Today we completed 6.1 guided notes and then used the empty space at the end of the note catcher to make Cornell Style Notes (just like homework) using ‘The People’s (Populist) Party’ video.
Today we examined documents from two prominent labor union strikes, both of which turned deadly, during the late 1800s. The documents and guiding questions will help us to better understand these specific examples of rising labor unions fighting corporation management for better working conditions and lead us to think about what makes a reliable or unreliable source.
Today, we compared maps and other sources to determine details about late 1800s industrialization; specifically the rise of labor unions and their quest improve working conditions and compensation.
If you finish early, please look at posts from last week to complete any classwork you are behind on. So far in unit 6 we’ve investigated the rise of urban industry and population growth in America, the westward migration of people onto Indian lands, the assimilation and discrimination of those Indian peoples, and now how workers banned together to use strength in numbers for improved working conditions. Tomorrow, we’ll examine 2 specific labor strikes, a tool of labor unions in which workers stop working until their demands are met by company management.
While America was industrializing and large groups of people were moving west in the late 1800s, many Native Americans were being displaced and having their civil rights violated by the US government. Today we examined a series of maps and primary sources to see how Americans took and used Indian lands in the American West. Then, we examined a series of primary source docs about the Carlisle Indian Industrial School whose purpose was to ‘assimilate’ native american youth into the ‘american’ culture. Many of the children in Carlisle had been removed from their birth families by the US government.
Today we investigated a series of primary sources to see what life was like for Great Plains homesteaders who took advantage of the Homestead Act in the late 1800s. We also used those same docs to think about the reliability and trustworthiness of primary sources.
Today we examined key vocabulary phrases for successfully understanding Unit 6. These included: capitalism, laissez-faire, assimilation, & ‘Gilded Age’.
Then, we completed 2 atlas activities to gain a deeper geographic understanding of how railroads fueled westward expansion and were closely related to industrialization.
Today we reflected on our successes and challenges from last semester, introduced our new unit by reviewing Ch16 topics, and rolled out our new note-taking method for semester 2. The Reflection and review were turned in by the end of class for full points (some exceptions in period 3).
From this moment on, the scaffold of guided notes will be removed and students will begin taking their own notes on their own paper each night. They will still be turned in at the end of each unit. Simply read the homework each night, write at least a 1/2 page of notes, and use the Cornell Method to get full credit!
Over the last few days we’ve completed finals.
Here is your ch16 Homework Guide:
It is due the day you return in January!
Happy Holidays, can’t wait to see you all in the new year!
Today students should finish Unit 5 by completing the 5.3 guided notes. Then, students should study!
5.3 Notes note catcher
5.3 Notes power point
Below is a list of topics to study. Also, there is an extra credit study video/notes that students can print and complete on their own time. It is due on finals day. I recommend students use the library or their own personal printers for the extra credit assignment.
Study Topics: Manifest Destiny and Expansion (Mex-Amer War, trans-continental rail, Homestead Act), “Old” Immigration (north-western Europe, nativism), Causes of the Civil War (economic disparity, sectionalism, free-soil movement, popular sovereignty, abolitionists, “slavery as a positive good”, Kansas-Nebraska Act, Comp of 1850, Dred Scott, Election of 1860), Reasons the North won (Emancipation Proclamation, Gettysburg Address, etc), Reconstruction (13th-15th Amendments, Radical Reconstruction, sharecropping, white terrorism).
What is due on Finals Day:
Civil War Atlas Activity—Finals
Reconstruction Writing Activity—Finals
Ch12-15 Homework Guides— Finals
Extra Credit Study Guide:
Extra Credit Study Guide Video:
Reconstruction of the United States after the Civil War solved the issues of slavery and secession, but created new problems related to citizenship and race for freedmen (Key Concept 5.3).
Reconstruction Structured Academic Controversy:
Students will partner up and examine several documents related to Reconstruction while answering guiding questions. One partner will gather evidence to show that African Americans were actually free during Reconstruction and one partner will gather evidence to show that African American were not actually free during Reconstruction. Finally, partners will come to a consensus and each write a well-developed paragraph to explain their point of view using specific textual evidence.
I have provided a timeline of Reconstruction to review before the activity for context.