Lesson on Friday, October 28, 2016

Aim: What made it difficult for union workers to create larger industrial unions?

Bell Ringer: Complete “Problems Faced by Industrial Workers” on the note-taking guide while listening to classmates describe these problems. Submit “Labor Movement Vocabulary Posters”

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19^th Century.

2.Students will examine causes, course, and consequences of the labor movement in the late 19^th and early 20^th centuries.

3.Students will review different economic and philosophic ideologies.

Agenda:

1.Bell Ringer (10 min)

2.Review Journal 27 (5 min)

3.Read pages 106-108 “Struggling to Organize” (15 min)

4.Complete “Early Labor Unions” and “Significant Events in the Early Labor Movement” in the guided notes.(10 min)

5.Journal 28 – Create and complete timeline on page 107.

Home Learning: Define the ideologies of the late 19^th – early 20^th centuries. Do not complete the timeline. 

Lesson on Wednesday, October 26, 2016

Aim: Why did workers try to form unions in the late 1800s?

Bell Ringer: Journal 26 – The factory system was a new phenomenon in the mid-1800s. Given that there were   no laws to regulate factories, what problems do you think occurred?

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19^th Century.

2.Students will examine causes, course, and consequences of the labor movement in the late 19^th and early 20^th centuries.

3.Students will review different economic and philosophic ideologies.

Agenda:

1.Bell Ringer (10 min)

2.Lesson Opening Attachment A

3.Lesson Opening – Concept map (Problems of Workers) 5 min

4.Assign pairs of students one of the key terms from the concept map to create a word wall mini-poster. Mini-posters should include the key term in BOLD and a symbol or image to represent its meaning. Post around the room as vocabulary reinforcement during the lesson. (15 min)

5.Read pages 104-106 “Working in the United States” (20 min)

Home Learning: Journal 27 – How did working conditions encourage workers to form unions in the late 1800s? 

Lesson on Tuesday, October 25, 2016

Aim: What new business strategies allowed businesses to weaken or eliminate competition?

Bell Ringer: Submit Political Cartoon & Movie Poster Assignment.

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19^th century.

2.Students will determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Agenda:

1.Bell Ringer

Due today:

A.                       Movie Poster Assignment

B.                        History Lab #4 “Captains or Barons”

NO HW! 

Lesson on Monday, October 24th, 2016

Aim: What new business strategies allowed businesses to weaken or eliminate competition?

Bell Ringer: Grade & post political cartoons!

Objectives:

1.Students will examine the social, political, and economic causes, courses, and consequences of the second Industrial Revolution that began in the late 19^th century.

2.Students will determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Agenda:

1.Bell Ringer (15 min)

2.Movie Post Assignment (rest of class)

NO HW! 

Lesson on Friday, October 21, 2016

Aim: What new business strategies allowed businesses to weaken to eliminate competition?

Bell Ringer: Each group will describe their designated captain of industry / robber baron and conclude if he is a captain of industry or robber baron.

Objectives:

1.     Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19^th century.  

2.     Students will determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Agenda:

1.        Bell Ringer (15 min) 

2.        Journal 24 – Describe the Bessemer Process.   

3.        Journal 25 – How did the assembly line change America? (15 min for both) 

4.        Create your own political cartoon based on one of the concepts related to the growth of industry (i.e. laissez faire, robber barons/captains of industry, monopolies, regulation of business, railroads, etc.). (rest of class) 

5.        Captain/Robber Baron T-Chart graded at this time. 

Home Learning: Complete your political cartoon. See rubric below. 

Rubric for Industry Political Cartoon

Lesson on Thursday, October 20, 2016

Aim: What new business strategies allowed businesses to weaken or eliminate competition?

Bell Ringer: 1. Highlight or underline everything we have covered thus far on your concept map. 2. Read “The Robber Barons”

Objectives:

1.Bell Ringer (10 min)

2.Discussion: What is a Robber Baron? (5-10 min)

3.Videos: Laissez Faire, Captains of Industry/Robber Baron, Carnegie

4.Activity: Assign small groups of students the task of researching one of the well-known industrial leaders of the late 19th century (Andrew Carnegie, Cornelius Vanderbilt, J.P. Morgan, John D. Rockefeller) to determine whether that individual should be called a “captain of industry” or a “robber baron.” To help students understand the difference between these terms, discuss the connotation (positive or negative) that each term has. You may also use this article to illustrate clearly what a “robber baron” is: http://kids.pbskids.com/bigapplehistory/business/topic8.html. Link is on the blog.

5.Give small groups of students information or links to information about their assigned individual (Attachment C). Have them complete a T-chart as they research, with one column for listing evidence to support their individual as a “captain of industry,” and the other column for listing evidence supporting their individual being a “robber baron.” (rest of class)

Home Learning: Gather more information about your “captain of industry/robber baron”

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Sources for "Captains of Industry / Robber Barons"

Robber Barons or Captains of Industry? Links to Resources: Share these links with students or print selections from these or other resources to give to students for the purposes of their research. 

Andrew Carnegie  

http://www.pbs.org/wgbh/amex/carnegie/  http://www.pbs.org/wgbh/amex/carnegie/peopleevents/pande01.html http://www.pbs.org/wgbh/amex/carnegie/sfeature/meet_andrews.html  http://www.clpgh.org/exhibit/neighborhoods/oakland/oak_n751.html  http://legacy.fordham.edu/halsall/mod/1889carnegie.asp  http://www.americaslibrary.gov/aa/carnegie/aa_carnegie_subj.html 

Cornelius Vanderbilt 

 http://www.history.com/topics/cornelius-vanderbilt 

 http://www.biography.com/people/cornelius-vanderbilt-9515195#synopsis  http://www.library.vanderbilt.edu/speccol/digcoll/tales.shtml 

JP Morgan 

 http://www.history.com/topics/john-pierpont-morgan 

 http://www.biography.com/people/jp-morgan-9414735  http://www.pbs.org/wgbh/amex/1900/peopleevents/pande10.html  http://www.themorgan.org/about/history-of-the-morgan 

John D. Rockefeller  

http://www.history.com/topics/john-d-rockefeller  

http://www.biography.com/people/john-d-rockefeller-20710159  http://www.pbs.org/wgbh/americanexperience/features/timeline/rockefellers/  http://www.pbs.org/wgbh/americanexperience/features/biography/rockefellers-john/  http://www.pbs.org/wgbh/americanexperience/features/primaryresources/rockefellers-overkill/

Lesson on Tuesday, October 18, 2016

Aim: What new business strategies allowed businesses to weaken or eliminate competition?

Bell Ringer: RoundTable – Students form groups of 5. Groups must have students who have done different numbers of the HW. Students will perform RountTable using their HW results.

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.

2.Students will determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Agenda:

1.Catch Up (Period 1: yesterday’s 3,4,5, and HW) (Period 5: yesterday’s 5, and HW)

2.Bell Ringer (12 min)

Lesson on Monday, October 17, 2016

Aim: What new business strategies allowed businesses to weaken or eliminate competition?

Bell Ringer: Key Industry Presentations (3 min/group)

Objectives:

1.       Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.

2.       Students will determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Agenda:

1.       Bell Ringer (15 min)

2.       Grade & review "Women and African American Inventors" HW (5 min)

3.       Journal 23 – Based on the chart on page 101, what generalizations can you make about why a corporation might have a competitive advantage over a sole proprietorship? (10 min)

4.       Review "Economies of Scale" and add definition to table on B-4.

5.       Read pages 101-103 "Consolidating Industry" (including both charts)

Home Learning: Complete designated sections of "Early Federal Laws Regulating Business" and "Florida During the Industrial Era." One section per student, row, or group. Sections 1-5

Lesson on Friday, October 14, 2016

Aim: How did the United States become an industrialized society?

Bell Ringer: Think-Pair-Share
1. What were the natural resources that enabled the U.S. to go through industrialization?
2. What were two other significant factors in the growth of U.S. industry?
3. Which invention do you think has had the most lasting influence?

Objectives:

1.     Students will examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century.

2.     Students will determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

Agenda:

1.Bell Ringer (10 min)

2.Journal 22 – How could an increase in the number of railroad lines across the West contribute to the economic growth of the U.S.? (answer after analyzing page 90-91) (10 min)

3.Review notes boxes 1-5 (5 min)

4.Read "The Rise of Big Business" pages 100-101 (5 min)

Group Work (rest of class)

1.     Students are to complete the section "Key Industries" in groups.

A. Railroad Industry – pages 96-98

B.  Steel Industry – pages 101-102

C.  Oil Industry – pages 102 - 103

D.  Electricity – pages 92

E.  Communications – page 94

Home Learning: 1. Complete your designated 'Key Industry.' Be ready to present your findings to the class. 2. Complete section 'Women and African American Inventors'

Lesson on Thursday, October 13, 2016

Aim: Why was the United successful at industrialization?

Bell Ringer: Review History Labs 1 and 2 / Collect “Settlement of the West” Excerpt.

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the Second Industrial Revolution that began in the late 19th century.

2.Students will compare the First and Second Industrial Revolutions in the United States.

Agenda:

1.Bell Ringer (10 min)

2.Discussion: Why was the United States able to become an industrial nation? (Display map of all the natural resources found in the U.S. during this time period (Attachment A, page 1 or page 93 in the textbook). Discuss the importance of these resources.

3.Read: Chapter 3 "Industrialization" Lessons 1-3 (pp.92-103). Have students complete the note-taking guide for Industrialization (Attachment B) using their textbook (McGraw-Hill United States History & Geography), online resources, or class notes as appropriate. Teacher may want to guide students through completing the notes, have students work in small groups, or independently.

4.Today we are reading lesson 1 and students are to fill in #s 1, 2, 3, and 4 below "Factors that Contributed to Late 19th Century Economic Growth."

Home Learning: Journal 21 – Choose one: 
A. What were two significant factors in the growth of U.S. industry?

B. Which invention do you think has had the most lasting influence?

C. How did laissez-faire economics encourage business to industrialize?

Pages Needed for Wednesday's Lesson

Lesson on Tuesday, October 11, 2016

Aim: Why was cattle ranching an important business for the Great Plains?

Aim: What new methods and technologies revolutionized agriculture and made it practical to cultivate the Plains?

Bell Ringer: Review the concept map “Settlement of the West” and highlight the terms that we have not covered in class.

Objectives:

1.     Students will determine how the development of steel, oil, transportation, communication, and business practices affected the United States economy.

2.     Students will analyze the economic challenges to American farmers and farmers' responses to these challenges in the mid to late 1800s.

Agenda:

1. Bell Ringer (5 min)

2. Using the textbook (chapter 2, lessons 1 and 2) to search for information on: "long drive" on "open range", clash between ranchers and farmers / dry farming, sod houses, barbed wire, wells, windmills, steel plows. Highlight or underline each vocabulary word.

3. Questions to consider when writing this assignment: 1. Describe the reasons for the growth of the cattle industry on the Great Plains. 2. How did new technologies help improve settlers' ability to cultivate larger, more profitable farms?

4. Submit History Labs 'Civil War' and 'Reconstruction'

NO HOMEWORK! 

Lesson on Wednesday, October 5, 2016

We were unable to commence our mini-assessment due to technical difficulties. Today we completed  History Lab (Civil War). I know that we already covered the Civil War, but I came across some sources that are more than likely to be in on the EOC exam, so we must do them over.

Please use the History Lab Rubric as a guide on how to complete your History Labs correctly.

PLEASE COMPLETE HISTORY LAB (CIVIL WAR) BY MONDAY, OCTOBER 10, 2016

Source 1 – Missouri Compromise 1820 Map

Source 2 Kansas-Nebraska Act 1854 Map

Source 3 – Excerpt from Majority Opinion in Supreme Court case Dred Scott v. Sanford

“. . . Can a negro, whose ancestors were imported into this country, and sold as slaves, become a member of the political community formed and brought into existence by the Constitution of the United States, and as such become entitled to all the rights, and privileges, and immunities, guaranteed by that instrument to the citizen? One of which rights is the privilege of suing in a court of the United States in the cases specified in the Constitution.

We think they [people of African ancestry] are not [citizens], and that they are not included, and were not intended to be included, under the word "citizens" in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to citizens of the United States.”

Source 4 – Political Cartoon showing Senator Charles Sumner of Massachusetts being attacked by Representative Preston Brooks from South Carolina, 1856

Lesson on Tuesday, October 4, 2016

Aim: How were Native Americans affected by Westward Expansion?

Bell Ringer: Timed-Pair-Share – Journal 20.

Objectives:

1.                       Students will analyze the economic challenges to American farmers and farmers’ responses to the challenges in the mid to late 1800s. EOC Exam Benchmark.

Note: Journal 20 – Choose one of the following questions: (10 min) a. What factors helped to encourage settlement of the Great Plains? b. What factors caused conflicts between new settlers to the West and Native Americans? c. What were the consequences of the Dawes Act?

Agenda:

1.     Bell Ringer (10 min)

2.     Review EOC Packet Pages 4-6

3.     Student will use this period to complete their Westward Expansion Quiz.

4.     If your quiz is complete: work on EOC Packet pages 7-12.

Home Learning: EOC Packet: pages 7-12 due by Friday, October 7, 2016

Journals 11-20

Journal 11 – As president of the U.S., what would you do to rebuilt the South?

Journal 12 - Create a 3 column chart depicting the political, economic, and social consequences of the Civil War.

Journal 13 – Describe the Compromise of 1877 then predict what will happen afterwards.

Journal 14 – What were the 13th and 14th Amendments?

Journal 15 – Create a graphic organizer that describes the 13th, 14th, and 15th Amendments.

Journal 16 – Write about a current event: local, national, or global)

Journal 17 - What was debated in the 2016 Presidential Debates? 

Journal 18 - Create a system in which American settlers could have worked side by side with Native Americans during Westward Expansion. 

Journal 19 – What effect did Helen Hunt Jackon's book "A Century of Dishonor" have?

Journal 20 – Choose one of the following questions: (10 min) 

1. What factors helped to encourage settlement of the Great Plains? 

2. What factors caused conflicts between new settlers to the West and Native Americans? 

3. What were the consequences of the Dawes Act?