Atlas - Atlas - Unit 2: Gilded Age 1877-1898: Creating a US



|[pic] |Unit Planner: Unit 2: Gilded Age 1877-1898: Creating a US |[pic] |

| |US History 11[pic] | |

| |Tuesday, February 23, 2016, 11:57AM | |

|High School (MYP) > 2015-2016 > Grade 11 > Social Studies/History > US History 11 > Week 4 - |Last Updated: Tuesday, October 20, 2015 by Theresa Mullin |

|Week 7 | |

Diana, Davison; Michelle, Taylor; Mullin, Theresa; Saribudak, Aylin

|Inquiry: Establishing the purpose of the unit |

|Key Concepts (Only Choose One) |Related Concepts |Global Context |

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|[pic]Choose Standards |Related Concepts | |

|Key Concepts |Culture |Fairness and development |

| |Patterns and Trends | |

|MYP |Innovation and Revolution | |

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|Key Concepts | | |

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|Key Concepts | | |

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|Development | | |

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|Statement of Inquiry |

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|The revolutionary development of the US was contingent upon the growth of culture, trends and innovations during the Gilded Age. |

|Or |

|Economic changes always have an impact on the way of life of different social groups and their mutual interactions. |

|Inquiry Questions |

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|Factual - Who are the captains of industry? Who are robber barons? Who are the new immigrants pouring through the US at this time? How has technology changed|

|the way we produce our goods? |

|Conceptual - How did immigration from new countries change the social landscape of the US? How did the Industrial Revolution create modern urbanization |

|within the US? |

|Debatable - Was the Industrial Revolution positive for everyone? |

|MYP Objectives |Standards (TEKS) |

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|[pic]Choose Standards |[pic]Choose Standards |

|MYP: Individuals and societies (For use from September |TX: TEKS 113: Social Studies (2011) |

|2014/January 2015) | |

| |TX: High School |

|Year 5 | |

| |United States History |

|Aims | |

| |(2) History. The student understands traditional historical points of reference in U.S. |

|The aims of MYP individuals and societies are to encourage and |history from 1877 to the present. |

|enable students to: | |

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| |[pic][pic](A) identify the major characteristics that define an historical era; |

|appreciate human and environmental commonalities and diversity |[pic] |

|[pic] | |

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| |[pic][pic](B) identify the major eras in U.S. history from 1877 to the present and describe |

|understand the interactions and interdependence of individuals, |their defining characteristics; |

|societies and the environment |[pic] |

|[pic] | |

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|Objective A: Knowing and understanding |[pic][pic](D) explain the significance of the following years as turning points: 1898 |

| |(Spanish-American War), 1914-1918 (World War I), 1929 (the Great Depression begins), |

|In order to reach the aims of individuals and societies, |1939-1945 (World War II), 1957 (Sputnik launch ignites U.S.-Soviet space race), 1968-1969 |

|students should be able to: |(Martin Luther King Jr. assassination and U.S. lands on the moon), 1991 (Cold War ends), |

| |2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first|

| |black president, Barack Obama). |

|i. use a wide range of terminology in context |[pic] |

|[pic] | |

| |(3) History. The student understands the political, economic, and social changes in the |

| |United States from 1877 to 1898. |

|ii. demonstrate knowledge and understanding of subject-specific | |

|content and concepts through developed descriptions, | |

|explanations and examples. |[pic][pic](A) analyze political issues such as Indian policies, the growth of political |

|[pic] |machines, civil service reform, and the beginnings of Populism; |

| |[pic] |

|Objective C: Communicating | |

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|In order to reach the aims of individuals and societies, |[pic][pic](B) analyze economic issues such as industrialization, the growth of railroads, |

|students should be able to: |the growth of labor unions, farm issues, the cattle industry boom, the rise of |

| |entrepreneurship, free enterprise, and the pros and cons of big business; |

| |[pic] |

|i. communicate information and ideas effectively using an | |

|appropriate style for the audience and purpose | |

|[pic] |[pic][pic](C ) analyze social issues affecting women, minorities, children, immigrants, |

| |urbanization, the Social Gospel, and philanthropy of industrialists; and |

| |[pic] |

|ii. structure information and ideas in a way that is appropriate| |

|to the specified format | |

|[pic] |[pic][pic](D) describe the optimism of the many immigrants who sought a better life in |

| |America. |

|Objective D: Thinking critically |[pic] |

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|In order to reach the aims of individuals and societies, |(4) History. The student understands the emergence of the United States as a world power |

|students should be able to: |between 1898 and 1920. |

| | |

| | |

|ii. synthesize information to make valid, wellsupported |[pic][pic](A) explain why significant events, policies, and individuals such as the |

|arguments |Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, Theodore |

|[pic] |Roosevelt, Sanford B. Dole, and missionaries moved the United States into the position of a |

| |world power; |

| |[pic] |

|iii. analyse and evaluate a wide range of sources/data in terms | |

|of origin and purpose, examining values and limitations |(12) Geography. The student understands the impact of geographic factors on major events. |

|[pic] | |

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| |[pic][pic](A) analyze the impact of physical and human geographic factors on the settlement |

|iv. interpret different perspectives and their implications. |of the Great Plains, the Klondike Gold Rush, the Panama Canal, the Dust Bowl, and the levee |

|[pic] |failure in New Orleans after Hurricane Katrina; and |

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|Assessment Criteria | |

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|Criterion |[pic][pic](B) identify and explain reasons for changes in political boundaries such as those|

| |resulting from statehood and international conflicts. |

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|Criterion A: Knowing and understanding | |

|[pic] |(13) Geography. The student understands the causes and effects of migration and immigration |

| |on American society. |

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|Criterion C: Communicating | |

|[pic] |[pic][pic](A) analyze the causes and effects of changing demographic patterns resulting from|

| |migration within the United States, including western expansion, rural to urban, the Great |

| |Migration, and the Rust Belt to the Sun Belt; and |

|Criterion D: Thinking critically |[pic] |

|[pic] | |

| |(14) Geography. The student understands the relationship between population growth and |

| |modernization on the physical environment. |

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| |[pic][pic](A) identify the effects of population growth and distribution on the physical |

| |environment; |

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| |(15) Economics. The student understands domestic and foreign issues related to U.S. economic|

| |growth from the 1870s to 1920. |

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| |[pic][pic](A) describe how the economic impact of the Transcontinental Railroad and the |

| |Homestead Act contributed to the close of the frontier in the late 19th century; |

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| |(21) Government. The student understands the impact of constitutional issues on American |

| |society. |

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| |[pic][pic](A) analyze the effects of landmark U.S. Supreme Court decisions, including Brown |

| |v. Board of Education, and other U.S. Supreme Court decisions such as Plessy v. Ferguson, |

| |Hernandez v. Texas, Tinker v. Des Moines, Wisconsin v. Yoder, and White v. Regester; |

| |[pic] |

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| |(C) evaluate constitutional change in terms of strict construction versus judicial |

| |interpretation. |

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| |(23) Citizenship. The student understands efforts to expand the democratic process. |

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| |[pic][pic](C ) explain how participation in the democratic process reflects our national |

| |ethos, patriotism, and civic responsibility as well as our progress to build a "more perfect|

| |union." |

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| |(24) Citizenship. The student understands the importance of effective leadership in a |

| |constitutional republic. |

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| |(A) describe qualities of effective leadership; and |

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| |[pic][pic](B) evaluate the contributions of significant political and social leaders in the |

| |United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Barry Goldwater, |

| |Sandra Day O'Connor, and Hillary Clinton. |

| |[pic] |

| | |

| |(25) Culture. The student understands the relationship between the arts and the times during|

| |which they were created. |

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| |[pic][pic](A) describe how the characteristics and issues in U.S. history have been |

| |reflected in various genres of art, music, film, and literature; |

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| |[pic][pic](B) describe both the positive and negative impacts of significant examples of |

| |cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem |

| |Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and|

| |western music on American society; |

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| |[pic][pic](C ) identify the impact of popular American culture on the rest of the world over|

| |time; and |

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| |[pic][pic](D) analyze the global diffusion of American culture through the entertainment |

| |industry via various media. |

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| |(26) Culture. The student understands how people from various groups contribute to our |

| |national identity. |

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| |[pic][pic](A) explain actions taken by people to expand economic opportunities and political|

| |rights, including those for racial, ethnic, and religious minorities as well as women, in |

| |American society; |

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| |[pic][pic](B) discuss the Americanization movement to assimilate immigrants and American |

| |Indians into American culture; |

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| | |

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| |[pic][pic](C ) explain how the contributions of people of various racial, ethnic, gender, |

| |and religious groups shape American culture; |

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| | |

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| |[pic][pic](D) identify the political, social, and economic contributions of women such as |

| |Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah |

| |Winfrey to American society; |

| |[pic] |

| | |

| |(27) Science, technology, and society. The student understands the impact of science, |

| |technology, and the free enterprise system on the economic development of the United States.|

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| |[pic][pic](A) explain the effects of scientific discoveries and technological innovations |

| |such as electric power, telephone and satellite communications, petroleum-based products, |

| |steel production, and computers on the economic development of the United States; |

| |[pic] |

| | |

| | |

| |[pic][pic](B) explain how specific needs result in scientific discoveries and technological |

| |innovations in agriculture, the military, and medicine, including vaccines; and |

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| | |

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| |[pic][pic](C ) understand the impact of technological and management innovations and their |

| |applications in the workplace and the resulting productivity enhancements for business and |

| |labor such as assembly line manufacturing, time-study analysis, robotics, computer |

| |management, and just-in-time inventory management. |

| |[pic] |

| | |

| |(28) Science, technology, and society. The student understands the influence of scientific |

| |discoveries, technological innovations, and the free enterprise system on the standard of |

| |living in the United States. |

| | |

| | |

| |[pic][pic](A) analyze how scientific discoveries, technological innovations, and the |

| |application of these by the free enterprise system, including those in transportation and |

| |communication, improve the standard of living in the United States; |

| |[pic] |

| | |

| |(29) Social studies skills. The student applies critical-thinking skills to organize and use|

| |information acquired from a variety of valid sources, including electronic technology. |

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| |[pic](A) use a variety of both primary and secondary valid sources to acquire information |

| |and to analyze and answer historical questions; |

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| | |

| | |

| |[pic](B) analyze information by sequencing, categorizing, identifying cause-and-effect |

| |relationships, comparing and contrasting, finding the main idea, summarizing, making |

| |generalizations, making predictions, drawing inferences, and drawing conclusions; |

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| |(C) understand how historians interpret the past (historiography) and how their |

| |interpretations of history may change over time; |

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| |[pic](D) use the process of historical inquiry to research, interpret, and use multiple |

| |types of sources of evidence; |

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| | |

| |(E) evaluate the validity of a source based on language, corroboration with other sources, |

| |and information about the author, including points of view, frames of reference, and |

| |historical context; |

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| |(F) identify bias in written, oral, and visual material; |

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| |[pic](G) identify and support with historical evidence a point of view on a social studies |

| |issue or event; and |

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| |[pic](H) use appropriate skills to analyze and interpret social studies information such as |

| |maps, graphs, presentations, speeches, lectures, and political cartoons. |

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| |(30) Social studies skills. The student communicates in written, oral, and visual forms. |

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| |(A) create written, oral, and visual presentations of social studies information; |

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| |[pic](B) use correct social studies terminology to explain historical concepts; and |

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| |(C) use different forms of media to convey information, including written to visual and |

| |statistical to written or visual, using available computer software as appropriate. |

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| |(31) Social studies skills. The student uses geographic tools to collect, analyze, and |

| |interpret data. |

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| |(A) create thematic maps, graphs, and charts representing various aspects of the United |

| |States; and |

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| |[pic](B) pose and answer questions about geographic distributions and patterns shown on |

| |maps, graphs, charts, and available databases. |

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| |(32) Social studies skills. The student uses problem-solving and decision-making skills, |

| |working independently and with others, in a variety of settings. |

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| |(A) use a problem-solving process to identify a problem, gather information, list and |

| |consider options, consider advantages and disadvantages, choose and implement a solution, |

| |and evaluate the effectiveness of the solution; and |

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| |(B) use a decision-making process to identify a situation that requires a decision, gather |

| |information, identify options, predict consequences, and take action to implement a |

| |decision. |

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|Summative Assessments |Summative Assessment Tasks & Statement of Inquiry |

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|Outline of summative assessment task(s) including assessment |Relationship between summative assessment task(s) and statement of inquiry: |

|criteria: |The statement of inquiry has been written in the consideration of the close connections |

|[pic]Unit 1 Test.pdf |between economic and social structures in moments of historical change. |

| |The assessment is aimed at stimulating reflection on different aspects of the economic and |

| |social process commonly known as the Industrial Revolution during the Gilded Age. By |

| |analyzing the different types of causes that made it possible and extensively exploring |

| |innovations as regards production systems and the activities and living conditions of both |

| |specific groups and the US population at large, the students will gain insight into the |

| |complexity and originality that made the Industrial Revolution such an important moment in |

| |the definition of the structures and dynamics of the contemporary world. |

|Approaches to Learning (ATL) |Reading Focus |

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|[pic]Choose Standards | |

|Approaches to Learning | |

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|MYP | |

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|Skill Category: Research | |

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|Skill Clusters: | |

|VI. Information literacy skills | |

|Finding, interpreting, judging and creating information | |

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|Collect, record and verify data | |

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|Access information to be informed and inform others | |

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|Make connections between various sources of information | |

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|Understand the benefits and limitations of personal sensory | |

|learning preferences when accessing, processing and recalling | |

|information | |

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|Present information in a variety of formats and platforms | |

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|Collect and analyse data to identify solutions and make informed| |

|decisions | |

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|Process data and report results | |

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|Evaluate and select information sources and digital tools based | |

|on their appropriateness to specific tasks | |

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|Understand and use technology systems | |

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|Use critical literacy skills to analyse and interpret media | |

|communications | |

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|Identify primary and secondary sources | |

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|Skill Clusters: | |

|VII. Media literacy skills | |

|Interacting with media to use and create ideas and information | |

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|Locate, organize, analyse, evaluate, synthesize and ethically | |

|use information from a variety of sources and media (including | |

|digital social media and online networks) | |

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|Demonstrate awareness of media interpretations of events and | |

|ideas (including digital social media) | |

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|Seek a range of perspectives from multiple and varied sources | |

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|Communicate information and ideas effectively to multiple | |

|audiences using a variety of media and formats | |

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|Compare, contrast and draw connections among (multi)media | |

|resources | |

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|Content (Subject-specific) |

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|Gilded Age Politics: 1877–1892 |

|Events |

|1876 Rutherford B. Hayes is elected president |

|1877 Railroad workers strike across United States |

|1880 James A. Garfield is elected president |

|1881 Garfield is assassinated; Chester A. Arthur becomes president |

|1883 Congress passes Pendleton Act |

|1884 Grover Cleveland is elected president |

|1888 Benjamin Harrison is elected president |

|1890 Congress passes Sherman Silver Purchase Act, Pension Act, and McKinley Tariff |

|Key People |

|Rutherford B. Hayes - 19th U.S. president; technically lost election but took office after Compromise of 1877 with Democrats |

|James A. Garfield - 20th U.S. president; elected in 1880 but assassinated after less than a year in office |

|Chester A. Arthur - 21st U.S. president; took office in 1881 after Garfield’s assassination |

|James G. Blaine - Congressman from Maine; leader of Half-Breeds in the Republican Party |

|Grover Cleveland - 22nd and 24th U.S. president; first elected in1884 after defeating James G. Blaine |

|Roscoe Conkling - New York senator; leader of the Stalwarts in the Republican Party |

|Benjamin Harrison - 23rd U.S. president and grandson of ninth U.S. president, William Henry Harrison; defeated incumbent Grover Cleveland in 1888 |

|William “Boss” Tweed - Corrupt Democrat who controlled most of New York City politics during the Gilded Age |

|Hayes |

|Rutherford B. Hayes had little political power during his four years in office, having barely squeaked into the White House by one vote after the Compromise |

|of 1877 , in which the Democrats ceded the White House to the Republicans in exchange for an end to Reconstruction in the South. The real winners in the |

|election were Republican spoils seekers who flooded Washington, D.C., in search of civil service jobs. |

|The Railroad Strike of 1877 |

|The only major upheaval during Hayes’s presidency was the Great Railroad Strike of 1877, when railroad workers throughout the United States went on strike to |

|protest the lowering of their salaries. More than a hundred people died during violence related to the strike, forcing Hayes to use federal troops to suppress|

|the uprisings. |

|The Election of 1880 |

|By the election of 1880, the Republicans, no longer supporting Rutherford B. Hayes, nominated the relatively unknown OhioanJames A. Garfield for president, |

|along with the Stalwart running mate Chester A. Arthur. Democrats nominated Civil War veteranWinfield Scott Hancock, and the pro-labor Greenback |

|Partynominated James B. Weaver. In the election, Garfield received a sizable majority of electoral votes but won the popular vote by only a slim margin over |

|Hancock. |

|Garfield and Hayes |

|Like Hayes’s, Garfield’s presidency was overshadowed by Stalwart and Half-Breed infighting. In the summer of 1881, Garfield’s term was cut short when a |

|delusional Stalwart supporter named Charles Guiteau assassinated Garfield in Washington, D.C. Guiteau hoped that Vice President Arthur would become president |

|and give more federal jobs to Stalwarts.Although Arthur did replace Garfield, the assassination convinced policymakers that the U.S. government was in dire |

|need of civil service reform to combat the spoils system. Congress therefore passed the Pendleton Act in 1883, which created the Civil Service Commission to |

|ensure that hiring of federal employees was based on examinations and merit rather than political patronage. |

|Industrialization: 1869–1901 |

|Events |

|1869 Transcontinental Railroad is completed |

|1870 Standard Oil Company forms |

|1886 Supreme Court issues verdict in Wabash case |

|1887 Congress passes Interstate Commerce Act |

|1890 Congress passes Sherman Anti-Trust Act |

|1901 U.S. Steel Corporation forms |

|Key People |

|Andrew Carnegie - Scottish-American business tycoon and owner of the Carnegie Steel Company in Pittsburgh; used vertical integration to maintain market |

|dominance |

|John D. Rockefeller - Founder of the Standard Oil Company; used horizontal integration to effectively buy out his competition |

|Cornelius Vanderbilt - Steamboat and railroad tycoon; laid thousands of miles of railroad track and established standard gauge for railroads |

|Transcontinental Railroads |

|Gilded Age industrialization had its roots in the Civil War, which spurred Congress and the northern states to build morerailroads and increased demand for a |

|variety of manufactured goods. The forward-looking Congress of 1862 authorized construction of the first transcontinental railroad, connecting the Pacific and|

|Atlantic lines. Originally, because railroading was such an expensive enterprise at the time, the federal government provided subsidies by the mile to |

|railroad companies in exchange for discounted rates. Congress also provided federal land grants to railroad companies so that they could lay down more |

|track.With this free land and tens of thousands of dollars per mile in subsidies, railroading became a highly profitable business venture. The Union Pacific |

|Railroad company began construction on the transcontinental line in Nebraska during the Civil War and pushed westward, while Leland Stanford’sCentral Pacific |

|Railroad pushed eastward from Sacramento. Tens of thousands of Irish and Chinese laborers laid the track, and the two lines finally met near Promontory, Utah,|

|in 1869. |

|Captains of Industry |

|Big businessmen, not politicians, controlled the new industrialized America of the Gilded Age. Whereas past generations sent their best men into public |

|service, in the last decades of the 1800s, young men were enticed by the private sector, where with a little persistence, hard work, and ruthlessness, one |

|could reap enormous profits. These so-called“captains of industry” were not regulated by the government and did whatever they could to make as much money as |

|possible. These industrialists’ business practices were sometimes so unscrupulous that they were given the name“robber barons.” |

|Vanderbilt and the Railroads |

|As the railroad boom accelerated, railroads began to crisscross the West. Some of the major companies included the Southern Pacific Railroad, the Santa Fe |

|Railroad, and the North Pacific Railroad. Federal subsidies and land grants made railroading such a profitable business that a class of “new money” |

|millionaires emerged. |

|Cornelius Vanderbilt and his son William were perhaps the most famous railroad tycoons. During the era, they bought out and consolidated many of the rail |

|companies in the East, enabling them to cut operations costs. The Vanderbilts also established a standard track gauge and were among the first railroaders to |

|replace iron rails with lighter, more durable steel. The Vanderbilt fortune swelled to more than $100 million during these boom years. |

|Railroad Corruption |

|As the railroad industry grew, it became filled with corrupt practices. Unhindered by government regulation, railroaders could turn enormous profits using any|

|method to get results, however unethical. Union Pacific officials, for example, formed the dummy Crédit Mobilier construction company and hired themselves out|

|as contractors at enormous rates for huge profits. Several U.S. congressmen were implicated in the scandal after an investigation uncovered that the company |

|bribed them to keep quiet about the corruption. Railroads also inflated the prices of their stocks and gave out noncompetitive rebates to favored companies. |

|Moreover, tycoons such as the Vanderbilts were notorious for their lack of regard for the common worker. Although some states passed laws to regulate corrupt |

|railroads, the Supreme Court made regulation on a state level impossible with the 1886Wabash case ruling, which stated that only the federal government could |

|regulate interstate commerce. |

|Carnegie, Morgan, and U.S. Steel |

|Among the wealthiest and most famous captains of industry in the late1800s wasAndrew Carnegie. A Scottish immigrant, Carnegie turned his one Pennsylvanian |

|production plant into a veritable steel empire through a business tactic called vertical integration. Rather than rely on expensive middlemen, Carnegie |

|vertically integrated his production process by buying out all of the companies—coal, iron ore, and so on—needed to produce his steel, as well as the |

|companies that produced the steel, shipped it, and sold it. Eventually, Carnegie sold his company to banker J. P. Morgan, who used the company as the |

|foundation for the U.S. Steel Corporation. By the end of his life, Carnegie was one of the richest men in America, with a fortune of nearly $500 million. |

|Rockefeller and Standard Oil |

|Oil was another lucrative business during the Gilded Age. Although there was very little need for oil prior to the Civil War, demand surged during the machine|

|age of the 1880s, 1890s, and early 1900s. Seemingly everything required oil during this era: factory machines, ships, and, later, automobiles.The biggest |

|names in the oil industry were John D. Rockefellerand his Standard Oil Company—in fact, they were the onlynames in the industry. Whereas Carnegie employed |

|vertical integration to create his steel empire, Rockefeller usedhorizontal integration, essentially buying out all the other oil companies so that he had no |

|competition left. In doing so, Rockefeller created one of America’s first monopolies, or trusts, that cornered the market of a single product. |

|Social Darwinism and the Gospel of Wealth |

|In time, many wealthy American businessmen, inspired by biologist Charles Darwin’s new theories of natural selection, began to believe that they had become |

|rich because they were literally superior human beings compared to the poorer classes. The wealthy applied Darwin’s idea of “survival of the fittest” to |

|society; in the words of one Social Darwinist, as they became known, “The millionaires are the product of natural selection.” Pious plutocrats preached the |

|“Gospel of Wealth,” which was similar to Social Darwinism but explained a person’s great riches as a gift from God |

|Regulating Big Business |

|Without any form of government regulation, big business owners were able to create monopolies—companies that control all aspects of production for certain |

|products. Economists agree that monopolies are rarely good for the market, as they often stifle competition, inflate prices, and hurt consumers.In the late |

|1880s and early 1890s, the U.S. government stepped in and tried to start regulating the growing number of monopolies. In 1887, Congress passed the Interstate |

|Commerce Act, which outlawed railroad rebates and kickbacks and also established the Interstate Commerce Commission to ensure that the railroad companies |

|obeyed the new laws. The bill was riddled with loopholes, however, and had very little effect. In 1890, Congress also passed the Sherman Anti-Trust Act in an |

|attempt to ban trusts, but this, too, was an ineffective piece of legislation and was replaced with revised legislation in the early 1900s. |

|Action: Teaching and learning through inquiry |

|Learning Process |

|Learning Experiences and Teaching Strategies |

| |

|Students will analyze a series of primary and secondary source documents and then take notes via powerpoint lectures and through use of graphic organizers. |

|1. Daily warm-ups (sentence starters and quick write) |

|2. Brief PPT lectures-max 15 minutes. |

|3. Graphic Organizers to analyse primary sources |

|4. Quick Write to summarize primary source analysis |

|5. What contributions to the Western world have been made based on PS analysis? |

|7. Look at different perspectives for each event/issue - Who would be for/against? Why? |

|8. Think Pair Share |

|9. Vocabulary Chart (Define terms and construct images to reinforce content comprehension). |

|Knowledge Skills: |

|-Ability to remember important factual information for foundational knowledge. |

|Comprehension Skills: |

|-Read and understand key concepts from primary and secondary resources. |

|Analysis Skills: |

|-ability to read, interpret, and analyze primary sources. |

|Synthesis Skills: |

|Bringing together different parts of knowledge to show relationships. |

|Evaluation Skills: |

|-Form an opinion and be able to justify that position with supporting evidence. |

|Organizational Skills: |

|-Organize, update, and maintain a neat student binder and student notes composition book. |

|Resources |

| |

| | | | | | |

| |

 

|Weekly agenda to include: |Weekly Differentiation |

|Key vocabulary for the week | |

|Learning experiences (identify guided & independent practice |View Differentiation Details |

|ELL strategies |Add New Week |

|Checking for understanding (ex. VT) |  |

|Weekly Plans |Week 1 |

| |Size: Adapt the number of items that the learner|

|Every week: Students will be taking notes for homework in to employ comprehension and metacognition. Students|is expected to learn/complete |

|will draw from notes in class in discussion and application activities. |(reduce the length of an assignment, etc.) |

|Learning Experiences: Teacher to follow the 3Ps for effective understanding of concepts/content in class. |  |

|Probing – asking, clarifying who, what, why, where, when or how questions. |Students will receive modified assignments as |

|Paraphrasing – restating and feeding back to students their own words in a shortened and clarified form |dependent on IEP and 504 plans |

|Prompting – assisting students having difficulty answering a question by providing scaffolding by re-phrasing|  |

|or re-framing the question, providing hints etc. |Time: Increase the amount of time the learner |

|Week 1 |has to complete a task (provide students with |

|Intro to Gilded Age |extra time, etc.) |

|Immigration and Industry |  |

|Industrialization |Students will receive extended time on quizzes |

|Understand the role of innovations in economic change in the late 1800s |and tests depending on IEP and 504 plans |

|Understand new forms of economic structures and activities and their benefits and problems |  |

|Urbanization |Level of Support: Increase the amount of |

|Understand relationship between economic changes and rapid growth of cities |personal assistance to an individual learner |

|Understand impact of patterns of immigration in cities |(one-on-one conferencing, collaborative team |

|Understand urban problems of the period |teaching, peer-tutoring, etc.) |

|Immigration |  |

|Understand patterns and forces driving immigration |Students will be encouraged to make use of |

|Understand reactions to immigration (in terms of ideas and actions) |teacher office hours, tutoring lab, and peer |

|Captains of Industry and Robber Barons PSA |study groups |

|Students will plot and graph the specific role of innovations in the Gilded Age to understand the rise in |  |

|industry |Difficulty: Adapt the skill level, problem type,|

|Students will consider the role of industrialists, corporations, unions in a capitalist society |or rules on how the learner may approach the |

|Students will use census data maps in order to understand immigration patterns in turn of the century America|work (allow the use of a calculator, simplify |

|ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily |content, decrease task directions, etc.) |

|warm ups. |  |

|Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of|Input: Adapt the way instruction is delivered |

|various graphic organizers and written responses with quotation of sources. |(visual aids, media presentations, |

|Week 2 |demonstrations, flexible grouping, etc.) |

|Strikes |  |

|Labor Unions |Output: Adapt how the student can respond to |

|Election of 1898-Cross of Gold |instruction |

|Political Machines |  |

|Understand the way a political machine works and why it arose at this time |Participation: Adapt the extent to which a |

|Understand the various viewpoints on the role of the political machine in a Gilded Age city |learner is actively involved in the task |

|Students will read and evaluate texts displaying points of view of both sides during the Haymarket Riots |  |

|Students will consider the perspectives of governments / immigrants to understand their struggles and need |Alternate Goals: Adapt the goals or outcome |

|for reforms in the workplace and in society |expectations while using the same materials |

|ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily |[pic]3 Differentiation |

|warm ups. |[pic]Hide Differentiation |

|Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of|Method of Differentiation: |

|various graphic organizers and written responses with quotation of sources. |Differentiation by Instruction |

|Week 3 |Differentiation by Task |

|Western Expansion |Differentiation by Assessment |

|Understand the forces driving Westward expansion in the late 1800s | |

|Understand the tactics of assimilation and impact of Native Americans |  |

|Students will analyze primary and secondary documents to synthesize an argument regarding Western expansion |Week 2 |

|and preservation of culture |Size: Adapt the number of items that the learner|

|ELL Strategies: Define terms, create symbols, use sentences stems. All of these strategies are used as daily |is expected to learn/complete |

|warm ups. |(reduce the length of an assignment, etc.) |

|Check for understanding: Completing weekly primary/secondary source analysis which requires the completion of|  |

|various graphic organizers and written responses with quotation of sources. |Students will receive modified assignments as |

|End of Gilded Age |dependent on IEP and 504 plans |

|Unit 1 and 2 Test |  |

|[pic]lesson_change_and_conflict_in_the_american_west_procedures_1407157514.pdf |Time: Increase the amount of time the learner |

|[pic]American West Gallery Walk Teacher Guide.pdf |has to complete a task (provide students with |

|[pic]Groups in the American West.pdf |extra time, etc.) |

|[pic]Notebook Guide for American West.pdf |  |

|[pic]American West Gallery Stations.pdf |Students will receive extended time on quizzes |

|[pic]American West Gallery Station Directions.pdf |and tests depending on IEP and 504 plans |

|[pic]lesson_the_age_of_innovation_and_industry_procedures_1407191184.pdf |  |

|[pic]Innovation and Industry Graphs Analysis Activity.pdf |Level of Support: Increase the amount of |

|[pic]Industry Graphs WS.pdf |personal assistance to an individual learner |

|[pic]Guide to Industry Graphy WS.pdf |(one-on-one conferencing, collaborative team |

|[pic]Robber-Barron-DBQ.pdf |teaching, peer-tutoring, etc.) |

|[pic]Industrialism Primary Sources.docx |  |

|[pic]Industry Questions WS.docx |Students will be encouraged to make use of |

|[pic]Labor Union Definitions WS.docx |teacher office hours, tutoring lab, and peer |

|[pic]Growth Of The Labor Movements PPT.ppt |study groups |

|[pic]Chinese Immigration and Exclusion Lesson Plan.pdf |  |

|[pic]Chinese Immigration and Exclusion IMAGE.ppt |Difficulty: Adapt the skill level, problem type,|

|[pic]industrialization__immigration_test_review_sheet_-_ma_2012.pdf |or rules on how the learner may approach the |

|[pic]industrialization_starter.pdf |work (allow the use of a calculator, simplify |

|[pic]Unit 2-Gilded Age Vocabulary.docx |content, decrease task directions, etc.) |

|[pic]gilded age binder packet.pdf |  |

|[pic]Gilded age political cartoons.doc |Input: Adapt the way instruction is delivered |

|[pic]Unit 2-Gilded Age Master PPT.pptx |(visual aids, media presentations, |

|[pic]IB Unit Plan for Gilded Age and the Progressive Era.doc |demonstrations, flexible grouping, etc.) |

| |  |

| |Output: Adapt how the student can respond to |

| |instruction |

| |  |

| |Participation: Adapt the extent to which a |

| |learner is actively involved in the task |

| |  |

| |Alternate Goals: Adapt the goals or outcome |

| |expectations while using the same materials |

| |[pic]3 Differentiation |

| |[pic]Hide Differentiation |

| |Method of Differentiation: |

| |Differentiation by Instruction |

| |Differentiation by Task |

| |Differentiation by Assessment |

| | |

| |  |

| |Week 3 |

| |Size: Adapt the number of items that the learner|

| |is expected to learn/complete |

| |(reduce the length of an assignment, etc.) |

| |  |

| |Students will receive modified assignments as |

| |dependent on IEP and 504 plans |

| |  |

| |Time: Increase the amount of time the learner |

| |has to complete a task (provide students with |

| |extra time, etc.) |

| |  |

| |Students will receive extended time on quizzes |

| |and tests depending on IEP and 504 plans |

| |  |

| |Level of Support: Increase the amount of |

| |personal assistance to an individual learner |

| |(one-on-one conferencing, collaborative team |

| |teaching, peer-tutoring, etc.) |

| |  |

| |Students will be encouraged to make use of |

| |teacher office hours, tutoring lab, and peer |

| |study groups |

| |  |

| |Difficulty: Adapt the skill level, problem type,|

| |or rules on how the learner may approach the |

| |work (allow the use of a calculator, simplify |

| |content, decrease task directions, etc.) |

| |  |

| |Input: Adapt the way instruction is delivered |

| |(visual aids, media presentations, |

| |demonstrations, flexible grouping, etc.) |

| |  |

| |Output: Adapt how the student can respond to |

| |instruction |

| |  |

| |Participation: Adapt the extent to which a |

| |learner is actively involved in the task |

| |  |

| |Alternate Goals: Adapt the goals or outcome |

| |expectations while using the same materials |

| |[pic]3 Differentiation |

| |[pic]Hide Differentiation |

| |Method of Differentiation: |

| |Differentiation by Instruction |

| |Differentiation by Task |

| |Differentiation by Assessment |

| | |

| |3 record(s) found. |

|Reflection: Considering the planning, process and impact of the inquiry |

|Prior to teaching the unit |During teaching |After teaching the unit |

| | | |

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