crow Class conflict and ethnic clashes Billion Dollar Congress Homestead Strike Populists Railroads Age of Industry Gilded Age Gospel of wealth Labor Urbanization Immigration Settlement Houses Nativism Washington vs. DuBois Urban culture The West Native conquest Bryan vs. McKinley
APUSH%20syllabus.docx