Week 1

1
Unit 2

• Week 1

2
Homework for the Week

• Monday
• Study for the test
• Tuesday
• Read p.151, 156-157 and use the information there
  to help you add the following terms to your
  glossary frontier, migration and indigenous.
• Look over essay outline assignment and choose a
  prompt
• Block Day
• Cornell Notes on your research outline topic from
  the textbook.
• Friday
• Find a primary source for your research outline.

3
Monday, 9/16/2013

• Review last weeks quiz
• Reconstruction Graphic Organizer
• New Vocab
• Scan through Chapters 4-11
• What are the main ideas?
• What questions do you have for me?
• Flyswatter game
• Due Tomorrow Unit One Checklist
• Homework
• Study
• Put together packet in an organized manner.

4
Reconstruction of the South

• You will see a chart on the next slide.
• Use the information from chapter 11 to identify
  key legislation and groups that emerged during
  the Reconstruction Era.
• For each category, do the following
• Define it.
• Provide the date.
• Think about, and decide which ideal the term
  gives or takes away from African-Americans?

5
  What was it and when did it happen? Which ideal does it give or take away from African-Americans?
13th Amendment      
14th Amendment   
15th Amendment        
Freedmans Bureau  
Black codes  
Ku Klux Klan  
Jim Crow laws    
Tenant farming (sharecropping) New Vocab  
Voting restrictions poll tax, literacy test, grandfather clause    
Plessy v. Ferguson New Vocab Segregation  
6
Tenant Farming
Andrew Johnson
KKK
14th Amendment
Popular Sovereignty
13th Amendment
Emancipation Proclamation
Voting Restrictions
Reconstruction
Freedmans Bureau
15th Amendment
54th Massachusetts Reg.
Jim Crow Laws
Dred Scott Case
Plessy v Ferguson
Abraham Lincoln
Disenfranchisement
7
Westward Migration

• 11.2 Students analyze the relationship among the
  rise of industrialization, large-scale
  rural-to-urban migration, and massive immigration
  from Southern and Eastern Europe.

8
Agenda Tuesday 9/17/13

• Turn in Packets
• Test
• Unit 2 Introduction Industrialization,
  Immigration and Reform
• Homework
• Read p.151, 156-157 and use the information there
  to help you add the following terms to your
  glossary frontier, migration and indigenous.
• Look over essay outline and choose a prompt

9
Agenda Block Day 9/18 9/19

• HOT ROC Review vocabulary
• Opportunities and challenges in westward
  expansion
• Project Introduction
• Explanation
• Computer lab etiquette
• Time in the lab to begin research.
• Homework Cornell Notes on your research outline
  topic from the textbook.

10
Analyze 4 Groups in the West opportunities and
challenges

• Create a chart for
• 1. Native Americans
• (156-157)
• 2. Exodusters (159)
• 3. The Populists (160-161)
• 4. The Mormons (slide)
• Define who the group was and then identify
  opportunities and challenges they faced in the
  frontier.

Group Opportunities Challenges
Native Americans
Exodusters
The Populists
Mormons
11
Mormon Settlements

• While western expansion fostered the growth of
  new commercial cities such as the numerous if
  unstable mining towns, it simultaneously placed
  new restrictions on established communities. The
  Mormons (members of the Church of Jesus Christ of
  Latter-Day Saints) had fled western New York in
  the 1830s for Illinois and Missouri, only to face
  greater persecution in the Midwest.
• When their founder, Joseph Smith, was murdered
  after announcing that an angel had told him that
  it is the will of Heaven that a man have more
  than one wife, the community sought refuge in
  the West. Led by their new prophet, Brigham
  Young, the Mormons migrated in 1846-1847 to the
  Great Salt Lake Basin to form an independent
  theocratic state called Deseret and to affirm the
  sanctity of plural marriage, or polygamy.
• By 1870, more than 87,000 Mormons lived in Utah
  Territory, creating relatively stable communities
  that were unique in the West for their religious
  and ethnic homogeneity sameness.

12
Mormon Settlements
13
Class discussion

• Which ideal most closely fits each groups
  experience?
• What are some similarities experienced by 2 or
  more groups?
• What are some differences?

14
Unit Project Essay Outline

• Enduring Understanding Capitalism creates the
  conflict between equality and opportunity.
• Objectives
• To develop knowledge about the Progressive
  Erathe major turning point in the 19th Century.
• To improve research skills
• To improve writing and higher order thinking
  skills
• Assignment After researching an
  Industrialization, Immigration, and Reform topic
  using at least three sources you will turn in a
  developed argument about your findings that
  includes
• An introduction and thesis, supporting evidence,
  and a conclusion with suggestions that address
  issues raised by your topic.
• A proper citation page. One source must be a
  primary source.
• Outline will be submitted in class as well as to
  turnitin.com

15
Agenda Friday 9/20/13

• HOT ROC
• New vocabulary mass production
• Structured Academic Controversy
• Homework
• Find a primary source for your research outline.

16
HOT ROC

• On the following slide you will see 4 inventions
  from the turn of the Century.
• In your opinion, which invention had the greatest
  impact on the US?
• Why?

17
B
A
C
D
18
Transition

• What is capitalism?
• Where is an example of capitalism in our world
  today?
• New Vocab Mass Production
• Example Clip (super historically relevant ?)
• http//www.youtube.com/watch?vuztA6JCKB4s

19
Structured Academic ControversyIndustrialization
in America

• Was Industrialization in America progress or a
  problem?
• Team 1 will argue Industrialization was
  PROGRESS!
• Team 2 will argue Industrialization was a
  PROBLEM!
• Note on Teams This activity is designed for
  students to complete in groups of four. One pair
  of students argues for progress, while the other
  pair argues for problem.
• With your teammate
• READ the documents in the document set. DISCUSS
  the document with your partner. Does it support
  your argument?
• TOGETHER, create an ARGUMENT (like an opening
  statement for their case) and find THREE pieces
  of evidence (quotations) that support your side.
  Both of you write these down on your graphic
  organizer. (20 minutes)

20
Structured Academic Controversy

• Next
• Team 1 presents their argument/evidence. BOTH
  PARTNERS MUST PRESENT!!!
• Team 2 writes down Team 1s evidence and then
  repeats it back to Team 1.
• Then
• Team 2 presents their argument/evidence. BOTH
  PARTNERS MUST PRESENT!!!
• Team 1 writes down Team 2s evidence and then
  repeats it back to Team 2.
• Finally
• Everyone CAN ABANDON their positions.
• Group attempts to reach a CONSENSUS. Was
  Industrialization progress or a problem? For
  whom? What can the group AGREE on?
• EACH GROUP MEMBER WRITES THEIR OWN VERSION OF THE
  CONSENSUS!