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Subject

Social Studies

Migration

This DBQ explores the world of the rural men and women who moved to the cities in search of a better life.

• Rural Americans Move to the Cities - DBQ

Description

The Industrial Revolution began in Western Europe and eventually spread across much of the world. It transformed humanity's age-old struggle with material scarcity by using capital, technology, resources, and management to expand the production of goods and services dramatically. In the United States, the period between the Civil War and the end of the nineteenth century was one of tremendous industrial and commer­cial expansion. Americans have long had faith in the idea of progress, and many people viewed this dramatic economic growth as evidence of the superiority of the American system.

But while increased production did improve the American standard of living, industrialization concentrated great wealth and power in the hands of a few captains of industry. For the thousands of Americans who actually worked in the new factories, however, this economic revo­lution often meant long hours, low wages, and dangerous working conditions. As economic growth increasingly touched every aspect of American society, then, it created both new opportunities and new social problems.

These Document-Based Questions (DBQs) feature a selection of primary and secondary documents, graphics, cartoons, tables, and graphs. Each is keyed to a historic theme and focused on an essential question of enduring relevance. They provide students with the exciting opportunity to move beyond the passive absorption of facts and enter knowledgeably into a managed archive where they can bring sound historic perspectives and analysis to bear on the challenges of the past and opportunities for the future.

Progress and Poverty

This DBQ explores the impact of an economic revolution on rich and poor Americans.

Progress and Poverty in Industrial America - DBQ

Role of Women

This DBQ explores the ways social and economic progress impacted the role of women.

Re-Defining the Role of Women - DBQ

Credits

Provided courtesy of Peter Pappas www.peterpappas.com
For more DBQ ideas, visit his website "Teaching with Documents" www.edteck.com/dbq
For more instructional resources, visit his project showcase at: www.edteck.com

Related Academic Standards

New York State

11-12R8 Delineate and evaluate an argument in applicable texts, applying a lens (e.g. constitutional principles, logical fallacy, legal reasoning, belief systems, codes of ethics, philosophies, etc.) to assess the validity or fallacy of key arguments, determining whether the supporting evidence is relevant and sufficient. (RI&RL)

RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

RI.11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.

RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

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