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?” 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 -a handout will be provided to start the conversation IF necessary! THINK… what if I am picked to share?
Homework: SKIM Ch. 6 (13- 14?) in search of EQ “grid words” Tuesd ay, September 17, 2013 I. What happened 226 years ago…9/17/1787? II. Unit 1 : Industrialization and Reform… EUs? EQs? - Ch. 6 “ ttt ” & The Americans … INSPECT questions #1-4 (10 pts) - American Ideals Activity… Period “specialists” - print “headers” & definitions; placement of visuals
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 In 1952 Congress repealed this joint resolution and passed a new law moving the date to September 17 to commemorate “the formation and signing, on September 17, 1787, of the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 observations/constitution-day.php
Democracy and the Constitution a lover’s quarrel The Morning Call 9/17/2012 • READ the article & HIGHLIGHT answers within the 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 1. The process of in the US had industrialization positive and negative impacts, not only on the economy, but the entire culture. 2. Individuals and groups actively participate to influence the government and reform society, but are often met with opposition by those who want to protect the status quo. stratification 3. Social is a product of society, not just individual differences.
Essential Questions for Unit I Industrialism & Progressive Reform EQ 1: Who benefits and who suffers during the times of profound economic change? • The growing industrial economy created profound changes in wealth, opportunity, and equality. • How working conditions changed and how the workers responded to new industrial conditions. EQ 2: How can people change society? • How the Progressives responded to the distinctive needs of an industrial society. • Progressive attempts at social and moral reform, including legislation and Constitutional amendments. • Women petitioned and protested in order to gain the right to vote. • Presidential leadership in obtaining passage of reform and conservation measures. EQ 3: Did this period of reform move America closer or further away from its founding ideals? • How the ideals of liberty, equality, opportunity, rights and democracy were exemplified or contradicted during this time period.
Unit I: Industrialism & Reform • Who benefits and who suffers during the times of profound (big, huge, BOLD, clear, deep, drastic, flabbergasting) economic ($$$, money, stock, industry, business, environment) change? • How can people (individuals & groups?) change society (better? worse? “mix” of +/ - ) • Did this period of reform move America closer to or further away from its founding ideals? (E, R, L, O, D)
Unit I: Industrialism & Reform EQ “Grid” Expectations • “Words” From The Americans, Chapters 6-9 refers to relevant key vocabulary terms, concepts, people, events, groups, etc. that are part of the history of Industrialism & Reform in the late 1800s and early 20 th century. • As you read "telescoping the times" and SKIM the chapters, choose ONE “word” from each chapter, plus a 5 th “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! Ch. 13 & 14 ~ Ch. 6 Americans Ch. 15 & 16 ~ Ch. 7 Americans Ch. 16 & 17 ~ Ch. 8 Americans Ch. 17 & 18 ~ Ch. 9 Americans 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, p. 228-251, and select 3 “words” for EQ grid Wednesd ay, September 18, 2013 I. Unit 1: Industrialization and Reform - Ch. 6 “ ttt ” & Americans …REVIEW ?s #1 -4 (8-10 pts) - EQs and “grid” expectations III. Ch. 6: WORK TIME - a simple “progress check” planned for tomorrow American Ideals Activity… Period “specialists” - print “headers” & definitions
Why are we here TODAY? Discuss the impact of Industrialization and identify and describe 3 specific examples in response to unit EQs.
Ch. 6 “telescoping the times” ( ttt) 1. What developments fueled industrialization? -Industrialization was fueled by the availability of gas, iron, and coal (kerosene, oil) -the development of the steel industry (Bessemer process) -electricity -many inventions (incandescent light, typewriter, & telephone)
Ch. 6 “telescoping the times” ( ttt) 2. Describe the growth and development of the rail industry and what impact it had? -The rail industry spread throughout the country in the 1800s, helping to promote the iron, steel, coal, lumber and glass industries (meat too!) - the RR’s expansion led to the growth of many cities (4 standard times zones transportation & communication…by 1890s = 200,000 miles of RR)
Ch. 6 “telescoping the times” ( ttt) 3. How did the government try to regulate business? What happened to these efforts? -Congress passed the Sherman Antitrust Act to regulate business; Interstate Commerce Act -courts did NOT enforce the law
Ch. 6 “telescoping the times” ( ttt) 4. Describe working conditions of the time and union-management relations? -Working conditions around 1900 were harsh and dangerous; women and children worked too (all received low wages, long hours) -workers tried to organize, but management dismissed union members and used strikebreakers -the government backed management, NOT labor
Unit I: Industrialism & Reform • Who benefits and who suffers during the times of profound (big, huge, BOLD, clear, deep, drastic, flabbergasting) economic ($$$, money, stock, industry, business, environment) change? • How can people (individuals & groups?) change society (better? worse? “mix” of +/ - ) • Did this period of reform move America closer to or further away from its founding ideals? (E, R, L, O, D)
Homework: READ Ch. 7 “ ttt ,” write answers in space provided, AND or underline in text with #1-4 Thursd ay, September 19, 2013 I. Unit 1: Industrialization and Reform Ch. 6 & Essential Questions #1- 3…progress check! II. Migration: “ Should I stay or should I go?” III. WORK TIME? - Ch. 7 “ ttt ” & Americans …Review ?s #1 -4 (10 pts) - American Ideals wall…finished?
Why are we here TODAY? Share & discuss the effects of Industrialization through EQ “words.” Explore the thought processes behind migration.
Recommend
More recommend
