Lesson on Thursday, November 1, 2018 (L43.2018)

Essential Question(s): 

1. How did industrialization change working conditions and what was the response to
those changes?
2. How did the labor movement of the late 19th and early 20th century impact the United
States?

Bell Ringer: CNN10 (current events) 

Objectives:

· Students will explain and/or evaluate the significance of events, movements, and people in American society prior to and/or during the Second Industrial Revolution.

· Students will analyze and/or evaluate the human experience during the Second Industrial Revolution.

· Students will describe the origin, course, and/or consequences of the labor movement in the late nineteenth and early twentieth centuries

Agenda:

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

5.       5. Journal 28 – How did Edward Steiner describe the immigrant experience of traveling to the United States? (10 min)

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

7. Have students complete the note-taking guide (Attachment B) using their textbook (Pearson United States History pp. 122-140), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups, or independently.

Homework / Evidence of Learning

Complete Attachment B (Pop Quiz tomorrow)

Lesson on Wednesday, October 31, 2018 (L42.2018)

Essential Question(s):  

1. How did industrialization change working conditions and what was the response to those changes? 2. How did the labor movement of the late 19th and early 20th century impact the United States? 

  

Bell Ringer: Review HW / Current Events (15/20 min) 

  

Objectives: 

1. Students will explain and/or evaluate the significance of events, movements, and people in American society prior to and/or during the Second Industrial Revolution. 

2. Students will analyze and/or evaluate the human experience during the Second Industrial Revolution. 

3. Students will describe the origin, course, and/or consequences of the labor movement in the late nineteenth and early twentieth centuries 

Agenda: 

1. 1. Exam Review (15 min) 

2. 2. Labor Movement Mini-Quiz (10 min) 

3. 3. Labor Movement Exam (rest of class) 
4. 
   

Homework / Evidence of Learning 

Complete Attachment B-1 from the Urbanization and Immigration Note-Taking Guide

Lesson on Tuesday, October 30, 2018 (L41.2018)

Essential Question(s):  

1. How did industrialization change working conditions and what was the response to those changes? 2. How did the labor movement of the late 19th and early 20th century impact the United States? 

  

Bell Ringer: Review Journal 29(27) / Check yesterday’s Pop Quiz 

  

Objectives: 

  

1. Students will explain and/or evaluate the significance of events, movements, and people in American society prior to and/or during the Second Industrial Revolution. 

2. Students will analyze and/or evaluate the human experience during the Second Industrial Revolution. 

3. Students will describe the origin, course, and/or consequences of the labor movement in the late nineteenth and early twentieth centuries 

Agenda: 

1. Bell Ringer (5 min) 

  

2. Print sources from the Library of Congress Resource Gallery on labor unions (http://www.loc.gov/teachers/classroommaterials/lessons/labor/gallery.html) and post on walls around the classroom. Have students do a “gallery walk” to examine each image. Give each student a post-it note for them to write down a comment or question about one of the sources that stood out to them and stick it to the wall next to that source. Discuss the significant themes found in the pictures. In small groups, have students create a poster that portrays a specific issue of turn-of-the-century laborers’ working conditions  

3. Concept Map presentations 

4. Lesson Closure: Have students respond in writing to the essential questions and then complete the home learning activity (described below). 

(period 3 only)  

4. Read pages 104-106 "Working in the United States" (20 min) 

Homework / Evidence of Learning 

Research to find a news article related to a present day labor issue. Summarize the article and share their findings in small groups. Discuss the extent to which workers’ problems have improved in the United States and the world. Use https://www.amnesty.org/en/ as a possible source. You are not limited to that website. 

Please review the following terms that will be in tomorrow's mini quiz, before the actual exam: closed shops, injunction, arbitration, lockouts, and industrial unions. 

Lesson on Monday, October 29, 2018 (L40.2018)

Essential Question(s):

1. How did industrialization change working conditions and what was the response to those changes? 2. How did the labor movement of the late 19th and early 20th century impact the United States? 

  

Bell Ringer: Journal 28(26) – The factory system was a new phenomenon in the mid 1800s. Giving that there were no laws to regulate factories, what problems do you think occurred?  

  

Objectives: 

  

[Symbol] Students will explain and/or evaluate the significance of events, movements, and people in American society prior to and/or during the Second Industrial Revolution. 

[Symbol] Students will analyze and/or evaluate the human experience during the Second Industrial Revolution. 

[Symbol] Students will describe the origin, course, and/or consequences of the labor movement in the late nineteenth and early twentieth centuries 

Agenda: 

1. Bell Ringer (10 min) 

2. Lesson Opening – Attachment A 

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

  

4. Read pages 104-106 "Working in the United States" (20 min) 

  

5. Early Labor Movement Pop Quiz (All-Write-Round-Robin):  

  

A. List three problems that workers had during the Early Labor Movement. (There are six listed) 

B. Name one organization that was created to attend to these problems.  

C. Name another organization that was created to attend to these problems.  

D. Name and describe one significant event in the Early Labor Movement. (there are three) 

  

6. Review ideologies and complete the timeline on page C-3 (rest of class) 

Homework / Evidence of Learning 

Journal 29(27) – How did working conditions encourage workers to form unions in the late 1800s?   

 Assign 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 and caption describing the key term. This assignment will be presented tomorrow and posted around the room as vocabulary reinforcement during the lesson.