AP US History

COURSE OUTLINE

 

Mr. Robert the “Bruce” Clarke

Classroom: G205

History Office: A208 / Email: rclarke@darienps.org  / School Office ext. 2224

Office Hours: periods 1, 3, 8  and 6 (1st semester only, in Study Hall B201) and

after school even....how accessible! Make an appointment whenever possible.

 

The AP United States History course reflects a high quality one-year college-level introductory course. It requires that you read a college-level text. In addition you will also be expected to read and analyze supplementary primary source materials from both a text signed out to you, as well from other selected sources handed out at appropriate times.

 

Course Objectives:

 

  • Master a broad body of knowledge
  • Demonstrate a knowledge of historical chronology
  • Use historical data to support an argument
  • Interpret and apply data from original documents including letters, cartoons, graphs etc
  • Write essays that effectively support a clear position stated in a thesis.
  • Work effectively with others to produce products and solve problems
  • Share a visible enthusiasm for the subject of history.
  • Prepare for and excel at the Advanced Placement Exam.

 

Course Themes

 

1.      The Emergence of National Identity

2.      Economic Growth and the Role of Government in Regulation

3.      Slavery and its Legacy

4.      American Idealism, Religion and Reform

5.      Global Identity and Power

 

Course Texts and Readings

 

Textbook (referred to as Text in the outline below):

 

Carnes, Mark C, and Garraty, John A. The American Nation.  12th Ed. New York: Pearson Longman, 2006.

 

Primary Source Book (referred to as Primary in course outline below):

 

Kennedy, David M., and Bailey, Thomas A. The American Spirit. Vols. I and II. 11th ed. Boston: Houghton Mifflin, 2006. 

 

Sources of interpretation in historical scholarship we will consult:

 

Wahlke, John C., ed. The Causes of the American Revolution. 3rd edition. (Essays by Carl Becker, James Truslow Adams, Bernard Bailyn, Clinton Rossiter) Lexington, Mass: D.C. Heath, 1973.

 

Rozwenc, Edwin C. The Causes of the Civil War. 2nd edition. (Essays by Charles Beard, Rollin Osterweis, Charles Ramsdell, James Randall) Lexington, Mass: D.C. Heath, 1972.

 

Davidson, James West and Mark Lytle. After the Fact: The Art of Historical Detection. New York: McGraw Hill, 2002.

 

Hays, Samuel P. The Response to Industrialism. University of Chicago, 1957.

 

Federer, Bernard. Viewpoints: USA. New York: American Book Co.: 1967.

 

Photocopied handouts come from a variety of sources., including:

 

Mayer, Michael S. Instructor’s Manual to Accompany Garraty/Carnes: The American Nation. 10th Edition. New York: Addison Wesley Longman, 2000.

 

Meyers, Marvin, et al. Sources of the American Republic: A Documentary History of Politics, Society and Thought. Vols. 1 and 2. Glenview Ill.: Scott Foresman, 1967.

 

The handouts from these sources are listed by the title and/or historical speaker.

 

Organization:

Unit Review Sheets for the upcoming unit will be provided at the culminating assessment of the unit just completed.  Quiz and test dates will be posted.  Class will be a combination of lecture, discussion of the Points of Mastery questions, primary source analysis and group work. Periodically, debates, presentations, in-class essays, and tests will be assigned during class time.

 

Tests

Tests will be a combination of multiple choice questions, short identifications, and essays.

 

Quizzes

Quizzes will be just multiple choice questions, unless otherwise specified.

 

Primary Sources

It is important that you develop comfort and skill in working with primary sources. Many required primary source readings are listed where appropriate below. However, where no specific documents from Kennedy’s and Bailey’s source book (“Primary”) are listed for a given unit, plan to read at least two from the listed chapters and contribute what you’ve learned from them in class discussion.

 

Study Techniques

You are expected to take responsibility for your learning. You are here because you have expressed a desire to study history and have demonstrated skills required to meet the responsibility. You can expect to succeed only if you apply yourself and make US History a regular topic of your thinking and dialogue.

Regular reading, taking notes on the readings, answering the Points of Mastery questions, frequent practice in test-taking (both in and out of class),  class participation and reviews of major elements in the course constitute the best foundation being on the path to an “A” in this class. They are also ideal for excelling at the AP Examination in early May. 

The amount of time you spend on homework will vary with your reading speed. It is imperative that you use your time wisely; take responsibility for budgeting your time in a careful manner.

 

Points of Mastery Questions

These questions relate to topics discussed in class and will be used to connect topics to the broader themes of the course. Each student should prepare a thesis statement and an outline for each question, or a thesis with a paragraph answer. From time to time these will be turned in for a grade. Each quarter two to four of these collected grades may constitute a quiz grade.

 

Soapstones

These assignments scattered throughout the year are a written analysis of primary source documents using the acronym: Speaker, Occasion, Audience, Purpose, Subject, Tone and Significance.

 

Date of the AP Exam in US History, administered by the College Board:

The morning of Friday, May 9, 2008.

 

SEMESTER 1

 

Unit 1: Colonial History:

(Over the summer preceding school year; first 3 days of fall term)

 

Readings:

Text: Chapters 1-2

            Jean de Crevecoeur  “Letters from an American Farmer” (online)

            Primary (1): Chapters 3 and 4

 

Major Assessments: 1. Develop a chart explaining the financing, motivation for founding, and the political, economic, and religious organization of each area: A. Plantation colonies, B. New England, and C. Middle colonies.  Include specifics for at least 2 colonies in each category, including whether each was a joint-stock (or corporate), proprietary or royal colony.  2.  Soapstones two documents from chapters 3-4 in Kennedy for primary source roundtable discussion. 3. Test.

 

Note: A take home DBQ will be given on a topic covered in Units 1, 2 or 3 sometime in the first five weeks of this course.

 

Week 1

 

  1. Introduction/ collect summer book reports
  2. Discuss “Letters”/ Bring charts.
  3. Primary source roundtable on the early colonial era
  4. Test

 

Chapter 1 Points of Mastery

1.      Describe the ways Native American and European cultures were similar to and different from each other when Europeans invaded America in the 1500s.

2.      Explain why Spain was the first European nation to establish a New World empire and why England ultimately became so successful as a New World colonizer.

3.      Compare and contrast the roles of religious and economic motives in the beginning of English settlement in the New World.

4.      Describe the religious views and social values of Massachusetts Bay Puritans and explain why Roger Williams and Anne Hutchinson posed a real threat to that colony.

5.      Compare and contrast events surrounding Virginia’s founding with Massachusetts Bay’s.

 

Ch 2 Points of Mastery

1.      Explain how Europeans who settled in England’s North American colonies were “Americanized by that experience. Define a colonial “American.”

2.      Explain the origins of slavery in England’s North American colonies.

3.      Compare and contrast the economic, political and social features of life in the New England, middle and southern colonies.

4.      Explain why the religious fervor of New England Puritans declined after 1660. Show how the Salem witchcraft trials were related to this decline.

5.      What were the political, social and religious circumstances that contributed to the hysteria of the Salem witch trials?

6.      Account for the several little rebellions that broke out periodically in England’s North American colonies; Bacon’s, Leisler’s and the Paxton Boys’ uprising.

 

Unit 2: The American Revolution (2 weeks)

Readings

            Text, Chapters 3-4

            Primary (1): Ch. 5, 6, 7, 8

Causes of the American Revolution: Essays by Carl Becker, James Truslow Adams, Bernard Bailyn, Clinton Rossiter

 

Major Assessments: 1. Soapstones three documents in Primary.  2. Debate 3. Test

 

Week 2

 

  1. Mercantilism
  2. The Great Awakening versus the Enlightenment
  3. French and Indian War
    1. Primary:  6A.2,  6B.1
  4. Principles and ideology
    1. Primary:  6D.1-2
  5. Events of the Revolution through 1776: Do chart on handout for today
    1. Primary 7A through D: pick any 3; and 7E.1

 

Week 3

 

  1. Declaring independence
    1. Primary: 8B.1, 2, 3
  2. The British and the American strengths and weaknesses; Key battles and military history
    1. Primary: 8D.1, 2, 3
  3. Debate
  4. Debate
  5. New governments and the revolution’s consequences for the nation
  6. Test

 

Ch 3 Points for Mastery

1.      Define the basic assumptions of the British colonial system and describe its operation.

2.      Assess the impact of the Great Awakening and the Enlightenment on the intellectual and spiritual life of the colonies.

3.      Describe the relationship between the French and Indian War and the coming of the American Revolution.

4.      Trace the key events between 1763 and 1775 that worsened relations between England and the colonies.

5.      Identify the principles the colonists used to justify their resistance to Parliament’s legislation between 1763 and 1775.

Ch 4 Points for Mastery

1.      Explain why, in mid-1776, Americans were prepared to declare their independence from Britain.

2.      Explain the history behind the writing of the Declaration of Independence and Jefferson’s argumentation in its content.

3.      Compare and contrast the relative strengths and weaknesses of the British and Americans as they went to war in 1775.

4.      Explain how the Americans were able to win their independence in the Revolutionary War; include key battles.

5.      Describe the main characteristics of the national and state governments that were created during the Revolutionary War.

6.      Explain the significant consequences of the War for the national spirit and culture as a whole, as well as for blacks and women in particular.

 

 

Unit 3: The Constitution and the Early Republic (1 1/2 weeks)

 

Readings:

            Text: Chapter 5

            Primary: Ch 9, 10

            Adams’ and Jefferson’s Views of Shay’s Rebellion (handout)

            “The Friendship” in Founding Brothers by David McCulloch

 

Major Assessments: 1. Constitution debate: students will research an actual person from the Convention and role play them during the class convention; written portion includes notes and quotes regarding views on 5 major debate topics. 3. Ratification debate; written portion includes analysis of two documents in Primary Ch 9.C, D, E   3. A take home essay on Hamilton and Jefferson   4. Quiz

 

Note: A take home DBQ will be given on a topic covered in Units 1, 2 or 3 sometime in the first five weeks of this course.

 

Week 4

 

  1. The unrest of the West
  2. Events leading to the Constitutional Convention
  3. Constitutional Convention Debate
  4. Ratification
  5. Ratification debate

 

Week 5

 

  1. Washington’s Presidency
  2. Hamilton/Jefferson Debate
    1. Primary: 10A, B, C, D (all docs useful for debate)
    2. A survey of Ch 6 p.169-175 is a valuable option
  3. Foreign affairs and the Federalist party
  4. Quiz

 

Ch 5 Points of Mastery

1.      What were the problems that kept the west in a state of unrest?

2.      Explain how the Articles of Confederation failed as a national government.

3.      State the goals and describe the work of the Philadelphia Convention.

4.      Analyze the issues that consumed the ratification debate.

5.      Explore the strengths and weaknesses of Washington’s presidency.

6.      What were the terms of Hamilton’s financial program and his intentions for it?

7.      Explain the origins of the party system and compare and contrast Hamilton’s Federalists with Jefferson’s Republican-Democrats.

8.      Trance the conduct of American diplomacy in the 1790s and its impact on domestic politics.

9.      What evidence is there for the following assertion?

 

The basic principles of the Constitution were firmly grounded in the political and religious experience of America’s colonial and revolutionary period.

 

10.  The Constitution is now the oldest written document of government in the world. What has enabled it to survive as the basic instrument of government of a country that has evolved from thirteen states huddled on the eastern seaboard into a nation that spans a continent?

 

Unit 4: Growing Pains in the Virginia Dynasty and Beyond: Jefferson through J. Q. Adams (2 weeks)

 

Readings:

            Text: Chapters 6 and 7

            Jefferson’s inaugural address (handout)

            “Chief Justice Marshall Takes the Law in Hand” by Robert Wernick (handout)

            “Jefferson’s Secret Life” by Barbara Murray and Brian Duffy (handout)

            Marbury v. Madison decision (handout)

            Primary: Ch 11, 12

 

Major Assessments: 1. Soapstones three documents in Primary 2. Test

 

Week 6

  1. The Revolution of 1800
    1. Jefferson’s inaugural
  2. John Marshall and Tom Jefferson
    1. Marshall handout
    2. Marbury v. Madison decision (handout)
  3. Jefferson makes the Louisiana Purchase
  4. Jefferson: strengths and weaknesses/ Foreign and domestic affairs
  5. Madison and the causes of the War of 1812

Primary 12A.2, 3, 5, 6.  12B. 1,2,3

 

Week 7

  1. Strategy and outcomes of the War
  2. US Diplomacy 1815-1823
  3. Domestic controversies after 1815 including Missouri’s admission
    1. Primary 12C. 1, 2, 3
  4. The Era of Good Feelings and the split of Republican unity
  5. Test

 

Ch 6 Points for Mastery

1.      Describe Jefferson’s key political principles.

2.      Explain Jefferson’s antagonistic relationship with John Marshall and the federal courts.

3.      Describe how the United States came to purchase the Louisiana territory from France and explain why the purchase was significant in both the short and long runs.

4.      Assess Jefferson as president by highlighting his major successes and most disappointing failures.

5.      Explain why Jefferson’s second administration was consumed with foreign policy concerns and how Jefferson attempted to deal with these matters.

6.      Explain how the two parties were faring during Jefferson’s administration.

Ch 7 Points for Mastery

 

1.      Explain why the United States and Britain went to War in 1812.

2.      Explain why the United States was initially unprepared for War in 1812, and why New England was opposed to it.

3.      Why did America’s strategy fail in the War of 1812 and why did the war end in stalemate? Describe the provisions of the Treaty of Ghent.

4.      Explain the demise of the Federalist Party.

5.      Explain why the United States was so remarkably successful in the conduct of its diplomacy between 1815 and 1823 compared to the previous period.

6.      Explain why each of the following issues tended to be politically controversial after 1815: protective tariffs, internal improvements, public land sales, and the national bank.

7.      Explain what was at stake in Missouri’s admission to the Union.           

8.      Was it justified to call Monroe’s presidency the “Era of Good Feelings”?

9.      Describe what was leading the Republican Party to a split within its ranks.

10.  What was the reasoning behind Calhoun’s theory of nullification?

 

Unit 5: Jacksonian Democracy: Robust Politics and National Enterprise

 

Readings:

            Text: Ch. 8 and 9

            Mary Paul’s letters from Lowell Mill (handout)

            “Allan Read, OK Expert, Dies” by Barbara Martin, NYTimes

            Primary (1): Ch. 13, 14

 

Major Assessments: 1. a letter of historical fiction that incorporates accurate factual details from life during the Jacksonian era; includes an editor’s intro. 2. Test

 

Note: a take-home DBQ will be given pertaining to a topic covered in Units 5 or 6 sometime during the weeks these are under study.

 

Week 8

 

  1. The Industrial Revolution with its factory system; the American proletariat
    1. Lowell Mill letters (handout)
  2. Industrialism effects slavery
  3. Transportation and government
  4. More of Marshall’s momentous motions
  5. Democratization of American political life
    1. Letter due.

 

Week 9

 

  1. Andrew Jackson and the Bank
  2. Jackson and Nullifiers
    1. Ch 13D.1, 2, 3, 4
  3. Jackson and the Indians / Press Conference: Jackson Meets Friends and Enemies
  4. Test

 

Ch 8 Points for Mastery

1.      Explain why the Industrial Revolution with its factory system of production was slow developing in the United States. Refer especially to technology, competing systems of production and capitalization.

2.      Explain the relationship between Eli Whitney’s cotton gin, the emergence of cotton culture in the South and the revival of slavery after 1800.

3.      Evaluate the colonization movement as an antislavery effort. Define its goals, its assumptions, and its means of dealing with slavery.

4.      Trace the evolution of America’s transportation revolution. Assess the importance of turnpikes, canals and steamboats to the opening of the West and the creation of a national market economy.

5.      Discuss how local, state and national governments promoted economic development in the early-nineteenth century.

6.      Discuss how John Marshall’s impact in shaping American society and law through court decisions.

Ch 9 Points for Mastery

1.      Account for the democratization of politics in the 1820s and 30s. Define what this was; explain its origins and its impact on the political and social scene.

2.      Describe the role of Andrew Jackson and other important politicians in the development of the “second party system.”

3.      Account for Jackson’s appeal to ordinary voters in the 1820s and 1830s. Stress especially his personal qualities and his symbolic representation of democracy.

4.      Explain why Jackson opposed the Second Bank of the United States. Explain his motives, actions, and the effects of his actions.

5.      Describe the Nullification Crisis’ impact on sectional tensions and national harmony. What role did tariff policy, slavery, and southern unity play in its origins and resolution?

6.      Compare and contrast the views of Jacksonian Democrats and the Whigs both on matters of political principles and their positions on public issues.

 

Unit 6: Romantics, Reformers and Restless Warriors (1 1/2 weeks)

 

Readings:

            Text: Chapters 10, 11 (p. 306-312) and 12

            Clay and Calhoun debate (handout)

Primary (1):  Ch15

           

Major assessments: 1. Dinner party: students will role play a prominent figure from these chapters at a meal and discuss issues 2.  Or essay 3. Test

 

Note: a Take home DBQ will be given pertaining to a topic covered in Units 5 or 6 sometime during the weeks these are under study.

 

Week 10

 

  1. Tocqueville and the American middle class
  2. Utopian/religious communities and reformers
  3. Polk and Manifest destiny
  4. Causes of the Mexican War and its impact on the slave debate

 

Week 11

 

  1. Compromise of 1850
  2. Dinner Party: Role Play
  3. Test

 

Ch 10, and 11 Points for Mastery

1.      Assess the accuracy of Toqueville’s view of early nineteenth century American as a land of equality. Cite evidence of unusual equality as well as the absence of equality in various aspects of American life at the time.

2.      Assume the role of the head of a middle class household in the 1820s. Describe how the changes taking place in the national economy affect your family’s life and how you are coping with the changes.

3.      Compare two utopian or religious communities of the early nineteenth century; evaluate origins, values and beliefs, their lifestyle, and their level of success.

4.      Choose what you think were the two most significant early nineteenth century reform movements; tell why you chose those two and assess their importance in American history.

5.      State what purposes the common school was intended to serve in early nineteenth century America.

Ch 12: Points for Mastery

1.      Why did the Texans rebel against Mexican rule?

2.      Why were Americans susceptible to the expansionist impulses of manifest destiny in the 1840s?

3.      State the causes of the Mexican War. Did President Polk provoke Mexico into an unnecessary war? Why or why not?

4.      Describe the relationship between the Mexican War, the Treaty of Guadalupe Hidalgo, the Wilmot Proviso, and the great debate on slavery in the territories that led to the compromise of 1850.

5.      State the terms of the Compromise of 1850; why did many think it would provide the final solution to the slavery issue? What did it leave unsettled?

6.      “Romantic assumptions were abundantly evident in the pursuits of many Americans from 1825 -1850.”  After defining romanticism, evaluate this assertion.

 

Unit 7: A Nation Divides (1 1/2 weeks)

 

Readings:

            Text: Ch 13, 14

            “Seat of Bondage” by Garry Wills

The Causes of the Civil War. Essays by Charles Beard, Rollin Osterweis, Charles Ramsdell, James Randall)

            Dred Scott documents (handout)

            Primary: Ch 19

 

Major assessments.: 1. Debate or DBQ 2. Test

 

Week 12

1. Justifications of slavery

 

Thanksgiving Holiday

 

Week 13

 

1.      Railroads, agriculture and industry and the growth of sectional consciousness

    1. Primary: 19A. 1, 2, 3 (Stowe)
    2. “Seat of Bondage” handout
  1. The Aftermath of the Compromise of 1850: Bleeding Kansas
  2. Dred Scott and the aftermath: 1857-1860
    1. Lincoln and Douglas and the election of 1860
    2. Primary 19D. 1, 2
  3.  Group work : DBQ or Debate prep
    1. Using essays from historians on Causes of the Civil War

 

Week 14

 

  1. Debate
  2. Test or Quiz

 

Ch 13 Points for Mastery

1.      Explain why, in economic terms, the South was unable to abandon its system of slave labor between 1820 and 1860.

2.      Assume the role of an antebellum slave. Describe a sequence of “typical” experiences in your life and relate your thoughts and feelings about these experiences.

3.      Assume the role of a northern wage laborer in the 1840s. Describe a sequence of “typical” experiences in your life and relate your thoughts and feelings about these experiences.

4.      Analyze the significance of the railroads to the development of the national economy.

5.      What roles did agriculture, industry, commerce and transportation play in the growth of sectional consciousness between 1830 and 1860?

Ch 14 Points for Mastery

1.      Explain why the Compromise of 1850 failed to end the debate on slavery.

2.      Explain why the “nation took the greatest step in its march toward the abyss of secession and civil war” when Congress passed the Kansas-Nebraska Act.

3.      What role did Kansas play in developing hostilities in the 1850s, and why?

4.      Evaluate the importance of the Compromise of 1850, the Dred Scott Decision, Lincoln-Douglas Debates, Harper’s Ferry raid, and the election of 1860 to the coming of secession and civil war. Rank them in order of their significance and explain why.

5.      Choose either Stephen Douglas or Abraham Lincoln. Then make an argument that he was the nation’s most significant political leader between 1852 and 1861.

 

Unit 8: The Civil War and Reconstruction (2 weeks)

 

Readings:

            Text Ch 15 and 16

            Primary: 20ABCDE (pick any two)

            Primary: 22F.1, 2, 3

Lincoln’s Own Words on Slavery (handout)

            Civil War soldier’s letters (handout)

            “An Impeachment to Go By: Andrew Johnson in 1868” NYTimes, Dec 6. 1997.

 

Major Assessments: 1. Civil War era letter 2. Two quizzes

 

Week 14 (continued)

 

  1. Assessing North and South; military technology and economics
  2. Antietam and the Emancipation proclamation
    1. Lincoln’s Own Words on Slavery (handout)

 

Week 15

 

  1. Medical and social aspects of the war
  2. The Battles that made a difference
  3. Quiz / Mini Role Play - 1865

 

Week 16

  1. Presidential and Congressional Reconstruction
  2. Republican Politics and Reconstruction
    1. “An Impeachment” handout
  3. New economics of the South/Assign reading for the break
  4. The North pulls back and out of the South
    1. Primary 22F.1,2 and 3
  5. Quiz

 

 

Ch 15 Points for Mastery

 

1.      Why did both sides feel confident of victory as the Civil War began?

2.      Describe the economic and social changes in both the North and the South that accompanied the Civil War.

3.      Select what you think were the five most important battles of the war; justify your choices.

4.      Evaluate the contribution the Emancipation Proclamation made to the war effort. Also explain how it altered the social and economic systems of both the North and the South.

5.      Evaluation the personal and leadership qualities that made Lincoln a better wartime president than Jefferson Davis.

6.      What roles did blacks - both slave and free - have in the fighting of the war?

7.      What roles did women have in the war?

Ch 16 Points for Mastery

1.      Review the history of conflict between President Johnson and Radical Republicans in Congress; include specifics of their conflicts.

2.      What were the provisions and impact of the 14th Amendment?

3.      Explain how Republicans’ motives were mixed in carrying out Reconstruction.

4.      Describe the accomplishments and failures of “black” or Congressional Reconstruction?

5.      How did the end of slavery affect the economy and changes in labor relations?

6.      As the years went on, why was the North becoming more unwilling to intervene in black affairs in the South?

7.      Explain the circumstances leading to the Compromise of 1877.

“The unpopular ideas and causes of one period often gain popularity and support in another, but the ultimate price of success is usually the alteration or subversion of the original ideas and programs.”  For the period 1830-1877, apply and discuss this statement with references to both (a) the ideas and activities of abolitionism; and (b) the policies of the Republican Party.

 

            Christmas/Hanukah Break

 

Unit 9: The Challenges of Becoming an Industrial Giant (2 weeks)

 

Readings:

            Text: Ch 17 (447-455; 463-469), 18, and 19 (read over break)

            Primary (2): Ch 23, 24, 25, 26   Note: Use of volume 2 begins with this unit

            The Response to Industrialism  by Samuel Hays

 

Major Assessments: 1. Debate or DBQ  2. Soapstones two documents  3. Test

 

Week 17

 

1.      Political, economic and social issues that shape the Gilded Age

2.      Factors of industrial growth

3.      Demands for reform

4.      Industrial titans

5.      Group work

a.       Soapstones due

 

Week18

 

1.      Group work

2.      Debate issue of the period

3.      Debate issue of the period

4.      Test

5.      Review

 

Ch 17 Points for Mastery

1.      List and understand the major issues of the Gilded Age that Garraty describes and discuss the failure of political leaders to respond.

 

2.      Discuss the construction of the first transcontinental railroad, tracing the companies, government policies and abuse of taxpayers involved.

 

Ch 18 Points for Mastery

1.      Discuss the factors that contributed most to industrial growth in the late 19th c.

2.      Explain how railroads impacted the economy.

3.      Explain how railroads, steel, and petroleum companies tended to form monopolies to dominate their respective markets.

4.      Evaluate the traditional support for free enterprise along with the call for government regulation.

5.      Explain the ideas of the major reformers of the period and the extent of their inability to affect real change.

6.      Why did Congress pass the Interstate Commerce Act and the Sherman Antitrust Act? Discuss their provisions and how they were undermined.

7.      Recount the major labor strikes of the period and how they reflected the discontent of labor.

8.      Robber barons or Captains of Industry?

Ch 19 Points for Mastery

1.      What was the typical daily life like for a typical middle class family in late 19th century?

 

2.      Explain how and why women were displacing men in specific occupations in this era.

 

3.