Day 1
Name: Robert Bland
Six Day Lesson Plans
Date: Tuesday, June 10, 2008, 3rd period
Period: 3
Subject: American History from 1877
Materials: snickers, textbook, overhead projector, transparencies
Approximate time: 50 minutes
Warm up: The teacher will offer one of the other teachers in the classroom a piece of a snickers bar. Rather than take a piece, the other teacher will take almost the entire bar. The teacher the will ask the students, Does this same fair? The teacher will explain that when the United States asked for a piece of the native american’s land, they ended up taking up the entire west. The teacher will state the objectives
Objectives
The students will explain why people began settling the Plains.
USH 3.a
The students will describe the relationship the settlers had with the Native Americans already living in the West
USH 3.a
The students will identify the specific causes and effects of Custard’s last stand
USH 1.a
Procedures:
1. TSW complete the warm up. (4 min)
2. TTW enact the set. (3 min)
3. TTW ask the students to open their notebooks and look to the front board at the projector. The teacher will show the students a picture of a family living on the plains. The teacher will ask the students how the family looks and ask the students to describe the conditions. (8 min)
4. On the overhead, the teacher will put a transparency that shows push and pull factors. Before showing the specific terms, describe that a push factor and a pull factor. In this section, the teacher will explain the homestead act, exoduster (10 min)
5. TTW ask the students to think back to the set. Who was already in the west
(the native americans). What do they know about the relationship betwe en white settlers and the native americans? Do you think they had conflicts? Have the students

refer to the textbook and read the section about the Indian -Wars (specifically
Custard’s last stand) (5 min)
6. ask the students to write a short letter from the perspective of custard before the battle. Ask the students to think how custard saw the battle play out. Would he have been confident? Did he think the Sioux indians would have put out much of a fight? (1o min)
7. Ask students to share the letters in front of the class. (2 min)
8. Closure (5 min)
Closure: Today we memorized classroom rules and procedures. Can someone please raise his or her hand and tell me one of the classroom rules? TTW wait for the student to respond after each question is asked. We also analyzed common classroom procedures. Can someone please explain one of these procedures to the class. Next period, we are going to assess your current knowledge of US History and set a baseline for the classroom content.
Assessment/Evaluation:
Informal: TTW will monitor (M) the student and ask questions (verbally) throughout the period on the rules and procedures (C). TTW periodically pause the syllabus reading to verbally check for reading comprehension (C).
Formal: TSW complete a short quiz on classroom rules and procedures(M) at the beginning of the next class period(C). The quiz will be graded and the results will be recorded in the grade book (D).
Day 2
Name: Robert Bland
Subject: 11th Grade U.S. History from 1877
Period: Thurs, 6/14 3rd Period
Approximate Time: 50 minutes
Objectives:
The students will distinguish between vertical and horizontal integration (USH 6.a)
The students will describe the economic implications of corporations. (USH 6.a)
The students will identify industry leaders. (USH 6.a)
Materials: class set textbooks, transparency of notes, class set vertical/horizontal integration worksheets
Approximate time (50 min)
Do Now: If you bought all of the fast food restaurants in Holly Springs, what could you do?

Set (3 min): The students will be asked to think about their questions and answer prompts given by the teacher. State objectives.
Procedures:
1. Do Now (2 min)
2. Set (3 min)
3. Ask students to share their Do Now. Ask students to put this definition into their own words. Briefly explain the meaning of corporation.
4. Explain to students that corporations can do some things that businesses can’t do.
Use walmart as an example. Ask students where things are cheaper, at a big store, like walmart or a small local store. Explain that the same type of thing happens with corporations. Brief lecture/notes on fixed costs/operating costs and why it is cheaper to mass produce items. Explain how this helps the big corporation. (10 min)
5. Instruct students to turn to page 321 in their books. Explain that corporations formed in two different ways, Vertical Integration and Horizontal Integration. Walk students through the steps in the vertical integration chart. Then give the definition on the overhead. Ask students to give you another example of vertical integration (in a different industry, i.e. candy store). (5 min)
6. Walk students through the horizontal integration chart. Give the definition on the overhead. Ask students to give you another example of horizontal integration (in a different industry). (3 min)
7. Pass out Vertical/Horizontal Integration worksheet. Explain the instructions to students. Explain that they have 7 minutes to complete it. (7 min) create a powerpoint slide that displays a business and lists characteristics of a business. The students will raise their hands and answer whether the business is a horizontal monopoly or a vertical monopoly. The teacher will reward the students with tickets for correct answers.
8. Explain to students that what usually happened after vertical or horizontal integration was that companies now had a monopoly on the business. Ask students if they have ever played monopoly. Ask them what you need in that game to be able to build houses. Explain the meaning of monopoly (show definition for students to copy).
(5 min)
8. Explain that many of the big business owners became famous and it is important to identify these “Captains of Industry” Give notes on board comparing the two and connecting them to their respective companies (2 min)
9. Give students political cartoon showing monopolists as robber barons. There will be
5 questions connected to the political cartoon that will be graded.(10 min)
10. Closure (3 min)
Closure: Read each objective and have students share what they learned about that objective (review as needed). Explain to students that after the break, we will discuss
Unions.

Assessment/Evaluation:
Informal:
The teacher will listen as students distinguish between vert ical and horizontal integration (C) by giving examples out loud in class (M).
The teacher will listen to student responses during the lecture (M) to determine if they can describe the economic implications of corporations (C).
The teacher will ask students to identify industry leaders (C) during the objective review in the closure (M).
Formal:
The teacher will grade the horizontal/vertical integration worksheet (M) where students distinguished between horizontal and vertical integration (C), and will reco rd the grade in the grade book(D).
The teacher will give a quiz the following day (M) which will ask students to identify industry leaders (C), and will be recorded in the grade book (D).
Day 3
Teacher: Bland
Date: June 12, 2008
Bell: 1st period
Class US history from 1877 to the present
Materials: overhead, posterboard, balsa wood, quiz
Approximate Time: 50 minutes
Objectives:
Describe industrial working conditions in the United States in the United States (5a)
List the major labor unions in the united states and describe their beliefs (5a)
Compare the beliefs of the unions to the beliefs of monopolists (6a)
Do now: Hand out sheet with the following prompt: Imagine that you are married with children and work in a factory for a living. Your boss put s a note that says lunch breaks will be cut, the workday will be extended, and no one will be given medical insurance. You notice that people are more tired on the job and injuries are going up.
1. What would you say to your boss about this situation
2. What would you say to your fellow workers
3. What would you do if your boss said that he was not going to change anything?
Set: Go over the Do Now, ask the students if they have a job. Let them describe where they work. Ask them if their job has a minimum wage. Ask them if their job will let you work part time. Ask them if their job will let them call in sick. Ask the students, what would happen if they didn’t have these things (they would probably quit) .explain that a lot of the benefits we have today did not exist until people began to

fight for more worker’s rights. state objectives
1. do now (4 min)
2. set (6 min)
3. quiz on monopolists (5 min)
4. Ask students to define a union in their own words. If they get stuck ask them to think about a union as being the same as a team. Explain that there are different types of Unions. Using a graphic organizer show the difference between a trade union: people who were trained in the same skills and industrial unions: all people skilled and unskilled in the same industry. (3 min)
5. Ask students to read page 327-338. Make sure that the students understand that while some people thought unions were good, many people were against them. Stop and ask, who opposed unions? Why did they oppose them? (7 min)
6. Explain that not all Unions were not the same. On the overhead, display the characteristics of the three main unions: Knights of Labor, the American Federation of Labor, and the IWW (7 min)
7. Have the students create protest signs for a specific union. Count students off into categories. Each student will list 3 demands of their union on their sign on a piece of posterboard and then attach the posterboard on a meter stick/piece of balsa wood. (13 min)
8. Return to the beginning of the lesson, imagine that you are outside of your job with one of these signs. What’s the best thing that can happen if you and your co workers form a union and strike? What’s the worst that could happen? (3 min)
9. Close the lesson, restate objectives and explain what we learned. Explain that next class we will talk about the major strikes that occurred in the late 1800s. Describe how the beliefs of unions helped improve life for all Americans. (3 min)
Assessment
Informal: The teacher will use the Socratic method (M) to probe the students understanding of the objectives (C). The teacher will observe the students as they complete their strike poster (C).
Formal: The teacher will administer a quiz (M) that will be graded (C) a nd recorded as a quiz grade in the grade book (D).
Day 4
Teacher: Bland
Class: US History from 1877 to the present
Period: July 10, 2nd period
Materials: overhead, transparencies, worksheet, wordwall cards
Objectives:

Describe the 3 major strikes of the late 1800s (5a)
Explain how the government responded to the major strikes and the rise of the labor unions (5b)
Identify the goals of the populist party (5a)
Do Now: give students a reading on a major recent strike in south America.
Set: Discuss readingIf you go on strike, what are you doing? Why do people go on strike? What’s a downside to going on strike? What would happen if all the players in the nba went on strike? What would happen if Kobe Bryant went on strike? What would happen if Ronny Turiaf went on strike? Not all strikes are successful, in today’s class, we want to talk about why some strikes work, and why some don’t. State objectives
1. do now (6 minutes)
2. set (8 min)
3. review prior knowledge. Ask students to remember what a monopoly is. Ask them what two ways can a monopoly be organized (vertical consolidation and horizontal consolidation)? What type of groups were formed to give working people more rights? What were some of the key unions in the Uni ted States? Correct answers to these questions will be rewarded with tickets. (3 min)
4. One of the most powerful tools that a Union can use is going on strike. Ask a student to explain what going on strike means? Reward their answer with a ticket. So if all the students in this class went on strike, could I continue to teach? (ask this question to a different student). Let’s change that around. If I am a business owner, and the students in this class were workers, could my business stay open if you stop working for me and go on strike. This is why striking became such a valuable tool for workers and why more workers during this time period joined unions. (2 min)
5. On a transparency, give notes for the Great Railroad Strike of 1877, The
Haymarket Strike, the Homestead Strike, and the Pullman Strike. Be sure to highlight certain points: 1) the workers were striking for either better wages or better working conditions 2) two of these strike involved railroads (what do we already know about railroads and their importance to American business) 3) All of these strikes ended in violence, either between local police, private security (pinkertons), or against federal troops. (7 min)
6. Towards the end of the 19th century people were divided on unions. While some people thought striking was a good way of getting the bosses to listen to their demands, others saw strikers as troublemakers and knew that if they even showed interest in joining a union, they might lose their job. Let’s go back the example of the class as workers and the teacher as the boss of a corporation. You decide to strike

because I am working you too hard. Instead of listening to your demands like before, I might do one of 3 things 1)I fire everyone and hire scabs (cheap re placement workers).
2) I hire a private police force to intimidate you and your family. 3) I fire the people who started the strike and make my other workers sign Yellow -dog contracts. The two words in bold will go on the word wall. (4 min)
7. Instead of putting yourself, or your family in danger, many people looked for politicians to make their lives better. A new political group called The Populist party believed in better conditions for workers and more government control over monopolies. They wanted to bring many different people together who were being hurt by big business. Show political cartoon of the populist party on the overhead.
Ask students to describe what they see. (8 min)
8. Give students a five question review sheet of main poi nts from today’s class.
Explain that this sheet will be collected for a grade. (5 min)
Closure: restates objectives describe the role unions played in the 3 main strikes of the late 1800s. Explain how the government and businesses responded to the stri kes. Ask the students which political party helped continue fighting for the issues of working people. Ask the students if there are any politicians today who are trying to bring people of different races and economic groups together and give them hope f or the future? Explain that next class we will talk about some of the new technologies that were created that helped move society forward. (3 min)
Assessment
Informal: The teacher will monitor(M) the students answers in classroom discussion and reward correct answers with tickets (C).
Formal: The teacher will collect (M) the five question review sheet for a grade(C) that will be recorded in the gradebook (D).
Day 5
Teacher: Bland
Class: United States History from 1877 to the Present
Period: 4
Materials: worksheet, staplers, colored construction paper, markers, scissors
Objectives:
How did advances in electric power, productivity and communication affect life for people and businesses (2a)

Explain how the rise of factories affected productivity and the way people worked (2a)
Anticipate how new technology and new ways of working will change America in the
20th century (2b)
Do Now: On a blank sheet of paper list the seven days of the week. For each day list at least 5 ways that you have used electricity
Set: ask students to share their do nows. ask them to imagine what life would be like without electricity. How would they start their day? What would they do during the summer time without Air conditioning? What time would they have to go to sleep if there were no electronically powered lights. Today we are going to talk about the way that technology radically changed the way people lived in the late 1800s.
1. Do now (5 min)
2. set (5 min)
3. Read page 311 (5 min)
4. Give students notes on key inventors of the late 1800s. Alexander Graham Bell
Thomas Edison, Samuel Morse, Henry Bessemer, Frederick Winslow, Taylor John A.
Roebling (10 min)
5. Have students complete the worksheet that matches inventions with the inventor. (5 min)
6. Return to Frederick Winslow Taylor. His notable new idea was the division of labor
He wanted to make workers more efficient. Here is an example of how this works.
Hand each student scissors, construction paper, a stapler, and markers. Show the student how to make an 8 page book. With a stop watch, see how many books the student can make in 3 minutes. After they are finished count the books. Next, put the students in an assembly line. Explain that you are dividing the labor. One student will fold. The next will cut, the next will staple, and the final will color. Time to see how many books are made in 3 minutes. Ask the student what dividing labor did to your productivity. (10 min)
7. Give the student a prompt: Imagine that it is the late 1800s and you have a cousin who lives on a farm that is struggling to turn a profit. They have old outdated technology and not enough people to keep up with the large bonanza farms that are quickly taking over the area. You write a postcard to your cousin from your home in
Chicago that explains that there are several new factory jobs that are hiring. In a one page letter, explain to your cousin how electricity, productive factories, living in a big city could make their life better. (10 min)
Closure: restate objectives. Explain that next class we will discuss an important period in time where many workers, big businesses, and immigrants moved to the

cities in hopes of finding fortune and a better life. (1 min)
Assessment
Informal: The teacher will observe the students participation in class and in the group work activity.
Formal: The teacher will collect the matching worksheet for a grade that will be recorded in the grade book.
Day 6 (Assessment)
Teacher: Bland
Class: United States History from 1877 to the Present
Period: 4
Materials: Pen, assessment
Do Now: students will create a graphic organizer that will separate the three major labor unions by their defining characteristics
Objective: Assess students knowledge of the previous Unit in the form a test
Procedures:
Test (45 min)
Closure:
Formal Assessment: The Students will be given a test to assess their knowledge. This grade will be recorded in the gradebook.