Lesson on Tuesday, November 29, 2016

Aim: Who were the muckrakers and what did they accomplish? 

Bell Ringer: Transfer information from yesterday’s worksheet to today’s packet.

Objectives:

1.                       Students will examine the importance of social change and reform in the late 19^th and early 20^th centuries (class system, urbanization, Social Gospel movement, role of settlement houses and churches in providing services to the poor) 

2.                       Students will compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life. 

Agenda:

1.                       Bell Ringer (10 min) 

2.                       Introduction to the Progressive Movement (5 min) 

3.                       Florida "Keys" to Learning – Progressives (5 min) 

4.                       Read and create a concept map in  

o Urban Problems (pp. 120-121) 

o Gilded Age Ideas (pp. 122-123) 

o The Rebirth of Reform (pp. 124-126) 

o The African American Response (pp. 136-137) 

o The Rise of Progressivism (pp. 162-163) 

o Reforming Government (pp. 163-164) 

o Woman Suffrage (pp. 165-166) 

o Reforming Society (pp. 166-168) 

o Roosevelt Revives the Presidency (pp. 169-171) 

o Taft’s Reforms (pp. 172-174) 

o Wilson’s Reforms (pp. 176-178) 

o Progressivism’s Legacies and Limits (pp. 178-179) 

HW: COMPLETE YOUR CONCEPT MAPS, BE READY TO PRESENT THEM TOMORROW. 

Lesson on Friday, November 18, 2016

Aim: Did America fulfill the dreams of immigrants in the late 1800s?

Bell Ringer: Review your designated source on the History Lab: Urbanization

Objectives:

1.     Students will compare the experience of European immigrants in the east to that of Asian immigrants in the west.

2.     Students will examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

Agenda:

1. Complete "History Lab: Immigration" in groups. Assign one source to each member. Complete your designated source in under 5 min, then each member takes a turn to 1. describe their source, and 2. answer the questions (main idea, and how it answers the essential question.)

3.     Group must agree on a description for main idea and answer to essential question for each source.

4.     Students formulate a thesis independently.

5.     (Students may use their previous History Labs so they are reminded what skill they are lacking).

Lesson on Thursday, November 17, 2016

Aim: Did America fulfill the dreams of immigrants in the late 1800s?

Bell Ringer: Gather into groups. Review “Immigration Terms to Know” as a group. Make sure you have the right definitions and significance.

Objectives:

1.     Students will compare the experience of European immigrants in the east to that of Asian immigrants in the west.

2.     Students will examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

Agenda:

1.Bell Ringer (10 min)

2.All-Write-Round-Robin (18 min)

a. Describe one urban problem in the late 19th Century.

b.            How are Tammany Hall and Boss Tweed representations of Political Machines? (Use vocabulary terms 'kickback' and 'graft')

c. How are Americanization and assimilation similar?

d.            What was the Chinese Exclusion Act?

e.What did the Naturalization Act of 1870 seek to do?

f.   How were European and Asian immigration experiences different?

3.Begin "History Lab: Immigration" in groups. Assign one source to each member. Complete your designated source in under 5 min, then each member takes a turn to 1. describe their source, and 2. answer the questions (main idea, and how it answers the essential question.)

Home Learning: "History Lab: Immigration" Complete the main idea box for each source.

U.S. History Mini-Assessment

U.S. History Mini-Assessment was given today. If you were absent, see Mr. Oliveros to make it up.

Lesson on Tuesday, November 15, 2016

Aim: What types of problems developed due to the rapid growth of urban areas?

Bell Ringer: Portfolio Update

Objectives:

1.Students will compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).

2.Students will examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

Agenda:

1.Bell Ringer (10/15 min)

2.Record grade for Attachment B1 & B2 3. Review Attachment B1 & B2 (10/15 min)

3.Independent Work: Define the terms to know in "Immigration Terms to Know" in Attachment B3 (12 min)

4.Review B3 (check for understanding)

Home Learning: Journal 37 – Describe how Political Machines were corrupt in the 1800s and complete "Immigration Terms to Know" in B3

Lesson on Monday, November 14, 2016

Aim: What types of problems developed due to the rapid growth of urban areas?

Bell Ringer: Discuss Journal 35

Objectives:

Students will compare the experience of European immigrants in the east to that of Asian immigrants in the west.

Students will examine the importance of social change and reform in the late 19th and early 20th centuries

Agenda:

1.     Bell Ringer (5 min)

2.     Lesson 2 Pop Quiz (10/15 min) (Grade Attachment B1 & B2)

A.          a multifamily apartment, usually dark, crowded, and barely meeting minimum living standards: __________________

B.          tall, steel frame buildings that were now being built in cities across America: __________________

C.          an organization linked to a political party that often controlled local government: ___________________

D.         the person in control of a political machine:____________________

E.           the acquisition of money in dishonest ways, as in bribing a politician:_____

3.     Video "Urbanization and Political Machines" https://www.youtube.com/watch?v=dUsh6X52yHM (10 min)

4.     Video "Transportation and Political Machines Gilded Age" https://www.youtube.com/watch?v=Il-Drqnp7Q0 (7 min)

5.     Journal 36: How did cities improve means of transportation?

Home Learning: NO HW! 

Lesson on Thursday, November 10, 2016

Aim: Why did Nativist oppose immigration?

Bell Ringer: Grade and review HW "The Capitalist Connection" and Journal 33.

Objectives:

1.Students will compare the experience of European immigrants in the east to that of Asian immigrants in the west (the Chinese Exclusion Act, Gentlemen's Agreement with Japan).

2.Students will examine the importance of social change and reform in the late 19th and early 20th centuries (class system, migration from farms to cities, Social Gospel movement, role of settlement houses and churches in providing services to the poor).

Agenda:

1.Bell Ringer (10 min)

2.Read pages 116-117 "Nativism Resurges" (10 min)

3.Journal 34 – How did Roosevelt respond to Japan's protests about the treatment of Japanese students? (10 min)

4.Begin work on HW (rest of class)

Home Learning

1.Read Lesson 2 pp. 118-121 "Americans Migrate to the Cities", "Separation by Class", and "Urban Problems"

2.Complete Attachment B (packet) sections B-1 and B-2

3.Journal 35 – What attracted people to the cities in the 1800s?

Lesson on Wednesday, November 9th, 2016

Aim: How did European immigrants of the late 1800s change American society?

Bell Ringer: Collect Labor Movement Editorial

Objectives:

1.Students will compare the experience of European immigrants in the east to that of Asian immigrants in the west.

2.Students will examine the importance of social change and reform in the late 19^th and early 20^th centuries.

Agenda:

1.Bell Ringer (5 min)

2.Lesson Opening: Introduce students to the topic of urbanization and immigration by showing students a slideshow of images of New York City during the early 1900s, and asking them to identify and discuss characteristics of the growing city based on the images (http://www.dailymail.co.uk/news/article-2134408/Never-seen-photos-100-years-ago-tell-vivid-story-gritty-New-York-City.html ). (10 min)

3.Guide students through a question-and-answer preview of Chapter 4 “Urban America” in the McGraw-Hill textbook United States History & Geography to introduce the key concepts related to turn-of-the-century urbanization and immigration. Suggested prompts: (10 min)

o Look at the map on p. 112-113. What do the arrows indicate? Where were most immigrants coming from during these years? Where did Asian immigrants and European immigrants enter the United States?

o Look at the graph on page 115. Which group increased the most over time? Which push/pull factor do you think had the biggest impact?

o Look at the photographs on p. 119. What changes do you see in the images? How do these changes relate to industrialization?

4.Read pages 114-120 "Europeans Flood into America" and "Asian Immigrants" (10 min)

5.Journal 32 – How did Edward Steiner describe the immigrant experience of traveling to the United States? (10 min)

6.Complete "European Immigrants v. Asian Immigrants" Venn Diagram on Attachment B-3. (10 min)

Homework: 

1. Handout "The Capitalist Connection" Use the diagram below for this handout. 

2.Journal 33 – How did the experiences of immigrating to the United States compare for Chinese and Europeans? (Use venn diagram completed in class)

Lesson on Monday, November 7th, 2016

Today we worked on our Labor Movement Editorial Project.

Lesson on Friday, November 4, 2016

Aim: How were the new industrial unions different from the older trade unions?

Bell Ringer: Labor Movement Pop Quiz

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second industrial revolution.

2.Students will examine the 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 (Pop Quiz) (10 min)

2.Review journals 30 and 31 (5 min)

3.Labor Movement Editorial Project

a.         Topic 1 - Research a modern day labor union and compare and contrast it to one of the early labor unions.

b.        Topic 2 - Write an article expressing a viewpoint about the government response to one of the strikes in the early labor movement.

c.         Topic 3 - Create an advertisement to either denounce or promote one of the following ideologies: Capitalism, Socialism, Communism, Anarchism, Social Darwinism.

d.            Journals 21`-30 will be graded at this time.

Home Learning: Part B of Pop Quiz

Labor Movement Editorial Project / 11.4.2016

Labor Movement Editorial Project

a. Topic 1 - Research a modern day labor union and compare and contrast it to one of the early labor unions.

b. Topic 2 - Write an article expressing a viewpoint about the government response to one of the strikes in the early labor movement.

c. Topic 3 - Create an advertisement to either denounce or promote one of the following ideologies: Capitalism, Socialism, Communism, Anarchism, Social Darwinism.

Thursday, November 3, 2016

Aim: How were the new industrial unions different from the older trade unions?

Bell Ringer: Complete yesterday’s Crash Course video and T-Chart

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second industrial revolution.

2.Students will examine the 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 (10-15 min)

2.Gallery Walk: #6 – examine each image. Students are to write questions about the sources that stick out to them. Discuss the significant themes found in the pictures. In small groups (15-20 min)

3.Journal 30 – How did industrialization change working conditions and what was the response to those changes?

Home Learning: Journal 31 – How did the labor movement of the late 19^th and early 20^th century impact the United States? 

Lesson on Wednesday, November 2, 2016

Aim: How were the new industrial unions different from the older trade unions?

Bell Ringer: Journal 29 – How were the new industrial unions different from the older trade unions? (refer to yesterday’s reading)

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second industrial revolution.

2.Students will examine the 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) (record last class’s HW at this time)

2.Complete timeline on page ‘Attachment C-3” (10 min)

3.Video: “The Industrial Economy: Crash Course US History” (15 min)

4.Students are to create a T-Chart:

a.  Left/Topics covered in class.

b.                        Right/Topics not covered in class.

5.Exit Ticket: List the positive outcomes from the Civil War in terms of industrialization. 

Lesson on Tuesday, November 1, 2016

Aim: How were the new industrial unions different from the older trade unions?

Bell Ringer: Take 10 minutes to complete all sections of your guided notes. The last part will be graded.

Objectives:

1.Students will examine the social, political, and economic causes, course, and consequences of the second industrial revolution.

2.Students will examine the 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 Journals 27 and 28 (5 min)

3.Discuss economic/political ideologies of the late 19th - early 20th centuries (5 min)

4.Define the following vocabulary terms: industrial unions, lockouts, arbitration, injunction, closed shops. (10 min)

5.Read pages 108-109 "New Unions Emerge" (10 min)

6.Exit Ticket: What is the difference between a closed shop and a lockout?

Home Learning: NO HW!