Chapter_17_student_activities - Name Class Period Unit 5 Period 6 Continuity\/Change over Time\u2026 Business the Role of Government 1790-1900 w

Chapter_17_student_activities - Name Class Period Unit...

This preview shows page 1 - 3 out of 6 pages.

Written by Rebecca Richardson, Allen High School using the 2012 College Board framework for A.P. U.S. history and notes from Wikipedia.org and ushistory.org Name:_______________________________________________________________ Class Period:____ Unit 5, Period 6 Continuity/Change over Time Business & the Role of Government, 1790-1900 w/ Chronological Reasoning & Historical Argumentation Skill Type 1: Chronological Reasoning Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation. Skill 2: Patterns of Continuity and Change over Time Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as the ability to relate these patterns to larger historical processes or themes. Proficient students should be able to Analyze and evaluate historical patterns of continuity and change over time. Connect patterns of continuity and change over time to larger historical processes or themes Skill 6: Historical Argumentation Historical thinking involves the ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis , supported by relevant historical evidence not simply evidence that supports a preferred or preconceived position. In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence. Profic ient students should be able to … Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence. Construct convincing interpretations through analysis of disparate, relevant historical evidence. Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments. Review the thematic timeline (on the back of this page), then address the following prompt using your thesis formula. (see your writing guidelines if you do not remember the formula) Prompt: Explain how the changing role of government from 1790 to 1900 helped to maintain continuity or foster change in United States work, exchange, and technology.
Written by Rebecca Richardson, Allen High School using the 2012 College Board framework for A.P. U.S. history and notes from Wikipedia.org and ushistory.org 1791 First BUS Most banks that existed in the 18 th century were land banks (mortgages for buying land) without monies for business investments. Foreign banks could be accessed (English law prohibited most in the colonies), though not conveniently. Banks pooled the wealth of a large number of savers and lent fractions of that pool to a diverse group of enterprising business. Alexander Hamilton pushed the bank issue and George Washington agreed (against Jefferson ’s recommendation), as he wanted to

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture