DO WHATCHA KNOW!
Have you ever seen a movie about the “Wild” West? What characters do you usually see in these films? What kind of interaction do they usually have? Who are the good guys?
INTRO TO NEW MATERIAL
Frontier is seen as “free land” but was really a place where cultures often clashed
o Manifest Destiny - an idea popular during the 1840s stating it was the right and duty of the United States to expand its boundaries
In 1862, two things prompt people to move West
o Homestead Act - a law passed in 1862 that removed native Americans from their lands and gave 160 acres of free land in the West to anyone who would go there and live on the land for five years
o Union-Pacific railroad connects Atlantic and Pacific Oceans and makes cross-country travel easier
U.S. Army clashes with native Americans in West
o Dawes Act - the act passed by Congress in 1887 that tried to "Americanize" the Indians by breaking up the tribal system
o Massacre at Wounded Knee – the 1890 massacre of more than 200 unarmed Lakota Sioux by the U.S. Army at Wounded Knee Creek, SD
Other groups have clashes as well
o African Americans head West to flee Jim Crow laws in South
o Chinese Americans continue to experience discrimination
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Frederick Jackson Turner Articulates the Frontier Thesis.
Next, you will work with your table to complete SOAPS on Southern Freedmen Resolve to Move West.
INDEPENDENT PRACTICE
You many choose to examine one of three primary sources: “The End of the Dream,”
Big Foot's camp after Battle of Wounded Knee; U.S. soldiers amid scattered debris of camp, or the song “Big Foot,” by Johnny Cash. Complete SOAPS if you choose Black Elk or Johnny Cash; complete the Analyzing Photographs question if you choose the photograph.
LEARNING LOG
Pretend that it’s 1884, and you’ve just moved your family from New Orleans to Wyoming. Write a letter home to your mother in New Orleans, telling her about why you moved and how you get along with other settlers in Wyoming.
Showing posts with label unit 2. Show all posts
Showing posts with label unit 2. Show all posts
Thursday, February 5, 2009
Wednesday, February 4, 2009
Helpful Review Site
If you feel like you're lost, this site can help you catch up on some of the information you may have missed.
Focus on American Federation of Labor, Andrew Carnegie, Dawes Act, Thomas Edison, Ellis Island, Homestead Act, John D. Rockefeller, Sherman Anti-trust Act, social Darwinism, and trust.
Focus on American Federation of Labor, Andrew Carnegie, Dawes Act, Thomas Edison, Ellis Island, Homestead Act, John D. Rockefeller, Sherman Anti-trust Act, social Darwinism, and trust.
Classwork for Wednesday 2/4/2009
DO WHATCHA KNOW!
Has your family always lived in New Orleans? Think about parents and grandparents – did they move here from somewhere else? Where? Why?
If not, why do you think people would move to the U.S.? How would they feel when they got here?
INTRO TO NEW MATERIAL
Students will watch a three-minute excerpt of the movie The Godfather, Part II.
1. What do you notice about the boy’s arrival to New York City?
2. What sights and sounds are present in the hall at Ellis Island?
3. How would you describe the boy’s treatment by immigration officials?
4. What thoughts and feelings do you imagine the boy has?
American population NOW (300 million people) come from:
• Native American ancestry (about 1 million people now)
• Brought over as slaves (forced immigration)
• Ancestors immigrated (moved from another country to the U.S.)
-vast majority of Americans have ancestors that immigrated to U.S.
-of course, first immigrants were original settlers to Jamestown, Pilgrims, etc.
SECOND WAVE OF IMMIGRATION (approximately 1861-1920)
After U.S. Civil War, immigration is UP!
Reasons immigrants came:
“PUSH”—reasons people wanted to move out of their country
• Economic: crop failures in Germany and Ireland in the 1840’s (Irish Potato Famine of
1846) ruins farmers who survived on money from small plots of land
• Economic: skilled workers and craftsmen in Europe lose jobs to factories during
Industrial Revolution
• Religious freedom: Protestants face religious persecution in Germany
“PULL”—reasons U.S. enticed people to move
• Economic: plentiful land to farm
• Economic: plentiful jobs
• Religious freedom: rights guaranteed in Constitution
• U.S. economy, especially in the Northeast, is strong
• Easier voyage: more affordable, shorter trip, more comfortable
Where did new immigrants come from?
• Some still come from Western Europe (England, Ireland, Germany)
• More and more coming from Southern and Eastern Europe (Italy, Greece)
• Also coming from Asia (China, Japan) and settling on west coast of U.S.
Whereas most immigrants before 1860 came for farming, after 1860 more immigrants come for jobs in cities.
• Overwhelmingly settled in large cities like New York and Boston, or San Francisco on the west coast
• Lived in neighborhoods where their countrymen settled
• Immigrants were expected to work—built most of infrastructure of cities, built railroad lines, most of the time for less pay because of discrimination
emigrant/immigrant – migration from/to a place
urbanization - the process by which more and more people come to live in cities
quota – a limitation on the number of immigrants allowed into a country
assimilation - the social process of absorbing one cultural group into harmony with another
Chinese Exclusion Act – an 1882 law that banned Chinese immigrants from entering the U.S.
GUIDED PRACTICE
As a class, we will complete Analyzing Photographs questions for White Americans Protest the Chinese Exclusion Act.
Next, you will work with your table to complete SOAPS on the primary source A Slovenian Boy Remembers Tales of the Golden Country.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Emma Lazarus Praises the New Colossus or Immigrants on an Atlantic Liner. Complete SOAPS if you choose the Lazarus poem, and the Analyzing Photographs questions if you choose the photograph.
LEARNING LOG
What hopes did the immigrants have when entering the U.S.? What fears did they have? What difficulties did the immigrants face when entering the U.S.?
Has your family always lived in New Orleans? Think about parents and grandparents – did they move here from somewhere else? Where? Why?
If not, why do you think people would move to the U.S.? How would they feel when they got here?
INTRO TO NEW MATERIAL
Students will watch a three-minute excerpt of the movie The Godfather, Part II.
1. What do you notice about the boy’s arrival to New York City?
2. What sights and sounds are present in the hall at Ellis Island?
3. How would you describe the boy’s treatment by immigration officials?
4. What thoughts and feelings do you imagine the boy has?
American population NOW (300 million people) come from:
• Native American ancestry (about 1 million people now)
• Brought over as slaves (forced immigration)
• Ancestors immigrated (moved from another country to the U.S.)
-vast majority of Americans have ancestors that immigrated to U.S.
-of course, first immigrants were original settlers to Jamestown, Pilgrims, etc.
SECOND WAVE OF IMMIGRATION (approximately 1861-1920)
After U.S. Civil War, immigration is UP!
Reasons immigrants came:
“PUSH”—reasons people wanted to move out of their country
• Economic: crop failures in Germany and Ireland in the 1840’s (Irish Potato Famine of
1846) ruins farmers who survived on money from small plots of land
• Economic: skilled workers and craftsmen in Europe lose jobs to factories during
Industrial Revolution
• Religious freedom: Protestants face religious persecution in Germany
“PULL”—reasons U.S. enticed people to move
• Economic: plentiful land to farm
• Economic: plentiful jobs
• Religious freedom: rights guaranteed in Constitution
• U.S. economy, especially in the Northeast, is strong
• Easier voyage: more affordable, shorter trip, more comfortable
Where did new immigrants come from?
• Some still come from Western Europe (England, Ireland, Germany)
• More and more coming from Southern and Eastern Europe (Italy, Greece)
• Also coming from Asia (China, Japan) and settling on west coast of U.S.
Whereas most immigrants before 1860 came for farming, after 1860 more immigrants come for jobs in cities.
• Overwhelmingly settled in large cities like New York and Boston, or San Francisco on the west coast
• Lived in neighborhoods where their countrymen settled
• Immigrants were expected to work—built most of infrastructure of cities, built railroad lines, most of the time for less pay because of discrimination
emigrant/immigrant – migration from/to a place
urbanization - the process by which more and more people come to live in cities
quota – a limitation on the number of immigrants allowed into a country
assimilation - the social process of absorbing one cultural group into harmony with another
Chinese Exclusion Act – an 1882 law that banned Chinese immigrants from entering the U.S.
GUIDED PRACTICE
As a class, we will complete Analyzing Photographs questions for White Americans Protest the Chinese Exclusion Act.
Next, you will work with your table to complete SOAPS on the primary source A Slovenian Boy Remembers Tales of the Golden Country.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Emma Lazarus Praises the New Colossus or Immigrants on an Atlantic Liner. Complete SOAPS if you choose the Lazarus poem, and the Analyzing Photographs questions if you choose the photograph.
LEARNING LOG
What hopes did the immigrants have when entering the U.S.? What fears did they have? What difficulties did the immigrants face when entering the U.S.?
Tuesday, February 3, 2009
Classwork for Tuesday 2/3/2009
DO WHATCHA KNOW!
Jay-Z respected the robber barons and their wealth so much that he named his record company after John D. Rockefeller. But we don’t know the names of most of the people who worked for Rockefeller. What do you think life was like for the millions of workers in railyards and factories? Be as descriptive as possible.
INTRO TO NEW MATERIAL
As Ms. Jolly lectures, students will identify the following vocabulary and people:
strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Unionist Samuel Gompers Asks “What Does the Working Man Want?”
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Immigrant Thomas O’Donnell Laments the Plight of the Worker or Statement to the American Railway Union. Complete SOAPS on whichever one you choose.
LEARNING LOG
What were the lives of workers like at the end of the 19th century? What steps did workers take to improve their lives and their working conditions? How did their employers respond?
Jay-Z respected the robber barons and their wealth so much that he named his record company after John D. Rockefeller. But we don’t know the names of most of the people who worked for Rockefeller. What do you think life was like for the millions of workers in railyards and factories? Be as descriptive as possible.
INTRO TO NEW MATERIAL
As Ms. Jolly lectures, students will identify the following vocabulary and people:
strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Unionist Samuel Gompers Asks “What Does the Working Man Want?”
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Immigrant Thomas O’Donnell Laments the Plight of the Worker or Statement to the American Railway Union. Complete SOAPS on whichever one you choose.
LEARNING LOG
What were the lives of workers like at the end of the 19th century? What steps did workers take to improve their lives and their working conditions? How did their employers respond?
Monday, February 2, 2009
Classwork for Monday 2/2/2009
DO WHATCHA KNOW!
Think about all of the technology you’ve used so far today. When do you think that technology was invented? Was it around during the Civil War? How do you think it was made?
INTRO TO NEW MATERIAL
Students will read Zinn chapter “Robber Barons and Rebels,” and identify the following vocabulary and people:
monopoly/trust
Sherman Anti-Trust Act
Andrew Carnegie
John D. Rockefeller
Thomas Edison
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Promoting Chattanooga.
Next, you will work with your table to complete SOAPS on Harriet Robinson: Lowell Mill Girls. Find links to the primary sources in the Unit 2 Guide.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Edison’s Patent for Electric Light or Mrs. W.C. Lathrop’s Letter to Edison. Complete SOAPS on whichever one you choose.
LEARNING LOG
How did American business change after the Civil War? Why?
How did American life change after the Civil War? Why?
Think about all of the technology you’ve used so far today. When do you think that technology was invented? Was it around during the Civil War? How do you think it was made?
INTRO TO NEW MATERIAL
Students will read Zinn chapter “Robber Barons and Rebels,” and identify the following vocabulary and people:
monopoly/trust
Sherman Anti-Trust Act
Andrew Carnegie
John D. Rockefeller
Thomas Edison
GUIDED PRACTICE
As a class, we will complete SOAPS on the primary source Promoting Chattanooga.
Next, you will work with your table to complete SOAPS on Harriet Robinson: Lowell Mill Girls. Find links to the primary sources in the Unit 2 Guide.
INDEPENDENT PRACTICE
You many choose to examine one of two primary sources: Edison’s Patent for Electric Light or Mrs. W.C. Lathrop’s Letter to Edison. Complete SOAPS on whichever one you choose.
LEARNING LOG
How did American business change after the Civil War? Why?
How did American life change after the Civil War? Why?
Unit 2 Guide
February 2-6
BIG IDEAS
After the Civil War, American industry was forever changed because of improvements in steel production, the growth of transcontinental railroads, and an increase in mass-producing factories.
While the owners of these newly booming businesses became wealthy, their workers formed unions to help them earn fair treatment and pay.
Despite the disagreements between industrialists and workers, the promise of jobs and prosperity lured immigrants to the United States from every corner of the world.
While American cities flourished, many Americans headed to the rural west to find their fortunes, often causing conflict between native Americans, immigrants, and black and white migrants.
VOCABULARY & PEOPLE
monopoly
trust
social Darwinism
Sherman Anti-Trust Act
Andrew Carnegie
Thomas Edison
Cornelius Vanderbilt
strike
sweatshop
populist
Haymarket affair
American Federation of Labor
Samuel Gompers
emigrant/immigrant
urbanization
quota
assimilation
Chinese Exclusion Act
Homestead Act
Massacre at Wounded Knee
Manifest Destiny
Dawes Act
Frederick Jackson Turner
UNIT ASSESSMENT
The Unit 4 Assessment will be a traditional test with multiple choice and constructed response questions. It will take place on Friday, February 6, 2009.
PRIMARY & SECONDARY SOURCES (10 points each)
You will read/examine the following primary and secondary sources, and complete either the Analyzing Photographs questions, or a SOAPS with SOAPbox. Sources with a • are required; on each day, you must choose one of the sources with a o.
Monday
•Promoting Chattanooga, Tennessee, 1896
•Harriet Robinson: Lowell Mill Girls, 1883
oEdison’s Patent for Electric Light, 1880
oMrs. W.C. Lathrop’s Letter to Edison, 1921
Tuesday
•Steel Magnate Andrew Carnegie Preaches a Gospel of Wealth, 1889 (only read paragraphs 1, 2, 5, 6, 8, 13, 14, 18, 19, 24, 25)
•Unionist Samuel Gompers Asks “What Does the Working Man Want?” 1890
oImmigrant Thomas O’Donnell Laments the Plight of the Worker, 1883
oPullman Workers, Statement to the American Railway Union, 1894
Wednesday
•A Slovenian Boy Remembers Tales of the Golden Country, 1909 (read pages 3-6)
•White Americans Protest the Chinese Exclusion Act, 1902
oEmma Lazarus, "The New Colossus," 1883
oImmigrants on an Atlantic Liner, 1906
Thursday
•Frederick Jackson Turner Articulates the Frontier Thesis, 1893 (you don't need to write answers to the questions)
•Southern Freedmen Resolve to Move West, 1879
oBlack Elk, “The End of the Dream,” 1932
oBig Foot's camp after Battle of Wounded Knee; U.S. soldiers amid scattered debris of camp, 1891
o“Big Foot,” Johnny Cash, 1972
All work is due on Friday, February 6. No late work will be accepted.
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