Conversation Piece Weekly warm-up after weekend so we can have a - - PowerPoint PPT Presentation
Homework: READ Ch. 6 ttt , write answers in space provided, AND or underline in text with #1-4 Monday, September 16, 2013 I. Conversation Piece II. Introduce Unit 1: Industrialization and Reform EUs? EQs? EQ Grid Words?
Homework: READ Ch. 6 “ttt,” write answers in space provided, AND
Monday, September 16, 2013 I. Conversation Piece II. Introduce Unit 1: Industrialization and Reform EUs? EQs? “EQ Grid Words?” Differentiated assessment? HW: Ch. 6 “ttt” & The Americans: Questions #1-4 (10 pts)
“Conversation Piece”
Weekly warm-up after weekend so we can have a wonderful year…
A) a recent news event worthy of discussion OR… B) a personal experience worth sharing OR… C) a fact, quote, or “this day in history” event
conversation IF necessary! THINK…what if I am picked to share?
Homework: SKIM Ch. 6 (13-14?) in search of EQ “grid words”
Tuesday, September 17, 2013
I. What happened 226 years ago…9/17/1787?
Constitution Day September 17, 1787
Constitution Day and Citizenship Day is observed each year on September 17 to commemorate the signing of the Constitution on September 17, 1787, and “recognize all who, by coming of age or by naturalization, have become citizens.” This commemoration had its origin in 1940, when Congress passed a joint resolution authorizing and requesting the President to issue annually a proclamation setting aside the third Sunday in May for the public recognition of all who had attained the status of American citizenship. The designation for this day was “I Am An American Day.” In 1952 Congress repealed this joint resolution and passed a new law moving the date to September 17 to commemorate “the formation and signing, on September 17, 1787, of the Constitution of the United States.” The day was still designated as “Citizenship Day” and retained its original purpose of recognizing all those who had attained American citizenship. This law urged civil and educational authorities of states, counties, cities and towns to make plans for the proper observance of the day and “for the complete instruction of citizens in their responsibilities and opportunities as citizens of the United States and of the State and locality in which they reside.” In 2004 under Senator Byrd's urging, Congress changed the designation of this day to "Constitution Day and Citizenship Day" and added two new requirements in the commemoration of this Day. The first is that the head of every federal agency provide each employee with educational and training materials concerning the Constitution on September 17th. The second is that each educational institution which receives Federal funds should hold a program for students every September 17th.
http://www.loc.gov/law/help/commemorative-
http://www.youtube.com/watch?v=FzAJyK0ovo8
Democracy and the Constitution a lover’s quarrel The Morning Call 9/17/2012
text (# based on questions): 1) What happened 226 years ago? 2) How did American ideals & compromise unfold in Philadelphia? (How did the constitution come into accepted existence?) 3) What changes to the Constitution are noteworthy? 4) What questions about democracy in the US still exist?
Unit I: Industrialism & Reform
The Americans, Ch. 6-9… “ttt” History Alive!, Ch. 13-18 Enduring Understandings
in the US had positive and negative impacts, not only on the economy, but the entire culture.
the government and reform society, but are often met with opposition by those who want to protect the status quo.
is a product of society, not just individual differences.
industrialization influence stratification
Essential Questions for Unit I Industrialism & Progressive Reform
EQ 1: Who benefits and who suffers during the times of profound economic change?
industrial conditions. EQ 2: How can people change society?
Constitutional amendments.
measures. EQ 3: Did this period of reform move America closer or further away from its founding ideals?
exemplified or contradicted during this time period.
Unit I: Industrialism & Reform
profound (big, huge, BOLD, clear, deep, drastic, flabbergasting) economic ($$$, money, stock, industry, business, environment) change?
society (better? worse? “mix” of +/-)
(E, R, L, O, D)
Unit I: Industrialism & Reform EQ “Grid” Expectations
concepts, people, events, groups, etc. that are part of the history of Industrialism & Reform in the late 1800s and early 20th century.
each chapter, plus a 5th “word” from any chapter that helps display your understanding. The “words” you select should help you “uncover” your answer to the Essential Questions (EQs). You may use History Alive! as a resource too!
You should have 15 “words” listed, described, pictured & analyzed by: Mon. 9/30 1) Choose word & define/show meaning…*DETAILS! (who, what, when, where? page #s from textbook REQUIRED to prove you utilized more than just TTT! 2) Picture/drawing/images…VISUAL REPRESENTATION of the “word”…SHOW "it" 3) ANALYZE the “word:” EXPLAIN how this word “connects” to the EQ. Why did you choose it to show your understanding? 5 words from 4+ chapters for each EQ = your ANSWERS showing you learned the EUs!!!
Homework: RE-READ Ch. 6 “ttt,” SKIM Americans,
Wednesday, September 18, 2013
American Ideals Activity…Period “specialists”
Discuss the impact of Industrialization and identify and describe 3 specific examples in response to unit EQs.
(Bessemer process)
typewriter, & telephone)
rail industry and what impact it had?
in the 1800s, helping to promote the iron, steel, coal, lumber and glass industries (meat too!)
cities (4 standard times zonestransportation & communication…by 1890s = 200,000 miles of RR)
business? What happened to these efforts?
regulate business; Interstate Commerce Act
union-management relations?
dangerous; women and children worked too (all received low wages, long hours)
dismissed union members and used strikebreakers
Unit I: Industrialism & Reform
profound (big, huge, BOLD, clear, deep, drastic, flabbergasting) economic ($$$, money, stock, industry, business, environment) change?
society (better? worse? “mix” of +/-)
(E, R, L, O, D)
Homework: READ Ch. 7 “ttt,” write answers in space provided, AND
Thursday, September 19, 2013
Share & discuss the effects of Industrialization through EQ “words.” Explore the thought processes behind migration.
Unit I: Industrialism & Reform EQ “Grid” Expectations
concepts, people, events, groups, etc. that are part of the history of Industrialism & Reform in the late 1800s and early 20th century.
each chapter, plus a 5th “word” from any chapter that helps display your understanding. The “words” you select should help you “uncover” your answer to the Essential Questions (EQs). You may use History Alive! as a resource too!
You should have 15 “words” listed, described, pictured & analyzed by: Mon. 9/30 1) Choose word & define/show meaning…*DETAILS! (who, what, when, where? page #s from textbook REQUIRED to prove you utilized more than just TTT! 2) Picture/drawing/images…VISUAL REPRESENTATION of the “word”…SHOW "it" 3) ANALYZE the “word:” EXPLAIN how this word “connects” to the EQ. Why did you choose it to show your understanding? 5 words from 4+ chapters for each EQ = your ANSWERS showing you learned the EUs!!!
Expectations for Essential Question “Grid” 40 possible points
Advanced (36-40 points)
Proficient (28-35 points)
Your chosen… Term, Concept, Person, Group, Example, Idea, Development, etc (1 different word per chapter) Definition/Meaning Explain the “word(s)” Images/Symbols Show “word” in picture(s) “Analysis” EXPLAIN how this “word” relates to EQ 2 Why did you pick this "word?"
Chapter?: pg(s): :
EQ1: Who benefits and who suffers during the times of profound economic change?
Chapter 6: A New Industrial Age p. 228-251 AFL Alexander Graham Bell Andrew Carnegie Bessemer steel process “big business” black gold (oil) Captains of industry (opportunists) Christopher Sholes coal (mining) corruption Credit Mobilier Edwin L. Drake electricity & light bulb (Edison) Eugene V. Debs Grangers (farmers) Hay Market Riot horizontal integration Industrialism/Industrialization inventions & innovations Interstate Commerce Act IWW (Wobblies) jobs John D. Rockefeller Knights of Labor
(child) labor laws Mary Harris Jones, aka “Mother” Jones monopoly (trusts) news towns & markets (urbanization) NLU (CNLU) railroads, esp. transcontinental RR (Pullman) robber barons (opportunists) Sherman Anti-Trust Act skyscrapers Social Darwinism steam engines steel & iron industry strikes & riots Triangle Shirt factory fire (labor) unions vertical integration Yellow dog contract Women in the workforce Workers (rights & conditions) MANY OTHERS!!! SKIM text, READ about interesting topics, and SELECT “words” that you can use to EXPLAIN the EQs…
Your chosen… Term, Concept, Person, Group, Example, Idea, Development, etc
(1 different word per chapter)
Definition/Meaning
Explain the “word(s)” Images/Symbols Show “word” in picture(s) “Analysis”
EXPLAIN how this “word” relates to EQ 1
Why did you pick this "word?"
First person to successfully use a steam engine to drill for oil Made getting oil practical Started an oil boom that spread from Kentucky, Ohio, Illinois, Indiana, and Texas Edwin Drake benefitted from this because he found a new source of power Normal common day people benefitted from this because their lives were made easier because now they have a new power source
EQ1: Who benefits and who suffers during the times of profound economic change? Proficient (28-35 points)
Homework: RE-READ Ch. 7 “ttt,” SKIM Americans,
for your EQ grid
Friday, September 20, 2013
Continue the exploration & evaluation of the “migration decision.” Demonstrate familiarity with immigration and urbanization. Select & describe 3 Ch. 7 “words” in response to three unit I EQs.
What factors might make you want to leave the USA, if any?
http://www.youtube.com/watch?v=xMaE6toi4mk
What do you think these immigrants were thinking or feeling?
“Push” vs. “Pull” Factors (Emigration…leave…Immigration….enter)
PUSH (lack of) jobs family ties (gone!) culture/history hardships (disease, crime, war, genocide, racism, natural disasters, religious persecution)
PULL job (OPPORTUNITY, equality, liberty, rights, democracy) family ties culture/history education
“Stay or Go?”
make you want to STAY, but as soon as one or the sum total of any or all of the “PULL” factors are the greater force, you’d probably GO! (Inertia can be strong!)
staying became the obvious negative choice!
What do these IMAGES reveal about the late 1800s & early 20th century? What is meant by the term “Gilded Age?” p. 267
“Push” vs. “Pull” Factors (Emigration…leave…Immigration….enter)
“American Dream?”
“melting pot?” **Could a “salad” be a more appropriate description?
during the “Gilded Age?”
“Push” vs. “Pull” Factors (Emigration…leave…Immigration….enter)
“American Dream?”
America’s “melting pot?”
(p. 252-273)
period from 1870 to 1920?
Europe.
Many thousand came from Japan. About one million came from Mexico after 1910.
(p. 252-273)
The growing cities were plagued by:
(p. 252-273)
Political machines helped immigrants adapt to life and helped build the cities. Many officials became corrupt, however.
(p. 252-273)
Unqualified government employees interfered with the daily functioning of the government. Other appointees used their positions for personal gains. This lack of ability and corruption led many to urge civil service reform for federal workers.
Angel Island Boss Tweed Scandal Chicago fire civil service Chinese Exclusion Act corruption/graft crime discrimination disease elections Ellis Island fires Gentleman’s agreement Gilded age immigration Jane Addams jobs mass transit melting pot nativism political machine pollution reform San Francisco Earthquake sanitation segregation settlement houses Social Gospel tenements (housing) urbanization MANY OTHERS!!!
SKIM text, READ about interesting topics, and SELECT “words” that you can use to EXPLAIN the EQs… History Alive!
Homework: RE-READ Ch. 7 “ttt,” SKIM Americans,
select & describe 3 “words” for your EQ grid