QUARTER 1: 2013-2014
Sun
18
AUG
25
AUG
Monday
Tuesday
Wednesday
1
Thursday
Friday
19
1) GO OVER CLASS SYLLABUS,
HW – signed syllabus
20
1)Building class community:
SNAPSHOT AUTOBIOGRAPHY LP
HW – signed syllabus, complete
Autobiography
21
1)Building class community:
Finish Autobiography LP
2)Lunchroom fight analysis
HW – signed syllabus
22
1) Building class community: Evaluating
Sources LP
2)Taking Cornell Notes- a how to
HW- signed syllabus
26
27
28
29
23
1) Set up Cornerstone website
account- make sure they know how
to navigate the homework
2)PREVIEW TEXTBOOK- and discuss
how to study and take notes
3) Set Up Notebook
HW – signed syllabus, read chapter
on the Civil War and Reconstruction
30
CIVIL WAR UNIT
CIVIL WAR UNIT
CIVIL WAR UNIT
CIVIL WAR UNIT
CIVIL WAR UNIT
Day 1-Introduction to Theme
1. Bell Ringer, What does freedom
mean to you?
2. Introduction to theme
‘Freedom verses Oppression.’ This
Ppt presentation will include
relevant examples of freedom and
oppression. The purpose of this
presentation is to encourage
students to begin thinking about
how oppression and freedom have
played a role in history through out
the world.
3. KWLW Chart for Unit, Focusing
on Civil War and Reconstruction
themes..]
4. Exit Slip, Students are
responsible for writing why they
think it is important to study the
idea of freedom and oppression.
Exit Slips will be recorded on an
index card and given to the teacher
before students leave class.
HW: read chapter on the Civil War
and Reconstruction
Day 2-Introductory Vocabulary
Activity Rivet and 3x3 Vocabulary
1. Bell Ringer, Introduce Uncle Tom’s
Cabin by Harriet Beecher Stowe,
Narrative of the Life of Fredrick
Douglass by Fredrick Douglass, and
Incidents in the Life of a Slave Girl by
Harriet Jacobs. On the smart board I
will display one quote from each text.
For the bell ringer activity, students
will be required to analyze the three
quotes. As a class, we will discuss the
significance and context of the three
perspectives.
2. Rivet Activity for a list of Civil War
key terms; sectionalism, secede,
compromise, abolitionists,
emancipation, union, confederate,
slavery, blockade.
Students will work independently to
create a Fryer Diagram for each
vocabulary word.
3. Exit Slip, write one new word you
learned today, and define the term
using your own words. Exit Slips will
be recorded on an index card and
given to the teacher before students
leave class.
4. Homework: 3x3 Vocabulary
Day 3-The Nation Divides
1. Bell Ringer, read the poem “North
Carolina: A Call to Arms.”
2. Powerpoint presentation
accompanied by Cornell notes.
Powerpoint presentation will include
information on: Lincoln’s election, the
south’s decision to secede from the
union, the attack on Fort Sumter, and
facts weighing the advantages of the
Union and Confederacy, and key
players within the armies (including
men, women, and African Americans
roles in the armies).
3. Homework: Students will create a
bumper sticker slogan calling
individuals to fight for the war.
Students should create a slogan that
speaks directly to a population we
have discussed during class. Students
can choose to create a slogan that
represents the South or North
HW: read chapter on the Civil War
and Reconstruction
Day 4-Battle of Bull Run, Paul
Flesichman’s Bull Run Literature Circles
1. Bell Ringer, show a picture of a Union
solider and Confederate solider. Ask
students to describe the physical
characteristics, uniform, and weapons.
What are the main differences and
similarities? Show class Union and
Confederate battle hats, bought from
Gettysburg.
2. Students will be divided into literature
circles; 5 students per group. Desk will be
previously arranged before students enter
the classroom.
-Groups will be given paper and colored
pencils for character drawings.
-Drawings will be displayed at the front of
the classroom.
-Each group member will have a specific
role and responsibility within the
literature circle. Roles include: Oral
reader, recorder, drawing composer, time
keeper, and summarizer.
3. HW: read chapter on the Civil War and
Reconstruction
Day 5-Battle Stations
1. Pass out Battle Matrix
2. Bell Ringer-As a class, we will fill in
the Bull Run battle information on the
Battle Chart. Students should be
familiar with this information, based
on the previous day and research
within their literature circles. This will
serve as an example and preview for
the main activity for the day.
I will construct five major battle
stations; Battle at Fort Sumter,
Merrimack, Antietam/ Sharpsburg,
Chancellors, and Vicksburg. Students
will be responsible for filling in
information, on their Battle Chart
matrix, for each battle. On the matrix,
students will be responsible for the
‘dates of the battle’, ‘location’,
‘commanding officer of the
confederacy’, ‘commanding officer of
the union’, ‘results’, and ‘interesting
facts’. I will provide information at
each station that will facilitate
learning and guide students to the
answers; including textbook pages,
articles, pictures, primary sources,
webpages, and other external
resources. Students will be given
seven to nine minutes at each station.
-Time for stations will be kept on a
‘timekeeper’ on the smart-board.
-Over the course of the unit, students
will finish completing the Battle Chart
matrix. This matrix includes nine
major battles in the Civil War.
3. Reading Quiz
HW: read chapter on the Civil War
and Reconstruction
Activity, read chapter on the Civil
War and Reconstruction
Sat
24
31
QUARTER 1: 2013-2014
1
SEP
2 LABOR DAY
NO SCHOOL
2
3
4
5
6
CIVIL WAR UNIT
CIVIL WAR UNIT
CIVIL WAR UNIT
CIVIL WAR UNIT
Day 6-Important People and
Documents During the Civil War
1. Bell Ringer, as students walk
into the classroom an
Emancipation Proclamation
Taxegdo (in the shape of
Abraham Lincoln) will be
displayed on the smart board.
Under the Taxegdo, the question
will be, “What does the word
emancipation mean?”
- Analyze Taxegdo of
Emancipation Proclamation, ask
students what you can infer from
the shape, color, bold words, and
how does this affect the way you
think about the proclamation.
2. Discuss the importance of the
Emancipation Proclamation.
3. Presentation on important
people in the Civil War
accompanied by Cornell notes.
Each slide will include a picture, a
brief reason why the individual is
a rememberable, and his or her
allegiance. presentation will
include information on: Zebulon
Vance, Elizabeth Blackwell, Clara
Barton, Andrew Johnson, Ulysses
S. Grant, Robert E. Lee, William
Sherman, John Maffitt, George
McClellan, John Brown, Jefferson
Davis, and Abraham Lincoln.
4. Exit Slip, What key player, in
the Civil War, did you find the
most interesting, and why? Exit
Slips will be recorded on an index
card and given to the teacher
before students leave class.
HW: read chapter on the Civil
War and Reconstruction
Day 7-Abolitionists Facebook
Page
1. Bell Ringer-Show a picture of a
slave reward sign on the smart
board. Students will be asked to
infer what this advertisement
represents and why it was
important. As a class we will
discuss the purpose and audience
of slave reward signs.
2. Students will create a
Facebook page for an
abolitionists using the web quest
inquiry strategy. Students will be
given the choice to choose which
abolitionists they will create a
Facebook page for.
-As a class, we will walk to the
computer lab to complete web
quest activity.
-Students will be given a list of
approved web addresses to guide
their web quest activity.
3. Homework: Students will finish
their Facebook page, as this is
their project for the unit. read
chapter on the Civil War and
Reconstruction
Day 8-Battle of Gettysburg
Rendition
1. Bell Ringer-Watch “Remember the
Titans Clip” addressing Gettysburg
Address.
2. As a class, we will read the
Gettysburg Address out loud.
3. For “Our Class’ Gettysburg
Address Rendition” students will be
divided into groups. Each group will
be responsible for evaluating a few
sentences. In their evaluation, they
will create a summary of what
Lincoln was trying to say. For
example, group one will be
responsible for the first three
sentences. In their group, they would
create a summary of the first three
sentences. Each group will be
responsible for scripting their
summary in preparation for their
filming. At the end of the group
work, each group will be recorded
using a flip cam. By doing this, as a
class we will create a rendition of the
Gettysburg Address that makes sense
in the language students will be able
to understand. The clips from each
group will be edited into one flowing
clip, creating a new speech of the
Gettysburg Address. Students are
welcome to bring in costumes for
filming the next day.
HW: read chapter on the Civil War
and Reconstruction, be prepared for
filming tomorrow
Day 9-Finalize and Film
Gettysburg Address Rendition
1. Bell Ringer, students will fill in
the Gettysburg column in the
Battle Matrix chart.
2. After students have finished
filming, they will be asked to
reflect on their experience.
Students will be asked to write
one paragraph that reflects on
their experience creating the
rendition. Students will be asked
to state their role within their
group, what they contributed to
the group, what they learned
about the Gettysburg Address,
and if they enjoyed the process.
3. Study guide for final
assessment will be given to
students.
4. Exit Slip, describe one thing
you have learned about the
Gettysburg Address? Why would
you consider this fact to be
important? Exit Slips will be
recorded on an index card and
given to the teacher before
students leave class.
5.Reading Quiz
HW: read chapter on the Civil
War and Reconstruction, Study!
7
QUARTER 1: 2013-2014
8
SEP
9
CIVIL WAR UNIT
Day 10-The Lifeline to the
Confederacy:
1. Bell Ringer-Red rover
activity on the football field.
2. Powerpoint presentation
on Union blockade’s and
Confederacy blockade
runners. The presentation
will include information on:
reasoning behind the
blockades, the anaconda
plan, the economic and
social impact of the
blockades, descriptions of
blockades and blockade
runners. Presentation will
be accompanied by Cornell
notes.
3. Students will work in
groups analyzing political
cartoons about blockades.
Each group will be assigned
a different cartoon
accompanied by a list of
guided questions that
facilitate an in-depth
analysis of the political
cartoon.
When groups are finished, a
representative from each
group will share their
cartoon and cartoon
analysis with the rest of the
class.
HW: read chapter on the
Civil War and
Reconstruction, Study!
10
CIVIL WAR UNIT
Day 11-The End of the War
1. Bell Ringer, Video on
Lincoln’s Assassination.
2. Powerpoint presentation
accompanied by Cornell
notes. Powerpoint
presentation will address
events leading up to the end
of the war. Powerpoint will
include information on:
Sherman’s march to the sea,
the surrender at Appomattox
court house, national and
state political, economic, and
social outcomes of the war,
and Lincoln’s assassination.
3. Exit Slip, List three words
that describe the condition of
the nation at the end of the
Civil War. Exit Slips will be
recorded on an index card and
given to the teacher before
students leave class.
HW: read chapter on the Civil
War and Reconstruction,
Study!
11
CIVIL WAR UNIT
UNIT TEST DAY-UNIT 1
1)MC TEST-similar format to
EOC
2)Notebook Check
HONORS ONLY: Chapter 9
Zinn due
12
RECONSTRUCTION UNIT
Problems after the Civil War
Hook: “Imagine that you have
two sons. Your older
son has been bullying and
fighting your younger son. The
older son says he is upset
because the
younger son gets more attention.
You punish your son, and he
responds by running away from
home. Before he leaves, he steals
$500 from you. What would you
do when your son returns?
Would you punish him harshly so
he won’t do it again, or be lenient
with him if he promises not to
do it again? Explain your choice.”
2. Students will share responses.
3.. Analysis of Reconstruction
Images.
brainstorm a list of problems that
the U.S. faced. Images include:
the
destruction of the South, the
newly emancipated slaves, the
assassination of Abraham Lincoln,
and violence toward the
freedmen. Encourage students to
think about what problems might
be caused
by these events.
4. SHARE lists. Make one large
list on posterpaper. This can be
referred back to throughout the
unit to remind students of the
many challenges facing the
nation.
5.PPT of Reconstruction
3
13
RECONSTRUCTION UNIT
Early Reconstruction
1. PPT-Lincolns Plan vs.
Johnson’s Plan. Students will
make chart, to easily
differentiate between the
two.
2. Pro/Con List of the
Presidential Plan. Have
students think about how the
following groups would
respond to this plan: former
Confederates, other
Southerners, Northerners,
and freedmen.
3. Reading Quiz
14
QUARTER 1: 2013-2014
15
SEP
16
RECONSTRUCTION UNIT
EARLY RECONSTRUCTION
1. Hook: Have students
respond to this question,
either in writing or in a
discussion format. “Imagine
that you are a slave who has
just been set free. Describe
how you are feeling, what you
will do next,
where you will go, and any
challenges you think you might
face.”
2. Introduction: Students will
read in their textbooks about
the 13th amendment and the
Freedmen’s Bureau and why it
was created. Have students
add these terms to their
Reconstruction Vocabulary list.
Discuss with the class the
challenges that the 4 million
emancipated
slaves would face.
3. Video Clip Introduction:
Students will watch a minidocumentary
http://www.pbs.org/wgbh/am
ex/reconstruction/carpetbagge
r/index.html on Marshall
Twitchell, a representative of
the Freedmen’s Bureau
working in Louisiana.
4. Powerpoint- Reconstruction
HW: Primary Sources: evaluate
primary sources relating to
the Freedmen’s Bureau.
Students will use the
Document Analysis Worksheet.
17
RECONSTRUCTION UNIT
EARLY RECONSTRUCTION
1)Bellwork: Create charts to use
for a Carousel Brainstorm. As a
class, generate titles to put at the
top of each chart.
Each chart will focus on an issue
facing the emancipated slaves
and the Freedmen’s Bureau.
Examples:
Labor, Churches, Schools,
Violence, etc.
2)Carousel Brainstorm: Each
group will rotate through the
posters. On each poster, they will
list a piece
of evidence or example that
shows something they’ve learned
about the topic through their
primary
sources. Then they will move on
to the next poster and add
information that they have
learned that
supports that main idea
3.Powerpoint-Reconstruction
4. Wrap Up: Have students write
a response from the Freedmen’s
Bureau to one of the people
they’ve
studied in their primary sources.
In the letter, students
demonstrate knowledge of the
problems facing
southerners after the Civil War
and the ways in which the
Freedmen’s Bureau tried to assist
people after
the war
18
RECONSTRUCTION UNIT
RADICAL RECONSTRUCTION
1. Hook: Have students look at
this image from Harper’s Weekly
called “The First Vote.
http://blackhistory.harpweek.co
m/7Illustrations/Reconstruction/
TheFirstVote.htm Then have
students answer questions about
the image. Possible questions:
• What are the men in the
picture doing?
• What changes must have taken
place in the South to make this
possible?
• Why was it important for
African Americans to participate
in elections?
2. Students will work in pairs to
complete graphic organizer notes
comparing the Presidential
Reconstruction plan with Radical
Republican Reconstruction. A
textbook or other secondary
source can be used to find the
information to complete the
organizer.
3. “The Road to Equality”:
Students will create an illustrated
timeline or road map of the
events in
Reconstruction. Students can use
textbooks, notes, or the following
online timelines to help
them complete their timeline:
http://www.pbs.org/wgbh/amex
/reconstruction/states/sf_timelin
e.html
http://blackhistory.harpweek.co
m/4Reconstruction/ReconTimelin
e.htm
http://chnm.gmu.edu/courses/12
2/recon/chron.html
19
RECONSTRUCTION UNIT
ESPN and RECNSTRUCTION
1. Hook: “Corners”. In this activity,
students have to make a choice, give
a reason to support their
choice, and listen to other points of
view. Label the four corners of the
room with the following
titles:
• “African Americans were no longer
slaves”,
• “African Americans gained the right
to vote”,
• “African Americans attended
schools”, and “African Americans
were elected
to government offices.”
2. Have students write down which
of these reforms was the most
important, and why. Then have
them go to that corner. In the
corners, students share with each
other their reasons for making
their choices. A spokesperson from
each corner shares that group’s
reasons with the class.
After listening to each groups’
reasons, students may switch corners
if they have changed their
minds.
3. Jigsaw: Each group investigates
one aspect of change in the South
after the Civil War. Then,
new groups are formed with one
person from each group. The
“experts” on each topic share
what they’ve discovered in the new
group. Finally, the original groups get
back together to share what they’ve
learned from the other groups.
Group 1: Reforms enacted by
Republican Governments.
Group 2: Sharecropping.
Group 3: Community, Family, and
Church.
Group 4: White Southern Responses
TUTORING: 2:30-3:30
4
20
RECONSTRUCTION UNIT
END OF RECONSTRUCTION
1. Bellwork-3-2-1. Write down 3
ways that life improved for
African Americans during
Reconstruction, 2 problems that
African Americans still faced, and
1 reason that white southerners
were upset.
2.Powerpoint
3. Walking Tour: Students will
visit exhibits around the
classroom. Each exhibit will give
information about an event that
brought Reconstruction to an end
or a new law passed after
Reconstruction ended. Sites on
the walking tour will include: the
Amnesty Act, the Compromise
of1877, Jim Crow, Plessy v.
Ferguson, and voting restrictions.
Each chart will have pictures and
written information about the
event. As students visit each
section of the walking tour, they
will
answer these questions:
• What was the event/item?
• How did it change life for
African Americans?
• How did it contribute to the
end of Reconstruction?
4. Wrap Up: Display several
images from the Civil Rights
movement, such as the March on
Washington, the bus boycott,
school desegregation, and sit-ins.
Ask students to consider why
the Civil Rights movement was
necessary, even though the 14th
and 15th Amendments
guaranteeing equality and the
right to vote had been passed
100 years before.
5.Reading Quiz
HW: Study Guide for Test. Due
Mon (Sept. 23) prior to test.
21
QUARTER 1: 2013-2014
22
SEP
23
RECONSTRUCTION UNIT
UNIT TEST DAY-UNIT 1
1)MC TEST-similar format to
EOC
2)Notebook Check
24
UNIT 2-THE WESTERN
CROSSROADS
25
UNIT 2-THE WESTERN
CROSSROADS
1) Can you live in the west?
2)Pattern of Settlement - Ask the
class to imagine that they are living in
1860 when a political map of the
United States looked like this (see
below). Ask the class the following
questions:
In 1860 did the United States
encompass land from the Atlantic to
the Pacific coasts?
•How many states existed in 1860?
•Was there any land which was
owned by the United States
government but which was not yet
admitted into the Union as a state?
•What is the difference between a
state and a territory?
•How did a territory become a state?
-Were there good water sources on
the plains?
-If there were few trees, with what
would settlers build? What would
they use for fuel?
-What means of transportation
existed at this time to either
transport settlers and goods onto the
plains, or transport the goods they
produced to markets elsewhere?
-What means of communication
existed to connect those settling the
plains with people on either the
eastern or western seaboards? How
could the government play a role in
enticing people to settle the Great
Plains?
-Remind students that the
government could not fund efforts to
settle the plains with cash, especially
in light of the expenses needed to
fight the Civil War that erupted in
1861. What other kinds of help could
it offer? Let students brainstorm
various "deals." (35min)
3) Powerpoint
HW: Begin reading The Inventor
Series
1)Claiming Land – How did Americans
claim land in the west? Have
students read an excerpt from the
Homestead Act of 1862 and answer
the questions on the worksheet.
Then, as a class, discuss the
questions the class answered.
Show them archival examples of an
application for a homestead, proof
needed to be submitted to the
government in order to claim a
homestead, and a certificate
certifying ownership of a claim. Ask
the class:
-How many acres was the land claim
of Daniel Freeman?
-Was he married and did he have any
children?
-What did his house look like in
1868?
-How many acres had he cultivated
by 1868?
-What improvements did he make to
his land?
2)Have each student use the archive
example and the excerpt from the
Homestead Act to fill out their own
land claim form proving they’ve met
the terms of the Homestead Act.
Students should also write a one or
two page explanation of who the
settler is filing a land claim, where
he/she lived before he/she settled in
the west, and why they decided to
head out west. They should finish
this for homework and hand it in in
two days.(35 min)
3)Powerpoint
HW: Homestead Act Essay, due
Friday; Read the Inventor Series
26
UNIT 2-THE WESTERN CROSSROADS
1)BELLWORK: Refer to scenes in the video
The Great American West (1995) (15 min)
Discussion-Land Runs – Oklahoma Land
Run of 1889-After the United States
Government claimed Native American
land they often set up land runs for
settlers to claim the land.
2)Show clip of Oklahoma Land Run of
1889 from the movie Far and Away
http://www.youtube.com/watch?v=5ycM
hMM2UFs (4:14 min)
-Ask students what emotions they think
the people felt who were taking part in
these races. (10 min)
3) Cowboys-Ask students to write down a
description of a typical cowboy.
Encourage students to be as specific as
possible (i.e., race, gender, clothing, etc.).
Write student responses on the board.
Ideally, students will say that cowboys
were white, male, gun-slinging, 19th
century historical characters.
4) Pass out “Photographs of Cowboys”
and ask students: In what ways are the
images in the photographs similar or
different from the descriptions you’ve
generated?
5)Ask students to list any behaviors
(including speech or actions) that they
associate with cowboys. Write student
ideas on board.
6) Hand out “Historical Myth vs. Reality”
and have students read it and answer the
questions. Discuss as a class the
questions on the sheet.
7)Briefly discuss as a class the following
questions:
-Where did you learn that this was how
cowboys acted?
-Do you think these are accurate
characterizations?
8)Pwrpt
HW: Homestead Act Essay, due Friday;
Read the Inventor Series
5
27
UNIT 2-THE WESTERN
CROSSROADS
1)Bellwork-Run to the Hills by
Iron Maiden-Ask the class what
the song is about and discuss why
they think this; Ask them if they
think this is an accurate
representation of what happened
to the Native Americans in the
west? (15 min)
2)Discuss the term “noble
savage”
-Can the students think of any
instances when this portrayal has
been used in media or literature
of today? (15 min)
3)the Dawes Act. Have the
students read it and ask the
students:
-In what ways does the act seem
to be protecting Indians?
-In what way(s) does the act
weaken and dismantle the power
of Indian nations?
-What do you predict will be the
outcome of the Dawes Act on
Indian nations?
4)Powerpoint
HW: DBQ-Impact of Westward
Expansion on Native Americans
and the Role of Government,
due Monday; Read the Inventor
Series
28
QUARTER 1: 2013-2014
29
OCT
30
UNIT 2-The Western
Crossroads
Ken Burns Documentary
1) One Sky Above Us
As settlers race to claim tribal
lands, Native Americans take
up the Ghost Dance, trusting in
its power to restore a lost way
of life until their hopes are
crushed at Wounded Knee. The
new century marks a new era
in the West, an age of
aqueducts and smelters. But
the West remains what it has
always been, a world waiting
for a dream.
HW: The Inventor Series
1
UNIT 2- Second Industrial
Revolution and the
Transformation of America
The Beginning of the Revolution
1)Activity 1: Drawing the
Industrial Landscape,
understanding how America has
changed
Analysis of the 1st industrial
revolution
Show editorial from harpers
weekly regarding how cities are
changing
2)America: The Story of USHeartland
HW: Begin reading The Inventor
Series
2
UNIT 2- Second Industrial
Revolution and the
Transformation of America
The Transformation of Cities
1)Video (“Cities,” America: The
Story of Us)
2)Powerpoint- Urbanization
3) Interactive Activity (“Railroads
Transform Chicago”) using the
SMART Board
-Explain how steel and oil
contributed to the
industrialization of America and
the development of a national
economy.
HW: Begin reading The Inventor
Series
3
TUTORING 2:30-3:30
UNIT 2- Second Industrial Revolution
and the Transformation of America
Inventions
1)Bellwork: On the board, write: "An
invention is ..." and ask the class to
brainstorm answers. For example, an
invention is: something new,
something created by a person,
something that people use. When
this list is complete, ask them to
develop a definition of invention.
2) Ask students to name inventions
they can see in the classroom. For
each invention, ask them to describe
what the invention is used for.
3)Write the following names on the
board: Alexander Graham Bell,
Thomas Alva Edison, Henry Ford,
Orville and Wilbur Wright. Tell
students that these are some of the
most famous inventors. Ask students
if they know what each of them
invented and write the invention
next to the name. EX: Bell, Edison,
Wright Brothers, Ford
4)Divide students into four groups,
each assigned to one of the inventors
above. Ask them to answer the
following questions. They may use
the Web sites below to help them
research.
• How does this invention help
people?
• How do you think this invention
changed the way people live?
• What kinds of things did this
person need to know in order to
create his invention?
• Would you consider this a
successful invention? Why or why
not?
Bring the class together and have
each group read their answers. What
makes all these inventions important
5) Powerpoint
HW: Begin reading The Inventor
6
4
UNIT 2- Second Industrial
Revolution and the
Transformation of America
Tesla v. Edison- The Current
Wars
1)Bellwork: Epic Rap Battle of
History- Tesla v. Edison
Who won and why?
2)Powerpoint
3) Jan. 4, 1903: Edison Fries an
Elephant to Prove His Pointstudents will read article and
watch video
4)Mad Libs- Students will work in
groups and will share at the end
of their work time
HW: Begin reading The Inventor
Series
LUNCH GUEST LECTURE- Rave
Mehta- “The Current Wars”
5
QUARTER 1: 2013-2014
6
OCT
7
UNIT 2- Second Industrial
Revolution and the
Transformation of America
Monopolists
1)Bellwork: Scenario: I am in
the market to buy a pen, how
many of you are willing to sell
me it? At what price? What
type of pen? Fountain or ballpoint?
Now tell the students to
imagine that one student in
the class owned all of the pens
in the classroom. And you have
decided that you would buy a
pen only from somebody in the
class. Ask them how this
scenario might influence the
price of the pen and the quality
of the pen being sold. If one
person owned all of the pens,
that person could charge more
money for them and sell lowerquality pens.
2)Big Ballin’ (in the Gilded
Age)
Students will be divided into 6
groups analyzing historical raps
3) America-The Story of UsBoom
HW: Begin reading The
Inventor Series
8
UNIT 2- Second Industrial
Revolution and the
Transformation of America
Monopolists
1)Bellwork- If you were the most
powerful man/woman in the U.S.,
what would you do with that
power? Would you use it for
good? Use it for your own
personal benefit?
2)POWERPOINT
3)Activity. Robber Barons or
Captains of Industry?
Divide the class into four student
groups (or eight, if you'd like each
industrialist/financier to be
researched by two groups).
Assign one of the individuals
below to each group. Distribute
to the groups the chart "Robber
Baron or Captain of Industry?" on
page 1 of the PDF. Using the
following resources and/or any
other approved sources available
in your classroom or online, each
group should fill in the chart for
their assigned individual.
HW: Begin reading The Inventor
Series
9
UNIT 2- Second Industrial
Revolution and the
Transformation of America
Labor Unions
1)Powerpoint
2)Activity. Workers Respond
Assign one of the historical
incidents below to varied groups
of students. Distribute to the
groups the "Labor Events Chart"
on page 1 of the PDF. Using the
following resources and/or any
other approved sources available
in your classroom or online, each
group should fill in the chart for
their assigned individual.
-Evaluating the Homestead Strike
3)The Men Who Built AmericaBlood is spilled
HW: Begin reading The Inventor
Series
Series
10
UNIT 2- Second Industrial Revolution and
the Transformation of America
TUTORING 2:30-3:30
Immigration
1.Bellwork- Have your students think
about how they have felt when they had
to move to a new town, and/or when
they met someone who just moved to
their hometown. Explain that as they
have indicated, moving can be both an
exciting adventure and a scary
experience; when the journey involves
moving to a new country, it can also be
the beginning of a whole new way of life.
2. Ask students to think about the
following: Even though the trip was very
difficult, people still considered America
the land of opportunity. What made
America seem so good?
When the immigrants arrived, there were
many things they needed to do, including
learning the language and American
customs. Did Americans always welcome
immigrants?
3. Ask students to think about and record
all of the things they know about the
immigrants who came to America from
1892 to 1945. Discussion questions
include:
• What countries did they come from?
• Why did they come to America?
• Were they welcome here? Explain.
• What did they do when they arrived?
Where did they live? Jobs? Housing?
3.Powerpoint
HW: Research for Journal Activity
tomorrow- Students will be assigned
either Scandinavian,
Irish, German, Polish, Italian, Greek, or
Russian (Jewish), and asked to research
the following- Why that particular group emigrated.
-A list of items the family has taken from
their homeland to begin their new life in
America
-A food recipe from the family’s
homeland
- A U.S. map that indicates the region
where most people from the family’s
homeland settled
7
11
UNIT 2- Second Industrial
Revolution and the
Transformation of America
Immigration
1)Show Movie Clip From Hitch
2)Take Virtual Tour of Ellis Island
3)Read Stories From Ellis Island
4)Students will Journal about the
Journey to the “Old World” to the
“New World.” They will assume
the character of one family
member. The
families may be multigenerational and extended. For
example, there may be a
grandmother, a mother, a father,
a teenage son and a young
daughter.
Students will create A journal of
the family’s travels, activities,
thoughts and new life
experiences in America. The
journal must include an
account of the trip to America,
the family’s impression of their
first look at the
Statue of Liberty, an account of
their experience at Ellis Island,
particularly the
admittance process and a
description of their early days as
they established a
new life in America
HW: Begin reading The Inventor
Series, Finish Essay- due Mon
(10/14); CH. 11 Zinn
Due(HONORS ONLY)
12
QUARTER 1: 2013-2014
13
OCT
14
UNIT 2- Second Industrial
Revolution and the
Transformation of America
Civil Rights and Civil Liberties:
Jim Crow
1)Bellwork: Short segment of
the intro on “the rise and fall
of jim crow”- Have students
define Jim Crow, and what it’s
purpose was.
2) Discussion: view the
segments on the emergence of
a new black middle class and
on Ida B. Wells from THE RISE
AND FALL OF JIM CROW.
Students should be
encouraged to consider the
following questions and take
careful notes. Following the
video segment, discuss these
questions:
What events brought about
the end of Reconstruction?
How did the emergence of a
new black middle class
challenge white supremacy?
Why did whites demand that
segregation be legalized during
the 1880s?
How was political violence
used to attack African
American political power?
Ida B. Wells states that "I had
firmly believed all along that
the law was on our side and
would give us justice." How did
the Southern legal system
respond to white violence?
3) No Justice, No Peace
Activity- the law and politics
of Jim Crow
-Students will Read Primary
Sources regarding elections
-the process of Southern
Elections
HW: Begin reading The
Inventor Series, Project 1
15
UNIT 2- Gilded Age Politics
Intro to Politics
The three main themes of the
Gilded Age can be summarized
thusly: lassiez-faire versus
government expansion, economic
and political corruption, and
coagulation of modern political
and economic norms.
1.Bellwork- Mark Twain’s Poem
Analysis- “Gilded”
2.Powerpoint
3. Gilded Activities-An edited
Gilded Age Timeline. A political
cartoon entitled, "Hopelessly
Bound to the Stake." A 1900
political cartoon entitled, "What
a Funny Little Government."
-Question to consider:
1. Why would Twain describe this
era as the "gilded" age rather
than the "golden" age?
2. How do you interpret the
message of the "Hopelessly
Bound" cartoon?
3. How do you interpret the
message of the "What a Funny
Little Government" cartoon?
4. Election of 1800
The pie graph of the popular vote
on the electoral map below
demonstrates the divided nature
of the American electorate.
Garfield's margin of victory in the
electoral vote was less narrow,
illustrating the "legitimizing"
function the electoral college can
fulfill. These deep partisan
divisions would continue
throughout the 1880's and
1890's.
-Question to consider:
1. Which regions voted
Democratic and why? Which
voted Republican and why?
HW: Begin reading The Inventor
Series, Project 1
16
UNIT 2- Gilded Age Politics
Assassination and Arthur’s
Presidency
1) Bellwork-How doctors killed
President Garfield
2) Read the Article: The New
York Times article below covers a
sermon that describes the
underlying reasons for the
"National Calamity" and calls for
reform.
Question to consider:
1)What does Dr. Newman cite as
the leading causes of the
President's death?
3) Powerpoint
4)Questions to consider: Think,
Write, Round Robin
1. Who do protective tariffs
benefit and why is it remarkable
that a Republican president in the
1880's advocated lowering them?
2. How did Arthur balance the
demands of his corporate and
labor constituents with the larger
interests of the American people?
HW: Begin reading The Inventor
Series, Project 1
17
UNIT 2- Gilded Age Politics
Changes in Democracy
I. Opening activity
Examine the cartoon “Which color is to be
tabooed next?” According to the cartoon,
how is immigration in the U.S. changing?
Who are the men seated at the table and
why is this of
concern to them?
Explore how a contemporary version of
the cartoon would have a different
meaning, given the ethnic, racial and
religious groups arriving in America today.
II. Discuss the opening activity
Solicit responses to the opening activity
questions from volunteers.
Who are the men at the table?
What is meant by the references to
“yellow” and “green”?
Which Chinese are being singled out by
the change?
III. Group activity: Document analysis
Each group reads the document or
excerpt given to it and answers the
following questions:
-What restrictions or opposition are the
Chinese facing?
-What reasons were given for the
restrictions or opposition?
-How are the Chinese described? What
terms are used when referring to them?
IV. Lead a lecture/discussion on what the
textbook says about the spoils system,
James A. Garfield's assassination, the
desire for reform, the passage of the
Pendleton Civil Service Reform Act, and
other issues related to political reform.
Why do you think people would have
been against reform? Think beyond the
obvious desire for appointed jobs.
(Democratization of government, desire
to give power to the average citizen, antielitism)
Do you think turnover in government
positions is a good or bad thing?
Are there certain jobs that should have
rotation more frequently than others?
Are there certain jobs that people should
have to take examinations for?
HW: Begin reading The Inventor Series,
Project 1
TUTORING 2:30-3:30
8
18
UNIT 2- Gilded Age Politics
1884 Election
1)Bellwork- 270 to win-Analyze
the Map, what were the current
events of the time that led to the
win?
2)Powerpoint
3)Election Activity-The Harper's
cover illustration below depicts
Blaine, dubbed the "Plumed
Knight," backstage, putting on a
pristine shirt upside down.
Lingering hostilities from the Civil
War led both parties to "wave
the bloody shirt" around election
time. The pro-Republican "Tract
No. 2" below is an example of
such rhetoric.
1. Analyze the many symbolic
aspects of the Harper's "Plumed
Knight" cover. Consider both the
setting and Blaine's attire.
2. Summarize the accusations
levied against Democrats in
"Tract No. 2." Why is this an
example of "bloody shirt"
campaigning?
4)Political Parties Activity-The
"Honest Republican Voter"
cartoon portrays the split in the
Republican party over Blaine's
nomination. The "honest"
(Mugwump) Republican voter
chooses the path of
independence, following the
brains end of the Republican
elephant.
The map below illustrates the
continuing partisan division of
the nation's voters in the Gilded
Age.
1. Compare the 1880 electoral
map to the 1884 electoral map.
Which states outside the reliably
Democratic "Solid South" voted
for Cleveland?
HW: Begin reading The Inventor
Series, Project 1
19
QUARTER 1: 2013-2014
20
OCT
21
UNIT 2- Gilded Age Politics
Late 19th century- Changes in
Democracy
1)Introduction: Initiate a
discussion to introduce the
concept of value-of-service pricing
vs. cost-of-service pricing. Let's say
that I own two Walgreens drug
stores. One is in a town that
doesn't have any other drugstores,
while the other town not only has
my Walgreens store, but it also has
Wal-Mart, CVS, and Osco
pharmacies. I have a drug that the
manufacturer sells to me at
$10/dose. At the store in the town
with multiple pharmacies, I decide
that I will sell the drug at $12/dose
in order to compete with the other
pharmacies. However, at the
Walgreens in the town where
there are no other pharmacies, I
will sell the drug for $20/dose.
Questions:
Is this fair?
2) Powerpoint-populism
3)Silver Purchase Act- How did
Harrison's policies on the silver
issue and the tariff differ from
those of President Cleveland?
4) Documents- Sherman AntiTrust Act
1. What does the opinion state
about the intent of the Sherman
Anti-Trust Act?
2. Does the court deny that the
sugar refinery corporation is a
monopoly? According to the
opinion, why doesn't the law apply
to them?
3. Do you agree with the Court's
conclusion that manufacturing is
only indirectly related to interstate
commerce in this case? Why or
why not? What would your opinion
be if you were on the Court?
HW: Begin reading The
Inventor Series, Project 1,
Study for Test
22
UNIT 2- Gilded Age Politics
1892/1896 Election and Political
Cartoons
1.Bellwork: 270 to win
Which states did Cleveland pick
up in the Election of 1892? Did
these states have industrial or
agrarian economies?
2.Powerpoint
3.1896 Election
1. Briefly summarize the
economic policies of the
Democrats and explain the
rationale behind them.
2. How did President Cleveland
deviate from the Democrat's
agenda as expressed in their
1896 platform?
3. What planks do the parties
have in common?
4. What are some of the more
radical ideas expressed in the
People's Party platform? Which
of them eventually became law?
5. What does Bryan mean by
"the broader class of
businessmen" in the "Cross of
Gold" speech?
HW: Begin reading The
Inventor Series, Project 1,
Study for Test
23
1)MC TEST-similar format to EOC
2)Notebook Check
3)Project 1.Digital Story:
Students will be reading a graphic
novel pertaining to the Second
Industrial Revolution. Upon
completion of the novel, the
students will be placed in groups
to make a Digital Story. Digital
Storytelling is using different
forms of media that may include
the digital equivalent of film
techniques (full-motion video
with sound), animation, stills,
audio only, or any of the other
forms of non-physical media
(material that exists only as
electronic files as opposed to
actual paintings or photographs
on paper, sounds stored on tape
or disc, movies stored on film)
which individuals can use to tell a
story or present an idea. The
digital story will be 3-5 minutes
long, and will address both the
graphic novel, and the Second
Industrial Revolution.
24 NO SCHOOL
9
25 NO SCHOOL
26