Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Overview:

Unit Description: The Industrial Nation (1865-1905)

Essential Questions: 

1)      Can students compare, analyze, and explain historical periods or conflicts in terms of similar issues, actions, or trends in U.S. history?

2)      Can students use and evaluate multiple primary or secondary source materials to interpret historical facts, ideas, or issues?

3)      Can students interpret or analyze historical data found in multiple sources to explain historical trends?

4)      Can students explain the impact of industrialization on the country?

5)      Can students explain the relationship between business and the government?

Resources/Materials: Text, Lesson planner, guided readings, primary and secondary sources readings, sections quizzes, chapter test, united streaming (industrialization and robber barons or captains of industry), hippocampus

Standards/Benchmarks/GLEs: H-1AH1, H1A-H3, H-1A-H4, H-1B-H4, H-1B-H6, H-1B-H9

Objectives:

• Learn how daily lives changed in the decades following the civil war
• Find out how advances in electric power and communication affected people and business in the area
• Discover the effects the development of railroads had on industrial growth
• Think about the impact of the Bessemer process on American culture
• Read to find out why American Industrialists of the late 1800s were called both “robber barons” and “captains of industry.”
• Discover how social Darwinism affected Americans’ views on big business
• Learn how industrialists gained a competitive edge over their rivals
• Find out the factors that led to a growing American workforce between 1860 and 1900
• Learn what factory work at the turn of the century was like
• Discover why it was sometimes necessary for entire families to work
• Discover the impact of industrialism on the gulf between rich and poor
• Find out the goals of the early labor unions in the U.S.
• Learn why Eugene V. Debs formed the American Railway Union
• Study the causes and outcomes of the major strikes in the late 1800s

Student Learning Activities:

Student study guide and discussion using PowerPoint presentation

Section 1 guided reading

Complete section 2 of chapter 6 using power point

Discussion

Primary Source reading: Andrew Carnegie

(students will read, annotate, and answer questions concerning the reading)

Chapter 6 section 3: Guide to the Essentials

Students will read a summary, answering questions and use a graphic summary to answer questions

Ch6 section 3 Guided Reading and Review: Industrialization and Workers

Ch 6 sec 4 Guided Reading and Review: The Great Strikes

Chapter 6: Identifying the main ideas

Students will view a 30 minute groups of clips from United Streaming dealing with the “robber barons” and industrialization

Students will answer a review of the film clips

Review for quiz on Section 2 for Friday

Quiz

Chapter 6 sec 2

Homework:

Complete guided reading if not completed in class

Must be turned in before the bell rings for class to begin tomorrow

No homework

If the class work was not completed, it is assigned for homework

Study for quiz

Chapter 6 sec 2

This will be based on the notes taken in class and discussed during the PowerPoint presentation

No homework

Attachments:

Assessments: Guided readings, section quizzes, notebook, review, primary source reading, PowerPoint

Links:

How will I address literacy this week? Primary source reading, annotation, and questions about Andrew Carnegie