Economics… AKA Work, Exchange, & Technology
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Unit 10, Periods 1-9 1 Name:_______________________________________________________________ Class Period:____ Continuity/Change over Time, Causation, & Comparison… Economics ) Thematic Learning Objectives Economics… AKA Work, Exchange, & Technology This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation. Overarching questions: ➤➤ How have changes in markets, transportation, and technology affected American society from colonial times to the present day? ➤➤ Why have different labor systems developed in British North America and the United States, and how have they affected U.S. society? ➤➤ How have debates over economic values and the role of government in the U.S. economy affected politics, society, the economy, and the environment? WXT-1 Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies. WXT-2 Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the colonial period through the end of the Civil War. WXT-3 Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age. WXT-4 Explain the development of labor systems such as slavery, indentured servitude, free labor, and sharecropping from the colonial period through the end of the 18th century. WXT-5 Explain the development of labor systems that accompanied industrialization since the 19th century and how industrialization shaped U.S. society and workers’ lives. WXT-6 Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late 18th century through the early 20th century. WXT-7 Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly the organized labor, Populist, and Progressive movements. WXT-8 Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the 19th century. Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework and other sources as cited in document Unit 10, Periods 1-9 2 Periodization… Economics… Work, Exchange, & Technology Historical Thinking Skill 3: Periodization Historical thinking involves the ability to describe, analyze, evaluate, and construct models that historians use to organize history into discrete periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of specific dates gives a higher value to one narrative, region, or group than to other narratives, regions, or groups. How a historian defines historical periods depends on what the historian considers most significant — political, economic, social, cultural, or environmental factors. Changing periodization can change a historical narrative. Moreover, historical thinking involves being aware of how the circumstances and contexts of a historian’s work might shape his or her choices about periodization. Proficient students should be able to … Explain ways that historical events and processes can be organized within blocks of time. Analyze and evaluate competing models of periodization of United States history. Directions: Read and highlight main ideas …consider the objectives WXT 1 & 4 as you review. WXT-1 Explain how patterns of exchanging commodities, peoples, diseases, and ideas around the Atlantic World developed after European contact and shaped North American colonial-era societies. WXT-4 Explain the development of labor systems such as slavery, indentured servitude, and free labor from the colonial period through the end of the 18th century. Period 1, 1491-1607: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. The arrival of Europeans in the Western Hemisphere in the 15th and 16th centuries triggered extensive demographic and social changes on both sides of the Atlantic. Spanish and Portuguese exploration and conquest of the Americas led to widespread deadly epidemics, the emergence of racially mixed populations, and a caste system defined by an intermixture among Spanish settlers, Africans, and Native Americans. Spanish and Portuguese traders reached West Africa and partnered with some African groups to exploit local resources and recruit slave labor for the Americas. The introduction of new crops and livestock by the Spanish had far-reaching effects on native settlement patterns, as well as on economic, social, and political development in the Western Hemisphere. In the economies of the Spanish colonies, Indian labor, used in the encomienda system to support plantation-based agriculture and extract precious metals and other resources, was gradually replaced by African slavery. European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building. European exploration and conquest were fueled by a desire for new sources of wealth, increased power and status, and converts to Christianity. New crops from the Americas stimulated European population growth, while new sources of mineral wealth facilitated the European shift from feudalism to capitalism. Improvements in technology and more organized methods for conducting international trade helped drive changes to economies in Europe and the Americas. Explain why the “discovery” of America by Christopher Columbus in 1492 was a significant turning point in work, exchange, and technology in the Atlantic World. Was the economic impact of this turning point the most significant? Or, was the most significant impact cultural, environmental, political??? Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework and other sources as cited in document Unit 10, Periods 1-9 3 Making Inferences… Economics… Work, Exchange, & Technology Skill 8: Interpretation Historical thinking involves the ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how particular circumstances and contexts in which individual historians work and write also shape their interpretation of past events. Historical interpretation requires analyzing evidence, reasoning, determining the context, and evaluating points of view found in both primary and secondary sources. Directions: 1. Examine each document and complete your basic analysis by explaining the historical context of each document along with one of the following: Author’s intended audience, author’s purpose, or author’s point of view as indicated in the activity. 2. Use your document analysis along with your knowledge of history to address the questions that follow. Sources: "The Columbian Exchange (Visual)." American History, 2014. BARTOLOMÉ DE LAS CASAS: A BRIEF OUTLINE OF HIS LIFE AND LABOR David Orique, O.P., 1984 [An encomienda was a grant, held by an encomendero, of indigenous laborers made to Spanish conquerors and settlers in Spanish America. It was the earliest basis for coerced labor in Spanish colonies, whereby the indigenous population was entrusted to Spanish settlers, who often exploited and mistreated the Indians. The encomienda grant brought two rights, tribute and free labor, and two obligations, military service in times of emergency (there was no standing army until 1762) and support of church and priests for the instruction of the Indians.] Fighting for the indigenous to the very end of his long and fruitful life, he [Bartolome De Las Casas] died in Madrid at the Dominican convent of Nuestra Señora de Atocha, at the age of eighty-two, in July of 1566. Born at the end of the fifteenth century he lived two-thirds of the sixteenth. The Spain on which he closed his aged eyes was a different country from that on which he had first opened them; the colonial development in America, the Reformation in Germany, the rise of England – all these and a hundred events of minor but far-reaching importance had changed the face of the world.[47] Bartolomé de las Casas had outlived his contemporaries; he had enjoyed the confidence and respect of sovereigns: Ferdinand of Aragon, Charles V and Philip II, all of whom received his fearless admonitions. He addressed bishops, cardinals and popes, meeting personally with Julius II early in his life, corresponding with others, most notable Paul III, (who promulgated the famous Sublimus Deus). Near the very end of his life, he sent a letter to the new Pope Pius V, begging him to condemn conquest as a means of conversion. Finally, in his last words, he professed that he had kept faith, during fifty years of untiring labor, with the charge that God had laid upon him to plead for the restoration of the Indians to their original