Lesson on Thursday, November 30, 2017

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

Bell Ringer: Current Events 

Objectives:  

1. 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. 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. 1. Bell Ringer (10/15 min)  

2. 2. Record grade for Attachment B1 & B2  

3. 3. Review Attachment B1 & B2 (10/15 min)  

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

5. 5. Review B3 (check for understanding) 

Home Learning: Journal 42 – Describe how Political Machines were corrupt in the 1800s.  

Lesson on Wednesday, November 29, 2017

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

Bell Ringer: Current Events / Grade Journals 31-40 and Attachment B1 and B2 

Objectives: 

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

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

Agenda: 

1. 1. Bell Ringer (5 min) 

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

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

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

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

4. d. the person in control of a political machine:____________________ 

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

3. 3. Video "Urbanization and Political Machines" https://www.youtube.com/Video on Urbanization and Political Machines (10 min)  

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

5. Journal 41: How did cities improve means of transportation? 

Home Learning: NO HW!

Lesson on Tuesday, November 28, 2017

Aim: Why did Nativist oppose immigration?

Bell Ringer: Current Events / Review Journal 38 and Venn Diagram

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 39 – 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 40 – What attracted people to the cities in the 1800s?

Lesson on Monday, November 27, 2017

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

Bell Ringer: Update Portfolio  

Objectives:  

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

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

Agenda: 

1. 1. Bell Ringer (5 min) 

2. 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.  3. 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. 4. Read pages 114-120 "Europeans Flood into America" and "Asian Immigrants" (10 min)  

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

 Use internet as a source to complete the Venn Diagram. 

Homework:  

1.Journal 38 – How did the experiences of immigrating to the United States compare for Chinese and Europeans? (Use Venn Diagram completed in class)