Economics Chapter 3 Assignments
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This document contains reading notes and assignments on economic systems and comparative economics. Students are asked to explain why each of the three fundamental economic questions are important for society to answer, rank six economic goals from most to least important with justifications, create symbols and record key features for different economic systems, fill in information about command and market economies, and fill in data from the CIA world factbook about assigned countries for comparative economics analysis.
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The document discusses the causes and effects of the Spanish-American War in 3 paragraphs. It began with imperialism and the economic, nationalistic, and military reasons that led the US to expand overseas. This included acquiring Alaska, Hawaii, and Guam. The second paragraph details the causes of the Spanish-American War, including the explosion of the USS Maine and Cuban rebels fighting Spanish rule. The final paragraph outlines the effects, including the US gaining control of Guam, the Philippines, and Cuba through the Treaty of Paris. It also discusses the debates around American imperialism that emerged after the war.
Populism
The document summarizes the social and political tensions in the United States during the late 19th century. It describes how African Americans faced discrimination through laws like Jim Crow and lynchings, while Asian immigrants faced discrimination through the Chinese Exclusion Act. It also discusses the women's suffrage movement, corruption in Gilded Age politics, the rise of third parties like the Populist Party in response to economic hardship among farmers, and events like the 1896 presidential election between William McKinley and William Jennings Bryan.
Immigration & Urbanization
During the late 19th century, many immigrants came to the United States for economic opportunities and religious freedom. New immigrants came from southern and eastern Europe, tended to be unskilled or poor, and settled in cities. They faced both push factors like famine and war in their home countries, as well as pull factors like available jobs. Ellis Island processed immigrants arriving in New York, while Angel Island processed Asian immigrants arriving in San Francisco with more scrutiny. Americanization efforts aimed to assimilate immigrants by teaching them English and American customs, but nativism and laws like the Chinese Exclusion Act also increased. Rapid urbanization and industrialization changed American society and culture.
Industry & Immigration
During the period of 1865-1914, industrialization in the United States was driven by several key factors: the Civil War encouraged production and infrastructure expansion, abundant natural resources fueled growth, and immigrants willing to work for low wages increased the workforce. Innovative new technologies and business practices further accelerated industrialization. The government pursued policies like protective tariffs and laissez-faire regulation that encouraged business investment and minimal oversight. Important inventors like Edison and entrepreneurs including Carnegie and Rockefeller pioneered new technologies and business strategies that transformed industries and the rise of big business.
The Triumph of Industry
This document provides key terms related to major industrialists and events in the late 19th century United States, including John D. Rockefeller, Andrew Carnegie, Thomas Edison, corporations, monopolies, trusts, mass production, the Haymarket Riot, the Knights of Labor, the Homestead Strike, and social Darwinism.
2010 Integrated Social Studies Course Syllabus
This document provides a syllabus for an integrated social studies course at Lewis County High School for 10th grade students in the 2010-2011 school year. The course aims to create active, informed citizens by exploring topics in government, economics, and geography. Students will analyze ideas that have influenced society. They will be evaluated based on assignments, projects, notebooks, discussions, and tests. The syllabus outlines required materials, textbooks, grading scale, classroom expectations of respect, responsibility, and restraint, and detailed classroom procedures.
2010 iss syllabus
This document provides a syllabus for an integrated social studies course at Lewis County High School for 10th grade students in the 2010-2011 school year. The course aims to create active, informed citizens by exploring topics in government, economics, and geography. Students will analyze ideas that have influenced society. The syllabus outlines course standards, required materials, grading policies, classroom expectations, and procedures.
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