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/