Lesson on Thursday, December 1, 2016

Aim: Were political bosses corrupt?

Bell Ringer: Review Attachment C. Review Progressives: Who were they and what did they stand for? Many were against city corruption and against political bosses.

Objectives:

1.SS.912.A.3.11 analyze the impact of political machines in the U.S. cities in the late 19th and early 20th centuries.

2.SS.912.A.3.12 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 (15 min)

2.Put Tammany cartoon on overhead. Ask students to write in their notebooks in Journal 39: (10 min)

a. What do you see here?

b. Who is in the ring?

c. What is the cartoonist saying?

d. Does he like Tammany or not?

3.Transition: Today we’re going to read documents by a muckraker and a city political boss. Progressive muckrakers thought that party bosses were corrupt and prevented democracy from working well. Hand out Document A and Graphic Organizer. Put transparency of Document A on overhead screen.

4.I am going to model the first document, and as I do, please fill in the Graphic Organizer.

Hand out Document A and Graphic Organizer. Put transparency of Document A on overhead screen.
Hand out Document B and Graphic Organizer. Put transparency of Document B on overhead screen. (15 min)


Home Learning: Complete Journal 39 using the Tammany Hall political cartoon found below:

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!