Class Agenda

1.  Bellringer:  Reviewing what we learned with your muckraker research yesterday...why do you think that we have that particular picture on the cover of our packet?
2.  Summarize our research from yesterday, and complete pg. 14 with our notes.
3.  Watch clip on Sam Gompers - then answer the following questions:

• Summarize:  What did Gompers WANT for workers?
• What was the AFL?  
• What role was the Department of Labor (1913) to play?  

4.  Proceed to other Social Progressive reforms (pg. 18B).

•  Child Labor (pg. 17).  Answer questions and analyze the document. 

HW - finish pg. 17

Class Agenda

1.  Bellringer:  Why do companies have to put these labels on their products?

Informing consumers about food ingredients wasn't always a priority for companies....
2.  Group Activity:  Read pages 9-11 and complete the column on pg. 14 titled "What was exposed?"
3.  Rank the 3 muckrakers profiled today:  1 being the most important, 3 being the least important.  Which muckraker had the GREATEST impact on society?  Explain your ranking.

HW - none

Class Agenda

1.  Bellringer:  Review...Why was Thomas Nast and the Good Government League AGAINST Boss Tweed?  Review key vocabulary from before vacation.
2.  Political Reform Notes.
3.  Movie Clip:  How does this clip "spoof" the recall election of Gray Davis in 2003?

HW - none

Class Agenda

1.  Bellringer:  What is your own definition of teamwork?  Today we will be using teamwork to put together a skit for....
2.  Boss Tweed Theater!  In your group, you will have 2 minutes to organize a skit/dialogue/interaction between Boss Tweed, Thomas Nast, a member of the Good Government League, and a poor immigrant.  Your skit must include every member of your group in some way...and must be NO more than 2 minutes long.  Props are allowed.  Use your research from yesterday to help develop your skit.
3.  "Tweedie" Voting:  Vote for the:

• best actor
• best actress
• best group

HW - have a good vacation!

Class Agenda

1.  Bellringer:  As a machine, the car has advantages and disadvantages.  Create a "T" chart and list + and - of the car.  Bridge discussion into the + and - roles of political machines...
2.  Political Machine Case Study:  Boss Tweed (pg. 7).  Which groups liked/hated him?  How do you know.  Group research activity (Textbook pgs. 596-97).  Review.

HW - none

Class Agenda

1.  Bellringer:  Look at the pictures in this powerpoint:  Review...

• What was happening?
• What were the effects of this event?

2.  Bridge Bellringer discussion into....Progressive Era Unit Intro (notes...pg. 5)

3.  Table partner Activity (pg. 6).  Review activity as a class

HW - none

Class Agenda

DBQ:  Day 4...and our FINAL day of essay composition.

1.  Bellringer:  Review your work from yesterday and pick up where you left off in composing your DBQ essay.
2.  When you finish writing your essay, complete the DBQ Checklist.

HW - none

Class Agenda

DBQ:  Day 3

1.  Finish honing your outline...5-7 minutes.
2.  Begin writing the essay (use pen, on loose-leaf paper, skipping lines as you write).  Tomorrow you will finish writing the essay and complete a checklist of essential components.

HW - None

Class Agenda

DBQ:  Day 2

1.  Bellringer:  Read DBQ packet (pink):  pgs. 1, 4, 7.
2.  Review CRQ questions and analysis.  Discuss Part B (essay) directions.  How many documents do you have to use in your essay?
3.  Create thesis statement and an outline.  Essay writing will start tomorrow and wrap-up on Thursday.

HW - none

Class Agenda

DBQ:  Day 1  

Document Based Question Essay on the Industrial Revolution begins today!  :)  

Together, we will be working on reviewing and improving our DBQ Essay procedure.  

1.  Read DBQ Essay question/directions
2.  Brainstorm:  What were the + and - effects of the Industrial Revolution?  List BEFORE you read the CRQ (Constructed Response Questions) that are based on the documents.
3.  Read the DBQ directions in the "Guide to Writing DBQ's" packet (pg. 1):  Steps 1-2.  Read pg. 5 to review on "How and Why to Analyze Documents."

HW - Answer CRQ questions AND analyze EACH document.

Class Agenda

1.  Bellringer:  Why do you think that we have Veteran's Day as a holiday?  Watch...
2.  New Marking Period Starts MONDAY...so we'll get new seats today.  Reminder:  Every marking period we switch seats to change perspectives, and to be able to work with new people when we use "proximity" groups for collaboration.  Fresh start, new places, new faces.
3.  Veteran's Day Celebration.  Brain-Pop on Armed Forces.  Movie Clip:  The History of Veteran's Day.
4.  Industrial Revolution DBQ Essay begins on Monday!

HW - think of those who sacrificed for our nation!

Class Agenda

1.  Bellringer:  Do pg. 1...Essential Question.
2.  Test:  Industrial Revolution

HW - none

Class Agenda

1.  Bellringer:  What is the essential difference between a farmer's market and a stock market?  What is similar between the 2?  Create a "T" chart of similarities and differences.
2.  Brain-pop:  Stock Market...Check the "markets."  What is an index?  How does that represent the health of the economy?  What is a bull/bear market?
3.  Test Review:  on page 5, define the unit vocabulary in your own words.  Check your work.

HW - Study for test tomorrow:  Use the review sheet on pg. 29, and the Quia flashcards

Class Agenda

1.  Bellringer:  Why do people collect "stuff" like baseball cards, coins, stamps, autographs, etc?  Bridge discussion into the concept of "buy low, sell high"...a key principle of investment.
2.  Discussion of pg. 18.  Brain-pops on "Stocks."
3.  Stock case study:  Apple, Inc.  Using the internet, we will check the value of Apple stock today, and use "hindsight" to see what could have been, if we invested at various times over history.
4.  Happy Halloween...explore the history of this holiday!


HW - Industrial Revolution Test on WEDNESDAY.
        - Click here to review vocab flashcards.

Class Agenda

1.  Bellringer:  Pg. 26c.  Which predictions about the future came "true" or "kinda true?"
2.  Thomas Edison Brain-pop
3.  Inventions "webquest" (pg. 27).  We'll be using the laptops to collaborate and learn about some of the important inventions of the era.
4.  For fun...check out the "30 dumbest inventions."  Which is the worst?

HW - finish 27...if need be.

Optional Extra Credit - Due Monday:  Read the article, and write 3 paragraphs on the following:  Write 2 paragraphs summarizing what you read.  Then write 1 paragraph reacting to what you read.

Class Agenda

1.  Bellringer:  Pg. 28...on the bottom, write a statement contrasting the lives of the upper class with the lives of the working class.  Use your research to help you compose your statement.
2.  Movie - Profile on city life:  crime, poor immigrants, sanitation, and new inventions (pg. 26B).  Discuss.

3.  On a separate sheet of paper, write a poem synthesizing what we have learned over the past few days: 

Topic = What was life like for the urban poor?

• Length/style of the poem is up to you, but you must incorporate FOUR ideas/concepts/vocabulary words/names in your poem.  
• Packet pages 20 thru 28 have important details/information that will help you.  
• Be as creative as you like!

HW - finish poem

Optional Extra Credit - Due Monday:  Read the article, and write 3 paragraphs on the following:  Write 2 paragraphs summarizing what you read.  Then write 1 paragraph reacting to what you read.

Class Agenda

1.  Bellringer:  Pg. 26a...Jane Addams/Hull House question:  See clip... Jane Addams.
2.  Discuss and review pg. 25b
3.  Jigsaw Activity:  Town Meetings (pg. 28).  Contrast:  Life for the working class vs. life for the upper/middle class.

HW - none

Class Agenda

1.  Bellringer:  What are some of the + and - of a longer school day (8:00am-6:00pm)?  Bridge discussion into the painfully long days of factory workers during the Industrial Revolution.

2.  Notes (pg. 26a)
3.  Movie Clip - Mother Jones.  Answer question on the bottom of 26a.

HW - Do pg. 25